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1 | YEAR 7 SIKH STUDIES | |||||||||||||||||||||||||
2 | Module | Module Overview | Each module is broken down into 6 lessons | Lesson Details | ||||||||||||||||||||||
3 | Autumn 1. | Basics of Sikhism | Harmeet Lesson 1: Values of Sikhism Lesson 2: Introduction to Guru Nanak Dev Ji Lesson 3: Pillar 1 - Kirat Karna Lesson 4: Pillar 2 - Naam Japna Lesson 5: Pillar 3 - Vand Chakna Lesson 6: Hukam (practical Hukamnama in the gurdwara) KEY WORDS CROSS CURRICULAR LINKS: Assessment DIRT feedback | Too complex | Controversial / political | Not relevant | Does not align with the rehat maryada | |||||||||||||||||||
4 | Autumn 2. | Religious beliefs, values and teachings | SIKHS AND THE DIVINE a) Sikh teachings about the nature and existence of God; how Sikhs envisage the divine and the way to unite with it. b) This includes reference to key concepts about Waheguru: oneness, sat, shabad, especially the Mul Mantar, nam, hukam and nadar. Including references to key concepts about the nature of the self, the meaning and purpose of life, death and the afterlife, including maya, guru, gurmukh, manmukh, mukti, samsara and karma. a) The nature of God as expressed in the Mool Mantra b) God as Creator c) The nature of human life as an opportunity to unite with God d) Karma and rebirth, and the aim of mukti (liberation) e) The importance of being God-centred (gurmukh) and the elimination of pride/ego (haumai) – Powerpoints attached. f) 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 i) Contrasting the meaning of these ideas in contemporary Sikhism with pre-existing Indic thought, comparison of Sikh ideas with those of the sant movement, tracing the impact of existing thought and practices on the beliefs, values and teachings of Guru Nanak. KEY WORDS: Akhal Purukh, Atma, Rohu, Dualist, Egoism, Existence, Five khands, Formless, Grace, Gurmukh moh, Guru Granth Sahib, Gurus, Householder, Nature of God Oneness, Ik Onkar, Immutable, Immanent, Ineffable spirit, Intangible, Jiva, Jivatma, Kam, Karma, Waheguru, Monist, Lobh, Manmukh, Maya, Haumai, Mukti, Mul Mantra, Naam, Eternal, Naam Japo, Nirguna Ram, Panj, Shabad, Paramatma Primal, Yogis, Truth, Realm, Rebirth Saguna, Saram, Khand, Satnam, Shabad, Spiritual, Spirituality, Sunnya, Transmigration and Waheguru. CROSS CURRICULAR LINKS: Citizenship “the diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding” - Understanding Sikh concepts of God and divine equality builds respect for religious worldviews in multicultural Britain. English “participate in formal debates and structured group discussions” - Students can discuss and present ideas about Sikh teachings on the divine and equality. REFERENCE TO THE IDEAS OF K E NAYAR AND J S SANDHU. RESOURCES FROM EDUQAS: 1. The Sikh concept of God 2. Role and significance of Mul Mantra and Japji of Guru Nanak 3. Philosophical understandings of the nature of God and religious experience found in the names of God 4. Karma, rebirth and mukti 5. The soul | Week 7 Lesson 7 Week 8 Lesson 8 Week 9 Lesson 9 Week 10 Lesson 10 Week 11 Lesson 11 Week 12 Lesson 12 | Too complex | |||||||||||||||||||||
5 | Spring 1. | Religious beliefs, values and teachings | THE IMPORTANCE OF SANGAT a) The development of this concept in the lives of the Gurus, including building spiritual and political centres at Amritsar. b) The importance of visiting Sikh historical gurdwaras (Five Takhats) including the Harmander Sahib in Amritsar (the Golden Temple) c) Study of the concept of Panth as a nation and the authority and status of the Panth as Guru from the lifetime of Guru Gobind Singh. d) The meaning of sangat today looking at local and global levels and at virtual and physical communities. e) The priority of service to others and the role of the sangat (community) KEY