Teaching Material
STUDY UNIT
Pilgrimage
Upper Key Stage 2
BUDDHISM
AT2a&b
Understanding of concept of pilgrimage.
Learning
Objective 1
Explore the idea of pilgrimage with pupils - it refers both to a physical journey and a
religious/spiritual journey. We don’t just grow older: many people want to develop
greater wisdom, religious commitment or spiritual awareness as they learn from life’s
experiences. Rites of passage- to mark birth, initiation, marriage and death – are part of
this. There is a guided fantasy in the SU box at the IEC to help teachers explore life as a
pilgrimage with pupils.
AT1
Knowledge of key pilgrimage sites.
Learning
Objective 2
Four places of pilgrimage are connected with the key events in the Buddha's life:
Kapilavastu, his birth; Bodh Gaya, his enlightenment; the Deer Park at Sarnath, near
Benares, his first sermon; Kusinagara, his passing away (Buddhists do not use the word
‘death’ of the Buddha. He is believed to have entered into parinirvana and will not be
reborn.) Appropriate texts to explore would be the Buddha’s first sermon, in particular the
four noble truths. Paraphrases from text books on Buddhism would be sufficient at this
stage. This is the Buddha’s analysis of the existence of unsatisfactoriness or suffering.
There are three parts to his solution, found in the Noble Eightfold Path: the development
of wisdom (1+2), morality (3, 4, +5) and mindfulness or concentration (6, 7 +8). They are
often represented as a circle with eight spokes.
AT2 a and b
Reflection on pilgrimage.
Learning
Objective 3
Pilgrimage isn’t just a religious phenomenon – all sorts of places are treated as centres of
pilgrimage. Discuss the reasons why people become pilgrims: devotion, commitment,
shared experience, first hand experience, duty, remembrance etc. Discuss the notion of
special or sacred places: atmosphere, association, history, location etc. What do
recognised pilgrimage sites have in common with pupils’ own pilgrimage sites or their
own special places?
AT1
Knowledge and understanding of the rituals of pilgrimage.
Learning
Objective 4
Teachers and pupils could explore here either formal pilgrimage – e.g. to Bodh Gaya
where 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.
Alternatively, they could look at ‘tudong’ – practised in the Forest Sangha tradition when
a long journey is undertaken. Monks and nuns sometimes walk many miles from one
monastery to another, including such journeys in Britain. In both cases, the focus would
be on developing mindfulness and reflective practice. Pilgrims would observe the
precepts and might use beads or a Buddha image to help their meditation practice.
AT2a&b
Reflection on the benefits of pilgrimage.
Learning
Objective 5
It is important to link both pupils’ own experiences with religious experience, and the ways in
which religions share many practices, such as pilgrimage, even though there are many
differences between them. The aim here is to develop pupils’ empathy with religious
experience and relate it in some way to their own special places and significant memorabilia.
1
Teaching Material
STUDY UNIT
Pilgrimage
Upper Key Stage 2
CHRISTIANITY
AT2a&b
Understanding of concept of pilgrimage.
Learning
Objective 1
Explore the idea of pilgrimage with pupils - it refers both to a physical journey and a
religious/spiritual journey. We don’t just grow older: many people want to develop
greater wisdom, religious commitment or spiritual awareness as they learn from life’s
experiences. Rites of passage- to mark birth, initiation, marriage and death – are part of
this. Some of these are seen by some Christians as a sacrament – a sacred symbol.
There is a guided fantasy in the SU box at the IEC to help teachers explore life as a
pilgrimage with pupils.
AT1
Knowledge of key pilgrimage sites.
Learning
Objective 2
There are many important Christian sites including Lindisfarne and Walsingham in
England, Iona in Scotland, and Taize and Lourdes in France. Links with lower KS2 work
on Jerusalem should be drawn and a new emphasis should be found to ensure continuity
and progression e.g. the rest of Holy Week, and the story of Jesus’ arrest, trial, crucifixion
and resurrection. Pupils can read some parts of the story in the original text (such as
Mark chapter 15, verses 16-39), identify the key ideas and the key questions they want to
ask. They can then look at works of art and compare with the original text – what
questions and conclusions can they draw? Art works are available from the IEC.
