© OCR 2009
Contents
Introduction
3
Sample Scheme of Work: Unit B601: Deity, Religious & Spiritual Experience, End of
Life (Sikhism)
6
Sample Lesson Plan: Unit B601: Deity, Religious & Spiritual Experience, End of Life
(Sikhism)
27
2 of 33
GCSE Religious Studies B (Philosophy and Applied Ethics)
Introduction
Background
Following a review of 14 – 19 education and the Secondary Curriculum Review, the Qualifications
and Curriculum Authority (QCA) has revised the subject criteria for GCSEs, for first teaching in
September 2009. This applies to all awarding bodies.
The new GCSEs have more up-to-date content and encourage the development of personal,
learning and thinking skills in your students.
We’ve taken this opportunity to redevelop all our GCSEs, to ensure they meet your requirements.
These changes will give you greater control of assessment activities and make the assessment
process more manageable for you and your students. Controlled assessment will be introduced for
most subjects.
From September 2012 assessment tasks may be undertaken at any point between release of the
task and the examination series for which the task must be submitted. Centres must ensure that
candidates undertake a task that is valid for submission in the year in which the candidate
intends to submit it.
OCR has produced a summary brochure, which summarises the changes to Religious Studies
Sikhism. This can be found at www.ocr.org.uk, along with the new specification.
In order to help you plan effectively for the implementation of the new specification we have
produced these Schemes of Work and Sample Lesson Plans for Religious Studies Sikhism. These
Support Materials are designed for guidance only and play a secondary role to the Specification.
Our Ethos
OCR involves teachers in the development of new support materials to capture current teaching
practices tailored to our new specifications. These support materials are designed to inspire
teachers and facilitate different ideas and teaching practices.
Each Scheme of Work and set of sample Lesson Plans is provided in Word format – so that you
can use it as a foundation to build upon and amend the content to suit your teaching style and
students’ needs.
The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and the
teaching hours are suggestions only. Some or all of it may be applicable to your teaching.
The Specification is the document on which assessment is based and specifies what content and
skills need to be covered in delivering the course. At all times, therefore, this Support Material
GCSE Religious Studies B (Philosophy and Applied Ethics)
3 of 33
booklet should be read in conjunction with the Specification. If clarification on a particular point is
sought then that clarification should be found in the Specification itself.
4 of 33
GCSE Religious Studies B (Philosophy and Applied Ethics)
A Guided Tour through the Scheme of Work
= Innovative Teaching Idea
This icon is used to highlight exceptionally innovative ideas.
= ICT Opportunity
This icon is used to illustrate when an activity could be taught using ICT
facilities.
GCSE Religious Studies B (Philosophy and Applied Ethics)
5 of 33
Sample GCSE Scheme of Work
Unit B601: Philosophy 1 (Deity, Religious & Spiritual Experience, End
of Life) (Sikhism)
Suggested
teaching time
10 hours
Topic
Belief about Deity
Topic outline
Suggested teaching and homework
activities
The Nature of Waheguru

Students investigate the meaning of
Waheguru [Wonderful Lord] by reading the
Mul Mantra which reveals gods nature in the
simplest terms

Students create a spider gram taking the
key words of the Mul Mantra and giving a
simple description of each
Beliefs about the nature of
Waheguru
Belief in Waheguru
6 of 33
Points to note
A selection of text may be used included those
suitable for
Key Stage 3
 The Sikh Experience [Philip Emmet]

Students should focus on the belief that for
Sikhs there is only one God [monotheism]
who they believe to be the creator

It is worth noting that Sikh’s do not like
Waheguru to be referred to using genderspecific terms as God’s genderless nature is
specified in the Mul Mantra

Students should be encouraged to
concentrate on extracts from the Adi Granth
as revealed by the individual guru’s that will
help them to understand the different
elements attributed to the nature of
Waheguru

Sikhism for Today [Kanwaljit Kaur-Singh

www.bbc.co.uk/schools/gcsebitesize


Teach Yourself Sikhism [W.Owen Cole]
Students create a leaflet using Sikh
symbolism such as Ik Onkar and their
analysis of the Mul Mantra to explain what
Sikhs believe about Waheguru

This text is particularly useful in its
investigation of the Sikh teachings about
god as all powerful and all knowing with
named references related to the Adi Granth

Discussion about the ways different
religions were revealed through prophets
and founders of the faith

