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RE Support 2017Why are some books special? How can you show respect for a book? How do Muslims respect their holy writings? That books arespecial fordifferentreasons fordifferent groupsof peopleMuslims believethe Holy Qur’anis the word ofGod / Allah andis thereforetreated withutmost respect.There aresymbols forrespect: somethings we dowith a bookshow how muchthe book isloved and caredfor.To notice and torank 7 signs ofrespect Muslimsshow to theQur’an.Our special books: display and talk Have a display of books. This will include special books that pupils have brought in, somefavourites from the classroom, or chosen, some versions of the Bible and a Qur’an which is on itsstand and covered – higher than other books. Take a photograph of the display and enlarge fordisplay 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. Inpairs, ask them to come up with 5 questions about each of the books they chose. Thesequestions 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 toquestions about the Bible and the Qur’an: such questions as ‘Why is this book special?’ ‘Whowrote this book?’ and ‘What is this book about?’ ‘Why is this book on a stand?’ ‘Why does thisbook 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 aboutsacred books – and that ‘sacred’ is a religious kind of ‘special.’ Tell them that holy books oftenhave 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 thestories it tells. Teach the class that the Muslim religion’s sacred book, the Qur’an has some storiesin it, but Muslims also like to tell stories about their Prophet, whose name is Muhammad. He livedabout 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 theclassroom – but if not, pictures will do nicely. Teach the children that a Muslim person shows thatthe 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 dirty3. 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 books5. 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 canget the children to rank these seven signs in order – use some pictures in circle time. What showsmost respect? Muslims respect the book because it contains the message of Allah / God. Is that agood reason to respect a book? As well as the Qur’an, Muslims also follow the example of theProphet Muhammad [PBUH], and tell stories from his life to each other.6Almost all pupils cannotice that some booksare special to somegroups of people, andtalk about the Muslimspecial book (STEP 1)Many pupil can askquestions whichaddress why books arespecial (STEP 2)Some pupils canrespond sensitively forthemselves to the ideaof a ‘holy book’ anddiscuss examples (STEP3)This work can begreatly enhancedif a Muslim andChristian personwill tell thechildren howthey use theirsacred books.But if this is notpossible, someartefacts and arespectfuldemonstrationare good as well.Can children rank seven symbols of respectfor the Qur’an? Which ones show mostrespect?

RE Support 2017LearningobjectivesTeaching and learning activitiesLearningoutcomesPointsto noteI can recognise whois a leader (All)Be alert asa teacherto thechildrenwho areMuslimsand thosewho arenot – thislearning isa ratherdifferentexperience for thetwogroups.A special story from the Life of the ProphetTo think aboutkindness toanimalsTo identify thatProphetMuhammad is aspecial or holyleader for Muslimpeople.To respondthoughtfully to astory of theProphet bythinking aboutvalues andbehaviour.To understandthat ‘special’ placehas to do withhow an individualfeels about theplace, and thismay not be thesame foreveryone.To begin to thinkabout the Mosqueas a special, cleanplace of prayer forMuslims.Who is a leader? Ask the children who leads a school, a football team, a TV show, a family, a country? Does anyone lead theworld? (They may say God – ask them how God leads the world, and if everyone says that – teach them: ‘notall people believe in God’). Talk about leaders and what they do. Pick out the idea that a leader sets aninspiring 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 ofAllah who respect him. If the world was 100 people, about 20 of them would be followers of the ProphetMuhammad Nearly 1500 years ago he taught all Muslim people how to follow God. He is so special that when Muslims talkabout him, when they say his name they say ‘Peace be upon him’. And when they write his name they put theletters ‘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 usableversion 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 theirlife.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 forpupils to say: Why are these places special? Are the all special to everyone, or just to some people? This canbe 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?’ andanswer the children’s questions. Point out that Muslim (or other religious identities) are not about our raceor 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 thestory they heard about the Prophet Muhammad, the Muslim leader. Remind them that Muslims say ‘Peace beupon him’ when they speak of Muhammad.7I can talk aboutleaders, includingreligious leaders(All)I can simply retell astory of theProphet (Many)I can respondthoughtfully tosome questions:why did theProphet cut hisrobe? Why doMuslims like toshow care of allliving creatures?(Many)

RE Support 2017LearningobjectivesTeaching and learning activitiesLearning outcomesPoints to noteAlmost all pupils: remember thestory.Most Pupils: retell the story and talkthoughtfully about kindness toanimalsSome Pupils: make links between thisstory and their own lives.The clip is only 3minutes. It might begood to show ittwice, withactivities anddiscussion inbetween.Muhammad and the Tiny Ants: what does this story teach us?To understand thatMuslims who wantto follow theexample of theirProphet will want tobe kind to animals,small or largeTo notice and talkabout the waystories of theProphet are used byMuslim people tohelp them decidehow to live.To think and talkabout how we treatanimals, small orlarge!Show pupils the BBC clip of ‘Religions of the World: Islam’ which tells the story ofthe Tiny Ants. Remind them of other stories of the Prophet they may have heardalready.How can we be kind to animals? Ask the class to notice that the Prophet was kind to animals. Can they make alist of different animals, and different ways to be kind to them? Teach themthat Muslims believe Allah made the whole world and all the creatures in theworld, so caring for animals pleases God. Ask children to draw their favourite animal and colour it beautifully. Can theychoose 3 words to say how we can care for this animal? Can they write thewords 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 weshow we care.’Following the Prophet’s example of kindness. Discuss some examples of unkind treatments of animals. Is it unkind to makeanimals do performances? To make animals chase or fight with each other?Are children sometimes unkind to animals by mistake? The class will havesome stories! You could show a clip from ‘101 Dalmations’: Cruella DeVille is very scary. Askthe 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 veryimportant, because a Prophet is a special kind of religious leader. Give them ablack 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 oneabove. You can return to this display for further work on animals, care,kindness and Islam.8Good Muslims try to care for all of Allah’s creatures, believingthat God gave life to every animal.A Quiz: Ask children to watch carefully and see if they cananswer the questions. Teams of three are good for this.1.Which religion is the second biggest in the world?2.How old is Amina? 113.What is the Muslim holy book called? The Qur’an4.Who did the angel speak to, to give the words of theQur’an? Prophet Muhammad5.What made the ants notice that there was a fire?Smoke and heat.6.What did the Prophet’s companions use water for? Toput out the fire.7.Where was the Prophet walking when he heard thecrying camel? In the garden.8.What did the Prophet say was our duty? To care forcreatures as much as we care for people9.What is Amina’s brother called? Raheem.10.What bird song did you hear right at the end? An owl.