AT2 a and b
Reflection on pilgrimage.
Learning
Objective 3
Pilgrimage isn’t just a religious phenomenon – all sorts of places are treated as centres of
pilgrimage. Discuss the reasons why people become pilgrims: devotion, commitment,
shared experience, first hand experience, duty, remembrance etc. Discuss the notion of
special or sacred places: atmosphere, association, history, location etc. What do
recognised pilgrimage sites have in common with pupils’ own pilgrimage sites or their
own special places?
AT1
Knowledge and understanding of the rituals of pilgrimage.
Learning
Objective 4
Spiritual preparation for Christian pilgrimage will include study, especially Bible study,
and prayer. There will be reflection on themes such as commitment and dedicating the
pilgrimage to God’s service. Symbols will include re-enacting events – such as walking
the route of the crucifixion along the Via Dolorosa; hymns and songs about the place/
story. Many pilgrims will travel in groups and engage in acts of worship and private
devotions. Some would visit an alternative site of the resurrection in Jerusalem – the
garden tomb, a very peaceful place in a busy, divided city.
AT2a&b
Reflection on the benefits of pilgrimage.
Learning
Objective 5
It is important to link both pupils’ own experiences with religious experience, and the ways in
which religions share many practices, such as pilgrimage, even though there are many
differences between them. The aim here is to develop pupils’ empathy with religious
experience and relate it in some way to their own special places and significant memorabilia.
2
Teaching Material
STUDY UNIT
Pilgrimage
Upper Key Stage 2
HINDU DHARMA
AT2a&b
Understanding of concept of pilgrimage.
Learning
Objective 1
Explore the idea of pilgrimage with pupils - it refers both to a physical journey and a
religious/spiritual journey. We don’t just grow older: many people want to develop greater
wisdom, religious commitment or spiritual awareness as they learn from life’s experiences.
Rites of passage- to mark birth, initiation, marriage and death – are part of this. There is a
guided fantasy in the SU box at the IEC to help teachers explore life as a pilgrimage with
pupils. In Hinduism there are 16 samskaras – sacraments – to mark life's journey.
AT1
Knowledge of key pilgrimage sites.
Learning
Objective 2
Key pilgrimage sites in India include Varanasi, Gangotri and the River Ganga, seen as a
female goddess, who came to earth, bringing life. There are particular links with Shiva –
the Ganges is seen spouting from his head - use pictures from the IEC with pupils. The
Khumba Mela are huge pilgrimage events, held every three years in one of four
locations, including Hardwar.
The main temples people in Britain might visit are Bhaktivedanta Manor in Hertfordshire
and the Swami Narayan Temple in Neasden.
AT2 a and b
Reflection on pilgrimage.
Learning
Objective 3
Pilgrimage isn’t just a religious phenomenon – all sorts of places are treated as centres of
pilgrimage. Discuss the reasons why people become pilgrims: devotion, commitment,
shared experience, first hand experience, duty, remembrance etc. Discuss the notion of
special or sacred places: atmosphere, association, history, location etc. What do
recognised pilgrimage sites have in common with pupils’ own pilgrimage sites or their
own special places?
AT1
Knowledge and understanding of the rituals of pilgrimage.
Learning
Objective 4
For Hindu pilgrims, especially those on pilgrimage to the River Ganges, one of the key
rituals is bathing in the river, the symbolic washing away of sin. Devotees perform puja,
many wearing paste marks on their foreheads that symbolise the deity they worship.
Those in the three highest classes can be seen wearing the sacred thread of their initiation
ceremony. Explore the idea of sadhu, holy men, who renounce the world and pursue a
religious life. Consider their motivation. Tell pupils about the four stages of Hindu life, the
last of which is renunciation, when family responsibilities are given up and all focus is on
spiritual practice, in preparation for death and in pursuit of moksha, or enlightenment.
AT2a&b
Reflection on the benefits of pilgrimage.
