Eid al-Adha

This article was first published in teachPrimary. You can find a copy of download here.

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Eid al-Adha is a Muslim festival of major significance, yet it is often given less attention in RE curriculums than Eid al-Fitr, which follows Ramadan. Eid al-Adha connects closely to core Islamic themes of faith and obedience, making it a great starting point for exploring Islam. The emphasis on giving and generosity during Eid al-Adha allows for comparisons with festivals in other religions and worldviews, such as Rosh Hashanah or Harvest. Across the six lessons in this unit, we will explore Eid al-Adha and then find shared themes and make links between religions.

Lesson 1 – Ibrahim and Ismail

Learning Objective: To know the story of Ibrahim (Abraham) and understand its importance to Muslims.

Begin the unit by recapping prior learning about Islam, or by introducing Islam if pupils have not encountered it before. This provides an important opportunity to address any misconceptions pupils may hold.

Introduce the Prophet Ibrahim (a.s.) and his son Ismail (a.s.), and discuss their importance within Islam. Explain that these figures are also significant in Christianity and Judaism, where they are known as Abraham and Ishmael. Pupils then explore the story of Ibrahim (a.s.) and Ismail (a.s.), either using the version provided in the download or your own choice of summary.

If using your own version, this should be a retelling rather than a direct extract from the Qur’an. There are specific traditions and sensitivities around using the Qur’an in lessons, and it is not advisable to print extracts, as these require careful handling and marks of respect and cannot be disposed of in ordinary recycling. Avoid using video material for this part of the lesson, as many Muslims consider it inappropriate to depict prophets visually. Some online videos obscure faces using light or sunburst imagery, but these may still cause discomfort or offence for pupils or members of the wider school community.

After reading the story, discuss the concept of a test. Why do you think Allah tested the Prophet Ibrahim (a.s.)? What does this story show us about Islam? Having explored these children can create their own short summaries of the story. This could be as bullet points or a series of speech bubbles. Do not draw story boards for the reasons discussed earlier. Ensure that creation of the Kaba in Mecca is noted as we will be exploring this further in Lesson 2

Assessment: Can children retell a short version of the story? Can they recall the key meaning or themes form the story?

​Lesson 2 - The Five Pillars & Hajj

​Lesson Objective: To understand that Eid al-Adha is the "Greater Eid" and marks the end of Hajj.

This lesson connects the story of Ibrahim to the present day. Explain that millions of Muslims every year travel to Mecca in Saudi Arabia to follow in the footsteps of Ibrahim and his family. This pilgrimage is called Hajj, and it is one of the Five Pillars of Islam (the five most important duties for a Muslim). While Lesson 1 focused on a historical story, Lesson 2 is about a living, global event.

Begin by recapping the 5 Pillars and what each one is and means in practice. Then, clarify that while there are two Eids, Eid al-Adha is known as the "Greater Eid" because of its link to this sacred journey and its focus on ultimate devotion. Note that both Eids are connected to their own Pillars.

Read through a Hajj guide and briefly explore the different locations and what they mean. On a world map, explore where Mecca is and other holy sites associated with Hajj. Watch the BBC video My Life, My Religion: Islam - What is Hajj? (on the BBC website and their Youtube). Discuss what you see in the video and how this can be compared with gatherings in other religions.

End the lesson by summarising the events of Hajj. This could be achieved by labelling a map of the region with each of the sites and then noting their significance. Or, a short piece of writing to briefly record each location in order and why it is important to Muslims.

Assessment: Can children recall the purpose of Hajj?

​Lesson 3 – Traditions and the "Rule of Three"

Learning Objective: To describe how Eid al-Adha is celebrated in the UK and globally.

Now that pupils understand the history (Ibrahim) and the journey (Hajj), this lesson focuses on the "party" that follows. Explain that while the Hajj happens in one place (Mecca), Eid al-Adha is celebrated by nearly 1.7 billion people worldwide. In the UK, this often involves taking time off school or work to be with family.

A central part of Eid al-Adha is the Qurbani (Sacrifice). Explain that in the UK, families usually arrange this through a local butcher or an international charity. Introduce the "Rule of Three" for the meat and how it is shared equally among three groups:

1.     The Family: To enjoy a festive feast. This includes the meat from the sacrifice with foods usually savoury in nature. This is why Eid al-Adha is called the “Savoury Eid” compared to the “Sweet Eid” of Eid al-Fitr after Ramadan when sweets are often shared and enjoy,

2.     Friends and Neighbours.

3.     The Poor or in need.

Be careful to explain that not all Muslims will sacrifice an animal. Some will make donations to one of over 40 charities who will give food to the poor on their behalf in other parts of the world. For some Muslims, the sacrifice is obligatory (wajib) but for other traditions it is highly recommended (sunnah).

