Teaching Material
STUDY UNIT
Journeys
Lower Key Stage 2
BUDDHISM
AT2b
Reflect on significant and memorable journeys.
Learning
Objective 1
In many people’s lives the journey is as important as the destination. In helping pupils to
understand this, time needs to be given for them to reflect on their own journeys and the
feelings and experiences they had. These may include nervousness and/or excitement;
the benefits of travelling with others and sharing the experience. When they look back on
their journeys what do they remember and what memorabilia do they still keep? Give
pupils time to present their memorabilia to the rest of the class and to talk about/write
about their significance. What do they have in common with artefacts from religious
journeys – such as a leaf from the Bodhi tree or a picture of Bodh Gaya?
Pupils will know that journeys have an important place in religious traditions.
AT1
Learning
Objective 2
AT2a
Learning
Objective 3
AT1
Learning
Objective 4
AT2a
Learning
Objective 5
Local/national destinations could include a vihara (monastery) or one of the peace
pagodas (e.g. Milton Keynes) or the Wat Buddhapadipa Temple in London. Buddhists
might wish to visit the key places in the Buddha’s life, particularly Bodh Gaya where he
was enlightened. Tell the Buddha’s life story and explore the concept of enlightenment complete insight and the cessation of all greed, hatred and delusion. Use visual images
of the Buddha’s enlightenment to explore its meaning for Buddhists and how the artists
convey his wisdom and serenity through his posture, facial features etc. Buddhists would
visit the Maha Bodhi temple, built over the site of his enlightenment and circumambulate
the temple three times (representing the jewels: the Buddha, the Dhamma and the
Sangha). They would chant and sit in meditation.
Reflect on religious journeys.
It is important for pupils to be given time to enter empathetically/imaginatively into the
experience of someone who has been on a religious journey. Some of the key experiences
include: the intention to make this a spiritual/religious journey not just a physical one; sharing
the experience with other faith members; first hand experience of a special place and, often,
the person who is linked to it; time to reflect on key teachings and rituals. There is the text for
a guided fantasy on a religious journey in the study unit box at the IEC.
The place of journeys in the lives of religious teachers.
Following his enlightenment and his first sermon to the five ascetics at the deer park at
Sarnath, near Benares, the Buddha then spent the next forty years travelling and
teaching. Two popular stories from these travels concern Angulimala, a robber who
became a follower of the Buddha and Kisagotami, a recently bereaved mother whom the
Buddha helped to cope with her grief. Angulimala’s story is in The Barefoot Book of
Buddhist Tales and Kisagotami’s is in Buddhist Story and Symbol by Jenny Rose, both in
the IEC library. Angulimala’s story shows the possibility of enlightenment for all beings
and is the name given to the Buddhist Prison Chaplaincy organisation which operates in
the UK. Buddhism teaches that we all suffer from greed, hatred and delusion – all of
which lead to crime – and that the response should be to help people to rid them of these
defilements. The Buddha said ‘Do not what is evil. Do what is good. Keep your mind
pure.’ Kisagotami's story shows that death is inevitable and that the Buddha's path
enables escape from suffering. This links directly to the Buddha’s Four Noble Truths.
The meaning of the stories.
Pupils can explore how far they find convincing the Buddha’s advice to Kisagotami.
Would it have been better if he had brought the child back to life? Talk with pupils about
criminals and appropriate ways of dealing with them.
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Teaching Material
STUDY UNIT
Journeys
Lower Key Stage 2
CHRISTIANITY
AT2b
Reflect on significant and memorable journeys.
Learning
Objective 1
In many people’s lives the journey is as important as the destination. In helping pupils to
understand this, time needs to be given for them to reflect on their own journeys and the
feelings and experiences they had. These may include nervousness and/or excitement;
the benefits of travelling with others and sharing the experience. When they look back on
their journeys what do they remember and what memorabilia do they still keep? Give
pupils time to present their memorabilia to the rest of the class and to talk about/write about
their significance. What do they have in common with artefacts from religious journeys –
such as a picture of Bethlehem or a Christian symbol carved out of olive wood?
Pupils will know that journeys have an important place in religious traditions.
AT1
Learning
Objective 2
AT2a
Learning
Objective 3
AT1
Learning
Objective 4
AT2a
Learning
Objective 5
Christians might go to a local church/cathedral/abbey; national sites include Iona and
Lindisfarne, both of which are significant in the development of Christianity in England.