Learning
Objective 5
It is important to link both pupils’ own experiences with religious experience, and the ways in
which religions share many practices, such as pilgrimage, even though there are many
differences between them. The aim here is to develop pupils’ empathy with religious
experience and relate it in some way to their own special places and significant memorabilia.
3
Teaching Material
STUDY UNIT
Pilgrimage
Upper Key Stage 2
ISLAM
AT2a&b
Understanding of concept of pilgrimage.
Learning
Objective 1
Explore the idea of pilgrimage with pupils - it refers both to a physical journey and a
religious/spiritual journey. We don’t just grow older: many people want to develop
greater wisdom, religious commitment or spiritual awareness as they learn from life’s
experiences. Rites of passage- to mark birth, initiation, marriage and death – are part of
this. There is a guided fantasy in the SU box at the IEC to help teachers explore life as a
pilgrimage with pupils.
AT1
Knowledge of key pilgrimage sites.
Learning
Objective 2
Important sites for Muslims are Makkah, Madinah (the city to which Muhammad went in
622 CE/1AH) and Jerusalem, which it is believed he visited. Makkah is the site of the
annual Hajj and links with the story of Muhammad – it is the place of his birth and is the
location of the Ka’bah which he rid of idols after his successful conquering of Makkah.
The Ka’bah remains the focal point of Muslim practice – believed to have been re- built
by Ibrahim and his son Ismail. Muslims believe that the first Ka’bah was built by Adam.
It is the direction to which all Muslims face when they say their prayers, five times daily.
The story of the re- building of the Ka’bah can be found in the study unit box at the IEC.
Upper KS2 pupils can read one of the relevant sections in the Qur’an sura 2, verses 196
– 203, though many of the key instructions for the hajj are from the Hadith.
AT2 a and b
Reflection on pilgrimage.
Learning
Objective 3
Pilgrimage isn’t just a religious phenomenon – all sorts of places are treated as centres of
pilgrimage. Discuss the reasons why people become pilgrims: devotion, commitment,
shared experience, first hand experience, duty, remembrance etc. Discuss the notion of
special or sacred places: atmosphere, association, history, location etc. What do
recognised pilgrimage sites have in common with pupils’ own pilgrimage sites or their
own special places?
AT1
Knowledge and understanding of the rituals of pilgrimage.
Learning
Objective 4
Pilgrims – men and women - on hajj enter a state of purity, they wear white garments
(ihram), cannot cut their hair or nails or have sexual relations. The garment also
symbolises equality between all people. 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.
There is a thinking skills activity in the SU box at the IEC on the Hajj, the pilgrimage to
Makkah. There is a story about a man who gave away his pilgrimage money to a friend
in need – but nonetheless fulfils the duty of Hajj spiritually (See Regarding Religion p.39
– in all schools and IEC library).
AT2a&b
Reflection on the benefits of pilgrimage.
Learning
Objective 5
It is important to link both pupils’ own experiences with religious experience, and the ways in
which religions share many practices, such as pilgrimage, even though there are many
differences between them. The aim here is to develop pupils’ empathy with religious
experience and relate it in some way to their own special places and significant memorabilia.
4
Teaching Material
STUDY UNIT
Pilgrimage
Upper Key Stage 2
JUDAISM
AT2a&b
Understanding of concept of pilgrimage.
Learning
Objective 1
Explore the idea of pilgrimage with pupils - it refers both to a physical journey and a
religious/spiritual journey. We don’t just grow older: many people want to develop
greater wisdom, religious commitment or spiritual awareness as they learn from life’s
experiences. Rites of passage- to mark birth, initiation, marriage and death – are part of
this. There is a guided fantasy in the SU box at the IEC to help teachers explore life as a
pilgrimage with pupils.
AT1
Knowledge of key pilgrimage sites.
Learning
Objective 2
The key focus for pilgrimage is Jerusalem, the site of the ancient temple, destroyed by
the Romans in 70CE, of which the Western wall (known as the Kotel to Jews) 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 sight 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. Pupils could investigate the history of
the temples in Jerusalem – their building and their destruction. The possibility of the third
temple is a source of dispute between the Israelis and Palestinians.
