Year 6 Learning Objectives Key Questions Success Criteria Possible activities Possible Resources Unit – Sikhism TEACHINGS & AUTHORITY SYMBOLS & RELIGIOUS EXPRESSION WORSHIP & SACRED PLACES *Guru Nanak *Guru Granth Sahib *Gurdwara AT1 To know key facts, words and information about the religion of Sikhism AT2 Making between religions. How do you know which religions these artefacts are from? How do you know if someone is a Sikh? Why do they wear the clothes they do? What do they worship? How do they worship? Where did Sikhism originate? When did it originate? Where in the world do Sikh people live? Pupils use a range of Sikh words and phrases correctly to describe some of the features of the religion and its importance to Sikhs. Show children a collection of various artefacts from different faiths – ask children to sort according to Christianity, Islam, Judaism and Sikhism – what do they remember about these artefacts from previous learning? What do they know about the Sikh artefacts /photos. Class discussion about have children met a Sikh? What do they wear? What do we already know? Look at photo of Sikh person in their traditional clothing – collect children’s responses. Play ‘Call my Teacher gives 4 definitions for an object and children need to decide which is correct one. A : Chiln to draw artefacts and label with information. Use simple definitions. Label and colour on a world map India and specifically the Punjab. AA: Include more detailed descriptions BA: Less able children to match photos with printed definitions. Variety of artefacts from different faiths. BBC Bitesize BBC learning zone clips Youtube Primary Resources TES search for Sikhism transition unit
AT1 To know about the 10 Gurus and their contributions to Sikhism AT2 To make links between Sikh core values and Christian values. Who were the 10 Gurus? Why were there only 10? Who was the last and why? How did they become What were their achievements? Who would be your Guru today????? Children will know names and facts about the 10 Gurus. Will have researched and produced collaboratively a display. Will use Speaking and listening skills to present information to the class. Divide class into 10 groups and allocate a Guru to each. Mixed ability. Use internet to research your Guru. Produce a picture and information about the Guru to present to the rest of the class and use pictures etc to create a class display. Do the above as a group collaborative PowerPoint to present to the class. Include at the end of your PowerPoint a picture of who would be YOUR modern day Guru and why. Prepare for links to next lesson by focus on last Guru and Guru Granth Sahib. AT1 To describe in detail how Sikhs show respect to the Guru Granth Sahib and explain some of the teaching it contains; AT2 What is the GGS? Why is it treated like a person? did it come from? Can you be a Sikh without reading the GGS? What makes a ‘sacred’ book? What is your sacred book? How would you feel if the Bible was treated without respect Children will Introduction . Tell them that today we are going to learn about the Guru Granth Sahib – Sikh holy book. Watch video clip Discuss how people treat holy books to show they are special. Which holy books do the children know about? Where are they kept? Who looks after them? When are they used? Write out the Mool Mantra - the Sikh Main belief with translations of meanings. Illustrate with images which come into your mind as you Use to have as background whilst children are working BBC learning zone – clip 485
– explain why the Guru Granth Sahib is ‘sacred’ to and apply my own ideas about what might make a book ‘holy’. read the Mool Mantra. Making the text ‘special’ . Ext: Link to pictures of illustrated Bible pages…. How people make texts sacred and special. Discuss how Guru Granth Sahib is treated like a person. How do Christians treat the Bible? How is that different? How do Jews treat the Torah? Islam and the Koran? What ‘rules’ would I say were my rules for living a good life? Write my own list AT1 To know about the features and functions of a Gurdwara and visit AT2 How do these features provide for Sikh key beliefs and worship? Make links between Gurdwara and Church What is a Gurdwara? Where are the local Gurdwaras? Do all Sikhs have to attend? Why is the Gurdwara so important to What are the features inside and out? How is it different/similar to a Church/Cathedral? What do Sikhs gain from attending? To prepare for a Gurdwara visit. Use virtual tour of Gurdwara to explore if unable to actually visit. What are the functions of the different rooms? What preparation do Sikhs make before entering and why? How do women/children/men worship? How is Guru Granth Sahib revered? How is community important? Food? To visit a Gurdwara. Follow up work could involve Recount of trip (extended writing opportunity) Letter of thanks to Gurdwara. Plan, map and label the Gurdwara. Write an information booklet/leaflet BBC learning zone clips Biggest Gurdwara in Europe – contact details for school trips on website.
