P1-SIR-06 The life and importance of the Prophet ﷺ Paper 1, Question 3
Retreat at Hira and the call to prophethood
The first revelation marks the beginning of Muhammad’s ﷺ prophethood. This lesson gives a balanced account of Hira, Jibril’s command, the return to Khadija and the reassurance sought from Waraqa.
Ramadan, 610 CE Narrative and significance Paper 1 · Question 3
Syllabus connection
- P1.T3.b1 The main events of the Prophet's life from his birth to his call to prophethood
Learn the material
Learning objectives
Key vocabulary
- Hira
- The cave outside Makka where Muhammad ﷺ spent periods in reflection.
- wahy
- Divine revelation communicated to a prophet.
- Jibril
- The angel who conveyed revelation.
- Iqra’
- Read or recite; the opening command of Sura 96.
- Waraqa ibn Nawfal
- A learned relative of Khadija who recognised the pattern of prophethood.
- prophethood
- Being chosen by Allah to receive and deliver revelation.
Before you start
Answer from memory before opening the answers.
- Where did the first revelation occur?
- Who brought the revelation?
- What was the first command?
- Who first comforted and believed him?
Check your answers
- In the cave of Hira.
- Jibril.
- Iqra’, read or recite.
- Khadija.
The lesson
Background and setting
Muhammad ﷺ increasingly withdrew from Makkan idolatry and spent periods in Hira worshipping and reflecting. He was about forty when the first revelation came during Ramadan.
Main events in sequence
- Jibril appeared in the cave and commanded him to read or recite.
- Muhammad ﷺ replied that he was not a reader; the command and embrace were repeated.
- Jibril recited the opening verses of Sura al-‘Alaq, beginning “Read in the name of your Lord who created”.
- He returned shaken and asked Khadija to cover him.
- Khadija reassured him by referring to his care for relatives, the poor, guests and people in difficulty.
- She took him to Waraqa ibn Nawfal, who identified the visitor with the angelic messenger sent to earlier prophets.
- Waraqa warned that his people would oppose and expel him.
- The experience began the prophetic mission, though revelation then paused for a period according to traditional accounts.
Outcome and consequences
Muhammad ﷺ moved from private reflection to responsibility as Allah’s Messenger. The first response combined revelation, emotional support, moral testimony and informed confirmation.
Examination focus
The best response selects relevant detail, keeps a clear sequence and links each paragraph to the wording of the question.
| Feature | Accurate detail | How to use it |
|---|---|---|
| Place | Cave of Hira outside Makka. | Set the scene briefly. |
| Messenger | Jibril. | Distinguish the angelic messenger from the divine source. |
| Words | Opening verses of Sura 96. | Name the command and creation theme. |
| Khadija | Comforted him and cited his character. | Show why reassurance was reasoned, not sentimental. |
| Waraqa | Recognised continuity with earlier prophets and predicted opposition. | Connect revelation with prophetic history. |
Accuracy and interpretation
The Prophet ﷺ did not invent the experience or immediately celebrate it as personal power. The account emphasises fear, humility and responsibility. Avoid saying Waraqa made him a prophet; Allah chose him.
Context and chronology
| Date or phase | Event | Why it matters |
|---|---|---|
| Before 610 CE | Periods of retreat and worship at Hira. | Shows rejection of Makkan idolatry. |
| Ramadan 610 CE | First revelation through Jibril. | Beginning of prophethood. |
| Immediately afterwards | Return to Khadija and visit to Waraqa. | Human support and recognition. |
| Following period | A pause in revelation, then renewed command to warn. | Transition into active mission. |
Chronology control
Use dates to anchor the sequence, but do not turn the answer into a list of dates. The event, turning point and consequence must remain clear.
People, places and events
| Person, group or place | Role in this lesson |
|---|---|
| Muhammad ﷺ | Recipient of the first revelation. |
| Jibril | Angel who conveyed Allah’s words. |
| Khadija | First comforter and believer. |
| Waraqa ibn Nawfal | Learned monotheist who recognised prophetic continuity. |
| Hira | Place of retreat and first revelation. |
Qur'an and Hadith evidence
Use Qur’an and Hadith evidence briefly and purposefully. The evidence should illuminate the event or character point rather than replace historical knowledge.
ٱقْرَأْ بِٱسْمِ رَبِّكَ ٱلَّذِى خَلَقَ
Read in the name of your Lord who created.
The first command links knowledge with the Creator.
يَـٰأَيُّهَا ٱلْمُدَّثِّرُ قُمْ فَأَنذِرْ
O you wrapped up, arise and warn.
The later command moves from receiving revelation to public responsibility.
Short, accurate references are enough. Do not invent a quotation when you are uncertain of the wording.
Significance
- The revelation establishes Allah, not Muhammad ﷺ, as the source of the Qur’an.
- The first word places learning, recitation and creation at the start of the mission.
