Essex County Council
RE MATTERS FOR EVERY CHILD
Support materials for RE at Key Stage 2
Teachers’ background notes on religious content, together with
suggestions for ‘learning from religion’ and concepts that could be explored
The materials are in the following order. If you click on the title in the column at left, you will be taken straight to it.
For study units designed for Year 3 and Year 4
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The Buddha’s life story (Buddhism)
The local Anglican parish church (Christianity)
Living as a Christian: the Bible and prayer (Christianity)
Jesus’ baptism and the beginning of his ministry (Christianity)
Jesus’ teaching and example (Christianity)
Hindu gods and goddesses, their stories and their festivals
(Hinduism)
Worshipping and celebrating in the home: puja and Divali
(Hinduism)
Muhammad and the Qur’an (Islam)
The mosque and prayer (Islam)
Moses, the Exodus and the festival of Pesach (Judaism)
Journey to the Promised Land (Judaism)
Guru Nanak, Guru Gobind Singh and the Khalsa (Sikhism)
For study units designed for Year 5 and Year 6
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Living as a Buddhist: devotional practices and the
Middle Way (Buddhism)
The creation story in Genesis 1 (Christianity)
Holy Week: the last week of Jesus’ life (Christianity)
Christianity in the local community – and beyond
(Christianity)
Brahman, the Trimurti and creation stories (Hinduism)
Death, reincarnation and sacred places (Hinduism)
Humanism: a secular world view (secular humanism)
The Five Pillars of Islam (Islam)
The Ka’bah and the Hajj (Islam)
The Jewish home (Judaism)
The synagogue (Judaism)
Sacred to Sikhs (Sikhism)
Essex County Council
RE MATTERS FOR EVERY CHILD
Support materials for Key Stage 2 study unit focused on
Buddhism

THE BUDDHA’S LIFE STORY
Teachers’ background notes on religious content, together with
suggestions for ‘learning from religion’ and concepts that could be explored

Buddhism Study Unit
Key Stage 2
(Year 3 or Year 4)
THE BUDDHA’S LIFE STORY
Religious content to be used as a vehicle for learning (learning about religion - as identified in the statutory programme of study)
1. The Buddha image (complementary Christian content: devotional statues in homes and places of worship)
2. The Buddha’s life story: his quest to find an answer to the problem of suffering (complementary Christian content: St Francis of Assisi)
3. The Three Refuges/Jewels/Treasures (complementary Christian content: the Nicene creed)
4. The festival of Wesak/Vaisakha
N.B.
It is a requirement of the Essex agreed syllabus that in covering the religious content identified for each study unit, teachers must ensure that
pupils have opportunities to explore issues, questions and concepts related to general human experience arising from the content covered
(learning from religion).
INTRODUCTION TO THIS MATERIAL
These background notes and suggestions are designed to assist teachers in meeting the requirements of the Essex agreed syllabus (as
detailed in the box above), and to complement further suggestions for ‘The Buddha’s Life Story’ contained in the Essex scheme of work for RE
at Key Stage 2, also available in the RE section of the Essex grid for learning website (www.e-gfl.org).
The material comprises:
 Background notes for the teacher on the religious content (learning about religion). Suggestions of complementary Christian content
are also provided.
 Suggestions of issues, questions and concepts related to general human experience that could be explored in relation to the religious
content (learning from religion).
 A glossary of terms.
THE BUDDHA’S LIFE STORY
1. The Buddha image
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the
following information when enabling pupils to learn about the Buddha image. It is not intended that the
subject matter will be presented to children as it appears below. It is intended that teachers will use a
variety of pedagogies when teaching RE, and suggestions are provided in the scheme of work.
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The Buddha is not a god. He was a man who achieved enlightenment, and then taught others
the way to achieve it for themselves.
A Buddha image is called a rupa. Rupas usually show the Buddha meditating in the lotus
position with a calm, kind expression on his face.
The facial features of different Buddha images reflect the people who made them: Buddha
images made in Tibet look like Tibetans, those made in Japan look Japanese, those made in
Thailand look Thai and those made in England (e.g. for the Friends of the Western Buddhist
Order) have European features.
The Buddha wears a simple robe, showing that he lived a simple life with few possessions.
The Buddha is often shown with a bump on the top of the head. This is called the ushnisha and
it symbolises wisdom and enlightenment.
The Buddha image has long ear lobes as a reminder of the heavy gold earrings he wore as a
young man when he was Prince Siddattha Gotama, before he became the Buddha.
In the centre of the forehead is a spot called the ‘third eye’ or the ‘dhamma eye’. This is the allseeing eye of wisdom.
The position of the hands is highly significant. The symbolic gestures are called mudras and
each one has a specific meaning, e.g.
o right hand reaching down to touch the ground: the moment of enlightenment
o right hand raised with palm facing outwards: gesture of reassurance and protection
o hands raised, thumbs and forefingers forming circles: the Buddha teaching
o hands resting palm upwards in the lap: the Buddha meditating.
The Buddha sits on a lotus flower, which symbolises enlightenment. The lotus is rooted in the
dark mud in the murky depths, but rises through the water to flower in the bright warm air.
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 Complementary Christian content
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Devotional statues in homes and places of worship.
Learning from religion
Issues and questions that could be explored in
relation to some of the subject matter in the left
hand column.
- Objects that are special to us. Why are they
so special?
- Comparing images of today’s stars (pop
stars, sports stars, TV stars, film stars, etc)
with the Buddha image. How are they
different? Which will last longest?
- Did the Buddha really look like the images of
him, or did the people making the images try to
show the Buddha’s inner qualities (his
calmness, his tranquillity, his serenity, his
kindness, his compassion) rather than trying to
show what he might actually have looked like?
- Images of the Buddha are not meant to be
‘realistic’. In the same way, few depictions of
Jesus attempt to show him as a first century
Jew from Palestine. In the Western artistic
tradition, Jesus is usually shown as a white
western European. His hand is often raised in
blessing and a halo shows his divinity. Artists
from different cultures sometimes depict Jesus
as ‘belonging’ to their own culture, e.g. as
Black African, Indian or Chinese.
- The use of hand gestures in our daily lives:
shaking hands, waving goodbye, thumbs up,
making a fist, saluting, etc.
Key concepts and
questions related to
general human
experience that could be
explored.
Calmness
- What does it mean to
be calm?
- Is it good to be calm? If
so, why?
- When do you feel calm?
- How do you calm
yourself?
- How do you calm other
people?
- Are there particular
situations in which it is
good to be calm?
- Are you a calm person?
THE BUDDHA’S LIFE STORY
2. The Buddha’s life story: his quest to find an answer to the problem of suffering
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following
information when enabling pupils to learn about the Buddha’s life story. It is not intended that the subject
matter will be presented to children as it appears below. It is intended that teachers will use a variety of
pedagogies when teaching RE, and suggestions are provided in the scheme of work.
1. Prince Siddattha Gotama, who would later become known as the Buddha, was born in present-
2.
3.
4.
5.
6.
day Nepal about 2,500 years ago. His father, King Suddhodana, was the leader of a tribal group
called the Sakyas (another name for the Buddha is Sakyamuni, meaning ‘Sage of the Sakyas’).
Before his birth, his mother, Queen Maya, dreamed that a white elephant entered her side. This
indicated that her child would grow up to become a great person. She gave birth resting against a
tree in a garden called Lumbini. The story goes that the baby emerged painlessly from her side,
and was immediately able to walk and talk. Sadly, Queen Maya died shortly after giving birth.
A soothsayer informed King Suddhodana him that if Siddattha was shielded from the sorrows of
life, he would grow up to be great ruler. However, if he did experience the harsh realities of life, he
would grow up to be great spiritual teacher. The soothsayer’s words, coupled with his wife’s death,
made Suddhodana determined to raise his son in total ignorance of suffering. As a result,
Siddattha was never permitted to leave the confines of the magnificent palace where he grew up
in great luxury.
Despite his father’s best efforts, there were occasions in Siddattha’s childhood when he was
confronted with suffering. The story of Siddattha and the injured swan tells of how a swan, pierced
by an arrow, fell from the sky into the palace grounds. Siddattha eased the arrow out of the injured
bird. He was cradling it in his arms, when his cousin, Devadatta, rushed up, bow in hand.
Devadatta demanded that Siddattha should give him the bird he had just shot. When Siddattha
refused to surrender the swan, they went to the King’s advisers to resolve the dispute. The wise
men listened carefully, and then their leader spoke, “Siddattha shall take care of the swan, for it is
better to save a life than to take a life away”.
When Siddattha grew up, he married and had a son, but he was dissatisfied with his existence.
Curious about life outside the palace, Siddattha gained his father’s permission to visit a nearby
town. He visited the town four times, and on each occasion he was confronted by the fact that
suffering is an inescapable part of the human condition. On his first three visits he saw an old
man, a sick man and a dead body. On his fourth visit he saw a Sadhu, a holy man who had given
up all worldly pleasures and possessions.
Siddhatta decided that he too would give up everything and search for the answer to the question,
“Why do people suffer?” He left his family in the care of relatives, gave away his clothes and
jewellery and set out to find the answer he craved. It is said that he was 29 years old.
After spending time with some spiritual teachers, from whom he learned the techniques of
meditation, Siddattha joined a group of five Sadhus. He spent several years in their company,
subjecting himself to extremes of self-denial, and going without food, shelter and any sort of
comfort. His body became so emaciated and weak that he became ill and eventually he collapsed
from exhaustion.
Learning from religion
Issues and questions that
could be explored in
relation to some of the
subject matter in the left
hand column.
1. Death and
bereavement (this will
need sensitive handling).
2. Is it possible to bring
someone up in ignorance
of suffering?
2. Is it a good idea to
bring someone up in
ignorance of suffering?
2. Would you choose to
give up your freedom in
order to live a life of luxury
confined to a palace?
3. Compassion for
animals. The work of
organisations such as the
RSPCA.
3. Is it right to kill animals
purely for sport?
4. Realities that we must
all face: sickness, old age
and death.
6. Ascetics in different
religions (including
Christians and Hindus)
trying to overcome bodily
cravings by subjecting
themselves to all sorts of
rigours and hardships.
Key concepts and questions related to
general human experience that could be
explored.
Quest
- What is a quest? (The search for
something important, such as happiness or
love or truth or the answer to an important
question)
- What does a quest involve? (A long and
difficult journey, with ups and downs and
false trails, during which both helpers and
hinderers are encountered)
- Can you think of a real or made-up story
or film about someone on a quest?
- Do you have a quest in you life?
Happiness
- What is happiness?
- What brings happiness?
- Does happiness last?
- Can money buy happiness?
- Can we ever be truly happy when we
know that we are all going to die?
Suffering
- What is suffering?
- What different types of suffering are
there?
- What are the causes of suffering?
- Is it possible to live without suffering?
- If there is a God, why does God allow
suffering to take place in the world?
- What causes you to suffer?
Continued from previous page
7. Now Siddattha decided to leave his five companions and to take food and rest. When his strength
returned, he decided to follow the Middle Way, treading between the two extremes of selfindulgence and self-mortification.
8. One night, under a full moon, Siddattha sat in a forest glade under a tree and began to meditate.
Mara, the Buddhist personification of evil and death, sent many temptations in order to distract
him, but Siddhatta’s resolve remained firm. He successfully resisted all temptations, and he at last
reached a state of perfect peace and awareness. He had attained Nirvana, the ‘blowing out’ of the
fires of greed, hatred and delusion, and he had gained enlightenment. He had become the
Buddha (the Enlightened or Awakened One). The glade later became known as Bodh Gaya (the
Place of Enlightenment or Awakening) and the tree under which he sat became known as the
Bodhi tree (the Tree of Enlightenment or Awakening).
9. The Buddha was 35 years old when he achieved enlightenment, and he devoted the rest of his life
to travelling throughout India, spreading the wisdom that he had acquired. His first sermon was
given in the Deer Park at Varanasi (formerly known as Banares). His audience consisted of the
five Sadhus with whom he had travelled before his enlightenment. When he had left them, they
had mocked him for his lack of perseverance, but now they recognized the truth of his teaching
and they became his first followers.
10. As the number of his disciples grew, the Sangha (the Buddhist community of monks and nuns)
was formed. He revisited his wife and son, and they joined the Sangha. When he was 80, he
became ill after eating some food and died.
11. Today, the religion that the Buddha founded (the religion without a God) is practised in many
different forms across countries to the east of India, stretching as far as Japan in the north and
Java in the south.
 Complementary Christian content
The story of St Francis of Assisi
He renounced the privileges and riches bestowed by his upbringing to become a poor man of
God living a simple life.
He showed compassion to animals (the story of how he tamed the wolf at Gubbio is similar to
the story of how the Buddha calmed Nalagiri the rampaging elephant).
- He founded the Franciscan order of friars.
7. The value of living life
in moderation, and
avoiding the pitfalls of selfindulgence and extreme
self-denial.
8. The practice of
meditation.
8. The significance of
trees in different religions.
8. The difficulties of
explaining Nirvana to
anyone who hasn’t
experienced it. Buddhists
tell the story of the mother
frog who has great
difficulty in explaining
what dry land is like to her
tadpoles.
Kindness/compassion
- What does it mean to be
kind/compassionate?
- How do people show
kindness/compassion?
- Why should we show
kindness/compassion?
- How have you been shown
kindness/compassion?
- Are you a kind/compassionate person?
Community
- What makes a community?
- What do people gain from belonging to a
community?
- What might be the disadvantages of
belonging to a community?
- What are the expectations of different
communities and what happens when
members of the community fail to live up to
these?
- How do people show they belong to
different communities?
- Which communities do you belong to?
THE BUDDHA’S LIFE STORY
3. The Three Refuges/Jewels/Treasures
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to
draw on some of the following information when enabling pupils to learn about
the Three Refuges/Jewels/Treasures. It is not intended that the subject matter
will be presented to children as it appears below. It is intended that teachers
will use a variety of pedagogies when teaching RE, and suggestions are
provided in the scheme of work.
-
The Three Refuges/Jewels/Treasures are of central importance to
Buddhists. They are:
o the Buddha
o the Dhamma (the Buddha’s teaching)
o the Sangha (the Buddhist community)
In many of their rituals, Buddhists repeat the following words three
times: “I go to the Buddha for refuge. I go to the Dhamma for refuge.
I go to the Sangha for refuge”. This is known as ‘taking the refuges’
and it is the key expression of Buddhist devotion and commitment.
-
 Complementary Christian content
-
Most Christians in the world today accept the Nicene creed (from
the Latin ‘credo’ meaning ‘I believe’) as the basic statement of
their faith. It expresses belief in the Holy Trinity (God as Father,
Son and Holy Spirit): “We believe in one God, the Father, the
almighty, maker of heaven and earth, of all that is, seen and
unseen. We believe in one Lord, Jesus Christ, the only begotten
son of God … We believe in the Holy Spirit, the Lord, the giver of
life … With the Father and the Son he is worshipped and glorified
…”
Learning from religion
Issues and questions that could be explored in relation to
some of the subject matter in the left hand column.
Key concepts and questions related to
general human experience that could
be explored.
- What are the three things that we most value in our lives?
What are our three jewels or treasures?
Refuge
- What is a refuge? (A place where you
feel safe and secure, a sanctuary, a
haven)
- What is a refugee?
- Who needs refuge?
- Why do people need a refuge? What
do you/other people need to seek
refuge from?
- Where do you/other people go for
refuge?
- Where is your refuge, the place where
you feel safe and secure?
Devotion
- What is the meaning of devotion?
- To what different things can a person
be devoted?
- How do people show/express their
devotion?
- To who or what are you devoted?
- How do you show/express your
devotion?
Commitment
- What does it mean to be committed?
- What sort of thing are people
committed to?
- How do people show their
commitment?
- Who or what are you committed to?
THE BUDDHA’S LIFE STORY
4. The festival of Wesak or Vaisakhi
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on
some of the following information when enabling pupils to learn about the festival of
Wesak/Vaisakha. It is not intended that the subject matter will be presented to children
as it appears below. It is intended that teachers will use a variety of pedagogies when
teaching RE, and suggestions are provided in the scheme of work.
Introduction
This festival celebrates the Buddha’s birth, enlightenment and death.
It lasts for three days, embracing the full moon in May.
It is celebrated in different ways in countries of the Theravada tradition within
Buddhism. Theravada Buddhism is a predominately monastic form of
Buddhism found in the countries of south east Asia.
Light, symbolising the Buddha’s enlightenment, is an important feature of the
festival in many countries (including Sri Lanka and Thailand – see below).
The following features are typical: cards are sent to family and friends;
houses, temples and monasteries are cleaned and decorated; offerings of
flowers are made at shrines and places associated with the Buddha; captive
birds are released; and children are told Jataka tales.
How the festival is celebrated in Sri Lanka
In Sri Lanka the festival is called Wesak.
After dark, Wesak lanterns are lit. These are made of thin paper stretched
over wooden frames.
At temples, which are specially decorated for the festival, Bodhi trees are
ringed with small clay oil lamps.
How the festival is celebrated in Thailand
In Thailand the festival is called Vaisakha.
At dusk people come to the vihara (monastery), carrying lighted candles,
flowers and incense sticks. They walk three times clockwise around the
monastery compound which always contains a Bodhi tree: once for each of
the Three Refuges/Jewels/Treasures (the Buddha, the Dhamma, the
Sangha).
Learning from religion
Issues and questions that could be explored in relation to
some of the subject matter in the left hand column.
- Feelings and symbolism associated with light. Light
symbolises life, goodness and hope. Light overcomes the
darkness. Light brings comfort. Light shows things as they
truly are. Light reveals the beauty of the world.
- Other celebrations featuring light, both religious (eg
Christmas, Easter, Hanukkah) and secular (eg bonfire
night, New Year).
Key concepts and questions
related to general human
experience that could be
explored.
Enlightenment
- What does it mean to be
enlightened?
- What is the meaning of
expressions such as “The light
dawned”, “I saw the light” or
“Strike a light!”?
- Have you ever had a
‘Eureka!’ moment: a moment
when something suddenly
became clear to you?
- What sort of person would
you describe as ‘enlightened’?
- Can you think of someone
who could be described as
enlightened?
- What would you need to do in
order to become enlightened?
THE BUDDHA’S LIFE STORY
Glossary of Buddhist terms used in this unit
The more usual form of each Buddhist term appears uppermost. Alternative forms are sometimes given underneath. The letter (P) in brackets indicates where terms are given in Pali
versions (Pali being the language of the texts of the Theravada school, established in Sri Lanka and south-east Asia). The letter (S) in brackets indicates where terms are given in Sanskrit
versions (Sanskrit being the language of Mahayana Buddhism, associated with countries to the north and east of India). Literal translations into English are in italics.
Bodh Gaya (S)
Place of Enlightenment or Place of Awakening. The forest glade where the Buddha attained enlightenment. A pilgrimage centre for Buddhists.
Bodhi (S) tree
Enlightenment tree. The tree under which the Buddha attained enlightenment, and others grown from its cuttings or seeds. It is an Asiatic fig known as a peepul or
bo-tree.
Buddha (P & S)
Awakened One or Enlightened One. Prince Siddattha Gotama was the historical man who is usually referred to as the Buddha.
Dhamma (P)
Dharma (S)
Universal law; ultimate truth. The teachings of the Buddha. A key Buddhist term.
Four Sights
Prince Siddattha Gotama directed his charioteer to take him on four excursions out of the confines of the palace where he had grown up. On each occasion he saw one
of the Four Sights: an old man, a sick person, a dead person and a Sadhu (a holy man who has renounced worldly things). Each of these revealed a different aspect of
suffering, of which he had lived in ignorance.
Gotama (P)
Gautama (S)
Family name of the Buddha.
Jataka (P)
Birth story. Moral stories which tell of the previous lives of the Buddha. Like Aesop’s fables, the stories often features animals as the central characters.
Middle Way
Path treading between the extremes of self-indulgence and self-denial, leading to the cessation of suffering. Corresponds to the Noble Eightfold Path.
Mudra (S)
Symbolic hand gesture.
Nirvana (S)
Nibbana (P)
Enlightenment. Blowing out of the fires of greed, hatred and ignorance, and the state of secure perfect peace that follows. A key Buddhist term.
Rupa (P&S)
Form. Used of an image of the Buddha.
Sangha (P & S)
Community; assembly. Often used for the monastic community of Buddhist monks and nuns in Theravada countries. In Mahayana countries, the Sangha includes lay
Buddhists.
Siddattha (P)
Siddhartha (S)
Personal name of the Buddha.
Tiratana (P)
Triratna (S)
Three Jewels; Three Treasures. The Buddha, the Dhamma, the Sangha: all central to the Buddhist way of life. Also called the Three Refuges.
Tisarana (P)
Trisharana (S)
Three Refuges. The Buddha, the Dhamma, the Sangha: all central to the Buddhist way of life. Also called the Three Jewels or Treasures.
Ushnisha
The ushnisha, shown as a bump on the top of the Buddha’s head, symbolises wisdom and enlightenment.
Vaisakha
The Indian name for the second month is Vaisakha, which gives its name to the Thai festival celebrating the birth, enlightenment and death of the Buddha.
Vihara (P&S)
Dwelling place. Term used in different Buddhist traditions for monastery.
Wesak
Wesak is the Sinhalese name for Vaisakha, the festival celebrating the birth, enlightenment and death of the Buddha.
Essex County Council
RE MATTERS FOR EVERY CHILD
Support materials for Key Stage 2 study unit focused on
Christianity

THE LOCAL ANGLICAN PARISH CHURCH
Teachers’ background notes on religious content, together with
suggestions for ‘learning from religion’ and concepts that could be explored

