Teaching Material
STUDY UNIT
Symbols
Upper Key Stage 2
BUDDHISM
AT2 a and b
Reflect on the significance of symbols for adherents and themselves.
Learning
Objective 1
It is important in this study unit that pupils develop an understand of the meaning of
‘symbol’ – it is a representation of belief, ritual, identity, history and tradition and it can
have many layers of meaning – some are widely known and understood and others have
private significance as well. A poppy, for example, has particular associations with World
War One and the fighting in Flanders, but it is linked also with the many wars that have
happened since then, Remembrance Day, support for the injured and bereaved,
bloodshed, British pageantry and public life, as well as being a beautiful flower of vibrant
colour which represents life. Those people who can remember someone who died in war
will have personal associations that are significant for them. Discourage pupils from
finding a single ‘right’ answer when exploring symbols.
AT1
Recognise and understand key symbols.
Learning
Objective 2
Main symbols include a wheel: eight spokes can represent the noble eightfold path; the
Buddha’s first sermon is called ‘Setting in motion the wheel of the Law’ and thus it
represents his teaching. The wheel is a circle which shows all parts of the Buddha's
teaching are interconnected. Samsara – the cycle of life, death and rebirth is also a key
Buddhist teaching. The Wheel of Life is a famous Tibetan representation. Mandalas,
from a word meaning circle, are found around the Buddhist world and are used as an aid
to meditation (See Jenny Rose’s Buddhist Story and Symbol in the IEC library). Pupils
could study the form of a mandala and create their own. Symbols identified in other
study units in upper KS2 include the Buddha image and hand positions, the lotus flower,
the footprint of the Buddha and the Bodhi leaf. Other symbols include prostration in front
of the Buddha and members of the sangha (Buddhist community), always being in a
lower position, putting the hands together when speaking, not pointing one’s feet
towards the Buddha – all to show respect for the spiritual life and the Buddha’s
enlightened state towards which Buddhists work; the symbols of renunciation used by
members of the sangha – shaven heads, almsbowls, robes etc; design of meditation
halls – many are very simple to promote tranquillity and meditation.
AT1
Understand the link between symbols, teaching and practices.
Learning
Objective 3
Buddhist symbols link directly with the story of Buddha's life, his teaching and, in
particular, his enlightenment.
Symbols are there to help the adherent to develop
mindfulness, tranquillity and insight, so that they can gain well-being and happiness for
themselves and others, and work towards enlightenment.
AT1
Express their understanding of & respect for symbols through a variety of media.
Learning
Objective 4
One recent example of the desecration of a Buddhist site was the blowing up of ancient
Buddha images in Afghanistan. There was an international outcry, but the Buddha also
taught that everything is impermanent and that people should not focus on ritual or
outward symbols. True Buddhist practice is about purifying the mind – and getting rid of
anger, greed and delusion (the three ‘fires’ which can destroy our lives).
AT1
Understand that religious language is symbolic.
Learning
Objective 5
Some use of Pali or Sanskrit terms - kamma (Pali) karma (Sanskrit), Dhamma (P)
dharma (S) can be used in KS2. Pali is the language used in Theravada Buddhism and
Sanskrit in Mahayana. 'Enlightenment', 'mindfulness' and ‘wisdom' are words to explore
with pupils to develop their understanding.
1
Teaching Material
STUDY UNIT
Symbols
Upper Key Stage 2
CHRISTIANITY
AT2 a and b
Learning
Objective 1
AT1
Learning
Objective 2
AT1
Learning
Objective 3
AT1
Learning
Objective 4
AT1
Learning
Objective 5
Reflect on the significance of symbols for adherents and themselves.
It is important in this study unit that pupils develop an understand of the meaning of
‘symbol’ – it is a representation of belief, ritual, identity, history and tradition and it can
have many layers of meaning – some are widely known and understood and others have
private significance as well. A poppy, for example, has particular associations with World
War One and the fighting in Flanders, but it is linked also with the many wars that have
happened since then, Remembrance Day, support for the injured and bereaved,
bloodshed, British pageantry and public life, as well as being a beautiful flower of vibrant
colour which represents life. Those people who can remember someone who died in war
will have personal associations that are significant for them. Discourage pupils from
finding a single ‘right’ answer when exploring symbols.
