8. Sikhism
Sikhism statutory content part 1
Sikhism statutory content part 2
1.
2.
3.
4.
Unit 1: Guru Nanak
Unit 2: The Sikh Gurus
Unit 3: The Guru Granth Sahib
Unit 4: Living a Sikh life
Waltham Forest Agreed Syllabus for Religious Education
SIKHISM Part 1
God
¾
Sikh belief about God
ƒ
Sikhs believe there is one God who
created all things.
Sikh Teaching
¾
The Gurus
ƒ
Guru Nanak.
ƒ
Founded Sikhism in India.
ƒ
His youth and travels, e.g. feeding the
poor and needy, told through stories.
ƒ
Guru Nanak’s teaching that all people are
equal.
ƒ
Celebration of Guru Nanak's birthday.
¾
Guru Har Gobind
ƒ
The story of Guru Har Gobind and his
cloak and demonstrating beliefs about
equality recalled at Diwali.
¾
Guru Gobind Singh
ƒ
The introduction of the 5 Ks.
ƒ
Sikh names.
ƒ
Beliefs in action - story of the water carrier.
Bhai Ghanaya.
ƒ
Baisakhi.
¾
The Guru Granth Sahib
ƒ
The final, everlasting Guru of the Sikhs.
Waltham Forest Agreed Syllabus for Religious Education
Statutory Content
The Sikh Community
¾
¾
¾
Family life
ƒ
Growing up as a Sikh.
The Gurdwara
ƒ
A special place where:
the Guru Granth Sahib is based
and read;
Sikhs worship and share food
together;
The Sikh belief that everyone is
equal is put into practice;
ceremonies take place, e.g.
naming, festivals;
the Khanda symbol is displayed.
SIKHISM Part 1:1
SIKHISM Part 2
God
¾
Sikh belief about God
ƒ
There is one God – represented by
the Ik Onkar symbol
ƒ
God is the supreme truth.
Sikh Teaching
¾
The Gurus
ƒ
There were ten human Gurus - from Guru
Nanak to Guru Gobind Singh.
ƒ
Guru Arjan built the Golden Temple.
ƒ
Guru Gobind Singh founded the Khalsa.
¾
The Guru Granth Sahib
ƒ
Teachings of Guru Nanak and other
Gurus.
ƒ
Treated as a living Guru.
ƒ
Written in Gurmurkhi.
ƒ
Contains hymns sung in services.
ƒ
The Mool Mantra.
ƒ
Akhand Path.
¾
Values
ƒ
Earning by honest means (kirat karna).
ƒ
Sharing (vand chhakna).
ƒ
Service to all human beings (sewa) e.g.
Pingalwara.
ƒ
Equality of gender.
ƒ
Equality of race and creed - all humans
are one.
Waltham Forest Agreed Syllabus for Religious Education
Statutory Content
The Sikh Community
¾
Belonging to the Community
ƒ
The Khalsa.
ƒ
Amrit ceremony.
ƒ
The 5 Ks.
ƒ
Marriage.
ƒ
Beliefs about Death.
¾ The Gurdwara
Place of Sikh worship
ƒ
Community centre.
ƒ
The Khanda symbo.
ƒ
Place of prayer / worship.
ƒ
Shoes removed, hair covered;
ƒ
Shared meal.
ƒ
Use of the Guru Granth Sahib.
ƒ
Role of the Granthi.
ƒ
Music and musicians.
ƒ
Ceremonies - ceremony of belonging,
the Amrit Ceremony and festivals.
ƒ
The Nisan Sahib.
SIKHISM Part 2:1
SIKHISM Part 1
Unit 1: Guru Nanak
What this unit contains
Guru Nanak was the first of the Sikh Gurus or teachers - stories about his life & teachings about equality.
Celebration of Guru Nanak's birthday.
The Guru Granth Sahib - the last of the Gurus.
The Gurdwara - a special place for Sikhs, where Sikhs sit and share food together. The Khanda symbol.
Where the unit fits and how it builds
upon previous learning
This is planned as the introductory unit on Sikhism.
Extension activities and further
thinking
¾
¾
¾
How are people treated as equal or not in school and in society?
What does it mean to belong or to not belong to a community?
Find out about other Sikh Gurus.
Vocabulary
Sikh
Guru Nanak
service
langar
SMSC/Citizenship
share
Sikhism
Bhai
Guru Granth
Sahib
Gurdwara
Guru
equal
belief
worship
Khanda
Waltham Forest Agreed Syllabus for Religious Education
¾
¾
¾
¾
Understanding that Sikhs believe all people are equal.
Community responsibilities.
Consideration of what worship means to Sikhs.
Concept of equality in social terms.
Teaching unit
SIKHISM Part 1 Unit 1:1
SIKHISM Part 1
Unit 1: Guru Nanak
Unit 1 Session 1
Learning objectives
A
T
1
√
Pupils should:
¾
¾
¾
¾
consider why it might
be important to
remember people in
the past;
know that Sikhs
celebrate the birthday
of Guru Nanak a
person who lived a
long time ago and
who was the first of
their teachers;
know that Guru
means teacher;
A
T
2
√
Share ideas about people who members of the class might want to remember and
why …discuss topical examples of people. Consider the types of people who are
remembered for a long time by many people.
Explain that during this unit pupils will find out about a special person called Guru
Nanak who lived in India a long time ago and who founded Sikhism. Show the pupils
the Sikh Khanda symbol and explain that this can be seen on the flag outside Sikh
Temples, called Gurdwaras.
√
√
Suggested teaching activities
Look at a large picture of Guru Nanak. Read and discuss ‘'A Birthday to Celebrate a story of Guru Nanak" by Lynne Broadbent and John Logan. (On each page is a
hidden picture of Guru Nanak - find the picture on each page).
√
Either re-read page 6 of the book or talk about the story of Nanak feeding the holy
men. Discuss what Nanak might have said to his father.
Sensitivities, points to
note, resources
N.B. Be sensitive to the
needs of pupils who have
been bereaved or suffered a
loss.
Resources
Sikh Khanda symbol.
Picture of Guru Nanak.
'A Birthday to Celebrate - a
story of Guru Nanak' by
Lynne Broadbent and John
Logan pub: RMEP (big
book)
Written task
Write a short note from Nanak to his father explaining his behaviour.
know that Guru
Nanak lived and
taught in India.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
SIKHISM Part 1 Unit 1:2
SIKHISM Part 1
Unit 1: Guru Nanak
Unit 1 Session 2
Learning objectives
Pupils should:
¾
¾
¾
know that Sikhs
believe in one God
who made everything;
know that Sikhs
believe that God told
Guru Nanak to teach
people how to
behave;
consider how pupils
would like to be
treated and how they
should treat others.
A
T
1
A
T
2
Suggested teaching activities
√
Either revisit 'A birthday to remember' page 8 or watch the section on Guru Nanak
meeting God from 'Animated world faiths -The Life of Guru Nanak' video or read
relevant section from the book that accompanies the video.
√
Explain that Guru Nanak believed in a God, who made everything. He also believed
that God wanted him to tell everyone about God and to remind people of how they
should behave towards each other.
√
Discuss as a class and then individually create statements of what Guru Nanak
might say and what pupils themselves would say about how everyone should
behave towards people, the world and God.
√
Each pupil should write a statement how they expect others to treat them. These
should be discussed as a class and a class code of conduct developed from them.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
Sensitivities, points to
note, resources
Resources
Video
Animated world Faiths
(Channel 4)
'The life of Guru Nanak
'(Animated world faiths)
SIKHISM Part 1 Unit 1:3
SIKHISM Part 1
Unit 1: Guru Nanak
Unit 1 Session 3
Learning objectives
A
T
1
√
Pupils should:
¾
¾
consider what it
means for everyone
to be equal;
A
T
2
√
know that Guru
Nanak taught that
everyone is equally
important.
√
√
Suggested teaching activities
Sensitivities, points to
note, resources
Use the 'equality activity' modified for the class.
Talk about what 'equal' means in the context of people not Maths.
Resources
'Equality Activity’
Explain that Guru Nanak saw that people were not treating others equally - they
would only be friends with certain people because they thought they were better for
different reasons. Nanak believed that God wanted everyone to be equally
important. Do members of the class agree?
Story of Dunni Chand and
the needle.
Develop a shared class statement about how everyone in the class should be
treated equally.
Tell the story of Dunni Chand and the needle. Talk about why wealth and
possessions did not make him a better person and how he came to realise that.