Christianity Study Unit
Key Stage 2
(Year 3 or Year 4)
THE LOCAL ANGLICAN PARISH CHURCH
Religious content to be used as a vehicle for learning (learning about religion - as identified in the statutory programme of study)
1. Features of the local Anglican parish church
2. Symbols found in churches
3. What happens at an Anglican parish church
N.B.
It is a requirement of the Essex agreed syllabus that in covering the religious content identified for each study unit, teachers must ensure that
pupils have opportunities to explore issues, questions and concepts related to general human experience arising from the content covered
(learning from religion).
Introduction to this material
These background notes and suggestions are designed to assist teachers in meeting the requirements of the Essex agreed syllabus (see box
above), and to complement further suggestions for ‘The Buddha’s Life Story’ contained in the Essex scheme of work for RE at Key Stage 2.
The material comprises:
 Background notes for the teacher on the religious content (learning about religion).
 Suggestions of issues, questions and concepts related to general human experience that could be explored in relation to the religious
content (learning from religion).
 A glossary of terms.
THE LOCAL ANGLICAN PARISH CHURCH
1. Features of the local Anglican Parish church
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information when enabling
pupils to learn about features of the local Anglican parish church. It is not intended that the subject matter will be presented to children
as it appears below. It is intended that teachers will use a variety of pedagogies when teaching RE, and various suggestions are
provided elsewhere.
Variety in English churches
A great variety of Christian places of worship (churches, chapels, Meeting Houses, Citadels, Kingdom Halls, etc) can be
found in English towns and villages, reflecting the many different groups of Christians (denominations) in our society. The
great majority of churches belong to the Church of England. Every town has many such churches and almost every village is
dominated by its parish church. In view of the fact that the Church of England (the established church) occupies a special
place in the fabric of the nation’s life, both nationally and locally, this unit will focus on this particular Christian denomination.
In the introduction to his book England’s Thousand Best Churches (19 of which are in Essex), Simon Jenkins writes: “These
churches were and still are glorious. I regard them as a dispersed gallery of vernacular art without equal anywhere in the
world. Nowhere in the world are places of worship so idiosyncratic as in England. The humblest church is a casket of
varieties”.
In the space allowed here, it is not possible to provide a comprehensive guide to the ‘casket of varieties’ referred to above.
However, some of the more significant and typical features of English parish churches are described below.
Typical features of English parish churches
Lychgate A shelter at the entrance to the churchyard where coffins and pallbearers would rest before going into the church
for a funeral. The name comes from ‘lic’, an Old English word for corpse.
Yew trees Yews are evergreens and they can live up to 4,000 years. They are associated with everlasting life.
Graveyard Where the bodies or ashes of the dead are buried, each grave being marked by a headstone.
Steeple, spire, tower These draw one’s eyes ‘heavenwards’. They ensured that the church dominated the pre-industrial
landscape and that the church was visible from a considerable distance. They house the church bells which ring out over the
surrounding area.
Cruciform shape A bird’s eye view reveals that many churches are built in the shape of a cross. The main body of the
church, where the congregation sits, is called the nave (see below). The far end of the church (where the altar is situated and
the choir often sits) is called the chancel. The two outstretched arms are called transepts.
Nave Main body of the church filled with rows of pews where the congregation sits on either side of a central aisle. The word
comes from ‘navis’, meaning ship, the idea being that the church is a ship carrying passengers towards God.
West-east orientation English churches are usually built so that the congregation sits facing eastwards, towards the rising
sun and the ‘Holy Land’ where Jesus lived.
East window A large window at the east end of the church above the altar, usually depicting images of hope.
Altar Table covered in a cloth, with candles placed upon it. It is the focal point of the church, where worshippers receive the
bread and the wine at Holy Communion. It represents the table at which Jesus ate the Last Supper with his disciples. It also
serves as a reminder that, just as animals were sacrificed on altars, so Christians believe Jesus was sacrificed for us.
Font The font is a raised basin used for baptisms. It is usually positioned near the main entrance to the church at the start of
the central aisle. When babies (and adults) are baptised they ‘enter’ the Church.
Lectern The Bible rests on the lectern, which is often in the shape of an eagle. Just as the eagle soars in the sky inspiring
everyone that sees it, so the words of the Bible are read out to members of the congregation inspiring them with its message.
Pulpit A raised platform with high sides from which the sermon is delivered.
Organ To provide the music.
Learning from religion
Issues and questions
that could be explored in
relation to some of the
subject matter in the left
hand column.
Key concepts
and questions
related to general
human experience
that could be
explored.
- Buildings that are
special to us and to the
community. Why are
they so special?
- Where are your special
places, eg bedroom,
den, tree house? How is
your bedroom
decorated? What does it
contain that is special to
you? What would you
like your bedroom to be
like ideally?
- Why do people gather
together, and where?
- Have you got a special
place where you like to
meet up with your
friends?
Sacred/holy
- What does it
mean for
something to be
sacred or holy?
- For something to
be sacred or holy,
does it have to be
religious?
- How should
something that is
sacred or holy be
treated?
- What is sacred
or holy to you?
THE LOCAL ANGLICAN PARISH CHURCH
2. Symbols found in churches
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information
when enabling pupils to learn about symbols found in churches. It is not intended that the subject matter will be
presented to children as it appears below. It is intended that teachers will use a variety of pedagogies when teaching RE,
and various suggestions are provided elsewhere.
Churches usually contain a wealth of symbolism. Here is a small sample of some of the more common symbols found in
English parish churches:
Shapes
The cross (in its many different forms) is the most important Christian symbol. Christians believe that in
dying on the cross, Jesus became our saviour.
A circle represents the everlasting God.
A triangle represents the Trinity (God the Father, God the Son and God the Holy Spirit).
Numbers
1 represents God.
2 represents the human and divine natures of Jesus or the Old and New Testaments.
3 represents the Trinity (God the Father, God the Son and God the Holy Spirit).
Letters
Alpha (A) and Omega ( Ω ) are the first and last letters of the Geek alphabet, symbolising the idea that
God is at the beginning and end of everything.
The Chi Rho is an X superimposed on a P. Chi (X) and Rho (P) are the first two letters of the Greek
word for Christ.
I, H and S are the first three letters (iota, eta and sigma) of the Greek spelling of Jesus.
Colours
Different colours are associated with different times of the church year, and the colour of the altar cloth
and the priest’s vestments vary accordingly. The conventions governing which colours should be used
on which days are complex, and there is variation from church to church. The main colours used are
green, purple, white and red. The times these are generally used are as follows.
o
Green, the colour of new life, is the standard colour.
o
Purple, associated with repentance, is used during Advent and Lent.
o
White is used at the joyous celebrations of Christmas, Easter (and the seven succeeding
Sundays), Ascension Day and Trinity Sunday.
o
Red is used during most of Holy Week, as a reminder of the blood of Christ, and on
Whitsun, as a reminder of the tongues of fire that appeared to the disciples at Pentecost.
Animals
Jesus is often represented by a fish or a (sacrificial) lamb.
Saints
The four Gospel writers: Matthew is represented by a man or an angel, Mark by a lion, Luke by an ox
and John by an eagle.
The disciple Peter is represented by crossed keys (the keys to the kingdom).
The disciple Andrew is represented by a diagonal cross (like the one on which he was crucified).
Learning from religion
Issues and questions that
could be explored in
relation to some of the
subject matter in the left
hand column.
- The language of symbols.
- Symbols encountered in
our daily lives.
- Symbols of different
religions.
Key concepts and questions
related to general human
experience that could be
explored.
Symbol
- What is a symbol?
- What different types of
symbols are there?
- Why are symbols used?
- Can you think of some
different symbols for yourself,
or for different aspects of
yourself, eg the ‘inside’ you
and the ‘outside’ you?
THE LOCAL ANGLICAN PARISH CHURCH
3. What happens at an Anglican Parish church
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information when
enabling pupils to learn about what happens at an Anglican parish church. It is not intended that the subject matter will be presented
to children as it appears below. It is intended that teachers will use a variety of pedagogies when teaching RE, and various
suggestions are provided elsewhere.
Sunday worship
The fourth of the Ten Commandments states: “Observe the Sabbath and keep it holy. You have six days in which to do
your work, but the seventh day is a day of rest dedicated to me.” (Exodus 20.8-10). Sunday (also known as the Lord’s day
or the day of rest) is traditionally set aside for worship and rest. The main weekly church service takes place on Sunday
morning and today it is often a service of Holy Communion (where bread and wine are taken) rather then the traditional
Morning Prayers or Matins. Many churches also hold services in the early morning and the evening.
The following are typical features of church services: bells summoning people to worship, prayers, kneeling for confession,
standing to say the creed (a statement of Christian belief), hymns (usually sung to the accompaniment of an organ), Bible
readings, a sermon (usually given by the priest) and a collection of donations to worthy causes.
Church of England services vary in style. What is termed ‘high church’ worship is close to that practised by Roman
Catholics. It places great importance on a heightened sense of ritual and features the ringing of bells and the burning of
incense. ‘Low church’ worship is much more varied, informal and spontaneous.
Services are led by a priest (often referred to as the vicar or rector), who may be male or female, or another appropriate
person. At different points people stand, sit or kneel.
During services, members of the congregation may use Prayer Books (or shorter booklets) and hymn books (the numbers
of the hymns are usually displayed). Increasingly, churches are using modern technological aids such as multimedia
projectors.
Many churches provide a Sunday school where children learn about Jesus and the Christian faith.
After the service many churches provide refreshments and a chance for members of the congregation to socialise.
Some special church services
Harvest festival (September/October) Churches are decorated with displays of harvest produce and other foods which
will later be donated to the old and needy. Thanks are given to God for providing the food that we need, and prayers are
said for the world’s poor and hungry.
Remembrance Sunday (second Sunday in November) The dead of many conflicts (not just the First World War, and
not just the fallen British) are remembered in church services on Remembrance Sunday. Remembrance Sunday and
th
Remembrance Day occur close to each other. Remembrance Day falls on 11 November and it commemorates the end of
the First World War (the armistice was signed at the eleventh hour of the eleventh day of the eleventh month, and two
minutes silence is often observed at this time). Remembrance Day parades take place and people wear paper poppies as
a reminder of the poppies that grew on the battlefields and the fields where the dead were buried.
All Saints Day (1st November) This day was sometimes called All Hallows, and the day before it known as All Hallows
Eve (Hallowe’en). In churches on All Saints’ Day, Christian martyrs and saints are thanked for their goodness and for their
example.
nd
All Souls Day (2 November) In churches, prayers are said for the souls of the dead.
Learning from religion
Issues and questions that
could be explored in
relation to some of the
subject matter in the left
hand column.
Key concepts and
questions related to
general human
experience that
could be explored.
Sunday
- The need for times of
rest, relaxation and
regeneration.
- What do you do on
Sundays?
- What would life be like
without Sunday?
Worship
- What is worship?
- Some people
worship God. What
other things do
people worship?
- How do people
worship?
Special occasions
- Special times,
occasions, celebrations,
commemorations in the
family, the school and the
local community.
Celebration
- What is a
celebration?
- What things do
people celebrate?
- How do people
celebrate?
- What do you
celebrate?
Continued from previous page
-
-
-
-
-
Advent Sunday (Sunday nearest 30th November) Advent Sunday falls on the Sunday nearest St Andrew’s day (30th
November). It marks the start of the period, lasting about four weeks, which precedes Christmas. In churches, one of the
candles on the Advent wreath is lit. Advent wreaths are made in the form of a circle out of evergreen leaves, such as holly.
Four small red or purple candles are placed at regular intervals around the wreath and a large white candle is placed in the
centre. One of the outer candles is lit on the first Sunday in Advent, two on the second Sunday in Advent and so on, until
Christmas Day when all the candles are lit, including the large central one. This celebrates the birth of Jesus, the light of
the world.
Services leading up to Christmas
o Christingle services are held in many churches, for children especially. A Christingle is an orange, with a red
ribbon tied around it, into which four cocktail sticks are pushed. Soft fruits and sweets are impaled on the cocktail
sticks. A candle is inserted into the top of the orange. Each component part of the Christingle is full of symbolism.
The orange represents the world. The red ribbon represents the blood of Jesus. The four cocktails sticks
represent the four seasons. The fruits and sweets represent the fruits of the earth. The candle represents Jesus,
the light of the world. Lit Christingles are paraded around the church.
o Crib services, where model nativity scenes are blessed, are held in many churches (usually on Christmas Eve),
with children very much in mind.
o Carol services, at which special seasonal hymns are sung, are often held in the evening by candle light.
o Midnight Mass is a service of Holy Communion which takes place (usually by candle light) as Christmas Eve
becomes Christmas Day.
Christmas Day (25th December) On Christmas Day, Christians celebrate the birth of Jesus. Jesus was not actually born
on 25th December: the date is that of an ancient festival celebrating the re-birth of the sun and many Christmas customs
can be traced back to pagan origins. The main Christmas Day church service is generally packed. Many people who never
otherwise go to church make a special effort to attend on Christmas Day.
Epiphany (6th January - 12 days after Christmas Day) marks the end of Christmas. Traditionally all Christmas
decorations are removed by twelfth night. In the Western Church, the visit of the Wise Men or Magi to the Christ child is
celebrated at Epiphany. They brought gifts of gold (symbolising kingship), frankincense (symbolising holiness) and myrrh
(symbolising suffering and death).
Candlemas (2nd February) Candlemas celebrates the presentation of Jesus in the Temple in Jerusalem 40 days after his
birth. It is known as Candlemas because on this day candles (symbolising Jesus as the light of the world) were blessed
and carried in procession around the church, a custom preserved in some churches.
Continued from previous page
-
-
-
-
Ash Wednesday (40 days before Easter Day) Ash Wednesday (the day following Shrove Tuesday or ‘Pancake Day’)
marks the beginning of Lent, the 40 days of penitence and abstinence leading up to Easter Day. Ash Wednesday is so
called because in some churches (‘high churches’ in particular) there is a ceremony during which previous year’s palm
crosses (see Palm Sunday below) are burned. The priest then marks each worshipper’s head with an ash cross, reminding
them of their mortality.
Mothering Sunday (March) Now popularly known as Mothers’ Day, this was a day when Christians visited their ‘mother’
church and when girls in service (working in wealthy households) were permitted to visit their mothers, taking simnel cakes
as presents to be eaten on Easter Day.
Services during Holy Week (the week leading up to Easter Day) (these will be covered as part of Y5/6 Study Unit
entitled Holy Week)
o Palm Sunday (a week before Easter Day) Palm Sunday marks the beginning of Holy Week, the last week of
Jesus’ earthly life. It commemorates the entry of Jesus into Jerusalem when he rode on a donkey and was
welcomed by crowds with palm branches. In many churches, crosses made from palms are given out and there
are processions.
o Maundy Thursday (Thursday before Easter Day) Christians commemorate the Last Supper on Maundy Thursday.
It was at the Last Supper that Jesus blessed bread and wine and told his disciples to remember him whenever
they did this. Maundy comes from the Latin word ‘mandatum’ meaning commandment. At the Last Supper Jesus
washed the feet of his twelve disciples and told them to do the same for each other. This act of humility is reenacted in many churches with the washing of the feet of twelve members of the congregation.
o Good Friday (Friday before Easter Day) On Good Friday Christians recall the crucifixion of Jesus. It is a solemn
and austere day, during which Christians think about the sufferings of Jesus. Churches are stripped of their usual
flowers, decorations and finery during Good Friday and black cloths are sometimes draped over furnishings. In
‘high churches’, people contemplate the Stations of the Cross, 14 carved or painted pictures placed around the
walls depicting the events leading up to and immediately following the crucifixion.
o Holy Saturday (day before Easter Day) On this, the last day of Lent, many churches (especially ‘high churches’)
hold an evening service which starts in darkness. The worshippers light candles from a large candle called the
Paschal candle and the church gradually fills with light. This symbolises the triumph of life over death and the
victory of good over evil, themes that will be taken up during the Easter Day celebrations which follow. During the
service, baptismal vows are renewed in preparation for Easter.
Easter Day (March/April) Easter Day is the most important day of the Christian year. On this Sunday, Christians
celebrate the resurrection of Jesus. It is a joyful occasion on which many people make a special effort to go to church,
which is filled with flowers such as daffodils. Easter Gardens, carefully made models featuring the scene of the crucifixion
and the garden tomb where Jesus’ body was laid, are found in many churches.
Ascension Day (40 days after Easter Day) On Ascension Day, services are held to commemorate the ascension of
Jesus into heaven. The large Paschal candle which has been burning continuously since Easter is extinguished on this
day.
Whitsun/Pentecost (May) The name Whitsun derives from White Sunday, when children and adults who were newly
baptised dressed in white. Whitsun is the popular name for Pentecost, which is itself an alternative name for the Jewish
festival of Shavuot. After Jesus’ ascension, the apostles were gathered together for Pentecost when they received the gift
of the Holy Spirit. There was a rushing wind, tongues of fire appeared and they spoke in different languages. This marked
the beginning of the Christian Church.
Continued from previous page
Rites of passage (these will be covered as part of Y5/6 Study Unit entitled Christianity in the Local Community – and Beyond)
Infant baptism Baptisms are popularly known as Christenings. The word Christening comes from ‘Christ-naming’,
because this is the occasion when the baby is given publicly his or her ‘Christian’ name. For baptism, the baby is dressed
in a white Christening gown (symbolic of purity). Parents, godparents, friends and relatives gather around the font. The
parents and godparents declare their intention to nurture the child in the Christian faith and the godparents take vows on
the baby’s behalf. The priest asks the parents to name the child, then, using a hand or a scallop shell, pours water from the
font three times onto the baby’s head, baptising them in the name of the Father, the Son and the Holy Spirit. The water is a
symbol of rebirth and cleansing. A lighted candle is given to the parents or godparents and the sign of the cross made on
the baby’s forehead.
Confirmation Someone who has been baptised is not yet a full member of the Church of England. He or she will not be
able to receive the bread and wine at Holy Communion. In order to become a full member of the Church of England, a
person must publicly ‘confirm’ the promises made on their behalf at baptism. Before being confirmed, the candidates (aged
about 11 and older) attend confirmation classes, during which they receive instruction in the teachings of the Church.
These classes are usually led by the local vicar or rector. The actual service of confirmation is conducted by a bishop, who
asks the candidates to affirm their belief in the Christian faith. He then places his hands on the head of each candidate as
he or she kneels before him and asks God to ‘confirm’ that person with the Holy Spirit.
Marriage On the three Sundays preceding the wedding, banns are read out in church to make sure that there is no
reason why the couple should not be married. The bride traditionally wears white (symbolic of purity) and carries a bouquet
of flowers. She is attended by bridesmaids and is ‘given away’ by her father. In front of family and friends, the couple
exchange marriage vows and rings, which are blessed by the priest. After the ceremony, outside the church, confetti and
rice are thrown.
Funerals When they die, Christians are either buried or cremated. Funerals may take place at a church, cemetery or
crematorium, or a combination of these. If the dead person’s body is being buried in the churchyard, the funeral service
starts in the church and then everyone goes outside for a service of committal at the graveside.
Community events
Many churches are now used for community events such as music concerts.
The journey of life
- Key stages in life: birth,
childhood, adolescence,
adulthood, marriage,
parenthood, retirement,
old age, death.
- Rites of passage
(ceremonies marking
birth, initiation into
adulthood, marriage and
death) in different religions
and cultures, both
religious and nonreligious.
- Inventing our own
ceremonies to mark rites
of passage.
Uses for churches
What other things, apart
from worship, could
churched be used for?
The journey of life
- In what ways is
life like a journey?
- What are the key
turning points and
stages on life’s
journey?
- What changes
does a person go
through on life’s
journey?
- What ups and
downs are
encountered on
life’s journey?
- Where do you
want life’s journey
to take you?
- What do you want
to do with you life?
THE LOCAL ANGLICAN PARISH CHURCH
Glossary of Christian terms used in this unit
Advent
Advent literally means ‘coming’. Advent is the period beginning on the fourth Sunday before Christmas (40 days before Christmas in the Eastern Orthodox
tradition). It is a time of spiritual preparation for Christmas.
Advent Sunday
th
Advent Sunday falls on the Sunday nearest St Andrew’s day (30 November). It marks the start of the period, lasting about four weeks, which precedes
Christmas. In churches, one of the candles on the Advent wreath is lit. Advent wreaths are made in the form of a circle out of evergreen leaves, such as holly.
Four small red or purple candles are placed at regular intervals around the wreath and a large white candle is placed in the centre. One of the outer candles is lit
on the first Sunday in Advent, two on the second Sunday in Advent and so on, until Christmas Day when all the candles are lit, including the large central one.
This celebrates the birth of Jesus, the light of the world.
All Saints Day
This day (1st November) was sometimes called All Hallows, and the day before it known as All Hallows Eve (Hallowe’en). In churches on All Saints’ Day, Christian
martyrs and saints are thanked for their goodness and for their example.
All Souls’ Day
On this day (2nd November), prayers are said in churches for the souls of the dead.
Altar
Table covered in a cloth, with candles placed upon it. It is the focal point of the church, where worshippers receive the bread and the wine at Holy Communion. It
represents the table at which Jesus ate the Last Supper with his disciples. It also serves as a reminder that, just as animals were sacrificed on altars, so Christians
believe Jesus was sacrificed for us.
Anglican
Belonging to the Church of England.
Ascension Day
On Ascension Day (40 days after Easter Day), services are held to commemorate the ascension of Jesus into heaven. The Paschal candle which has been
burning continuously since Easter is extinguished on this day.
Ash Wednesday
Ash Wednesday (40 days before Easter Day - the day following Shrove Tuesday or ‘Pancake Day’) marks the beginning of Lent, the 40 days of penitence and
abstinence leading up to Easter Day. Ash Wednesday is so called because in some churches (‘high churches’ in particular) there is a ceremony during which
previous year’s palm crosses are burned. The priest then marks each worshipper’s head with an ash cross, reminding them of their mortality.
Baptism
Baptism is a ceremony that marks the child’s entry into the Christian church, and at which parents and godparents commit themselves to bringing the child up as a
Christian. Baptisms are popularly known as Christenings. Baptism is not restricted to children. Adults may be baptised as well. Some Christians believe that
baptism involves making a personal commitment to Jesus Christ that infants are too young to make. In these circumstances, baptism is performed by total
immersion in a pool that is usually situated inside the church. This ceremony is called Believer’s Baptism.
Bible
The Bible is the sacred book for Christians. It contains 66 books: 39 in the Old Testament and 27 in the New Testament. The content of the Old Testament
corresponds to the Jewish Bible (the Tenakh), with some of the later books appearing in a slightly different order. The books of the New Testament are concerned
with the life and teachings of Jesus and his earliest followers.
Candlemas
Candlemas takes place on 2nd February, and it celebrates the presentation of Jesus in the Temple in Jerusalem 40 days after his birth. It is known as Candlemas
because on this day candles (symbolising Jesus as the light of the world) were blessed and carried in procession around the church, a custom preserved in some
churches.
Carol
Originally a round dance, but later it was the name given to a hymn celebrating the birth of Jesus. Many carols are only sung at Christmas.
Chancel
If one looks down the nave (the main body of the church) towards the altar, the nave narrows into the part where the altar stands and the choir sits. This is the
chancel.
Chapel
There are two types of chapel. (i) A ‘nonconformist’ place of worship (e.g. Methodist chapel, Baptist chapel). (ii) Inside large churches and cathedrals, side chapels
are often found with their own altars. These are often dedicated to the Virgin Mary and various saints.
Christingle
A Christingle is an orange, with a red ribbon tied around it, into which four cocktail sticks are pushed. Soft fruits and sweets are impaled on the cocktail sticks. A
candle is inserted into the top of the orange. Each component part of the Christingle is full of symbolism. The orange represents the world. The red ribbon
represents the blood of Jesus. The four cocktails sticks represent the four seasons. The fruits and sweets represent the fruits of the earth. The candle represents
Jesus, the light of the world.
Christingle services
These are held in many churches in the run-up to Christmas. During the service, which is usually a children’s service, Christingles are lit and paraded around the
church.
Christmas
Christmas is a 12 day celebration of the birth of Jesus. It starts on Christmas Day and ends with Epiphany (see ‘Epiphany’). Throughout the 12 days, homes are
th
filled with decorations, many of which have pre-Christian origins. The candles and lights are a reminder that 25 December, occurring just after the midwinter
solstice, was the day on which Romans celebrated the rebirth of Sol Invictus (the Unconquerable Sun). Evergreens were used to decorate homes during Teutonic
midwinter rituals, which included the lighting of the yule log. St Francis of Assisi constructed the first Christmas crib in 1223 CE using real people and animals to
th
re-create the scene in the stable. The Christmas festival starts on Christmas Day (25 December), and many Christians attend a midnight service, such as
Midnight Mass, on Christmas Eve. Various customs are associated with Christmas Day: children receive gifts from Father Christmas or Santa Claus (St Nicholas);
presents are exchanged; and families come together to eat a traditional meal, which in Britain usually includes roast turkey and Christmas pudding!
Christmas Day
On Christmas Day (25th December), Christians celebrate the birth of Jesus. Jesus was not actually born on 25th December: the date is that of an ancient festival
celebrating the re-birth of the sun and many Christmas customs can be traced back to pagan origins. The main Christmas Day church service is generally packed.
Many people who never otherwise go to church make a special effort to attend on Christmas Day.
Church
Church has four meanings. (i) The building in which Christians worship. (ii). The people who are Christians in a particular congregation. (iii) A particular Christian
denomination (e.g. Church of England, Roman Catholic Church, Baptist Church, Methodist Church, United Reformed Church). (iv) The worldwide community of
Christians.
Church of England
In the 16th century, King Henry VIII quarrelled with the Pope because he wanted a divorce. Afterwards, he broke all ties with the Roman Catholic Church and
formed the Church of England, with himself as its head. The Church of England is still the ‘established’ (official) church of England, with the reigning monarch as
its head.
Citadel
The term ‘citadel’ is used by the Salvation Army for their places of worship.
Confession
Confession is the act of admitting one’s sins to God or to a priest. Confession is generally performed corporately during public worship. It is customary for some
Christians, including Roman Catholics and ‘high’ Anglicans, to confess privately and individually to a priest on a regular basis.
Confirmation
A person who has been baptised is not yet a full member of the Church of England. He or she will not be able to receive the bread and wine at Holy Communion.
In order to become a full member of the Church of England, a person must publicly ‘confirm’ the promises made on their behalf at baptism. The service of
confirmation is conducted by a bishop, who places his hands on the head of each candidate and asks God to ‘confirm’ that person with the Holy Spirit.
Creed
Summary statement of religious beliefs, often recited in worship. The two most important Christian creeds are the Nicene Creed and the Apostles’ Creed.
Crib
A crib is literally a manger or container for animal food. The term is used widely to mean a model representing the scene of Jesus’ birth, with figures representing
the baby Jesus, Mary, Joseph, the ox, the donkey, the shepherds, the three kings, etc. St Francis of Assisi is thought to have started this tradition in 1223 – only
he used real people and animals rather than models!
Crib service
In many churches, cribs are installed and blessed at a special service for children that usually takes place on Christmas Eve.
Cross
Usually an upright stake with a crossbeam. In Palestine at the time of Jesus, the method of execution for all non-Roman criminals was to be nailed to a cross. This
was the way that Jesus was put to death. The cross is the main symbol of Christianity.
Denomination
Group of Christians sharing similar beliefs and practices (e.g. Church of England, Roman Catholic Church, Baptist Church, Methodist Church, Religious Society of
Friends, Salvation Army).
Disciple
A disciple is literally someone who learns or is a pupil. Jesus chose twelve men to be his special disciples, but he had many others. The twelve are known as the
apostles. The first four that he chose were the fishermen Simon (later called Peter) and Andrew, and James and John. Judas Iscariot, who betrayed Jesus, was
also one of the twelve.
East window
A large window at the east end of the church above the altar, usually depicting images of hope.
Easter Day
Easter Day is the most important day of the Christian year. On this Sunday, Christians celebrate the resurrection of Jesus. It is a joyful occasion on which many
people make a special effort to go to church, which is filled with flowers such as daffodils. Easter Gardens, carefully made models featuring the scene of the
crucifixion and the garden tomb where Jesus’ body was laid, are found in many churches.
Epiphany
Epiphany marks the end of Christmas. It takes place on 6th January, 12 days after Christmas Day. Traditionally all Christmas decorations are removed by twelfth
night. In the Western Church, the visit of the Wise Men or Magi to the Christ child is celebrated at Epiphany. They brought gifts of gold (symbolising kingship),
frankincense (symbolising holiness) and myrrh (symbolising suffering and death). In the Orthodox Churches, Epiphany is accorded great significance. It is
associated with the baptism of Jesus and the water being miraculously turned to wine at the wedding feast at Cana. Water is blessed at services held in churches
and by springs, rivers and the sea. During these services the priest immerses a cross three times into water to commemorate the baptism of Jesus.
Font
A raised basin used for baptisms. It is usually positioned near the main entrance to the church at the start of the central aisle. When babies (and adults) are
baptised they ‘enter’ the Church.
Good Friday
On Good Friday (the Friday before Easter Day) Christians recall the crucifixion of Jesus. On this day, Christians recall Jesus’ goodness in sacrificing himself for
humankind; hence ‘Good’ Friday. It is a solemn and austere day, during which Christians think about the sufferings of Jesus. Churches are stripped of their usual
flowers, decorations and finery during Good Friday and black cloths are sometimes draped over furnishings. In ‘high churches’, people contemplate the Stations of
the Cross, 14 carved or painted pictures placed around the walls depicting the events leading up to and immediately following the crucifixion.
Gospel
Gospel literally means ‘good news’, and it can be used to refer to the whole body of Jesus’ teaching. It also refers more specifically to the four records of Jesus’
life and work found in the New Testament (attributed to Matthew, Mark, Luke and John).
Harvest festival
At harvest Festival, which takes place in September or October, churches are decorated with displays of harvest produce and other foods which will later be
donated to the old and needy. Thanks are given to God for providing the food that we need, and prayers are said for the world’s poor and hungry.
‘High’ church
Members of the Church of England whose beliefs and practices are closest to the Roman Catholic Church. ‘High’ Anglicans place a high emphasis on ritual, the
value of the sacraments and the importance of tradition.
Holy Communion
Holy Communion, at which worshippers receive bread and usually wine, is the central act of worship for most Christians. It commemorates the Last Supper, when
Jesus shared bread and wine with his disciples, saying that they were his body and blood. It is generally perceived as much more than a simple act of
remembrance. Most Christians believe that at Holy Communion, in a mysterious way Jesus actually becomes present in each person who participates. Holy
Communion is known by many different names: Eucharist (meaning thanksgiving), Mass (among Roman Catholics and ‘high’ Anglicans), the Liturgy (among
Orthodox Christians), the Lord’s Supper and the Breaking of Bread. Different Churches celebrate Holy Communion in different ways.
Holy Saturday
This is the last day of Lent, the day before Easter Day). On Holy Saturday, many churches (especially ‘high churches’) hold an evening service which starts in
darkness. The worshippers light candles from a large candle called the Paschal candle and the church gradually fills with light. This symbolises the triumph of life
over death and the victory of good over evil, themes that will be taken up during the Easter Day celebrations which follow. During the service, baptismal vows are
renewed in preparation for Easter.
Holy Week
The week before Easter Day (the last week in Lent), when Christians remember the events leading up to the crucifixion and resurrection of Jesus.
Hymns
A song of praise to God.
Jesus
The founder of Christianity. The central figure of Christian history and devotion.
Kingdom Hall
The term ‘Kingdom Hall’ is used by Jehovah’s Witnesses for their places of worship.
Lectern
In church, the Bible rests on a stand called a lectern, which is often in the shape of an eagle. Just as the eagle soars in the sky inspiring everyone that sees it, so
the words of the Bible are read out to members of the congregation inspiring them with its message.
Lent
The 40 days of Lent lead up to Easter. During Lent, most Christians remember the 40 days that Jesus spent in the wilderness during which he was tempted by
Satan. Lent is a time of penitence and self-sacrifice, during which Christians reflect on Christian life and commitment. Many Christians try to give up certain
luxuries and indulgences during this time.
Low church
A description often used of some Anglican churches which place a low emphasis on ritual, the value of the sacraments and the importance of tradition. Instead
they stress the importance of the Bible and a personal experience of God through Jesus.
Lychgate
A shelter at the entrance to the churchyard where coffins and pallbearers would rest before going into the church for a funeral. The name comes from ‘lic’, an Old
English word for corpse.
Matins
In many Christian traditions, Matins is the morning prayer service containing psalms, prayers and two Bible readings.
Maundy Thursday
On Maundy Thursday (the Thursday before Easter Day), Christians commemorate the Last Supper. It was at the Last Supper that Jesus blessed bread and wine
and told his disciples to remember him whenever they did this. Maundy comes from the Latin word ‘mandatum’ meaning commandment. At the Last Supper Jesus
washed the feet of his twelve disciples and told them to do the same for each other. This act of humility is re-enacted in many churches with the washing of the
feet of twelve members of the congregation.
Meeting House
The term ‘Meeting House’ is used by members of the Religious Society of Friends (Quakers) for their places of worship.
Midnight Mass
This service of Holy Communion takes place (usually by candle light) as Christmas Eve becomes Christmas Day.
Morning prayer
See ‘Matins’.
Mothering Sunday
Now popularly known as Mothers’ Day, this was a Sunday in March when Christians visited their ‘mother’ church and when girls in service (working in wealthy
households) were permitted to visit their mothers, taking simnel cakes as presents to be eaten on Easter Day
Nave
Main body of the church. In most churches, it is filled with rows of pews where the congregation sits on either side of a central aisle. The word comes from ‘navis’,
meaning ship, the idea being that the church is a ship carrying passengers towards God.
New Testament
See ‘Bible’.
Old Testament
See ‘Bible’.
Orthodox Church
A family of different churches which are mainly found in eastern Europe and the Middle east. The Orthodox and Roman Catholic Churches separated from one
another in 1054.
Palm Sunday
Palm Sunday (the Sunday before Easter Day) marks the beginning of Holy Week, the last week of Jesus’ earthly life. It commemorates the entry of Jesus into
Jerusalem when he rode on a donkey and was welcomed by crowds with palm branches. In many churches, crosses made from palms are given out and there
are processions.
Paschal candle
The Paschal candle is a large candle traditionally lit at the evening service on Holy Saturday (the day before Easter Day). After the Easter season, it is usually
placed near the font and used in baptisms.
Pentecost
See ‘Whitsun’.
Priest
Title given to people who are authorised to lead worship in the Church of England, the Roman Catholic Church and the Orthodox Churches.
Pulpit
A raised platform with high sides from which the sermon is delivered.
Rector
In the past, there were technical differences between a rector and a vicar, but today both terms are used in the Church of England to describe a priest who is in
charge of a parish.
Remembrance Sunday
Remembrance Sunday falls on the second Sunday in November, when the dead of many conflicts (not just the First World War, and not just the fallen British) are
remembered in church services. Remembrance Sunday and Remembrance Day occur close to each other. Remembrance Day falls on 11th November and it
commemorates the end of the First World War (the armistice was signed at the eleventh hour of the eleventh day of the eleventh month, and two minutes silence
is often observed at this time). Remembrance Day parades take place and people wear paper poppies as a reminder of the poppies that grew on the battlefields
and the fields where the dead were buried.
Roman Catholic Church
The community of Christians throughout the world who follow the leadership of the Pope. It is the largest of all Christian denominations with 1,000 million followers
worldwide.
Saint
A person who is exceptionally holy and leads a life of devotion to God and, in the case of Christian saints, Jesus.
Sermon
Talk given in a church service where the priest or minister explains some aspect of Christian belief or a passage from the Bible.
Sunday
The first day of the week, set aside for worship, time with the family and leisure in accordance with the fourth of the Ten Commandments.
Sunday school
Many churches run Sunday schools at which children learn about the Christian religion.
Ten Commandments
Laws given to Moses by God on Mount Sinai, listed in Exodus 20 and Deuteronomy 5.1-22.
Transepts
Transepts are built on at either side of the main body of the church, often extending outwards like the arms of a cross.
Trinity
Doctrine of the three-fold nature of God. God is father, Son and Holy Spirit: three persons in one God.
Trinity Sunday
Day when the doctrine of the Trinity is affirmed and celebrated in church services.
Vicar
Term used in the Church of England to describe a priest who is in charge of a parish.
Whitsun
The name Whitsun derives from White Sunday, when children and adults who were newly baptised dressed in white. Whitsun is the popular name for Pentecost,
which is itself an alternative name for the Jewish festival of Shavuot. After Jesus’ ascension, the apostles were gathered together for Pentecost when they
received the gift of the Holy Spirit. There was a rushing wind, tongues of fire appeared and they spoke in different languages. This marked the beginning of the
Christian Church.
Essex County Council
RE MATTERS FOR EVERY CHILD
Support materials for Key Stage 2 study unit focused on
Christianity