- Khadija’s argument links genuine religious experience with established moral character.
- Waraqa’s response connects Muhammad ﷺ with the line of earlier prophets.
- The warning of opposition shows that prophethood is a burden of truth, not an easy path to status.
Significance in practice
Build AO2 through example → principle → present-day application.
| Prophetic example | Principle | Present-day application |
|---|---|---|
| Seeking solitude for reflection | Withdrawal can serve worship when it returns a person to responsibility. | Muslims may create disciplined time away from distraction for prayer and reflection. |
| Supporting someone in crisis | Khadija listened, reassured and sought informed help. | Families should combine emotional care with qualified advice. |
| Knowledge in Allah’s name | Learning is directed by ethics and worship. | Students should connect education with service rather than pride. |
| Accepting difficult responsibility | Truth may bring opposition. | A Muslim should prepare patiently when principled action carries social cost. |
Connections with other topics
| Connected topic | How the connection helps |
|---|---|
| P1-QURH-01 first revelation | The same event is studied there from the history of the Qur’an perspective. |
| P1-SIR-04 Khadija | Her character and partnership explain her response. |
| P1-SIR-07 earliest Muslims | The private mission begins after the call. |
| P2-FAI prophets | The event illustrates revelation through an angel to a chosen messenger. |
Common misconceptions
Students often think Waraqa appointed Muhammad ﷺ as a prophet.
In fact Allah chose him; Waraqa recognised the signs of prophethood.
Students often think The first revelation was a calm public ceremony.
In fact It was a private, overwhelming encounter in Hira.
Students often think Iqra’ proves the Prophet ﷺ authored the Qur’an through study.
In fact The command introduced revealed words; he received rather than composed them.
Students often think Khadija offered only emotional reassurance.
In fact She supported her judgement with evidence from his established character and sought knowledgeable counsel.
What the examiner wants
AO1: what you must know
For a high-level AO1 response, select detailed material that answers the precise focus and organise it coherently.
- Know the brief background before the main event.
- Jibril appeared in the cave and commanded him to read or recite.
- Muhammad ﷺ replied that he was not a reader; the command and embrace were repeated.
- Jibril recited the opening verses of Sura al-‘Alaq, beginning “Read in the name of your Lord who created”.
- He returned shaken and asked Khadija to cover him.
- Khadija reassured him by referring to his care for relatives, the poor, guests and people in difficulty.
- She took him to Waraqa ibn Nawfal, who identified the visitor with the angelic messenger sent to earlier prophets.
- Waraqa warned that his people would oppose and expel him.
- The experience began the prophetic mission, though revelation then paused for a period according to traditional accounts.
- Muhammad ﷺ moved from private reflection to responsibility as Allah’s Messenger. The first response combined revelation, emotional support, moral testimony and informed confirmation.
- Keep names, sequence and consequences accurate.
The narrative answer
Examiners reward brief background, then balanced coverage, then a clear link back to what the question actually asked.
- Brief background
- One or two sentences of context. Brief — this is not the answer.
- Sequence
- The main events in order, each with detail.
- Balance
- If the question names several things, give each comparable treatment.
- Link back
- Connect each part to the exact focus of the question.
AO1 control
Do not narrate everything you know about the Prophet’s life. Select the events that directly answer the question and develop them accurately.
AO2: what you must understand
AO2 must move beyond praise. Identify a principle, explain how the example establishes it, and show its effect on a Muslim or community today.
- The revelation establishes Allah, not Muhammad ﷺ, as the source of the Qur’an.
- The first word places learning, recitation and creation at the start of the mission.
- Khadija’s argument links genuine religious experience with established moral character.
- Waraqa’s response connects Muhammad ﷺ with the line of earlier prophets.
- The warning of opposition shows that prophethood is a burden of truth, not an easy path to status.
AO2 control
A present-day example earns value only when the mechanism is explained: what Muslims learn, why it matters and how it changes conduct.
Worked examination example
Weaker response
This event was important because the Prophet ﷺ showed good character and Muslims should copy him.
The point is generic, unsupported and could be attached to almost any event.
Stronger response
Khadija’s response models intelligent support. She did not dismiss fear or make an uninformed claim. She listened, reminded him of evidence from his character and consulted someone with relevant knowledge. Muslims can learn to support family members with empathy, truthful reassurance and appropriate expertise.
The response identifies a precise example, derives a principle and explains its practical effect.
Practise
Guided practice
- Write a one-sentence background for Retreat at Hira and the call to prophethood.
- Select four events or features and arrange them in the most logical order.
- Add one sentence explaining the consequence or significance of each selected point.
Before you write, answer these
- Brief background
- Event or feature 1
- Event or feature 2
- Turning point
- Outcome and significance
The examination gives roughly a third of a page for a 4-mark answer. Aim for a short, dense paragraph — no introduction needed. Your work saves automatically in this browser.
