Sandwell SACRE RE Planning © 2018

These images come from the BBC’s 2017 series of animations of stories from ‘Religions of the World: Islam’ Highly recommended for this unit of work, from BBC Teach (free to use)

Unit 1.7 Special Stories for Muslims: What can we learn?

Age Group: Yr1-2 The Sandwell Agreed Syllabus for Religious Education Non-statutory exemplification This plan helps pupils learn about these key areas of RE: Stories, Leaders & Teachers.

Sandwell SACRE RE Planning © 2018

Special Stories for Muslims: What can we learn? Age Group: Yr 1-2

ABOUT THIS UNIT: Islam is a major religion in Sandwell, the UK and globally. It is a requirement of the Sandwell RE syllabus that pupils learn about Islam throughout their primary school years, as well as about Christianity and other religions. This unit is founded on story telling, which is an important part of Islam: stories of the life of the Prophet Muhammad [PBUH] form part of the ways children are nurtured in Islamic faith, and also a part of RE, where children can enjoy the stories and learn from them about Islamic ideas. The Hadith of the Prophet are collections of stories and saying about his life and are important in Muslim life, though the Qur’an itself is understood to be unique: a final revelation of Allah.

Estimated time for this unit: 6 hours. It might take longer to do all these activities: teachers should aim for depth rather than hurrying across too much content. Where this unit fits in: Through this unit of work many children who are not Muslims will do some of their first learning about the Islamic faith. They should learn that it is a local religion in Sandwell and matters to people they live near to themselves. Other children who are Muslims may find learning from their own religion is affirming of their identity, and opens up channels between home and school that help them to learn. This is the first unit on Islam in the syllabus and it makes an important starting point for further learning throughout the primary school. KEY STRANDS ADDRESSED BY THIS UNIT

Beliefs and practices

Questions of belonging and identity. ATTITUDES FOCUS:

Respect for all: noticing and being ready to value difference and diversity for the common good

Self-awareness: feeling confident about their own beliefs and identity and sharing them without fear of embarrassment or ridicule.

Curiosity and enquiry: being willing to ask questions and take a wide interest in the world around them.

Background information for the teacher about Islam: simple starting points The unit picks up some key areas for learning from Islam, and connects them to the children’s own ideas and experiences. Teaching stories of the Prophet connects to other dimensions of Muslim belief and practice. The word Islam means submission or peace. Muhammad was born in the city of Makkah in 570 CE (Common Era, the same as BC/AD dating). Muhammad is not seen as the founder of Islam but rather as the final Prophet, the first of whom was Adam. There are many other prophets mentioned in the Qur’an and their stories are partly shared with Judaism and Christianity – famous examples include Ibrahim (Abraham), Musa (Moses) and Isa (Jesus). Prophet Muhammad is known to Muslims as the ‘Seal of the Prophets’, the last prophet. Muhammad was a trader happily married to his wife, Khadija, a devout worshipper. At the age of 40 he began experiencing a series of revelations from God. These revelations were delivered by the Angel Jibril (or Gabriel) over a number of years and came to form the sacred text of the Qur’an. The Quranic text was written down, during the life of the Prophet, although it was compiled as one volume only after his death. The words are regarded as a direct transmission of revelation from God Himself. Allah is the Arabic word for God. The Qur’an was revealed to the Prophet Muhammad over a 23-year period. Muslims show their love and obedience to God by being obedient to the words in the Qur’an and living as closely as possible to the way the Prophet lived. The Qur’an gives guidance on a range of topics about everyday life, ethical, spiritual, social and moral issues. It is treated with reverence, being handled carefully, and ideally read on a daily basis. Children will often learn to read Arabic and recite the Qur’an at an early age. Recitation is important to Muslims: the words of the Quran have a power when spoken that doesn’t go with them being read silently.

Sandwell SACRE RE Planning © 2018 The Shahadah (The declaration of faith)

‘There is no god but the One God and Muhammad is the Messenger of God.’ Belief in the oneness of God is the foundation of Islam. The words of the Shahadah form part of the words of the Adhan, which are the first words whispered into the ear of a newborn baby and are also the last words a Muslim will hope to hear before s/he dies.