Use GCSE Bitesize link section
Essential key words

Sikhs believe that God is……

Sargun [immanent-everywhere and
everything]

Nirgun [transcendent-above and beyond
creation]

= Innovative teaching
idea
Suggested resources
Students analyse the way God revealed
godself to Guru Nanak Dev Ji and
investigate the nature of Waheguru as the
ultimate guru
= ICT opportunity
GCSE Religious Studies B (Philosophy and Applied Ethics)
Sample GCSE Scheme of Work
Unit B601: Philosophy 1 (Deity, Religious & Spiritual Experience, End
of Life) (Sikhism)
Suggested
teaching time
10 hours
Topic outline
Topic
Suggested teaching and homework
activities

Miracles
Different beliefs within
Sikhism.
= Innovative teaching
idea
Belief about Deity
Suggested resources
Points to note
Students investigate the authority Guru
Granth Sahib Ji to Sikhs and the
contribution of the human guru’s to reveal
their belief in the nature of Waheguru
Other names for God

Sat Nam Eternal reality

Homework activities:

Raheguru Wonderful Lord

What is the Nam Japo and why is it an
important part of worship?

Look at the ways hymns are used in the
gurdwara to convey the nature of Waheguru
Stimulus: Students work in pairs to create a
spider gram of well known miracles.
Discussion:

Do miracles have a scientific explanation?

What can we learn from miracles about the
power of God?

Students debate the concept of miracle and
why Sikhs do not believe in miracles but
more the ‘will of God’

Students investigate unexplained events
GCSE Religious Studies B (Philosophy and Applied Ethics)
Students should understand the general
concept adopted by most faiths to explain how
any God may be known

General revelation: Through sacred writings,
the natural world, creation

Special Revelation: the experience of
individuals through visions, supernatural
experiences, miracles
= ICT opportunity
7 of 33
Sample GCSE Scheme of Work
Unit B601: Philosophy 1 (Deity, Religious & Spiritual Experience, End
of Life) (Sikhism)
Suggested
teaching time
10 hours
Topic outline
Topic
Belief about Deity
Suggested teaching and homework
activities
Suggested resources
Points to note

www.sikhnet.com


www.sikhspirit.com
Is the nature of Waheguru a miracle in its
own right?

www.khalsaaid.org

Why is it human nature to expect proof to
facilitate belief?
connected to the lives of the guru’s to
analyse the way the stories explain the
existence of Waheguru and may indicate a
miracle
Waheguru intervening in the
world
8 of 33
= Innovative teaching
idea
Students create a wall display to show the ways
in which Sikhs believe Waheguru intervenes in
the world revealing power, love, authority and
compassion e.g.

Creation and nature

Revelation and messages to mankind
through the lives of the guru’s

The concept of sewa and charity

The divine spark

Students identify one example from the wall
display to produce a written argument for
how this might prove the existence of
Waheguru for Sikhs

Students video or audio record each others
arguments to support their belief in
= ICT opportunity
GCSE Religious Studies B (Philosophy and Applied Ethics)
Sample GCSE Scheme of Work
Unit B601: Philosophy 1 (Deity, Religious & Spiritual Experience, End
of Life) (Sikhism)
Suggested
teaching time
10 hours
Topic outline
Topic
Belief about Deity
Suggested teaching and homework
activities
Suggested resources
Points to note
Waheguru
= Innovative teaching
idea
GCSE Religious Studies B (Philosophy and Applied Ethics)
= ICT opportunity
9 of 33
Sample GCSE Scheme of Work
Unit B601: Philosophy 1 (Deity, Religious & Spiritual Experience, End
of Life) (Sikhism)
Suggested
teaching time
12 hours
Topic outline
Introduction to the concept of
worship
Topic
Religious and Spiritual Experience
Suggested teaching and homework
activities
Students divide into two groups to investigate
the common strands connected to all forms of
worship practiced by two other world faiths and
how they may enhance belief and bring the
community together.