Recognise and understand key symbols.
There are many symbols within Christianity, so choose those not focussed on in other
study units: e.g. different types of crosses and crucifixes; symbols from the Greek (chi-ro
– the first letters of ‘Christ’; IHS –the first letters of ‘Jesus’; the ichthus meaning ‘fish’ –
with all its associations with Jesus and his disciples – and where each letter is the initial
of ‘Jesus Christ, God’s Son and Saviour’. Other symbols include water, candles, fire,
colours, incense, bread and wine; as well as living creatures such as a lamb (the
sacrifice of Jesus, the lamb of God), dove (Jesus’ Baptism, the Holy Spirit, peace), eagle
(St John, and the shape of many lecterns). Christian buildings are often designed in
cross-shape, facing towards Jerusalem; sections of the church are set apart for special
rituals – e.g. the sanctuary behind the altar rail or the iconostasis in Greek Orthodox
churches. Symbolic actions include genuflection (bowing before the sacrament – i.e. the
bread and wine), kneeling, standing up, raising of hands in praise, liturgical dance,
signing with the cross, hands used for blessing.
Understand the link between symbols, teaching and practices.
Select symbols that can be linked with the story of Jesus’ life and Christian belief in him
as the Son of God – cross, crucifix, bread and wine, lamb of God, the Vine. Some
symbols are specifically linked to festivals such as Christmas, and differentiating between
those that are Christian, such as a crib, the star, angels and those that pre-date
Christianity: holly, evergreens and the date of Christmas. Candles and light are a symbol
of the light of the world. Others are linked to key rituals, such as the Eucharist or Last
supper. Different interpretations by different Christian groups – some Protestants would
emphasise the symbolic nature of the bread and the wine; others would say that they are
miraculously transformed into the body and blood of Jesus; some stress the Last Supper
and re-enact that in the Eucharist, while others stress the idea of Jesus’ sacrifice – hence
the altar in churches. Blessing bread and wine is part of Jesus’ Jewish practice – he
gave a new layer of meaning to it for his followers.
Express their understanding of & respect for symbols through a variety of media.
Sadly, the desecration of churches and cemeteries is not an uncommon event in Britain.
Find a newspaper cutting to illustrate. Ask pupils to consider their responses.
Understand that religious language is symbolic.
Difficult concepts and beliefs are represented symbolically, for example the Trinity: God the
Father, the Son and the Holy Spirit. Symbols include a clover leaf; water – liquid, ice, steam
etc. Symbolic representations of the Holy Spirit – fire and wind at Pentecost (see Acts chapter
2). Fire and wind have different forms and power, and therefore many levels of meaning. The
word for spirit in Greek and Hebrew is the same as the word for wind and breath.
Explore the titles given to Jesus: Messiah, Saviour, Immanuel (literally ‘God with us’,
Lamb of God, Son of Man, Son of God, Lord, Light of the World.
2
Teaching Material
STUDY UNIT
Symbols
Upper Key Stage 2
HINDU DHARMA
AT2 a and b
Reflect on the significance of symbols for adherents and themselves.
Learning
Objective 1
It is important in this study unit that pupils develop an understand of the meaning of
‘symbol’ – it is a representation of belief, ritual, identity, history and tradition and it can
have many layers of meaning – some are widely known and understood and others have
private significance as well. A poppy, for example, has particular associations with World
War One and the fighting in Flanders, but it is linked also with the many wars that have
happened since then, Remembrance Day, support for the injured and bereaved,
bloodshed, British pageantry and public life, as well as being a beautiful flower of vibrant
colour which represents life. Those people who can remember someone who died in war
will have personal associations that are significant for them. Discourage pupils from
finding a single ‘right’ answer when exploring symbols.
