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RE Unit L2.4 for Year 3 / 4 What Is It Like to Be a Sikh in Sandwell?

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RE Unit L2.4 for Year 3 / 4 What Is It Like to Be a Sikh in Sandwell? Sandwell SACRE RE Support Materials 2019 RE Unit L2.4 for Year 3 / 4 What is it like to be a Sikh in Sandwell? Sikh beliefs and ways of living Sandwell SACRE Support for the Agreed Syllabus This unit is one of a series of examples written for Sandwell SACRE and teachers of RE by consultant Lat Blaylock of RE Today Services. Contact Lat for support and guidance on the syllabus via email: [email protected] 1 | P a g e U n i t L 2.4 What is it like to be a Sikh? Sandwell SACRE RE Support Materials 2019 UNIT TITLE: YEAR GROUP: 3 / 4 What is it like to be a Sikh in Sandwell? Sikh beliefs and ways of living ABOUT THIS UNIT: This unit offers teachers the chance to introduce pupils aged 7-9 to the Sikh religion in a clear and straightforward way, taking account of the history, current practice and beliefs of the Sikhs in Britain today. It provides for pupils to learn from some Sikh stories, ideas and concepts and to develop their own appreciation of Sikh religion. There is a particular focus on beliefs and ways of living. Estimated time for this unit: up to 10 hours. It is recognised that some schools will use parts of this unit and teach it over 7 hours, in half a term: select the content most appropriate to your pupils learning needs. Where this unit fits in: This unit is a core opportunity for pupils to learn about Sikh life and faith, one of Sandwell’s major religious communities. It builds upon work done in Key Stage One by providing the chance for concise and comprehensive teaching about one tradition over a complete unit of work. It also builds on children’s experiences of listening to religious stories and finding meaning from them and from religious festivals in KS1 Key strands addressed by this unit: • Religious beliefs, teachings and sources • Religious practices and ways of living • Questions of identity, diversity and belonging • Questions of meaning, purpose and truth • Questions of values and commitments ATTITUDES FOCUS: The unit provides opportunities for the development of these attitudes: ▪ Recognising what it means to be committed and showing some commitment to others ▪ Treating others with care and with fairness ▪ Showing respect to others ▪ Showing awareness of what matters to themselves, developing their self- understanding Contributions to spiritual, moral, social and cultural development of pupils The unit enables pupils to develop: • Spiritually by discussing and reflecting on key questions of meaning that are at the heart of Sikh traditions and practices. • Socially by engaging thoughtfully with the mixed religious communities in Sandwell • Culturally by encountering people, literature, arts and resources from local Sikh cultures. 2 | P a g e U n i t L 2.4 What is it like to be a Sikh? Sandwell SACRE RE Support Materials 2019 Prior learning Vocabulary Resources It is helpful if pupils In this unit, pupils have: will have an From the BBC: a key resource ▪ Some knowledge opportunity to use My Life My Religion Sikhs is the best resource for this unit, and of religious words and phrases can be used in 9 clips, all filmed recently in the West Midlands. festivals and related to: https://www.bbc.co.uk/programmes/b05p6t8s/clips celebrations • religion in ▪ The opportunity general, eg belief, On the web: to discuss scripture, festival, Website entry points for Sikhism differences, celebration, www.sikhnet.com (some excellent story-videos here) including worship, symbol www.sikhs.org differences of ▪ Sikh faith in Books from RE Today: belief about God particular: ▪ and human life ▪ Guru Developing Primary RE: Faith Stories, Symbols of Faith, ▪ Gurdwara Special Times, Words of Wisdom, Stories about God. ▪ ▪ 5 Ks Inspiring Primary RE Sikhs Ed Fiona Moss, 2019 ▪ Guru Granth Sahib Artefacts might include: ▪ Golden Temple Ik Onkar symbol (‘there is only one God’) ▪ Khalsa Copy of the Mool Mantar. ▪ Mool Mantar Pictures, images of Guru Nanak and other Gurus. Photographs/ video of the gurdwara. Some translated extracts of texts from the Guru Granth Sahib. The 5Ks (Kesh – uncut hair, Kangha – comb, Kara – wrist band, Kachera – short trousers, Kirpan – sword) 3 | P a g e U n i t L 2.4 What is it like to be a Sikh? Sandwell SACRE RE Support Materials 2019 Expectations and outcomes Almost all pupils will be able Most pupils will be able to: Some pupils will also be able to: to: Make sense of belief: Make sense of belief: Make sense of belief: • Identify two Sikh beliefs, using • Identify and describe key Sikh beliefs • Refer to texts in describing the words Waheguru and and values including Waheguru and several key Sikh beliefs and Sewa simply Sewa values. • Say what they think about • Explain