Holy buildings

Sacred texts

Prayer

Hymns
Suggested resources
Points to note

ICT and internet research


RE resources available within your
department
Students familiarise themselves with the
concept of worship by analysing the ways in
which other world faiths approach this
matter

Students will find evaluating the similarities
and differences a valuable exercise as
preparation for GCSE questions

Students should focus on the ways in which
the teachings of the individual guru’s are
recreated as part of the culture of the
gurdwara

The way equality between men and women
is shown as both may read the Guru Granth
 Religious Art and iconography
(This is an example activity only, candidates are
not however required to study more than One
Religion).
Public Worship

Worship in the gurdwara

The use of symbolism in
worship
10 of 33
= Innovative teaching
idea


Students use text books and ICT research
to create a guide booklet for the gurdwara
They may approach this task thematically
by dividing into small groups. Presentation
through ‘speaking and listening’ skills or

ICT and internet sources

www.bbc.co.uk/birmingham provides a
virtual tour of the diwan hall at Smethwick
Guru Nanak Gurdwara.

www.sikhnet.com
= ICT opportunity
GCSE Religious Studies B (Philosophy and Applied Ethics)
Sample GCSE Scheme of Work
Unit B601: Philosophy 1 (Deity, Religious & Spiritual Experience, End
of Life) (Sikhism)
Suggested
teaching time
12 hours
Topic outline

Topic
Religious and Spiritual Experience
Suggested teaching and homework
activities
creating their own power point sessions can
be undertaken for assessment purposes
Suggested resources

= Innovative teaching
idea
Golden Temple at Amritsar

The Sikh Experience [Philip Emmet]
The Nishan Sahib, this should include an
analysis of the Khanda symbol and the use
of the Ik Onkar symbol in the gurdwara...

Sikhism for Today [Kanwaljit Kaur-Singh]

Teach Yourself Sikhism [W.Owen Cole]

The cloakroom and rules for entering the
gurdwara

The diwan hall

The langar

The rest room for the Guru Granth Sahib Ji

Classrooms

Living Quarters

The role of the granthis, ragis, gianis

Kirtan and the singing of the shabads, the
GCSE Religious Studies B (Philosophy and Applied Ethics)
Sahib Ji and present the kirtan
www.sikhspirit.com
The use of art and music to Contents should include:
express beliefs about
 A selection of photographs which represent
Waheguru
different styles of gurdwara including the

Points to note

The langar represents ultimate equality
between all castes and social groups

The way the Guru Granth sahib Ji is treated
with respect

A focus on the ways in which the gurdwara
is reliant on the Sikh community to maintain
the teachings of the guru’s and how this
= ICT opportunity
11 of 33
Sample GCSE Scheme of Work
Unit B601: Philosophy 1 (Deity, Religious & Spiritual Experience, End
of Life) (Sikhism)
Suggested
teaching time
12 hours
Topic outline
Topic
Religious and Spiritual Experience
Suggested teaching and homework
activities
Suggested resources
Points to note
Anand Sahib composed by Guru Amar Das
Private Worship

Students include a portrait of each of the ten
gurus in a ‘hall of fame’. For each guru,
students give factual information about their
achievements and contribution towards the
Sikh faith

Suggested homework activity; ICT research
for photographic evidence or illustrations to
enhance guide booklet

Students focus on what is needed for Sikh
prayer to take place in the gurdwara. e.g.
Guru Granth Sahib Ji

ICT internet research

Students may wish to create a virtual reality
diwan room

Students make a plan of how diwan hall is
laid out to receive and show respect to the
Guru Granth Sahib [e.g. takht, canopy, palki
etc, bedroom]

Students create their own wall display to
show the necessary equipment to facilitate
private worship

Stimulus: students investigate setting up
their own diwan room to facilitate private
prayer within their home by converting one
of the rooms in their house into a diwan hall
Worship at home
12 of 33
= Innovative teaching
idea
helps to bring the community together

A focus on private prayer should include the
similarities and differences between the way
a Sikh might worship at both the gurdwara
and alone and the advantages and
disadvantages of being part of the sangat ns
participating in langar

Students may wish to investigate the
symbolism that may be used in a small
room that best recreates the meaning of
Sikhism and reflects its culture and history
= ICT opportunity
GCSE Religious Studies B (Philosophy and Applied Ethics)
Sample GCSE Scheme of Work
Unit B601: Philosophy 1 (Deity, Religious & Spiritual Experience, End
of Life) (Sikhism)
Suggested
teaching time
12 hours
Topic outline
Prayer
Topic
Religious and Spiritual Experience
Suggested teaching and homework
activities

What are the advantages and limits of how
respect may be shown to the Guru Granth
Sahib Ji?

