A Framework for the Sikh Studies Curriculum for Sikh Schools

Home , 3HO, Baba Deep Singh, Banda Singh Bahadur, Bhai Kanhaiya, Dasvandh, Hola Mohalla

V1 Release for consultation

Dr Ranvir Singh Kanwar and Nick Singh Kandola

OCTOBER 20, 2017 KHALSA ACADEMIES TRUST Hollybush Hill, Stoke Poges, South Bucks, SL2 4QB Sikh Studies Framework

Table of Contents

Introduction ...... 2

Purpose of the Framework ...... 3

Programme Overview ...... 4

Aims ...... 9

Sikh Studies ethos and principles ...... 10

Attainment ...... 11

Curriculum Overview ...... 12

Sikh Studies in the Early Years Foundation Stage ...... 12

Key Stage 1 ...... 15

Key Stage 2 ...... 18

Key Stage 3 ...... 23

Key Stage 4 ...... 27

Post-16...... 32

Appendix 1: Assessment targets for Sikh Studies ...... 35

Appendix 2: Framework for student-friendly descriptors for Sikh Studies...... 42

Appendix 3: Mapping of National Curriculum for English ...... 43

Appendix 4 Sikh Curriculum Map (EYFS, Key Stage 1 and 2) ...... 45

Appendix 4 Sikh Curriculum Map (Key Stage 3 and 4) ...... 46

Sikh Studies Framework

Introduction The evolution of Sikh schools in the UK spans over two decades during which time most Sikh schools have tried to introduce an element of Sikh studies into the school day or as part of an enrichment programme. Sikh studies can be broadly divided into four distinct but overlapping elements: The study of the Guru Granth Sahib Ji; Sikh Philosophy; Sikh Cultural Studies and Sikh History. While Sikh schools have existed for some time within the UK teachers have had to formulate their own schemes of work and lesson plans, particularly at Key Stages 1 to 3.

Whilst various attempts have been made to find a framework that covers a curriculum for Key Stages 1 to 4, it has become apparent that limited headway has been made hence our involvement in this project. Furthermore, whilst there is a GCSE in Sikh Studies, this is limited to pupils in KS3/4.

This framework is intended to dovetail the Sikh Studies curriculum with the English

National Curriculum. This approach will ensure that the Sikh studies programme is set within a broad and balanced curriculum model where possible, adopting nationally recognised standards, which give a clear structure for delivery, progression and assessment. Our intention is that this model is adopted in its entirety or on a modular basis by Sikh and non-Sikh schools both nationally and internationally

Sikh Studies Framework

Purpose of the Framework A Sikh Studies curriculum is integral to the functioning of a Sikh ethos or faith school as it provides the background necessary to understanding the key features of that ethos. Our belief is that without an emphasis on this subject the ethos and values will not become an integral part of the culture of a school. As Sikh Studies is an academic subject, it could be taught to all students as part of a balanced RE curriculum and the issue of proselytization does not arise. The curriculum subject is not there to promote Sikhism, but rather the understanding of it. The hallmark of the subject is an investigation of history, philosophy, scripture relating to the Sikh people and contemporary issues. Thus, the subject can be taught through a cross-curricular approach providing a creative way to develop children’s knowledge, skills and understanding. It will also give teachers the ideal context for extending children’s literacy, RE as well as PSHE skills. We consider that Sikh Studies is both an inter- disciplinary and critical subject which will contribute to wider Spiritual, Moral, Social and Cultural (SMSC) education. SMSC is part of the Ofsted framework for school inspection.1 Appendix 1 is a mapping of Sikh Studies and SMSC. SMSC also includes British Values (democracy, rule of law, individual liberty, mutual respect for and tolerance of those with different faiths and beliefs and for those without faith).

The purpose of the framework is:

1 To establish an entitlement. The framework endorses an entitlement to learning Sikh Studies within the school environment for all pupils, irrespective of social background, culture, race, religion, gender, differences in ability and disabilities. This entitlement contributes to the development of their knowledge, skills, understanding

1 https://www.gov.uk/government/publications/school-inspection-handbook-from-september-2015, paragraphs 136-139.

Sikh Studies Framework and attitudes. These are necessary for pupils’ self-fulfilment and development as active and responsible citizens.

2 To establish standards. The framework sets out expectations for learning and attainment that are explicit to pupils, parents, teachers, governors, employers and the public. It establishes standards for the performance of all pupils in religious education. These standards may be used to help pupils and teachers set targets for improvement and evaluate progress towards them.

3 To promote continuity and coherence. The framework for Sikh studies seeks to contribute to a coherent curriculum that promotes continuity. It helps the transition of pupils between schools and phases of education and can provide a foundation for further study and lifelong learning.

Our aims are to create a framework and curriculum which helps and supports pupils valuing themselves and others; the role of the family and the community; the celebration of diversity in society through understanding similarities and differences and sustainable development of the earth.

Programme Overview The entitlement of students to curriculum time is one hour per week and an average of up to an additional one hour per week for home study starting in KS1.

The Early Years For the early years, the programme has been developed to align the Early Years Foundation Stage Profile, 2017. In this way, the programme will support the development needs of all children while providing them with an age appropriate introduction to Sikh scripture, beliefs, history and social, moral and cultural issues facing them.2

2https://www.gov.uk/government/publications/early-years-foundation-stage-profile-handbook. © Khalsa Academies Trust 4

Sikh Studies Framework

Key Stages 1 and 2 Sikh Scripture. The study of the Sikh scripture is of particular importance for Sikhs as it is regarded as the Guru or source of authority. However, developing the skill of textual analysis should run in parallel to, and support, the progression of similar skills applied to English language and literature. The programme that has been developed, therefore, ties in with National Curriculum English at Key Stages 1 and 2.3

History. The Sikh tradition is a recent historical phenomenon and will be studied using the same methodology and pedagogy as adopted in the teaching of history. Following the National Curriculum at Key Stages 1 and 2 there is a focus on developing chronology and understanding of key events and individuals.4

Philosophy. As Religious Education is not statutory, there is no comparable document for this subject. However, the author contributed to, and has drawn upon, ‘A Review of Religious Education in England’ by the Religious Education Council of

England and Wales. The review involved academics, teachers and representatives of faith communities over a period of several years and has a Forward from Michael Gove, MP, the then Secretary of State for Education. At Key Stages 1 and 2 the emphasis is on knowledge and understanding of core ideas and being able to connect them to actions and events.5

Sikh moral, social and cultural issues explores topics of particular concern to young Sikh children based on the age appropriate section from the PHSE Association Programme of Study for Key Stages 1-5. For example, at this age group identity and diversity are especially important.6 There should also be provision for mindfulness,

3https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335186/PRIMARY_na tional_curriculum_-_English_220714.pdf 4https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239035/PRIMARY_na tional_curriculum_-_History.pdf 5 http://resubjectreview.recouncil.org.uk/media/file/RE_Review.pdf. 6 https://www.pshe-association.org.uk/curriculum-and-resources/resources/programme-study-pshe- education-key-stages-1%E2%80%935.