Write a note from Dunni Chand to Guru Nanak thanking him for the lesson he had
learnt.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
SIKHISM Part 1 Unit 1:4
SIKHISM Part 1
Unit 1: Guru Nanak
Unit 1 Session 4
Learning objectives
A
T
1
√
Pupils should:
¾
¾
¾
reflect on times when
members of the class
have shared food with
others;
know that a Gurdwara
is a special place for
Sikhs;
know that Sikhs sit
and share food
together in the
Gurdwara and that
this shows their belief
in equality.
A
T
2
Suggested teaching activities
Share some carefully selected food with the class and explain how this food is
acceptable to everyone regardless of their religion or health.
√
Talk about times when pupils have shared meals with others. Explore what it feels
like to share good things with others and how people might feel who have not been
included. Recall how Guru Nanak told people that everyone is equal.
√
√
Sensitivities, points to
note, resources
Resources
Food appropriate for all of
the class.
Videos
Pathways of Belief –
Sikhism
Watch a video clip of people eating in a Gurdwara. Talk about how the way people
are eating together there shows that everyone is equal (all sitting on the same level,
can sit with anyone, no special menus, service or tables, rota for preparation…)
Water, candle, moon, tree
and sword (sword section)
Either organise a visit to a Gurdwara to find out about how all the tables are the
same, people can sit anywhere and everyone is treated the same or as a class
prepare to find out about what happens in a Gurdwara through films or videos..
CD Rom: Faiths Volume 1 –
Espresso & LgFL – film
‘Community’.
In groups generate questions to ask in the Gurdwara or to research from non-fiction
texts / the internet in the next lesson about what happens in a Gurdwara if a visit is
not going to be possible.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
SIKHISM Part 1 Unit 1:5
SIKHISM Part 1
Unit 1: Guru Nanak
Unit 1 Session 5
Learning objectives
A
T
1
Pupils should:
¾
know that a Gurdwara is
a special place for Sikhs
where:
ƒ
ƒ
ƒ
¾
√
A
T
2
Suggested teaching activities
Either:
Visit a Gurdwara to see:
ƒ
ƒ
ƒ
ƒ
there are several
things in the
Gurdwara that show
that Sikhs believe
everyone is equal,
the Guru Granth
Sahib, the special
book of the Sikhs is
given a central
position,
the Khanda symbol
is displayed outside
and inside;
recognise the Sikh
symbol, the Khanda and
know how it is made up
of different items placed
together.
ƒ
ƒ
How people prepare to enter the worship area and how
they sit when they are there;
How responsibility can be taken by men or women;
How everyone sits together to eat in the langar;
How respect is paid to the Guru Granth Sahib in the way it
is placed and treated;
The Khanda symbol on the flag outside and on items inside
the Gurdwara;
The significance of the Khanda symbol, shown on the
Nisan Sahib flag outside the Gurdwara. (the 2 kirpans, the
kara and the double-edged sword in the symbol).
Or
√
Using 'My Sikh Faith' big book or 'My Sikh Life' as an
information text find out about the Gurdwara and the Guru
Granth Sahib. Support this with video clips and film footage
from the ‘Faiths’ CD Rom showing the information
interactively or supplement with information from the
internet.
Sensitivities, points to note,
resources
Resources
Videos
Pathways of Belief –Sikhism
Water, candle, moon, tree and sword
(sword section)
Books
'My Sikh Faith' big book
'My Sikh Life'
CD Rom: Faiths Volume 1 – Espresso &
LgFL – film Worship’ parts 1 & 2 and
‘Holy Book’.
Images of female Granthi and raggees.
Draw the Khanda symbol on a flag and label the different parts from
which it is made up.
Websites
The Sikh Net:
http://www.sikhnet.com/
The Sikh Home Page:
http://www.sikhs.org/
The Guru Granth Sahib
http://users.uniserve.
com/~jsbrar/ggranth.html
Enter information on a class chart manually or electronically and
display in class with pictures of a Gurdwara.
After a visit send thank you notes to the
Gurdwara
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
SIKHISM Part 1 Unit 1:6
SIKHISM Part 1
Unit 1: Guru Nanak
Unit 1 Session 6
Learning objectives
A
T
1
√
Pupils should:
¾
¾
know that Guru
Nanak's birthday is
celebrated in the
Gurdwara;
A
T
2
Suggested teaching activities
Share information about how members of the class
celebrate their birthdays.
Recall or research information from books used
earlier in the unit to find out how Guru Nanak's
birthday celebrations take place. Talk about how
people have new clothes, send cards and visit the
Gurdwara to share the festival.
√
know that as part of
the celebration people
retell stories about
Guru Nanak.
√
Retell a story of Guru Nanak about equality, e.g. the
story of Bhai Lalo, and draw out the meaning of the
story.
√
Assessment Task
Make a card for Guru Nanak's birthday containing
appropriate images and a statement explaining how
equality is important to Sikhs.
Waltham Forest Agreed Syllabus for Religious Education
Focus for assessment
Assessment Levels
Level 1 Attainment target 1
Pupils use some religious
words and phrases to name
features of religious life and
practice. They can recall
religious stories and
recognise symbols, and other
verbal and visual forms of
religious expression.
Sensitivities, points to
note, resources
Resources
Videos
Pathways of Belief –
Sikhism
Candle, water, moon, tree
and sword
Story of Bhai Lalo
Level 2 Attainment target 1
Pupils use religious words
and phrases to identify some
features of religion and its
importance for some people.
Pupils retell religious stories
and suggest meanings for
religious symbols.
Teaching unit
SIKHISM Part 1 Unit 1:7
SIKHISM Part 1
Unit 1: Guru Nanak
Unit 4 Information Sheet 1
Women Raggees
Woman Granthi
Waltham Forest Agreed Syllabus for Religious Education
Information Sheet
SIKHISM Part 1 Unit 1:8
SIKHISM Part 1
Unit 1: Guru Nanak
Unit 1 Session 3 Activity Sheet 1
Equality Activity
Imagine that your teacher has some sweets, biscuits or other treat but tells the class that these will be given to only some
children e.g. those wearing watches, tall children or blue eyed children.
Is this fair?
Explain what you think.
Are members of the class being treated equally if only a small group are rewarded for no good reason?
Waltham Forest Agreed Syllabus for Religious Education
Activity sheet
SIKHISM Part 1 Unit 1:9
SIKHISM Part 1
Unit 1: Guru Nanak
Unit 1 Session 3 Story 1
Dunni Chand and the Needle
Guru Nanak spent much of his life travelling and teaching. During his travels he visited Lahore a city in the
country now known as Pakistan. This is a famous story of his meeting with a rich banker.
Once, long ago, in Lahore there lived a banker called Dunni Chand who was well known throughout the city for being
greedy. Dunni Chand lived in a beautiful palace, which shone with gold, marble and precious jewels.
One day, Dunni Chand learnt that Guru Nanak had arrived in the city. At once he rushed to find the Guru to invite him to a
special feast, thinking it would make him look very important to have such a famous guest. Guru Nanak accepted the
invitation and preparations for the feast began.
It was a wonderful occasion. There were tasty dishes for the guests who all agreed that it was a magnificent feast.
When everyone had finished, Dunni Chand turned to Guru Nanak.
‘I am a wealthy man,’ he said. ‘If I can do anything for you, please tell me.’
Guru Nanak sat and thought for a moment. He looked around at the wonderful palace, the rich carpets hanging on the
wall and the fine golden dishes. Then, fumbling in his pocket, he drew out a small case which contained a tiny, thin
sewing needle.
Waltham Forest Agreed Syllabus for Religious Education
Story sheet
SIKHISM Part 1 Unit 1:10
SIKHISM Part 1
Unit 1: Guru Nanak
Unit 1 Session 3 Story 1 – Dunni Chand and the Needle
‘Yes, there is something you can do for me,’ he replied, holding up the needle. ‘I want you to keep this needle very safe
and give it back when we meet in the next world.’
Dunni Chand felt full of importance. The Guru had given him a very special task. He took the needle and showed it to his
wife, explaining what the Guru had told him. To his surprise, she burst into laughter.
‘You poor man,’ she laughed, 'go and ask Guru Nanak how you can take it to heaven with you.’
Feeling confused, Dunni Chand hurried to find the Guru.
‘Guru Nanak, Guru Nanak,’ he called. ‘Please tell me one thing before you go away. How can I take this needle with me
when I die?’
The Guru looked at Dunni Chand kindly and said, ‘If you cannot take a tiny needle with you when you die, how are you
going to take all your riches? You will only be remembered for the good things you have done in this world when you go
to the next.’
