Scheme of work Religious Studies Component 1: The study of religions: beliefs, teaching and practices - Sikhism To help teachers in planning a course of study for the new GCSE Religious Studies specification (8062), a possible scheme of work is provided below. This is purely illustrative of one way in which this course might be delivered and it is not intended to be in any way prescriptive. Teachers will need to develop schemes which suit the arrangements and time allocations of their own schools and colleges. Provided the content as given in the specification is covered, any sensible approach is legitimate. Assumed coverage The scheme of work which follows is based on 120 guided learning hours for the full GCSE. Each of the religions studied should be covered in approximately 30 Teach alongside: The second religion studied for Component 1 and the four thematic studies from Component 2.
Lesson Number title Subject specific detail Guidance Learning activity Resources Lesson 1 Introduction to Sikhism General facts about the religion (see Facts about Sikhism on) to find out what students already know and to lay the foundations for understanding the religion. Depending on your school and the students in class, there will be considerable variation in prior knowledge about Sikhism. Consider the following when planning this and following lessons: Are there any Sikh students in your group? If so, would they be able to contribute their expertise? How knowledgeable are they? What have the students learnt about Sikhism in KS3? Working in small groups, students could prepare personal key cards on each word with their meaning or description of each word. This they can then keep for future reference and revision use. Students could then share their findings with the class. Differentiation and extension Cards could already be prepared with the key word on and the student can look up what each word means. Pictures could be drawn on each card to illustrate what it means, for example manmukh – picture of a person with self- written over it. Plenary - PowerPoint on meaning of each word, pupils then have to the Sikh word- eg God-centred = Gurmukh. Use a 10 question quiz to find out what students know/remember, eg When did Sikhism begin? Who started Sikhism? etc Or Write some true and false statements based on information from Students have to read the page and identify the true statements, then alter the false statements to make them true. Go over the answers carefully afterwards adding further info as appropriate.
Lesson Number title Subject specific detail Guidance Learning activity Resources Lesson 3 Sikh belief in the oneness of humanity and in equality. Avoidance of becoming (manmukh) Elimination of pride and ego (haumai). Students should understand the Sikh teachings which include the view that all human beings are equal, and that there should be no discrimination based on creed, caste, or gender and that God can be seen in all of creation. Starter- students could write 3 sentences of examples of inequality in the world. They could partake in a role play of inequality- working in groups of 4/6 one volunteer of each group goes outside, while outside the rest in the group are told to ignore their friend when they return to the group. The volunteer returns and the group continue talking but does not include them in their conversation. The volunteer experiences this for a short time – discussion afterwards on how they felt individually and also how they felt as a group. Students could participate in a debate on inequality today and also in the past. Could show a PowerPoint on inequality across gender. Could discuss the Sikh view of equality. Are humans equal? Question for discussion: Inequality - how does it feel? Equality – why is it important? If we were less and proud, would we treat other people more fairly? If there is time, the film “Bend it like Beckham” raises the issue of girls (particularly Sikh girls) playing football. It links well to the video clip in lesson 2. centred
Lesson Number Topic title Subject specific detail Guidance Learning activity Resources Lessons 4-6 The examples of treating others equally (fairly) in the stories of Guru Nanak and Guru Gobind Singh. Teachings and examples of Guru Nanak and Guru Gobind Singh and the importance of equality in Sikhism. There will be further lessons on Gobind later. Students will understand the two key Gurus (Nanak and Gobind Singh) in Sikhism and how they contributed to the faith. Suggested breakdown: Introduction to the 10 Gurus with particular focus on the first and the tenth. The concept of “Guru”. Background of the caste system in India, in particular the treatment of the “untouchables”. The stories of Nanak's compassion for the untouchables. The teaching and practice of Nanak, in particular “There is neither Hindu nor Muslim” and the Students could be given information on a PowerPoint entitled ‘Who is Guru Nanak?’ with various activities, for example write a summary of Nanak’s birth. Write a newsreel of events of Nanaks life, what was his religious experience, list his basic teachings etc. Students could investigate Nanak’s various key teachings and his key stories on equality. They could discuss how it had an impact on Indian culture at the time. They could look at Hindu belief of sati and the untouchables and how Guru Nanak taught the importance of treating everyone as equal. Students could work in groups and take part in ‘Be the expert’. On each table there would be information about Guru Gobind Singh, each member of the team has to read the information and digest it then one volunteer must go around each table talking about the information, where the rest of the group listen and write down anything relevant on a chart. For a helpful summary of Sikh teaching on equality see the A good introduction to Sikhism as a whole including a brief history is the video clip There are various internet resources on Guru Nanak's life, including cartoons. Although made for a younger audience, the contains the stories of his dealings with the untouchables and the langar.