Sikh Studies Framework given the importance of ‘naam japna’ (meditation) as one of the three principles of a Sikh lifestyle.

Key Stage 3 Scripture. At Key Stage 3, students will develop their critical understanding of different styles of English literature and this finds useful parallels in, for example, examining the different styles of musical compositions in the Guru Granth Sahib, for example, the Vars (odes), Siddha Gosht (debate). 7

History. In Key Stage 3 History, students develop the ability to provide, link together and evaluate a range of causes and consequences of events. They examine events in detail to develop a rich understanding of the context in which authors developed their perspectives and made choices, in particular, through the use of source material.8

Philosophy. In Key Stage 3 Religious Education students should enquire into the reasons for actions and events, share their ideas about them, and listen to the ideas of other people. They can explain how ideas are linked logically in belief systems and how they affect actions.9

Sikh moral, social and cultural issues will continue to be based upon the promotion of British Values and the PHSE Association Programme of Study for Key Stages 1-5.10 Age relevant topics will continue to be delivered, for example, health, both mental and physical, including a study of healthy eating and drugs as well as sex and relationship education (SRE). When SRE is discussed this must be as per the school’s

7https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/381754/ SECONDARY_national_curriculum.pdf 8https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239075/SECONDARY _national_curriculum_-_History.pdf 9 http://resubjectreview.recouncil.org.uk/media/file/RE_Review.pdf 10 https://www.pshe-association.org.uk/curriculum-and-resources/resources/programme-study-pshe- education-key-stages-1%E2%80%935. © Khalsa Academies Trust 6

Sikh Studies Framework

SRE policy and the Department for Education’s statutory guidance.11 There should also be provision for mindfulness, given the importance of ‘naam japna’ (meditation) as one of the three principles of a Sikh lifestyle.

Key Stage 4 Scripture. For English there is National Curriculum guidance for Key Stage 4. The English literature elements are of direct relevance to textual scriptural study and the Sikh Studies curriculum looks at the role of different passages in generating different interpretations, the difference between literal understanding and appreciation of metaphor and musical-poetic style, looking at passages in isolation compared to looking at them in their wider context and looking at passages through the lens of modern society compared with traditional interpretations.12

History. At Key Stage four, there is nothing prescribed for History as it is an optional subject. However, in GCSE syllabi there is increased emphasis on the use of historical sources and different perspectives these elements have been brought into the Sikh Studies curriculum.

Philosophy. Religious Education content was prescribed by Ofqual when creating the new GCSE. This provides a list of basic content that will be covered in the Sikh Studies programme with an emphasis on enquiry, dialogue, discussion and debate.13

11 https://www.gov.uk/government/collections/statutory-guidance-schools. 12 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/381754/SECONDARY_ national_curriculum.pdf 13 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/4375

56/2015-06-10-gcse-subject-level-conditions-for-religious-studies.pdf

Sikh Studies Framework

Sikh moral, social and cultural issues will continue to be based upon the promotion of British Values and the PHSE Association Programme of Study for Key Stages 1-5.14 Age relevant topics will continue to be delivered, for example, health, both mental and physical, including a study of healthy eating and drugs as well as sex and relationship education (SRE). When SRE is discussed this must be as per the school’s SRE policy and the Department for Education’s statutory guidance.15 There should also be provision for effective careers guidance, given the importance of ‘kirt karni’

(honest labour) as one of the three principles of a Sikh lifestyle.16 There should also be provision for mindfulness, given the importance of ‘naam japna’ (meditation) as one of the three principles of a Sikh lifestyle.

Post-16 Scripture. At this level comparisons are drawn with A level English Literature courses that look at different interpretations and schools of thought. Students will look at different schools of thought within the Sikh community, over time and today.

History. At this level comparisons are draw with A level History courses that look at historiography of particular events. Students will look at, for example, different interpretations of the Singh Sabha movement.

Philosophy. Ofqual prescribed content for A level Sikhism which will be investigated developing critical thinking, looking at the reasoning and evidence supporting particular interpretations of the Sikh way of life.17

14 https://www.pshe-association.org.uk/curriculum-and-resources/resources/programme-study-pshe- education-key-stages-1%E2%80%935. 15 https://www.gov.uk/government/collections/statutory-guidance-schools. 16 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/608259/Careers_guid ance_and_inspiration_in_schools.pdf 17 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/450039/2015-07- 31-gce-subject-level-conditions-for-religious-studies.pdf © Khalsa Academies Trust 8

Sikh Studies Framework

Sikh moral, social and cultural issues will continue to be based upon the promotion of British Values and the PHSE Association Programme of Study for Key Stages 1-5.18 Age relevant topics will continue to be delivered, for example, health, both mental and physical, including a study of healthy eating and drugs as well as sex and relationship education (SRE). When SRE is discussed this must be as per the school’s SRE 19policy and the Department for Education’s statutory guidance.20 There should also be provision for effective careers guidance, given the importance of ‘kirt karni’

(honest labour) as one of the three principles of a Sikh lifestyle.21 It is also important to focus on personal finance so that young people are able to budget appropriately, given the importance of ‘wand chakna’ (sharing) as one of the three principles of a Sikh lifestyle. There should also be provision for mindfulness, given the importance of ‘nam japna’ (meditation) as one of the three principles of a Sikh lifestyle.

