Sandwell SACRE RE Support Materials © SACRE 2018 ......From the study of Sikh stories, children can...

Sandwell SACRE RE Support Materials © SACRE 2018

© 2018 Sandwell SACRE

Beginning to learn about Sikhs:

Stories of the Gurus

Key Question 1.4

YEAR GROUP: 1

Use the BBC Series ‘Religions of the World’ (2017),

which tells two Sikh stories, for this unit.

Sandwell RE Syllabus: Non-statutory

exemplification

This unit is one of a series of examples written

for schools in Sandwell by consultants Lat Blaylock and Julia Diamond-Conway of RE

Today Services. Contact Lat or Julia for support and guidance on this unit via email:

[email protected] or [email protected]

Thanks to Sandwell teacher Bimaljit Kaur Kang for her help with this plan

mailto:[email protected]

mailto:[email protected]



Sandwell SACRE RE Syllabus: Non-statutory exemplification TITLE: Beginning to learn about Sikhs What can we learn from stories of the Sikh Gurus? YEAR GROUP: 1

About this unit: This unit enables pupils to begin to learn about the Sikhs. It is appropriate in different ways both for schools where many Sikh pupils learn, and for those where there are few or no pupils from Sikh families. Sandwell has the largest proportion of Sikh children in its schools of any borough in the UK. Using stories, symbols and the special manner in which Sikhs emphasise equality and shared life, the unit enables children to make progress in learning about Sikhism and to build some learning from Sikhism on the gathering of information. They will acquire and develop knowledge and understanding of Sikh stories, beliefs, experiences and practices, as well as reflecting on their own beliefs, values, perceptions and experiences in the light of their learning. The unit sets the foundations for developing positive attitudes of respect towards Sikhs and to other people who hold views and beliefs that are different from their own.

Where this unit fits in: This unit will help teachers to implement the Sandwell Agreed Syllabus for RE by providing them with well worked examples of teaching and learning about the Sikhs, focusing on some artefacts and their symbolism, a story and the questions that arise from it, and the theme of sharing exemplified in the langar kitchen. The unit anticipates a further study of Sikh religion and belief later in the RE course. While it is always excellent to make a visit to the Gurdwara, many schools reserve this experience for key stage two – either practice can be an inspiring experience.

Estimated teaching time for this unit: 6 hours. It is recognised that this unit may provide more teaching ideas than a class will cover in 6 hours. Teachers are invited to plan their own use of some of the learning ideas below, ensuring depth of learning rather than covering everything.

KEY STRANDS ADDRESSED BY THIS UNIT

Beliefs, Values and Teachings

Religious practices and ways of life

Questions of Values and Commitments Attitudes Focus: Pupils will explore attitudes of: Tolerance and Respect for all by developing a willingness to learn from Sikh story and

symbol Open mindedness by engaging in positive discussion and exploration of who shares, why

and when.



The unit will provide these opportunities: Pupils have opportunities to consider the concept of sharing and the way a story can make

a difference to a person’s thinking and behaviour From the study of Sikh stories, children can reflect on their own lives, ideas and thoughts Background information for the teacher: The 2011 census shows that Sikh people make up 9.1% of the community in Sandwell. Guru Nanak’s Birthday is a festival in Sikhi communities Every Gurdwara has a langar (kitchen) at which food is served free to all who will eat with

everyone else. No distinctions of caste, race, colour or age are applied: all share together. Sikhs consider it an honour to provide the food served in the langar, and all are welcome. School pupils are often most impressed by this generosity when they visit a Gurdwara. This unit focuses on the value Sikhs give to being generous and including everyone.

The Gurdwara is the ‘house of the Guru’ because the presence of the sacred writings in the form of the Guru Granth Sahib live there. The text is honoured as a living Guru by the community – so for example the Guru has a bed, and is installed there at night.