Jerusalem is also where Yad Vashem, the memorial to the murder of six million Jews
during the Holocaust, is situated. The centre serves as a memorial to the many Jewish
communities that disappeared entirely from Europe as well as individuals. One of the
significant features of Yad Vashem is the trees planted to the ‘righteous gentiles’ those
non-Jews who risked their own lives to rescue Jews.
AT2 a and b
Reflection on pilgrimage.
Learning
Objective 3
Pilgrimage isn’t just a religious phenomenon – all sorts of places are treated as centres of
pilgrimage. Discuss the reasons why people become pilgrims: devotion, commitment,
shared experience, first hand experience, duty, remembrance etc. Discuss the notion of
special or sacred places: atmosphere, association, history, location etc. What do
recognised pilgrimage sites have in common with pupils’ own pilgrimage sites or their
own special places?
AT1
Knowledge and understanding of the rituals of pilgrimage.
Learning
Objective 4
Pilgrims to Jerusalem, particularly those going to a Bar Mitzvah, would take or use while
there the various ceremonial items, including the prayer shawl (tallit), tefillin – the boxes
containing the text of the Shema (Deuteronomy chapter 6 and other sections), kippah the small hats worn by Jewish men. Prayer and bible study would be an important part
of pilgrimage to Israel by practising Jews.
AT2a&b
Reflection on the benefits of pilgrimage.
Learning
Objective 5
It is important to link both pupils’ own experiences with religious experience, and the ways in
which religions share many practices, such as pilgrimage, even though there are many
differences between them. The aim here is to develop pupils’ empathy with religious
experience and relate it in some way to their own special places and significant memorabilia.
5
Teaching Material
STUDY UNIT
Pilgrimage
Upper Key Stage 2
SIKH DHARAM
AT2a&b
Understanding of concept of pilgrimage.
Learning
Objective 1
Explore the idea of pilgrimage with pupils – it refers both to a physical journey and a
religious/spiritual journey. We don’t just grow older: many people want to develop
greater wisdom, religious commitment or spiritual awareness as they learn from life’s
experiences. Rites of passage- to mark birth, initiation, marriage and death – are part of
this. There is a guided fantasy in the SU box at the IEC to help teachers explore life as a
pilgrimage with pupils.
AT1
Knowledge of key pilgrimage sites.
Learning
Objective 2
In accordance with the teaching of Guru Nanak, Sikhs do not practise pilgrimage but
some would like to go to the Harimandir (the Golden Temple in Amritsar) once in their life
time. It was built in 1577 by Guru Ram Das and later extended by Guru Arjan, two of the
ten human gurus of Sikhism. The stories of the Gurus are readily available and can be
explored with pupils, using a variety of teaching and learning strategies e.g. the drama
techniques put forward in Shared Stories Shared Values.
AT2 a and b
Reflection on pilgrimage.
Learning
Objective 3
Pilgrimage isn’t just a religious phenomenon – all sorts of places are treated as centres of
pilgrimage. Discuss the reasons why people become pilgrims: devotion, commitment,
shared experience, first hand experience, duty, remembrance etc. Discuss the notion of
special or sacred places: atmosphere, association, history, location etc. What do
recognised pilgrimage sites have in common with pupils’ own pilgrimage sites or their
own special places?
AT1
Knowledge and understanding of the rituals of pilgrimage.
Learning
Objective 4
Sikhs who have been through the amrit ceremony of full initiation into the Khalsa observe the
Sikh code of conduct which includes wearing the five Ks. Other Sikhs - men and women would always cover their head when in a holy place. Sikhs visit the Harimandir to pray,
bathe in the waters that surround the temple, and engage in communal worship. The singing
of hymns (kirtan) and listening to the readings from the Guru Granth Sahib are important
elements in this. This helps them to remember the Gurus and their lives and teaching.
AT2a&b
Reflection on the benefits of pilgrimage.
Learning
Objective 5
It is important to link both pupils’ own experiences with religious experience, and the ways in
which religions share many practices, such as pilgrimage, even though there are many
differences between them. The aim here is to develop pupils’ empathy with religious
experience and relate it in some way to their own special places and significant memorabilia.
6