The activity for the lesson builds skills for comparing religions and worldviews that will continue in lessons 4 – 6. Discuss in general terms what a festival is and how they can be celebrated. Watch a video or read a summary of how Eid al-Adha is celebrated. The BBC have two great videos that are in the PowerPoint. Then using a Venn diagram or other chart, ask children to compare Eid al-Adha festivities with another festival of their choosing.

Assessment: Can children describe ways in which Eid al-Adha is celebrated.

​Lesson 4 - The Theme of Sacrifice

​Learning Objective: To compare the concept of sacrifice in Islam with other religions and worldviews.

In the first three lessons, we looked at how Muslims sacrifice for God. In this lesson, we look at the word "sacrifice" more broadly. A sacrifice is giving up something valuable for the sake of something—or someone—else. Explain that while the method of sacrifice changes (giving up food, money, or time), the intent (showing devotion or love) is often a shared human value.

Discuss that the story of Ibrahim isn’t just an Islamic story. During Rosh Hashanah (the Jewish New Year), the story of the Akedah (the binding of Isaac/Ismail) is read. It teaches about the "Covenant" or promise between God and his people. Note that while it is the same story, it is now Isaac and not Ismail who is nearly sacrificed. This change of brother is important to their respective religions. Briefly explore Lent and how the story of Good Friday represents the ultimate sacrifice in the Christian faith.

Now children think about why people sacrifice. Provide them with nine cards featuring different reasons for sacrifice, and ask them to rank them in a Diamond 9 formation (the most important at the top). Reasons could include:

·       To show love for God.

·       To help people who have less than us.

·       To prove we are disciplined.

·       To celebrate a tradition.

·       To say "thank you" for what we have.

·       To remember a story from the past.

End by discussing if a sacrifice has to be an animal or food. Can we sacrifice our time or our comfort to help someone in need?

Assessment: Can children identify one similarity and one difference between the Islamic story of sacrifice and a tradition from another faith? ​

Lesson 5 - Sharing, Charity & Gratitude

Learning Objective: To link the charity of Eid al-Adha to the Christian Harvest Festival or Jewish Sukkot.

In Lesson 3, we learned about the "Rule of Three" in Eid al-Adha. In this lesson, we look at how other religions and worldviews practice "giving back" to the community. While Muslims share meat during Eid, other faiths have specific times of the year where they focus on sharing the "fruits of their labour." Discuss how different faiths share food to show gratitude. You could use a simple table or a set of image cards to compare the sharing of meat during Eid al-Adha (Islam); sharing of food donations at church or Food Bank during Harvest Festival (Christianity); and Sukkot (Judaism) where a Sukkah is built and guests share meals to remember a time when their ancestors had very little.

Discuss why food is a common theme of giving. Is it more universal than money? Revisit the discussion from the end of last less: If you didn't have food to give, what else could you share with your community? Can you donate kindness, time, skills, or even just a smile? Reflect on this in a short piece of writing or a longer class debate.

Assessment: Can children identify one similarity between the "Rule of Three" in Eid and the Christian Harvest Festival?

Lesson 6 - Light and Joy

Learning Objective: To identify commonalities in how religions celebrate festivals.

To conclude the unit, we look at the celebrations that mark the end of these times of reflection and sacrifice by believers. While the stories and the rituals are unique to each religion or worldview, the feeling of a festival often looks very similar across the world. This lesson helps pupils see that religion isn't just about theology and history, it is about the lived experience of community, belonging, and joy.

Ask the class: "If you were going to bake a 'Festival Cake,' what ingredients would every religion put in the bowl?" Discuss the common elements found in Eid al-Adha, Diwali (Hinduism/Sikhism), Hanukkah (Judaism), and Christmas (Christianity). Answers might include candles, lanterns, or fireworks; special meals including specific foods; wearing our best or newest outfits. These also include times for worship and prayer that is specific for the celebration.

End with a making a comparison of all the festivals explored. This could be as a piece of writing, picture of a comparative table to demonstrate children’s understanding of the whole unit. For instance, children can choose two festivals they have studied and write a short comparison (3–5 sentences). Or they could make a comparison table comparing two or three festival in areas such as The "Story" or Reason and The "Giving" Traditions.

Final thoughts

This unit structure is a favourite of mine: three lessons on one religion or worldview looking at a specific aspect. Then, using this is a launch for exploring how the same beliefs or lived experiences can be found in other religions or worldviews under different names or from different starting points.