Investigate the use of the gutka as part of
everyday worship

Students investigate the concept the prayer
by analysing the meanings of the most
popular prayers and how they are used to
explain the concept of Sikhism
Prayers investigated may include the most used
extracts of the Guru Granth Sahib Ji, Adi
Granth and gutka.
= Innovative teaching
idea

The Mul Mantra

The Japji

The Sukhmani Sahib [Hymn of Peace]

The Anand Sahib by Guru Amar Das [to
look at the nature of God]

Students find examples of prayer to
GCSE Religious Studies B (Philosophy and Applied Ethics)
Suggested resources
Points to note

Teach Yourself Sikhism [W.Owen Cole]


www.sikhiwiki.org
For audio and visual links to many Sikh
prayers with English translations
It may be useful for students to compare
extracts from Sikh prayer with prayers from
other world faiths to obtain a whole a
comparative overview of the concept of god,
worship and commitment
= ICT opportunity
13 of 33
Sample GCSE Scheme of Work
Unit B601: Philosophy 1 (Deity, Religious & Spiritual Experience, End
of Life) (Sikhism)
Suggested
teaching time
12 hours
Topic outline
Topic
Religious and Spiritual Experience
Suggested teaching and homework
activities
Suggested resources
Points to note


describe God and behaviour towards God.
e.g. ‘You are both father and mother, we are
your children,’ Sukhmani Sahib
Meditation

Discussion: What is meditation? What is its
purpose?

Introduction to key word, nam simran
connected to the teaching of Guru Nanak as
an example of private and individual
worship and congregational worship

Stimulus: Students look at power point
display or use internet access to view virtual
tour of a gurdwara

Discussion: How can Sikhs use the diwan
hall, symbols and meditation to focus on
Sikh teachings?

14 of 33
= Innovative teaching
idea
There are several internet sights that
discuss the purpose and value of nam
simran
Nam Simran
‘repeating god’s name erases doubt and
delusion’ [GGS 814]

Students may wish to compare the use of
rosary and prayer beads as part of private
worship and how they help to focus and
meditate on the meaning of the prayer being
repeated

Students should connect the use of nam
simran as an example of sewa
Look at examples of meditation that take
place in the gurdwara e.g. chanting
Waheguru to meditate on god’s name.
= ICT opportunity
GCSE Religious Studies B (Philosophy and Applied Ethics)
Sample GCSE Scheme of Work
Unit B601: Philosophy 1 (Deity, Religious & Spiritual Experience, End
of Life) (Sikhism)
Suggested
teaching time
12 hours
Topic outline
Topic
Suggested teaching and homework
activities

= Innovative teaching
idea
Religious and Spiritual Experience
Suggested resources
Points to note
Is there value in meditation, how does it aid
worship?
GCSE Religious Studies B (Philosophy and Applied Ethics)
= ICT opportunity
15 of 33
Sample GCSE Scheme of Work
Unit B601: Philosophy 1 (Deity, Religious & Spiritual Experience, End
of Life) (Sikhism)
Suggested
teaching time
12 hours
Topic
End of Life
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note
Concept of the soul

Discussion: What is the soul?

ICT and Internet research


Students analyse common myths and
beliefs about the soul and what is meant by
an ‘afterlife’

RE department resources

www.sikhiwiki.org/index.php/Sikh_Beliefs

http://allaboutsikhs.com/

16 of 33
= Innovative teaching
idea
Students divide into small groups to find
examples of religious and secular art work
which describes the soul and its possible
journey after death

Feedback to group through presentation,
discussion, power point, OHP etc

Students make lists of films and television
programmes that have given ideas about
the soul and what the afterlife may be like
Discussions will
generally reflect
religious beliefs about
heaven, hell,
reincarnation and how
students imagine
these to be
Students may reach the
conclusion

That Jews, Christians
and Muslims believe
that the soul continues
into an afterlife but
Sikhs, Hindus and
Buddhists believe in
reincarnation or rebirth

Discussion may also
lead to the customs of
burial and cremation
= ICT opportunity
GCSE Religious Studies B (Philosophy and Applied Ethics)
Sample GCSE Scheme of Work
Unit B601: Philosophy 1 (Deity, Religious & Spiritual Experience, End
of Life) (Sikhism)
Suggested
teaching time
12 hours
Topic
End of Life
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note
The relationship between body



Students should
understand the
examples of human
nature that may
damage the
relationship between
the physical body and
atma:

Pride

Desire or lust

Anger

Greed

Is there a difference
between the concept
of reincarnation and
rebirth?