Aims The curriculum aim for Sikh Studies is to ensure that all students:

A. Gain knowledge and understanding of the Sikh scripture, so they can: • Explain the literal meaning of passages • Explain the meaning of key words • Consider different interpretations of passages • Consider different interpretations in their historical contexts and over time • Discuss the relevance and application of the teachings to life

B. Gain knowledge and understanding of Sikh history, so they can: • Explain how a range of causes lead to particular events • Explain the range of consequences that followed particular events

18 https://www.pshe-association.org.uk/curriculum-and-resources/resources/programme-study-pshe- education-key-stages-1%E2%80%935. 19 20 https://www.gov.uk/government/collections/statutory-guidance-schools. 21 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/608259/Careers_guid ance_and_inspiration_in_schools.pdf © Khalsa Academies Trust 9

Sikh Studies Framework

• Consider different interpretations about an event and justify their own point of view • Consider the importance of particular individuals against the social, economic and political background

C. Gain Knowledge and understanding of Sikh philosophy, so they can: • Explain the internal logic of Sikh thought • Contrast different positions within the community and over time on aspects of Sikh philosophy • Justify their own point of view about the issues and materials encountered • Discuss issues using ‘Philosophy for Children’ (P4C) pedagogy

D. Gain Knowledge and understanding of Sikh moral, social and cultural issues, so they can: • Be informed about the facts pertaining to issues • Consider a wide range of opinions about the issues and the reasons for the different points of view • Clearly relate the issues to the promotion of British values • Discuss issues using ‘talk for learning’ (Robin Alexander) pedagog

Sikh Studies ethos and principles Sikh Studies in integral to a Sikh school as, without it, the distinguishing features of such a school will be unsupported and the application of universal Sikh values compromised. These include:

• chardi kala, an optimistic attitude towards continual improvement or the growth mindset, from the belief that Love (gurprasad) is the connection at the Heart of all life (naam) • inclusion of students of all faiths and none, from the example of the langar • sewa or selfless service, from the emergency relief work of the eighth Guru • health and physical fitness, from the wrestling competitions organised by the second Guru and mela of Hola Mohalla incorporating martial arts as well as poetry competitions

Sikh Studies Framework

• meditation and emotional well-being improving mental health from the teaching that control over five basic emotions is the way to become virtuous and godly • sarbat da bhalla or the welfare of all, from the human rights struggles of the fourth, fifth and ninth Gurus, pushing active citizenship • servant leadership, from the example of the ten Gurus • group work and consensus, from the example of the Khalsa • restorative justice, from the traditions of tankhah • a focus on words and scripts in school life from the form and nature of the Guru Granth Sahib Ji as dialogic. It involves dialogue between God as the inner tutor (intuition) and the individual, Sabd (word) and mind, between Guru and Sikh and between Sikhs as a fellowship of seekers discussing teachings (veechaar) Attainment Schools may choose not to formally report on Sikh Studies but it is useful to assess attainment in order to measure progress and facilitate planning from Key Stages 1-3.

At GCSE and A level the wording of the attainment target for Sikh Studies follows the wording found in the relevant national curriculum documents in relation to History, A Review of Religious Education in England by the Religious Education Council of England and Wales and to nationally recognised non-statutory frameworks in relation to Religious Education and Ofsted’s School Inspection Handbook from 2015 in relation to the evaluation of spiritual, moral, social and cultural education. The attainment targets and student-friendly target descriptors are found in Appendix 1 and 2.

Curriculum Overview Sikh Studies in the Early Years Foundation Stage Students should have learning opportunities through meeting guest speakers, should mark a variety of melas and gurpurbs, visit different gurdwaras, encounter the Guru Granth Sahib and visit exhibitions, introducing them to particular objects. They should share their views about stories they have listened to, being encouraged to ask questions and reflect on their feelings and experiences. They are encouraged to use all their senses to explore the Sikh way of life. They are supported in developing curiosity and imagination to develop a sense of wonder about the world we share.

In line with the DfE’s EYFS Profile, 2013 Sikh Studies should, through planned, purposeful play and a mix of adult-led and children- initiated activity, provide these opportunities for students.

Section Topic Resources Scripture Introduction to the Guru Granth Sahib – basic concepts of the Guru

Supporting Mathematics students recognise and describe simple Mool Mantar patterns, such as the numbering system of the Guru Granth Sahib

Recall and recite the Mool Mantar, Ardas – names of Ten Gurus

Introduction to Guru Nanak and his bani Sikh Studies Framework

History Introduction to Guru Nanak Life of Guru Nanak, part 1 including the relationship with his family. Students develop their own versions of the stories, challenging their understanding of the narrative sequence and cultivating memory techniques

Children listen to janam sakhis, in particular, from the life of Guru Nanak and the history of Bandi Chor Diwas, and respond with relevant questions, comments or actions

The story of Vaisakhi. Introduction to the 5 Ks. Understand how the Khalsa was formed. Use talk for learning to clarify their understanding of the sequence of events and answer ‘who’, ‘how’ and ‘why’ questions in relation to the stories

Philosophy What to do at the gurdwara Sikh Symbols and signs, Khanda. Importance of Seva and Concept of Dasvandh. Supporting expressive arts and design children use their imagination in art and music to represent their own ideas, thoughts and feelings. Students respond in different ways to what they see, hear, smell, touch and taste, for example, when visiting a gurdwara. Introduction to images of Sri Harmandir Sahib and Sri Akal Takht Sahib, institutions central to the Sikh faith. The importance of character education and the cultivation of virtue

Sikh Studies Framework

Sikh moral, Who are the Sikhs? social and cultural issues Children talk about comparisons and contrasts between themselves and others. They begin to know about their own beliefs and culture, including Sikh identity, the turban, skin colour, the beard, uncut hair and Panjabi language and find out about places and objects that matter in different cultures and beliefs, for example, the gurdwara, Guru Granth Sahib and five Ks

Supporting personal, social and emotional development children understand that they deserve to have their views respected, they work as part of a group, taking turns, and understanding the need for rules to improve social harmony. They talk and think about moral issues and why they are important, for example, sharing with people in relation to Guru Nanak and langar and respond to important events showing a range of emotions and have growing respect for their own culture and beliefs and those of others.

Sikh Studies Framework

Key Stage 1

Students should develop awareness of the chronology of the life of Guru Nanak and should be introduced to basic Sikh prayers and stories.

Section Topics Resources Scripture Meaning of the Mool Mantar and Ardas. The Power of Prayer. Mul Mantar Jap Ji Sahib, pauris 1-20 (See Appendix 3 Basic concepts of the Guru, part 2. for mapping Guru Granth Sahib Ji as our Guru. against History of Guru Granth Sahib Ji. National Strategy for Analysis of the Nitnem section. English.) Ardas. Sikh Rehat Maryada, SGPC, Focus on those Sikhs that we remember in the Ardas daily. chapter 3, 3.a

Students experience asking for things and notice ways in which the Ardas is about asking Waheguru for things

Recite “Sab Sikhan ko hukam hai Guru maneyo Granth”

A brief introduction to the life and writings of Guru Angad, Guru Amardas, Guru Ramdas