examples of texts such as the • Explain what the Mool Mantar why equal treatment and Mool Mantar teaches clearly fairness matter, referring to • Consider questions about the belief • Consider different answers to Sikh ideas simply that all humans are equal to God. questions about the belief Understand the impact: Understand the impact: that all humans are equal to • Talk about a link between Sikh • Make simple connections between God. belief and helping people in sacred texts and practice, e.g in Understand the impact: need provision of food and care for those • Connect sacred texts and • Notice how people show their ‘left out’ practice in Sikh community Sikh identity in dress, • Describe how people show their Sikh • Explain what matters to Sikhs behaviour and values identity in dress, behaviour and about dress, behaviour and Make connections: values values • Ask two questions about living Make connections: Make connections: a good life, including one • Raise questions about what it means • Argue about the question: about Sikhs. to live a good life and examine Sikhi what is a good life? Use Sikh • Make a simple link between answers text in the argument. their values and a Sikh value • Make links between their own ideas • Explain links between their (e.g. fairness) and values and those held dear in own ideas and Sikh ideas • Say what they think about the Sikhi communities • Argue for their views about importance of fairness and • Give good reasons for their views the importance of values such equality about the importance of values such as equality, community, as equality, community, tradition and tradition and respect. respect. ASSESSMENT SUGGESTIONS This work can be assessed through tasks such as these: Pupils choose and retell one of the stories they have heard about the Gurus explaining what the story teaches Sikhs about their religion and what they can learn from it. Pupils can identify what the 5Ks are, why some Sikh children wear them and why they are important to them. Pupils write an explanation of what Sikhism teaches about how Sikhs should behave towards each other. Pupils can explain where the teaching comes from and provide examples of the behaviour being put into practice in the lives of Sikhs. Pupils can explain how the values Sikhs hold are revealed in their lifestyles. Discuss what is prohibited in the life of a Sikh and discuss what prohibitions they themselves should have in their own lifestyles and why. 4 | P a g e U n i t L 2.4 What is it like to be a Sikh? Sandwell SACRE RE Support Materials 2019 Learning outcomes (intended to enable Ideas and some content for learning: pupils to achieve end of key stage outcomes): Teachers can select content from these examples, and add more of their own to enable pupils to achieve the outcomes. Teachers will enable pupils to achieve Key question for this lesson: What are the most important Sikh beliefs? God and humanity. these outcomes, as appropriate to their Focus on Sikh ways of living and sources of guidance in Britain today (use the BBC series ‘My Life, My Religion: Sikh’) age and stage, so that they can: Develop an understanding of the key Beliefs in Sikhi, for example, one God (use the Mool Mantar, a key text that describes God as Make sense of belief: ‘Waheguru’, the wonderful Lord). Sewa – the idea of service, human equality and dignity (this will be studied in more depth in a • Identify and describe key Sikh later lesson). beliefs and values including Beliefs about God Waheguru and Sewa ▪ It is difficult to talk about what God is like, because the temptation is to talk about what god looks like, which is a problem • Explain examples of texts such as for many religious believers. So, this starting point avoids that. Ask pupils to come up with words they might use to the Mool Mantar describe God. Record these, using some of the pupils who are writers, or using a TA. Talk about what some of the words • Consider questions about the belief mean. Who believes God is like this – do pupils know? Are there any technical words used (e.g. creator, all-powerful). that all humans are equal to God. ▪ Tell pupils that not everyone who believes in God agrees what God is like, and that you are going to think about what Sikhs Understand the impact: believe God is like. • Make simple connections between ▪ Read the Mool Mantar, the first hymn composed by Guru Nanak, which gives a statement of the core beliefs about God for sacred texts and practice, e.g. Sikhs. inchanting the Mool Mantar There is only One God Make connections: His Name is Truth • Make links between their own ideas The Creator and values and those held dear in Without Fear Sikhi communities Without Hatred Timeless Unborn and self-existent Known by the grace of the Guru • Which of these words match the ones your pupils have already talked about; which ones are different (e.g.
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