Lesson Number Topic title Subject specific detail Guidance Learning activity Resources Lessons 9-10 Introduction to Sikh festivals (focusing on the Gurpurbs and including the practice of “akhand path”) The bigger festivals of Vaisakhi and Divali will be covered later. As the gurpurbs link to the Gurus they are covered now. It will be helpful if the students understand the importance of the Gurus as role-models for Sikhs today. Hence the importance of celebrating their lives and sometimes their deaths. It is a requirement of the specification that they also consider how celebrating them would be different in the UK compared with the Punjab. It is useful to cover akhand path at this stage too. Students create a four page leaflet entitled “The Sikh Gurpurbs” including pictures and information. One page could focus on akhand path and another on differences between UK and India. A list of the Gurpurbs can be found at: Information on the BBC website about the Students could create a four page leaflet entitled “The Sikh Gurpurbs” including pictures and information. One page could focus on akhand path and another on differences between UK and India.
Lesson Number Topic title Subject specific detail Guidance Learning activity Resources Lessons 11-13 The nature of God linked with the worship of God in Sikhism. These lessons cover the Mool Mantra and how Sikhs pray and meditate mainly at home. Worship in the gurdwara is included but there will be more about the gurdwara later. The beliefs about God expressed in the Mool Mantra can seem abstract so students will remember them better if they are related to learning about the ways Sikhs worship God. Suggested breakdown: The Mool Mantra in English with a focus on the assertions and denials it makes about God. Link this with repetition of God's name in nam japna (aka nam simran). The names of God are those found in the Mool Mantra. Waheguru is a common name for God. Starter- Students could attempt an encoded mool mantra so they can recap on the important prayer. Students can match the words of GGS 305:4 (below) with appropriate images One who calls himself a Sikh of the Guru, the True Guru, shall rise in the morning hours and meditate on the Lord's Name. Upon arising early in the morning, he is to bathe, and cleanse himself in the pool of nectar. Following the Instructions of the Guru, he is to chant the Name of the Lord, Har, Har. All sins, misdeeds and negativity shall be erased. Then, at the rising of the sun, he is to sing Gurbani; whether sitting down or standing up, he is to meditate on the Lord's Name. One who meditates on my Lord, Har, Har, with every breath and every morsel of food - that GurSikh becomes pleasing to the Guru's Mind. There is an opportunity here for some experiential learning. You will need: the text of the Mool Mantra and different coloured highlighters. The students can highlight the assertions and the denials. A video clip of Sikhs chanting together or a single Sikh reciting the Mool Mantra The text of GGS 305:4 (see below) with photos of Sikhs doing the actions (see Google images). Students can match the words with the images. A useful explanation of nam japo can be seen on the
Lesson Number Topic title Subject specific detail Guidance Learning activity Resources Lesson 17 The nature of human life as an opportunity to unite with God and the barriers that can prevent Sikhs from uniting with God Development of the Sikh virtues (wisdom, truthful living, justice, temperance, patience, courage, humility, contentment). The five stages of liberation. The five barriers to achieving mukti. (Illusion, etc.). Students will understand how Sikhs can achieve mukti by becoming God- (gurmurkh) and not Man-centred (Manmukh), with special reference to the elimination of pride and ego (haumai). This will reinforce what they learnt in lessons 7-8 and 11-13. The specification does not require students to know the Punjabi terms for the stages of liberation and the barriers to it. However, “mukti” is a key term. has a useful summary of the five stages (khands) on the path to liberation. Starter- Students could attempt an encoded mool mantra so they can recap on the important prayer. Working in small groups students could make a chart of the five stages of liberation versus the barriers to achieving mukti. Students could play call my bluff game on the important key words of Gurmukh, Manmukh, mukti and Karma with two false explanation and the truth of each word. Students could attempt an exam style question on how Sikhs can become Gurmukh and the meaning of haumai. Use “Call my bluff” quiz sheet or PowerPoint with one correct meaning and two incorrect of each of the Sikh virtues. Students use the information from the two webpages (left) to create a chart with 5 stages of liberation versus 5 barriers. They could think of appropriate images to stand for each of them. The stages and the do not correspond in any way, but in a further exercise students could suggest which virtues are the opposites of the vices.