each other interviewing about your trip. Unit – Sikhism Transition unit Term 5 BELIEFS & QUESTIONS WORSHIP & SACRED PLACES RELIGION & INDIVIDUAL RELIGION & COMMUNITY *5 Ks *Festivals 2 lessons AT1 – know the story of the formation of the Khalsa and about why Sikhs wear the Five Ks AT2 – consider the 5Ks and why they are important to Sikhs and think about special objects/symbols and what they mean in our own life and experience What is the Khalsa? How do you belong? How do you know you belong to your school community? What your community strong? What objects are special to you? Have you ever lost something special to you? What is the difference between special and sacred? Children will know the objects sacred to Sikhs and their symbolism. Children will think about the objects which are special to them/have any religious significance. Activity 1 Watch a video about the formation of the Khalsa (eg Pathways of Belief – Sikhism (and Hinduism) BBC, or Water, Moon, Candle, Tree and Sword – Channel 4) or read the account on the stimulus sheet (page 42). Write a newspaper report about this dramatic event – consider using appropriate software to produce this electronically. Give the pupils a choice of how they write the report – e.g. either for the Amritsar or for the Punjabi Sun/Mirror – to encourage them to think about writing in different styles of different audiences. Activity 2 Look at artefacts in groups – ask pupils to answer questions – what, who, where, when, how? Discuss answers, follow up with research on websites and in books to answer unanswered questions. Activity 3 Complete worksheet (page 43 on kent trust web document (see resources) – what are these and why are they worn by a Sikh? This activity helps pupils address Sikh symbolism and relate it to their own lives through focusing on a different element of the symbolism of each – e.g. kara – what they believe about God. and search for other related clips https://www.kenttrustweb.org.uk search for Sikhism transition unit Good starting points be: , and Artefacts – Kara, Kirpan, Kachera, turban (see artefact suppliers – inside back page); Sikh Artefact Cards (Jan Thompson) – available from TTS (see artefact suppliers – inside back page); DVD: Pathways of Belief (Sikhism and Hinduism) and Water, Moon, Candle, Tree
and Sword (Channel 4 learning) – Sword = Sikh story of founding of Khalsa. Religious Artefacts Why? What? How? (Pamela Draycott) ISBN 1851000944 (available from RE today – www.retoday.org.uk) 2 lessons – Cross curricular opportunities AT1 To know and explain the story behind the festival of Baisakhi AT2 express understanding of how and why Sikhs celebrate Baisakhi (AT1 and AT2 AT2 To reflect on and respond to an underlying theme of Baisakhi i.e. unity, courage, strength, belonging (AT2). What is the festical of Baisakhi? What do Sikhs do during this festical? What is Bhangra? What are the underlying themes of Baisakhi? How do these link with what we know about Christian values? Children will know the facts about the festival. Will have made links between religions and core values. Will empathise with characters and relate to own experiences Drama/role play retelling the story from the point of view of a character. Write a diary entry from point of view of a character. Make a cartoon strip story retelling the events. Explore Bhangra music and dancing from the Punjab and develop own dances. freeze-frame the action – ask pupils to produce a key moment of the story (in groups with different groups devising how different scenes should look) and then using a digital camera take pictures of the scenes. Pupils then write either labels or speech bubbles to describe the actions (and/or feelings) of the characters. This makes a very nice display for the classroom as well as being a good learning tool. Invite a Sikh into school to discuss all elements of faith. (teaching Bhangra dance steps) AT1 To explore the themes of belonging, self sacrifice, unity, courage and strength What are our strengths and how can we share them? Where does strength come from? Are Children will explore the sense of Themes Belonging – sacrifice – unity – courage – strength – are important themes underpinning the celebration of Baisakhi. Providing opportunities to discuss these values and relate them to life today is important. Here are a few ways to get you thinking about how to explore these values further with your pupils.
affects life AT2 To describe how we handle change & difficult experiences AT1 To show understanding of how a person’s beliefs affects life AT2 To describe how we handle change & difficult experiences Handling loss/change/grief AT1 To be able to explain religious practices AT2 To comment on why people have funerals Funerals AT1 To be able to explain religious practices AT2 To ask questions about life after death Death & Life after death