Dunni Chand realised the truth of the Guru’s words. He felt ashamed of the way he had lived his life and from that day on,
he and his wife used their wealth to help the poor.
Waltham Forest Agreed Syllabus for Religious Education
Story sheet
SIKHISM Part 1 Unit 1:11
SIKHISM Part 1
Unit 1: Guru Nanak
Unit 1 Information Sheet 2
Guru Nanak
Waltham Forest Agreed Syllabus for Religious Education
Information sheet
SIKHISM Part 1 Unit 1:12
SIKHISM Part 1
Unit 1: Guru Nanak
Unit 1 Session 6 Story 2 – The Story of Bhai Lalo
The Story of Bhai Lalo
Guru Nanak was travelling again, visiting villages and towns and meeting many different kinds of people. Nearing one
village, Nanak felt tired and hungry and he decided to spend a few days resting.
A poor man called Lalo, who worked hard as a carpenter, invited Nanak to stay at his house and Nanak was happy to
accept.
When a rich man who lived in the same village, heard that the Guru was visiting the village, he sent his servants to invite
Nanak to stay with him. “I will give an enormous feast for all the important people in the area and Nanak, as my guest of
honour, can sit by my side”.
Over a hundred people came to the feast, but Nanak did not come. This made the rich man very angry and he sent his
servants to fetch Nanak.
Guru Nanak came to the house where a crowd had gathered, sensing that something was going on.
The rich man met Nanak at the door. “Why did you refuse to come to my feast?” he asked. “I have rich food and cakes for
you but you prefer to eat coarse bread”.
Guru Nanak asked for a piece of the cake from the feast and took from his bag a piece of simple bread which had been
given to him at Lalo’s house. He took one in each hand and squeezed them both.
Waltham Forest Agreed Syllabus for Religious Education
Story sheet
SIKHISM Part 1 Unit 1:13
SIKHISM Part 1
Unit 1: Guru Nanak
Unit 1 Session 6 Story 2 Continued – The Story of Bhai Lalo
To everyone's surprise drops of milk trickled from the bread, while from the cake came drops of blood.
The rich man was horrified and he shouted, “You are trying to trick me!”
Guru Nanak answered, “This is no trick. Lalo’s simple bread was earned by his own honest work, but your fine cake, and
all your wealth, was gained by cheating the poor”.
The rich man thought about what Guru Nanak had said and felt ashamed of the way that he had lived.
From then on, he changed his ways and followed the teachings of Guru Nanak.
Waltham Forest Agreed Syllabus for Religious Education
Story sheet
SIKHISM Part 1 Unit 1:14
SIKHISM Part 1
Unit 1: Guru Nanak
Unit 1 Information Sheet 3
The Khanda Symbol
Waltham Forest Agreed Syllabus for Religious Education
Information sheet
SIKHISM Part 1 Unit 1:15
SIKHISM Part 1
Unit 2: The Sikh Gurus
What this unit contains
Guru Har Gobind and the story celebrated by Sikhs at Divali.
Guru Gobind Singh the last human Guru.
The 5 Ks.
Festival of Baisakhi.
Sikh names.
Sikh beliefs in action - story of the Guru and the Water carrier.
Where the unit fits and how it builds upon
previous learning
This unit builds on work covered in Unit I and further develops pupils’ knowledge about the
importance of equality in Sikhism.
It fills in the historical detail about the Gurus who followed Nanak and how they developed
Sikh beliefs in equality.
It introduces pupils to the key festival of Baisakhi.
Through this unit pupils begin to learn about Sikh symbols of identity.
Extension activities and further thinking
¾
¾
¾
Reflect on what it means to belong.
Talk about whether it is ever right to fight for your beliefs.
Consider why believing that everyone is equal may mean you should be kind to
everyone.
Vocabulary
Sikh
Singh
Khanda
unique
Guru
SMSC/Citizenship
Sikhism
Diwali
Kaur
Kangha
equal
Guru Har Gobind
Kara
Kacchera
Baisakhi
Guru Gobind Singh
Kirpan
Gurdwara
Waltham Forest Agreed Syllabus for Religious Education
¾
¾
¾
Communities are made up of people who all have different
contributions.
Symbols of belonging to groups.
What it means to belong to a community and to have a shared identity.
Teaching unit
SIKHISM Part 1 Unit 2:1
SIKHISM Part 1
Unit 2: The Sikh Gurus
Unit 2 Session 1
Learning objectives
Pupils should:
¾
¾
¾
¾
know that there were
10 Sikh human
Gurus, the first one
being Guru Nanak;
A
T
1
know that Guru Har
Gobind was another
Sikh Guru.
Suggested teaching activities
√
Recall work covered in Unit 1 about Sikhism and Guru Nanak. Discuss what a Guru
is. Recall Guru Nanak's message to people about equality and what equality might
mean.
√
Look at a poster of the Gurus and locate Guru Nanak. He is often shown as the
largest - why? How would you describe him? Explain that the poster shows all the
human Gurus and also the Guru Granth Sahib, a very special book for Sikhs, which
contains all the teachings of the Gurus.
know that the Guru
Granth Sahib is the
final Guru;
know that different
books are important
to different members
of the class;
A
T
2
√
Talk about how a book can be a teacher (guru) and ask pupils if they know of any
books that have taught them something really important. Share ideas.
√
Would pupils call any of these books Gurus? Explain that to Sikhs the Guru Granth
Sahib is their last teacher. Write a short response sheet about a story that has really
helped them and why.
√
On the poster locate and name Guru Gobind Singh and Guru Har Gobind and
explain that these are the Gurus that they will find out about next.
Sensitivities, points to
note, resources
Resources
Video
Pathways of Belief – BBC
Sikhism
Poster of the Sikh Gurus
Short response sheet
Websites
The Sikh Net:
http://www.sikhnet.com/
The Sikh Home Page:
http://www.sikhs.org/
The Guru Granth Sahib:
http://users.uniserve.
com/~jsbrar/ggranth.html
http://www.bbc.co.uk/religio
n/religions/sikhism/
More able pupils could research the Gurus on the internet or in the library before the
next lesson.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
SIKHISM Part 1 Unit 2:2
SIKHISM Part 1
Unit 2: The Sikh Gurus
Unit 2 Session 2
Learning objectives
Pupils should:
¾
¾
¾
know how Guru Har
Gobind put his Sikh
beliefs into practice
when he rescued the
52 Hindu Princes;
know that this story is
retold and
remembered every
year at the festival of
Diwali;
consider how
members of the class
have been helped by
others in times of
difficulty.
A
T
1
A
T
2
Suggested teaching activities
√
Point out the image of Guru Har Gobind on the poster. How might pupils describe
him? How is he different from Guru Nanak?
√
Explain that there is a story about him remembered by Sikhs at the festival of Diwali
every year.
√
Ask pupils about times when they have been in real difficulty and have been helped
by others and how they have felt. Explain that the story they're going to hear
describes a time when one of the Gurus helped many people who were in trouble.
√
Tell the story or show a video telling the story of Guru Har Gobind rescuing the 52
Hindu princes. Why did the Guru believe it was important to help the Princes?
√
Pupils should each draw a tassel to recall the tassels on the Guru’s cloak and on a
label attached to their tassel write about a time when someone else helped them.
√
Sensitivities, points to
note, resources
Resources
Story of Guru Har Gobind
and the Hindu princes.
Information books for
research about Diwali.
Sikh Diwali cards.
Video: ‘Stories from the
Sikh World’ told by Roop
Singh
Pupils should either:
ƒ
find out how Sikhs celebrate Diwali or
ƒ
create newspaper articles on ‘The Release of the Princes from Prison’ or
ƒ
make individual thank you cards from the princes to the Guru.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
SIKHISM Part 1 Unit 2:3
SIKHISM Part 1
Unit 2: The Sikh Gurus
Unit 2 Session 3
Learning objectives
A
T
1
A
T
2
Pupils should:
¾
¾
Before the lesson display clothing and pictures of people wearing a
range of items that are uniforms, religious symbols or symbolic
dress.
appreciate that the
clothes people wear
tell others about
them;
know about the 5 Ks
and understand the
symbolism of the kara
and the kesh.
Suggested teaching activities
√
√
√
Discuss how the items in the collection tell us about the people who
wear them. Can pupils distinguish between uniforms that show
people belong to a community and clothes that tell you about
something people believe?
Examine the 5Ks and pictures of Sikhs wearing these items. Display
the names and explain why they are called the 5 Ks. You might use
a Sikh soft doll to show them being worn or to play a game to see
who can name and point to chosen items.
Talk about the practicalities of wearing the 5 Ks and how they make
people visible. Explain the symbolism of the kara and the kesh.