Vocabulary + concepts

Resources

In this unit, pupils will have an opportunity to use words and phrases related to: Specific religions:

Sikhs

Sikh

Guru

Gurdwara

Guru Granth Sahib

Langar The language of shared human experience:

Sharing

Generosity

Selfish

Equality

Teachers might use: On the web: Web: The BBC’s clip bank is a major source for short RE films that can be accessed online and shown

free: http://www.bbc.co.uk/education/subjects/zxnygk7 ‘Religions of the World’, the 2017 series for 4-7s, has a programme that tells two Sikh stories.

The BBC also offers lots of information and material on its main religion site: www.bbc.co.uk/religion

The best gateway for RE sites is: www.reonline.org.uk You can find and use searchable sacred texts from many religions at: www.ishwar.com The websites of REToday and NATRE are useful places for pupils and teachers to see examples

of work. www.retoday.org.uk and www.natre.org.uk/spiritedarts

Three Website entry points for Sikhism: o http://sikhiresources.com/ o www.sikhnet.com o www.sikhs.org

DVD / Video / visual

This places of worship resource in the ‘specials’ section of REonline is a useful tool. The films include visits to places of worship in the UK to hear what believers say about their faith and the importance of worship. (http://www.reonline.org.uk/places-of-worship/ )

Pathways of Belief (BBC)

Photo Stories: Sikhism 6-8s (RE Today) Books:

Kanwalit Kaur Singh, Keystones: Sikh Gurdwara, A&C Black, ISBN 0-7136-4834-1,

Developing Primary RE: Faith Stories, Symbols of Faith, Special Times, Words of Wisdom, Stories about God (RE Today).

Opening Up Community (RE Today)

Exploring a Theme in RE: Founders and Leaders(RE Today)

Share a Story With ... Including a Sikh story for 4-7s and support materials (RE Today)

The Milk and the Jasmine Flower and other stories by Anita Ganeri

Prayer and Worship: Sikh by Anita Ganeri Artefacts might include:

Ik Onkar symbol (‘there is only one God’)

Copy of the Mool Mantar.

Pictures, images of Guru Nanak and other Gurus.

Photographs / video of the gurdwara.

The 5Ks (Kesh – uncut hair, Kangha – comb, Kara – wrist band, Kachera – short trousers, Kirpan – sword)

Places of Worship Photo packs (Folens)

http://www.bbc.co.uk/education/subjects/zxnygk7

http://www.bbc.co.uk/religion

http://www.retoday.org.uk/

http://www.natre.org.uk/spiritedarts

http://www.sikhnet.com/

http://www.sikhs.org/

http://www.reonline.org.uk/places-of-worship/



Contributions to spiritual, moral, social and cultural development of pupils. Pupils can develop: Spiritually by learning about and reflecting on a story, some artefacts and some values that are at

the heart of Sikh practice.

Morally by considering how religious stories and values lead to particular actions.

Socially by considering values in association to the langar and linked to religious stories.

Culturally by encountering people and resources from Sikh ways of life.

Opportunities for development of British Values arise from considering values in Sikhism and their own values.

EXPECTATIONS: At the end of this unit:

Nearly all pupils will be able to: Name some symbols they

are aware of or know about in their daily lives

Hear and listen attentively to a story about a Guru

Talk about values in response to a Sikh story

Many pupils will be able to: Name some Sikh artefacts and

symbols Identify and recall a Sikh story Talk about being generous and

meeting generous people Talk about why Sikhs like to

share and what they like to share

Some pupils will be able to:

Retell the story of Dunni Chand and the needle

Identify a good reason to share

Recognise what the 5Ks are, why some Sikh children wear them and why they are important to them.

Respond sensitively to the ideas of being generous, being equal and being fair

Assessment suggestions

A formal assessment of each pupil is neither required nor desirable for every RE unit. Continuing use of assessment for learning methods is best. Teachers can, if appropriate, assess this work by setting a learning task towards the end of the unit. The task aims to elicit engaged and reflective responses to the material studied throughout the unit across the ability range. Ask children to retell one of the Sikh stories they have heard, sequencing six pictures from the story and writing simple sentences using key words from a word bank (links to English and literacy skills).



