This unit is founded on story telling, which is an important part of Islam: stories of What can we learn from the story of Bilal: the slave who would not be quiet?
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Sandwell SACRE RE Planning © 2018
from BBC Teach (free to use)Unit 1.7
Special Stories for
Muslims:
What can we learn?
Age Group:
Yr1-2The Sandwell Agreed Syllabus for Religious
Education
Non-statutory
exemplificationThis 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 - 1"ǯ -
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 pointsexperiences. 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 finalProphet, the first of whom was Adam. There are many other prophets me- - 1"ǯ -"
stories are partly shared with Judaism and Christianity Ȃ famous examples include Ibrahim (Abraham), Musa
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
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.
4 1"ǯ " - - 0""t Muhammad over a 23-year period. Muslims show their love and
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