Salah (Prayer)

The ritual prayers (salah – also referred to as namaz), are offered five times a day. All Muslims are required to pray from the age of about 12. Prayer enables one to develop a closer relationship with God. Prayers are said at specific times of day, (once early in the morning, once in the night and the others dispersed through the day), the times will alter slightly depending on the time of year. At the mosque, Muslims pray in rows behind the Imam, the leader of congregational prayers. Prayer can be carried out anywhere that is clean. Often a prayer mat is used to pray on, but as long as a space is clean it is not essential to use one. Muslims will have to have made Wudu (ritual washing), before they pray, so access to water is useful. Muslims face Makkah (towards South East in the UK) when they pray. Id-ul-Fitr celebrates the end of the fast of Ramadan. This is a time to ask for forgiveness, thank God for everything He has blessed one with and share in congregational prayers. Special food is prepared and shared with family and friends. Presents are given and new clothes are often bought. This is also a time when Muslims will visit the cemetery and remember dead family and friends.

Sandwell SACRE RE Planning © 2018

Prior learning Vocabulary Resources It is helpful if pupils have:

Some knowledge of their local area (if visiting a nearby mosque)

Background knowledge of Islam

Know how to take a photograph

In this unit, pupils will have an opportunity to use words and phrases related to: Islam mosque wudu Qur’an Religion in general: special Holy sacred prayer worship

Resources RE Today Services (www.retoday.org.uk) publish relevant items:

Opening up Islam: Ed. Fiona Moss Say Hello To... and ‘Share a story with…’ RE Today – 2 x 6 flash books for

the whiteboard introducing a child from different religions to the class simply and telling faith stories. A good start in Year 1 RE

Talking Pictures: A picture pack by Fiona Moss and Stephen Pett from RE Today, 2012, with a disc and site license. Lots of good visual learning ideas for younger pupils on Islam, Judaism and Christianity

Web Use local pictures: www.muslimsinbritain.org lists 29 mosques in Sandwell. www.ngfl-cymru.org.uk/vtc/ngfl/re/m_parry_carmarthenshire/e_index_mosque_young for a virtual Mosque tour www.islam4schools.com/infant for a recording of the call to prayer (Adhan) www.eastlondonmosque.co.uk The website of the East London mosque – has a good visual section. Recording of the call to prayer http://www.reonline.org.uk/allre/tt_nframe.php

The BBC’s clip bank is a major source for short RE films that can be accessed online and shown free: http://www.bbc.co.uk/learningzone/clips

The BBC also offers lots of information and material on its main religion site: www.bbc.co.uk/religion

A programme about Eid: www.bbc.co.uk/religion/religions/islam/holydays/eid_ul_fitr.shtml

The best gateway for RE sites is: www.reonline.org.uk/ks1 You can find and use searchable sacred texts from many religions at:

www.ishwar.com There is some more TV material at: www.channel4.com/learning The websites of REToday and NATRE are useful places for pupils and

teachers to see examples of work. www.retoday.org.uk and www.natre.org.uk/spiritedarts

Texts - teachers might use: Qur’an (use and explain a cloth cover and stand) The Qur’an and Islam, Sacred Texts by Anita Ganeri, Evans Brothers Ltd The Tiny Ants – a big book version of one of our stories. Good RE activities

from www.booksatpress.co.uk by Gill Vaisey Channel 4 broadcasts and videos e.g. Water, Moon, Candle & Sword

(video, teachers’ guide and activity book available) There is a very good selection of authentic materials about Islam for

children available from the Islamic Foundation in Leicestershire: www.islamic-foundation.com . Story books, audio and video tapes and posters are all useful.

Artefacts and books A range of religious artefacts can be purchased with notes and teaching

ideas from Articles of Faith (Bury) www.articlesoffaith.co.uk/ or Religion in Evidence www.tts-group.co.uk (Chesterfield)

Qur’an and stand or poster; prayer mat; new clothes wrapped as a gift; Charity box, Id cards

My Id-ul-Fitr, Little Nippers, Heinemann The Swirling Hijaab Sacred Texts: The Qur’an and Islam My Muslim Year by C Senker, Hodder Children’s Books My Life My Religion: Muslim Imam by Masood Akhtar Where we Worship: Muslim Mosque A present for Salima by K Marchant, Hodder Children’s Books ‘Tapestry of Tales’ Sandra Palmer and Elizabeth Breully (Published by

Collins). ‘101 Ideas for spiritual and Moral Development in RE’ (Ed. Rosemary Rivett,

RE today 2013)

Sandwell SACRE RE Planning © 2018

EXPECTATIONS At the end of this unit:

Most pupils will be able to work at step 1:

Talk about the Prophet and why he matters to Muslims

Identify a Muslim holy book or special day

Choose a special word for themselves

Talk about what matters to them

Identify the holy book of Muslims as the Qur’an

They will be able to talk about why a book is special to them.