WORDS: Ranjit Singh, Akal, Worship, Punjab, Discriminating, Sikh Empire, Secular, State, Religion, Sarkar-i-khalsa, Khalsa, Commonwealth, Gobind, Privileged, Jatt, Cultural, Creation, Diversity, Values, Big Bang theory, Expansion, Continuous creation, Evolution, Rahit Maryada, String theory, Materialism, Integration, Tradition, Identity, Assimilation, Secular and Waheguru. CROSS CURRICULAR LINKS: Citizenship - Explores how Sikh communities operate through mutual support, tying into UK values of community and respect. English “participate in formal debates and structured group discussions” - Discussions on the impact of the Sikh concept of Sangat and its role in society. WITH REFERENCE TO THE IDEAS OF N K SINGH AND K NAYAR RESOURCES: 1. Maharaja Ranjit Singh and the founding of the Sikh Empire 2. The challenges to Sikhism from science and its responses to secularisation | Week 13 Lesson 13 Week 14 Lesson 14 Week 15 Lesson 15 Week 16 Lesson 16 Week 17 Lesson 17 Week 18 Lesson 18 | Controversial / political | |||||||||||||||||||||
6 | Spring 2 | Religious beliefs, values and teachings | KEY MORAL PRINCIPLES AND VALUES a) Nam japna, kirt karna and vand chakna and their applications in gurmukh lifestyles today (covered in autumn term 1) b) the role and importance of kirtan (singing) in diwan, c) 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 c) The key principle of seva (service to God and to others). d) The importance of sewa in its various forms - tan (physical service), man (mental service) and dhan (material service) e) Miri-piri as the unique, original and distinctive feature of Sikhism, including a study of the warrior tradition. f) Sikh values as expressions of manmukh. To be a Manmukh is to follow one's own mind or desires without regards for anyone else. A person who is self-centred is called a Manmukh. The opposite of Manmukh is Gurmukh, which means a person who follows the teaching and life-code as narrated by the Guru. KEY WORDS: Sewa, Community, God-centred, Guru Granth Sahib, Egoistic, Spiritual, Sarbat da bhala, Material, Langar, Humanity, Equality, World-view caste, Self-centred, Morally, Selfless service, Renunciation, Spiritual charity, Vand Chhako, Honesty, Naam Japo, Truthfulness, Householder, Karma, Wealth, Pillar, Langar grace, Kirat Karo, Burden, Community, Miri, Langar, Sewa, Guru Hargobind, Piri, Provider, Waheguru Guru Granth Sahib, Materialist, Spiritual, Karma, Defender, Deg, Teg, Kirpan, Dasvandh, Secular, Impractical, Sant, Khalsa, Mughal, Dharam Yudh, Sipahi, Gobind Singh, Persecution, Takhat, Miri, Piri, Tyranny, Spiritual, Temporal and Oppression CROSS CURRICULAR LINKS: Citizenship “the precious liberties enjoyed by the citizens of the United Kingdom” - Students reflect on values such as honest work, sharing, and equality in the context of civic rights and responsibilities. WITH REFERENCE TO THE IDEAS OF N K SINGH AND K NAYAR RESOURCES FROM EDUQAS: 1. The concept of Sewa 2. Kirat Karo and Vand Chhako 3. Challenges of being a religious and ethnic minority in Britain with reference to miri and piri 4. The concepts of Sant Sipahi (saint-soldier) / Dharam Yudh (just war) | Week 19 Lesson 19 Week 19 Lesson 19 Week 20 Lesson 20 Week 21 Lesson 21 Week 22 Lesson 22 Week 23 Lesson 23 Week 24 Lesson 24 | Not relevant | |||||||||||||||||||||