Watch a video showing a boy tying a turban. Draw and label the
items, explaining their significance.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
Sensitivities, points to note,
resources
Resources
Dress items/ pictures of people wearing
uniforms (e.g. school or cub uniform)
religious symbols (e.g. cross on chain) or
symbolic dress (e.g. priest's collar, Muslim
headscarf).
5 Ks (N.B. Health & Safety - the kirpan is
meant to stay in its scabbard).
Sikh soft doll (available from Articles of
Faith).
Video: Pathways of Belief: Sikhism (BBC)
N.B. Kacchera should be introduced
sensitively to ensure pupils are not
embarrassed or offend others. The
introduction of these gave freedom to men
previously wearing a dhoti that can easily
come loose when riding or engaged in
battle.
SIKHISM Part 1 Unit 2:4
SIKHISM Part 1
Unit 2: The Sikh Gurus
Unit 2 Session 4
Learning objectives
Pupils should:
¾
know when and how
Guru Gobind Singh
introduced the 5 Ks to
Sikhs;
¾
know some ways that
Baisakhi is celebrated
in the Gurdwara.
A
T
1
A
T
2
Suggested teaching activities
Focus for assessment
Sensitivities, points to
note, resources
√
Either watch the 'sword' section of the
video 'Water moon…' or the relevant
programme from 'Pathways of Belief Sikhism' or the story from 'Stop, look,
listen - stories of faith' or retell the story
of Guru Gobind Singh and the
beginning of the Khalsa.
√
Explain that this story is retold every
Baisakhi in the Gurdwara. Talk about
how Sikhs act out the parts of the
important people in the story.
Assessment Levels
Level 1 Attainment target 1
Pupils use some religious words and
phrases to recognise and name features of
religious life and practice. They can recall
religious stories and recognise symbols.
Attainment target 2
Pupils talk about their own experiences and
feelings, what they find interesting or
puzzling and what is of value and concern to
themselves and to others.
Resources
Videos
Water, moon, candle, tree,
sword' (Channel 4)
or
‘Stop, look, listen - stories
of faith’
or
'My Sikh Faith' (pages 2425)
'Guru Nanak and the Sikh
Gurus' by Ranjit Arora
√
√
Find out and list ways in which the
festival is celebrated, including religious
processions.
√
Assessment Task
Write a note or postcard to a friend as
someone present when the Guru was
asking for volunteers. Explain what you
saw and how you felt during this
experience and afterwards.
Waltham Forest Agreed Syllabus for Religious Education
Level 2 Attainment target 1
Pupils use religious words and phrases to
identify some features of religion and its
importance for some people. Pupils retell
religious stories and suggest meanings for
religious actions and symbols.
Attainment target 2
Pupils ask, and respond sensitively to,
questions about their own and others’
experiences and feelings. They recognise
that some questions cause people to
wonder and are difficult to answer.
Teaching unit
SIKHISM Part 1 Unit 2:5
SIKHISM Part 1
Unit 2: The Sikh Gurus
Unit 2 Session 5
Learning objectives
A
T
1
√
Pupils should:
¾ know the significance
of the names Singh
and Kaur;
¾
¾
know how the names
of Sikh babies are
chosen;
understand what
names tell others
about who we are.
A
T
2
Suggested teaching activities
Talk about the names of members of the class and how these were
chosen (pupils may have been asked to find this out during the
previous week as homework). Talk about the special meanings of
any names or whether they were the names of special people in the
present / past.
√
Recall information on Sikh names from previous lesson.
√
Watch the section on the Pathways of Belief video explaining how
Sikh babies are named or read 'My Sikh Life' p 22. Explain why
Singh (lion) was a good name for someone prepared to fight for his
beliefs and how Kaur (princess) means every woman Sikh is special.
√
Sensitivities, points to note,
resources
Resources
Video
Pathways of Belief: Sikhism(BBC)
Books
'My Sikh Life'
Talk about how names give us our unique identity and show that we
belong (family, religion).
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
SIKHISM Part 1 Unit 2:6
SIKHISM Part 1
Unit 2: The Sikh Gurus
Unit 2 Session 6
Learning objectives
Pupils should:
¾
¾
know that Sikhs follow
the teachings of the
Gurus in the way they
behave;
consider the lessons
they can learn from
the actions of Bhai
Ganahya and the
message of the
Gurus.
A
T
1
A
T
2
√
Suggested teaching activities
Sensitivities, points to note,
resources
Tell the story of the Guru and the Water carrier (Bhai [brother]
Ganahya) Discuss whether the water carrier was a good Sikh and
how his behaviour put Guru Nanak's teachings into practice.
Resources
Videos
Stop, look, listen - stories of faith
√
Record opinions on short response sheets.
√
Make a class 'Water carrier Award' and decide what behaviours or
qualities are needed to win the award. Make a class record of the
criteria.
Book
Re-Tell stories Volume 2 - Lewisham LEA
(contains story of the Guru and the water
carrier).
√
During the remainder of the week give the award each day to the
pupil who most demonstrates the agreed qualities in school.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
SIKHISM Part 1 Unit 2:7
SIKHISM Part 1
Unit 2: The Sikh Gurus
Unit 2 Session 1 Activity Sheet 1
Short response sheet
A story that has really helped me is ...........................................................
....................................................................................................................
....................................................................................................................
....................................................................................................................
....................................................................................................................
because………………………..…………………...........................................
....................................................................................................................
....................................................................................................................
....................................................................................................................
....................................................................................................................
....................................................................................................................
....................................................................................................................
Waltham Forest Agreed Syllabus for Religious Education
Activity sheet
SIKHISM Part 1 Unit 2:8
SIKHISM Part 1
Unit 2: The Sikh Gurus
Unit 2 Session 1Activity Sheet 2
The Gurus
Why is Guru Nanak shown as the largest picture?
How would you describe him?
Waltham Forest Agreed Syllabus for Religious Education
Activity sheet
SIKHISM Part 1 Unit 2:9
SIKHISM Part 1
Unit 2: The Sikh Gurus
Unit 2 Session 2 Activity Sheet 3
Guru Har Gobind
Why did the Guru feel it was important to help the Princes?
How do Sikhs celebrate Diwali?
Waltham Forest Agreed Syllabus for Religious Education
Activity sheet
SIKHISM Part 1 Unit 2:10
SIKHISM Part 1
Unit 2: The Sikh Gurus
Unit 2 Session 2 Story 1
Guru Har Gobind and the release of the Princes
Many of his ministers complained to Emperor Jahangir.
They said, “Guru Har Gobind is trying to make a huge army
and someday he will attack you. You should have him
arrested.”
Jahangir was convinced, so he ordered that Guru Har
Gobind be arrested and sent to prison in Gwalior for twelve
years.
When the Guru was taken to the prison, he was surprised to
see 52 Hindu princes who were also prisoners. Jahangir
had defeated all of them and arrested them. The princes
were in bad shape; they had dirty clothes and were
malnourished.
While in the prison, Guru Har Gobind started to preach the
message of Guru Nanak to the princes. Many Sikhs wished
to see their Guru, so they would walk to the Gwalior fort
where the Guru was.
Waltham Forest Agreed Syllabus for Religious Education
Story sheet
SIKHISM Part 1 Unit 2:11
SIKHISM Part 1
Unit 2: The Sikh Gurus
Unit 2 Session 2 Story 1 - Guru Har Gobind
However the guards would not allow them in, so they would just bow to the walls of the fort where the Guru was. This
became a fairly regular event as many Sikhs started to come.
Mian Mir, a respected Muslim, came and told Jahangir that he was wrong for arresting a holy man like the Guru. He
convinced the Emperor to release the Guru.
The Guru refused to leave the prison. ‘I will only leave if you also free all of these princes. Jahangir said that he would
allow as many princes that could hold onto the Guru’s robe to be freed. So the Guru had a special robe with 52 tassels
made. All 52 princes could hold onto the Guru’s robe and be freed.
This is the reason Guru Har Gobind was called the deliverer of prisoners.
Waltham Forest Agreed Syllabus for Religious Education
Story sheet
SIKHISM Part 1 Unit 2:12
SIKHISM Part 2
Unit 3: The Guru Granth Sahib, The Final Guru
What this unit contains
There were 10 human Gurus.
The Guru Granth Sahib, the final Guru - its contents, use and central place in the Gurdwara.
Akhand Path – special reading of the Guru Granth Sahib.
Beliefs taught through the Guru Granth Sahib.