Recognise and understand key symbols.
AT1
Learning
Objective 2
AT1
Learning
Objective 3
AT1
Learning
Objective 4
AT1
Learning
Objective 5
Link to the study unit on Places of Worship. The key symbol of Hinduism is the AUM
(OM) symbol, the sacred sound which is said to have been uttered at the beginning of
creation.
It is used as part of yogic breathing at different levels as part of
meditation/worship. Explore in detail the images and representations of deities and the
many symbols found on images and in pictures. See which symbols are linked to
particular deities (e.g. the flute to Krishna), and find out why – he played his flute as a
cowherd; symbol of why devotees are drawn to him and his power. See which symbols
appear quite commonly – lotus flowers, as symbols of spiritual enlightenment, and
peacock feathers to symbolise royal/divine status.
Understand the link between symbols, teaching and practices.
Use the images of deities to explore Hindu beliefs about God – who is without gender or
form and unknowable. Representations of the Divine Spirit of the universe (Brahman)
are therefore used to enable devotees to have a focus for worship and role model. What
can pupils learn from looking at different deities and the symbols associated with them?
A beautiful ritual in Hindu temples is Arti – a special dish containing lights is waved in
circular movements in front of the deities and then passed round to the people. They put
their hands around the lamp, put their hands to their head, symbolising the light of God
entering into them. Listen to a recording of the Arti chant (available at the Interfaith
Education Centre) or look at visual images of the ceremony.
Express their understanding of & respect for symbols through a variety of media.
n this section, the focus could be the swastika, an ancient Indian symbol representing
good fortune and frequently found in temples. Used by the Nazis in the 20th century, it
has entirely different meanings for most people in the world. Explore both meanings and
give pupils time to reflect on their responses to its changed meaning and use. The
swastika is frequently used to desecrate synagogues and Jewish cemeteries by right –
wing, racist groups.
Understand that religious language is symbolic.
Explore terms such as ‘monotheism’ which Hindus would say that Hinduism is;
‘polytheism’ – or belief in many gods which is how some people see Hinduism; or
‘pantheism’ a term meaning that God is in everything, a form of belief found commonly
throughout India and which is reflected in the sanctity of all living beings and sacred sites,
including rivers, rocks, mountains etc. Give pupils time to explore their own ideas about
God and whether or not they think is acceptable to try to represent God in some form.
3
Teaching Material
STUDY UNIT
Symbols
Upper Key Stage 2
ISLAM
AT2 a and b
Reflect on the significance of symbols for adherents and themselves.
Learning
Objective 1
It is important in this study unit that pupils develop an understand of the meaning of
‘symbol’ – it is a representation of belief, ritual, identity, history and tradition and it can
have many layers of meaning – some are widely known and understood and others have
private significance as well. A poppy, for example, has particular associations with World
War One and the fighting in Flanders, but it is linked also with the many wars that have
happened since then, Remembrance Day, support for the injured and bereaved,
bloodshed, British pageantry and public life, as well as being a beautiful flower of vibrant
colour which represents life. Those people who can remember someone who died in war
will have personal associations that are significant for them. Discourage pupils from
finding a single ‘right’ answer when exploring symbols.
AT1
Recognise and understand key symbols.
Learning
Objective 2
Wudu, or ritual cleansing, before prayer is an important symbol which pupils can discuss
and consider the reasons for the practice, along with the use of prayer mats and covering
the head. The design of prayer mats, often incorporating Muslim places of significance,
can be studied. The prayer movements, including prostration, demonstrate visible
humility and submission to Allah - the meaning of the word ‘Islam’. Visual symbols of
Islam include the moon and crescent star, used to guide people through the desert at
night and symbolic of Allah guiding all people; examples of calligraphy such as the
‘Bismillah’ (the words ‘In the name of Allah…’) in the shape of a bird. Pupils could create
their own calligraphic symbols. Other symbols include mosaic and arabesque designs on
buildings, pottery, art works etc; minarets and domes found in Islamic architecture; the
call to prayer, a symbolic sound, calling the faithful to pray five times a day. Look at the
words and see which Muslim beliefs are found there.