7 | Summer 1. | Sources of wisdom and authority | THE NATURE, ROLE AND STATUS OF THE GURDWARA AND GURU GRANTH SAHIB a) The role of the gurdwara within the sikh community b) The meaning and significance of langar as an expression of sewa (selfless service to others) c) The importance of the gurdwara: religious features of the gurdwara including design, furniture, artefacts and associated practices d) The process by which the text was compiled and recognised as Guru, including the debate between Gurinder Singh Mann and the Institute of Sikh Studies. e) The role and importance of the akand path (continuous 48 hour reading of the guru granth sahib) f) Role in worship and ceremony. g) The significance of the practice of meditating on the name of god (nam japna) in daily life and in the gurdwara h) The role and status of secondary texts such as the janamsakhis, vars of Bhai Gurdas and the Dasam Granth. i) The role of prayer in the home j) 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) k) 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. KEY WORDS: Guru, Asceticism, Vak lao, Guru Granth Sahib, Gurbani, Adi Granth, Harmandir, Gurdwara, Guru Arjan, Ardas, Caste, Hukam, Bhagat Bani, Akand, Saptahak, Ritual, Gurdwara, Devotion, Langar, Guru Granth Sahib, Guru, Selfless service, Grace, Punjab, Sewa, Worship, Equality, Community, Diaspora and Faith. CROSS CURRICULAR LINKS: History “ideas, political power, industry and empire: Britain, 1745–1901” - The role and spread of Sikhism, especially through Gurdwaras in the UK, can be contextualised through the British Empire's expansion into India and its colonial legacy. Citizenship “the diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding” - Learning about the Gurdwara and Guru Granth Sahib promotes cultural literacy and respect for religious practice in British Sikh communities. WITH REFERENCE TO THE IDEAS OF GURINDER SINGH MANN AND THE INSTITUTE OF SIKH STUDIES. WITH REFERENCE TO THE IDEAS OF N K SINGH AND W O COLE. RESOURCES FROM EDUQAS: 1. The Guru Granth Sahib 2. The Gurdwara | Week 25 Lesson 25 Week 26 Lesson 26 Week 27 Lesson 27 Week 28 Lesson 28 Week 29 Lesson 29 Week 30 Lesson 30 | Does not align with the rehat maryada | |||||||||||||||||||||
8 | Summer 2. | Sources of wisdom and authority | THE LIVES OF THE TEN GURUS AS TEACHERS AND EXEMPLARS FOR SIKHS a) The role of sants in contemporary Sikh life. a) the concept of ‘Guru’ and the place of the Ten Gurus in Sikhism b) the significance of the life and work of Guru Nanak including his three days in the river, his teachings about God and about equality, and his establishment of Kartarpur c) the life and work of Guru Gobind Singh including Vaisakhi and the formation of the Khalsa d) The significance of the lives of Guru Nanak and Guru Gobind Singh and the martyrdoms of Guru Arjun and Guru Tegh Bahadur. f) 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 e) The teachings of the Gurus and their importance for Sikhs and the Sikh community today. f) The succession of Gurus, including the decisions of Guru Gobind Singh in 1699 and 1708. i) The use of symbols, such as the Ik Onkar and khanda as expressions of belief the ‘Five ks’ (Panj Kakke) and their significance. KEY WORDS: Temporal, Mughal, Jat, Sikh panth, Adi Granth, Sukhmani, Panth, Amritsar, Spiritual, Theocracy, Harminder Sahib, Reconciliation, Guru, Hinduism, Kalam, Sacred Thread, Islam, Sufism, Jannam sakhi, Sant, Mughal, God’s Court, Babur, Necessary, Caste, Kartarpur, Sajjan, God as Word, Guru Anandpur, ‘Pure Ones’, Kshatriya, Gobind Singh, Guru Panth Jat Guru Granth Sahib, Dasam Granth, Khalsa, Amrit Sanskar, Vaisakhi, 5ks caste Singh, Kaur and Panj Pyares CROSS CURRICULAR LINKS: Citizenship “the diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding” - Exploration of the lives of the Gurus, gender roles, and religious co-existence links to promoting equality and interfaith understanding in modern Britain. English “participate in formal debates and structured group discussions” - Pupils may reflect on or debate the role of scholars, women, and diverse interpretations within Sikhism and wider society. WITH REFERENCE TO THE IDEAS OF N K SINGH AND W O COLE. RESOURCES FROM EDUQAS: 1. Guru Arjan – a period of Sikh growth 2. Life and teachings of Guru Nanak 3. Guru Gob,ind Singh’s contribution to the development of Sikhism | Week 31 Lesson 31 Week 32 Lesson 32 Week 33 Lesson 33 Week 34 Lesson 34 Week 35 Lesson 35 Week 36 Lesson 36 | ||||||||||||||||||||||