Where the unit fits and how it builds upon
previous learning
This unit builds on work covered in previous units. It extends understanding about the contents, use
and significance of the Guru Granth Sahib.
Extension activities and further thinking
¾
¾
¾
Link the dates of the Gurus to other significant world events.
Consider how it might have changed Sikhism if one of the Gurus had been a woman.
Research how the Gurus lived under religious persecution.
Vocabulary
Ik Onkar
Guru
Sikh
Sikhism
SMSC/Citizenship
sacred text
Akhand Path
Gurmurkhi
Mool Mantra
Guru Gobind Singh
Guru Granth Sahib
Waltham Forest Agreed Syllabus for Religious Education
Granthi
immortal
Gurdwara
¾
¾
¾
¾
Equality of all - gender, race and creed.
Beliefs about creation.
Beliefs in a divine creator.
Having a personal set of beliefs and values.
Teaching unit
SIKHISM Part 2 Unit 3:1
SIKHISM Part 2
Unit 3: The Guru Granth Sahib, The Final Guru
Unit 3 Session 1
Learning objectives
A
T
1
Pupils should:
√
¾
know the chronology
and names of the 10
human Gurus;
¾
know the significant
contribution of each of
the Gurus to the
development of
Sikhism.
A
T
2
Suggested teaching activities
Sensitivities, points to note,
resources
Before the lesson set up a Guru Timeline with details / biographies of
each on handouts and blank Guru information sheets on which to
record collected information for Guru Nanak and Guru Gobind Singh
and sheets with detailed information about the remaining Gurus.
Resources
Poster / picture of the Gurus.
'Celebrate Sikh festivals'
Teaching RE Sikhism - CEM.
'What do we know about Sikhism?' (Pages
10 & 11).
Guru Information Sheets - for all but the 2
Gurus known already, e.g. name, dates,
and relationship to previous Guru (these
must be devised by teachers at an age and
ability appropriate level for their pupils.). A
picture from the poster could be attached.
Faiths CD Rom – Espresso & LgFL –
Sikhism
√
Examine a poster or picture of the Gurus and point out to the pupils
Gurus that they have already found out about.
√
Set the class into groups with each group given the task of recalling
what is already known about one of Guru Nanak and Guru Gobind
Singh. Feedback and complete the appropriate Guru information
sheet with the class as a shared activity.
√
Play a 'Which Guru am I?' game: put pupils into small groups and
give each group one or two clues about the life of a Guru. Their task
is to find out which Guru they have been linked to and if they cannot
find which Guru it is they can come to the teacher to ask for further
clues.
√
By the end of the lesson the class should be able to complete the
timeline showing the sequence of the Gurus, their names and dates
and making some comment on the Guru’s lives.
Websites
http://www.sikhs.org/10gurus.htm
http://www.sikh-history.com/sikhhist/gurus/
http://www.sikh.net/sikhism/gurus/
http://www.sikh.com.au/sikhgurus/
Guru Information sheet
N.B. pupils should not be encouraged to
draw the Gurus
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
SIKHISM Part 2 Unit 3:2
SIKHISM Part 2
Unit 3: The Guru Granth Sahib, The Final Guru
Unit 3 Session 2
Learning objectives
Pupils should:
¾
know that the Guru
Granth Sahib is the
final Guru;
¾
know how the Guru
Granth Sahib is
treated with respect in
the Gurdwara and at
home;
¾
know that the Guru
Granth Sahib is
treated as a living
Guru.
A
T
1
A
T
2
√
√
√
√
Suggested teaching activities
Focus for assessment
Watch the part of the Pathways of Belief Video
that introduces the Guru Granth Sahib as the final
Guru. Explain that Guru Gobind Singh had said
there would be no more human Gurus. Show the
film footage from the Faiths CD Rom.
Assessment levels
Level 2 Attainment target 1
Pupils use religious words and
phrases to identify some features of
religion and its importance for some
people. They begin to show
awareness of similarities in religions.
Pupils suggest meanings for
religious actions and symbols. They
identify how religion is expressed in
different ways.
Discuss how you might treat a very special guest
coming to stay in your home. Draw out from the
discussion issues such as extra special comfort,
respect, best chair etc.
Draw parallels with the way the Guru Granth
Sahib is treated in the Gurdwara - a throne on
which to sit, a special place of rest etc.
Assessment task
Record knowledge and understanding about the
Guru Granth Sahib and/or make a model or a
labelled diagram of the resting places of the Guru
Granth Sahib in the Gurdwara showing this
information.
Waltham Forest Agreed Syllabus for Religious Education
Sensitivities, points
to note, resources
Resources
Video
Pathways of belief Sikhism
Faiths CD Rom –
Espresso & LgFL ‘Holy Book’
Level 3 Attainment target 1
Pupils use a developing religious
vocabulary to describe some key
features of religions, recognising
similarities and differences. They
make links between beliefs and
sources, including religious stories
and sacred texts. They begin to
identify the impact religion has on
believers’ lives. They describe some
forms of religious expression
Teaching unit
SIKHISM Part 2 Unit 3:3
SIKHISM Part 2
Unit 3: The Guru Granth Sahib, The Final Guru
Unit 3 Session 3
Learning objectives
Pupils should:
¾
¾
know that the Guru
Granth Sahib is
written in Gurmurkhi;
know that the Mool
Mantra at the
beginning of the holy
book, tells people
what Sikhs believe
about God:
ƒ
there is one God,
ƒ
God is the
supreme truth.
A
T
1
A
T
2
Suggested teaching activities
√
Investigate the Ik Onkar Symbol.
√
Explain that this is a word in the written language Gurmurkhi, the start
of the words written down in the Guru Granth Sahib. It means 'There is
only one God'. Draw the symbol.
√
Give out the Mool Mantra sheets and read the words.
√
Use the words to work out and then record a clear set of Sikh beliefs
about God alongside their symbol, e.g. Sikhs believe that God made
everything, God doesn't tell lies...
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
Sensitivities, points to note,
resources
Resources
Ik Onkar Symbol
Mool Mantra sheet
N.B. Do not attempt to draw God or the
Gurus
SIKHISM Part 2 Unit 3:4
SIKHISM Part 2
Unit 3: The Guru Granth Sahib, The Final Guru
Unit 3 Session 4
Learning objectives
Pupils should:
¾
¾
¾
know that it takes 48
hours to read the
Guru Granth Sahib
from start to end
without any breaks;
know that this sort of
continuous reading is
called an Akhand
Path;
know that the Akhand
Path can take place in
the Gurdwara or in a
home.
A
T
1
A
T
2
Suggested teaching activities
Sensitivities, points to
note, resources
√
It takes a group of 5 readers working as a team to read the Guru Granth Sahib
continuously from start to end over 3 days. To keep up to speed they at times read
together. This reading is called an Akhand Path.
√
Recall the special name of a reader of the Guru Granth Sahib - a Granthi. This
person can be a man or a woman.
√
Read the short passage from the Guru Granth Sahib around the class with one
reader starting, another joining in and taking over as the first drops out and so on.
Resources
Text Extract: Equality
statement – a text extract
from the Guru Granth Sahib
in English
CD Rom – ‘Faiths’ –Sikhism
film footage ‘Celebrations’
part 1
√
Show the section of video explaining how the Akhand Path – reading of the
complete Guru Granth Sahib – takes place in a Gurdwara during the celebration of
Guru Nanak’s Birthday. Listen to a tape or website recording of readers reading
some actual text. Talk about how important it is to keep up to speed and how skilled
it is to do that.
√
Read the text around the class again and add information from the reading to the
sheet on Sikh beliefs started in the previous lesson.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
SIKHISM Part 2 Unit 3:5
SIKHISM Part 2
Unit 3: The Guru Granth Sahib, The Final Guru
Unit 3 Session 5
Learning objectives
Pupils should:
¾
Know that the Guru
Granth Sahib
contains Sikh
teaching on equality
between:
ƒ
men and women,
ƒ
people of
different races,
ƒ
all people.
A
T
1
A
T
2
Read and discuss the text extract exploring what it says about equality.
√
√
√
Suggested teaching activities
√
Design and make a personal symbol of equality. Write a caption either:
ƒ
I made this symbol because……
or
ƒ
My symbol stands for / represents…..
Sensitivities, points to
note, resources
Resources
Equality text extract.
Modelling materials
Paper for recording or short
response sheet.
Then everyone should record:
ƒ
Equality is important to Sikhs, it means…..to me.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
SIKHISM Part 2 Unit 3:6
SIKHISM Part 2
Unit 3: The Guru Granth Sahib, The Final Guru
Unit 3 Session 6
Learning objectives
A
T
1
√
Pupils should:
¾
know and share those
beliefs and values
that are special to
them.