Sikh Studies Framework

History The life story of Guru Nanak “Guru Nanak: The Founding Guru Janamsakhi, life story of Guru Nanak, looking for morals, e.g. Malik Bhago of Sikhism”, Amar Chitra Katha Adapted story and treating people fairly. This can take the form of a project about from Guru Nanak. Linking to ICT this can be produced in PowerPoint and can National include web-based research or resources Curriculum Students choose their own favourite ‘wise saying’ and explain it why they Programme chose it and how it would change the world of Study for History, p.2 The first part of the study of the life of Guru Gobind Singh. Relevant lessons from https://khalsasecondaryschool- The lives of significant individuals in the past who have contributed to my.sharepoint.com/personal/n_kan national and international achievements, such as the Gurus, Bhai Kannaya, dola_khalsasecondaryacademy_co Mai Bhag Kaur and the 40 Mukhtay and the festival of Hola Mohalla and m/_layouts/15/guestaccess.aspx?fo Bandi Chor lderid=168f2dbac3d6d4db7b3170c 2569a36e13&authkey=AZd9J4jzfh n5BICk9ZTi_1A

Oral history with grandparents Significant historical events, people and places in their own locality, such as and/or other elders nagar kirtans, melas and the founding of the local gurdwara as well as their contribution to the wider community. Linking to English, Panjabi or computing students remember a visit to a local gurdwara and discuss the National census data digital record they made there

Philosophy Character education, part 1 – what are the qualities of a good person? “Visiting a Gurdwara”, Kanwajit- Kaur Singh and Ruth Nason Seva/simran, part 1. Importance of Seva and Concept of Dasvandh.

Sikh Studies Framework

5Ks and symbols, part 1. Importance of Vaisakhi. Gifts of the 5Ks.Understand each article of faith. Importance of Kes. Nishan Sahib and the Khanda and what they represent. Harmandir Sahib and Akaal Takht Sahib. The role of the Gurus in establishing these places. Sikh moral, Communication skills – speaking, listening, discussing social and cultural Health and wellbeing. Students learn about the daily regimen of a Sikh, issues including prayers, clothing and food. Healthy diet including physical exercise such as gatka; mental health, including a vocabulary to describe and express feelings and develop strategies to manage emotions, including mindfulness or simran (meditation)

Relationships. To know that some things are fair or unfair and to share their point of view and listen to others with respect. Development of humility, lovingkindness and courage, to avoid ‘being a sheep’. To recognise when others are being unfair and who to tell and how to deal with it

Living in the wider world. Learn about living in different communities, Sikh, British, Indian; understand what makes the individual student unique and that there will never be another like them

British values. Rule of law, why rules exist; individual liberty, expressing their own feelings and thoughts; mutual respect for and tolerance of those with different faiths and beliefs and for those without faith; democracy and voting for School Council

Sikh Studies Framework

Key Stage 2

Students should extend their knowledge and understanding of Sikh Studies by looking at a wider range of sources and greater subject specific vocabulary than in Key Stage 1.

Section Topic Resources Scripture The importance of Guru Granth Sahib Ji, its structure and the contributors Jap Ji Sahib, pauris 21-end

Pupils study Japji Sahib and are able to write sentences about different pauris. They are able to recite Japji Sahib. They can also explain the Saveye and have completed an introduction to Jaap Sahib

Pupils are introduced to themes in the Guru Granth Sahib – birds, plants and Selected shabads. “Birds in Guru animals, and shastars. Granth Sahib” by S.S. Kapoor

A brief introduction to the life and writings of Guru Arjan, Guru Tegh Bahadur and Bhagat Kabir

Pupils can explain the meaning of the Ardas and are able to explain the Ardas writing a sentence about each of the personalities mentioned. Linking Ardas, Sikh Rehat Maryada, SGPC, chapter 3, 3.a

Sikh Studies Framework

to English students can write short prayer, an Ardas of their own, where they reflect on what they need, want and desire

Pupils are able to sing and explain “Deh Shiva” “Deh Shiva”

In schools where Guru Granth Sahib Ji is in residence, pupils understand the meaning of Gurbani and carrying out the meaning of the Hukamnama History Life and importance of Guru Angad and Guru AmarDas Relevant lessons from Life of Guru Gobind Singh, parts 2 and 3 https://khalsasecondaryschool- my.sharepoint.com/personal/n_kan Timeline of Sikh history and compare to Western history dola_khalsasecondaryacademy_co Discuss the causes and consequences of events and the role of individuals, m/_layouts/15/guestaccess.aspx?fo such as the key attributes of the 10 Gurus and their impact on our lives. lderid=168f2dbac3d6d4db7b3170c Students look at the Ten Gurus, focussing on Guru Angad and education, 2569a36e13&authkey=AZd9J4jzfh Guru Amardas and women’s rights, Guru Ramdas and organisation, Guru n5BICk9ZTi_1A Arjun and the compilation of the Guru Granth, Guru Hargobind and miri-piri, Guru Har Rai and nature, Guru Harkrishan and disaster relief, Guru Tegh Bahadur and freedom and Guru Gobind Singh and the democratic self- governing armed citizenry

Guru Angad and development of the Gurmukhi script Guru AmarDas and the focus on equality for women

Importance of Sikh Women; Mai Bhago, Mata Sahib Kaur, Mata Gujri, Bebe Nanaki, etc and their role in society.

Famous Sikh figures from this era: Baba Buddha Ji, Bhai Gurdas Ji

Sikh Studies Framework

Martyrdom of Guru Tegh Bahadhur Ji. Story of Bhai Mati Das, Bhai Sati Das, Bhai Dyala Ji and Martyrdom of 4 Sahibzaday

Famous Sikh figures from this era: Bhai Mani Singh Ji, Baba Deep Singh Ji. Story of Bhai Taru Singh Ji and his love towards the Guru, ‘Sir javey ta javey mera Sikhi sithak na javey’. Bhai Kanhaiya Ji.

Banda Singh Bahadur and the First Khalsa Rule

Misls, Maharaja Ranjit Singh, Bhai Phula Singh and The Sikh Rule

Enquiry into Sikh life in the eighteenth century, the achievement and loss of power, including the life of Dalip Singh, the Black Prince and the loss of the Koh-i-Noor

Enquiry-based study into degeneration of Sikhi after the British invasion and the motivation and role of the Singh Sabha in achieving the Gurdwara Reform Movement and Sikh Rehat Maryada Oral history with grandparents and/or other elders Changes within living memory such as 1984, the Partition of India, expulsion from Africa and the development of Sikh diaspora. Linking to Geography and Mathematics students use local and national census information to understand where Sikhs live in the UK and around the world and explore why this is so and how it may impact on the numbers of local gurdwaras, interfaith work and political representation, for example, comparing Britain and Canada

Sikh Studies Framework

Philosophy Describe and make connections between different features of Sikhism, including the importance of the 5 Ks

Importance of Simran, Seva, and Sangat. Importance of Seva both in history and in the present day. Concept of Dasvandh. Different interpretations of simran

Importance of the Five Takhts and why these institutions were established – connection to the creation of SGPC and development of one Panthic Sikh Rehat Maryada to forge unity, rather than impose uniformity

Qualities of a Sikh – a virtuous or gurmukh person – classroom discussion about what makes someone a ‘good’ person, the role of the gurdwara and Sikh Rehat Maryada in support of the cultivation of good habits

Sikh moral, Key features of the Sikh Rehat Maryada – an overview, pointing out areas of social and disagreement – meat, keski, ragmala, nitnem banis. The importance of cultural pointing out that the Rahit Maryada does not compel people to eat meat, issues stop them from reading ragmala or additional nitnem banis or prevent them from wearing a keski

Sikh diaspora and human rights. Linking to History and Citizenship students examine Sikhs as refugees following the partition of India in 1947, expulsion from Africa in the 1970s and from Afghanistan today.