Lesson Number Topic title Subject specific detail Guidance Learning activity Resources A useful summary of the five barriers (vices) can be found on the Lesson Number Topic title Subject specific detail Guidance Learning activity Resources Lessons 18-19 Sewa, its importance and why service to others is a priority What is sewa, with special reference to tan, man and dhan? What is the role of Sikhs today in the community and the wider world? Students need to understand the meaning of sewa and how Sikhs may help others physically, mentally and with material things. Students will about Sikhs today and how their beliefs lead them to work for the community. Students could look at a PowerPoint exploring the concept of equality in Sikhism. This PowerPoint looks at the belief in selfless service through the example of the langar. Students could look at a sorting activity, explore images of a langar and watch a couple of clips to gather information. For Sikhism today students could either have a visit from a Sikh or visit a Sikh Gurdwara to meet Sikhs and prepare questions about their role in the community. Another alternative is the teacher does a ‘role play’ exercise where she/he with their knowledge of Sikhism can be a Sikh for the lesson and students prepare and ask them questions. The video clip is a good introduction for this topic. See: are nine examples of Sikhs working in humanitarian aid on the . Students find out about why people needed their help and what the Sikhs did for them. They could identify examples of tan, man and dhan.
Lesson Number Topic title Subject specific detail Guidance Learning activity Resources Lessons 21-22 The features of the gurdwara and its role in the Sikh community. To study the building’s design and function and identify the main features, external and internal. Students need to understand the design, furniture and artefacts inside the gurdwara. NB The specification refers to “furniture” - the takht and palki – but students may misunderstand this and think there are chairs or pews. This is not the case. The term for worship in Sikhism is This needs careful explanation because it distinguishes it from worship in other religions. A diwan is the court of a ruler and in the gurdwara the “guru” is the ruler, nowadays the Guru Granth Sahib. Coming into its presence Students could undertake the ‘Be the architect activity’, where they design a gurdwara. They are given the basic shape and images to help create a design. They must describe and explain the features and the use of the gurdwara in the Sikh community. They could then have a test on the plan/features and role of the gurdwara. A to a gurdwara would be very instructive but this is often not possible. Use a video about the gurdwara such as (the first few minutes are the most relevant). Show it first to give students an overview of the main features. Show it again without sound and ask students to write their own commentary for it, or with sound and get students to write the audio description for it.
Lesson Number Topic title Subject specific detail Guidance Learning activity Resources Lesson 24 The Langar This covers the practice of eating together. It links the topics about equality, sewa and the gurdwara together. Students need to understand that serving in the langar is an important aspect of sewa and another aspect of worship. It is also an expression of equality. Langar is sometimes called “the laboratory of sewa”. The website is devoted to the provision of a langar-for-all in Manchester every Sunday – a service to the homeless of the city. Students could recap what Sewa means by looking at a short PowerPoint on it or by answering a simple question. Students look at images of the langar and write down all the jobs that a Sikh could do in relation to sewa, connecting it to whether it involves Man, Tan or Dhan. They could then create a mind map on sewa, what is it and how they could offer selfless service to the sangat (community). Students could do a practical exercise that mirrors what would happen in the gurdwara each week (even using real food!). They could draw up a rota of tasks involved in preparation and clearing up, a vegetarian menu (so no one is excluded), a calculation (involving numeracy skills) of how much food is needed to feed, say, a 100 worshippers etc.
Lesson Number Topic title Subject specific detail Guidance Learning activity Resources Lesson 25 The Festival of Vaisakhi (Baisakhi) This covers the what, how, why, who, when of the festival. Students will understand the origin and significance of Vaisakhi (Baisakhi) and the connection to the birth of the Khalsa. They will learn more about Guru Gobind Singh and the history of Sikhism (the threat to religious liberty at the time) as well how Sikhs celebrate. The drinking of amrit from the same bowl is another example of equality – in the caste system it would not happen. Students look at a script of the origin of Vaisakhi for Sikhs (the story of Guru Gobind Singh and asking for volunteers to give their life to God) and using literacy techniques they could re write it in a play format. Students look at a 5W worksheet with a stimulus in the centre with why, what, where, who, when around it and research using text books the answers. Students could do a role play exercise of how the festival is celebrated or a newspaper article of the significance of the festival. of Guru Gobind Singh and Vaisakhi. A version of it (for younger children) forms part of this video clip about A detailed version of the story including details of the five volunteers (panj pyare) and can found on the Students could write tweets (max 125 characters) for different points in the story as if they were present in the crowd.
Lesson Number Topic title Subject specific detail Guidance Learning activity Resources Lesson 30 Visiting Sikh historical gurdwaras This covers the most famous Gurdwara, the Harimandir Sahib and why is it important to visit historical Gurdwaras. Students will understand where the historical gurdwaras are in particular the Golden Temple in Amritsar and understand its importance to all Sikhs. Since this is their final lesson, they could also identify from prior learning how the Golden Temple represents Sikh values (eg the meaning of the four entrances, the large kitchen etc.). Students do individual research on the Golden temple and write a travel blog for trip advisor showing where it is, why people visit it, what facilities it has, why is it important to Sikhs, what values does it show, other Sikh historical places etc? Students could create a travel brochure featuring the historical gurdwaras. Information about the Five Takhts including pictures and a location map can be found at