They present an opportunity to study the lives of saints, especially Cuthbert, and to
reflect on the importance of remote islands as places of spiritual and religious
experience. The Lindisfarne Gospels and the history of Christianity in England could be
explored. Reflect on the recent revival of interest in Celtic Christianity: see IEC library
and SU boxes for poems and prayers by David Adams, current vicar of Lindisfarne.
International sites centre on places associated with Jesus’ life: Bethlehem, Galilee and
Jerusalem. Christians might walk the Via Dolorosa, remembering Jesus’ journey to the
cross and visit churches to recall and reflect on the key events in his life. Some
Christians remember the last journey of Jesus’ life in a special service which focuses on
the fourteen Stations of the Cross. Communal acts of worship and private prayer are
part of Christians’ journeys to Israel.
Reflect on religious journeys.
It is important for pupils to be given time to enter empathetically/imaginatively into the
experience of someone who has been on a religious journey. Some of the key experiences
include: the intention to make this a spiritual/religious journey not just a physical one; sharing
the experience with other faith members; first hand experience of a special place and, often,
the person who is linked to it; time to reflect on key teachings and rituals.
There is the text for a guided fantasy on a religious journey in the study unit box.
The place of journeys in the lives of religious teachers.
Jerusalem plays a highly significant part in Jesus’ life – from his journey there as a 12
year old (Luke, chapter 2, verses 41-52) to his journey into Jerusalem on Palm Sunday
(Luke 19, 28-40). In both instances Jesus was carrying out a Jewish ritual – celebrating
Passover, when it was the custom to go up to the Temple. The story of Jesus ‘cleansing
the temple’ could be read. What is he objecting to? Partly the cheating and trading in a
holy place – but also that it was in the court of the Gentiles so their area for worship was
taken over for commercial use.
The meaning of the stories.
Christians believe that Jesus is God’s chosen son and that he was conscious of this even
in childhood. He deliberately went to Jerusalem, after a ministry lasting only about three
years (Luke 18, 31-34) knowing that he faced great danger. Reflect on the reasons for
his popularity on Palm Sunday – but his lonely death just a few days’ later. Talk with
pupils about their attitude towards Jesus: is he the son of God, a great teacher, a
prophet? Why do people still follow his teaching and example, as Christians try to, two
thousand years after his life?
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Teaching Material
STUDY UNIT
Journeys
Lower Key Stage 2
HINDU DHARMA
AT2b
Reflect on significant and memorable journeys.
Learning
Objective 1
In many people’s lives the journey is as important as the destination. In helping pupils to
understand this, time needs to be given for them to reflect on their own journeys and the
feelings and experiences they had. These may include nervousness and/or excitement;
the benefits of travelling with others and sharing the experience. When they look back on
their journeys what do they remember and what memorabilia do they still keep? Give
pupils time to present their memorabilia to the rest of the class and to talk about/write
about their significance. What do they have in common with artefacts from religious
journeys – such as water from the River Ganges?
AT1
Pupils will know that journeys have an important place in religious traditions.
Learning
Objective 2
In England key sites include Bhaktivedanta Manor in Hertfordshire and the Swami Narayan
Temple in Neasden. There are vast numbers of religious sites in the sub-continent,
including Mathura where Krishna was born and Vrindavan where he was brought up.
Rama’s birthplace was Ayodhaya, the place to which he returned after his long exile with
Sita and Lakshman. Pupils can enjoy the story of Deepawali (Diwali) which focuses on
good overcoming evil – Rama destroyed the evil king Ravana. It is also important to look
at the characters in the story and their qualities – Rama’s upright character, his
commitment to keeping his father’s word – and Sita’s devotion and moral integrity. The
story also links to the festival of Navaratri/Durga Puja/Dusserah when Rama’s defeat of
Ravana is commemorated in special performances known as Ram Lila. While the name
and celebrations differ, this is one of few festivals celebrated across India.
AT2a
Reflect on religious journeys.
Learning
Objective 3
It is important for pupils to be given time to enter empathetically/imaginatively into the
experience of someone who has been on a religious journey. Some of the key experiences
include: the intention to make this a spiritual/religious journey not just a physical one; sharing
the experience with other faith members; first hand experience of a special place and, often,
the person who is linked to it; time to reflect on key teachings and rituals.
There is the text for a guided fantasy on a religious journey in the study unit box at the IEC.
AT1
The place of journeys in the lives of religious teachers.
Learning
Objective 4
After the capture of Sita during their exile, Rama and his brother Lakshman determined to
find her and destroy evil. They journeyed to Sri Lanka, Ravana’s kingdom, and with the
help of Hanuman, the monkey god, they were able to defeat Ravana in battle and rescue
Sita. Rama is believed by Hindus to be one of ten incarnations of the god Vishnu, the
preserver god. The story of Rama and Sita is widely available, including the IEC library.