Sikh Studies Framework

Khalsa Aid and the role of other humanitarian aid agencies. Our role in caring for others.

British Values. Democracy, school council, prefects; rule of law, making school rules; individual liberty; mutual respect for and tolerance of those with different faiths and beliefs and for those without faith

Sikh Studies Framework

Key Stage 3

Section Topic Resources Scripture Examine source texts in their historical and religious contexts looking at, and Japji Sahib, shortened Anand Sahib discussing, different interpretations. These may be based on ‘literal’ readings and Ardas where the reader takes the word at face value for what it means today, ‘metaphor’ for what the word could stand or symbolise, ‘contextual’ for what “Religions to Inspire - Sikhism” by the word may have meant when it was written and what it would have meant Kanwar Ranvir Singh, chapters 2.3, to the original audience and ‘contemporary’ for how the word can be 2.4 and 2.5 interpreted to fit into our wider understanding of science and the world today. These skills are practised in relation to: life after death science evil and suffering

The structure of the Guru Granth Sahib, including its numbering system and the purpose of rehao, different meters used, etc.

Treat human beings as one race. Contributions of Muslim Saints (Sian Mian Mir, Sheikh Fareed, Bhagat Kabir etc.) to Sikhi and the same in relation to the contribution of other bhagats, such as Namdev, Ravidas and Tarlochan

Banis to be examined in detailed include Shabad Hazare, Chaupai Sahib, Rehras Sahib, Kirtan Sohila and introductions to Sukhmani Sahib and Asa Di Var and approved writings to be examined include the varan of Bhai Gurdas

Sikh Studies Framework

History Critically consider different interpretations about the causes and “Religions to Inspire - Sikhism” by consequences of historically important events in relation to: Kanwar Ranvir Singh chapters 1.2, the Ten Gurus 1.3, 1.5, 1.7 and 2.2

the Guru Granth Sahib Sikh initiation Festivals the principle of meeri-peeri

A depth study of three Gurus – Guru Ramdas and his importance in the 3HO movement; Guru Arjun including the background to, and importance of, his martyrdom in changing Mughal-Sikh relations and Guru Hargobind in relation to the development of Nihangs and the requirement to bear arms

Study of Sikhs in World War 1 and World War 2, the independence struggle Oral history with grandparents of India and Pakistan, the partition of India and 1984 and/or other elders

Changes within living memory such as 1984, the Partition of India, the Sikh contribution to the Second World War, development of Sikh diaspora. Linking to Geography and Mathematics students use local and national census information to understand where Sikhs live in the UK and around the world and explore why this is so and how it may impact on the numbers of local gurdwaras, interfaith work and political representation, for example, comparing Britain and Canada

Sikh Studies Framework

Where appropriate, these should be used to reveal aspects of change in national life, such as immigration to Britain and the development of national organisations such as the Network of Sikh Organisations

Philosophy Enquire about and explore different perspectives and develop and justify “Religions to Inspire - Sikhism” by their own point of view in relation to: Kanwar Ranvir Singh, chapters 3.1, how Sikhs make moral decisions, and explore specific issues around the 3.3, 3.4, 3.5 and 2.1 family, divorce, abortion and euthanasia, human rights and global issues, One God

Importance of the Takhts and Gurdwaras in India including historical stories and geographical locations. The role of the SGPC, Sarbat Khalsa and Takht Jathedars.

Linking to History and Design Technology students connect Sikh architecture to Sikh beliefs. This can take the form of a project on gurdwaras around the world or a case study of the Harmandir Sahib. History and significance of Sri Harmandir Sahib, including details of Trees, Sarovar, Baba Deep Singh Ji, Guru Ram Das Ji, Guru Arjan Dev Ji

Sikh moral, Health and wellbeing. Diet, drugs, mental health and meditation Resources from the PHSE social and a) Relationships. Healthy relationships, bullying, including online Association cultural bullying; suicide of Vijay Singh; sex and relationship education issues (SRE), including child sexual exploitation (CSE) and grooming https://www.ceop.police.uk/safety- centre/ © Khalsa Academies Trust 25

Sikh Studies Framework

b) Living in the wider world. Diversity and discrimination, Sikhism and the law, turbans, kirpans https://www.barnardos.org.uk/wha c) British Values (democracy, rule of law, individual liberty, mutual t_we_do/our_work/sexual_exploitat respect for and tolerance of those with different faiths and beliefs ion/about-cse/cse-our-work.htm and for those without faith) “Religions to Inspire - Sikhism” by Kanwar Ranvir Singh, chapters 3.2 and 3.6

Sikh diaspora and human rights. Linking to History and Citizenship students examine Sikhs suffering abuse of the human rights of Sikhs in, and following, 1984. They use census information to examine emigration from Punjab following 1984 and consider the position of some Sikhs as asylum seekers from India in the 1980s and 1990s and from Afghanistan in the twenty-first century.

Sikh Relief, the Sikh Human Rights Group and other International human rights agencies. Our role in caring for human rights abuses

Sikh Studies Framework

Key Stage 4

While all students will be entered into examinations, the requirement that two religions are studied for GCSE means, necessarily, that some of the content below will be neglected. Therefore, Sikh Studies will continue in order to pick up the shortfall, depending on which GCSE option has been selected, which will be a matter for the individual school.22

It is possible to organise the core GCSE content into the four sections of our framework.