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10 | YEAR 8 SIKH STUDIES | |||||||||||||||||||||||||
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12 | Module | Module Overview | Module broken down into 6 lessons | Lesson Details | ||||||||||||||||||||||
13 | Autumn 1. | Basics of Sikhism | Lesson 1: Values of Sikhism Lesson 2: Teaching of Guru Nanak Dev Ji Lesson 3: Pillars of Sikhism Lesson 4: Equality (Sarbat da Bhala) – Treating everyone equally, regardless of caste, gender, religion, or background. Lesson 5: The Power of Sangat Lesson 6: Humility and Elimination of Ego (Haumai) – Living with humility and striving to remove pride and ego. Assessment DIRT feedback KEY WORDS CROSS CURRICULAR LINKS: | |||||||||||||||||||||||
14 | Autumn 2 | Practices that shape and express religious identity | DIFFERENT PERSPECTIVES ABOUT THE FOLLOWING: a) The importance of initiation into the Khalsa and wearing the 5 Ks, including amritdhari, keshdhari and sehajdhari Sikhs, and patits. b) The nature and importance of nam simaran, including meditational practices and the use of mantras. c) Religious practices that shape identity – Vaisakhi and Gurpurab d) The origins and meaning of festivals (gurpurbs) such as Guru Nanak’s birthday, Vaisakhi, Divali, commemorations of Martyrdom of Guru Arjan Dev Ji e) Martydom of Guru Tegh Bahadur Ji KEY WORDS: Diwali, Martyr, Bandi Chhor Diwas, Guru Hargobind, Freedom, Spiritual, Jahangir, Virtues, Khalsa, Light, Good, Evil, Faith, Valour, Compassion, Persecution, Vaisakhi Anandpur, Oppression, Guru Gobind Singh, Khalsa, Panj Pyare Punjab, Identity, Baisakhi, Honour, Community, Courage, Sacrifice, Spiritual, Warriors and Role-model. WITH REFERENCE TO THE IDEAS OF OBEROI AND THE INSTITUTE OF SIKH STUDIES. RESOURCES FROM EDUQAS: 1. Diwali 2. Vaisakhi | Week 7 Lesson 7 Week 8 Lesson 8 Week 9 Lesson 9 Week 10 Lesson 10 Week 11 Lesson 11 Week 12 Lesson 12 | ||||||||||||||||||||||
15 | Spring 1. | Sikh Rehat Maryada | The affirmation of a distinctive Sikh identity starting toward the end of the 19th century through the Singh Sabha movements a) History of the Sikh Rehat Maryada, The role of the Rahit Maryada (Sikh Code of Conduct) as a guide to life and practice b) Introduction: Life of a Sikh c)The meaning and significance of birth and naming ceremonies; the significance and use of the names Singh and Kaur d) Amrit sanskar (the initiation ceremony), Death ceremony according to Sikh Rehat Maryada e) Gurdwara Conduct KEY WORDS: Affirmation, distinctive, identity, Singh Sabha, Sikh Rehat Maryada, Anand Marriage Act 1909, British rule. CROSS CURRICULAR LINKS: Citizenship “the diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding” - Sikh practices such as langar, sewa, and dress link to national identity, service, and cultural understanding. English “participate in formal debates and structured group discussions” - Pupils can express differing viewpoints on visible and ritual expressions of identity. WITH REFERENCE TO THE IDEAS OF OBEROI AND THE INSTITUTE OF SIKH STUDIES. RESOURCES: | Week 13 Lesson 13 Week 14 Lesson 14 Week 15 Lesson 15 Week 16 Lesson 16 Week 17 Lesson 17 Week 18 Lesson 18 | ||||||||||||||||||||||