Can students explain
why Sikhs are
Atma
Introduction to the key word atma [soul] in
relation to the Sikh belief that upon mukti,
the atma is reunited with God
www.bbc.co.uk/schools/gcsebitesize
Three question testers
Life after death

‘Why do Sikhs describe the atma as the
divine spark?’

‘What is hukam and how can it help a Sikh
to create good karma’?

‘Explain the meaning of being gurmukh and
describe why it is the opposite of ‘mancentred’?

Samsara
Karma

Students role play their findings writing a
short script to define and explain their part

GCSE Question ‘Mukti is the ultimate aim of
Rebirth
= Innovative teaching
idea
Student’s works in pairs, each are given one
of the following key words to explain,
Samsara, Karma, and Rebirth
GCSE Religious Studies B (Philosophy and Applied Ethics)

The Sikh Experience [Philip Emmett]

Sikhism for Today [Kanwaljit Kaur Singh]

Teach Yourself Sikhism [W. Owen Cole]

English translations of the Guru Granth
Sahib Ji can be found on the internet

http://www.sikhs.org/english/egranth.htm
= ICT opportunity
17 of 33
Sample GCSE Scheme of Work
Unit B601: Philosophy 1 (Deity, Religious & Spiritual Experience, End
of Life) (Sikhism)
Suggested
teaching time
12 hours
Topic
End of Life
Suggested teaching and homework
activities
Topic outline
Suggested resources
Points to note
most Sikhs.’ Do you agree?
Relationships between moral
behaviour and future rebirths.
18 of 33
= Innovative teaching
idea

Students make a list of the ways in which a
Sikh may achieve positive karma during
different stages of their life

Stimulus: power point pictures or
newspaper articles of examples of negative
behaviour or crime

Students suggest the appropriate rebirth
circumstances to match the offence

Students investigate the law of karma and
the way in which this places responsibility
for their next life on the individual concerned

Draw a diagram of the three rules to live by;
Nam Japna, Kirat Karni and Vand Chhakna,
for rule give a list of examples to describe
ways of obeying the rule

Create a list of ‘commandments’ for Sikhs to
vegetarians?

Going against God’s
will can incurr
punishment, is God
always seen as loving
and forgiving?

Students should link
the different aspects
of sewa and nam
simran to the
relationship between
moral behaviour and
= ICT opportunity
GCSE Religious Studies B (Philosophy and Applied Ethics)
Sample GCSE Scheme of Work
Unit B601: Philosophy 1 (Deity, Religious & Spiritual Experience, End
of Life) (Sikhism)
Suggested
teaching time
12 hours
Topic
End of Life
Suggested teaching and homework
activities
Topic outline
Suggested resources
Points to note
live by to assist mukti
Funeral rites
= Innovative teaching
idea
Write an order of service for a Sikh funeral to
include:

Preparation of the deceased for service and
cremation

How the diwan hall is used for the funeral
service

How comfort may be found in reading the
Guru Granth Sahib

The Kirtan Sohila prayer

Traditional and British cremation and the
scattering of ashes

Rejection of gravestones and memorials
and the reasons for this

Cleansing the home
GCSE Religious Studies B (Philosophy and Applied Ethics)
future births and the
ways in which they
can assist a good
rebirth

www.bbb.co.uk Sikh funerals

For an interview and description of what
happens when a Sikh dies and Sikh views
on death

The Sikh Experience [Philip Emmet]

Teach Yourself Sikhism [W. Owen Cole]

Students should
investigate why death
is accepted as part of
life for Sikhs and why
they celebrate the life
of the deceased

How does the Kirtan
Sohila help a Sikh to
accept death may also
be the opening to
mukti?

‘If God abides with
you undisturbed you
will not be reborn.’
[Sohila Prayer]
= ICT opportunity
19 of 33
Sample GCSE Scheme of Work
Unit B601: Philosophy 1 (Deity, Religious & Spiritual Experience, End
of Life) (Sikhism)
Suggested
teaching time
12 hours
End of Life
Suggested teaching and homework
activities
Topic outline
The ways funeral rites reflect
belief and aim to support the
bereaved.
20 of 33
Topic
= Innovative teaching
idea

The period of mourning and Barsi prayer

‘Life is like a shadow on the wall’ [GGS]

Students write a prayer for a Sikh funeral
service to describe what this means

Students use their Sikh order of service to
help them make two lists entitled: Physical
needs and spiritual needs related to the
Sikh funeral rites

Write a letter on behalf of the family of a
recently deceased Sikh to thank the sangat
for their comfort and support during their
time of mourning. Describe how sewa might
be part of their actions
Suggested resources
Points to note

How is Karah Parshad
used to end the period
of mourning?

