In this article I contribute to the scholarly discussion on how minority religions and world-views could be represented in the RE subject of Norwegian primary and lower secondary school. I will focus on Islam since Islam is the largest and -- at the same time -- most debated minority religion in Norway. The starting-point of my analysis will be the chapter on human rights in "Signposts" where the author, Professor Robert Jackson, refers to the Council of Europe's 2008 recommendation -- on which "Signposts" is based -- where it is stated that the dimension of religions within intercultural education should be seen as a contribution to strengthen human rights. This formulation is mirrored in the new National Curriculum of the Norwegian RE subject which states that pupils should acquire knowledge of common values (such as intellectual freedom and equality) and how these values are anchored in different religions and worldviews. With the theoretical support of Robert Jackson's three level model I try to demonstrate how RE teachers can realise this didactical vision when teaching about Islam.