16 | Spring 2. | Social and historical developments | THE IMPACT OF MIGRATION, SECULARISATION AND NON-SIKH CULTURE ON BELIEFS, VALUES AND PRACTICES IN THE SIKH DIASPORA a) Issues raised for the Sikh Rehat Maryada, including assimilation, the legal treatment of the panj kakke and diverse responses to issues related to marriage, including mixed marriages and marriages between homosexuals. b) Anand Marriage Act 1909 c) The emphasis on the study of Punjabi as the language of religious devotion and the issue of English language use in the gurdwara. Analysis of Sikh values and secularisation, including Sikh responses to secular values, in the contemporary world as supportive of equality, freedom, democracy and the challenges of science. d) The work of Sikh organisations in the relief of poverty and suffering e) The work of Sikh organisations promoting community cohesion and interfaith understanding. KEY WORDS: Gurus, Identity, Khalsa, Rahit Maryada, Rahit Namas, Gurdwara, Code of Conduct, Guidelines, Panth, Discipline, Prayers, Naam Japo, Equality, Caste, Beliefs, Values and Community, Punjab, Partition, Immigration, Values, Migration, British Empire, Labour, Economic, Industrial, Conflict, Culture, Caste, Bhatra jati, Creation, Diversity, Big Bang theory, Expansion, Continuous creation, Evolution, String theory, Materialism, Integration, Tradition, Identity, Culture, Assimilation, Secular and Waheguru CROSS CURRICULAR LINKS: History “India 1740–1900” - The impact of British colonialism, migration, and Sikh resistance movements directly connects with British imperial involvement in India. History “ideas, political power, industry and empire: Britain, 1745–1901” - The role of Sikhs within the empire, migration patterns, and social shifts provide rich historical case studies. Citizenship “the diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding” - Connects Sikh migration and settlement with modern UK diversity and cohesion. WITH REFERENCE TO THE IDEAS OF L FENECH AND P S SAMBHI. RESOURCES FROM EDUQAS: 1. The status and importance of the Rehit Maryada and Rehit Namas 2. Origins and development of the Sikh community in Britain 3. The challenges to Sikhism from science and its responses to secularisation | Week 19 Lesson 19 Week 20 Lesson 20 Week 21 Lesson 21 Week 22 Lesson 22 Week 23 Lesson 23 Week 24 Lesson 24 | ||||||||||||||||||||||
17 | Summer 1. | Role of women in Sikh history | THE HISTORY, DEVELOPMENT AND CONTEMPORARY SIGNIFICANCE OF LIBERATIONIST APPROACHES, INCLUDING THE CONCEPT OF LIBERATION, SOCIAL JUSTICE, JUST WAR AND MARTYRDOM a) Examination of the commentary on peace, war and social justice and Dharam Yudh. b) Particular examples, periods or movements, including the martyrdom of Guru Arjun. c) Martyrdoms in the 18th century struggle for self-determination and the struggle for Khalistan in the 20th century. a) History of women before Sikhi b) History of Sikh women in Guru's time: Mata Tripta Ji and Bebe Nanaki Ji c) Mata Khivi Ji and Bibi Amro Ji d) Upliftment of women : Guru Amardas Ji e) Guru Gobind Singh Ji and Khalsa's role f) Equality in Sikhi today KEY WORDS: Ranjit Singh, Massacre, Lahore, Golden Temple, Pakistan, Punjab, Political, British Empire, Operation Blue Star, General E. H. Dyer, Oppression, Violence, Vaisakhi, State and Hindus. CROSS CURRICULAR LINKS: History “India 1740–1900” Pupils explore how Sikhism evolved over time in response to colonialism, persecution, and migration, particularly under British rule in India. History “ideas, political power, industry and empire: Britain, 1745–1901” Connects to the British Empire’s presence in Punjab, interactions with Sikh communities, and the shaping of modern Sikh identity. Citizenship “the diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding” Highlights Sikh migration, identity and contributions to British society. English “participate in formal debates and structured group discussions” Pupils can analyse key social events affecting Sikhs and present their perspectives. WITH REFERENCE TO THE IDEAS OF L FENECH AND P S SAMBHI. RESOURCES FROM EDUQAS: 1. The aspiration for Khalistan | Week 25 Lesson 25 Week 26 Lesson 26 Week 27 Lesson 27 Week 28 Lesson 28 Week 29 Lesson 29 Week 30 Lesson 30 | ||||||||||||||||||||||