They will be able to say something about Muslims’ beliefs and something about their own beliefs about God.

They will be able to remember some stories they have enjoyed.

Many pupils will be able to work at step 2:

Retell two stories of the Prophet Muhammad

Talk thoughtfully about kindness to animals or about sacred words

Respond sensitively to Muslim ideas and simple stories, suggesting a meaning in a story for themselves.

Remember the Muslim belief that the Qur’an was revealed to Prophet Muhammad

Respond sensitively to simple questions about the stories they have heard

Some pupils might be able to work at step 3, and will also:

Retell three or more stories of the Prophet in detail and identify messages the story holds for Muslims

Describe how Muslims use and respect their holy books

Make links between the stories and their own lives ASSESSMENT SUGGESTIONS

Listen to children talking about the learning activities, and note the language used, what they have remembered and how they respond – sensitive responses are important.

Ask questions about what things in Islam mean – suggesting meanings is an important skill in RE for 5-7 year olds

See how the children respond in talk and listen activities to the different things they learn about mosque, prophet, Qur’an and Eid.

A table of artefacts and photos and books is a good way to focus this conversation, and capture what children say about Islam so that you know how their learning has progressed.

You could use a card – sorting task. Using key words (pictures are to be avoided as Muslims refuse to make pictures of the Prophet, for example), children choose three from 8 objects or words and say why these matter in Islam. E.g. Prophet / Qur’an / Eid / Stories / Animals / Messages / Angels / Mosque / Qur’an stand / prayer mat.

Listen to the pupils’ reasons for selecting their chosen words.

Can they choose three words that matter very much to them? Friends? Peace? God? Laughing? Food? Love? Caring? Animals? Other words?

The unit will provide these opportunities: Pupils have opportunities to think about and talk about stories from the Muslim religion, beginning to

learn discussion and listening skills. Pupils have opportunities to consider a diverse range of views about questions of value: what matters,

and who to?

RE Support 2017

6

Why are some books special? How can you show respect for a book? How do Muslims respect their holy writings? That books are

special for different reasons for different groups of people

Muslims believe the Holy Qur’an is the word of God / Allah and is therefore treated with utmost respect.

There are symbols for respect: some things we do with a book show how much the book is loved and cared for.

To notice and to rank 7 signs of respect Muslims show to the Qur’an.

Our special books: display and talk

Have a display of books. This will include special books that pupils have brought in, some favourites from the classroom, or chosen, some versions of the Bible and a Qur’an which is on its stand and covered – higher than other books. Take a photograph of the display and enlarge for display purposes, e.g. to use on the whiteboard.

Ask pupils to look at the books and select two books they would like to ask questions about. In pairs, ask them to come up with 5 questions about each of the books they chose. These questions can be put on card and attached to the photo of the display.

Some questions can + should be dealt with quickly, but more time and focus needs to be given to questions about the Bible and the Qur’an: such questions as ‘Why is this book special?’ ‘Who wrote this book?’ and ‘What is this book about?’ ‘Why is this book on a stand?’ ‘Why does this book have gold letters on the front?’ ‘What does ‘Holy’ mean?’

Tell the children that in this part of RE, they will be finding lots of questions, and answers about sacred books – and that ‘sacred’ is a religious kind of ‘special.’ Tell them that holy books often have great stories in them – they are not just story books, but lots more as well. For 5-7 year olds, one of the best ways to find out about what makes a book holy is to think about some of the stories it tells. Teach the class that the Muslim religion’s sacred book, the Qur’an has some stories in it, but Muslims also like to tell stories about their Prophet, whose name is Muhammad. He lived about one thousand five hundred years ago.