A
T
2
√
Suggested teaching activities
Each pupil should share with the class a belief or value that is most significant to
them. On good quality paper and in best handwriting record that value / belief.
Bilingual pupils might like to record this in their home language as well as in
English.
√
Examine Guru Gobind Singh's prayer and compare individual statements with Sikh
beliefs.
√
√
Collate individual and Sikh beliefs and values into a class special book.
√
√
Devise a list of rules for handling the book. Compare this with rules for handling the
Guru Granth Sahib.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
Sensitivities, points to
note, resources
Resources
Paper.
Guru Gobind Singh's
Prayer.
SIKHISM Part 2 Unit 3:7
SIKHISM Part 2
Unit 3: The Guru Granth Sahib, The Final Guru
Unit 3 Session 1 Activity Sheet 1
Guru Information sheet
Guru……………………………………….
Born ……………………………………………….
Died …………………………………………….
Became a Guru aged……………………………………
Relationship to previous Guru………………………………………………………………
Significant Facts:
1……………………………………………………………………..
2………………………………………………………………………
3………………………………………………………………………
4……………………………………………………………………….
Waltham Forest Agreed Syllabus for Religious Education
Activity sheet
SIKHISM Part 2 Unit 3:8
SIKHISM Part 2
Unit 3: The Guru Granth Sahib, The Final Guru
Unit 3 Session 3 Information Sheet 1
Ik Onkar
There is Only One God".
The first two words in the Guru Granth Sahib, this is one of the cornerstones of Sikhism.
They appear at the beginning of the Mool Mantra written by Guru Nanak describing the qualities of
God in the Japji.
Waltham Forest Agreed Syllabus for Religious Education
Information Sheet
SIKHISM Part 2 Unit 3:9
SIKHISM Part 2
Unit 3: The Guru Granth Sahib, The Final Guru
Unit 3 Session 3 Information Sheet 2
The Mool Mantra
The Guru Granth Sahib begins with the ‘Mool Mantra’, which contains Guru Nanak’s description of God:
There is one and only God,
Whose name is Truth,
God the creator is without fear, without hate, immortal,
Without form and is beyond birth and death
And is understood through God’s grace.
(Guru Granth Sahib p.1)
This sets out the Sikh belief that there is only one God, who is the creator of all humanity. Sikhs believe that people can
understand God by acting upon the Gurus’ teachings. God’s acceptance of the sincerity of our actions is called his grace.
In Gurmukhi script, the Mool Mantra opens with Ik Onkar, meaning ‘One God’.
Waltham Forest Agreed Syllabus for Religious Education
Information Sheet
SIKHISM Part 2 Unit 3:10
SIKHISM Part 2
Unit 3: The Guru Granth Sahib, The Final Guru
Unit 3 Information Sheet 3
The Guru Granth Sahib being read in the Golden Temple at Amritsar
Waltham Forest Agreed Syllabus for Religious Education
Information Sheet
SIKHISM Part 2 Unit 3:11
SIKHISM Part 2
Unit 3: The Guru Granth Sahib, The Final Guru
Unit 4 Session 6 Information Sheet 4
A Prayer by Guru Gobind Singh
You, O God, are in the water,
You are in the dry land
You are in the river, you are in the sea,
You are in the tree, you are in the leaves,
You are in the earth, you are in the sky...
You are space, you are time...
You are unborn, you are fearless,
No one can touch you;
No one can destroy you...
Only you exist!
Waltham Forest Agreed Syllabus for Religious Education
Information Sheet
SIKHISM Part 2 Unit 3:12
SIKHISM Part 2
Unit 3: The Guru Granth Sahib, The Final Guru
Unit 3 Session 4 Factsheet 5
Equality
The following Shabad expresses the Sikh idea that all human beings are equals:
God first created Light.
From the Lord's play all living creatures came
and from the Divine Light the whole creation sprang.
Why then should we divide human creatures
Into the high and the low?
Friend, be not in error:
Out of the Creator creation comes.
Everywhere in creation the Creator is.
The Lord's Spirit is all pervading!
The Lord, the Maker, has moulded one mass of clay
Into vessels of diverse shapes.
Free from taint are all the vessels of clay
Since free from taint is the Divine Potter.
The True One pervades all things.
All things come to pass as the Lord ordains.
He who has understood the Divine Will
Recognises only the One Reality And he alone is what a person ought too be.
Waltham Forest Agreed Syllabus for Religious Education
(Guru Granth Sahib p. 1349)
Information Sheet
SIKHISM Part 2 Unit 3:13
SIKHISM Part 2
Unit 3: The Guru Granth Sahib, The Final Guru
Unit 3 Session 4 Information Sheet 5 - Equality
Explanation:
God (the 'Divine Potter') creates all materials from the same material ('clay'). They may all be different ('vessels of diverse
shapes'), but they are all without fault ('free from taint'). Therefore it is wrong to judge that some people are better or
worse than others.
Everything that happens is according to God's will ('as the Lord ordains'). Anyone who understands this is a true follower
of God.
Waltham Forest Agreed Syllabus for Religious Education
Information Sheet
SIKHISM Part 2 Unit 3:14
SIKHISM Part 2
Unit 3: The Guru Granth Sahib, The Final Guru
Unit 4 Information Sheet 6
The Gurus
The word "Guru" means
teacher, honoured person,
religious person or saint.
Sikhism has a very specific
definition of the word Guru.
The honour of being called a
Sikh Guru applies only to the
ten Gurus who founded the
religion starting with Guru
Nanak in 1469 and ending with
Guru Gobind Singh in 1708.
Now it refers to the Sikh Holy
Scriptures, the Guru Granth
Sahib.
Waltham Forest Agreed Syllabus for Religious Education
The SikhGurus
Guru Nanak Dev
1469 to 1539
The Second Guru Guru Angad Dev
1504 to 1552
The First Guru
The Third Guru
Guru Amar Das
1479 to 1574
The Fourth Guru
Guru Ram Das
1534 to 1581
The Fifth Guru
Guru Arjan Dev
1563 to 1606
The Sixth Guru
Guru Hargobind
1595 to 1644
The Seventh Guru Guru Har Rai
1630 to 1661
The Eighth Guru
Guru Harkrishan
The Ninth Guru
Guru Tegh Bahadur 1621 to 1675
The Tenth Guru
Guru Gobind Singh 1666 to 1708
Information Sheet
1656 to 1664
SIKHISM Part 2 Unit 3:15
SIKHISM Part 2
Unit 3: The Guru Granth Sahib, The Final Guru
Unit 3 Session 1 Activity Sheet 2
Which Guru am I – Possible clues
™ He invented the present form of writing the Punjabi language.
™ This Guru compiled a biography of Guru Nanak.
™ He collected Guru Nanak’s hymns together.
™ This Guru earned his own living by twisting coarse grass into strings used for cots.
™ He became the Guru in 1552 when he was in his seventies.
™ He passed on his Guru -ship to his son in law.
™ This Guru started the system of holding two annual gatherings of his disciples from all over the country.
™ This Guru set up his base at Goindwal.
™ This Guru appointed three women as preachers.
™ He established the city of Amritsar
™ This Guru was succeeded by his youngest son.
™ Under this Guru every Sikh was supposed to contribute 10% of his income to the common fund.
™ The building of the temple at Amritsar was started by this Guru.
™ This Guru built a temple at Taran Taran.
Waltham Forest Agreed Syllabus for Religious Education
Activity sheet
SIKHISM Part 2 Unit 3:16
SIKHISM Part 2
Unit 3: The Guru Granth Sahib, The Final Guru
Unit 3 Session 1 Activity Sheet 2 Continued – Which Guru am I – Possible Clues?
™ He was the first Guru to wear 2 swords to fight for spiritual and earthly good.
™ He arranged to 52 Hindu princes to be released from prison.
™ This Guru encouraged his followers to trade in horses from Central Asia
™ Under this Guru the Adi Granth was compiled as the sacred book of the Sikhs.
™ This Guru included in the Granth hymns of twenty-two Muslim and Hindu saints.
™ This Guru was imprisoned and tortured at Lahore fort.
™ This Guru died as a martyr.
™ He became Guru aged 11.
™ He had a personal bodyguard of 57 horsemen and kept 700 horses, 60 gunmen and 500 infantry men.
™ The Guru was imprisoned in the Gwalior fort along with other political prisoners.
™ He was grandson of Guru Hargobind.
™ He lived at Kiratpur where disciples and visitors came to see him.