LIVING AS A CHRISTIAN: THE BIBLE AND PRAYER
Teachers’ background notes on religious content, together with
suggestions for ‘learning from religion’ and concepts that could be explored

Christianity Study Unit
Key Stage 2
(Year 3 or Year 4)
LIVING AS A CHRISTIAN: THE BIBLE AND PRAYER
Religious content to be used as a vehicle for learning (learning about religion - as identified in the statutory programme of study)
1. The development of the Bible
2. The content of the Bible
3. The importance of the Bible for Christians
4. Jesus’ teaching about prayer, including the Lord’s prayer
N.B.
It is a requirement of the Essex agreed syllabus that in covering the religious content identified for each study unit, teachers must ensure that
pupils have opportunities to explore issues, questions and concepts related to general human experience arising from the content covered
(learning from religion).
Introduction to this material
These background notes and suggestions are designed to assist teachers in meeting the requirements of the Essex agreed syllabus (see box
above), and to complement further suggestions for ‘Living as a Christian: the Bible and Prayer’ contained in the Essex scheme of work for RE
at Key Stage 2.
The material comprises:
 Background notes for the teacher on the religious content (learning about religion).
 Suggestions of issues, questions and concepts related to general human experience that could be explored in relation to the religious
content (learning from religion).
 A glossary of terms.
LIVING AS A CHRISTIAN
1. The development of the Bible
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information
when enabling pupils to learn about the development of the Bible. It is not intended that the subject matter will be
presented to children as it appears below. It is intended that teachers will use a variety of pedagogies when teaching
RE, and suggestions are provided in the scheme of work.
-
-
-
-
The Bible is not simply one very long book, written by one person at a particular time. Just as a library
contains books of many different types, so the Bible contains a wide variety of separate books written down by
many different people in many different literary styles over many hundreds of years. This is why some
Christians talk about the Bible library.
The books of the Bible appear to have been produced in a number of different ways. We cannot be certain as
to how they all came into being. Some books appear to have been written down from the start, or to have
used existing written sources. Some books appear to contain material that was passed on orally. Other books
contain material that emerged from discussions in places such as the market-place or around the camp fire.
Some books were probably recorded on clay tablets or engraved in stone. Later they were written down on
scrolls made from sheets of papyrus. The ancient Egyptians invented this early form of paper, which was
made from the stems of papyrus reeds, beaten flat (the word ‘paper’ comes from ‘papyrus’). At other times,
parchment (made from animal skin) was used. Jews still use parchment for their sacred scrolls today.
Eventually the books were brought together to form the Bible as we know it today. This happened about 100
years after the birth of Jesus. Early Christians decided which books should be included in the Bible, and the
material was put into book form (called a codex) rather than scrolls.
Learning from religion
Issues and questions that
could be explored in
relation to some of the
subject matter in the left
hand column.
- How the status of a piece
of text changes once it has
been written down rather
than passed on orally.
Once written down, it
becomes fixed and
permanent.
- The practical advantages
of a book over a scroll.
Key concepts and questions
related to general human
experience that could be
explored.
LIVING AS A CHRISTIAN
2. The content of the Bible
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information when
enabling pupils to learn about the content of the Bible. It is not intended that the subject matter will be presented to children as it
appears below. It is intended that teachers will use a variety of pedagogies when teaching RE, and suggestions are provided in the
scheme of work.
-
-
In the previous section, it was explained that the Bible is a library or compendium of different books, written by different
people, in different styles, at different times.
The Bible contains 66 books: 39 in the Old Testament and 27 in the New Testament. The content of the Old Testament
corresponds to the Jewish Bible (the Tenakh), with some of the later books appearing in a slightly different order. The books
of the New Testament are concerned with the life and teachings of Jesus and his earliest followers.
The 39 books of the Old Testament:
o The first 5 books of the Bible (Genesis, Exodus, Leviticus, Numbers and Deuteronomy) are especially sacred to
Jews as they make up the Torah (see Y5/6 Study Unit entitled The Synagogue). They are also known as the
Pentateuch (meaning five scrolls). These books contain ancient stories (including those of the creation, Adam and
Eve, Noah, Abraham, Joseph and Moses) and Jewish religious laws (including the Ten Commandments)
governing every aspect of life.
o The next 12 books (Joshua, Judges, Ruth, 1 and 2 Samuel, 1 and 2 Kings, 1 and 2 Chronicles, Ezra, Nehemiah
and Esther) are mainly concerned with the ancient history of the Jewish people: a time of conflict when the Jewish
homeland was frequently attacked and invaded, when the people endured periods of exile and when their religious
beliefs were severely tested.
o The next 5 books (Job, Psalms, Proverbs, Ecclesiastes and the Song of Songs) are different in that they contain
little narrative. They mainly comprise poetry, proverbs and a type of literature known as ‘wisdom’.
o The last 17 books of the Old Testament are Isaiah, Jeremiah, Lamentations, Ezekiel, Daniel, Hosea, Joel, Amos,
Obadiah, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Haggai, Zechariah and Malachi. Apart from the book of
Lamentations (poems lamenting the destruction of Jerusalem in 586 BCE and its aftermath), the books in this
section of the Bible all record the words of the prophets after whom they are named.
The 27 books of the New Testament:
o The gospels of Matthew, Mark, Luke and John provide us with almost all the information we have about the life and
teachings of Jesus. Matthew’s gospel is attributed to Matthew the tax collector (one of Jesus’ disciples). It gives a
very Jewish picture of Jesus as the fulfilment of Old Testament prophecies. Mark’s gospel was the first to have
been written, around 65 CE. According to Papias, Mark was largely recording the eye-witness details of the
disciple Peter. Luke, who also wrote the Acts of the Apostles, was a doctor who accompanied Paul on some of his
missionary journeys. John’s gospel, which is sometimes attributed to the disciple of that name, is very different
from the other three in both content and style.
o The Acts of the Apostles is the fifth book of the New Testament. As the title implies, it relates what the disciples did
following the death of Jesus, taking the story on from the founding of the church in Jerusalem in about 30 CE to
the imprisonment of Paul in about 62 CE.
o The book of Acts is followed by 21 letters (epistles) containing Christian teaching. The letters were written to newly
formed Christian communities by Paul (he wrote 13 of them) and other members of the early church.
o The final book of the Bible is Revelation, written by a Christian called John. It belongs to a special kind of literature
known as ‘apocalyptic’ and in highly charged symbolic language it describes the earth-shattering events which
would announce the arrival of God’s Kingdom.
Learning from religion
Issues and questions that
could be explored in
relation to some of the
subject matter in the left
hand column.
- Using material from the
Bible and a range of other
sources, identify some
different types of writing,
eg myths, legends,
history, specifications,
instructions, rules,
inventories or lists, hymns,
songs, proverbs or
sayings, poetry,
prophecies or predictions,
prayers, parables or
fables, letters.
- The following passages
illustrate some of the
different types of writing
found in the Bible:
Genesis 6.1-4 (myth);
Exodus 25.10 ff
(specifications); Numbers
2 (instructions);
Deuteronomy 5 (laws,
rules); 2 Kings 17.5-6
(history); 2 Chronicles
4.11-16 (inventory, list);
Psalm 23 (hymn, song);
Proverbs 23.9,12,22
(proverbs, sayings); Song
of Songs 2.8-13 (love
poetry); Isaiah 24.1-3
(prophecy, prediction);
Matthew 6.9-13 (prayer);
Luke 15.4-6 (parable,
story with a point to
make); Timothy 1-2 (letter,
epistle).
Key concepts and
questions related to
general human
experience that
could be explored.
LIVING AS A CHRISTIAN
3. The importance of the Bible for Christians
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following
information when enabling pupils to learn about the importance of the Bible for Christians. It is not intended that the
subject matter will be presented to children as it appears below. It is intended that teachers will use a variety of
pedagogies when teaching RE, and suggestions are provided in the scheme of work.
The significance of the Bible for Christians
Some Christians believe that every word of the Bible is literally true. Others accept that parts of the Bible
may be historically inaccurate or the product of people who lived a long time ago in a very different society
and part of the world from our own.
All Christians would agree that the Bible is inspired by God and that through it, God’s actions and
intentions are made known. Christians therefore look to the Bible as a source of authority and guidance in
their lives. They call it the Word of God and treat it with great respect.
How Christians show respect for the Bible
Bibles are often beautifully bound and decorated. In medieval times, when Bibles were all handwritten,
monks would produce elaborately decorated versions of the Gospels, such as the Book of Kells or the
Lindisfarne Gospels.
In most churches, the Bible is placed at the front on a special stand called a lectern. In Anglican churches
this is often in the form of an eagle. In free churches, the central focal point is the lectern (with stairs going
up to it) rather than the altar, to emphasise the centrality of God’s word.
In Orthodox churches, a book containing extracts from the Gospels is always kept on the altar. The book
is covered in silver or gold with engravings of the crucifixion and resurrection on the front and back
covers.
In many churches, the Bible is carried in procession and the reading of the Bible is accompanied by rituals
indicating the importance of the book to Christians. In Orthodox churches, the Bible is carried out in
procession from behind the screen (the iconostasis) which divides the church. The church which has been
dimly lit is suddenly filled with light and members of the congregation kneel before the Bible or kiss it.
In many churches, Bible readings are followed by the words: “This is the word of the Lord”. Everyone
responds by saying together: “Thanks be to God”.
It used to be common practice (in the days before computers, TV and radio) for families to gather in the
evening to listen to the Bible being read. Large family Bibles were handed down through the generations.
Some Christians read the Bible every day believing that the Bible will guide them through life. When faced
with a difficult decision, some Christians believe that God will guide them to a passage of the Bible that
will help them.
In court, witnesses are sworn in by being asked to place a hand on the Bible and declaring that they will
tell the truth, the whole truth and nothing but the truth (alternatives are available for people who are not
Christians).
Learning from religion
Issues and questions that
could be explored in relation to
some of the subject matter in
the left hand column.
- Words, stories or books that
are special to us. Why are they
so special? How do we treat
our special books? Are they
kept in a special place?
- Who or what guides you
through your life?
Key concepts and questions
related to general human
experience that could be
explored.
Sacred/holy
- What does it mean for
something to be sacred or
holy?
- For something to be sacred or
holy, does it have to be
religious?
- How should something that is
sacred or holy be treated?
- What is sacred or holy to
you?
LIVING AS A CHRISTIAN
4. Jesus’ teaching about prayer, including the Lord’s Prayer
Background notes for teachers
The material below is written for teachers not children. Teachers may
wish to draw on some of the following information when enabling pupils
to learn about Jesus’ teaching about prayer. It is not intended that the
subject matter will be presented to children as it appears below. It is
intended that teachers will use a variety of pedagogies when teaching
RE, and suggestions are provided in the scheme of work.
Jesus’ teaching about prayer
For Jesus, prayer was not for public show. It was an essentially
private and personal activity: “When you pray, do not be like the
hypocrites! They love to stand up and pray in the houses of
worship or on the street corners, so that everyone will see them
… When you pray, go to your room, close the door, and pray to
your Father, who is unseen. And your Father, who sees what
you do in private, will reward you” (Matthew 6.6).
Jesus’ use of the term Abba for Father
Jesus used the Aramaic word Abba when speaking to and
about God. Abba is translated as Father, but it has been
pointed out that the more intimate term Daddy might be more
true to the spirit of the original. Abba was a familiar term used
by children when speaking to or about their father. That Jesus
chose to use it shows that the nature of his relationship with
God was a very close personal one.
The Lord’s Prayer
The prayer that Jesus taught his followers, and that Christians
the world over still regularly use, is known as the Lord’s Prayer.
In the Bible it may be found in Matthew 6.9-13 and Luke 11.2-4.
This is the modern-day version used in the Church of England:
o Our Father in heaven,
hallowed be your name,
your kingdom come,
your will be done,
on earth as in heaven.
Give us today our daily bread.
Forgive us our sins
as we forgive those who sin against us.
Lead us not into temptation
but deliver us from evil.
For the kingdom, the power and the glory are yours
now and for ever. Amen.
Learning from religion
Issues and questions that could be explored in relation to some of the subject
matter in the left hand column.
- Why do people pray? Why do people like to pray in silence?
- What positions do people adopt when they pray (kneeling, sitting, standing,
head bowed, head raised, arms down, arms aloft, hands open with palms
placed together, hands open with palms turned upwards, hands clasped, eyes
closed, eyes open, etc)? Why do people adopt different positions when they
pray? Which positions best suit the four different types of Christian prayer
referred to at the bottom of the left-hand column (thanksgiving, adoration,
petition, confession)?
- When do people pray? In private (eg before going to bed), in families (eg
grace before a meal), at school (eg during collective worship) and with other
people (eg during church services).
- Why do people say ‘Amen’ at the end of a prayer? ‘Amen’ means ‘So be it’,
and by saying ‘Amen’ people show they agree with the words of the prayer.
- Does everybody pray? Think of circumstances in which someone who does
not believe in God might find herself or himself saying a prayer.
- Why doesn’t God always answer prayers? Sometimes people ask God to give
them things they really, really want; and they feel disappointed and let down by
God when they don’t get what they have been asking for! If you prayed for
something you had seen in a shop that you really wanted, do you think God
would answer your prayer? What sort of things should people pray for?
- What is the difference between making a wish and saying a prayer?
- If you knew for certain that God would answer just one of your prayers –what
would your prayer be?
- ‘Our Father in heaven’. If God is our father, then we are all brothers and
sisters: members of one family. How should we behave towards one another?
- ‘Hallowed be your name’. Jews seldom write or say the word ‘God’, other than
in the context of prayer. Believing that God is too sacred to be named, they will
often write the word ‘God’ as G-d. J.K. Rowling inverts this idea in the Harry
Potter books, where the evil Voldemort is known as ‘he who must not be
named’.
- ‘Give us today our daily bread’. Bread, the ‘staff of life’, is a staple food
worldwide. Many depend on their ‘daily bread’ for survival.
- ‘Lead us not into temptation’. Times that you have been tempted. Times that
you have given in to temptation. Times that you have resisted temptation.
Key concepts and
questions related to
general human
experience that could be
explored.
Continued from previous page
Types of Christian prayer
Four main types of Christian prayer are thanksgiving (thanking
God), adoration/praise (praising God), petition/supplication
(asking God for help for oneself or asking God to help others)
and confession (asking God for forgiveness).
The Lord’s Prayer includes adoration and praise (‘hallowed be
your name’, ‘the kingdom, the power and the glory are yours,
now and for ever’); petition and supplication (‘give us today our
daily bread’, ‘lead us not into temptation’, ‘deliver us from evil’);
and confession (‘forgive us our sins’).
Questions related to four types of Christian prayer
- What are you thankful for? (Thanksgiving)
- What do you think is marvellous, fantastic, amazing, awesome?
(Adoration/praise)
- Who is in need of help? What do you need help with? (Petition/supplication)
- Have you ever done anything for which you would like to be forgiven?
(Confession)
LIVING AS A CHRISTIAN: THE BIBLE AND PRAYER
Glossary of Christian terms used in this unit
Abba
Jesus used the Aramaic word Abba when speaking to and about God. Abba is translated as Father, but it has been pointed out that the more intimate term Daddy
might be more true to the spirit of the original. Abba was a familiar term used by children when speaking to or about their father. That Jesus chose to use it shows
that the nature of his relationship with God was a very close personal one.
Anglican
Belonging to the Church of England.
Bible
The Bible is the sacred book for Christians. It contains 66 books: 39 in the Old Testament and 27 in the New Testament. The content of the Old Testament
corresponds to the Jewish Bible (the Tenakh), with some of the later books appearing in a slightly different order. The books of the New Testament are concerned
with the life and teachings of Jesus and his earliest followers. Some Christian traditions also include some additional books, called the Apocrypha, as part of the
Old Testament.
Church
Church has four meanings. (i) The building in which Christians worship. (ii). The people who are Christians in a particular congregation. (iii) A particular Christian
denomination (e.g. Church of England, Roman Catholic Church, Baptist Church, Methodist Church, United Reformed Church). (iv) The worldwide community of
Christians.
Church of England
In the 16th century, King Henry VIII quarrelled with the Pope because he wanted a divorce. Afterwards, he broke all ties with the Roman Catholic Church and
formed the Church of England, with himself as its head. The Church of England is still the ‘established’ (official) church of England, with the reigning monarch as
its head.
Free churches
Any church that is ‘free’ from government control or support (e.g. the Baptist Church, the Methodist Church, the United Reformed Church).
Gospel
Gospel literally means ‘good news’, and it can be used to refer to the whole body of Jesus’ teaching. It also refers more specifically to the four records of Jesus’
life and work found in the New Testament. Matthew’s gospel is attributed to Matthew the tax collector (one of Jesus’ disciples). It gives a very Jewish picture of
Jesus as the fulfilment of Old Testament prophecies. Mark’s gospel is generally thought to be the first to have been written, probably around 65 CE. According to
Papias, Mark was largely recording the eye-witness details of the disciple Peter. Luke, who also wrote the Acts of the Apostles, was a doctor who accompanied
Paul on some of his missionary journeys. John’s gospel, which is sometimes attributed to the disciple of that name, is very different from the other three in both
content and style.
Iconostasis
Screen, covered with religious pictures called icons, used in Orthodox churches to separate the sanctuary from the nave.
Jesus
The founder of Christianity. The central figure of Christian history and devotion.
Lectern
In church, the Bible rests on a stand called a lectern, which is often in the shape of an eagle. Just as the eagle soars in the sky inspiring everyone that sees it, so
the words of the Bible are read out to members of the congregation inspiring them with its message.
Lord’s prayer
The prayer that Jesus taught his followers, and that Christians the world over still regularly use, is known as the Lord’s Prayer. In the Bible it may be found in
Matthew 6.9-13 and Luke 11.2-4.
New Testament
See ‘Bible’.
Old Testament
See ‘Bible’.
Orthodox Church
A family of different churches which are mainly found in eastern Europe and the Middle east. The Orthodox and Roman Catholic Churches separated from one
another in 1054.
Paul
Saul of Tarsus was a Pharisee who saw it as his duty to wipe out the newly formed Christian church. While pursuing this goal, he had a vision of Jesus on the
road to Damascus and was converted (see Acts 9.1-9). He changed his name to Paul and became the first Christian missionary, founding many churched across
the Roman empire. He shaped the beliefs of the early church by writing many letters, some of which are found in the New Testament. He was proably martyred in
Rome around 65 CE.
Essex County Council
RE MATTERS FOR EVERY CHILD
Support materials for Key Stage 2 study unit focused on
Christianity

JESUS’ BAPTISM AND THE BEGINNING OF HIS MINISTRY
Teachers’ background notes on religious content, together with
suggestions for ‘learning from religion’ and concepts that could be explored