Seven signs of respect for the Qur’an:

If you can, use real artefacts for this, and demonstrate the first four signs of respect in the classroom – but if not, pictures will do nicely. Teach the children that a Muslim person shows that the words of the Qur’an are holy to him or her in 5 ways. 1. The Quran has a stand – it’s never put on the floor. 2. The Qur’an is wrapped in a silk cloth, so it never gets dirty 3. When you want to read it, you wash your hands first. 4. When you put it way, it is kept on a high shelf, above all other books 5. Muslims try to do what the Qur’an says. 6. Some Muslims learn the whole Qur’an off by heart! 7. Muslims learn Arabic, so they can read the Qur’an in its original language

Ask the class to think: which of these seven things shows most respect for the Qur’an? If you can get the children to rank these seven signs in order – use some pictures in circle time. What shows most respect? Muslims respect the book because it contains the message of Allah / God. Is that a good reason to respect a book? As well as the Qur’an, Muslims also follow the example of the Prophet Muhammad [PBUH], and tell stories from his life to each other.

Almost all pupils can notice that some books are special to some groups of people, and talk about the Muslim special book (STEP 1) Many pupil can ask questions which address why books are special (STEP 2) Some pupils can respond sensitively for themselves to the idea of a ‘holy book’ and discuss examples (STEP 3)

This work can be greatly enhanced if a Muslim and Christian person will tell the children how they use their sacred books. But if this is not possible, some artefacts and a respectful demonstration are good as well.

Can children rank seven symbols of respect for the Qur’an? Which ones show most respect?

RE Support 2017

7

Learning objectives

Teaching and learning activities Learning outcomes

Points to note

A special story from the Life of the Prophet To think about kindness to animals To identify that Prophet Muhammad is a special or holy leader for Muslim people. To respond thoughtfully to a story of the Prophet by thinking about values and behaviour. To understand that ‘special’ place has to do with how an individual feels about the place, and this may not be the same for everyone. To begin to think about the Mosque as a special, clean place of prayer for Muslims.

Who is a leader?

Ask the children who leads a school, a football team, a TV show, a family, a country? Does anyone lead the world? (They may say God – ask them how God leads the world, and if everyone says that – teach them: ‘not all people believe in God’). Talk about leaders and what they do. Pick out the idea that a leader sets an inspiring or good example.

The Prophet is a leader for Muslims. How and why?

Tell the children that Prophet Muhammad is such a special leader that he has nearly 2 billion followers of Allah who respect him. If the world was 100 people, about 20 of them would be followers of the Prophet Muhammad

Nearly 1500 years ago he taught all Muslim people how to follow God. He is so special that when Muslims talk about him, when they say his name they say ‘Peace be upon him’. And when they write his name they put the letters ‘PBUH’ after his name.

Children can write the letters downwards and the words across if this is useful to remind them.

Ask children if they know any other religious leaders.

Set up a story time using the story of Muhammad and the Cat (see the last page of this unit for a usable version and some simple activities. Remember that Muslims make no pictures of the Prophet.) Tell the story, and ask the children to think about the difference this story could make to how a Muslim person lives their life.

Our special places

Pupils listen to and report back to class on paired talk about their partner’s special place.

Photograph special places in and around school. Create a PowerPoint and annotate with speech bubbles for pupils to say: Why are these places special? Are the all special to everyone, or just to some people? This can be a class or group activity.

Incorporate photographs taken outside of school / at home into the PowerPoint.

Pupils ask other members of the school community about their special places.

Guided visualization: write a script focusing on taking pupils to their special place – what can they see, touch, smell, hear, taste, how do they feel. Follow this up with artwork to express their sense of place.

Show and tell others in the school about their special places using the PowerPoint presentation and artwork

Ask children to get ready to learn about special places for Muslim people. Talk about ‘Who is a Muslim?’ and answer the children’s questions. Point out that Muslim (or other religious identities) are not about our race or skin colour, but about our beliefs and communities.

Tell the children that there are many thousands of Muslim people in Sandwell. Remind the children of the story they heard about the Prophet Muhammad, the Muslim leader. Remind them that Muslims say ‘Peace be upon him’ when they speak of Muhammad.