Section Topics Resources Scripture • the nature of God as expressed in the Mool Mantra An in-depth study of Japji Sahib. • God as Creator “Japji – A way of God • the nature of human life as an opportunity to unite with God realisation” (Third edition) • karma and rebirth, and the aim of mukti (liberation) By Dr S.S. Kapoor • the importance of being God-centred (gurmukh) and the elimination of pride/ego (haumai)

22 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/437556/2015-06-10-gcse-subject-level- conditions-for-religious-studies.pdf, p.22-p.24

Sikh Studies Framework

• the oneness of humanity: equality of all human beings; complete equality of men and women as expressed in the Guru Granth Sahib and in examples of stories from the lives of the Gurus and in Sikhism today • equality as expressed in examples of stories from the lives of the Gurus and in Sikhism today • the priority of service to others • the role of the sangat (community) “Guru Granth Sahib – the history, Languages used in the Guru Granth Sahib, a study of the Adi Granth, arrangement and text” by Dr S.S. Kirtarpur Bir, Damdami Bir and Ragmala Kapoor

A study of two raags, Rag Asa and Rag Devgandhari, contrasting the musical forms and the desired emotional transformation intended. The relationship between emotions, such as anger, pride and lust and gumukh jivan.

A study of Barah Mah x 2 and approved texts such as Dasam Granth and the writings of Bhai Nand Lal.

An introduction to historically important writers from the eighteen and nineteenth centuries, including Giani Dit Singh, Bhai Vir Singh and Professor Sahib Singh, including an introduction to Gurbani grammar History • the importance of the gurdwara: religious features of the gurdwara “The Sikhs in History” by Sangat including design, furniture, artefacts and associated practices Singh • the role of the gurdwara within the Sikh community • the role of the granthi (custodian/reader of the Guru Granth Sahib) and other gurdwara functionaries such as the ragi (a person who sings and/or plays a musical instrument during worship). This should be enriched by © Khalsa Academies Trust 28

Sikh Studies Framework

source material looking at the rise of gianis and sants in the course of the twentieth century contrasting with sangat-led dharamsalas, largely due to changing patterns of employment • the origins and meaning of festivals (gurpurbs) such as Guru Nanak’s birthday, Vaisakhi, Divali, commemorations of the martyrdom of Guru Arjan and Guru Tagh Bahadur Ji. Debate around the role of melas as cultural events, religious occasions and community cohesion • the role and importance of the akand path (continuous 48 hour reading of the Guru Granth Sahib). Debate around the origin of akand path among Sikhs in the eighteenth century and its role and function today

The importance of the lives of Guru HarKrishan and Guru Tegh Bahadur

Lives, achievements and challenges of Sikhs in Britain and Sikhs around the world, with case studies of the USA and Canada Philosophy • the concept of ‘Guru’ and the place of the Ten Gurus in Sikhism “The Sikhs: Their Religious Beliefs • the significance of the life and work of Guru Nanak including his three days and Practices (Beliefs & Practices, in the river, his teachings about God and about equality, and his by W. Owen Cole and Piara Singh establishment of Kartarpur Sambhi” • the life and work of Guru Gobind Singh including Vaisakhi and the formation of the Khalsa • the authority and status of the Guru Granth Sahib, its origins, compilation, authority and status as the living Guru shown in practices including reading in worship and study • the role of the Rahit Maryada (Sikh Code of Conduct) as a guide to life and practice • the meaning and significance of langar as an expression of sewa (selfless service to others) © Khalsa Academies Trust 29

Sikh Studies Framework

• the significance of the practice of meditating on the name of God (nam japna) in daily life and in the gurdwara • the role of prayer in the home • Nam japna and the avoidance of the five evils of lust, anger, pride, greed and undue attachment, honest work (kirat karni), and service of those in need (vand chhakna) as key values in life • the role and importance of kirtan (singing) in diwan • the importance of sewa in its various forms - tan (physical service), man (mental service) and dhan (material service) • the use of symbols, such as the Ik Onkar and khanda as expressions of belief An exploration of the doctrine of Guru Granth-Guru Panth and its importance for the future. Who is part of the Panth? What does the Panth look like? What should it look like? Does the Panth have boundaries and should it? Sikh moral, • the meaning and significance of birth and naming ceremonies; the social and significance and use of the names Singh and Kaur, Amrit sanskar (the cultural initiation ceremony). Debate between naming by the Guru Granth Sahib or issues choosing names without it, the use of Singh and Kaur as middle names and surnames and debate about the need to become initiated

• the importance of visiting Sikh historical gurdwaras including the Harmander Sahib in Amritsar (the Golden Temple). The importance of the Akal Takht and debate about the need for regional Takhts around the world

• the ‘Five ks’ (Panj Kakke) and their significance. An enquiry-based study of exemptions for the kirpan, kara and turban within the UK and around the world © Khalsa Academies Trust 30

Sikh Studies Framework

• the importance of respect for all religions as written in the Guru Granth Sahib and practiced through langar and within the Sikh community. Debating conversion, into as well as out of Sikhi, and inter-faith marriage

• the work of one Sikh organisation in the relief of poverty and suffering. An enquiry-based study, e.g. of Khalsa Aid

• the work of one Sikh organisation promoting community cohesion and interfaith understanding. An enquiry-based study, e.g. of the Network of Sikh Organisations

• the significance of the prohibition of the use of pictures or statues as aids for worship, the availability of artists' expression of Gurus' pictures for decoration. Debating preventing idol worship versus educational use, e.g. of images and moving images (films)

Sikh Studies Framework

Post-16

While A level Religious Studies will be offered, it is unlikely to be selected by the whole cohort. Also, the requirement that three elements are studied, of which only one is Sikhism, means that Sikh Studies must continue post-16 to pick up the shortfall.23

Systematic study of one religion 10. At AS and A level this includes the study of:

• religious beliefs, values and teachings, in their interconnections and as they vary historically and in the contemporary world, including those linked to the nature and existence of God, gods or ultimate reality, the role of the community of believers, key moral principles, beliefs about the self, death and afterlife, beliefs about the meaning and purpose of life • sources of wisdom and authority including, where appropriate, scripture and/or sacred texts and how they are used and treated, key religious figures and/or teachers and their teachings • practices that shape and express religious identity, including the diversity of practice within a tradition

11. In addition at A level this includes the study of:

23 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/450039/2015-07-31-gce-subject-level- conditions-for-religious-studies.pdf, p.4

Sikh Studies Framework

• significant social and historical developments in theology or religious thought including the challenges of secularisation, science, responses to pluralism and diversity within traditions, migration, the changing roles of men and women, feminist and liberationist approaches • a comparison of the significant ideas presented in works of at least two key scholars selected from the field of religion and belief • two themes related to the relationship between religion and society, for example: the relationship between religious and other forms of identity; religion, equality and discrimination; religious freedom; the political and social influence of religious institutions; religious tolerance, respect and recognition and the ways that religious traditions view other religions and non-religious worldviews and their truth claims • how developments in beliefs and practices have, over time, influenced and been influenced by developments in philosophical, ethical, studies of religion and/or by textual interpretation

It is possible to organise this core content into the four sections of our framework.