Investigate the death
of Guru Nanak to
understand more
teachings of the guru’s
= ICT opportunity
GCSE Religious Studies B (Philosophy and Applied Ethics)
Sample GCSE Scheme of Work
Unit B601: Philosophy 1 (Deity, Religious & Spiritual Experience, End
of Life) (Sikhism)
Suggested
teaching time
10 hours
Topic outline
Miracles in the lives of the
gurus
Guru Nanak
= Innovative teaching
idea
Topic
Belief about Deity
Suggested teaching and homework
activities
Suggested resources
Points to note
Key Question

A variety of Sikh websites dedicated to the
Janam Sakhis and Guru Nanak Dev Ji


Library resources

Was Guru Nanak Dev Ji’s life changing
spiritual experience a miracle?

Students work in pairs to undergo a CSI
investigation of the disappearance of Guru
Nanak Dev Ji after bathing in the river Bein

Select individual members of your group to
conduct different parts of the investigation
including questions and possible answers
you may need to put to key witnesses
including Guru Nanak Dev Ji

Students research the early childhood
stories related to Guru Nanak Dev Ji
commonly known as the Janam Sakhis

Task: Produce a story board to explain two
of the stories and suggest why they may be
perceived as miracles
GCSE Religious Studies B (Philosophy and Applied Ethics)
Students collate information to explain and
conclude the nature of Guru Nanak Dev Ji’s
disappearance and how it may be explained
in modern day terms
Students may wish to investigate other stories
which indicate possible miracles

The story of Lalo’s bread

The mystery surrounding the disappearance
of Guru Nanak Dev Ji’s body when he died
= ICT opportunity
21 of 33
Sample GCSE Scheme of Work
Unit B601: Philosophy 1 (Deity, Religious & Spiritual Experience, End
of Life) (Sikhism)
Suggested
teaching time
10 hours
Topic
Belief about Deity
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note
Guru Govind Singh
Key Question

A variety of websites dedicated to the tenth
guru and the festival of Vaisakhi

Students may decide that this was not a
miracle but an illusion

Library resources

Is the message it attempts to portray any
less significant?

22 of 33
= Innovative teaching
idea
Did Guru Gobind Singh really behead the
Panj Pyare or was this a magical illusion to
promote faith?

Stimulus: Have you ever witnessed
something you cannot explain? Students
discuss their personal experiences and
possible accounts of the supernatural

Write a newspaper article to descibe and
explain the events which occurred on the
first day of Vaisakhi

Interview the Guru and the Panj Pyare for
their version of what happened in the Guru’s
tent
= ICT opportunity
GCSE Religious Studies B (Philosophy and Applied Ethics)
Sample GCSE Scheme of Work
Unit B601: Philosophy 1 (Deity, Religious & Spiritual Experience, End
of Life) (Sikhism)
Suggested
teaching time
10 hours
Topic
Religious and Spiritual Experience
Topic outline
Suggested teaching and homework
activities
Suggested resources
Food and Fasting
Stimulus:


Concept of fasting


Rejection of fasting

Points to note
Various internet websites
PowerPoint display of examples of fasting
connected to world faiths
-
Lent
-
Jesus’ temptations in the wilderness.
-
Buddha before discovering the ‘middle
way’
Students compare power point examples
with images of poverty and hunger to
understand how purposeful fasting can
promote empathy and a deeper
understanding of suffering
GCSE questions.
= Innovative teaching
idea

Why might Sikhs reject the idea of fasting?

How could they replace this activity to
understand the nature suffering in a positive
and productive way?
GCSE Religious Studies B (Philosophy and Applied Ethics)
= ICT opportunity
23 of 33
Sample GCSE Scheme of Work
Unit B601: Philosophy 1 (Deity, Religious & Spiritual Experience, End
of Life) (Sikhism)
Suggested
teaching time
10 hours
Topic
Religious and Spiritual Experience
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note
Food for festivals
Stimulus:


The use of parshad

24 of 33
= Innovative teaching
idea
What food is traditionally associated with
different festivals and why?