I can recognise who is a leader (All)

I can talk about leaders, including religious leaders (All)

I can simply retell a story of the Prophet (Many)

I can respond thoughtfully to some questions: why did the Prophet cut his robe? Why do Muslims like to show care of all living creatures? (Many)

Be alert as a teacher to the children who are Muslims and those who are not – this learning is a rather different experience for the two groups.

RE Support 2017

8

Learning objectives

Teaching and learning activities Learning outcomes Points to note

Muhammad and the Tiny Ants: what does this story teach us? To understand that Muslims who want to follow the example of their Prophet will want to be kind to animals, small or large To notice and talk about the way stories of the Prophet are used by Muslim people to help them decide how to live. To think and talk about how we treat animals, small or large!

Show pupils the BBC clip of ‘Religions of the World: Islam’ which tells the story of the Tiny Ants. Remind them of other stories of the Prophet they may have heard already. How can we be kind to animals?

Ask the class to notice that the Prophet was kind to animals. Can they make a list of different animals, and different ways to be kind to them? Teach them that Muslims believe Allah made the whole world and all the creatures in the world, so caring for animals pleases God.

Ask children to draw their favourite animal and colour it beautifully. Can they choose 3 words to say how we can care for this animal? Can they write the words onto their picture? E.g. ‘food, water, stroking, safety, gentleness, kindness, taking for a walk, cleaning out their house, never being cruel…’

Arrange the class’s pictures in a wall display, called: ‘Animals we love: how we show we care.’

Following the Prophet’s example of kindness.

Discuss some examples of unkind treatments of animals. Is it unkind to make animals do performances? To make animals chase or fight with each other? Are children sometimes unkind to animals by mistake? The class will have some stories!

You could show a clip from ‘101 Dalmations’: Cruella DeVille is very scary. Ask the children how the film clip is connected to the two stories of the Prophet. List their answers – can they think of 5? 6?

Teach the children that, for Muslims, copying the Prophet’s behaviour is very important, because a Prophet is a special kind of religious leader. Give them a black and white outline drawing of an ant, and ask them to choose six words:

o Two that say what kind of person the Prophet seems to be; o Two that say what made him a good leader; o Two words that name other leaders who it is good to copy or follow. The list might include: caring / noticing / active / clear / kind / thoughtful/ other leaders – head teacher, football manager, older pupils.

Add the little ant pictures to the display of animals they made in activity one above. You can return to this display for further work on animals, care, kindness and Islam.

Almost all pupils: remember the story. Most Pupils: retell the story and talk thoughtfully about kindness to animals Some Pupils: make links between this story and their own lives.

The clip is only 3 minutes. It might be good to show it twice, with activities and discussion in between.

Good Muslims try to care for all of Allah’s creatures, believing that God gave life to every animal. A Quiz: Ask children to watch carefully and see if they can answer the questions. Teams of three are good for this. 1. Which religion is the second biggest in the world? 2. How old is Amina? 11 3. What is the Muslim holy book called? The Qur’an 4. Who did the angel speak to, to give the words of the

Qur’an? Prophet Muhammad 5. What made the ants notice that there was a fire?

Smoke and heat. 6. What did the Prophet’s companions use water for? To

put out the fire. 7. Where was the Prophet walking when he heard the

crying camel? In the garden. 8. What did the Prophet say was our duty? To care for

creatures as much as we care for people 9. What is Amina’s brother called? Raheem.

10. What bird song did you hear right at the end? An owl.

RE Support 2017

9

What can we find out about the story of Muhammad at the Gates of Makkah? What are our thoughts and ideas?

Pupils will learn that the Prophet Muhammad matters to Muslims

They will learn that Muslims usually say ‘Peace Be Upon Him’ (PBUH) when the mention the Prophet.

They will think about what makes us make up our minds about other people, and why it is good to change our minds

They will learn that appearances are not everything

They may think about times when they have been negative about a person they found out was good.

Tell children this story. Make it engaging in many ways – Props? Voices? Joining in?