Christianity Study Unit
Key Stage 2
(Year 3 or Year 4)
JESUS’ BAPTISM AND THE BEGINNING OF HIS MINISTRY
Religious content to be used as a vehicle for learning (learning about religion - as identified in the statutory programme of study)
1. The baptism of Jesus
2. The temptations faced by Jesus in the desert
3. The beginning of Jesus’ ministry and the choosing of the twelve disciples
N.B.
It is a requirement of the Essex agreed syllabus that in covering the religious content identified for each study unit, teachers must ensure that
pupils have opportunities to explore issues, questions and concepts related to general human experience arising from the content covered
(learning from religion).
Introduction to this material
These background notes and suggestions are designed to assist teachers in meeting the requirements of the Essex agreed syllabus (see box
above), and to complement further suggestions for ‘Jesus’ Baptism and the Beginning of his Ministry’ contained in the Essex scheme of work
for RE at Key Stage 2.
The material comprises:
 Background notes for the teacher on the religious content (learning about religion).
 Suggestions of issues, questions and concepts related to general human experience that could be explored in relation to the religious
content (learning from religion).
 A glossary of terms.
JESUS’ BAPTISM AND THE BEGINNING OF HIS MINISTRY
1. The baptism of Jesus
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information when
enabling pupils to learn about the baptism of Jesus. It is not intended that the subject matter will be presented to children as it
appears below. It is intended that teachers will use a variety of pedagogies when teaching RE, and suggestions are provided in the
scheme of work.
Learning from religion
Issues and questions
that could be explored in
relation to some of the
subject matter in the left
hand column.
Key concepts and
questions related to
general human
experience that could
be explored.
Jesus’ early life
Very little indeed is known about Jesus’ life before his baptism. Two of the gospels (Matthew and Luke) begin with the
story of Jesus’ birth, and then jump ahead approximately 30 years to his baptism (apart from one incident at the Temple in
Jerusalem when Jesus was 12, recorded in Luke 2.41-52). The other two Gospels (Mark and John) begin with John the
Baptist’s preaching in the desert prior to Jesus’ baptism.
The gospels provide enough information for it to be generally agreed that Jesus grew up and lived in the town of Nazareth
in Galilee with his parents, Mary and Joseph, and his brothers and sisters (see Matthew 13.55-56 and Mark 6.3). Joseph
was a carpenter (builder would be more accurate) and Jesus would have learned and practised his father’s trade.
What does seem clear is that Jesus broke away from his home and his family when John the Baptist appeared on the
scene, preaching in the desert and baptising people in the river Jordan.
John the Baptist
According to Luke, Mary the mother of Jesus, and Elizabeth, the mother of John, were related. The events prior to Jesus’
birth were interlinked with those leading up to the birth of John (see Luke 1).
John re-appeared when he, like Jesus, was about 30 year old. According to Mark, he came out of the desert, baptising and
preaching, “Turn away from your sins and be baptised”. He wore clothes made of camel‘s hair, with a leather belt around
his waist, and his food was locusts and wild honey. To the Jews he must have recalled the prophets of an earlier age and
he attracted large crowds (see Mark 1.4-6).
John spoke about a man who would come after him, someone who was much greater than he was. John expressed it as
follows, “I am not good enough even to bend down and untie his sandals. I baptise you with water, but he will baptise you
with the Holy Spirit” (Mark 1.7-8). John was clearly talking about Jesus.
- People (like John the
Baptist) who are
unconventional or
different.
- Symbolism associated
with water. Water is a
symbol of life, renewal,
refreshment and
cleansing.
Jesus’ baptism
Matthew provides the fullest account of the baptism of Jesus, given below (Matthew 3.13-16). The event is also described
in Mark 1.9-11 and Luke 3.21-22.
At that time Jesus arrived from Galilee and came to John at the Jordan to be baptised. But John tried to make him change
his mind. “I ought to be baptised by you”, John said, “And yet you have come to me!” But Jesus answered him, “Let it be so
for now. For in this way we shall do all that God requires”. So John agreed. As soon as Jesus was baptised, he came up
out of the water. Then heaven was opened to him, and he saw the Spirit of God coming down like a dove and alighting on
him. Then a voice said from heaven, “This is my own dear Son, with whom I am pleased”.
The gospels use highly symbolic language to describe the events of Jesus’ baptism: heaven opens, the Spirit of God like a
dove alights on Jesus and a voice from heaven speaks to him. At his baptism Jesus clearly underwent a profound religious
or mystical experience. He had had a direct and dramatic encounter with God. He was a changed person and his life
would never be the same again. This was a pivotal moment: the moment when he accepted his divinely-inspired mission.
- Strange or puzzling
things that we have
experienced.
- Turning points in our
lives.
Jesus goes into the desert
It is not surprising to find that after such a powerful and extraordinary experience, Jesus needed to be alone for a while, to
try to work out what it all meant and what he should do. He needed the quiet and solitude of the desert.
- The need for times of
peace, quiet and
solitude.
Symbol
- What is a symbol?
- What different types
of symbols are there?
- Why are symbols
used?
- Can you think of
some different
symbols for yourself,
or for different
aspects of yourself,
eg the ‘inside’ you
and the ‘outside’
you?
JESUS’ BAPTISM AND THE BEGINNING OF HIS MINISTRY
2. The temptations faced by Jesus in the desert
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information
when enabling pupils to learn about the temptations faced by Jesus. It is not intended that the subject matter will be
presented to children as it appears below. It is intended that teachers will use a variety of pedagogies when teaching
RE, and suggestions are provided in the scheme of work.
-
-
The description given in the Gospels of Jesus’ time alone in the desert is again highly symbolic. Matthew
(Matthew 4.1-11) and Luke (Luke 4.1-13) describe how the Devil appears to Jesus and tempts him three
times. Firstly, to turn stones into bread, thereby easing his hunger. Secondly to jump from the highest point of
the Temple and be rescued by angels. And thirdly to kneel down and worship the Devil, and be rewarded with
all the kingdoms of the world in all their greatness.
Matthew and Luke are saying that Jesus could have abused his special gifts in order to gain wealth, fame,
power, etc. But when tempted by such thoughts, Jesus immediately rejects them. Instead he will devote the
rest of his life to spreading the Good News (the Gospel) through his teaching, healing and example.
Learning from religion
Issues and questions that
could be explored in
relation to some of the
subject matter in the left
hand column.
- Have you ever been
tempted?
- Have you ever given into
temptation?
- Have you ever resisted
temptation?
Key concepts and questions
related to general human
experience that could be
explored.
JESUS’ BAPTISM AND THE BEGINNING OF HIS MINISTRY
twelve disciples
3. The beginning of Jesus’ ministry and the choosing of the
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information when
enabling pupils to learn about the beginning of Jesus’ ministry and the choosing of the twelve disciples. It is not intended that the
subject matter will be presented to children as it appears below. It is intended that teachers will use a variety of pedagogies when
teaching RE, and suggestions are provided in the scheme of work.
Jesus begins his ministry
After his baptism and the time spent in the desert, Jesus went to Galilee and preached the Good News from God. “The
right time has come”, he said, “And the Kingdom of God is near! Turn away from your sins and believe the Good News!”.
(Mark 1.14-15). The news about Jesus spread. He taught in the synagogues and was praised by everyone (Luke 4.1415).
Jesus calls four fishermen and a tax collector
The Gospels describe how the first five disciples were chosen by Jesus. The first four to be called were fishermen. This is
how Matthew describes the event (Matthew 4.18-22):
o As Jesus walked along the shore of Lake Galilee, he saw two brothers who were fishermen, Simon (called Peter)
and his brother Andrew, catching fish in the lake with a net. Jesus said to them, “Come with me and I will teach
you to catch men”. At once they left their nets and followed him. He went on and saw two other brothers, James
and John. They were in their boat with their father Zebedee, getting their nets ready. Jesus called them, and at
once they left the boat and their father and went with him.
More is known about the four fisherman disciples than about any of the others, with the exception of Judas who betrayed
Jesus:
o Simon was an impulsive man of action and he became the foremost of the disciples, taking over as leader after
the death of Jesus. Jesus called him Peter, meaning ‘rock’: “Peter: you are a rock, and on this rock foundation I
will build my church” (Matthew 16.18). Peter was eventually martyred in Rome during Nero’s persecution of
Christians around 64CE. The story goes that he was crucified upside down as he did not consider himself worthy
to die in the same way as Jesus. St Peter’s Basilica in Rome is built on the traditional site of his crucifixion and
burial.
o Andrew, the brother of Peter, is the patron saint of Scotland. According to legend, he was crucified on an Xshaped cross, hence the emblem on the Scottish flag.
o Along with Peter, James and his brother John formed the inner group of three disciples. Jesus called them
‘Boanerges’, meaning ‘men of thunder’, because of their stormy temperaments. James was one of the first
Christian martyrs. He was executed by King Herod Agrippa 1. According to legend, the body of James was
brought from Jerusalem to Spain and in the Middle Ages his shrine at Santiago de Compostela became one of
the greatest of all Christian pilgrimage centres.
It is significant that Jesus chose humble fishermen as his first disciples rather than men who were more erudite or
sophisticated. His next choice was even more surprising: he chose a tax collector called Matthew, also known as Levi.
Such a man would have been despised by the Jewish population because he would have been seen as a minion of the
hated Roman occupiers.
What is striking about the way Jesus recruited the first five disciples is that in every case he approached the men while
they were at work, and without hesitation they stopped what they were doing and immediately followed him. They were
prepared to sacrifice home, family, jobs and security in order to embark on a risky and unknown venture with Jesus.
Learning from religion
Issues and questions
that could be explored in
relation to some of the
subject matter in the left
hand column.
Key concepts and
questions related to
general human
experience that could
be explored.
- People who have a
special quality.
Charismatic
personalities. ‘Stars’ of
films, television, pop
music, sport, etc. What
gives a person
charisma?
- Is there anything or
anyone that you would
be prepared to give up
everything for and go off
with without hesitation?
- Who influences you in
your life? Who do you
follow?
- Nicknames are usually
terms of affection, but
they can sometimes be
insensitive and hurtful.
Has anyone in the class
got a nickname that she
or he does not mind
being used? How did
the person acquire her
or his nickname? What
sort of nicknames would
be unsuitable? Have
you got a nickname? If
you could choose a
nickname for yourself,
what would it be?
Sacrifice
- What is a sacrifice?
- Can you think of
examples of people
who have sacrificed
something for the
sake of someone
else?
- Can you think of
examples of people
who have sacrificed
themselves for the
sake of someone
else?
- Has anyone ever
sacrificed anything for
your sake?
- Have you ever
sacrificed anything for
another person?
Continued from previous page
Jesus chooses the twelve
Jesus had many followers, including women. Luke describes how Jesus identified the twelve who were to be his closest
companions (Luke 6.12-13):
o “Jesus went up a hill to pray and spent the whole night there praying to God. When day came, he called his
disciples to him and chose twelve of them, whom he named apostles: Simon (whom he named Peter) and his
brother Andrew; James and John, Philip and Bartholomew, Matthew and Thomas, James son of Alphaeus, and
Simon (who was called the Patriot), Judas son of James, and Judas Iscariot, who became the traitor.”
Jesus sends the disciples out to spread the Good News
The twelve disciples travelled around with Jesus as he taught and healed. Sometimes he would send them off on their
own:
o Then he sent them out to preach the Kingdom of God and to heal the sick, after saying to them, “Take nothing for
your journey: no stick, no beggar’s bag, no food, no money, not even an extra shirt … The disciples left and
travelled through all the villages, preaching the Good News and healing people everywhere” (Luke 9.2, 3, 6).
- All of the twelve
disciples, apart from
Judas Iscariot, became
saints. What is a saint?
Can you think of any
other saints?
Friendship
- What does it mean
to be a friend?
- What are the
qualities of a good
friend?
- How do we show our
friendship?
- How do we feel
when we break up
with a friend?
- How do we feel
when we make up
with a friend?
- What is life like for
people who have no
friends?
- We all need friends.
Why?
- Are you a good
friend?
JESUS’ BAPTISM AND THE BEGINNING OF HIS MINISTRY
Glossary of Christian terms used in this unit
Devil
The Devil is presented in the Bible as the supreme force of evil. Also known as Satan, the Devil controls a whole army of lesser devils and demons. He began as
one of God’s leading angels but rebelled and was cast out of heaven.
Galilee
At the time of Jesus, Galilee covered all the area of north Palestine from the Mediterranean Sea to the River Jordan. Jesus grew up in the town of Nazareth, in
Galilee. Hence he was called ‘the Galilean’.
Gospel
Gospel literally means ‘good news’, and it can be used to refer to the whole body of Jesus’ teaching. It also refers more specifically to the four records of Jesus’
life and work found in the New Testament (attributed to Matthew, Mark, Luke and John).
Jesus
The founder of Christianity. The central figure of Christian history and devotion.
John the Baptist
The cousin of Jesus and born to Elizabeth and Zechariah when they were both old.
Kingdom of God
This phrase often occurs in the teaching of Jesus and is the theme of many of his parables. It has two meanings. (i) In this life, the rule of God in the hearts and
minds of men. (ii) The age to come, when God’s perfect rule will be established over everyone in heaven.
Prophet
One who is inspired to reveal a message from God.
Santiago de Compostela
City in northern Spain where a medieval cathedral stands on the site where the bones of the disciple James were believed to have been buried. This was (and still
is) a very popular pilgrimage centre.
St Peter’s Basilica
This is the largest church in the world, built on the traditional site of St Peter’s crucifixion and burial in Rome. It is situated next to the Vatican Palace, the
residence of the Pope.
Essex County Council
RE MATTERS FOR EVERY CHILD
Support materials for Key Stage 2 study unit focused on
Christianity

JESUS’ TEACHING AND EXAMPLE
Teachers’ background notes on religious content, together with
suggestions for ‘learning from religion’ and concepts that could be explored

Christianity Study Unit
Key Stage 2
(Year 3 or Year 4)
JESUS’ TEACHING AND EXAMPLE
Religious content to be used as a vehicle for learning (learning about religion - as identified in the statutory programme of study)
1. The parables of Jesus
2. “Love your neighbour as you love yourself”
3. The life of a well-known Christian
N.B.
It is a requirement of the Essex agreed syllabus that in covering the religious content identified for each study unit, teachers must ensure that
pupils have opportunities to explore issues, questions and concepts related to general human experience arising from the content covered
(learning from religion).
Introduction to this material
These background notes and suggestions are designed to assist teachers in meeting the requirements of the Essex agreed syllabus (see box
above), and to complement further suggestions for ‘Jesus’ Teaching and Example’ contained in the Essex scheme of work for RE at Key
Stage 2.
The material comprises:
 Background notes for the teacher on the religious content (learning about religion).
 Suggestions of issues, questions and concepts related to general human experience that could be explored in relation to the religious
content (learning from religion).
 A glossary of terms.
JESUS’ TEACHING AND EXAMPLE
1. The parables of Jesus
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information when
enabling pupils to learn about the parables of Jesus. It is not intended that the subject matter will be presented to children as it
appears below. It is intended that teachers will use a variety of pedagogies when teaching RE, and suggestions are provided in
the scheme of work.
Learning from religion
Issues and questions that
could be explored in relation
to some of the subject
matter in the left hand
column.
Where Jesus taught
Jesus taught in many different places: anywhere where people could gather, where he could be seen and where his
voice would carry. He taught in synagogues (Matthew 4.23), from hilltops (Matthew 5.1, 15.29), on level places (Luke
6.17), by the lakeside (Matthew 13.1, Mark 4.1), from a boat (Matthew 13.2, Mark 4.2), at wells (John 4.5) and in the
Temple in Jerusalem (Luke 19.47).
- If someone had a
message they wanted to
share today, how would
they get their message
across to people?
Parables
A favourite means by which Jesus taught was through short, pithy stories called parables. Parables use familiar events
in familiar settings to convey a spiritual message. This was a common teaching method among the Jews at that time,
and to invent parables was regarded as a sign of great wisdom. Each of Jesus’ parables contains one or more hidden
truths that listeners are meant to discern for themselves, and they were intended to jolt the listener into seeing familiar
things in a completely different way, turning one’s usual perceptions upside down.
Parables are similar to fables, in that they contain a hidden moral or message, but there are fundamental differences
between the two genres. Fables are fanciful concoctions usually featuring animals. The events described in fables could
never really happen (hares do not as a rule challenge tortoises to running races!). Parables use people and scenarios in
a realistic manner. They ring true because the events described in them are grounded in the realities of daily life.
People enjoy listening to stories, and the fact that Jesus’ parables drew on things that were familiar to his audience
meant that they spoke to them directly. Listeners were able to identify with the events described, and felt that Jesus
understood them and their day to day concerns.
The parable of the sower
With a few exceptions, the gospels do not record Jesus’ explanations of the meaning of his parables. One parable that
he did explain was the parable of the sower, which may be found in Matthew 13.1-9, Mark 4.3-9 and Luke 8.5-8. Here is
Luke’s version of the story:
o Once there was a man who went out to sow corn. As he scattered the seed in the field, some of it fell along the
path, where it was stepped on and the birds ate it up. Some of it fell on rocky ground, and when the plants
sprouted, they dried up because the soil had no moisture. Some of the seed fell among thorn bushes, which
grew up with the plants and choked them. And some seeds fell in good soil; the plants grew and produced
corn, a hundred grains each.
Jesus explained to his disciples that the story illustrates how different people receive his message. The sower is Jesus
and the seeds represent his message (the word of God). Here is Luke’s account of Jesus’ explanation (Luke 8.11-15):
o This is what the parable means: the seed is the word of God. The seeds that fell along the path stand for those
who hear; but the Devil comes and takes the message away from their hearts in order to keep them from
believing and being saved. The seeds that fell on rocky ground stand for those who hear the message and
receive it gladly. But it does not sink deep into them: they believe only for a while but when the time of testing
comes, they fall away. The seeds that fell among the thorn bushes stand for those who hear; but the worries of
this life crowd in and choke them, and their fruit never ripens. The seeds that fall in good soil stand for those
who hear the message and retain it in a good and obedient heart, and they persist until they bear fruit.
Parables
- Stories with a moral, a
message or a hidden
meaning, eg Aesop’s fables.
- The idea that a story might
not be ‘literally’ true, but it
can still contain truth.
The parable of the sower
- The struggle for survival in
the natural world.
- Farmers working with the
forces of nature to produce
the food we need to survive.
- Are you a good listener?
How well do you listen to
the words that are spoken to
you? When you hear
something, are you like the
path, the rocky ground, the
thorn bushes or the good
soil?
Key concepts and
questions related to
general human
experience that
could be explored.
Continued from previous page
The parable of the lost sheep
The parable of the lost sheep is found in Matthew 18.12-14 and Luke 15.4-7. Here is Luke’s version:
o Suppose one of you has a hundred sheep and loses one of them – what does he do? He leaves the other
ninety-nine sheep in the pasture and goes looking for the one that got lost until he finds it. When he finds it, he
is so happy that he puts it on his shoulders and carries it back home. Then he calls his friends and neighbours
together and says to them, “I am so happy I found my sheep. Let us celebrate!” In the same way I tell you,
there will be more joy in heaven over one sinner who repents than over ninety-nine respectable people who do
not need to repent.
The explanation that Jesus provides at the end (‘there will be more joy in heaven over one sinner who repents than over
ninety-nine respectable people who do not need to repent’) reveals the meaning of the parable. The caring shepherd is
God. The lost sheep is someone who turns away from God and falls into danger as a result. God will go after anyone
who turns away from him and try to bring them back ‘into the fold’.
The image of God as shepherd is an ancient one. Psalm 23 in the Old Testament extends the metaphor. According to
tradition, the psalm was written by King David who had once been a shepherd boy. Here is the first part of the psalm:
‘The Lord is my shepherd. I have everything I need. He lets me rest in fields of green grass and leads me to quiet pools
of fresh water. He gives me new strength. He guides me in the right paths, as he has promised. Even though I go
through the deepest darkness, I will not be afraid, Lord, for you are with me. Your shepherd’s rod and staff comfort me.’
Jesus also described himself as the good shepherd: “I am the good shepherd who is willing to die for the sheep” (John
10.11).
The parable of the lost
sheep
- Feelings associated with
the loss of something
precious and important.
- Feelings of joy when
something precious and
important is found again.
The symbol of the shepherd
- Why for religious believers
is a shepherd is an
appropriate symbol for
God?
- Other symbols for God.
The parable of the lost son
The parable of the lost son (often referred to as the parable of the prodigal son) is found in Luke 15.11-24. The first part
of the story tells of how the younger son asks his wealthy father for his share of his father’s property. He sells it, travels
to a distant country and wastes the proceeds on reckless living. Famine comes and in order to survive, he is forced to
take a job looking after pigs. He then realises the error of his ways, swallows his pride and goes back to his father to
beg forgiveness. His father spots him when he is still a long way off and rushes out to greet him. He tells his servants to
dress him in the finest robe and to put a ring on his finger and shoes on his feet. He orders the prize calf to be killed for
a feast to celebrate his son’s return.
The meaning of the parable becomes clear when one asks who does the father and the younger son represent? The
father is God. The younger son represents a person who takes all that God gives and wastes it. And what is the
message? That if we waste what God gives us, we will suffer. But if we have the honesty to admit our mistakes and the
humility to ask God to forgive us, God will do just that and welcome us back with open arms.
The parable of the lost son
- Wasting what we have
been given.
- Having the courage to
admit when we have done
something wrong.
- Saying sorry and asking
for forgiveness.
- Forgiving and forgetting.
The parable of the good Samaritan
The parable of the good Samaritan is found in Luke 10.30-35. The story tells of how a man travelling from Jerusalem to
Jericho is attacked, stripped and beaten up by robbers. He is left half dead at the roadside. A priest and a Levite (a
Temple official) each pass by on the other side of the road. Then a Samaritan approaches. When he sees the injured
man, ‘his heart was filled with pity’. He dresses the man’s wounds, puts him on his animal (probably a donkey) and
takes him to an inn. He pays the innkeeper to take care of the man.
At one level the story conveys a clear message about human compassion; but in order to appreciate the full
significance of the parable, it is important to understand that Samaritans were not regarded as true Jews. They were
alienated and intensely disliked by the majority of Jews for the way in which they interpreted the scriptures and
practised the Jewish religion. And yet it was the despised Samaritan, rather than the respectable priest and Levite who
showed true kindness.
The good Samaritan
- Groups of people in our
society who suffer from
alienation and prejudice.
- The feelings of individuals
in school suffering from
similar alienation and
prejudice.
Symbol
- What is a symbol?
- What different
types of symbols are
there?
- Why are symbols
used?
- Can you think of
some different
symbols for yourself,
or for different
aspects of yourself,
eg the ‘inside’ you
and the ‘outside’
you?
Forgiveness
- What does it mean
to forgive?
- Should a person
be forgiven if they
are not really sorry
for what they have
done wrong?
- Do some people
do things that are so
bad that they should
never be forgiven?
- Has anyone ever
forgiven you?
- How does it feel
when you are
forgiven?
- Have you ever
forgiven anyone
else?
Continued from previous page
-
Jesus told the parable when the question was put to him, “Who is my neighbour?” After finishing the story, Jesus asked,
“Which of these three men acted like a neighbour to the man attacked by robbers?” On receiving the reply, “The one
who was kind to him”, Jesus said, “You go then, and do the same”.
Kindness/
compassion
- What does it mean
to be kind/
compassionate?
- How do people
show kindness/
compassion?
- Why should we
show kindness/
compassion?
- How have you
been shown
kindness/
compassion?
- Are you a kind/
compassionate
person?
JESUS’ TEACHING AND EXAMPLE
2. “Love your neighbour as you love yourself”
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the
following information when enabling pupils to learn about what Jesus meant when he said, “Love
your neighbour as you love yourself”. It is not intended that the subject matter will be presented to
children as it appears below. It is intended that teachers will use a variety of pedagogies when
teaching RE, and suggestions are provided in the scheme of work.
-
-
-
-
-
-
When Jesus was asked, “Which commandment is the most important of all?”, he replied,
“Love the Lord your God with all your heart, with all your soul, with all your mind and with
all your strength”. He went on to say, “The second most important commandment is this:
‘Love your neighbour as you love yourself.’ There is no other commandment more
important than these two” (Mark 13.28-31).
For Christians, love is the most important human quality, exemplified in the way that Jesus
sacrificed everything, including his life, for others. Jesus expressed it in these words: “My
commandment is this: love one another, just as I love you. The greatest love a person can
have for his friends is to give his life for them” (John 15.12-13).
When Jesus was asked, “Who is my neighbour?”, he responded by telling the parable of
the good Samaritan (see above). The parable illustrates Jesus’ particular concern with
social outcasts.
One group of people who were detested by the Jewish population were those who
collected taxes on behalf of their Roman oppressors. Jesus chose the tax collector
Matthew as one of his disciples (Mathew 9.9, Mark 2.13-14, Luke 5.27-28) and he invited
himself to stay with Zacchaeus, a tax collector who was transformed by his meeting with
Jesus (Luke 19.1-10).
Jesus shocked a Pharisee by allowing a woman who ‘lived a sinful life’ to anoint his feet
with perfume (Luke 7.36-39). He would also have caused anger when he saved a woman
who committed adultery from being stoned (John 8.2-11).
Jesus often made a point of eating and drinking with social outcasts, such as tax collectors
and other outcasts (Matthew 9.10, Mark 2.15), a leper (Matthew 26.6-7, Mark 14.3) and a
Samaritan woman (John 4.5ff). When Jesus was eating at the home of a Pharisee, he told
his host: “When you give a feast, invite the poor, the crippled, the lame and the blind” (Luke
14.13).
In a powerful passage in Luke’s Gospel, Jesus is quoted as saying the following: “Happy
are you poor; the Kingdom of God is yours! Happy are those who are hungry now; you will
be filled! Happy are you when people hate you, reject you, insult you and say that you are
evil. Be glad when that happens, and dance for joy, because a great reward is kept for you
in heaven” (Luke 6.20-23).
According to the Gospels, Jesus also performed many healing miracles, curing people of
both physical and mental conditions.
In response to the teaching and example of Jesus, many individual Christians have shown
great concern for the poor, the sick, the disadvantaged and social outcasts (see below).
Learning from religion
Issues and questions that could be explored in
relation to some of the subject matter in the left
hand column.
Key concepts and
questions related to general
human experience that
could be explored.
- The idea that we should treat other people as
we would like to be treated ourselves (‘Do as you
would be done by’) is a universal moral principle.
It is known as the Golden Rule. Jesus’
formulation of the Golden Rule was, “Love your
neighbour as you love yourself”.The Golden Rule
is found in different versions in all the world’s
major religions and many humanists have
adopted it as their fundamental guiding moral
principle (see Y5/6 Study Unit entitled
Humanism: a secular world view).
- Symbols of love.
- Even though love does not actually exist in a
tangible, physical form and we cannot literally
see it, most people feel that it is there and accept
the reality of it. Is this a bit like what religious
believers feel about God?
- Writings, poems and pop songs about love.
Why are so many pop songs concerned with
love?
- Groups of people in our society who suffer from
alienation and prejudice.
- The feelings of individuals in school suffering
from similar alienation and prejudice.
- People who are poor, sick, disadvantaged and
outcasts in the contemporary world.
- Individuals and organisations that help such
people.
- Groups of people in our society who suffer from
alienation and prejudice. What can be done to
help them?
- The feelings of individuals in school suffering
from similar alienation and prejudice. What can
be done to help them?
Love
- What is love?
- Does love really exist?
- How do people show love?
- Are there different types of
love? Is loving a parent the
same as loving a brother or
a sister? Is loving a brother
or a sister the same as
loving a friend? Is loving a
friend the same as loving a
pet? Is loving a pet the
same as loving chocolate?
- What is the difference
between loving someone
and being in love with
someone?
- Who loves you?
- Who do you love?
JESUS’ TEACHING AND EXAMPLE
3. The life of a well-known Christian
Background notes for teachers
Schools are given complete freedom of choice about which Christian life to explore, as long as it is
someone significant who lived their life according to Christian beliefs and values: someone who
exemplified Christian compassion and/or someone who tried to combat injustice. Some suggestions
are provided below but there are many other Christians that pupils could learn about.
-
William Wilberforce (1759-1833) – one of the leaders of the campaign to abolish the slave
trade.
Elizabeth Fry (1780-1845) – Quaker prison reformer and founder of hostels for the homeless.
Earl of Shaftesbury (1801-1885) – factory and coal mine reformer and philanthropist.
Harriet Tubman (c.1820-1913) – escaped slave who helped many other slaves to freedom
through the ‘underground railroad’ running up the east coast of the United States.
Dr Barnardo (1845-1905) – founder of homes for destitute children.
Corrie Ten Boom (1892-1983) – she and her family helped many Jews to avoid capture by the
Nazis during World War II.
Martin Luther King (1929-1968) – American Black minister and civil rights campaigner,
assassinated by a White man.
Mother Teresa (1910-1997) – Roman Catholic nun and founder of the Sisters of Charity
(based in Calcutta), who devote themselves to the ‘poorest of the poor’.
Chad Varah (1911-2007) – Anglican priest and founder of the Samaritans.
Oscar Romero (1917-1980) – Salvadorean Roman Catholic Archbishop, murdered for
speaking out against the repression of the poor.
Father Borelli (1922-2007) – Roman Catholic priest who helped boys and men belonging to
the street gangs of Naples.
Desmond Tutu (1931- ) – Black South African Anglican Archbishop and campaigner against
apartheid.
Jackie Pullinger (1947- ) – devoted herself to helping drug addicts in the Walled City in Hong
Kong.
Learning from religion
Issues and questions that
could be explored in relation
to some of the subject
matter in the left hand
column.
- People (not just Christians)
who have a sense of
mission, a calling, a
vocation.
- Have you ever had a
sense that you are
compelled to do something?
That there is something that
you must do?
- Some jobs (eg nurse,
social worker, teacher) are
called vocations. What
makes a job a vocation?
- People (not just Christians)
who dedicate themselves to
the service of others and
who fight against injustice.
Such people often make
considerable sacrifices in
order to help others. What
makes them do it?
- People in the caring
professions: doctors,
nurses, social workers,
teachers, etc. Why do they
do it?
- How will you spend your
life?
Key concepts and questions related to
general human experience that could be
explored.
Depending on the person chosen for study,
concepts and questions such as the
following could be explored:
Kindness/compassion
- What does it mean to be
kind/compassionate?
- How do people show
kindness/compassion?
- Why should we show
kindness/compassion?
- How have you been shown
kindness/compassion?
- Are you a kind/compassionate person?
Altruism
- What is altruism?
- What does it mean to be altruistic?
- What is the opposite of altruism?
- Why are some people altruistic?
- Are you an altruistic person?
Sacrifice
- What is a sacrifice?
- Can you think of examples of people who
have sacrificed something for the sake of
someone else?
- Can you think of examples of people who
have sacrificed themselves for the sake of
someone else?
- Has anyone ever sacrificed anything for
your sake?
- Have you ever sacrificed anything for
another person?
JESUS’ TEACHING AND EXAMPLE
Glossary of Christian terms used in this unit
David
When the Israelites were fighting the Philistines, David the shepherd boy killed the Philistine champion Goliath. He later became the greatest king of Israel.
Devil
The Devil is presented in the Bible as the supreme force of evil. Also known as Satan, the Devil controls a whole army of lesser devils and demons. He began as
one of God’s leading angels but rebelled and was cast out of heaven.
Gospel
Gospel literally means ‘good news’, and it can be used to refer to the whole body of Jesus’ teaching. It also refers more specifically to the four records of Jesus’
life and work found in the New Testament (attributed to Matthew, Mark, Luke and John).
Jesus
The founder of Christianity. The central figure of Christian history and devotion.
Kingdom of God
This phrase often occurs in the teaching of Jesus and is the theme of many of his parables. It has two meanings. (i) In this life, the rule of God in the hearts and
minds of men. (ii) The age to come, when God’s perfect rule will be established over everyone in heaven.
Parable
A favourite means by which Jesus taught was through short, pithy stories called parables. Parables use familiar events in familiar settings to convey a spiritual
message. This was a common teaching method among the Jews at that time, and to invent parables was regarded as a sign of great wisdom. Each of Jesus’
parables contains one or more hidden truths that listeners are meant to discern for themselves, and they were intended to jolt the listener into seeing familiar
things in a completely different way, turning one’s usual perceptions upside down. Parables are similar to fables, in that they contain a hidden moral or message,
but there are fundamental differences between the two genres. Fables are fanciful concoctions usually featuring animals. The events described in fables could
never really happen (hares do not as a rule challenge tortoises to running races!). Parables use people and scenarios in a realistic manner. They ring true
because the events described in them are grounded in the realities of daily life.
Pharisee
Pharisees were an important Jewish religious group at the time of Jesus. Pharisees were strict in their religious observance, and they separated themselves from
everything they thought impure. Pharisee literally means ‘one who is separated’.
Psalm
A song which is intended to be chanted or sung during religious worship. The book of Psalms in the Bible is collection of these songs, most of which were
intended to be sung in the Temple in Jerusalem. Many of these psalms were written by King David.
Samaritan
The Samaritans are a sect of Jewish origin. They lived in Samaria, the northern territory of Israel, and were despised by most Jews for breaking away from the
true Jewish traditions.
Temple
At the time of Jesus, the Temple in Jerusalem was a pilgrimage centre for all Jews, especially during the great festivals. The first Temple in Jerusalem was built by
King Solomon in 950 BCE. It was destroyed by the Babylonians in 586 BCE. The second Temple was dedicated in 516 BCE but never completed. King Herod the
Great began rebuilding it in 19 BCE but this, the third and last Temple, was destroyed by the Romans in 70 CE.
Essex County Council
RE MATTERS FOR EVERY CHILD
Support materials for Key Stage 2 study unit focused on
Hinduism