AT2a
The meaning of the stories.
Learning
Objective 5
Give pupils time to explore the theme of good overcoming evil. It is a common theme in all
sorts of children’s (and adults’) literature and film. Talk about everyone’s responsibility to stand
up to something that is wrong, not giving in or being cowardly. Explore with them, times when
it may be hard to do what is right. How can we help each other to do what is right?
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Teaching Material
STUDY UNIT
Journeys
Lower Key Stage 2
ISLAM
AT2b
Reflect on significant and memorable journeys.
Learning
Objective 1
In many people’s lives the journey is as important as the destination. In helping pupils to
understand this, time needs to be given for them to reflect on their own journeys and the
feelings and experiences they had. These may include nervousness and/or excitement;
the benefits of travelling with others and sharing the experience. When they look back on
their journeys what do they remember and what memorabilia do they still keep? Give
pupils time to present their memorabilia to the rest of the class and to talk about/write
about their significance. What do they have in common with artefacts from religious
journeys – such as the Ihram worn by pilgrims to Makkah?
AT1
Pupils will know that journeys have an important place in religious traditions.
Learning
Objective 2
The reasons a Muslim would go on a journey to Makkah would be: to become a pious
Muslim; to fulfil a religious duty; to repent for sins. Other important sites for Muslims are
Madinah (the city to which Prophet Muhammad went in 622 CE/1AH) and Jerusalem,
where it is believed he visited. The pilgrimage to Makkah, one of the five pillars of Islam,
includes a number of important rituals, but it is the religious intention that is the truly
important factor. One of the key rituals is to go round the Ka’bah seven times; they go to
the plain of Arafat which surrounds Makkah and where Muhammad gave a famous
sermon; they go to Mina and symbolically destroy evil by throwing stones and then run
between two hills, remembering the story of Hajirah seeking water for her son Ismail, one
of the prophets of Islam. There is a thinking skills activity in the SU box at the IEC on the
Hajj, the pilgrimage to Makkah.
AT2a
Reflect on religious journeys.
Learning
Objective 3
It is important for pupils to be given time to enter empathetically/imaginatively into the
experience of someone who has been on a religious journey. Some of the key experiences
include: the intention to make this a spiritual/religious journey not just a physical one; sharing
the experience with other faith members; first hand experience of a special place and, often,
the person who is linked to it; time to reflect on key teachings and rituals.
There is the text for a guided fantasy on a religious journey in the study unit box at the IEC.
AT1
The place of journeys in the lives of religious teachers.
Learning
Objective 4
The journey of Prophet Muhammad to Madinah was a highly significant event in his life.
Details of the story can be found in the SU box at the IEC – as can a thinking skills exercise.
Muhammad’s escape from Makkah where his followers were being persecuted is known as
the Hijrah: the Muslim calendar starts from the year of the Hijrah - 622CE = 1AH.
AT2a
The meaning of the stories.
Learning
Objective 5
Discuss with pupils the right of people to practise their religion without fear of
persecution. How can we, as individuals, support that principle? How should we behave
and speak to people whose religion/culture/beliefs are different from our own?
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Teaching Material
STUDY UNIT
Journeys
Lower Key Stage 2
JUDAISM
AT2b
Reflect on significant and memorable journeys.
Learning
Objective 1
In many people’s lives the journey is as important as the destination. In helping pupils to
understand this, time needs to be given for them to reflect on their own journeys and the
feelings and experiences they had. These may include nervousness and/or excitement;
the benefits of travelling with others and sharing the experience. When they look back on
their journeys what do they remember and what memorabilia do they still keep? Give
pupils time to present their memorabilia to the rest of the class and to talk about/write
about their significance. What do they have in common with artefacts from religious
journeys – such as pictures of the western wall at Jerusalem?
AT1
Pupils will know that journeys have an important place in religious traditions.
Learning
Objective 2
Traditionally, Orthodox Jews live within walking distance of a synagogue, in order to
observe the Shabbat laws. The key focus for journeys internationally is Jerusalem, the
site of the ancient temple, destroyed by the Romans in 70CE, of which the Western Wall
(known as the Kotel) remains. This is THE sacred site for Jews and many will come here
on pilgrimage to pray – including writing prayers on tiny scrolls of paper and posting them
in the cracks between the stones. It is a moving site to see so many devout Jews
praying at the western wall. Women and men are separated. Some Jews, known as the
Hassidim, still wear traditional Polish dress. The western wall is also a popular site for
Bar Mitzvah celebrations, including many boys from the UK.