LEARNING OBJECTIVES

TEACHING AND LEARNING Practical classroom suggestions

LEARNING OUTCOMES

POINTS TO NOTE

What objects are special for Sikh people? (This work might take up two sessions)

Pupils will learn: To handle and ask questions about some Sikh artefacts To think and talk about the meanings of holy objects from Sikh life To know and understand Sikh belief about symbols of identity and what they represent.

What objects are important in Sikh ways of life? Use either artefacts or photographs for this lesson. Artefacts are worth displaying

carefully and with a sense of occasion. You might use a feely bag to generate curiosity for those artefacts that are appropriate to be placed inside. Bring them out one by one and place them on a silk cloth.

Plan the work and discussion so that these questions are addressed: o What symbols do Sikhs use and wear? What do they mean? o What is the Ik Onkar and the Khanda? Where do you find these symbols? o What are the 5Ks, and why do some Sikhs wear them?

Examples of how to do this include: o Look at a Kara, the wrist bracelet made of steel worn by Sikhs. It symbolises

the unending one-ness of God, and the strength or firmness of belief in God o Observe an Ik Onkar symbol being slowly removed from a wrapping. Discuss

its physical attributes and consider what it might be. Some should be able to relate that they have seen it during previous work, or perhaps at home.

o Discuss how reflecting on God during the day reminds Sikhs of how they should act in order to acquire ‘godly’ characteristics e.g. being charitable, loving, treating others fairly.

o Explore what the Khanda, the Sikh Symbol means. Look at a picture of the flag that displays the Khanda at the Gurdwara. This orange flag is called ‘Nishan Sahib.’

What objects mean a lot to me? Introduce pupils more thoroughly to the 5Ks worn by Khalsa Sikhs: Kesh (uncut hair),

Kangha (comb), Kara (a steel wrist bracelet), Kachera (short trousers), Kirpan (sword) Discuss with pupils which symbols they wear and use, and what symbols they are

aware of in the community. These might be religious symbols or school badges, football emblems, Rainbow/Beaver badges etc. What do these symbols mean? Why are they important? How could they be respected? How do they show ‘belonging’?

What symbol can children invent to show their own identity and belonging?

Pupils can: All pupils can name at least one symbol they are aware of or know from their daily lives Many pupils can name some Sikh artefacts and / or symbols Some pupils can suggest a meaning to an artefact

Using a Persona Doll in this lesson, to explore how Sikh children use and value the 5ks is very powerful.



LEARNING OBJECTIVES


LEARNING OUTCOMES

POINTS TO NOTE

What makes a birthday a special day?

Pupils will learn that a birthday is a celebration of us as special people. They learn about different ways a birthday is enjoyed.

Make links between Sikhi celebration of the Birthday of Guru Nanak and their own experience of birthdays

Ask some questions about celebrating birthdays using the questioning words ‘Who? How? Why? What if?’

Enacting a birthday: how do we make a day special? Use a puppet/toy that has a birthday. Why is the puppet/toys birthday going to

be special? Talk with the pupils about why they think their birthday is special. How does it make you feel? What are your parents remembering? Draw from the pupils the ideas that it was the day they came into the world, the day their family had a son/ daughter, brother/sister, there is no one exactly like them.

Make a birthday chart to celebrate everyone’s uniqueness and record something special about each person. Growing up is what is being marked – shoe sizes, height and growth change all the time, not suddenly, but we remember we are growing at birthdays.

Display a picture of a foetus – choose a lovely example - and talk about it – think about the strange fact that we all began like this, growing inside a special place in our mum’s tummies

Use a book such as ‘See how I grow’ to explore how a baby grows in its first year to celebrate its first birthday.

Read story ‘Alfie Gets in First’ (Shirley Hughes) and talk about the special days in the story.

Tell story of the Birthday of Guru Nanak – ask children to compare how they celebrate birthdays with the way Sikhs celebrate Guru Nanak’s birthday.

Note that whilst most families will celebrate birthdays not all cultures do so sensitivity is needed here and teachers’ deep knowledge of children’s cultural backgrounds makes a big difference. In Sandwell today, the Jehovah’s Witnesses are the largest group who don’t celebrate birthdays. They don’t celebrate because there are no good examples of Birthday Parties in the Bible, and they teach that all days are given by God, not just a few special ones.