Investigate the way Sikh festivals are
celebrated and the use of food as part of the
service, e.g. the use of fruit during the
gurpubs, sweets and special treats during
Divali

Create a special party menu to satisfy the
needs of a hungry sangat at your local
gurdwara

Find the recipe for parshad and make some.

Students investigate the meaning of the
sharing of the Karah parshad at the end of
each service to demonstrate equality

How does the preparation and distribution of
the karah parshad help to remember the
festival at Vaisakhi and also help to
strengthen Sikh faith
www.bbc.co.uk/food/news_and_events/events
_baisakhi.shtml

http://www.pradipsweet.co.uk/
Students should link the acceptance of the
karah parshad by the sangat as the
acceptance of God’s love and the teaching
of equality amongst Sikhs
= ICT opportunity
GCSE Religious Studies B (Philosophy and Applied Ethics)
Sample GCSE Scheme of Work
Unit B601: Philosophy 1 (Deity, Religious & Spiritual Experience, End
of Life) (Sikhism)
Suggested
teaching time
10 hours
Topic
Religious and Spiritual Experience
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note
The importance of the langar
Stimulus:


Investigate who pays for the langar food in
each gurdwara

This topic is interrelated with the guide
booklet to the gurdwara; students may refer
to their own sources for guidance

= Innovative teaching
idea
With the use of internet facilities, look at the
langar situated at the Golden Temple in
Amritsar

Students create a story board and make
notes to describe and explain the
significance of the langar as part of every
gurdwara

This should include:

The instigation of a ‘free kitchen’ by Guru
Nanak Dev Ji and why

How serving in the langar promotes sewa.

The ways in which the langar helps to bring
the Sikh community together

Produce a diary entry for the day in the
langar and describe how a Sikh might feel
about taking part in this service
GCSE Religious Studies B (Philosophy and Applied Ethics)
There is a great deal of information related
to the langar in all text books connected to
Sikhism and several internet websites
= ICT opportunity
25 of 33
Sample GCSE Scheme of Work
26 of 33
= Innovative teaching
idea
= ICT opportunity
GCSE Religious Studies B (Philosophy and Applied Ethics)
Sample GCSE Lesson Plan
Unit B601: Philosophy 1 (Deity, Religious &
Spiritual Experience, End of Life) (Sikhism)
Belief about deity
Miracles in the lives of the Gurus.
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
Students are introduced to the Janam Sakhis
Objective 2
Students investigate the stories of the cobra and Lalo’s bread.
Objective 3
Students understand why events that cannot be explained may be described as
miracles when connected to religious leaders.
Recap of Previous Experience and Prior Knowledge

Students will have already investigated the phenomenon of the word ‘miracle’ and possibly
investigated miracles related to other world faiths.
Content
Time
Content
5 minutes
Students brainstorm the word ‘miracle’ to ascertain prior knowledge.
Students asked to feed back their opinion of miracles and a possible scientific
explanation surrounding them.
5 minutes
Students use ICT and internet resources to find material connected to Guru
Nanak childhood stories [the Janam Sakhis]
15 minutes
Students work in groups of four.
15 minutes

Students given information of two stories that might be perceived as miracles
by Sikhs.

The story of the cobra shielding the young Nanak’s face as a child.

The story of Lalo’s bread.
Students work in sets of pairs to create a storyboard to show each of the stories.

Students attempt to explain a scientific explanation.
GCSE Religious Studies B (Philosophy and Applied Ethics)
27 of 33
Sample GCSE Lesson Plan

28 of 33
Students attempt to explain spiritual explanation.
GCSE Religious Studies B (Philosophy and Applied Ethics)
Sample GCSE Lesson Plan
10 minutes
Students continue to work on the following questions:

How might the story of the cobra explain the spiritual significance of Nanak
as a child?