AT2a
Reflect on religious journeys.
Learning
Objective 3
It is important for pupils to be given time to enter empathetically/imaginatively into the
experience of someone who has been on a religious journey. Some of the key experiences
include: the intention to make this a spiritual/religious journey not just a physical one; sharing
the experience with other faith members; first hand experience of a special place and, often,
the person who is linked to it; time to reflect on key teachings and rituals.
There is the text for a guided fantasy on a religious journey in the study unit box at the IEC.
AT1
The place of journeys in the lives of religious teachers.
Learning
Objective 4
Use the story of Abraham's journey from Ur of the Chaldees to the land of Canaan, the
Promised Land. It begins in Genesis chapter 12. God promises that he will give Abram
(as he is known then) a country that will become a great nation and that God will bless
him. This covenant (promise) is a key idea in the Jewish Bible. Other parts of the story
of Abram can be explored, including his journey to Egypt (12, 9-20) and the near sacrifice
of his son Isaac (Genesis 22, 1-18).
AT2a
The meaning of the stories.
Learning
Objective 5
Although Abram did not always behave as he should, God still made a covenant with
him. Explore the idea of a covenant between God and people – and the deep sense of
God’s presence that many religious people experience in their own lives.
Abraham’s devotion to God is ‘tested’ in the story of Isaac – at a time when human
sacrifice to a deity was not uncommon. What does it mean to ‘serve’ God or ‘make
sacrifices’ today? Some religions still practise animal sacrifice but Judaism is not among
them since the destruction of the Temple in Jerusalem in 70CE.
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Teaching Material
STUDY UNIT
Journeys
Lower Key Stage 2
SIKH DHARAM
AT2b
Reflect on significant and memorable journeys.
Learning
Objective 1
In many people’s lives the journey is as important as the destination. In helping pupils to
understand this, time needs to be given for them to reflect on their own journeys and the
feelings and experiences they had. These may include nervousness and/or excitement;
the benefits of travelling with others and sharing the experience. When they look back on
their journeys what do they remember and what memorabilia do they still keep? Give
pupils time to present their memorabilia to the rest of the class and to talk about/write
about their significance. What do they have in common with artefacts from religious
journeys – such as a picture of the Golden Temple at Amritsar?
AT1
Pupils will know that journeys have an important place in religious traditions.
Learning
Objective 2
Gurdwaras can be found throughout Britain and some have particular links with teachers,
so some devotees might travel a long way to a celebration. Many Sikhs like to visit
religious centres in the Punjab, particularly the Golden Temple, the Harimandir, in Amritsar
(literally ’pool of nectar’). It was built in 1577 by Guru Ram Das and later extended by Guru
Arjan, two of the ten human gurus of Sikhism. Sikhs visit the Harimandir to pray, bathe in
the waters that surround the temple, and engage in communal worship. This helps them to
remember the Gurus and their lives and teaching.
AT2a
Reflect on religious journeys.
Learning
Objective 3
It is important for pupils to be given time to enter empathetically/imaginatively into the
experience of someone who has been on a religious journey. Some of the key experiences
include: the intention to make this a spiritual/religious journey not just a physical one; sharing
the experience with other faith members; first hand experience of a special place and, often,
the person who is linked to it; time to reflect on key teachings and rituals. There is the text for
a guided fantasy on a religious journey in the study unit box at the IEC.
AT1
The place of journeys in the lives of religious teachers.
Learning
Objective 4
One of the most famous stories of Guru Nanak’s travels is his visit to Makkah. It is
important to remember that immediately after his profound religious experience, he
pronounced that there is no Hindu or Muslim. What he probably meant by this is that all
human beings are equal and what matters is their devotion to and trust in God. Guru
Nanak criticised both religions when he felt that rituals were getting in the way of religious
practice. In Makkah he criticised the practice of not pointing feet towards the Ka’bah –
saying that God is everywhere, not just in the Ka’bah (not that Muslims think that God is
only the Ka’bah). This story can be found in the study unit box at the IEC and in Bed
Time Stories 2 by Santokh Singh Jagdev and published by the Sikh Missionary Society
(in the IEC library).
AT2a
The meaning of the stories.
Learning
Objective 5
Explore with pupils the good and bad aspects of observing a ritual: the good points
include personal discipline, good habits, continuing traditions, making events or
experiences particularly significant; the bad points include lack of real thought and
sincerity, superstition, empty ritual without commitment.
6