Pupils can: Almost all pupils can make a list of ways that birthdays are celebrated. Many pupils can talk about the different aspects of birthday celebrations, saying what matters most to them. Some pupils can suggest meanings in the different rituals of birthday celebrations and make a simple link to the Birthday of Guru Nanak.

There are links to the ELGs for Reception pupils here as well: Can children respond to significant experiences, showing a range of feelings when appropriate? (PSED ELG) Do they have a developing awareness of their own needs, views and feelings and be sensitive to the needs, views and feelings of others? (PSED ELG)



Why is the Birthday of Guru Nanak celebrated by over 20 million people? To find out and think about the Birthday of Guru Nanak To think about how and why birthdays are special days and matter to all of us. To tell simply the life story of Guru Nanak To give examples of how the stories used in Sikh life and worship (e.g. does the story have a hidden message about what God is like, or about how we live? To make links between Sikh ideas of God found in the stories and how people live.

In this less0n, children will consider why Sikhs celebrate the birthday of Guru Nanak. There are well over 20 million Sikhs in the world. Most of us have less than 20 people to our birthday parties! Guru Nanak Dev Ji was born, most probably, on April 5th 1469CE (about 550 years ago)

but his birthday is usually celebrated in November (2018 date: Nov 23rd), in the month of Kartik. ‘Guru’ means ‘teacher’; the words ‘Dev Ji’ are added as a sign of respect.

Prepare a gift bag containing a big picture of Guru Nanak, some children’s party clothes, a party kazoo or horn, hat, banner, a music CD, a cupcake with candle in it and matches.

Remind the class that everyone is different: taller or shorter, girl or boy, darker skin or lighter skin, longer hair or shorter hair. There is no one else who is exactly the same as you in this school. In fact, there is no one else who is exactly the same as you in the whole world. Never has been and never will be. Each one is unique. But each year we all have a birthday. That’s one thing the same about all of us.

Start getting objects out of the gift bag and putting them on the table. We often get new party clothes. Birthday parties would not be the same without kazoos, hats and banners. We love to sing and dance to our favourite songs at parties. And then, of course, there is the cake – complete with candles to blow out and make a wish, or sing a song.

Around November time Sikhs celebrate the birthday of this man, Guru Nanak Dev Ji. Show a picture of him. He lived over 500 years ago and yet his birthday is still celebrated every year. Let’s find out why.

Nanak was born into an ordinary family in an ordinary village in India. Like most young children, he was very inquisitive and asked lots of questions. As a boy, he looked after the family cattle and would enjoy discussing issues of life with Muslim and Hindu holy men who lived in the forests around the village. He was interested in both religions. Nanak got married when he was young and had two sons. He worked as an accountant by day and in his free time enjoyed poetry, singing and making music. But then everything changed. This ordinary man changed. God appeared to Nanak. Nanak left his job and gave everything he had to the poor. He travelled far and wide telling people what God had revealed to him. When he became old, people travelled great distances to hear him teach in his home. This man became known as a great teacher or ‘guru’. The message he spoke from God was simple (in one way): God created everyone and God loves everyone. To God, all people are equal. Young or old. Rich or poor. Male or female. Hindu or Muslim. And God wants us all to treat one another as equals. This was a difficult message at that time as Hindus and Muslims were constantly arguing and fighting over religious issues. It is still a difficult message to remember today(in some ways).

All pupils can listen attentively to at least one story about a Guru Many pupils can Identify and recall a Sikh story about the Guru’s life and suggest a message in the story Some pupils can retell a Sikh story and talk sensitively about the values that can be found in Sikh stories using words like holy, kind, goodness, generosity and God.

This part of the unit works best if stories are well told and explored. The ‘props’ approach makes links to birthdays very explicit and easy for children to grasp. This can be linked successfully to pupils’ work in English and their skills in this subject. Can you also make a display in two halves: ‘Our birthdays, Guru Nanak’s Birthday?’ There are loads of brilliant pictures on Flickr: https://www.flickr.com/photos/gurunanak

https://www.flickr.com/photos/gurunanak





All those who follow Guru Nanak’s teaching today are called Sikhs. Over 20 million people! He is very important to them as he was the founder of the Sikh religion. That’s why they celebrate his birthday every year with great joy and enthusiasm.