18 | Summer 2. | Practical Lessons | THE IMPORTANCE OF THE FEMININE PRINCIPLE IN SIKH THOUGHT a) Writings of N K Singh and D Jakobsh about the role of women within, and feminist approaches to Sikhism. b) A study of feminist themes in Sikh scripture and history, contrasted with an exploration of the under-reporting of these dimensions in mainstream accounts of Sikhism. c) Feminist perspectives and movements in the Sikh tradition over time, including the changing roles of men and women. d) Equality as expressed in examples of stories from the lives of the Gurus and in Sikhism today. a) Seva roles in Gurdwara b) Role of Guru Granth Sahib c) History of Guru Granth Sahib Ji and compilation d) Key features of Guru Granth Sahib Ji e) Meaning of Shabad f) Role of Kirtan KEY WORDS: Ten Gurus, Kaur, Holy, Inferiority, Guru Amar Das Role, Women, Purdah, Feminism, Infanticide, Creation and Ritual. CROSS CURRICULAR LINKS: Citizenship “the diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding” - Investigating how Sikh thinkers and scholars have promoted inclusivity, gender equality and interfaith dialogue. WITH REFERENCE TO THE IDEAS OF N K SINGH AND D JAKOBSH RESOURCES FROM EDUQAS: 1. Changing role of men and women in Sikhism | Week 31 Lesson 31 Week 32 Lesson 32 Week 33 Lesson 33 Week 34 Lesson 34 Week 35 Lesson 35 Week 36 Lesson 36 | ||||||||||||||||||||||
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20 | YEAR 9 SIKH STUDIES | |||||||||||||||||||||||||
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22 | Module | Module Overview | Module broken down into 6 lessons | Lesson Details | ||||||||||||||||||||||
23 | Autumn 2. | Basics of Sikhism | Lesson 1: Understanding the significance of the Guru Granth Sahib as the eternal Guru and the foundation of Sikh belief and practice. Lesson 2: Exploring the importance of living as a Gurmukh (God-centred) through practising Naam Simran and remembering Waheguru in daily life. Lesson 3: Recognising how haumai (ego) leads a person to become Manmukh (self-centred) and how humility is essential for spiritual progress. Lesson 4: Exploring the Sikh belief in equality (Sarbat da Bhala), including the rejection of caste, gender inequality, and discrimination. Lesson 5: Concept of Miri(temporal power) and Piri(spiritual power) in Sikhi Lesson 6: Learning about the role of the Khalsa in promoting Sikh values such as courage, discipline, and commitment to seva (selfless service). Assessment DIRT Feedback KEY WORDS CROSS CURRICULAR LINKS: | Week 7 Lesson 1 Week 8 Lesson 2 Week 9 Lesson 3 Week 10 Lesson 4 Week 11 Lesson 5 Week 12 Lesson 6 | ||||||||||||||||||||||
24 | Spring 2. | Works of Scholars | RELIGIOUS FREEDOM AND TOLERANCE, RESPONSES TO PLURALISM AND DIVERSITY WITHIN TRADITIONS a) The collection of testimony from diverse traditions in the Guru Granth Sahib, b) Bhagat bani. b) The different responses to religious freedom and pluralism within Sikhism. c) Interfaith relations between Guru Nanak and Hindus, Muslims and the yogis. a) Bhai Mardana Ji b) Background of Bhagats: Bhagat Kabir Ji and Bhagat Fareed Ji c) Bhai Gurdas Ji Vaars d) Nand Lal Ji e) Bhai Randhir Singh e) Impact today KEY WORDS: Hindu, Mussulman, Inspiration, Bhai Gurdas, Temple, Mosque, Guru Arjan, Salvation, Universality, Dogma, Exclusivity, Convert, Hymns, Saints, Medium, Creation, Diversity, Values, Big Bang theory, Expansion, Continuous creation, Evolution, String theory, Materialism, Assimilation, Integration, Tradition and Identity. CROSS CURRICULAR LINKS: Citizenship “the precious liberties enjoyed by the citizens of the United Kingdom” Explores the Sikh response to religious freedom, tolerance, and pluralism in diverse societies. Citizenship “the diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding” Focuses on mutual respect, dialogue and social integration, aligning with Sikh teachings on unity and equality. WITH REFERENCE TO THE IDEAS OF N K SINGH AND W O COLE. RESOURCES FROM EDUQAS: 1. Difference between diversity and pluralism 2. The challenges to Sikhism from science and its responses to secularisation | Week 19 Lesson 7 Week 20 Lesson 8 Week 21 Lesson 9 Week 22 Lesson 10 Week 23 Lesson 11 Week 24 Lesson 12 | ||||||||||||||||||||||