Section Topic Resources Scripture sources of wisdom and authority including, where appropriate, scripture “Sikhism: an introduction” by Nicky and/or sacred texts and how they are used and treated, key religious Guninder Kaur Singh figures and/or teachers and their teachings “Guru Granth Sahib: An Introductory how developments in beliefs and practices have, over time, influenced and Study” by Dr S.S. Kapoor been influenced by developments in philosophical, ethical, studies of religion and/or by textual interpretation

History religious beliefs, values and teachings, in their interconnections and as they “The Sikhs in History” by Sangat vary historically and in the contemporary world, including those linked to Singh

Sikh Studies Framework

the nature and existence of God, gods or ultimate reality, the role of the community of believers, key moral principles, beliefs about the self, death and afterlife, beliefs about the meaning and purpose of life. Enquiry-based learning into the rise of the Sikh Missionary Colleges and Damdami Taksal during the twentieth century

practices that shape and express religious identity, including the diversity of practice within a tradition. Enquiry-based learning focussed on the Anand Marriage Act, 1909, focussing on the different positions of the Lahore and Amritsar Singh Sabhas and the process by which the Sikh Rehat Maryada was compiled

Philosophy significant social and historical developments in theology or religious “Sikhism: an introduction” by Nicky thought including the challenges of secularisation, science, responses to Guninder Kaur Singh pluralism and diversity within traditions, migration, the changing roles of men and women, feminist and liberationist approaches

a comparison of the significant ideas presented in works of at least two key scholars selected from the field of religion and belief Sikh moral, two themes related to the relationship between religion and society, for “Sikhism: an introduction” by Nicky social and example: the relationship between religious and other forms of identity; Guninder Kaur Singh cultural religion, equality and discrimination; religious freedom; the political and issues social influence of religious institutions; religious tolerance, respect and recognition and the ways that religious traditions view other religions and non-religious worldviews and their truth claims

Appendix 1: Mapping of Sikh Studies and SMSC

Subject KS1 KS2 KS3 Scripture Retell and suggest Describe and Explain and meanings to some understand links interpret a range religious and between stories of beliefs, moral stories, and other aspects teachings and exploring and of the sources of wisdom discussing sacred communities they and authority in writings and are investigating, order to sources of wisdom responding understand and recognising thoughtfully to a religions and the communities range of sources of worldviews as from which they wisdom and to coherent systems come. beliefs and of seeing the teachings that world. arise from them in different communities. History Pupils should Pupils should Pupils should develop an continue to extend and awareness of the develop a deepen their past, using chronologically chronologically common words secure knowledge secure knowledge and phrases and understanding and understanding relating to the of British, local and of British, local and passing of time. world history, world history, so They should know establishing clear that it provides a where the people narratives within well-informed and events they and across the context for wider study fit within a periods they study. learning. Pupils chronological They should note should identify framework and connections, significant events, identify similarities contrasts and make connections, and differences trends over time draw contrasts, between ways of and develop the and analyse trends life in different appropriate use of within periods and periods. They historical terms. over long arcs of should use a wide They should time. They should vocabulary of regularly address use historical everyday historical and sometimes terms and Sikh Studies Framework

terms. They should devise historically concepts in ask and answer valid questions increasingly questions, about change, sophisticated ways. choosing and cause, similarity They should using parts of and difference, pursue historically stories and other and significance. valid enquiries sources to show They should including some that they know construct informed they have framed and understand responses that themselves, and key features of involve thoughtful create relevant, events. They selection and structured and should understand organisation of evidentially some of the ways relevant historical supported in which we find information. They accounts in out about the past should understand response. They and identify how our should understand different ways in knowledge of the how different which it is past is constructed types of historical represented. from a range of sources are used sources. rigorously to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed. Philosophy Explore questions Discuss and Explore some of about belonging, present their own the ultimate meaning and truth and others’ views questions that are so that they can on challenging raised by human express their own questions about life in ways that ideas and opinions belonging, are well-informed in response using meaning, purpose and which invite words, music, art and truth, applying reasoned personal or poetry. Find out ideas of their own responses, about questions of thoughtfully in expressing insights right and wrong different forms that draw on a and begin to including (e.g.) wide range of express their ideas reasoning, music, examples including and opinions in art and poetry. the arts, media and response. Discuss and apply philosophy.

Sikh Studies Framework

their own and Explore and others’ ideas about express insights ethical questions, into significant including ideas moral and ethical about what is right questions posed and wrong and by being human in what is just and ways that are well- fair, and express informed and their own ideas which invite clearly in response. personal response, using reasoning which may draw on a range of examples from real life, fiction or other forms of media.

Sikh, moral, social Pupils’ spiritual Pupils’ spiritual Pupils’ spiritual and cultural development is development is development is shown by their: shown by their: shown by their: ability to be ability to be ability to be reflective about reflective about reflective about their own beliefs, their own beliefs, their own beliefs, religious or religious or religious or otherwise, that otherwise, that otherwise, that inform their inform their inform their perspective on life perspective on life perspective on life and their interest and their interest and their interest in and respect for in and respect for in and respect for different people’s different people’s different people’s faiths, feelings and faiths, feelings and faiths, feelings and values values values sense of sense of sense of enjoyment and enjoyment and enjoyment and fascination in fascination in fascination in learning about learning about learning about themselves, others themselves, others themselves, others and the world and the world and the world around them around them around them use of imagination use of imagination use of imagination and creativity in and creativity in and creativity in their learning their learning their learning willingness to willingness to willingness to

Sikh Studies Framework

reflect on their reflect on their reflect on their experiences. experiences. experiences.

Pupils’ moral Pupils’ moral Pupils’ moral development is development is development is shown by their: shown by their: shown by their: ability to recognise ability to recognise ability to recognise the difference the difference the difference between right and between right and between right and wrong and to wrong and to wrong and to readily apply this readily apply this readily apply this understanding in understanding in understanding in their own lives, their own lives, their own lives, recognise legal recognise legal recognise legal boundaries and, in boundaries and, in boundaries and, in so doing, respect so doing, respect so doing, respect the civil and the civil and the civil and criminal law of criminal law of criminal law of England England England understanding of understanding of understanding of the consequences the consequences the consequences of their behaviour of their behaviour of their behaviour and actions and actions and actions interest in interest in interest in investigating and investigating and investigating and offering reasoned offering reasoned offering reasoned views about moral views about moral views about moral and ethical issues and ethical issues and ethical issues and ability to and ability to and ability to understand and understand and understand and appreciate the appreciate the appreciate the viewpoints of viewpoints of viewpoints of others on these others on these others on these issues. issues. issues.