HINDU GODS AND GODDESSES, THEIR STORIES AND
THEIR FESTIVALS
Teachers’ background notes on religious content, together with
suggestions for ‘learning from religion’ and concepts that could be explored

Hinduism Study Unit
Key Stage 2
(Year 3 or Year 4)
HINDU GODS AND GODDESSES, THEIR STORIES AND THEIR FESTIVALS
Religious content to be used as a vehicle for learning (learning about religion - as identified in the statutory programme of study)
5. Brahman (complementary Christian content: titles given to God)
6. Gods, goddesses, stories and festivals (having enabled pupils to learn about Brahman, schools are given complete freedom of choice
about which gods, goddesses, stories and festivals to cover)
N.B.
It is a requirement of the Essex agreed syllabus that in covering the religious content identified for each study unit, teachers must ensure that
pupils have opportunities to explore issues, questions and concepts related to general human experience arising from the content covered
(learning from religion).
Introduction to this material
These background notes and suggestions are designed to assist teachers in meeting the requirements of the Essex agreed syllabus (see box
above), and to complement further suggestions for ‘Hindu Gods and Goddesses, their Stories and their Festivals’ contained in the Essex
scheme of work for RE at Key Stage 2.
The material comprises:
 Background notes for the teacher on the religious content (learning about religion). Suggestions of complementary Christian content
are also provided.
 Suggestions of issues, questions and concepts related to general human experience that could be explored in relation to the religious
content (learning from religion).
 A glossary of terms.
HINDU GODS AND GODDESSES, THEIR STORIES AND THEIR FESTIVALS
1. Brahman
N.B. This is the one element in this Study Unit that must be covered must be covered. Apart from this, teachers have complete freedom of choice about which gods and goddesses to cover.
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information
when enabling pupils to learn about Brahman. It is not intended that the subject matter will be presented to children as
it appears below. It is intended that teachers will use a variety of pedagogies when teaching RE, and suggestions are
provided in the scheme of work.
Brahman (also covered in Y5/6 Study Unit entitled Brahman, the Trimurti and Creation Stories)
Hindus appear to believe in many different gods and goddesses but in fact they only believe in one God,
Brahman. As an ancient Hindu text puts it: ‘That which is One, the wise call by many names’.
Brahman is very difficult for human beings to grasp. Brahman is a mystery, with no form, no personal name
and no gender.
So that human beings may catch a glimpse of Brahman’s nature, Brahman is worshipped in many different
forms. The many different gods and goddesses reveal different aspects of the Divine. The word ‘murti’ which
is used to describe an image of a god, such as a picture or shrine figure, literally means ‘form’. Brahman may
be glimpsed in the form of a man (Vishnu), a great hero (Rama), a faithful wife (Sita), a beautiful woman
(Lakshmi), a woman of great refinement (Saraswati), a woman who is absolutely terrifying (Kali), a
mischievous child and a flirtatious young man (Krishna), an animal (Hanuman), a person with the head of
elephant enjoying a life of luxury and indulgence (Ganesh), a person living a life of strict self-denial (Shiva)
and as the elemental forces of nature (Indra, Surya, Agni).
The following well-known story is told in order to show that as human beings we only grasp part of the nature
of Brahman:
o A king summoned six blind men into the courtyard of his palace where an elephant stood. He asked
them to go up to the creature and to describe it. The first blind man felt the trunk and said the
elephant was like a snake. The second blind man felt the tail and said the elephant was like a rope.
The third blind man felt an ear and said the elephant was like a fan. The fourth blind man felt the
elephant’s side and said the elephant was like a wall. The fifth blind man felt a leg and said the
elephant was like a tree trunk. The sixth blind man felt a tusk and said the elephant was like a spear.
Each of the men was convinced that he knew the truth about the elephant but instead of sharing their
knowledge to gain a more complete understanding, they started to argue and fight.
 Complementary Christian (and Muslim) content
-
Hindus have many names for God, and so do Christians. The following are some of the titles given to God
in the Bible: Creator (Isaiah 40.28), Father (Matthew 6.9), Judge (Genesis 18.25), King (Jeremiah 10.7),
Lord (Psalm 113.1), Rock (Isaiah 17.10), Shepherd (Psalm 23.1), Shield (Psalm 18.2).
Muslims have 99 ‘Beautiful Names’ for Allah.
Learning from religion
Issues and questions that
could be explored in relation
to some of the subject matter
in the left hand column.
- There are many different
aspects to each of us, in
terms of our personalities
(happy, sad, excited, calm,
etc) and the roles we perform
in our lives (mother,
daughter, sister, teacher,
gardener, etc).
Key concepts and questions
related to general human
experience that could be
explored.
God
- What do people think God
is like?
- Where is God?
- Does God have a body?
- What do people think God
has done in the past / does
now / will do in the future?
- Is there anything that God
cannot do?
- If God is good, why does he
(or she) allow bad things to
happen?
- If God is loving, why does
he (or she) allow there to be
suffering?
- Was God ever born?
- Will God ever die?
- How do people ‘talk’ to
God?
- How does God ‘talk’ to
people?
- Why is it that many people
do believe in God?
- Why is it that many people
do not believe in God?
- Can anyone prove that God
exists?
- Can anyone prove that God
does not exist?
- If there is a God, why
doesn’t God prove to human
beings that he (or she)
exists?
- If you had one question for
God, what would it be?
HINDU GODS AND GODDESSES, THEIR STORIES AND THEIR FESTIVALS
2. Gods, goddesses, stories and festivals
N.B. Schools have complete freedom of choice about which of the following gods, goddesses, stories and festivals to cover. Please note that there is great variety within Hinduism. There are
many different versions of the stories told about the gods and festivals are celebrated in different ways in different parts of India.
Background notes for teachers
The material below is written for teachers not children. Teachers may
wish to draw on some of the following information when enabling pupils
to learn about Hindu gods and goddesses. It is not intended that the
subject matter will be presented to children as it appears below. It is
intended that teachers will use a variety of pedagogies when teaching
RE, and suggestions are provided in the scheme of work.
Ancient gods associated with the forces of nature
The most ancient Hindu scriptures are the four Vedas, written
between 1700 and 1500 BCE. The most important of the four
Vedas is the Rig Veda, a collection of about a thousand hymns
of praise to gods such as Indra, Surya and Agni. Like many
gods of ancient peoples (the Egyptians, the Romans, the
Greeks, the Norse people, etc) the Vedic gods were
associated with nature: earth, air, fire, water, wind, the sun, the
moon, trees, mountains, etc.
Indra, king of the Vedic gods, is associated with the sky. He is
the god of rain, thunder and lightning. He has two or four arms.
He holds a variety of objects, including a bolt of lightning,
lance, sword, bow and arrow, net and conch shell. He rides on
an elephant with three trunks and/or four tusks. The story of
the churning of the sea of milk (see section on Vishnu below)
tells of how he saved the world and how he acquired the
elephant on which he rides.
Surya is the sun god. He rides across the sky in a chariot
pulled either by seven horses or one horse with seven heads.
He sometimes has two arms with a lotus in each hand. He
sometimes has four arms. In his four hands he holds a variety
of objects, including a lotus, wheel and conch shell.
Agni is the god of fire. Part of Hindu worship is havan (offering
of fire) and offerings of ghee (clarified butter) are made to Agni
during havan. Agni has two heads and in each of his mouths
there are seven fiery tongues. He uses these tongues to lick
up the offerings of ghee that have been made to him. Agni has
three legs and two or seven arms. He holds a variety of
objects, including an axe, torch, prayer beads and flaming
spear. He rides on the back of a ram or in a chariot pulled by
fiery horses.
Learning from religion
Issues and questions that could be explored in relation to some of the
subject matter in the left hand column.
Key concepts and questions
related to general human
experience that could be
explored.
- The idea that God may be sensed in beautiful and awe-inspiring
aspects of the natural world (stars, mountains, trees, deserts, etc).
- The idea that God is present in the elemental forces of nature (wind,
fire, storms, etc).
- Gods of ancient peoples (the Egyptians, the Romans, the Greeks, the
Norse people, etc) associated with the forces of nature.
- The feeling that ‘someone was there’, but it turned out to be something
like the wind or a shadow.
Awe and wonder
- Have you ever had a ‘Wow!’
moment in response to
something in the natural world?
- Can you describe how you felt?
- What sort of things can fill
people with a sense of awe and
wonder?
The sky (associated with Indra)
- Goes on forever.
- Has many moods and many colours.
- Contains the air that all living things need in order to survive.
- Is breathed in and enters our bloodstream, thus becoming part of us.
Symbol (applicable to any of
the gods or goddesses)
- What is a symbol?
- What different types of symbols
are there?
- Why are symbols used?
- Can you think of some different
symbols for yourself, or for
different aspects of yourself, eg
the ‘inside’ you and the ‘outside’
you?
The sun (associated with Surya)
- The sun bestows light, warmth and life.
- The sun provides rhythm and pattern to our lives.
- The sun has always been worshipped, and the return of the sun after
the long cold dark months of winter was widely celebrated.
Fire (associated with Agni)
- Fire brings warmth, comfort and safety.
- The fire is the heart of the home.
- People cook with fire.
- Fire heats water enabling us to harness the power of steam.
- Fire sterilises.
- Fire is used to bend and shape iron and other metals.
- Fire also burns and destroys.
Brahma
Brahma is the creator: he brings everything into existence. He is one of the Trimurti, the others being Vishnu
(the preserver) and Shiva (the destroyer) (see Y5/6 Study Unit entitled Brahman, the Trimurti and Creation
Stories).
Brahma has four faces. These enable him to read all four Vedas simultaneously and to look into every corner of
creation at once.
Brahma’s four arms represent the points of the compass, and in his four hands he carries a variety of objects.
These include a water jug (a reminder of his function as the creator, since water is the source of all life), spoon
(representing the offerings made to him in worship), sceptre, bow, book (the Vedas), a lotus and prayer beads
(representing time).
Brahma either rides a goose (symbol of wisdom) or stands or sits in the ‘full lotus’ posture on a large lotus.
Stories featuring Brahma as creator
See Y5/6 Study Unit entitled Brahman, the Trimurti and Creation Stories.
Brahma
- Humankind’s fascination
with the origin of things:
where we and our world
came from. Was it just
something that happened
to happen, or did we come
into existence for a
purpose?
Creation
- What does creation mean?
- What sort of things do
people create?
- Why do people create
things?
- Are you creative?
Saraswati
Saraswati is the beautiful wife of Brahma. She is the goddess of learning and the arts.
Saraswati has a milky white face and dressed in white. She has four arms, representing mind, intellect,
conscience and ego. With two of her hands she plays the vina (a stringed musical instrument resembling a sitar)
and in the others she holds prayer beads and a book (the Vedas).
Like Brahma, she either stands or sits on a lotus or rides a white goose. She is sometimes shown with a swan
or a peacock.
Saraswati Puja
In most parts of India, Saraswati Puja (worship of Saraswati) takes place on the first night of Navaratri. Navratri
is a festival lasting nine nights which takes place in September or October. In homes, all the sacred books are
piled up and an image of Saraswati is placed on top. She is worshipped over a three day period.
In north India, Saraswati Puja is performed in January or February as part of Vasanta Panchami or Shri
Panchami, a festival celebrating the coming of spring. Since Saraswati is the goddess of learning, books and
writing implements are not used on this day but are placed in front of the home shrine where puja (worship) in
her honour is performed. In some areas, especially in West Bengal, clay images of Saraswati are carried in
procession through the streets before being immersed in rivers or ponds. The following year, new images are
made and immersed: a reminder of the perpetual cycle of life.
Saraswati
- The value of learning and
the arts. How these enrich
our lives.
Beauty
- What makes something or
someone beautiful?
- What things could be
described as beautiful?
- Does everyone agree about
what is beautiful, or could
something be beautiful to
some people but not to
others?
- Where does true beauty lie:
on the outside or the inside?
Vishnu
Vishnu is the preserver or sustainer of life. He is one of the Trimurti, the others being Brahma (the creator) and
Shiva (the destroyer) (see Y5/6 Study Unit entitled Brahman, the Trimurti and Creation Stories).
Vishnu’s skin is blue because, like the sky, he is everywhere and he is everlasting. He has a distinctive U
shaped mark upon his forehead, which is also worn by his devotees called Vaishnavites. In his four hands he
holds a lotus, a conch shell, a club and a chakra (this circular weapon represents the solar disc and the cycle of
life and death).
Vishnu is often shown sitting or lying in the coils of Ananta or Shesha, the thousand headed serpent. As Vishnu
Naryana he sleeps soundly in the serpent’s coils on the infinite cosmic ocean. Lakshmi his wife sits at his feet,
and from his navel a lotus blooms. In the lotus flower sits Brahma, who is about to create the world and the first
human beings.
Vishnu rides Garuda, the king of the birds. Garuda is sometimes shown as half man and half bird.
Vishnu
- The idea that creation is
not something that
happened just once, a long
long time ago, but that the
world and everything in it is
constantly being renewed,
re-created and sustained.
The ten avatars of Vishnu
Vishnu protects the world from evil. When the world is threatened, he comes down in the form of an animal or a
human to combat the forces of wickedness. The animal or human forms adopted by Vishnu are called avatars.
An avatar literally means a descent or a coming down. Traditionally Vishnu has ten avatars. Stories associated
with the first five avatars of Vishnu are re-told below.
1. Matsya – the fish
2. Kurma – the tortoise
3. Varaha – the wild boar
4. Narasimha – the man-lion
5. Varama – the dwarf
6. Parasurama – Rama with an axe
7. Rama – see below
8. Krishna – see below
9. The Buddha – see Y3/4 Study Unit entitled The Buddha’s Life Story, Celebrated at Wesak/Vaisakha
10. Kalki – at the end of time, Kalki will appear riding on a white horse and brandishing a blazing sword to
destroy the forces of evil
 Complementary Christian content
-
Just as Hindus believe that Vishnu came down to earth in human form (as Rama, Krishna and the Buddha),
so Christians believe that God appeared on earth in the person of Jesus.
1. The story of Matsya the fish
Manu, the very first man, was washing in the river when he scooped up a tiny fish. “Please help me,“ the fish
pleaded. “If I stay in the river a bigger fish will eat me.” Manu took the fish home and put it in a jug of water. The
following morning, the fish had grown so much that it filled the jug. Manu put it in a pond. The following morning,
the fish had grown so much that it filled the pond. Manu put it back into the river. The following morning, the fish
had grown so much that it filled the river. Manu put it into the sea. The fish spoke again to Manu, telling him that
he was really the god Vishnu. He warned Manu that a terrible flood was coming. The fish told Manu that in order
to save himself and other living things, he would need to build a great boat and fill it with two of every living
creature and the seeds of every plant. When the flood came, the boat rose up on the waters. But now new
danger loomed: a mighty storm threatened to sink the boat. Manu saw a great gleaming golden fish swimming
towards him. It had a horn on its head. Manu threw a rope onto the horn and the fish pulled the boat to safety. In
this way Vishnu saved all the creatures of the earth.
Flood stories feature in the mythologies of many cultures, and elements of this story have much in common with
the Biblical story of Noah’s ark. Scholarly opinion is divided as to whether the two accounts have a shared
original source or whether they grew up entirely independently.
Matsya the fish
- Compassion for one’s
fellow creatures.
- Comparisons with the
story of Noah’s ark.
2. The story of Kurma the tortoise (the churning of the sea of milk)
The gods were worried. Their strength was ebbing away and they felt weaker by the day. Lord Vishnu spoke,
“We need amrit, the liquid of immortality. If we could drink some of the magic liquid, our strength would return”.
“How can we obtain it?” asked the other gods. “Only with the help of the demons”, replied Vishnu. The gods
were horrified, but Vishnu persuaded them that there was no other way to get hold of the miraculous drink. As
soon as the demons heard about the amazing properties of amrit, they agreed to help.
So the forces of good and the forces of evil combined and Vishnu led them to the shores of the sea of milk.
They looked out over the vast white expanse and Lord Vishnu spoke again, “In order to make amrit, we must
churn the sea of milk”. The gods and the demons were full of doubt, “The sea is too big. How can we possibly
churn it?“ Vishnu uprooted a huge mountain and turned it upside down. “This will be your churning stick”, he
said, “And the giant snake Vasuki will be the rope you use to spin it”. Vishnu explained what they needed to do,
and then in an instant he turned himself into a great tortoise called Kurma. The tortoise swam down to the
bottom of the sea of milk, and the gods and demons positioned the mountain, point downwards, on its back.
The tip of the mountain rested on the tortoise’s shell and acted as a pivot. Next they wound the snake Vasuki
around the mountain. The gods held onto Vasuki’s tail while the demons gripped the neck. The gods pulled one
way while the demons relaxed their grip. The demons pulled the other way while the gods relaxed their grip.
Then it was the gods’ turn to pull again. As they tugged to and fro’, to and fro’, the mountain span like a giant
spinning top churning the sea all around it.
Faster and faster the mountain span one way and then another. As it did so, the friction generated caused the
snake’s body to grow hotter and hotter. Suddenly fiery breath belched out of Vasuki’s mouth, lightning filled the
sky, fires and streams of molten lava threatened to destroy the whole world. Indra the god of the sky now
intervened. He pierced the clouds with thunderbolts and unleashed torrents of rain. The fires were extinguished,
the lava was cooled and the gods and demons were refreshed.
As the snake’s body stretched and twisted around the mountain, all of its poison welled up inside it and spewed
out of its mouth. Streams of blue venom started to engulf the world. This time it was the god Shiva who came to
the rescue. He swallowed the poison, but as he gulped it down it turned his throat blue. That is why Shiva is
known as the ‘blue throated’.
The gods and the demons were becoming exhausted and their bodies ached. At last their efforts were rewarded
and the churning sea began to yield wonderful things. The moon emerged from the froth and the foam, followed
by the sun. The goddess Lakshmi came out of the waves and an elephant too. Lakshmi later became the wife of
Vishnu and the elephant became the mount of the god Indra. The sea also produced a magic horse, a milkwhite cow, a sparkling jewel, a tree of paradise and the goddess of wine. Finally Dhavantari, god of healing,
appeared bearing a cup in his hands. The tremendous efforts of the gods and the demons had not been in vain.
The cup contained amrit, the liquid of immortality.
Before the gods realised what was happening, the demons seized the cup and escaped down to the
underworld. Once more it was Lord Vishnu who saved the gods. This time he turned himself into a beautiful
woman, and then he went down to the underworld. The demons were so captivated by the beauty of this
mysterious woman that they promised her she could have whatever she wanted. Naturally, she chose the cup
of amrit which she then carried back to the gods. The gods drank the amrit and with their strength restored, they
were able to defeat the demons.
Kurma the tortoise
- The quest for everlasting
life. If you had a drink that
would give you immortality,
would you drink it?
- The struggle between
good and evil.
Goodness
- What is goodness?
- How is goodness shown?
- How do you decide whether
something is good or evil?
- Why is it good to be good?
Evil
- What is evil?
- How is evil shown?
- How do you decide whether
something is good or evil?
- Why is it bad to be evil?
3. The story of Varaha, the wild boar
There was once a flood so great that the entire earth was covered in water. An evil demon kept the earth
completely submerged under the flood water. Vishnu turned himself into a huge wild boar, forty miles wide and
four thousand miles tall. He dived into the waters and found the earth by using his sense of smell. He killed the
demon who was keeping the earth submerged and swam back up to the surface carrying the earth on his tusks.
Varaha the wild boar
- The struggle between
good and evil.
4. The story of Narasimha, the man-lion
Hiranya Kashyap was the king of the demons. He thought that he could never be killed. This was because the
god Brahma had granted him a great favour. Brahma had promised the demon king that he could not be killed
by any man or animal, by day or by night, in the open or under a roof, or by any weapon. Thinking himself safe
from all danger, Hiranya Kashyap began a reign of terror. No one was spared. When he heard that his own son
was worshipping the god Vishnu, the demon king decided to kill him. His son’s name was Prahlad.
Hiranya Kashyap ordered his soldiers to dig a deep pit and to fill it with poisonous snakes. Prahlad was thrown
into the pit. Many snakes bit him, but Lord Vishnu protected Prahlad and he did not die. The demon king then
sent a herd of elephants to trample on Prahlad while he slept, but again Vishnu protected him and he remained
unharmed. Hiranya Kashyap refused to give up and sent his soldiers with swords to kill Prahlad. Although he
was stabbed many times, Prahlad again remained unhurt. Finally the demon king asked his evil sister Holika to
help him kill his son. She said she would take Prahlad into the middle of a huge bonfire and hold onto him until
he burned to death. She would protect herself from the flames by magic. Holika pulled Prahlad into the great
bonfire and held tightly onto him while the flames raged around them. When the bonfire died down, with
Vishnu’s protection, Prahlad emerged alive and unharmed. It was Holika that had been burned to death.
Lord Vishnu now decided to put an end to the demon king. He knew that Hiranya Kashyap could not be killed by
any man or animal, by day or by night, in the open or under a roof, or by any weapon. It seemed impossible to
destroy the demon, but Vishnu found a way. He turned himself into a creature called Narasimha that was half
man and half lion (neither man nor animal) and attacked the demon at twilight (when it was neither day nor
night) in the doorway of his palace (neither in the open nor under a roof) with his claws (so no weapon was
used). Thanks to Vishnu’s cleverness, Hiranya Kashyap, king of the demons, was destroyed.
The festival of Holi (February/March)
The story of how the god Vishnu (in the form of the man-lion Narasimha) overcame Hiranya Kashyap (the
demon king) is one of those recalled during the festival of Holi. Bonfires are lit to recall the destruction of Holika,
from whom the festival takes its name. The festival is also associated with Krishna (see below).
Narasimha, the man-lion
- The struggle between
good and evil.
5. The story of Varama, the dwarf
The earth had been conquered by an evil demon called Bali. Vishnu came to Bali in the form of a dwarf called
Varama. “Please let me have some land,” the dwarf asked the demon. “I don’t want much. Just let me have
what I can cover in three steps.” Bali the demon laughed, “Look how short your legs are! Three steps won’t take
you very far. Very well, you can have the land.” Vamana now grew so enormous that his first step covered the
entire earth. With his second step he crossed the heavens. And when he took his third step he trapped Bali’s
head under his foot and pushed him down into the underworld.
Holi
- Similarities with bonfire
night (5th November).
- For ideas about exploring
fire, see Agni above.
Varama, the dwarf
- The struggle between
good and evil.
Goodness
- What is goodness?
- How is goodness shown?
- How do you decide whether
something is good or evil?
- Why is it good to be good?
Evil
- What is evil?
- How is evil shown?
- How do you decide whether
something is good or evil?
- Why is it bad to be evil?
Rama, Sita and Hanuman
Rama (the seventh avatar of Vishnu) is the hero of the Ramayana, an ancient epic poem that tells the story of
how he rescued his wife Sita from the clutches of the evil demon Ravana (see Y3/4 Study Unit entitled
Worshipping and Celebrating in the Home: Puja and Divali). He was helped in this by his brother Lakshman and
Hanuman, the monkey god. For Hindus, Rama and Sita represent the ideal man and the ideal woman united in
an ideal love. The story affirms that whatever difficulties and suffering are encountered along the way, if people
show love and loyalty to each other goodness will ultimately overcome evil.
Rama’s skin is blue and he wears the U shaped mark of Vishnu on his forehead. He carries a bow. He is often
shown standing between his wife Sita and his brother Lakshman with Hanuman kneeling at his feet.
Hanuman, the monkey god, is the faithful friend and helper of Rama. He is revered for his devotion, loyalty and
strength. In one hand he carries a club, and in the other a mountain. The reason for this is that Lakshman,
Rama’s brother, was seriously injured during the battle with the demon Ravana. Hanuman was sent to collect
healing herbs from a mountainside, but when he got there, he was unsure about which herbs to pick. To solve
the problem, he simply picked up the entire mountain and carried it back to Lakshman, thus saving his life.
The festival of Rama Navami (March/April)
Rama Navami celebrates Rama’s birth. In homes and mandirs (temples) images or pictures of the infant Rama
are placed in cradles which are uncovered at midday. Worshippers take it in turns to rock the cradle. In some
places, images of Rama, Sita, Lakshman and Hanuman are carried in procession around the streets.
Rama, Sita and Hanuman
- Virtuous qualities
displayed by Rama, Sita
and Hanuman.
- The struggle between
good and evil.
Rama Navami
- Celebrating the birth of a
baby.
 Complementary Christian content
-
Just as Hindus celebrate the birth of Rama (a god in human form) at Rama Navami, so Christians celebrate
the birth of Jesus (God in human form) at Christmas.
The festivals of Navaratri and Dassehra (September/October)
In some parts of north India, during the nine nights of Navaratri, troupes of actors tour the villages performing
plays telling the story of Rama and Sita. In Delhi the story is acted out over the nine nights of Navaratri and then
on the tenth night, called Dassehra, the actor playing Rama shoots an arrow into a huge firework-filled effigy of
Ravana, which bursts into flame.
The festival of Divali (October/November)
During Divali, lights (divas) are lit to recall the return of Rama and Sita to their kingdom (see Y3/4 Study Unit
entitled Worshipping and Celebrating in the Home: Puja and Divali).
Krishna and Radha
Krishna (the eighth and most popular avatar of Vishnu) is worshipped by millions of Hindus as a god in his own
right. Krishna’s teaching is contained in the Bhagavad Gita (the Song of the Lord), regarded by most Hindus as
their most important scripture. The setting of the Bhagavad Gita is a battlefield. Arjuna, leader of one of the
warring factions, rides up and down in his chariot between the two opposing armies contemplating and
questioning the dreadful carnage that is about to take place. His charioteer is none other than Krishna who
enters into a lengthy philosophical dialogue with Arjuna. Krishna’s teaching about bhakti (love) and dharma
(duty) lies at the heart of modern Hinduism.
Krishna literally means black and his skin is either black or blue, like that of Vishnu. He carries a flute, bears the
U shaped mark of Vishnu on his forehead and wears a peacock feather in his hair. He is often shown with a
white cow, recalling the cows in the village of Gokul where he grew up, and he is sometimes called Govinda,
meaning finder of cattle.
Divali
- Symbolism associated
with light.
- Other festivals of light.