Other symbols are found in people’s dress and head covering, including hijab.
AT1
Understand the link between symbols, teaching and practices.
Learning
Objective 3
Focus on the various symbols linked to prayer and the centrality of prayer in the life of a
Muslim. This includes not only salah, congregational prayer, but also private prayer and
devotion. Prayer is one of the ways in which Muslims are able to assert the importance
of brotherhood – all Muslims say the same words, face in the same direction, perform the
same movements etc.
AT1
Express their understanding of & respect for symbols through a variety of media.
Learning
Objective 4
Respect for sacred symbols in Islam is shown through cleanliness, placing the Qur’an in a
high place, keeping a prayer mat in a clean place when not in use etc. The desecration of
mosques by other groups, including right wing organisations in Britain, could be explored.
AT1
Understand that religious language is symbolic.
Learning
Objective 5
Muslims hold strongly to the belief that no representation of Allah should be allowed.
Consider belief in Allah – and the statement of the Shahadah (There is no God but Allah
and Muhammad is his prophet). This is at the heart of Muslim life and practice. Consider
how Muslims try to show their commitment to Allah – through prayer, following the
Qur’an, observing the laws of Islam.
4
Teaching Material
STUDY UNIT
Symbols
Upper Key Stage 2
JUDAISM
AT2 a and b
Reflect on the significance of symbols for adherents and themselves.
Learning
Objective 1
It is important in this study unit that pupils develop an understand of the meaning of
‘symbol’ – it is a representation of belief, ritual, identity, history and tradition and it can
have many layers of meaning – some are widely known and understood and others have
private significance as well. A poppy, for example, has particular associations with World
War One and the fighting in Flanders, but it is linked also with the many wars that have
happened since then, Remembrance Day, support for the injured and bereaved,
bloodshed, British pageantry and public life, as well as being a beautiful flower of vibrant
colour which represents life. Those people who can remember someone who died in war
will have personal associations that are significant for them. Discourage pupils from
finding a single ‘right’ answer when exploring symbols.
Recognise and understand key symbols.
AT1
Learning
Objective 2
AT1
Learning
Objective 3
AT1
Learning
Objective 4
AT1
Learning
Objective 5
The main symbols of Judaism include the Star of David (see Special Books in Lower KS2
for information about King David) and the menorah from the Temple in Jerusalem. As
well as the symbols in the synagogue, many symbols are particularly associated with the
home, including the mezuzah (small box, affixed to doors, containing the Shema); the
symbols of festivals, including the Passover with its seder plate, symbolic foods and
actions, and Sukkot, a harvest festival which also recalls the time the Hebrews spent in
the desert and which is commemorated with the building of a Sukkah, a temporary
dwelling in homes and synagogues. Another important symbol of Jewish identity and
family life is kosher food and practice – what can and can’t be eaten and how it should be
prepared. Pupils could try Jewish food and/or identify the symbol on pre-packaged
kosher food to show that it has been passed by the London Beth Din (rabbinic approval).
Understand the link between symbols, teaching and practices.
Pupils can develop an understanding of the links in Judaism between the history of the
people and practice today. The story of the Passover, when God led his people to
freedom can be read, and the symbols discussed. Tradition is very important in Jewish
life and is one reason why the Jewish identity has been preserved despite the fact that
they were expelled from their homeland as a people in 70CE. The history of the Jews is
a religious history, and shows the belief that God acts in the lives of his people. Groups
of pupils could study different festivals and the stories that accompany them.
Express their understanding of & respect for symbols through a variety of media.
The desecration and destruction of synagogues and cemeteries has long been a feature
of Jewish life throughout Europe. Find out about some of the worst examples, including
Kristalnacht. Discuss with pupils the notions of difference and diversity, prejudice and
stereotyping, tolerance and respect. Enable them to understand something of the long
history of anti-semitism and its culmination in the Holocaust. Stories of individual people
may be of help here. The Beth Shalom Holocaust Centre (www.bethshalom.org) can
provide many resources and publications.