™ This Guru was the youngest of the five sons of Guru Hargobind.
Waltham Forest Agreed Syllabus for Religious Education
Activity sheet
SIKHISM Part 2 Unit 3:17
SIKHISM Part 2
Unit 4: Living a Sikh Life
What this unit contains
The Amrit Ceremony. Belonging to the Sikh community. The Gurdwara.
Values by which Sikhs live.
Marriage.
Where the unit fits and how it builds upon
previous learning
This is the final unit on Sikhism for the Primary phase.
It builds upon work covered in all the previous units and brings this together into the concept of a
life journey lived according to Sikh beliefs and values. The significance of the Gurdwara as a centre
for community values and community and family celebrations is emphasised.
Extension activities and further thinking
¾
¾
Compare the implications of following the Sikh code of conduct to that of following those of
other religions that have been studied.
Create a diagram demonstrating a personal journey of life.
Vocabulary
Sikh
Sikhism
Khalsa
Amrit
SMSC/Citizenship
Kirat Karna
Panj Pyares
Vand Chhakna
Sewa
Kesh
Kara
Kangha
Waltham Forest Agreed Syllabus for Religious Education
Kacchera
Kirpan
Gurdwara
¾
¾
¾
Beliefs that all people are equal – what ever gender, race and creed.
Importance of honesty and integrity in society.
Living life according to faith rules and the difficulty of doing this in a
secular or multifaith society.
Teaching unit
SIKHISM Part 2 Unit 4:1
SIKHISM Part 2
Unit 4: Living a Sikh Life
Unit 4 Session 1
Learning objectives
Pupils should:
¾
A
T
1
A
T
2
Before the lesson set up a focus display of the 5 Ks and pictures / posters of Sikhs
wearing them.
√
know the names and
symbolism of the 5
Ks;
As a class recall the names and symbolism of the items on the display.
√
¾
¾
know that the Khalsa
is the name given to
Sikhs who have made
a commitment to live
their lives fully
according to Sikh
beliefs;
Suggested teaching activities
√
√
√
Remind pupils of when Sikhs first began to wear these items and recall the story of
the founding of the Khalsa by reading it or by watching an extract from a Video.
Explain that Khalsa means pure and discuss what 'pure' might mean.
Write down what it might mean to lead a pure life - for a Sikh and for you. Share with
the class.
Complete the ‘Belonging to a Group’ activity from the Faiths CD Rom.
share thoughts about
what 'leading a pure
life' might mean.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
Sensitivities, points to
note, resources
Resources
Sikh Khanda symbol.
5 Ks.
Poster of Sikhs wearing the
5 Ks.
'Sikh Stories' by Anita
Ganeri - Evans
Video
‘Pathways of belief –
Sikhism’ BBC
CD Rom ‘Faiths - Sikhism’
LgFL & Espresso
Education- Things to Do –
Belonging to a Group
Activity.
SIKHISM Part 2 Unit 4:2
SIKHISM Part 2
Unit 4: Living a Sikh Life
Unit 4 Session 2
Learning objectives
Pupils should:
¾
¾
¾
¾
know the significance
to a Sikh of the Amrit
Ceremony;
know that Amrit is a
sugar / water nectar
used by Guru Gobind
Singh as a symbol of
belonging when the
Khalsa was founded;
A
T
1
Suggested teaching activities
Recall knowledge from previous lesson about the 5
Panj Pyares and the taking of Amrit by them and
Guru Gobind Singh.
√
Focus for assessment
For Assessment Levels
please see next page
√
Watch the video section from ‘Pathways of Belief’
showing people taking Amrit as a sign of joining the
Khalsa. Listen to and discuss their explanations of
what this experience meant to them.
√
know rules by which a
Khalsa member
promises to live;
consider how difficult
it might be to follow
these rules.
A
T
2
√
√
√
√
Recall what pupils listed as essential for living a pure
life. Distribute 'Code of Conduct' sheets and read
around the class. How do these compare with pupils’
personal values and views?
In pairs discuss how hard it might be to put the Sikh
code into practice. Which would be the easiest and
which the most challenging observance?
Sensitivities, points to
note, resources
Resources
Sikh Code of Conduct
sheet.
Video
Pathways of belief - Sikhism
programme 2.
Teachers note
More able pupils should be
encouraged to link and
compare the life rules to
those of at least one other
religion.
Assessment task
What would be most challenging about leading a
Sikh life in the world today?
What is most challenging for you living up to your
beliefs and values?
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
SIKHISM Part 2 Unit 4:3
SIKHISM Part 2
Unit 4: Living a Sikh Life
Unit 4 Session 2 Continued
Assessment Levels
Level 2
Attainment target 1
Pupils use religious words & phrases to identify some features of religion & its importance for some people.
Attainment target 2
Pupils ask & respond sensitively to, questions about their own & others’ experiences & feelings. In relation to matters of right & wrong, they recognise their
own values & those of others.
Level 3
Attainment target 1
Pupils use developing RE vocabulary to describe some key features of religions, & begin to identify the impact religion has on believers’ lives.
Attainment target 2
Pupils identify what influences them, making links between aspects of their own & others’ experiences. They ask important questions about religion &
beliefs, making links between their own & others’ responses. They make links between values & commitments, & their own attitudes & behaviour.
Level 4
Attainment target 1
Pupils use a developing religious vocabulary to describe & show understanding of sources, practices, beliefs, ideas, feelings & experiences. They describe
the impact of religion on people’s lives.
Attainment target 2
Pupils raise & suggest answers to questions of identity, belonging, meaning, purpose, values & commitment. They apply their ideas to their own &other
people’s lives. They describe what inspires & influences themselves & others.
Level 5
Attainment target 1
Pupils use an increasingly wide RE vocabulary to explain the impact of beliefs on individuals. They describe why people belong to religions. They explain
how religious sources are used to provide answers to ultimate questions &ethical issues.
Attainment target 2
Pupils ask, & suggest answers to, questions of identity, belonging, meaning, purpose & truth, values & commitments, relating them to their own & others’
lives. They explain what inspires & influences them, expressing their own & others’ views on the challenges of belonging to a religion.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
SIKHISM Part 2 Unit 4:4
SIKHISM Part 2
Unit 4: Living a Sikh Life
Unit 4 Session 3
Learning objectives
Pupils should:
¾
know the values that
underpin Sikh life;
¾
consider the
implications of
following these
values.
A
T
1
A
T
2
Suggested teaching activities
√
Review the Sikh Code of Conduct.
√
Working in pairs or in threes, for each statement pupils should list the jobs / careers
that would be:
ƒ
suitable and;
ƒ
impossible for someone living his or her life according to this value.
Resources
Sikh Code of Conduct sheet.
√
Feedback to the whole class and discuss. Make a class list for each heading.
√
Organise the class into groups for the research project that will begin in the next
lesson and outline the work that will be covered.
Waltham Forest Agreed Syllabus for Religious Education
Sensitivities, points to
note, resources
Teaching unit
N.B. do not attempt to draw
God or the Gurus
SIKHISM Part 2 Unit 4:5
SIKHISM Part 2
Unit 4: Living a Sikh Life
Unit 4 Session 4, 5 & 6
Learning objectives
A
T
1
A
T
2
Pupils should:
¾
know stages in Sikh life, some of
which are marked by religious
ceremonies and family celebrations;
¾
know when some of these occur and
what happens:
ƒ
birth & naming,
ƒ
growing up as a Sikh - the 5 Ks,
ƒ
becoming an observant
member of the Khalsa - Amrit
Ceremony,
ƒ
a good example of living a Sikh
life according to Sikh values –
Bhagat Puran Singh
ƒ
Sikh weddings,
ƒ
death, and cremation;
¾
know some Sikh teachings
associated with these times ;
¾
Know how the Gurdwara is an
important venue for these
occasions.
√
Sensitivities, points to note,
resources
Pupils should work, in groups, to research and produce
either a 'Sikh Journey of Life' Big book or a large
display on this theme for the classroom or a central
place in school.
Resources
Extracts from the Guru Granth Sahib in
English
Books
'My life as a Sikh' Guy, Mizon & Morgan
'Committed to Sikhism'
' Ceremonies and Celebrations: Life's End
~Denise Chaplin & Lynne Broadbent
Hodder Wayland
Ceremonies and Celebrations: Growing
Up ~Susan Behar Hodder Wayland
Ceremonies and Celebrations: Weddings
~Linda Sonntag Hodder Wayland
Ceremonies & Celebrations: Births
~Jacqueline Dineen
Hodder Children's Books
Websites
The Sikh Net:
http://www.sikhnet.com/
The Sikh Home Page:
http://www.sikhs.org/
CD Rom – ‘Faiths’ - LgFL & Espresso
Education
Each group should focus on one or more elements of
the study. In the final lesson outcomes should be
shared and discussed so that every member of the
class is able to contextualise their learning alongside
that of others.