RE Support 2017What can we find out about the story of Muhammad at the Gates of Makkah? What are our thoughts andideas? Pupils will learn thatthe ProphetMuhammad mattersto MuslimsThey will learn thatMuslims usually say‘Peace Be Upon Him’(PBUH) when themention theProphet.They will thinkabout what makesus make up ourminds about otherpeople, and why it isgood to change ourmindsThey will learn thatappearances are noteverythingThey may thinkabout times whenthey have beennegative about aperson they foundout was good.Tell children this story. Make it engaging in many ways – Props? Voices? Joining in?The woman at the gates of MakkahThere was once a man who sat at the gates into the city of Makkah. His face showed kindnessbut it also showed lines of sadness and tiredness. One day he saw a woman bustling crosslyout of the city gates. She was heavily laden with many bags. The man greeted her and offeredto carry some of her bags. The woman was pleased to be helped but explained that hewouldn’t want to help her because she was going a long way to the next city. The man said hewould 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 newreligion, worshipping Allah and throwing out all the idols they had worshipped before. Shedidn’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 havebeen tortured and beaten follow him!” explained the woman in an angry voice. The managreed that some terrible things were happening in Makkah, and he picked up all her heaviestbags. As they walked the woman explained that this why she was leaving Makkah before shefell 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 thenI 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 askedfor 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 ” questionsYou 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 ourbehaviour do most to change things, or our words? Why do Muslims say ‘Peace be upon him’ when they say the Prophet’s name?9Almost all pupils: Remember whathappened in thestory (STEP 1) Talk about why thelady with the bagschanged her mind(STEP 1) Identify a simplemeaning in the story(STEP 1)Many pupils Suggest a meaningfor the differentemotions in thestory (STEP 2) Respond sensitivelyto the idea that wesometimes need tochange our minds(STEP 2)Some pupils: Make a linkbetween this storyand the way somepeople think badlyof other religions(STEP 3)As most Muslims makeno pictures of theirProphets, and do notdramatise Muhammad’slife, it’s good to avoidthese activities. Whynot use a props baginstead? Bring out yourprops one at a time.Get out of the bag oneat a time as you tell thestory a gate, a strip ofgrey cloth for a road, apiece of yellow cloth forthe sandy desert, somebags that look heavy,some wooden blocks,to look like a village, acardboard signpost thatsays ‘To Makkah’ and‘Away from Makkah’Make a SEAL link: as youtell the story, get thechildren to make facesfor the emotions of thestory – kind, sad, tired,cross, pleased, angry,amused, amazed.

RE Support 2017What can we learn from the story of Bilal: the slave who would not be quiet? From engaging with thestory at many levels,children will learn thesignificance of belief inone God for MuslimsThey will notice that forMuslims, belief in oneGod is linked to everyhuman being equal anddeserving fair treatment.Pupils will think aboutsome of their own ideasand behaviour.Tell the story in as many engaging ways as you can.Bilal: A slave set free to call Muslims to prayMany years ago in Mecca, there lived a slave called Bilal. Bilal’s master was a hard, cruel mancalled Umaya. He was wealthy and powerful. He demanded that all his slaves worship likehim. Now, Umaya worshipped many idols.One day, Umaya called Bilal, gave him a whip, and ordered him to beat another slave. ‘He saysthere is only one God,’ said Umaya, ‘and that every person is important. The whip will teachhim a lesson.’ However, the sight of the whip did not frighten the slave. Endlessly he calledout, ‘One God, only one God.’ His courage brought Bilal to believe also. He could not whipsuch a man.Umaya was angry. Not only had Bilal disobeyed him. Now, he too stood in the courtyardshouting, ‘One God, only one God.’ Soon all the slaves would revolt. Bilal must be taught alesson. Umaya ordered that his hands and feet be tied. Then Bilal was dragged outside thecity wall to lie, without shelter, on the sands, under the scorching sun. But all the time heshouted, ‘One God, only one God.’The shouting vexed Umaya. ‘Find a great, heavy rock,’ he ordered. ‘Place is on his chest. Thatwill 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 wentto Umaya to ask how anyone could treat another in that way. ‘He is my slave, I’ll do what I likewith him,’ said Umaya. ‘If you do not like it, you can always buy him.’ So Abu Bakr bought Bilaland he, too, became a follower of the Prophet.Bilal and the others decided to build a place where they could worship God. When it wasfinished they had to decide on the best way to call the people to prayer. Should they use a bellor a drum, a horn or maybe even a trumpet. But they could not agree. Then Abdullah, anotherof the Prophet’s followers spoke about a dream he had, in which he heard a man’s voicecalling the people to prayer. All agreed this was a fine solution - just the human voice on itsown. 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’tknow what to say.’ ‘Praise God, tell the people Muhammad is his messenger and call them toprayer. That will be sufficient,’ answered the Prophet.Bilal raced up the top of the mud roof of the mosque. He sto

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 w