Krishna and Radha
- What it means to truly
love someone and show
real devotion.
Love
- What is love?
- Where is love found?
- How do people show love?
- Can you love things as well
as people?
- Who and what do you love?
- Who loves you?
Devotion
- What is the meaning of
devotion?
- To what different things can
a person be devoted?
- How do people
show/express their devotion?
- To who or what are you
devoted?
- How do you show/express
your devotion?
Loyalty
- What does it mean to be
loyal?
- People are loyal to different
things and they show their
loyalty in different ways. Can
you think of some examples?
- Where do your loyalties lie?
-
Krishna is accompanied by the beautiful Radha, his favourite among all the village gopis, as the girls who
tended the cows were known. The reciprocal love and devotion that exists between Krishna and Radha reflects
that which exists between Krishna and his followers. When Krishna and Radha are shown together, the image
embodies the two aspects of the Divine (male and female), which together form the One.
The story of Krishna’s birth
The demon-king Kamsa was evil and cruel. He was also worried. One of his advisers had prophesied that his
sister, Devaki, would give birth to a child that would kill him. Kamsa gave orders that Devaki should be
imprisoned together with her husband, Vasudeva. The couple had six children in prison. As each baby was
born, the child was taken away and killed.
The god Vishnu decided to intervene. Devaki became pregnant and gave birth to a baby boy called Krishna
(really an avatar of Vishnu). Krishna was born at midnight, and as soon as he was born, he stood up and spoke
to Vasudeva, his father. The baby Krishna told Vasudeva to exchange him with a baby girl who had been born
to the wife of a cowherd called Nanda. Nanda’s dwelling was in the village of Gokul on the far side of the river
Yamuna.
No sooner had Krishna spoken, than the chains that were holding his father broke, the guards fell into a deep
sleep, and the doors of the prison swung open. Carrying his child in a basket, Vasudeva ran until he stood on
the banks of the Yamuna. Now his heart sank, for the great river was in flood. However, as soon as he stepped
into the raging torrent, the waters parted and he was able to cross safely to the other side. He wasted no time in
finding Nanda’s house, where he secretly exchanged Krishna for the cowherd’s daughter.
Vasudeva returned safely to the prison (the waters of the Yamuna again divided to allow him to pass), and there
he placed the baby girl in Krishna’s cradle. The prison doors slammed shut and the broken chains became
whole again. The baby’s cries roused the guards, who hurried to tell Kamsa that his sister had given birth to
another child.
As soon as Kamsa heard the news, he rushed to the prison with a drawn sword in his hand. As the evil demonking approached the baby with his sword raised ready to kill her, she stood up in her cot and told him that she
was really the goddess Yogamaya and that Krishna was alive and well. One day the prophecy would come true,
and Krishna would kill the evil king.
Meanwhile Krishna had an idyllic upbringing in the beautiful village of Gokul (the name of Vrindavan and its
surrounding area), where the cows grazed peacefully on the river banks. Nanda and his wife Yashoda raised
Krishna as their own son. They had another son called Balarama and like any other brothers, the two little boys
frequently got into trouble for their mischievous games.
The festival of Janamashtami (August/September)
Janamashtami celebrates the birth of Krishna. Many Hindus fast until midnight, when Krishna is said to have
been born. The baby god is then greeted with singing and dancing and food offerings. In Hindu homes and
mandirs (temples), images of the baby Krishna are placed on small swings or in cradles. Worshippers take it in
turns to swing or rock the baby Krishna.
 Complementary Christian content
-
Just as Hindus celebrate the birth of Krishna (a god in human form) at Janamashtami, so Christians
celebrate the birth of Jesus (God in human form) at Christmas.
Krishna’s birth
- The struggle between
good and evil.
Goodness
- What is goodness?
- How is goodness shown?
- How do you decide whether
something is good or evil?
- Why is it good to be good?
Evil
- What is evil?
- How is evil shown?
- How do you decide whether
something is good or evil?
- Why is it bad to be evil?
Janamashtami
- Celebrating the birth of a
baby.
Stories of Krishna’s childhood
On one occasion, Krishna’s brother Balarama told Yashoda, their mother, that he had been eating soil from the
ground. When Yashoda asked Krishna to open his mouth, she looked inside and saw the earth, the sun, the
moon and the stars. As a god, the whole universe was contained within him.
Krishna loved butter and he was always stealing freshly churned butter from his exasperated mother. One day,
Yashoda had had enough. To prevent him from stealing the butter, she got a rope to tie him up. Although the
piece of rope seemed long enough, when she attempted to bind Krishna she found it was to short. She got
another length of rope and tied it to the first. It still wasn’t long enough. However many pieces of rope she tied
together, Krishna could not be tied up. After all, he was really a god.
The peace enjoyed by the villagers of Gokul was once disturbed by Kaliya, the many-headed serpent king.
Kaliya swam up the river Yamuna spewing poison into the waters. Cows and children drinking the river water
were killed. Krishna climbed a tree and looked down into the river. He spotted the fearsome serpent beneath the
water and dived in. The water churned and frothed. The villagers feared Krishna had been killed. Then the
many heads of the giant snake loomed up above the surface, and Krishna could be seen dancing across them.
Faster and faster he danced, and as he did so, Kaliya grew weary and his heads began to sink back down into
the water. If Krishna kept on dancing, the serpent king knew he would die. He begged Krishna to spare him.
Krishna understood that it was in Kaliya’s nature to kill, just as it was in a cat’s nature to kill a mouse. In acting
violently, the serpent was merely living according to his dharma, his nature, his duty. Krishna therefore showed
Kaliya mercy. He let him live but banished him to the deepest depths of the ocean.
Stories of Krishna and the gopis
It was baking hot day in the village of Gokul. The gopis (the girls who tended the cows) went down to the river to
bathe. They put their clothes in neat piles on the river bank and started splashing in the cool water. Krishna,
who was looking after a herd of cows, heard the sound of their laughter. Chuckling to himself, he crept up to the
river bank, gathered up the girls’ clothes and climbed a tree. Then he called out to the gopis, saying that he
wouldn’t let them have their clothes back unless they came out of the river to collect them. The girls had no
choice, and as they came up to the tree, he dropped their clothes onto the ground. When he told the girls how
beautiful they all were, this pleased them so much that they forgave him for playing the trick on them. Some
Hindus say the story illustrates the fact that God sees us as we truly are.
It was warm summer night in the village of Gokul. The moon shone bright in a clear sky. All the gopis (the girls
who tended the cows) wanted to dance with the handsome Krishna. They went up to him one at a time and
asked him to dance with them. Krishna multiplied himself so that instead of just one Krishna, there were many
Krishnas: one for each of the gopis. As each girl danced, she was convinced that she was dancing with the real
Krishna. But Krishna had saved his true self for the girl he loved best: the beautiful Radha. And with Radha
alone the real Krishna danced.
The festival of Holi (February/March)
Krishna’s flirtatious frolics with the gopis are recalled during Holi. The festival is associated with spring: the
bright colours recall the colours of blossom and flowers and the abundance of water is a reminder of the lifegiving properties of rain (Holi marks the end of the dry season). It is a very boisterous festival. During Holi,
everyone goes through the streets throwing brightly coloured powder over each other. Pichkaris (large syringes
resembling bicycle pumps) are used to squirt water at victims. No one is immune from attack. It doesn’t matter
what social position people hold, for Holi they will need to wear old clothing and accept the fact they are going to
end up drenched and covered in multicoloured powder!
Holi is also associated with the story of Prahlad and Holika, see the story of Narasimha, the man-lion, above.
Krishna’s childhood
- Why does Krishna do
such naughty things?
- What is the appeal of
being naughty?
- When you were little, did
you ever get into trouble for
getting up to mischief?
- Which is worse, being
naughty or mischievous, or
being deliberately unkind,
hurtful, nasty and cruel?
- What is the difference
between being naughty or
mischievous, and being
was unkind, hurtful, nasty
and cruel?
Holi
- Compare the pranks
played at Holi with April
Fool’s Day.
The festival of Ratha-Yatra or Jagannatha (June/July)
A characteristic feature of many Hindu festivals is the procession of images of various deities through the
streets. The images are often carried on large wheeled vehicles. The most spectacular procession of all takes
place annually in the city of Puri in Orissa. It is known as the Ratha-Yatra (chariot journey). Every year, the
image of Krishna is brought out of the mandir (temple) to be bathed, anointed, cleaned and repainted. It is then
placed on a huge wooden cart (about 15 metres high) and towed by hundreds, or even thousands, of people to
another mandir in the city. The same thing happens to images of Subhadra, Krishna’s sister, and Balarama, his
brother. After a few days, the three images are pulled back to their original shrines The English word
‘juggernaut’ comes from the name by which Krishna is known during this festival: Jagannatha.
Lakshmi
Lakshmi is the wife of Vishnu. She is the goddess of wealth, prosperity and happiness. When shown with
Vishnu, she has two arms. When shown alone, she has four. In two of her hands she holds lotus flowers. With
her other hands she bestows gifts, including gold coins. Lakshmi stands or sits on a lotus and sometime she is
attended by elephants on either side.
The lotus flower
Lakshmi is always shown carrying lotus flowers. The lotus rises from the dark muddy depths of the pool to
achieve its full beauty and flowering in the light. In the same way, human beings have the capacity to rise up out
of their earthly condition and to achieve spiritual purity.
The festival of Divali (October/November)
During Divali, lights (divas) are lit to welcome Lakshmi into the home. To attract the goddess into the home,
elaborate rangoli patterns (made from coloured rice paste, sand, chalks or flour) are painstakingly created on
floors at the entrance to the home.
Lakshmi Puja (worship of Lakshmi) is a central feature of Divali. In some places, business accounts are closed
before taking part in Lakshmi Puja. In homes and temples, coins are piled on ledgers and an image of the
goddess is placed on top.
Shiva
-
Shiva is the destroyer of life, but his destructive energy (shakti) paves the way for renewal. He is one of the
Trimurti, the others being Brahma (the creator) and Shiva (the preserver) (see Y5/6 Study Unit entitled
Brahman, the Trimurti and Creation Stories).
Shiva is usually shown as a holy man sitting on top of the Himalayas deep in meditation. He sits in the ‘full lotus’
posture on a tiger skin or a lotus, wearing nothing but a simple loin cloth or an antelope skin. In Shiva’s hair
there is a crescent moon. At the top of his head there is either a fountain of water, representing the source of
the river Ganges, or the face of Ganga, the river goddess. Snakes twist through his hair and entwine his neck.
Shiva has three eyes, to perceive the past, present and future. In his four hands he holds a trident (representing
the Trimurti: Brahma, Vishnu and Shiva), a hand-drum (symbolising the original sound of creation) and a water
jug (symbolising renewal).
The story behind the image of Shiva
A Rishi is a person who is spiritually wise. One would normally expect a Rishi to act with self-restraint, but on
one occasion, ten thousand Rishis became so angry that they acted with great foolishness. The reason for their
anger was that all of their wives had fallen in love with the handsome god Shiva. In their jealous rage, the Rishis
sent a wild tiger and then an antelope to attack Shiva, but he killed and skinned them with his bare hands. Shiva
tamed the poisonous snakes which the Rishis sent, and wore them in his hair and around his neck. He caught
the red hot iron and the crescent-shaped sickle that the Rishis hurled, making a weapon from the iron and using
the moon sickle as an ornament in his hair. Finally, the Rishis sent an evil black dwarf to kill Shiva, but the god
Ratha-Yatra or Jagannatha
- Carnival processions with
floats.
Divali
- Symbolism associated
with light.
- Other festivals of light.
Shiva
- The idea that death paves
the way for renewal and
rebirth.
Happiness
- What is happiness?
- What brings happiness?
- Does happiness last?
- Can money buy happiness?
- Can we ever be truly happy
when we know that we are all
going to die?
knocked the dwarf onto the ground and danced on his belly. Acknowledging Shiva’s true greatness, the Rishis
bowed down before him and worshipped him.
Shiva Nataraja
Shiva is often depicted as Shiva Nataraja (the Lord of the Dance). In this form, he dances in a circle of flames
with his hair flying out on all sides. The circle represents time, with no beginning or end. The flames symbolise
shakti (energy) in its purest form, and also serve as a reminder of the fires of cremation. In one of Shiva’s four
hands he holds a small drum. The sound of the drum is the sound of creation. Sometimes Shiva stops playing
the drum, in order to find a new and better rhythm. At that moment the universe ends, to be recreated when the
music restarts. Shiva holds a flame in the palm of another hand, revealing his ability to destroy the universe.
Another hand flops down from an arm stretched across his body. This arm represents the trunk of an elephant,
and the gesture symbolises strength. With his right foot, Shiva tramples the dwarf of ignorance.
Hindus have the idea that the whole of creation is taking part in a great cosmic dance: the planets dance around
the sun; the seas dance up and down; the sun and moon dance across the sky; the plants, the trees and the
clouds dance in the wind, etc. Shiva’s energy fills the universe and the dance of the cosmos is the dance of
Shiva. This means that although Shiva is associated with death and destruction, he is also associated with
energy, renewal and rebirth.
The festival of Mahashivratri (January/February)
According to Hindu mythology, on the night known as Mahashivratri (Great Shiva Night) Shiva performs the
cosmic dance of creation and destruction. Some of his devotees spend the whole of this night singing his
praises and reading sacred texts. The following day, special celebrations are held throughout India at temples
dedicated to Shiva.
Love
- What is love?
- Where is love found?
- How do people show love?
- Can you love things as well
as people?
- Who and what do you love?
- Who loves you?
Parvati
As Shiva’s wife, the goddess Parvati is the most important embodiment of shakti (energy or power, seen as
female). Shakti is also embodied in the forms of the goddesses Durga and Kali (see below).
Shiva and Parvati are often shown together. Sometimes Parvati sits on Shiva’s knee while he embraces her,
sometimes they stand side by side, and sometimes they are depicted as lovers. As with Radha and Krishna,
images of Parvati and Shiva together embody the two aspects of the Divine (male and female), which together
form the One.
Durga
-
Shakti (energy or power, seen as female) is manifested in the ferocious form of Durga (the one who is difficult to
approach). Durga has eight arms and carries many weapons with which to combat evil demons, such as
Mahishasura the buffalo-demon (see story below). The objects in her eight hands include a trident, sword,
snake, bell, drum, shield, skull bowl, bow and arrow, wheel, club, water jug and conch shell. Durga rides a lion
or a tiger.
The story of Durga and Mahishasura the buffalo-demon
Mahishasura, the evil buffalo-demon, was threatening to destroy the earth and all the gods. None of the gods
was strong enough to defeat him. They decided to send the goddess Durga against him and they armed her
with an array of weapons including Shiva’s trident, Vishnu’s disc, Agni’s dart, Surya’s arrows and Indra’s
thunderbolt. Riding on a ferocious lion, Durga led her army against Mahishasura’s forces. When it became
apparent that her army was winning, the buffalo-demon flew into a terrible rage. The earth shook and the waters
foamed. Mahishasura thundered towards Durga, lashing out with his horns, his hooves and his tail and killing
many of her followers. Durga succeeded in lassooing him, but he turned into a lion and escaped. Durga gave
Durga
- The struggle between
good and evil
Devotion
- What is the meaning of
devotion?
- To what different things can
a person be devoted?
- How do people
show/express their devotion?
- To who or what are you
devoted?
- How do you show/express
your devotion?
Loyalty
- What does it mean to be
loyal?
- People are loyal to different
things and they show their
loyalty in different ways. Can
you think of some examples?
- Where do your loyalties lie?
chase and cut off the lion’s head, but he turned into a man. Durga shot the man with arrows, but he turned into
an elephant. Durga cut off the elephant’s trunk, but he turned back into a buffalo. Durga leapt onto the buffalo’s
neck and plunged Shiva’s trident into him. At last Mahishasura lay dead. All of creation rejoiced, except for the
forces of evil, who ran away in confusion.
Durga Puja (September/October)
In west Bengal and surrounding states, Navaratri (the festival of nine nights) is known as Durga Puja. The
goddess’s victory over Mahishasura the buffalo-demon is central to the celebrations. Images of Durga are
worshipped for nine days and on the tenth day (Dassehra) they are carried in procession and immersed in rivers
or ponds. The following year, new images are made and immersed: a reminder of the perpetual cycle of life.
Kali
-
Shakti (energy or power, seen as female) is manifested in the terrifying form of Kali (the Black One). Kali is
associated with night and darkness, and she reminds her devotees of the reality of negative aspects of
existence: suffering and death, fear and despair. Her followers seek her protection from these aspects of
experience. Kali symbolises the destruction of the world in order that it can be recreated. She devours
everything in her path. Her tongue hangs out, dripping with the blood of her victims. She wears a necklace of
skulls and severed arms hang from her waist. She holds a severed head in one of her four hands, and in
another she wields a sickle. Not even Shiva can stand against her: she subjugates him completely and is often
shown dancing on his body.
Ganesh
Ganesh is the elephant-headed son of Shiva and Parvati (see story below), and like his father he sometimes
dances a powerful dance which reveals the heartbeat of the universe. Ganesh is one of the most popular Hindu
deities and images of him are seen everywhere in India: in homes, in shops, on cars, on buses, as well as in
shrines and mandirs (temples).
Ganesh brings good fortune and success. Just as elephants clear a pathway through the jungle, so Ganesh
provides a smooth way ahead. He is known as the remover of obstacles and prayers are said to him at the start
of undertakings, such as journeys, puja (worship), school terms or new ventures.
Ganesh is always shown richly dressed in a sumptuous setting with a rat at his feet. His four arms indicate that
he is more than a human being, and in his four hands he holds a variety of objects, including a noose (for
catching elephants), a goad (for guiding elephants), one of his own tusks and a dish of sweets which he sniffs
with his trunk. His large stomach shows that he is able to take in and absorb everything that the world contains.
He can deal with or ‘digest’ whatever experiences life brings. His round belly also reminds us that it is
acceptable to indulge oneself occasionally: earthly delights do not have to be an obstacle to profound spiritual
insights. His large ears show that he listens. He listens to people when they pray to him, he listens when people
ask him for help and he listens in order to acquire knowledge and wisdom. His head shows that he possesses
the positive qualities associated with elephants: gentleness, patience, perseverance, strength, intelligence, etc.
The story of how Ganesh acquired his elephant head (there are many different version of this story)
The god Shiva and his wife Parvati were devoted to each other and they lived happily together. There was just
one thing that marred their joy: they did not have any children. One day, while Parvati was bathing, she took
some soap and moulded it, with a few flakes of her skin, into a human shape. When she breathed on the tiny
figure, it came to life. The figure grew into a handsome boy, whom she named Ganesh.
Shiva sometimes had to leave his wife to assist the other gods in their perpetual battles against the forces of
evil. When Shiva wasn’t there to protect Parvati, Ganesh always stood guard. On one occasion, Shiva had been
away for so long that when he returned, he did not recognize the boy who stood barring his way. When Ganesh
Goodness
- What is goodness?
- How is goodness shown?
- How do you decide whether
something is good or evil?
- Why is it good to be good?
Kali
- How can a goddess with
such a terrifying
appearance be seen as
good?
Ganesh
- The qualities of
elephants. They are the
largest land mammals.
They are strong, intelligent,
peaceful and fun-loving.
They can live for up to 70
years. Male elephants
grow up in the herd, but
leave to live on their own
when they are about 16
years old. The oldest
female leads the herd
which will be made up of
entirely of female
elephants apart from young
males. When an elephant
dies, the other elephants
often cover the body and
mourn. When an elephant
is sad or in distress, it
sheds tears like a human
being. There are two sorts
of elephant: Asian and
African. The Asian
Evil
- What is evil?
- How is evil shown?
- How do you decide whether
something is good or evil?
- Why is it bad to be evil?
refused to let him enter his own home, Shiva lost his temper and in the heat of the moment he struck off the
boy’s head.
Parvati was heartbroken, and so Shiva promised to make amends. He sent his servants to find the head of
another child, but every child they found was gazing at its mother and they did not have the heart to separate
them. Eventually they found a baby elephant, sleeping with its head away from its mother so that their trunks did
not get entwined. They brought the baby elephant’s head back to Shiva, who placed it on Ganesh’s shoulders
and restored the boy to life. Parvati soon grew to love her elephant-headed son, even more so because Ganesh
was now Shiva’s creation as well as hers.
The festival of Ganesh Chaturthi (August/September)
Ganesh-Chaturthi celebrates the birth of Ganesh. In many places in India, clay images of Ganesh (some of
them very large) are worshipped and paraded noisily through the streets before being immersed in tanks of
water or the sea. The following year, new images are made and immersed: a reminder of the perpetual cycle of
life.
elephant is often tamed
and used to drag heavy
logs out of the forest.
Elephant numbers are in
decline, and they have no
enemies apart from human
beings
The story of Ganesh, the rat, the snake and the moon
One night, after eating far too many sweets, Ganesh went riding through the forest on the back of his
companion, the rat. Suddenly, a snake slid out in front of them. The startled rat reared up, and Ganesh fell from
its back. Ganesh hit the ground with such force that his huge belly split wide open and all the sweets that were
inside tumbled out. Ganesh scooped all the sweets back into his tummy, grabbed the snake and tied it around
his waist, using it to close the split in his stomach.
Now the sound of mocking laughter filled the night air. Looking up, Ganesh saw the full moon laughing at his
misfortune. He was so angry that he tore off one of his own tusks and hurled it at the moon. The moon ducked
down below the horizon, waited a few hours and then rose again into the sky. After a few more hours, the moon
began to feel nervous and ducked back down under the horizon, only to emerge a few hours later.
Ganesh, the rat, the snake
and the moon
- Do you like sweets? Have
you ever eaten too many
sweets at once? What did
this feel like? Did you
regret it?
- Have you ever lost control
as a result of losing your
temper? Have you ever
taken your anger out on
something (such as a toy)
and broken it? How did you
feel afterwards? Did it help
to get rid of your anger?
Did you regret it later? How
can we stop ourselves from
losing our temper?
HINDU GODS AND GODDESSES, THEIR STORIES AND THEIR FESTIVALS
Glossary of the main Hindu terms used in this unit
Literal translations into English are in italics
Agni
Fire. Fire god of Vedic Hinduism.
AUM
AUM (sometimes spelt Om) is a sacred symbol () and sound representing the ultimate (Brahman).
Avatar
Descent; coming down. Human or animal identity assumed by a deity, most commonly Vishnu, when appearing on earth.
Bhagavad Gita
The Song of the Lord. Spoken by Krishna, this is the most important scripture for most Hindus. It is said to be 5,000 years old, although most scholars attribute it to the
first millennium BCE.
Bhakti
Devotion; love. Devotional form of Hinduism.
Brahma
Hindu god referred to as the creator of life. One of the Trimurti.
Brahman
The ultimate reality, or the all-pervading reality. That from which everything emanates, in which it rests and into which it is ultimately dissolved.
Dassehra
Tenth night of festival associated in some parts of India with Rama’s victory over Ravana and in other parts with Durga’s victory over Mahishasura, the buffalo demon.
Dharma
Religion or religious duty is the usual translation into English, but literally it means the intrinsic quality of the self or that which sustains one’s existence. Thus the dharma
of a person can be thought of as the atman (soul) and the dharma of water can be thought of as wetness. All creatures should live according to their dharma. For
human beings this includes the duty placed on them by their position and role in society.
Diva
Lamp; light. Usually a small clay oil lamp.
Divali
Row of lights. Divali is the major Hindu festival of lights, recalling the return of Rama and Sita to their kingdom.
Durga
Goddess who defeated Mahishasura, the buffalo demon.
Durga Puja
In west Bengal and surrounding states, the festival of Navaratri is known as Durga Puja.
Ganesh
Popular Hindu deity portrayed with an elephant’s head, a sign of strength. He brings good fortune and is the remover of obstacles.
Ganesh Chaturthi
Festival celebrating the birth of Ganesh.
Hanuman
General of the monkey army who assisted Rama in his quest to rescue his wife Sita from Ravana.
Holi
Spring festival recalling Krishna’s pranks with the gopis (the girls who tended the cows) and also the death by fire of the evil Holika.
Indra
King of the gods of Vedic Hinduism, associated with the sky.
Janamashtami
Festival celebrating the birth of Krishna.
Kali
Terrifying goddess embodying Shakti (female energy or power).
Krishna
Popular Hindu god. He is believed to be the eighth avatar (meaning a descent or a coming down) of Vishnu. His teachings are found in the Bhagavad Gita.
Lakshman
Brother of Rama. He accompanied Rama into exile and helped him to rescue his wife Sita from Ravana.
Lakshmi
Goddess of good fortune, prosperity and happiness.
Lakshmi Puja
Worship of Lakshmi is a central feature of Divali.
Mahashivratri
Great Shiva Night. On this night, Shiva’s devotees celebrate the god’s cosmic dance of creation and destruction.
Mahishasura
Buffalo-demon defeated by Durga.
Murti
Form. Image of a deity used as a focus for worship.
Navaratri
Nine Nights. Festival preceding Dassehra and held in honour of the goddess Durga.
Parvati
The consort (wife) of Shiva.
Radha
The consort (wife) of Krishna.
Rama
Rama is the hero of the Ramayana. He is believed to be the seventh avatar (meaning a descent or a coming down) of Vishnu.
Ramayana
Ancient Hindu epic containing the story of Rama and Sita.
Rama Navami
Festival celebrating the birth of Rama.
Ravana
Ten-headed demon that captured Sita, as recounted in the Ramayana.
Saraswati
Goddess of learning and the arts.
Saraswati Puja
Worship of Saraswati.
Shiva
Kindly; auspicious. Hindu god referred to as the destroyer of life. One of the Trimurti.
Shiva Nataraja
Shiva depicted as the Lord of the Dance.
Sita
The devoted and faithful wife of Rama.
Surya
Sun. Sun god of Vedic Hinduism.
Trimurti
The three forms. Refers to the gods Brahma (the creator of life), Vishnu (the preserver of life), and Shiva (the destroyer of life).
Upanishads
To sit down near. A sacred text based on the teaching of a guru to a disciple. The Upanishads were written between 600 and 200 BCE.
Vedas
Veda means knowledge. The four Vedas are ancient Hindu scriptures, written between 1700 and 1500 BCE.
Vishnu
Hindu god referred to as the preserver or sustainer of life. One of the Trimurti.
Essex County Council
RE MATTERS FOR EVERY CHILD
Support materials for Key Stage 2 study unit focused on
Hinduism