The woman at the gates of Makkah There was once a man who sat at the gates into the city of Makkah. His face showed kindness but it also showed lines of sadness and tiredness. One day he saw a woman bustling crossly out of the city gates. She was heavily laden with many bags. The man greeted her and offered to carry some of her bags. The woman was pleased to be helped but explained that he wouldn’t want to help her because she was going a long way to the next city. The man said he would still carry her bags for her. “Why are you leaving Makkah?” he asked the woman. The woman explained that there was a man called Muhammad, making people follow a new religion, worshipping Allah and throwing out all the idols they had worshipped before. She didn’t like the idea at all. She was getting out. “People are mesmerised by him and no one can change their minds. Even slaves who have been tortured and beaten follow him!” explained the woman in an angry voice. The man agreed that some terrible things were happening in Makkah, and he picked up all her heaviest bags. As they walked the woman explained that this why she was leaving Makkah before she fell under the spell of this man. At last the woman turned to the man and said, “Here wae are. You have been so kind. Thank you. If only there were more kind people like you in Makkah then I wouldn’t have to leave. I’d take your advice. What is your name?” “My name is Muhammad and I pray to Allah”, replied the man. He was amused. “Well”, exclaimed the woman, “I’m amazed! There was a long pause. (Guess what she asked for next?) The woman said: ‘There is only one thing left to do”. “What is that?” asked Muhammad “Would you kindly pick up my bags and carry them back to Makkah with me?”

ASK “I wonder…” questions You might want to use some from this list.

I wonder if you have worked out why she changed her mind?

I wonder who you would like to walk into your street?

I wonder what kind of person Muhammad was? What does the story show?

I wonder who you try to listen to? Who gives you good advice?

I wonder: Does kindness always win arguments? Sometimes?

How can we change what people think, so that people get better, fairer ideas? Can our behaviour do most to change things, or our words?

Why do Muslims say ‘Peace be upon him’ when they say the Prophet’s name?

Almost all pupils:

Remember what happened in the story (STEP 1)

Talk about why the lady with the bags changed her mind (STEP 1)

Identify a simple meaning in the story (STEP 1)

Many pupils

Suggest a meaning for the different emotions in the story (STEP 2)

Respond sensitively to the idea that we sometimes need to change our minds (STEP 2)

Some pupils:

Make a link between this story and the way some people think badly of other religions (STEP 3)

As most Muslims make no pictures of their Prophets, and do not dramatise Muhammad’s life, it’s good to avoid these activities. Why not use a props bag instead? Bring out your props one at a time. Get out of the bag one at a time as you tell the story a gate, a strip of grey cloth for a road, a piece of yellow cloth for the sandy desert, some bags that look heavy, some wooden blocks, to look like a village, a cardboard signpost that says ‘To Makkah’ and ‘Away from Makkah’ Make a SEAL link: as you tell the story, get the children to make faces for the emotions of the story – kind, sad, tired, cross, pleased, angry, amused, amazed.

RE Support 2017

10

What can we learn from the story of Bilal: the slave who would not be quiet?

From engaging with the story at many levels, children will learn the significance of belief in one God for Muslims

They will notice that for Muslims, belief in one God is linked to every human being equal and deserving fair treatment.

Pupils will think about some of their own ideas and behaviour.