In the Punjab region in India, children are given new clothes on Nanak’s birthday (hold up party clothes) and have the day off school to join in the celebrations. There are often processions through the streets. These processions are led by religious leaders followed by school bands (blow a party hooter) and people dressed in mock battle costumes (hold up a party hat). The route is decorated with flags, flowers, banners (hold up a party banner) and there are decorated gateways depicting various aspects of Sikhism. In the Sikh temples, which are called gurdwaras, the Sikh holy book, called the Guru Granth Sahib, is read from beginning to end. This reading is followed by singing, teaching and poetry. Everyone shares a meal from the free kitchen. Special food (hold up a cup cake with a candle on it) is eaten and served to everyone there. Candles are lit (light the candle) in the Sikh temples and in homes, shops and offices. Firework displays go on late into the night. That’s quite a party. How many people come to our birthday parties? Maybe 4 or 10 or even 20. But 20 million people join in with Guru Nanak’s birthday.

Sikhs remember the birthday of Guru Nanak every year because he was a very special man with a very special message. Which of these sentences (teacher might put them on flashcards) do you think tells his message the best?

A> Listen to God’s voice. God will show you how to live. B> Remember to treat everyone fairly. C> God wants every person to be kind and generous D> Follow your religion and you will live a good life.

Can pupils draw logos, images or pictures to go on each of the flashcards to show what the saying means?



LEARNING OBJECTIVES


LEARNING OUTCOMES

POINTS TO NOTE

What is the hidden message in the story of Guru Nanak and the Sacred Thread

Re-tell simply some stories of Guru Nanak

Give examples of how the story shows what the Guru thought about God.

Make links between Sikh ideas of God found in the stories and how people live – e.g. God wants people to be generous’

Give a good reason for their ideas about whether any of these things are good for them too.

What is God like?

Tell the story below in an exciting way, giving the children a way of joining in. You could retell the story in pictures or develop a drama about the story (but note that no one may play the role of Guru Nanak). Pupils might draw the story in 6 scenes in small groups, sharing their scenes around the class. Explore meaning using hot-seating, circle time or persona dolls.

When Guru Nanak was 9 his family prepared him to wear the sacred thread of Hinduism. Nanak was born into a Hindu family but his teachings founded the new religion of Sikhi. The thread marked him out as a high-born Hindu. Only boys from such families could wear it. Nanak thought about the idea that he would be closer to God if he wore the special thread. He decided it would make no difference. He refused to wear it: ‘No thank you, I won’t’ he said. He stated that a thread would not bring him any closer to God if he was not a good person. Nanak later taught that God does not recognize whether someone is male or female, rich or poor, and all people could connect to God, not just the so-called high-born. He said it was not important which rituals you performed, but more important to honour God by serving others kindly and generously.

Tell this story, and plan to talk about its meanings and messages. Would Nanak have been scared, anxious or worried to disobey his parents and their religion? How hard or easy is it to speak up sometimes?

What does Nanak say that God does not recognize? What do pupils think God SHOULD recognize in people?

Name the values explored; caring, sharing and equality. Make cards expressing these values to give to others.

Pupils can: All pupils can retell simply a story from the life of Guru Nanak Many pupils can talk about the ‘hidden messages’ of the story, using values words like ‘fair’, ‘kind’, loving’ or ‘holy’. Some pupils can suggest meanings in the stories of the Guru, including making simple connections to Sikh belief about God.

Religious stories are often symbolic, complex and deep – but accessible to children. Don’t teach the children that these stories have one ‘moral’ – they are usually much better than that! A good question in RE is: ‘can you notice any hidden messages in this story?’ The Guru’s high status means he is not portrayed in drama. Note that this story could be told in an ‘anti-Hindu’ way. This is to be avoided. Guru Nanak was never anti-Hindu.