WORSHIPPING AND CELEBRATING IN THE HOME:
PUJA AND DIVALI
Teachers’ background notes on religious content, together with
suggestions for ‘learning from religion’ and concepts that could be explored

Hinduism Study Unit
Key Stage 2
(Year 3 or Year 4)
WORSHIPPING AND CELEBRATING IN THE HOME: PUJA AND DIVALI
Religious content to be used as a vehicle for learning (learning about religion - as identified in the statutory programme of study)
7. The home shrine and objects used in puja (worship)
8. Puja in the home
9. The story of Rama and Sita
10. The festival of Divali (complementary Christian content: Easter)
N.B.
It is a requirement of the Essex agreed syllabus that in covering the religious content identified for each study unit, teachers must ensure that
pupils have opportunities to explore issues, questions and concepts related to general human experience arising from the content covered
(learning from religion).
Introduction to this material
These background notes and suggestions are designed to assist teachers in meeting the requirements of the Essex agreed syllabus (see box
above), and to complement further suggestions for ‘Worshipping and Celebrating in the Home: Puja and Divali’ contained in the Essex
scheme of work for RE at Key Stage 2.
The material comprises:
 Background notes for the teacher on the religious content (learning about religion). Suggestions of complementary Christian content
are also provided.
 Suggestions of issues, questions and concepts related to general human experience that could be explored in relation to the religious
content (learning from religion).
 A glossary of terms.
WORSHIPPING AND CELEBRATING IN THE HOME: PUJA AND DIVALI
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the
following information when enabling pupils to learn about the home shrine and the objects used in
puja. It is not intended that the subject matter will be presented to children as it appears below. It is
intended that teachers will use a variety of pedagogies when teaching RE, and suggestions are
provided in the scheme of work.
-
In most Hindu homes there is a shrine containing pictures and figures of various gods and
goddesses (these divine images are called murtis). Sacred symbols such as the AUM ()
and the swastika (an ancient Indian symbol of peace and good fortune) are also likely to be
included in the shrine. This is where family puja (worship) is performed using various
special objects.
o A bell is rung at the start of puja to mark puja as a special time and to alert the
deities to the presence of the worshippers.
o An incense holder for joss sticks. The sweet smell pervades the air and is
breathed in, just as the spirit of god pervades everything and enters into human
beings.
o A pot containing offerings of water or milk, symbolising purity, cleanliness and life.
o A spoon is used to scoop up some of the water or milk so that it can be offered to
the murtis and then poured onto the upturned open hand of each worshipper for
them to drink.
o A container used either for kum kum (red powder) or for haldi (turmeric, a spice in
the form of yellow powder). Kum kum symbolises good health and prosperity. It is
used to make the tilak mark on the forehead of the murtis and the worshippers.
Haldi (turmeric) makes a suitable offering because it purifies and cleanses. It also
has medicinal properties.
o An arti lamp with places for five cotton wool wicks dipped in ghee (clarified butter).
The five flames symbolise the five senses (all of which are employed in puja), and
also the five elements: earth, air, fire, water and space or ether.
o A puja tray on which offerings to the deities such as flowers and food (sweets,
coconut, rice, fruits, nuts, etc) are placed. Once these have been offered to the
murtis, the tray is passed around and all the worshippers partake of the food.
1. The home shrine and objects used in puja (worship)
Learning from religion
Issues and questions that
could be explored in relation to
some of the subject matter in
the left hand column.
- Objects that are special to us.
Why are they so special?
- What things make your home
special? What ornaments and
pictures do you have in your
home? Do you have anything
at home that resembles a
Hindu home shrine, with
ornaments and photographs on
display. What about around the
mantelpiece or the television
set?
- How is your bedroom
decorated? What does it
contain that is special to you?
What would you like your
bedroom to be like ideally?
- Shrines in different religions,
eg Buddhist shrines.
Key concepts and questions related to
general human experience that could be
explored.
Shrine
- What is a shrine?
- What different sorts of shrine are there?
- Where are shrines found?
- Why do people have shrines?
- Have you ever visited a shrine?
Sacred/holy
- What does it mean for something to be
sacred or holy?
- For something to be sacred or holy, does it
have to be religious?
- How should something that is sacred or holy
be treated?
- What is sacred or holy to you?
Symbol
- What is a symbol?
- What different types of symbols are there?
- Why are symbols used?
- Can you think of some different symbols for
yourself, or for different aspects of yourself,
eg the ‘inside’ you and the ‘outside’ you?
WORSHIPPING AND CELEBRATING IN THE HOME: PUJA AND DIVALI
2. Puja in the home
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information
when enabling pupils to learn about puja in the home. It is not intended that the subject matter will be presented to
children as it appears below. It is intended that teachers will use a variety of pedagogies when teaching RE, and
suggestions are provided in the scheme of work.
-
The whole family will not necessarily participate in puja every day. Often the mother performs puja on behalf
of the whole family. The location and appearance of the shrine varies from family to family, with different
families being devotees of different gods and goddesses. The form that puja takes also varies, but the
following elements are typical:
o Before performing puja, participants wash and put on clean clothes. Shoes are removed.
o At the start of puja, a bell is rung to let the deities know that worship is about to take place.
o Incense (joss) sticks are lit.
o Prayers are said. The first prayer is always said to Ganesh, the elephant headed god. One prayer
that is always used is the Gayatri Mantra, loosely translated as follows: “O God, the giver of life,
remover of pain and sorrow, giver of happiness and creator of the universe, you are radiant, pure
and worthy of adoration. We meditate on you. May you inspire and guide us.”
o Kum kum (red powder) is used to make the tilak mark on the forehead of the murtis and the
worshippers themselves. This represents the ‘third eye’: the all-seeing eye of wisdom.
o Mantras are chanted, such as the repetition of AUM ().
o Songs of praise are sung to the accompaniment of handclaps, finger cymbals, tabla drums, bells, etc.
o Offerings, such as water, milk, sweets, coconut, rice, fruit and nuts, are made to the murtis and then
shared among the worshippers.
o The arti lamp (with its five lights) is lit and waved before the murtis in a circular clockwise motion (to
represent the cyclical nature of existence) and then brought to each worshipper in turn. The
worshippers place their open hands palms downwards over the flames and then use a sort of
washing motion over their hair and the sides of their face, as though they are bathing themselves in
the divine radiance.
Learning from religion
Issues and questions that
could be explored in
relation to some of the
subject matter in the left
hand column.
- Special times: why are
certain times special?
- What do families do to
strengthen their heart?
- Occasions when the
family gets together, eg to
eat together, to watch a
favourite TV programme,
for a day out.
Key concepts and questions
related to general human
experience that could be
explored.
Worship
- What is worship?
- Some people worship God.
What other things do people
worship?
- How do people worship?
- Who/what do you worship?
Ritual
- What is a ritual?
- Why do people have rituals?
- Are rituals always religious?
- Do you have any rituals in
your daily life (e.g. rituals
associated with getting up in
the morning or going to bed at
night)?
WORSHIPPING AND CELEBRATING IN THE HOME: PUJA AND DIVALI
3. The story of Rama and Sita
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following
information when enabling pupils to learn about the story of Rama and Sita. It is not intended that the subject
matter will be presented to children as it appears below. It is intended that teachers will use a variety of
pedagogies when teaching RE, and suggestions are provided in the scheme of work.
Learning from religion
Issues and questions that
could be explored in relation
to some of the subject matter
in the left hand column.
-
-
The story of Rama and Sita is contained in the Ramayana, one of the world’s great epic poems. It
cannot be dated with accuracy; but it was probably first written down between 200 BCE and 200 CE. It
was composed in Sanskrit and according to tradition, was the work of one man, the sage Valmiki.
For Hindus, Rama and Sita represent the ideal man and the ideal woman united in an ideal love. The
story affirms that whatever difficulties and suffering are encountered along the way, if people show
love and loyalty to each other goodness will ultimately overcome evil. At the end of the story lamps or
‘divas’ are lit, welcoming Rama and Sita back to their kingdom after fourteen years of exile. These
‘divas’ give their name to the festival of Divali (see below), which literally means ‘row of lights’. During
Divali, the story is recalled in many different ways: through song, dance, plays and puppetry, including
the use of shadow puppets.
A brief summary of the story of Rama and Sita is provided below.
o There was once a beautiful princess called Sita. Many men wished to marry her. Her father,
the king, decided that there would be a test to see who was worthy enough to marry his
daughter. The king owned an enormous bow. The bow was so big and strong that no one
had ever managed to put a string on it. The king announced that he would give Sita in
marriage to the first man who succeeded in stringing the bow. Many tried, and all failed. The
bow was so heavy that no one could even lift it from the ground! Then Prince Rama arrived.
He picked up the bow as though it weighed nothing. When he bent the great bow in order to
slot in the string, it snapped in half. The king was delighted – and so was Sita. At a
magnificent wedding ceremony, Sita became Rama’s wife.
o Rama and Sita’s happiness was not to last. After the wedding they journeyed to Ayodhya
where Rama’s father, Dasharatha, ruled as king. With great sadness, the old king told Rama
that many years before he had promised two wishes to his wife, Rama’s step mother. She
had never claimed the wishes – until now. Her first wish was that Rama should be banished
from the kingdom. Her second wish was that her son, Bharata, should rule as king instead of
Rama. Rama knew that as king, his father had to keep his promises, so accompanied by the
faithful Sita and his brother Lakshman, he went into exile in the forest. Bharata became king,
but, by placing Rama’s shoes on the throne, he showed that he was only king until Rama’s
return.
o One day, Sita saw a beautiful deer running through the forest where they lived. Its golden
coat was studded with jewels. She asked Rama to catch it for her. Leaving Sita under
Lakshman’s protection, Rama gave chase and disappeared into the forest. A little later, Sita
and Lakshman heard a cry for help. It sounded like Rama’s voice. They didn’t realise that the
deer had been sent by Ravana, an evil ten-headed demon, to lure Rama away from Sita. It
was the deer that had called out, in a voice that sounded just like Rama’s. Lakshman feared
a trick and was reluctant to leave Sita unprotected, but she persuaded him to go and rescue
Rama. This gave Ravana his chance. He seized Sita and carried her off to his island
kingdom of Lanka where he imprisoned her.
- In some ways, the story of
Rama rescuing Sita is like
stories of knights saving
damsels in distress. It is
basically a story about
goodness defeating evil.
Rama, Sita and their allies
represent the powers of
goodness defeating the
demon Ravana and the
forces of evil. Can you think
of other stories that deal with
the battle between the forces
of good and evil? Who
represents the powers of
goodness and who
represents the forces of evil?
Suggestions might include
heroes slaying dragons;
Dorothy and her companions
defeating the wicked witch in
‘The Wizard of Oz’; Frodo the
hobbit and his companions
overcoming Sauron in ‘Lord
of the Rings’; Luke
Skywalker and his
companions defeating Darth
Vader in the Star Wars films;
Batman defeating various
villains.
Key concepts and questions related
to general human experience that
could be explored.
Love
- What is love?
- Where is love found?
- How do people show love?
- Can you love things as well as
people?
- Who and what do you love?
- Who loves you?
Devotion
- What is the meaning of devotion?
- To what different things can a
person be devoted?
- How do people show/express their
devotion?
- To who or what are you devoted?
- How do you show/express your
devotion?
Loyalty
- What does it mean to be loyal?
- People are loyal to different things
and they show their loyalty in
different ways. Can you think of
some examples?
- Where do your loyalties lie?
Goodness
- What is goodness?
- How is goodness shown?
- How do you decide whether
something is good or evil?
- Why is it good to be good?
Continued from previous page
o
Rama and Lakshman eventually found out where Ravana was holding Sita, and with the help
of Hanuman, the monkey-king, and his monkey army, they built a bridge from the mainland
to the island of Lanka. After many weeks of fighting, during the last terrible battle, Rama
faced Ravana alone. Rama drew back his bow and shot a special arrow at Ravana. This was
Indra’s dart, with a tip made from sunlight and fire. The arrow pierced Ravana’s heart and the
demon lay dead. Rama and Sita were re-united, and after fourteen years of exile they
returned to the kingdom of Ayodhya. Bharata welcomed his half-brother as the rightful king
and everyone celebrated. Thousands of divas (small clay lamps) were lit to welcome them
home, an event recalled during the festival of Divali.
Evil
- What is evil?
- How is evil shown?
- How do you decide whether
something is good or evil?
- Why is it bad to be evil?
WORSHIPPING AND CELEBRATING IN THE HOME: PUJA AND DIVALI
4. The festival of Divali
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information
when enabling pupils to learn about the festival of Divali. It is not intended that the subject matter will be presented to
children as it appears below. It is intended that teachers will use a variety of pedagogies when teaching RE, and
suggestions are provided in the scheme of work.
-
Divali takes place in October or November and it lasts between two and five days. It is the most widely
celebrated of all Indian festivals and the celebrations take on a variety of local forms. For some Hindus, it
celebrates the new year. In the days leading up to Divali, homes and business premises are cleaned and
redecorated. During the festival, gifts and cards are exchanged.
Divali means ‘row of lights’. During the festival, divas (small clay lamps) were traditionally put along window
ledges and on the roofs of houses. Today strings of electric lights are often used instead. The lights recall the
story of Rama and Sita, when the people of Ayodhya lit lamps to celebrate the return of Rama, their rightful
king. The lights also symbolise the triumph of good (Rama) over evil (Ravana).
Divas are also lit to welcome the goddess Lakshmi into the home. She is the goddess of good fortune,
prosperity and happiness (see Y3/4 Unit entitled Hindu Gods and Goddesses, their Stories and their
Festivals). To attract Lakshmi into the home, elaborate rangoli patterns (made from coloured rice paste, sand,
chalks or flour) are painstakingly created on floors at the entrance to the home.
Lakshmi Puja (worship of Lakshmi) is a central feature of Divali. In some places, business accounts are
closed before taking part in Lakshmi Puja. In homes and temples, coins are piled on ledgers and an image of
the goddess is placed on top.
-
-
-
 Complementary Christian content
-
At Easter, the Paschal candle is lit and churches are filled with light (see Y5/6 Study Unit entitled Holy
Week: the Last Week of Jesus' Life). This symbolises the triumph of life over death, of good over evil, of
God over the forces of darkness.
Learning from religion
Issues and questions that
could be explored in
relation to some of the
subject matter in the left
hand column.
- Feelings and symbolism
associated with light. Light
symbolises life, goodness
and hope. Light overcomes
the darkness. Light brings
comfort. Light shows things
as they truly are. Light
reveals the beauty of the
world.
- The meaning of
expressions such as “The
light dawned”, “I saw the
light” or “Strike a light!”
- Other celebrations
featuring light, both
religious (eg Christmas,
Easter, Hanukkah) and
secular (eg bonfire night,
New Year).
Key concepts and questions
related to general human
experience that could be
explored.
Celebration
- What is a celebration?
- What things do people
celebrate?
- How do people celebrate?
- What do you celebrate?
WORSHIPPING AND CELEBRATING IN THE HOME: PUJA AND DIVALI
Glossary of Hindu terms used in this unit
Literal translations into English are in italics
Arti lamp
Lamp with five wicks used during puja.
AUM
AUM (sometimes spelt Om) is a sacred symbol () and sound representing the ultimate (Brahman).
Ayodhya
Town in northern India believed to be the birthplace of Rama. It is now a pilgrimage centre.
Diva
Lamp; light. Usually a small clay oil lamp.
Divali
Row of lights. Divali is the major Hindu festival of lights.
Haldi
Turmeric. A spice in the form of yellow powder. It is used as an offering because it purifies and cleanses. It also has medicinal properties.
Hanuman
General of the monkey army who assisted Rama in his quest to rescue his wife Sita from Ravana.
Kum kum
A red powder symbolizing good health and prosperity. It is used to make the tilak mark on the forehead of the murtis and the worshippers. Haldi
Lakshman
Brother of Rama. He accompanied Rama into exile and helped him to rescue his wife Sita from Ravana
Lakshmi
Goddess of good fortune, prosperity and happiness. Puja is performed in her honour during Divali.
Murti
Form. Image of a deity used as a focus for worship.
Puja
Worship. General term referring to a variety of practices used in the home or mandir (temple).
Rama
Rama is the hero of the Ramayana. He is believed to be the seventh avatar (meaning a descent or a coming down) of Vishnu.
Ramayana
Ancient Hindu epic containing the story of Rama and Sita.
Rangoli patterns
Patterns made during Divali at the entrance of the home to welcome Lakshmi. They are made from coloured rice paste, sand, chalks or flour.
Ravana
Ten-headed demon that captured Sita, as recounted in the Ramayana.
Sita
The devoted and faithful wife of Rama.
Tilak
Mark made in the centre of the forehead to symbolise the third all-seeing eye of wisdom.
Essex County Council
RE MATTERS FOR EVERY CHILD
Support materials for Key Stage 2 study unit focused on
Islam

MUHAMMAD AND THE QUR’AN
Teachers’ background notes on religious content, together with
suggestions for ‘learning from religion’ and concepts that could be explored

Islam Study Unit
Key Stage 2
(Year 3 or Year 4)
MUHAMMAD AND THE QUR’AN
Religious content to be used as a vehicle for learning (learning about religion - as identified in the statutory programme of study)
11. The revelation of the Qur’an (complementary Christian content: revelations in the Old Testament)
12. About the Qur’an (complementary Christian content: the Bible)
N.B.
It is a requirement of the Essex agreed syllabus that in covering the religious content identified for each study unit, teachers must ensure that
pupils have opportunities to explore issues, questions and concepts related to general human experience arising from the content covered
(learning from religion).
Introduction to this material
These background notes and suggestions are designed to assist teachers in meeting the requirements of the Essex agreed syllabus (see box
above), and to complement further suggestions for ‘Muhammad and the Qur’an’ contained in the Essex scheme of work for RE at Key Stage
2.
The material comprises:
 Background notes for the teacher on the religious content (learning about religion). Suggestions of complementary Christian content
are also provided.
 Suggestions of issues, questions and concepts related to general human experience that could be explored in relation to the religious
content (learning from religion).
 A glossary of terms.
MUHAMMAD AND THE QUR’AN
1. The revelation of the Qur’an
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information when
enabling pupils to learn about the revelation of the Qur’an. It is not intended that the subject matter will be presented to children
as it appears below. It is intended that teachers will use a variety of pedagogies when teaching RE, and suggestions are
provided in the scheme of work.
-
Muslims do not regard Muhammad as the founder of Islam. That honour belongs to Allah alone. Muhammad was the
last and the greatest prophet of Islam: the person chosen to bring the final and complete revelation of Allah to the
world.
Muhammad received his first revelation in 610CE, when he was 40. He was a trader, living in the Arabian city of
Makkah. He was known as al-Amin (the Trustworthy) and he was a respected member of the most powerful tribe in
Makkah, the Quraish tribe. He was married to a wealthy widow called Khadijah (he had married her when he was 25).
Together they had six children.
From the time he married, Muhammad would frequently spend time alone meditating in the desert. A favoured place
was the cave of Hira on Jabal Nur (the Mount of Light). Khadijah was convinced that a great destiny awaited her
husband and she never objected to these desert retreats.
Muhammad had never received any schooling. He did not even know the Arabic alphabet. His activities as a trader, his
family life and time spent in meditation meant that he remained completely illiterate. Muslims regard this as evidence
that the revelations in the Qur’an are truly God-given.
Muhammad received his first revelation from the angel Jibril (Gabriel) in the cave of Hira. The angel held out a scroll
and commanded Muhammad to recite the words written on it. Muhammad stated that he could not read. The angel
held him in a tight embrace and repeated the command. Again Muhammad said he could not read. The angel
embraced Muhammad once more, squeezing him so hard he almost suffocated. For the third time, the angel
commanded Muhammad to recite the words on the scroll. This time it was as though the words had been written on his
heart, and Muhammad found that he was able to recite them. He then panicked and fled. Was it an evil spirit? Had he
imagined it? Was he going mad? He heard a voice, “Muhammad, you are the messenger of Allah and I am the angel
Jibril”. He stopped and looked up. The angel filled the sky. Whichever way he looked, there was the angel. When he
arrived home, his wife Khadijah asked him what was wrong. He told her what had happened and recited the words
from the scroll. Khadijah knew that such words could have come only from Allah and she recognised that Muhammad
had been chosen by God to be His Prophet.
Muhammad’s period of questioning and doubt lasted for about two years; but after that the revelations began again,
continuing for the rest of his life.
At first Muhammad did not make the revelations public. He shared them solely with his wife and friends. They wrote
down the words on anything that came to hand: ‘pieces of paper, stones, palm leaves, shoulder-blades, ribs, bits of
leather’. In this way the words of the Qur’an, the holy book of Islam, were compiled.
The night when Muhammad received the first revelation is called Laylat-ul-Qadr (the Night of Power). Laylat-ul-Qadr is
celebrated towards the end of Ramadan, the month of fasting. Many families spend the whole night at prayer, either in
the mosque or at home.
-
-
-
 Complementary Christian content
-
Many Old Testament figures (Noah, Abraham, Moses and various prophets) experienced revelations from God.
Learning from religion
Issues and questions that
could be explored in relation
to some of the subject matter
in the left hand column.
Key concepts and
questions related to
general human
experience that
could be explored.
- The beauty, vastness,
emptiness and stillness of
the desert.
- Times we like to be alone.
- Places where we can be
alone, where we can find
peace and quiet.
- Strange or puzzling things
that we have experienced.
- Turning points in our lives.
Revelation
- What is a
revelation?
- Do revelations
always come from
God, or could they
just happen?
- Muhammad
experienced a very
dramatic revelation.
How else might a
revelation occur?
- How does a
person feel when
they have had a
revelation?
- Have you ever
experienced
anything like a
revelation? A flash
of inspiration when
the penny dropped,
the scales fell from
the eyes and the
light dawned?
MUHAMMAD AND THE QUR’AN
2. About the Qur’an
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information when
enabling pupils to learn about the Qur’an. It is not intended that the subject matter will be presented to children as it appears below.
It is intended that teachers will use a variety of pedagogies when teaching RE, and suggestions are provided in the scheme of work.
-
-
-
-
-
-
The Qur’an was revealed by the angel Jibril (Gabriel) to the Prophet Muhammad in classical Arabic over a period of 23
years. Because the Qur’an is believed to contain the actual words of Allah, it is regarded as the supreme source of
authority. For Muslims, the Qur’an provides a complete understanding of the world and how we should live our lives. It is
always treated with the greatest respect.
o It is often wrapped in a clean cloth.
o It is kept on a high shelf, above other books.
o Muslims wash their hands before touching the Qur’an.
o It is often placed on a carved wooden stand to be read. This is to ensure it does not come into contact with an
unclean surface and to keep it above other books. The stand (called a kursi, meaning throne or chair) is cut from
a single piece of wood which some Muslims say is a reminder of the oneness of Allah.
o Before reading the Qur’an, the reader must first say in Arabic, “I seek the protection of Allah from Satan, the
Cursed One. I begin in the name of Allah, the Merciful, the Compassionate”.
o Some Muslims kiss the Qur’an after reading it and avoid turning their back on it.
The Qur’an is written in classical Arabic, which is written from right to left. It contains 114 surahs (chapters). The surahs do
not appear in the order in which they were revealed to Muhammad. With the exception of the first surah, they are arranged
according to their length, from longest to shortest.
The first surah is called al-Fatihah (the opening). It is also known as ‘The Essence’ of the Qur’an. In copies of the Qur’an,
the words of this surah are always beautifully decorated. They are recited at least 17 times daily during prayer. A
translation reads as follows: “In the name of Allah, the Compassionate, the Merciful. All praise be to Allah, the Lord of all
worlds, the Most Merciful, the Most Kind, Master of the Day of Judgement. You alone do we worship. From You alone do
we seek help. Show us the next step along the straight path, the path of those who earn Your favour. Keep us from the
path of those who earn Your anger, the path of those who go astray”.
Many of the people and stories in the Qur’an are also found (in different versions) in the Bible. The prophets Adam, Nuh
(Noah), Ibrahim (Abraham), Yusuf (Joseph), Musa (Moses), Dawud (David), Suleiman (Solomon) and Isa (Jesus) all
feature in the Qur’an. There are significant differences in the Qur’anic and Biblical versions of certain stories. For example,
according to the Qur’an, the Prophet Isa (Jesus) was born of the virgin Maryam (Mary) but he was not crucified.
It is widely assumed that Muslims interpret the entire Qur’an in a literal way. However, the Qur’an itself states: “Allah has
sent down the Book. In it are verses, basic or fundamental, that form its foundation. There are others which are allegorical”
(Surah 3, verse 7). So some verses of the Qur’an (the basic or fundamental verses that form its nucleus) are to be
interpreted literally, while other verses are to be interpreted figuratively or allegorically. This means that much of the Qur’an
is open to individual interpretation.
Most mosques provide a madrassah (school) at which children learn the Qur’an. Sections of the Qur’an are recited until
the words are memorised (the word Qur’an actually means ‘that which is read or recited’). Learning to recite the whole of
the Qur’an by heart is considered to be an act of great devotion. In recognition of their achievement, someone who can do
this may put the title ‘Hafiz’ before his name or ‘Hafizah’ before her name.
Words from the Qur’an, beautifully presented, decorate homes and mosques. Calligraphy is a highly developed art form in
Islam, which may be explained by the fact that representational art is seen as idolatrous. All representations of Muhammad
and other prophets are strictly forbidden.
Learning from religion
Issues and questions that
could be explored in relation
to some of the subject matter
in the left hand column.
Key concepts and
questions related to
general human
experience that
could be explored.
- Words, stories or books that
are special to us. Why are
they so special? How do we
treat our special books? Are
they kept in a special place?
- Decorating some words that
are special to us in a way
reminiscent of Islamic
calligraphy.
- Who guides you in your
life?
Sacred/holy
- What does it
mean for
something to be
sacred or holy?
- For something to
be sacred or holy,
does it have to be
religious?
- How should
something that is
sacred or holy be
treated?
- What is sacred or
holy to you?
Continued from previous page
 Complementary Christian content
-
The Bible is the holy book of Christians. It is believed to be the revealed word of God and as such is the supreme
source of authority for Christians.
MUHAMMAD AND THE QUR’AN
Glossary of Islamic terms used in this unit
Literal translations into English are in italics
al-Fatihah
The Opener. Surah 1 of the Qur’an. Recited at least 17 times daily during the five times of salah (prayer). Also known as ‘The Essence’ of the Qur’an.
Allah
The Islamic name for God in the Arabic language. Used in preference to the word God, this Arabic term is singular, has no plural, nor is it associated with masculine,
feminine or neuter characteristics.
Angel
Being created by Allah from light. Angels have no free will and are completely obedient to Allah.
Hafiz/Hafizah
Someone who knows the whole Qur’an by heart. Hafiz refers to males. Hafizah refers to females.
Jibril
Gabriel. The angel who delivered Allah’s messages to his prophets.
Kursi
Throne; chair. Carved wooden stand on which the Qur’an is placed.
Laylat-ul-Qadr
Night of Power. The night when Muhammad received the first revelation of the Qur’an, communicated by the angel Jibril. This great event is recalled every year during
Ramadan.
Madrassah
Mosque school where Muslims learn how to recite and understand the Qur’an, how to carry out Islamic practices and general principles of Islam.
Makkah
City where the Prophet Muhammad was born.
Muhammad
Praised. Name of the final prophet.
Prophet
One who reveals the will of Allah.
Qur’an
That which is read or recited. The Divine Book revealed to the Prophet Muhammad. Allah’s final revelation to humankind.
Ramadan
The ninth month of the Islamic calendar, during which fasting is required from just before dawn until sunset, as ordered by Allah in the Qur’an.
Surah
Division of the Qur’an (114 in all).
Wahy
Revelation; inspiration. Direct revelation from Allah. Also inspiration arising from individuals.
Essex County Council
RE MATTERS FOR EVERY CHILD
Support materials for Key Stage 2 study unit focused on
Islam