Tell the story in as many engaging ways as you can. Bilal: A slave set free to call Muslims to pray Many years ago in Mecca, there lived a slave called Bilal. Bilal’s master was a hard, cruel man called Umaya. He was wealthy and powerful. He demanded that all his slaves worship like him. Now, Umaya worshipped many idols. One day, Umaya called Bilal, gave him a whip, and ordered him to beat another slave. ‘He says there is only one God,’ said Umaya, ‘and that every person is important. The whip will teach him a lesson.’ However, the sight of the whip did not frighten the slave. Endlessly he called out, ‘One God, only one God.’ His courage brought Bilal to believe also. He could not whip such a man. Umaya was angry. Not only had Bilal disobeyed him. Now, he too stood in the courtyard shouting, ‘One God, only one God.’ Soon all the slaves would revolt. Bilal must be taught a lesson. Umaya ordered that his hands and feet be tied. Then Bilal was dragged outside the city wall to lie, without shelter, on the sands, under the scorching sun. But all the time he shouted, ‘One God, only one God.’ The shouting vexed Umaya. ‘Find a great, heavy rock,’ he ordered. ‘Place is on his chest. That will quieten him.’ It did. Under the weight of the rock Bilal could hardly breathe. But still, through dry, cracked lips he whispered, ‘One God, only one God.’ Now it happened that Abu Bakr, a follower of the Prophet, was passing by. Shocked, he went to Umaya to ask how anyone could treat another in that way. ‘He is my slave, I’ll do what I like with him,’ said Umaya. ‘If you do not like it, you can always buy him.’ So Abu Bakr bought Bilal and he, too, became a follower of the Prophet. Bilal and the others decided to build a place where they could worship God. When it was finished they had to decide on the best way to call the people to prayer. Should they use a bell or a drum, a horn or maybe even a trumpet. But they could not agree. Then Abdullah, another of the Prophet’s followers spoke about a dream he had, in which he heard a man’s voice calling the people to prayer. All agreed this was a fine solution - just the human voice on its own. But who was to have this honour? The Prophet placed his arm around Bilal’s shoulder. ‘Yours shall be the voice, Bilal,’ he said. ‘The voice that praised God even from under a rock.’ ‘But what am I to call?’ said Bilal. ‘I don’t know what to say.’ ‘Praise God, tell the people Muhammad is his messenger and call them to prayer. That will be sufficient,’ answered the Prophet. Bilal raced up the top of the mud roof of the mosque. He stood still, staring at the people down below. Then he threw back his head proudly, raised his voice, and from deep inside him came the words that still echo, five times a day, in the towns and villages of Islam: ‘Allahu Akbar, God is most Great. I witness that there is no God but Allah. I witness that Muhammad is the messenger of God. Come to prayer. Come to salvation.’

See the next page for some learning activities with this story.

Almost all pupils

Remember the story outline (STEP 1)

Most pupils:

Suggest a meaning for the story of Bilal (STEP 2)

Respond sensitively to ideas in the story (STEP 2)

Some pupils:

Make a link between Bilal’s values and my own values (STEP 3)

There is a super short film of a KS1 teacher working with this story and her class on the NATRE and REOnline websites – ‘Good Learning in RE’ is the series of films.

A child’s painting of Bilal calling Muslims to pray. Set any art activity carefully, using Islamic rules.

RE Support 2017

11

What can we do with the story, to help us learn from the Muslims? Think for themselves

about the key elements of this Muslim story

Respond to ideas from the story in making, choosing words to shout and learning from other children’s work.

Use their literacy skills to explore some ideas from the Muslim religion in speaking and listening activities.

Group and team activities for children to draw out the learning from the story of Bilal. Children will work in different groups to:

Create in a group a four piece ‘cartoon’ of pictures showing when Abu Bakr stands up for what he believes is right, or

Create own puzzle picture showing a time when the children stood up for what you believed to be right.

Paint a picture that shows the turning point of the story – when do you think that the story ‘changes’? Are there several turning points?

Use building bricks to make a model of a mosque, with a tall tower or minaret. Where would Bilal be standing? Why? Now build another structure that you would choose to stand to ‘call’ out something important to others. Choose some important words that deserve to be shouted out. Go into the playground hand have a shouting competition: what words would the children like to shout to the whole world?

Write on the speech bubble blanks deciding what they would shout out if they were calling people to prayer/ record their ‘call’ onto the ICT speech bubbles/use the digital blue cameras to video their partner ‘calling’ people to prayer.

Children leave their work wherever their activity took place. Everyone moves around the classroom looking at each other’s completed (or not) task. Comments and questions.

On the carpet, discuss what the children feel they have learnt in the session. What would they like to learn more about? Is there anything they’d like to listen to again? When and what is it good to shout out loud?

Final questions for all the children:

What do the children feel mattered most of all to Bilal? To Umaya? To Abu Bakr? ‘Talk to your learning partner and tell them what matters most of all to you.’

Almost all pupils:

Identify a Muslim story

Remember the story outline (STEP 1)

Most pupils:

Suggest a meaning for the story of Bilal (STEP 2)

Respond sensitively to ideas in the story (STEP 2)

Suggest some words that matter so much they would be worth shouting to the world!

Some pupils:

Make a link between Bilal’s values and my own values (STEP 3)

Good teaching will differentiate this work by task – some children need to shout, others need to write!

RE Support 2017

12

Which of our stories was the class’s favourite and why?

Pupils will learn to think about how stories can be compared

They will speak and listen to clarify their ideas

By selecting stories from the work, they will share some ideas about what matters.

