‘Educate Against Islamophobia have produced a series of excellent teaching resources covering all key stages (EYFS, Primary and Secondary). Alongside the teaching materials there are lesson plans and an overview of the materials for each key stage which are all of high quality. These resources have been expertly put together and take out the hard work of planning and delivery making it easy for teachers to use.  I highly recommended these much-needed resources to all educational settings.  They will prove invaluable in addressing the important and prevalent issue of Islamophobia in our schools and society at large.’

As a school, we have engaged with EAI in a number of ways, all of which have been fantastic. They have supported us in our SMSC and PSHE work this year through online whole school assemblies looking at the issue of bullying, visits to school and work with staff to educate EYFS pupils in positive behaviours and diversity and through the provision of incredibly high-quality teaching materials. We were able to take these resources and use them contextually within our school and local community as we delivered ‘Unity days’ across a range of ages, educating our pupils in the importance of protected characteristics, their protection in law and the essential principles of their global rights. Our children love to learn about and discuss the diversity and commonality of life.

The EAI materials have been used to discuss the awareness and subject of Islamophobia. We used them with staff, parents as well as pupils.

The content and resources lent themselves extremely well for whole school assemblies and schools / class council sessions. Pupils particularly liked the story of Amna and the illustrations. Great discussion and debates about Amna about her background, her family etc were shared with each other. During the sessions we had a range of high order questions linking to discrimination, human and children’s rights as well as pupils sharing their own experiences of Islamophobia.  The resources lent themselves very well to highlight issues of Islamophobia, how it can feel, look and sound. Parents and pupils were vocal in thanking the school for using the materials and helping all to understand that Islamophobia is not just an issue for Muslims to deal with but all no matter faith, no faith, gender etc.

Hopefully one day we will not need materials about Islamophobia and I strongly believe that that the materials are used in every school as an embedded part of the PSHE curriculum and not just for November (Islamophobia awareness month). It needs to be revisited throughout the year.

EAI have devised a well thought out curriculum which should be easy to implement into classroom teaching. It allows students to see Islam beyond the theory and as a practical way of life which will benefit both Muslim and not-Muslim students. I look forward to using the materials in our school.

The sessions enabled students to appreciate the diverse world that we live in and understand some of the issues associated with unfair and discriminatory treatment, namely Islamophobia. Students were able to think critically about the impact this has whilst also understanding the values of our Muslim community.

EAI has been a fantastic resource to implement into our schools PSHE program – the resources are created with educators in mind and thoroughly and professionally produced. It has been especially helpful for staff who want to be sure we address this topic sensitively and know the information we provide our students is accurate.

As well as using resources in lessons, we were fortunate to have assemblies delivered to our students – it was an incredible opportunity for our students and allowed students of all backgrounds to reflect on islamophobia, how it affects the muslim community in the U.K. and why it is the responsibility of all citizens to prevent.

“The resources provided covered a wide range of contemporary issues linking to being a Muslim in the UK, the context of Islamophobia and the issue of identity. The resources were easy to adapt to both support and challenge pupils. They sparked liberated debate where people shared their own opinions, whilst respecting others.”