√
√
This work should provide opportunities for pupils to
research by contacting local Sikhs either through
interviews, letters or e-mails, by looking up on websites
or CD ROMs or by using reference books.
√
√
Suggested teaching activities
Pupils should be encouraged to draw links with their
own experiences and those of others in their families
and community.
Pupils researching how Sikhs put their beliefs into
practice should investigate the work being undertaken
at Pingalwara.
This work could also be an assessment opportunity and
outcomes could be disseminated to school through a
class assembly.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
Bhagat Puran Singh Ji & Pingalwara
handouts
SIKHISM Part 2 Unit 4:6
SIKHISM Part 2
Unit 4: Living a Sikh Life
Unit 4 Session 2 Information Sheet 1
The Sikh Code of Conduct
Instructions
Injunctions
(From the time of Initiation)
1.
There is only one God; worship and pray to Him alone
2.
Always work hard and share with others
1.
You shall not cut your hair
3.
Practise truth and lead a truthful life
2.
4.
Remember, women are as good as men
You shall not use tobacco or any
other intoxicants
5.
The Whole Human Race is One. Separating people by caste,
colour and class are wrong
3.
You shall not eat ritual meat
6.
Idols, magic, omens, fasts, frontal marks and sacred threads
are wrong
4.
You shall not commit adultery
7.
Dress yourself in a modest way; gaudy clothes and revealing
dress bring no credit
8.
Sikh women should not wear the veil
9.
Live a family life
10. Put your faith in The Holy Granth ; no other holy book or
living person can claim Guruship (for Sikhs)
Waltham Forest Agreed Syllabus for Religious Education
Information sheet
SIKHISM Part 2 Unit 4:7
SIKHISM Part 2
Unit 4: Living a Sikh Life
Unit 4 Sessions 4,5 & 6 Information Sheet 2
Pingalwara
Pingalwara is a home for the handicapped; however, this
institution does more than that as it caters for the needs of a
wide range of patients who are physically disabled, mentally ill
and/or terminally sick. It is primarily a refuge and home for the
poor, helpless and maimed.
The founder of Pingalwara was Bhagat Puran Singh, a selfless
and dedicated Sikh.
After the partition of India in 1947, Bhagat Puran Singh set up a
centre at Amritsar. First he had a few tents to house the poor
and the sick but soon he got a plot of land and constructed a
three-storey building to house 250 patients. The unclaimed
bodies of those who die in Pingalwara are taken to the local
medical centre for teaching anatomy.
Pingalwara receives grants from the government and charitable
institutions. Sikhs both in India and abroad, collect funds and
send them to the Pingalwara Charitable fund.
Waltham Forest Agreed Syllabus for Religious Education
Plans for future developments :
1. Sangrur Branch, At Sangrur a 6500 square yard plot has been
acquired to build a complex for 200 patients.
2. Amritsar Branch. For staff and patients of Pingalwara, 14 more
acres of land has been acquired 9-10 kms from Amritsar.
3. School for mentally handicapped. Pingalwara houses 60
mentally handicapped children. A separate school is planned
to be built for them at the Chandigarh branch.
4. Home for the elderly. Pingalwara does not subscribe to the
idea of a separate home for old people. It firmly believes in the
traditional Indian family system. Therefore, the elderly live
together with the other residents of all ages. This helps to
maintain a family atmosphere and is good for all the residents.
5. School for poor children. A school for children belonging to
poor families is being opened where education will be provided
free of cost. It will benefit a number of villages.
6. A Chandigarh Branch is being opened with the help of the Miri
Piri Education Trust. An Artificial Limb Centre is also planned
for this branch.
Information sheet
SIKHISM Part 2 Unit 4:8
SIKHISM Part 2
Unit 4: Living a Sikh Life
Unit 4 Sessions 4,5 & 6 Information Sheet 3
Bhagat Puran Singh (1904 - 1992)
Puran Singh worked selflessly all his life to provide hope for mentally and terminally ill patients. Whenever he saw a
deserted dead body (human or animal) immediately he would prepare a grave by his own hand and give the body respect
in death. He is regarded by Sikhs in much the same way as Mother Teresa was to Christians. Against the backdrop of
violence and poverty in 1947 he established an institute which still takes care of the sick, disabled, distressed and
abandoned. Throughout his life, whatever money and financial resources he could gather he used to develop this work.
His life story was a saga of grit, determination, faith in God and unending love for suffering humanity.
Bhagat Puran Singh was born in Ludhiana in the Punjab on June 4 1904. Although he was born a Hindu, he became a
Sikh in his early life. Before his change of faith, he had travelled extensively from village to village and was in the habit of
staying at Hindu Temples where he would offer to help. One day when he was staying at a temple, Brahmins told him to
clean the temple and when it was done they sat in front of him and ate without offering him any. He was shocked at this
discourtesy. The next time he had to stay at a Gurdwara, they not only gave him good food but also a cot and a glass of
milk afterwards. After many such experiences Bhagat Puran Singh didn't even think twice he searched his soul about his
beliefs and values and became a initiated Sikh.
Bhagat Puran Singh then set out on his life's work for the service of suffering humanity. He founded Pingalwara in 1947
with a few discarded patients. As well as founding, developing and maintaining this Institute, he was a writer, publisher
and environmentalist. His contribution in spreading awareness about the global dangers of environmental pollution and
the dangers of increasing soil erosion are commendable. His dedication was awarded with heaps of honours by many
quarters. Prestigious among these was the Padmashri award in 1979, which he surrendered in the wake of the army
attack on the Golden Temple in 1984. Bhagat Puran Singh died on August 5, 1992.
Waltham Forest Agreed Syllabus for Religious Education
Information sheet
SIKHISM Part 2 Unit 4:9
SIKHISM Part 2
Unit 4: Living a Sikh Life
Unit 4 Sessions 4, 5 & 6 Information Sheet 3 Continued – Bhagat Puran Singh
Here are some of the quotes of Bhagat Puran Singh Ji 'Dignity in death is a birthright of each living thing.'
'All Punjabis should at least sow a tree each of "Bohar", "Pippal" and "Neem". These trees are equal
to our eco system.'
Websites
http://www.pingalwaraonline.org/
http://www.sikhglory.com/
http://www.sikh-history.com/sikhhist/personalities/puransingh.html
Waltham Forest Agreed Syllabus for Religious Education
Information sheet
SIKHISM Part 2 Unit 4:10
SIKHISM Part 2
Unit 4: Living a Sikh Life
Unit 4 Session 1 Activity Sheet 1
We all belong to different groups. The groups we all belong to are families, communities, towns or cities, countries. Some
groups help make us who we are while others help us to learn a new skill or to meet or help people. These groups include
sports clubs, drama groups, music clubs, or the guides and scouts.
Think about the different groups you belong to. These groups may be clubs that you have decided to join or ones that you
automatically become part of when you are born, for example families.
• Which of these groups did you choose to be part of?
• Which of these groups were you born into?
• Who in your class do share a group with?
Each group we belong to has a different identity. Part of that identity may come from wearing a particular type of clothes.
Think about the clothing that different types of groups wear. You may wish to consider the clothes worn by sport clubs or young people's clubs such as
the Girl Guides or the Scouts. Remember to think about the clothes worn by people that belong to a particular faith, such as Sikhism.
• Which groups have you chosen?
• Which groups have an identity that comes from wearing a particular type of clothes?
Discuss the next question in a small group and record your suggestions on a large piece of paper.
• Why do you think clothes are important to these groups?
• Why is it important that a group has an identity?
• Now share your group's suggestions with the rest of the class. Are they the same?
•
© Espresso Education
Waltham Forest Agreed Syllabus for Religious Education
Activity sheet
SIKHISM Part 2 Unit 4:11
SIKHISM Part 2
Unit 4: Living a Sikh Life
Unit 4 Information Sheet 4
Sikh Wedding Images – Mehndi Patterns & Sikh Bridegroom
Waltham Forest Agreed Syllabus for Religious Education
Information sheet
SIKHISM Part 2 Unit 4:12
SIKHISM Part 2
Unit 4: Living a Sikh Life
Unit 4 Information Sheet 4
Sikh Wedding Images – Bride and Groom
Waltham Forest Agreed Syllabus for Religious Education
Information sheet
SIKHISM Part 2 Unit 4:13