How might the story of Lalo’s bread explain the purpose of Guru Nanak Dev
Ji’s teachings as a religious leader?
Consolidation
Time
Content
10 minutes
Students reflect on their responses to the questions and take a class vote on
their perception of the two stories as examples of miracles.
Homework or future lesson.
Student’s research to find other instances of miracles that reveal the Guru’s as
spiritual leaders.
GCSE Religious Studies B (Philosophy and Applied Ethics)
29 of 33
Sample GCSE Lesson Plan
Unit B601: Philosophy 1 (Deity, Religious &
Spiritual Experience, End of Life) (Sikhism)
Religious and Spiritual Experience
Worship in the gurdwara
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
Students understand the key word gurdwara.
Objective 2
Students able to describe the main features of the diwan hall and how respect is
show for the Guru Granth Sahib.
Objective 3
Students can explain Sikhs worship in the gurdwara.
Recap of Previous Experience and Prior Knowledge

Students will already have accessed much of the information about worship in general terms
and may have prior knowledge of Guru Nanak and Guru Govind Singh.
Content
Time
Content
5 minutes

Teacher prepares a selection of colour photos of gurdwara’s on an A4 sheet
to include the Golden Temple at Amritsar and other traditional gurdwara’s. A4
sheet should also two or three buildings that have been converted into
gurdwara’s. All examples should show the Nishan Sahib.

Alternatively, teacher shows examples of gurdwara’s as a power point
presentation.

Students work in pairs to make lists of the main features of the exterior of the
gurdwara’s.
5 minutes
30 of 33
Student’s feedback analysis to each other. Their findings should include.

The inclusion of the Nishan Sahib and its symbol.

Symbolism such as the Ik Onkar
GCSE Religious Studies B (Philosophy and Applied Ethics)
Sample GCSE Lesson Plan
15 minutes

Rules related to entering the gurdwara.

The contrast between the traditional and specially built gurdwara’s and the
buildings that have been converted.
Students work in pairs with A3 paper to create a plan of the diwan hall. Their
plan must include:

The layout of the hall
Students may also wish to make a glossary of terms to define these key words.

The Position of the Guru Granth Sahib

Palki

Canopy

Takht

Manji

Chauri

The role of the granthi and ragis.

A rest or bedroom area.
15 minutes
Students continue with activity with the use of text books and internet access if
available.
10 minutes
Students write a narrative to accompany the A3 plan to explain how the ways in
which the Guru Granth Sahib Ji is shown respect and its status as the final guru.
Consolidation
Time
Content
10 minutes
Students present their work to the class, In pairs, first student describes the main
features and how this aids worship whilst second student explains the way
respect is shown for the Guru Granth Sahib.
Homework or future lesson.
Students plan the order of service for the next gathering of the sangat.
GCSE Religious Studies B (Philosophy and Applied Ethics)
31 of 33
Sample GCSE Lesson Plan
Unit B601: Philosophy 1 (Deity, Religious &
Spiritual Experience, End of Life) (Sikhism)
End of Life
Karma
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
Students analyse the key word ‘karma’
Objective 2
Students investigate the ways in which both positive and negative karma may be
generated.
Objective 3
Students understand how karma may lead to samsara.
Recap of Previous Experience and Prior Knowledge

This lesson is intended as part of three to investigate Samsara, Karma and Rebirth.
Content
Time
Content
5 minutes
Introduction to new key word ‘karma.’
Stimulus: Students evaluate their school rules and make lists of the ways in
which good behaviour and poor behaviour are rewarded and punished.
5 minutes
Students evaluate the main rules connected to the Sikh faith
equality, not smoking, drinking, taking drugs, eating meat, attending the
gurdwara, applying the teaching of the Guru Granth Sahib Ji to everyday lives.
15 minutes
32 of 33
Working in pairs and using A3 paper, students create a picture of a pair of
weighing scales.

On one side students list the types of negative behaviour that may attract
negative karma.

On the other side students make lists and give examples of acts of sewa that
may provide a balance of positive karma.
GCSE Religious Studies B (Philosophy and Applied Ethics)
Sample GCSE Lesson Plan
15 minutes
Students continue to work on this task and investigate the different types of sewa
that may be performed by the Sikh community.
For each type of sewa, they create a guide leaflet entitled
‘Samsara and how to get there!’
10 minutes
Students give a verbal presentation to the members of their class explaining the
main rules related to achieving samsara.
Consolidation
Time
Content
10 minutes
Students look at the ways in which karmic influence may dictate the future rebirth
of a Sikh and make lists of the five most popular acts of sewa to combat negative
karma.
Homework or future lesson.
Students complete guide leaflet for homework.
Students investigate key word ‘rebirth’
GCSE Religious Studies B (Philosophy and Applied Ethics)
33 of 33