LEARNING OBJECTIVES


LEARNING OUTCOMES

POINTS TO NOTE

What is the hidden message in the story of Guru Har Gobind and the cloak?

Re-tell simply some stories of Guru Hargobind

Give examples hidden messages in Sikh story

Give examples of how and why Sikhs retell the stories the Gurus

Ask some questions about Sikh stories using the questioning words ‘Who? How? Why? What if?’

Talk about what they think is good about the Sikh stories and the ideas they noticed inside the stories.

Sikhs tell many stories about their 10 Gurus A ‘Guru’ is a spiritual teacher. In this unit we focus on Guru Nanak and Guru Har Gobind. Pupils will explore three stories with meanings; caring for others, sharing what you have and ideas about what God is like in Sikhi. Ask children how many people can hold on to a coat? Do a little drama demonstration. Maybe 4? 6? 8? 10? What if you stitched another great big piece of cloth onto the bottom of the cloak? Could you make a cloak that 50 people could hold together? Caring for others: tell this story Guru Hargobind (the sixth Guru) is remembered at the Sikh festival of Divali. Guru Hargobind was in jail, even though he had not done anything wrong. The king gave him release. He said ‘I will not leave unless all the other prisoners are allowed out too!’ The king did not want to do this. He said ‘only those who hold your coat can go with you.’ All night long the Guru and the prisoners stitched a huge cloak, so that the whole prison could hold on. The next morning the Guru led all the prisoners to freedom. Ask the pupils what the hidden messages of this story might be. Discuss: why did Guru Hargobind create this cloak? Was it to keep himself warm? Was it to allow everyone to be freed with him? Talk about how important it is in Sikhi to care for others. This story reminds Sikhs to care for others, just like Guru Hargobind. Give pupils a line drawing of a coat and ask them to draw inside the picture someone they care for, and someone who cares for them. Ask pupils which of these four ideas (put them on flashcards) they think is the main idea in the story:

A> Always take your biggest coat if you go to prison.

B> Care about others as well as about yourself

C> When problems come, think hard and see if there is a good way to go!

D> Follow the example of the Guru: whatever happens, care for other people.

Pupils could draw symbols, logos and small pictures onto the flashcards to show what each one means. A display of your ‘class cloak’ with childrens’ art would look good.

Pupils can: All pupils can retell simply a story from the life of Guru Hargobind Many pupils can talk about the ‘hidden messages’ of the story, using values words like ‘fair’, ‘kind’, loving’ or ‘holy’. Some pupils can suggest meanings in the stories of the Guru, including making simple connections to Sikh belief about God.

Sikhs may not wish teachers of RE to do drama in which people play the roles of the Gurus, but in this story, you might begin by using a coat and checking out how many people can hold onto it, before telling the story. Sikhs celebrate this story at the same time as Hindus are celebrating Divali each year.



What can we learn from the story of Dunni Chand and the needle? What does the story mean? How can we explore the story? To explore a story in depth and respond to it thoughtfully

To retell a story with drama in a group To develop their own ideas about values from a Sikh story.

What is the meaning of the story of Dunni Chand? The story: (You could get the children to make expressive faces and hand actions to go with different parts of this story) Guru Nanak was a travelling teacher. He visited Lahore, where there lived a banker called Dunni Chand, well known for being greedy. His beautiful palace shone with gold, marble and precious jewels. He was a bit too proud of all his money. He liked to show off. Dunni Chand learnt that Guru Nanak was visiting. He rushed to invite the Guru to a special feast: it would make him look very important to have a famous guest. Guru Nanak accepted the invitation. It was a wonderful occasion. When everyone had finished, Dunni Chand turned to Guru Nanak: ‘I am a wealthy man, I can help you. What do you want me to do?’ Guru Nanak sat and thought. (Ask the children to pause and guess what might happen) Fumbling in his pocket, he drew out a tiny sewing needle. “Something you can do for me,’ he replied, holding up the needle. ‘I want you to keep this needle very safe and give it back when we meet in the next world.’ Dunni Chand felt very important. The Guru had given him a very special task. He took the needle and showed it to his wife, explaining what the Guru had told him. To his surprise, she burst into laughter. ‘How are you going to do that?’ she asked. (What do the children think will happen next?) He thought and thought, then ran back to the Guru asking “How can I take this needle with me when I die?” “If you cannot take a tiny needle with you when you die, how are you going to take all your riches?” asked the Guru. For the first time in his life Dunni Chand felt ashamed. He realised he had been greedy. He and his wife decided to use their wealth to help the poor. Activities: Tell the story in an exciting way, giving the children a way of joining in (– pulling faces, using hand