Understand that religious language is symbolic.
Jewish people often proscribe the use of the word ‘God’ and prefer instead a title – such
as the Almighty. Many Jews do not write the word. Discuss with pupils the idea that
knowing someone’s name is linked to having power over them. God gave his name to
Moses so that his power could be invoked. This is why ‘using God’s name in vain’, that is
invoking God’s power for wrongdoing, is condemned in the Ten Commandments. Give
pupils time to reflect on the nature and power of God and what an appropriate human
response to the divine should be.
5
Teaching Material
STUDY UNIT
Symbols
Upper Key Stage 2
SIKH DHARAM
AT2 a and b
Reflect on the significance of symbols for adherents and themselves.
Learning
Objective 1
It is important in this study unit that pupils develop an understand of the meaning of
‘symbol’ – it is a representation of belief, ritual, identity, history and tradition and it can
have many layers of meaning – some are widely known and understood and others have
private significance as well. A poppy, for example, has particular associations with World
War One and the fighting in Flanders, but it is linked also with the many wars that have
happened since then, Remembrance Day, support for the injured and bereaved,
bloodshed, British pageantry and public life, as well as being a beautiful flower of vibrant
colour which represents life. Those people who can remember someone who died in war
will have personal associations that are significant for them. Discourage pupils from
finding a single ‘right’ answer when exploring symbols.
Recognise and understand key symbols.
AT1
Learning
Objective 2
AT1
Learning
Objective 3
AT1
Learning
Objective 4
AT1
Learning
Objective 5
The main symbols of Sikhism are the Khanda with a two-edged sword (Khanda) in the
centre, surrounded by a circle and two kirpans on the outside, representing the Khalsa
(the brotherhood of Sikhs); and the Ik Onkar which is the opening words of the Mool
Mantar, ‘There is one God’. Gurdwaras have many visual symbols (see study unit on
‘Places of Worship’); other symbols include prostration before the Guru Granth Sahib, the
symbolism of names given to all Sikhs, and the 5Ks (see ‘Initiation’).
The use of the langar, or free kitchen, is symbolic of Sikhs’ belief that all people are equal
and all can eat together, unlike traditional practice in India where people from different
groups were not allowed to mix in certain social settings. Men often serve the food in the
langar, symbolising Guru Nanak’s teaching that men and women are equal. Food is
given to all, linking this to the practice of sewa, or service to the community.
Understand the link between symbols, teaching and practices.
Images of the Gurus are commonly found in Gurdwaras, homes and books. Explore the
different images, particularly of the Gurus not studied elsewhere, and the symbolism
contained in them. Guru Hargobind, for example, is particularly remembered at the time
of Diwali when he saved many people. The symbolism of light reinforces the belief that
good overcomes evil and, like its Hindu counterpart, Diwali is a new year festival, widely
celebrated by Sikhs.
The story of Guru Hargobind can be found in the study unit box in the IEC library.
Express their understanding of & respect for symbols through a variety of media.
Sikhs were outraged some years ago when their temple in Amritsar was stormed by
soldiers of the Indian government. The government claimed they were rooting out
terrorists. Consider the connection between words like ‘sanctity’ and ‘sanctuary’ and the
traditional belief that religious buildings are sacred and places where sanctuary can be
sought. Should special rules govern the way in which religious buildings are treated?
Understand that religious language is symbolic.
Sikhs use a variety of names for God, commonly ‘Waheguru’ and ‘Nam’ the name. An
important part of Sikh religious practice is to recite the name of God thus keeping God close
to one’s heart and mind. Sikhism has a strong focus on one God, and that God is the God of
all people, whatever religion they follow. Guru Nanak rejected the idea of difference between
people of different religions – they all serve one God. He also emphasised the importance of
inner devotion and commitment to religion, not its outward manifestations.
6