Independent practice
- Write a balanced 10-mark account without notes.
- Write one developed 4-mark significance paragraph using example → principle → effect.
- Check every name, date and causal link against the lesson.
The examination gives roughly a third of a page for a 4-mark answer. Aim for a short, dense paragraph — no introduction needed. Your work saves automatically in this browser.
Check your understanding
Answer each question, then check it. Every option is explained — including the ones that are wrong — so read the feedback even when you were right.
Write a full answer
Exam-style practice question
This is original examination-style practice based on the syllabus topic and current assessment structure.
Exam-style practice question
(a) Give a detailed account of the first revelation and the events immediately after it. [10] AO1
(b) Why is Khadija’s response significant for Muslims today? [4] AO2
Written by this course to match the style and demand of the examination. It is not a Cambridge question.
Plan your answer
Before you write, answer these
- What brief context is needed?
- Which four to six points provide the strongest coverage?
- Where is the turning point or contrast?
- What consequence closes part (a)?
- Which specific example will drive each AO2 paragraph?
Out of scope here: Plan from the exact question. A memorised life story or general character paragraph will not automatically answer the focus set.
The examination gives roughly a third of a page for a 4-mark answer. Aim for a short, dense paragraph — no introduction needed. Your work saves automatically in this browser.
Indicative answer
Show an indicative answer Write yours first — you will learn more
Part (a)
While retreating in Hira during Ramadan 610 CE, Muhammad ﷺ encountered Jibril, who commanded him to read or recite. After repeated commands, Jibril conveyed the opening verses of Sura 96. Muhammad ﷺ returned shaken and asked Khadija to cover him. She reassured him by listing his truthful and compassionate conduct, then took him to Waraqa ibn Nawfal. Waraqa recognised the angelic messenger known to earlier prophets and warned that opposition would come.
Part (b)
Khadija’s response models intelligent support. She did not dismiss fear or make an uninformed claim. She listened, reminded him of evidence from his character and consulted someone with relevant knowledge. Muslims can learn to support family members with empathy, truthful reassurance and appropriate expertise.
Other answers are equally valid
- Marks are awarded for what is correct. Nothing is deducted for errors or omissions.
- Credit is given for valid answers that go beyond the syllabus and the mark scheme.
- It is entirely possible to reach the highest level using different information or a different argument from the one shown here.
- Answers are judged against the levels of response, not against a checklist of required points.
Marking guidance reference
What the strongest answers do here: Read the response as a whole. Balance, accuracy, development and direct relevance determine the level.
| Level | Marks | What the examiner is looking for |
|---|---|---|
| 4 | 8–10 |
|
| 3 | 5–7 |
|
| 2 | 3–4 |
|
| 1 | 1–2 |
|
| 0 | 0 |
|
What moves an answer up: The clearest difference between Level 3 and Level 4 is comprehensiveness, development, and quotation. Level 3 "may quote"; Level 4 is "likely to quote".
| Level | Marks | What the examiner is looking for |
|---|---|---|
| 2 | 3–4 |
|
| 1 | 1–2 |
|
| 0 | 0 |
|
What moves an answer up: The whole AO2 distinction is discussion versus description. A factually excellent but purely descriptive paragraph cannot reach Level 2.
Note that AO2 has two levels, not four. Some older textbooks and revision guides still show a four-level scale for part (b); that scale is out of date.
Self-assessment checklist reference
Judge your answer as a whole against the levels above, not by counting points. An answer can reach the top band using different material from the indicative answer.
Consolidate
Lesson summary
- Muhammad ﷺ increasingly withdrew from Makkan idolatry and spent periods in Hira worshipping and reflecting. He was about forty when the first revelation came during Ramadan.
- Jibril appeared in the cave and commanded him to read or recite.
- Muhammad ﷺ replied that he was not a reader; the command and embrace were repeated.
- Jibril recited the opening verses of Sura al-‘Alaq, beginning “Read in the name of your Lord who created”.
- Muhammad ﷺ moved from private reflection to responsibility as Allah’s Messenger. The first response combined revelation, emotional support, moral testimony and informed confirmation.
- The revelation establishes Allah, not Muhammad ﷺ, as the source of the Qur’an.
Retrieval flashcards
Further revision task reference
- Create a five-point timeline from memory.
- Make a two-column grid: event/action and significance.
- Answer the lesson’s 4-mark question again using a different present-day example.
Before you write, answer these
- Five-point timeline
- Three precise details
- Two significance links
- One misconception to avoid
The examination gives roughly a third of a page for a 4-mark answer. Aim for a short, dense paragraph — no introduction needed. Your work saves automatically in this browser.
Your progress is saved in this browser only. Use My progress to export it if you change device.
Why this would reach the top band
The answer is indicative, not a script to memorise. Equivalent accurate detail and well-reasoned applications may also be credited.