gestures, for example) Change of heart: give the pupils a heart chape, and ask them to choose words that describe Dunni

Chand at the start of the story on the outside of the heart, and then put words that describe him at the end of the story inside the heart. Talk about the idea of a ‘change of heart’. Do these on card if you would like a mobile display.

Make lists of all the things the children can think of that show generosity. What could rich Dunni Chand do with his wealth?

If appropriate, talk about the idea of the ‘next life’. Sikhs believe that when the body dies, there is another life. Thinking about this is what made Dunni Chand change this life. Do the children like thinking about the ‘next life’? What thoughts do they have?

All pupils can talk about being kind in response to the story Many pupils can recall the story and talk about what sort of person Dunni Chand was in the story Some pupils can retell the story in drama and respond with lots of ideas of their own about how to be generous

Many religions have stories about being generous. Pupils often understand these ideas perfectly well, but like adults, that doesn’t make it easy for them to be generous.

The Sikh belief in reincarnation might come up here – and it is good to talk about it, but not necessary to teach it in depth.



LEARNING OBJECTIVES


LEARNING OUTCOMES POINTS TO NOTE

Thinking back on our three stories: what did we like? What did we learn?

Make links between Sikh ideas of God found in the stories and how people live

Ask some questions about Sikh stories using the questioning words ‘Who? How? Why? What if?’

Talk about what they think is good about the Sikh stories and the ideas they noticed inside the stories.

Give a good reason for their ideas about whether any of these things are good for them too.

Remind the children of the three stories and the activities they have done.

Tell the class that in RE some our best work is done on paper, but some in our heads, and some between one person’s mouth and someone else’s ears (in talking and listening). Ask them what their best work about Sikh stories has been, and praise the answers.

Remind the class about the different messages we found in the stories and ask them to choose one of the messages to make into a picture. Give time and space to make this drawing good.

You might put the Sikh symbol, the Khanda, at the corner of a piece of A4 paper, and ask children to colour it in, then to copy write the message they choose. Then (after some thinking time) can they draw their picture?

Make a class gallery. These pictures are evidence of children achieving the syllabus outcomes.

Here is a list of possible images the children might choose from: o Guru Nanak was a wise, wise teacher. o Care about others as well as about yourself o When problems come, think hard! See if there is a good way to go! o Follow the example of the Guru: whatever happens, care for other

people. o Listen to God’s voice. God will show you how to live. o Remember to treat everyone fairly. o God wants every person to be kind and generous o Follow your religion and you will live a good life. o It is better to be generous than big headed. o You may have lots of money: sharing it is best o You cannot take anything with you to the next life.

Note that these general ideas are hard for this age group: talk about what they will actually draw, and affirm all their ideas. They will begin to make connections to their own ideas, often in surprisingly thoughtful ways.

Pupils can: All pupils can retell simply a story from the life of Guru Nanak Many pupils can talk about the ‘hidden messages’ of the story, using values words like ‘fair’, ‘kind’, loving’ or ‘holy’. Some pupils can suggest meanings in the stories of the Guru, including making simple connections to Sikh belief about God.

Recap and inference are important skills in English. Why not use some literacy time to support RE in this last lesson of the unit?

© Lat Blaylock and Julia Diamond-Conway, Sandwell, 2018

Sandwell SACRE RE Support Materials © SACRE 2018 ......From the study of Sikh stories, children can...

Documents

Transcript of Sandwell SACRE RE Support Materials © SACRE 2018 ......From the study of Sikh stories, children can...