Pupils’ social Pupils’ social Pupils’ social development is development is development is shown by their: shown by their: shown by their: use of a range of use of a range of use of a range of social skills in social skills in social skills in

Sikh Studies Framework

different contexts, different contexts, different contexts, for example for example for example working and working and working and socialising with socialising with socialising with other pupils, other pupils, other pupils, including those including those including those from different from different from different religious, ethnic religious, ethnic religious, ethnic and socio- and socio- and socio- economic economic economic backgrounds backgrounds backgrounds willingness to willingness to willingness to participate in a participate in a participate in a variety of variety of variety of communities and communities and communities and social settings, social settings, social settings, including by including by including by volunteering, volunteering, volunteering, cooperating well cooperating well cooperating well with others and with others and with others and being able to being able to being able to resolve conflicts resolve conflicts resolve conflicts effectively effectively effectively acceptance and acceptance and acceptance and engagement with engagement with engagement with the fundamental the fundamental the fundamental British values of British values of British values of democracy, the democracy, the democracy, the rule of law, rule of law, rule of law, individual liberty individual liberty individual liberty and mutual and mutual and mutual respect and respect and respect and tolerance of those tolerance of those tolerance of those with different with different with different faiths and beliefs; faiths and beliefs; faiths and beliefs; they develop and they develop and they develop and demonstrate skills demonstrate skills demonstrate skills and attitudes that and attitudes that and attitudes that will allow them to will allow them to will allow them to participate fully in participate fully in participate fully in and contribute and contribute and contribute positively to life in positively to life in positively to life in modern Britain. modern Britain. modern Britain.

Sikh Studies Framework

Pupils’ cultural development is Pupils’ cultural Pupils’ cultural shown by their: development is development is understanding and shown by their: shown by their: appreciation of the understanding and understanding and wide range of appreciation of the appreciation of the cultural influences wide range of wide range of that have shaped cultural influences cultural influences their own heritage that have shaped that have shaped and those of their own heritage their own heritage others and those of and those of understanding and others others appreciation of the understanding and understanding and range of different appreciation of the appreciation of the cultures within range of different range of different school and further cultures within cultures within afield as an school and further school and further essential element afield as an afield as an of their essential element essential element preparation for life of their of their in modern Britain preparation for life preparation for life knowledge of in modern Britain in modern Britain Britain’s knowledge of knowledge of democratic Britain’s Britain’s parliamentary democratic democratic system and its parliamentary parliamentary central role in system and its system and its shaping our central role in central role in history and values, shaping our shaping our and in continuing history and values, history and values, to develop Britain and in continuing and in continuing willingness to to develop Britain to develop Britain participate in and willingness to willingness to respond positively participate in and participate in and to artistic, musical, respond positively respond positively sporting and to artistic, musical, to artistic, musical, cultural sporting and sporting and opportunities cultural cultural interest in opportunities opportunities exploring, interest in interest in improving exploring, exploring, understanding of improving improving and showing understanding of understanding of

Sikh Studies Framework

respect for and showing and showing different faiths and respect for respect for cultural diversity different faiths and different faiths and and the extent to cultural diversity cultural diversity which they and the extent to and the extent to understand, which they which they accept, respect understand, understand, and celebrate accept, respect accept, respect diversity, as shown and celebrate and celebrate by their tolerance diversity, as shown diversity, as shown and attitudes by their tolerance by their tolerance towards different and attitudes and attitudes religious, ethnic towards different towards different and socio- religious, ethnic religious, ethnic economic groups and socio- and socio- in the local, economic groups economic groups national and in the local, in the local, global national and national and communities. global global communities communities

Sikh Studies Framework

Appendix 2: Framework for student-friendly descriptors for Sikh Studies

Key Stage 1 2 3 Scripture I can use key words I can use lots of I can quote from correctly religious words, scripture to including phrases provide evidence from the scripture, for a point in a PEE accurately paragraph (Point, Evidence, Explanation)

I can use a wide range of specialist terms to understand different textual interpretation, including ‘literal’, ‘metaphor’, ‘contextual’ and ‘contemporary’ I can recall key words and I can recite the phrases, for example, the first five pauris of Mool Mantar Japji Sahib and talk about the I can recite Japji people mentioned Sahib, the short in the Ardas Anand Sahib and the Ardas

History I can place events in the I can discuss a I can combine correct sequence cause of an event different causes in detail and effects of I can explain how actions I can provide a events to provide are connected to events range of causes my own and effects of explanation events I can rank different causes and effects of events to

Sikh Studies Framework

understand the most significant feature Philosophy I can explain how beliefs I can describe how I can explain affected how people live Sikh teachings are different teachings connected to about moral issues events in the real in Sikhism world

I can explain what is I can give my I can use reason important to me opinion about and evidence to Sikhs attitudes to explain a range of human rights Sikh views about global issues

Appendix 3: Mapping of National Curriculum for English

National Curriculum aim Sikh Studies content Pupils should be taught to: develop pleasure in reading, motivation to read, vocabulary and understanding by: Listen and recite all of Mool Mantar and • listening to and discussing a wide first five pauris of Japji Sahib, listen and range of poems, stories and non- be able to talk about Ardas and read fiction at a level beyond that at comics about the life of Guru Nanak which they can read independently Explain how one inspirational figure • being encouraged to link what from the Ardas would deal with a they read or hear read to their situation own experiences • becoming very familiar with key Janamsakhi of Guru Nanak stories, fairy stories and traditional tales, retelling them and considering their particular characteristics • recognising and joining in with predictable phrases Learn Mool Mantar

Sikh Studies Framework

• learning to appreciate rhymes and poems, and to recite some by heart • discussing word meanings, linking new meanings to those already known

Understand both the books they can Read “Guru Nanak” to develop a clear already read accurately and fluently and narrative of the life of Guru Nanak and those they listen to by: ask and answer predictive “what next?” • drawing on what they already questions know or on background information and vocabulary provided by the teacher • checking that the text makes sense to them as they read and correcting inaccurate reading • making inferences on the basis of what is being said and done answering and asking questions • predicting what might happen on the basis of what has been read so far

Participate in discussion about what is read to them, taking turns and listening to what others say

Explain clearly their understanding of what is read to them.

National curriculum English programmes of study, Key stages 1 and 2, p.11 and p.18

Appendix 4 Sikh Curriculum Map (EYFS, Key Stage 1 and 2)

Sikh Studies Framework

Appendix 4 Sikh Curriculum Map (Key Stage 3 and 4)