25 | Summer 2 | Religion and society Gurbani and History | RESPECT AND RECOGNITION FOR DIFFERENT WAYS THAT SIKHS VIEW OTHER RELIGIONS AND NON-RELIGIOUS WORLD VIEWS AND THEIR TRUTH CLAIMS IN UNDERSTANDING THE DIVINE. a) The importance of respect for all religions as written in the Guru Granth Sahib and practiced through langar and within the Sikh community b) The argument that divine knowledge is ‘experience of’ the sacred; the rejection of philosophy and speculation associated with priests as methods of religious knowing. c) The use of reason and evidence as the basis of a rational and virtuous life and rejection of religious and non-religious authority and traditions as the foundation of the life of an individual and society. a) Mool Mantar b) Sacred thread story from Gurbani (Asa Ki Vaar) c) Sidh Ghost (Conversation of Guru Nanak Dev Ji and Sidh) d) Babar bani e) Shabad Hazare (Letters from Guru Arjan Dev Ji to his father) f) Mitar Pyaare Nu KEY WORDS: Respect, Practice, Langar, Community, Argument, Divine, Knowledge, Sacred, Rejection, Philosophy, Speculation, Priests, Associated, Religious Knowing, Evidence, Rational, Authority, Traditions, Foundations, Individual and Society. CROSS CURRICULAR LINKS: Citizenship “the roles played by public institutions and voluntary groups in society” Pupils investigate Sikh contributions to public life, humanitarian aid, and community cohesion. Citizenship “the diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding” Reflection on different ways people live their faith in a pluralistic society ties into shared UK civic values. WITH REFERENCE TO THE IDEAS OF N K SINGH AND W O COLE. RESOURCES: | Week 31 Lesson 13 Week 32 Lesson 14 Week 33 Lesson 15 Week 34 Lesson 16 Week 35 Lesson 17 Week 36 Lesson 18 | ||||||||||||||||||||||
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27 | LIST OF EXTRACTS FOR SIKHISM: | |||||||||||||||||||||||||
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29 | (1) Cole W O and Sambhi P S – The Sikhs: Their Religious Beliefs and Practices, Chapter 5 | |||||||||||||||||||||||||
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31 | Sikh religious thought, pp. 67–105 (Sussex Academic, 1998) ISBN 9781898723134 | |||||||||||||||||||||||||
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33 | (2) Singh N K – Sikhism: An Introduction, Chapter 1 Guru Nanak and the Origins of Sikhism, | |||||||||||||||||||||||||
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35 | pp. 1–12 (I.B. Tauris, 2011) ISBN 9781848853218 | |||||||||||||||||||||||||
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37 | (3) Singh N K – Sikhism: An Introduction, Chapter 6 feminist Text in a Patriarchal Context, | |||||||||||||||||||||||||
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39 | pp. 101–121 (I.B. Tauris, 2011) ISBN 9781848853218 | |||||||||||||||||||||||||
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41 | (4) Jakobsh D R – Sikhism, Interfaith Dialogue, and Women: Transformation and Identity, | |||||||||||||||||||||||||
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43 | Journal of Contemporary Religion. | |||||||||||||||||||||||||
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45 | ASSESSMENT KNOWLEGDE CHECKLIST | |||||||||||||||||||||||||
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47 | 1. Beliefs and teachings | |||||||||||||||||||||||||