Four Stories Compared Simply

Remind the children of the four stories, and ask them to try and say what each one was about. Then they might see these meanings on the whiteboard – which meaning goes with which story?

Muhammad at the Gates of Makkah

It’s good to change your mind if you got it wrong at first

The Slave who would not stop shouting

Some things are worth shouting out loud

Muhammad and the Cat Fine clothes might be nice, but kindness is even more important.

The Tiny Ants Even tiny ants matter to God. We should notice them and show that we care.

Put the children in pairs, and give them one of the stories. Tell them we are going to have a prize winning story from these four, and they have to say why their story is the best, what is good about it. Can the pairs come up with three or more reasons why theirs is the best story? What did they like about it?

Put all the reasons different pairs come up with together, then ask the children to make some noise – by banging on the desk – for the story they like the most out of the four. Which one gets the loudest noise?

Remind the children that these four stories all come from holy sources – the Hadith of the Prophet Muhammad [PBUH], and hundreds of millions of people love and respect them.

Tell the children that a story picture book is to be made of these four stories. Remind them that Muslims make no pictures of the Prophet Muhammad (PBUH). Ask them to design a cover for the story book, and give it a title. Go further: make the whole book as a class project.

Almost all pupils:

Remember something about the stories (STEP 1)

Talk about which is the best story (STEP 1)

Identify a simple thing I like about each story (STEP 1)

Most pupils:

Suggest a meaning for one of the stories (STEP 2)

Respond sensitively to the stories by suggesting why I like each one (STEP 2)

Some pupils:

Can retell three of the stories

Describe why these stories are important to Muslims

Make a link between two different stories and the reasons why I like them (STEP 3)

Judgement activity is always good: choosing a favourite makes you think. In this context, simple comparison between the stories leads to learning. In this lesson, don’t be negative about any of the stories – we are comparing what we like. All four stories are holy to a large community.

RE Support 2017

13

Holy books, holy words: what have we learned? To express their understanding of sacred writings for themselves To think about the most important words they know and care about.

Discussion about sacred words and books

The four stories in this unit of work are about four important ideas: changing your mind / saying your beliefs clearly / helping animals, no matter how small / caring and sharing. All four of these stories have many meanings, but teach people who believe in the Muslim religion important ideas. Remind the class of this, and tell them today we will think about and choose some important words

Ask pupils to think about the words we sometimes forget to say (e.g. thank you, sorry, I love you, please, why?);

Are some words more important than others? Why? Which from this list do they think matter most: peace / love / harmony / kindness / family / caring / giving / learning / hope / God / cleverness / work / friends / fun / happiness / forgiving (add more ‘important words’ from the class as you work)

Ask pupils in groups of three to come up with 6 examples of ‘words that really matter.’ And to create 2 postcards each with these words on them – they might decorate the cards with pictures, borders, or collage. If you want to, bind the postcards together to make a class book of special words, or use them for a display. It is really good to have postcards in rainbow colours for the different words pupils choose – makes a good looking display, or they will hang nicely from a mobile.

Holy books are often about thanking, saying sorry, saying ‘I love you’ and saying please. Muslims say these words to God – but also to each other. Can anyone learn from the holy books? Give pupils an outline of a blank page of a book and ask them to show what they learned from Muslim stories

In circle time, review what we learned about stories from Muslims. Ask pupils what they learned from the work about words that are special to Muslims and words that are special to them.

Almost all pupils: Recall the outline of a story from religion – what do you remember about...? is a good stimulus question, and then ‘What happened next?’ (STEP 1) Talk about the stories they have heard with interest (STEP 1) Most pupils: Speak thoughtfully about life’s most important words and about holy writings (STEP 2). Respond sensitively to the idea of choosing and illustrating two ‘special words’ postcards (STEP 2) Some pupils: Make links between the stories and their own lives (STEP 3)

Circle time is a good context for this summarising activity. It connects with the Y1 and Y2 literacy emphasis on speaking and listening, and offers opportunities for emergent writing as well.

© Lat Blaylock / RE Today for Sandwell SACRE 2018

RE Support 2017

14

Extract from ‘Opening Up Islam’, Edited by Fiona Moss, RE Today (Buy the book at www.retoday.org.uk)