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49 | - the nature of God as expressed in the Mool Mantra | |||||||||||||||||||||||||
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51 | - God as Creator | |||||||||||||||||||||||||
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53 | - the nature of human life as an opportunity to unite with God | |||||||||||||||||||||||||
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55 | - karma and rebirth, and the aim of mukti (liberation) | |||||||||||||||||||||||||
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57 | - the importance of being God-centred (gurmukh) and the elimination of pride/ego (haumai) | |||||||||||||||||||||||||
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59 | - 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 | |||||||||||||||||||||||||
60 | ||||||||||||||||||||||||||
61 | - equality as expressed in examples of stories from the lives of the Gurus and in Sikhism today | |||||||||||||||||||||||||
62 | ||||||||||||||||||||||||||
63 | - the priority of service to others | |||||||||||||||||||||||||
64 | ||||||||||||||||||||||||||
65 | - the role of the sangat (community) | |||||||||||||||||||||||||
66 | ||||||||||||||||||||||||||
67 | 2. Practices | |||||||||||||||||||||||||
68 | ||||||||||||||||||||||||||
69 | - the importance of the gurdwara: religious features of the gurdwara including design, furniture, artefacts and associated practices | |||||||||||||||||||||||||
70 | ||||||||||||||||||||||||||
71 | - the role of the gurdwara within the Sikh community | |||||||||||||||||||||||||
72 | ||||||||||||||||||||||||||
73 | - the meaning and significance of langar as an expression of Sewa (selfless service to others) | |||||||||||||||||||||||||
74 | ||||||||||||||||||||||||||
75 | - the significance of the practice of meditating on the name of God (Nam Japna) in daily life and in the gurdwara | |||||||||||||||||||||||||
76 | ||||||||||||||||||||||||||
77 | - the role of prayer in the home | |||||||||||||||||||||||||
78 | ||||||||||||||||||||||||||
79 | - the origins and meaning of festivals (Gurpurbs) such as Guru Nanak’s birthday, Vaisakhi, Diwali, commemorations of the martyrdom of Guru Arjan and Guru Tagh Bahadur Ji | |||||||||||||||||||||||||
80 | ||||||||||||||||||||||||||
81 | - the role and importance of the Akand Path (continuous 48 hour reading of the Guru Granth Sahib) | |||||||||||||||||||||||||
82 | ||||||||||||||||||||||||||
83 | - the meaning and significance of birth and naming ceremonies; the significance and use of the names Singh and Kaur, Amrit Sanskar (the initiation ceremony) | |||||||||||||||||||||||||
84 | ||||||||||||||||||||||||||
85 | - the importance of visiting Sikh historical gurdwaras including the Harmander Sahib in Amritsar (the Golden Temple) | |||||||||||||||||||||||||
86 | ||||||||||||||||||||||||||
87 | 3. Sources of wisdom and authority | |||||||||||||||||||||||||
88 | ||||||||||||||||||||||||||
89 | - the concept of ‘Guru’ and the place of the Ten Gurus in Sikhism | |||||||||||||||||||||||||
90 | ||||||||||||||||||||||||||
91 | - the significance of the life and work of Guru Nanak including his three days in the river, his teachings about God and about equality, and his establishment of Kartarpur | |||||||||||||||||||||||||
92 | ||||||||||||||||||||||||||
93 | - the life and work of Guru Gobind Singh including Vaisakhi and the formation of the Khalsa | |||||||||||||||||||||||||
94 | ||||||||||||||||||||||||||
95 | - 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 | |||||||||||||||||||||||||
96 | ||||||||||||||||||||||||||
97 | - the role of the Rehit Maryada (Sikh Code of Conduct) as a guide to life and practice | |||||||||||||||||||||||||
98 | ||||||||||||||||||||||||||
99 | - 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) | |||||||||||||||||||||||||
100 | ||||||||||||||||||||||||||