THE MOSQUE AND PRAYER
Teachers’ background notes on religious content, together with
suggestions for ‘learning from religion’ and concepts that could be explored

Islam Study Unit
Key Stage 2
(Year 3 or Year 4)
THE MOSQUE AND PRAYER
Religious content to be used as a vehicle for learning (learning about religion - as identified in the statutory programme of study)
13. The first mosque and the first call to prayer
14. Features of the mosque (complementary Christian content: Christian places of worship)
15. Prayer, five times daily (complementary Christian content: Jesus’ teaching about prayer)
N.B.
It is a requirement of the Essex agreed syllabus that in covering the religious content identified for each study unit, teachers must ensure that
pupils have opportunities to explore issues, questions and concepts related to general human experience arising from the content covered
(learning from religion).
Introduction to this material
These background notes and suggestions are designed to assist teachers in meeting the requirements of the Essex agreed syllabus (see box
above), and to complement further suggestions for ‘Muhammad and the Qur’an’ contained in the Essex scheme of work for RE at Key Stage
2.
The material comprises:
 Background notes for the teacher on the religious content (learning about religion). Suggestions of complementary Christian content
are also provided.
 Suggestions of issues, questions and concepts related to general human experience that could be explored in relation to the religious
content (learning from religion).
 A glossary of terms.
THE MOSQUE AND PRAYER
1. The first mosque and the first call to prayer
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information
when enabling pupils to learn about the first mosque and the first call to prayer. It is not intended that the subject matter
will be presented to children as it appears below. It is intended that teachers will use a variety of pedagogies when
teaching RE, and suggestions are provided in the scheme of work.
-
-
-
-
-
When he received his revelations, the Prophet Muhammad criticised the people of Makkah for worshipping many
gods rather than Allah, the one true God. This made him extremely unpopular. However, he attracted some
followers, including a wealthy and influential man called Abu Bakr and a slave called Bilal. It was Abu Bakr who
had told Bilal about Muhammad in the first place. Bilal’s master was a man called Umaya, and he tried to force
Bilal to give up his belief in Allah. He was taken out of the city every day at noon, when the sun was highest, and
forced to lie on his back on the scorching desert sand with a huge stone crushing his chest. Bilal refused to give
in, repeating the word ‘Allah’ over and over. When Abu Bakr saw what was happening, he bought Bilal from
Umaya and gave him his freedom.
The persecution suffered by the Prophet Muhammad and his followers became so intense that in 622CE they
were forced to escape from Makkah to Madinah. This event is known as the Hijrah (departure or emigration), and
Muslims date their calendar from this point in their history. The people of Madinah recognised Muhammad as a
true prophet and he became their leader.
A well-known story tells of how a spider and a dove saved Muhammad and Abu Bakr during their journey from
Makkah to Madinah. The two of them hid in a cave for the night, but their hiding place was spotted by men from
Makkah who were searching for them. The pursuers came right up to the cave mouth, where they found a dove
feeding her young and a spider’s web stretched across the entrance. Thinking that no one could possibly have
entered without disturbing the dove or the web, they left to look elsewhere.
Upon his arrival in Madinah, the Prophet Muhammad untied his camel, called Qaswa, and let it loose. The camel
wandered to a spot north of the city and then settled down on the ground. Here was built the first mosque, and a
mosque still stands on the site today.
Once the first mosque was built, different ways of summoning the people to prayer were considered. Bells (as
used by Christians), horns (as used by Jews), drums, clappers and flags were all discussed. Then a man spoke
up, “I had a dream in which I heard a man’s voice calling us to prayer”. Believing the dream had come from Allah,
Muhammad chose Bilal, who had a rich strong voice, to call the people to prayer. Bilal climbed up onto the flat
roof of a nearby mud house and gave the first call to prayer, “Allahu akbar: God is most great. I bear witness
there is no god but Allah. I bear witness that Muhammad is the messenger of Allah. Come to prayer. Come to
good work”.
The words that Bilal used to summon the people to prayer are called the adhan and they are still used today. The
mu’adhin (caller) traditionally summons the people to prayer from the top of a minaret, a slender tower attached
to a mosque.
Learning from religion
Issues and questions that
could be explored in relation
to some of the subject matter
in the left hand column.
Key concepts and
questions related to
general human
experience that could be
explored.
- Persecution suffered by
people of different religions,
eg the ancestors of the Jewish
people in ancient Egypt; the
early Christians in Rome; the
persecution of Sikhs by
Muslims at the time of the
Mughal empire in India.
- People who are persecuted
today.
- Anti-Islamic sentiment in the
western world today.
- Different calendars and
dates from which different
people count the years (eg
Jews count the years from the
creation of the world,
Christians count the years
from the birth of Jesus).
- Stories of animals coming to
the assistance of people in
need of help.
Faith
- What is faith?
- Some people have faith
in God. What other things
do people have faith in?
- How do people show
their faith?
- Do you have to be
religious to have faith?
- What do you have faith
in?
- In what ways do people
have faith in you?
Persecution
- What does it mean to
be persecuted?
- Can you think of
examples of people who
were persecuted in the
past?
- Can you think of
examples of people who
are persecuted today?
- How are people
persecuted?
- Why are some people
persecuted?
- Do you ever feel
persecuted?
THE MOSQUE AND PRAYER
2. Features of the mosque
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information
when enabling pupils to learn about features of the mosque. It is not intended that the subject matter will be presented
to children as it appears below. It is intended that teachers will use a variety of pedagogies when teaching RE, and
suggestions are provided in the scheme of work.
-
The correct term for a mosque is masjid, an Arabic term meaning a ‘place of prostration’. Anyone entering a
mosque should be clean and modestly dressed. Shoes are removed before going in so as not to carry dirt (and
worse!) into the mosque.
Mosques are built in many different styles, including modern contemporary designs. All mosques have the
following features: at least one minaret (from which the adhan or call to prayer is given), a washing area for
wudu (see below) and a prayer hall usually surmounted by a dome.
As well as being places of worship, mosques also serve as community centres. Many mosques have
classrooms, meeting rooms, a library, a kitchen and possibly a mortuary.
Many mosques operate madrassahs, schools where Muslims learn about the general principles and practices
of Islam, including how to recite and understand the Qur’an. Many Muslim children attend madrassahs in
addition to their regular schooling.
It has been said that the prayer hall is a courtyard in which one can sense the all-encompassing presence of
Allah. The prayer hall is a large carpeted area containing no seats and little furniture. It feels open and
uncluttered, the dome above enhancing the sense of spaciousness. In hot countries, to walk barefoot into a
mosque can provide a wonderful sense of coolness and an escape from the glaring brightness of the sun.
Muslims believe representational art to be idolatrous, so the mosque contains no pictures or statues. Instead,
the interior is often beautifully decorated with calligraphy, geometric patterns and swirling floral designs known
as arabesque.
The qiblah is the direction of Makkah. The end wall (faced by the congregation) is called the qiblah wall.
People should always sit with their feet turned away from the end wall, taking care not to allow the soles of the
feet to face towards Makkah.
In the centre of the qiblah wall is the mihrab, an empty niche or alcove.
To one side of the mihrab is the minbar, a raised platform with steps leading up to it. From here, the imam
(prayer leader) delivers a sermon called a khutbah on special occasions such as Jumu’ah (Friday midday
prayers).
There is often a series of clock faces on the wall. These show the five times for daily prayer, the time for
Jumu’ah and sometimes the times to begin and end fasting during Ramadan.
Men and women pray apart: men at the front and women in a separate area, either at the back or upstairs, so
as not to distract the men.
-
-
 Complementary Christian content
-
Christians gather for communal worship in a variety of buildings: churches, chapels, cathedrals, etc.
Learning from religion
Issues and questions that
could be explored in
relation to some of the
subject matter in the left
hand column.
- Buildings that are special
to us and to the
community. Why are they
so special?
- Why do people gather
together, and where?
- In many places of
worship (eg Hindu
mandirs, Sikh gurdwaras,
Orthodox synagogues), it
is customary for women to
sit separately from men.
Why is this?
Key concepts and questions
related to general human
experience that could be
explored.
Sacred/holy
- What does it mean for
something to be sacred or
holy?
- For something to be sacred or
holy, does it have to be
religious?
- How should something that is
sacred or holy be treated?
- What is sacred or holy to
you?
Community
- What makes a community?
- What do people gain from
belonging to a community?
- What might be the
disadvantages of belonging to
a community?
- What are the expectations of
different communities and what
happens when members of the
community fail to live up to
these?
- How do people show they
belong to different
communities?
- Which communities do you
belong to?
THE MOSQUE AND PRAYER
3. Prayer, five times daily
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following
information when enabling pupils to learn about prayer, five times daily. It is not intended that the subject matter
will be presented to children as it appears below. It is intended that teachers will use a variety of pedagogies when
teaching RE, and suggestions are provided in the scheme of work.
Prayer in Islam
There is a Muslim saying that salah (worship of Allah) is like a refreshing stream into which one dips five
times a day. Muslims have a duty to pray five times a day, at set times and in set sequences. There are
also Jumu’ah prayers (midday prayers on Friday at the mosque). The mu’adin calls the people to prayer
from the top of the minaret (see above).
The exact times at which the set prayers take place vary throughout the year, but generally speaking
they are as follows: fajr (dawn), zuhr (midday), asr (late afternoon), maghrib (after sunset) and eisha (late
evening).
Muslims can pray anywhere provided it is clean. The purpose of the musalla (prayer carpet) is to provide
a clean surface on which Muslims can perform the ritual actions. They pray with bare feet facing the city
of Makkah. A special compass called a qiblah compass (often incorporated into the prayer carpet) may
be used to establish the direction of Makkah.
The word ‘niyyah’ (intention) is very important in Islam. Muslims believe that actions are judged by their
intentions rather than their consequences. An action may fail to have the intended effect; but as long as
the intention was good, the action itself will be seen as good. Before performing wudu (ritual washing)
and salah (worship of Allah), Muslims must declare that they intend to worship Allah sincerely and with
purity.
Wudu
-
Before Muslims pray, they perform wudu. This is an elaborate washing ritual following a set sequence.
o They wash their hands up to the wrist three times and ask Allah to cleanse them of any sin they
may have committed.
o They rinse out their mouth three times so that the words they speak may be good and pure.
o They rinse out their nostrils three times and pray that they may be pure enough to smell the
sweetness of paradise.
o They wash their face three times and ask that their face may display the light of Allah.
o They wash each arm up to the elbow three times and ask that they may be placed with the
righteous on the day of judgement.
o They pass the palm of their hand over their head, starting from the top of the forehead to the
back, and then pass both hands over the back of the neck. This is to show that they are praying
for mercy, so that suffering may not ‘hang around the neck’.
o They rinse their ears so that they may become pure in character and only hear what is good.
o They wash both their feet: the right for righteousness and the left so that they may be saved
from the path that leads to hell.
Learning from religion
Issues and questions that could
be explored in relation to some of
the subject matter in the left hand
column.
- Muslims consider prayer to be
like a refreshing stream into which
one dips five times a day. Are
there certain things that we do
regularly on a daily basis that
‘refresh’ us?
- Symbolism associated with
water. Water is a symbol of life,
renewal, refreshment and
cleansing.
- Symbolic uses of water in other
religions, eg Christian baptism,
Hindu morning prayers
(performed in rivers or lakes).
- Muslims believe that the reason
why we do things is very
important. They call this ‘niyyah’
(intention). A Muslim would say
that it doesn’t matter if something
turns out bad, provided that you
intended it to be good. What do
you think about this?
- Who needs our prayers in the
world today?
- Does everybody pray? Think of
circumstances in which someone
who does not believe in God
might find herself or himself
saying a prayer.
Key concepts and questions
related to general human
experience that could be
explored.
Worship
- What is worship?
- Some people worship God.
What other things do people
worship?
- How do people worship?
Ritual
- What is a ritual?
- Why do people have
rituals?
- Are rituals always religious?
- Do you have any rituals in
your life?
Continued from previous page
Rak’at
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-
-
The daily prayers follow a particular sequence of movements. Each complete cycle of words and
movements is called a rak’ah (the plural is rak’at).
o The worshippers stand shoulder to shoulder in rows. Men raise their hands to their ears as
though they are listening and women raise their hands to shoulder height. The words ‘Allahu
akbar’ (God is most great) are spoken.
o They place folded hands on the chest, with the right hand on top of the left. Al Fatihah (the
opening chapter of the Qur’an) is recited along with other passages from the Qur’an.
o They bow, placing their hands on their knees. The words ‘Glory be to my Great Lord’ are
repeated three times in Arabic.
o They stand and praise God.
o They prostrate themselves fully, touching their foreheads on the ground. The words ‘Glory be to
my God, the Most High. God is greater than all else’ are repeated three times in Arabic.
o They kneel with palms resting on their knees. The words ‘O my Master forgive me’ may be
repeated three times in Arabic.
o They prostrate themselves fully, touching their foreheads on the ground. The words ‘Glory be to
my God, the Most High. God is greater than all else’ are repeated three times in Arabic.
The number of rak’at prescribed for each of the five daily prayers varies between two and four. When
the set number of rak’at have been completed, the last action is to turn the head to the right and then to
the left while kneeling, and to speak the words, “Asalaam alaikum wa rahmatullah” (peace be with you,
and the mercy of Allah). This invokes God’s peace and blessing upon all to the right and all to the left.
Twice during the set prayers, Muslims prostrate themselves so low that their foreheads touch the
ground. In Arabic, the word ‘Muslim’ literally means ‘One who submits’. By this action, Muslims are
showing total submission to Allah.
 Complementary Christian content
-
Jesus taught that Christians should pray in private (Matthew 6.6) using the words of the Lord’s prayer
(Matthew 6.9-13) (see Y3/4 Study Unit entitled Jesus’ Teaching).
- Why doesn’t God always answer
prayers? Sometimes people ask
God to give them things they
really, really want; and they feel
disappointed and let down by God
when they don’t get what they
have been asking for! If you
prayed for something you had
seen in a shop that you really
wanted, do you think God would
answer your prayer? What sort of
things should people pray for?
- What is the difference between
making a wish and saying a
prayer?
- If you knew for certain that God
would answer just one of your
prayers –what would your prayer
be?
- Feelings associated with
different bodily positions, eg
standing upright, bowing,
kneeling, prostrating.
- What positions do people from
different religions adopt when they
pray? (Kneeling, sitting, standing,
head bowed, head raised, arms
down, arms aloft, hands open with
palms placed together, hands
open with palms turned upwards,
hands clasped, eyes closed, eyes
open.) Why do people adopt
different positions when they
pray?
THE MOSQUE AND PRAYER
Glossary of Islamic terms used in this unit
Literal translations into English are in italics
Adhan
Call to prayer.
Allah
The Islamic name for God in the Arabic language. Used in preference to the word God, this Arabic term is singular, has no plural, nor is it associated with masculine,
feminine or neuter characteristics.
Hijrah
Departure; exit; emigration. The emigration of the Prophet Muhammad from Makkah to Madinah in 622CE. The Islamic calendar commences from this event.
Imam
Leader. Person who leads communal prayers.
Jumu’ah
The weekly communal salah, and attendance at the khutbah performed shortly after midday on Friday.
Khutbah
Speech. Talk delivered on special occasions such as the Jum’uah prayers.
Madinah
The name given to Yathrib after the Prophet Muhammad migrated there in 622CE and founded the first Islamic state.
Madrassah
Mosque school where Muslims learn how to recite and understand the Qur’an, how to carry out Islamic practices and general principles of Islam.
Makkah
City where the Prophet Muhammad was born and where the Ka’bah is located.
Masjid
Place of prostration. Mosque.
Mihrab
Niche or alcove in a mosque wall, indicating the qiblah (direction of Makkah) to which all Muslims face to perform salah.
Minbar
Rostrum; platform; dais. The stand from which the imam delivers the khutbah or speech in the mosque.
Mu’adhin
Caller to prayer. Known in English as ‘muezzin’.
Muhammad
Praised. Name of the final prophet.
Musalla
Prayer carpet.
Niyyah
Intention. A declaration by a Muslim of sincere intention to perform an act of worship. It is obligatory before salah, and has also held to be required before almsgiving,
fasting, pilgrimage and sacrifice. Without the act of intention the action would be vain or invalid. In Islamic law, the basis for judging someone’s actions is the intention
rather than their effect.
Qiblah
Direction which Muslims face when performing salah – towards the Ka’bah in Makkah.
Qur’an
That which is read or recited. The Divine Book revealed to the Prophet Muhammad. Allah’s final revelation to humankind.
Rak’ah (pl. rak’at)
A unit of salah, made up of recitation, standing, bowing and two prostrations.
Salah
Prescribed communication with, and worship of Allah, performed under specific conditions in the manner taught by the Prophet Muhammad, and recited in the Arabic
language. Muslims believe the five daily times of salah are fixed by Allah.
Wudu
Ablution before salah.
Essex County Council
RE MATTERS FOR EVERY CHILD
Support materials for Key Stage 2 study unit focused on
Judaism

MOSES, THE EXODUS AND THE FESTIVAL OF PESACH
Teachers’ background notes on religious content, together with
suggestions for ‘learning from religion’ and concepts that could be explored

Judaism Study Unit
Key Stage 2
(Year 3 or Year 4)
MOSES, THE EXODUS AND THE FESTIVAL OF PESACH
Religious content to be used as a vehicle for learning (learning about religion - as identified in the statutory programme of study)
16. Background to the story of Moses
17. The story of Moses and the Exodus
18. The festival of Pesach and the Seder meal (complementary Christian content: the Last Supper, see Y3/4 Study Unit entitled Holy
Week)
N.B.
It is a requirement of the Essex agreed syllabus that in covering the religious content identified for each study unit, teachers must ensure that
pupils have opportunities to explore issues, questions and concepts related to general human experience arising from the content covered
(learning from religion).
Introduction to this material
These background notes and suggestions are designed to assist teachers in meeting the requirements of the Essex agreed syllabus (see box
above), and to complement further suggestions for ‘Moses, the Exodus and the Festival of Pesach’ contained in the Essex scheme of work for
RE at Key Stage 2.
The material comprises:
 Background notes for the teacher on the religious content (learning about religion). Suggestions of complementary Christian content
are also provided.
 Suggestions of issues, questions and concepts related to general human experience that could be explored in relation to the religious
content (learning from religion).
 A glossary of terms.
 A guide to the Seder meal.
MOSES, THE EXODUS AND THE FESTIVAL OF PESACH
1. Background to the story of Moses
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information when
enabling pupils to learn about the background to the story of Moses. It is not intended that the subject matter will be presented to
children as it appears below. It is intended that teachers will use a variety of pedagogies when teaching RE, and suggestions are
provided in the scheme of work.
Abraham and the covenant
Jews regard Abraham as the first patriarch and the forefather of the Jewish people. He lived about 4,000 years ago, that is
as long before Jesus as we live after Jesus.
Abraham entered into a special agreement or covenant with God. If Abraham’s descendants (the Jewish people) remained
faithful to God and obeyed his laws, then God would look upon them as his special people and would take special care of
them. God promised Abraham that he would have many descendants and that the land of Canaan would be theirs forever
(Genesis 17:6-8).
The Jewish people believe themselves to be descended from Abraham. Their ancestors were known as Israelites or
Hebrews (at the time of their enslavement in ancient Egypt). During different historical periods, the ‘promised land’ of
Canaan, an area of land roughly corresponding to present-day Israel, has been known by many names, including Judah,
Judea and Palestine.
From Abraham to Joseph
Abraham’s son, Isaac, succeeded him as head of the family. Isaac married Rebecca and they had twin boys, Jacob and
Esau. Esau was in fact born first, but with his mother’s help, Jacob deceived Isaac into giving him the blessing intended for
Esau (see Genesis 27).
And so it was that Jacob succeeded Isaac as head of the family. He had twelve sons, from whom are descended the twelve
tribes of Israel, known collectively as the Jewish race. Jacob’s favourite son was Joseph, Abraham’s great grandson.
The story of Joseph
The story of Joseph (Genesis 37 and 39.1-47.12) explains how the ancestors of the Jews came to leave the land of Canaan
because of famine, and how they settled in Egypt.
1. Jacob, head of the tribe, gives Joseph, his favourite son, a coat of many colours.
2. Joseph’s eleven brothers are consumed with envy.
3. Joseph tells his eleven brothers about his dreams, which indicate that one day they will all bow down to him.
4. Filled with jealousy and anger, his brothers throw Joseph into a well and then sell him to some Ishmaelite traders who
carry him off to Egypt.
5. In Egypt, Joseph finds himself in prison, where he interprets the dreams of his fellow prisoners: Pharaoh’s wine steward
and chief baker. His interpretations turn out to be accurate.
6. Joseph is brought before Pharaoh to explain the meaning of one of his dreams. In Pharaoh’s dream, seven thin cows
eat seven fat cows. Joseph explains that there will be seven years of good harvests followed by seven years of poor
harvests. Joseph advises Pharaoh to store enough food from the good years to last through the lean years.
7. Joseph is appointed Governor and put in charge of the harvests. When famine comes to Canaan, his brothers travel to
Egypt and come before him to buy corn. Joseph knows full well who they are, but his brothers do not recognise him.
8. Joseph has his revenge on his brothers, but eventually he reveals his true identity and invites his aged father Jacob and
the rest of his tribe to come and settle in Egypt.
Learning from religion
Issues and questions that
could be explored in
relation to some of the
subject matter in the left
hand column.
The covenant
- What is a promise?
- Why do people make
promises?
- Has anyone ever made
you a promise? Did they
keep their promise?
- How do you feel if
someone breaks their
promise?
- Have you ever made a
promise? Did you keep it?
The story of Joseph
1. What are your favourite
clothes? How do you feel
when wearing them?
2. How do you feel if
unfair favour is given to
someone else? Have you
ever felt jealous?
3. Do you have dreams?
What are they like? Have
you ever had a dream that
came true? Have you ever
felt something was going
to happen, and then it
did?
4. Have you ever done
anything mean to a
brother, sister or friend?
What did they feel about
it? How do you feel about
it now?
8. Have you ever forgiven
and made up?
Key concepts
and questions
related to general
human experience
that could be
explored.
MOSES, THE EXODUS AND THE FESTIVAL OF PESACH
Background notes for teachers
The material below is written for teachers not children. Teachers may
wish to draw on some of the following information when enabling
pupils to learn about the story of Moses and the exodus. It is not
intended that the subject matter will be presented to children as it
appears below. It is intended that teachers will use a variety of
pedagogies when teaching RE, and suggestions are provided in the
scheme of work.
-
The word exodus means ‘departure’, and the book of Exodus
in the Bible describes the most important event in Jewish
history: how Moses led the Hebrews out of slavery in Egypt
to freedom. Key events in the story are described briefly
below.
- The ancestors of the Jews were invited to settle in Egypt
by Joseph (see story of Joseph above).
- The Hebrews grew in number and the Egyptians felt
threatened. Pharoah persecuted the Hebrews and took
them into slavery. The slaves laboured on his great
building projects. (Exodus 1.6-14)
- Pharaoh ordered that baby boys born to slaves were to
be drowned in the Nile. (Exodus 1.22)
- One Hebrew mother hid her son in a basket and placed it
in the bulrushes at the edge of the river Nile. Pharaoh’s
daughter found the baby when she went to bathe. She
recognised the baby as a Hebrew but she felt sorry for
him. (Exodus 2.1-6)
- Pharaoh’s daughter paid a Hebrew woman to nurse the
baby. She didn’t realise that this woman was none other
than the baby’s own mother. Later Pharaoh’s daughter
adopted the boy, and gave him an Egyptian name,
Moses. (Exodus 2.7-10)
- When he was a young man, Moses was so angered
when he saw an Egyptian hitting one of the Hebrew
slaves that he killed him. He had to escape into the
desert where he married Zipporah, the daughter of a
Midianite priest called Jethro. They had a son. (Exodus
2.11-22)
2. The story of Moses and the exodus
Learning from religion
Issues and questions that could be explored in relation to
some of the subject matter in the left hand column.
2. Persecution suffered by people of different religions, eg the
early Christians in Rome; the first Muslims in Makkah; the
persecution of Sikhs by Muslims at the time of the Mughal
empire in India.
2. People who are persecuted today.
2. Slavery down the ages, including British involvement in the
slave trade and its abolition, and the continuance of the slave
trade today.
3. Genocides and ethnic cleansing: attempts to wipe out
whole peoples.
5. Issues around identity. Difficulties faced by people living in
one culture when their family belongs to another culture, eg
people of minority ethnic heritage growing up and living in
Britain.
6. Have you ever lost control as a result of losing your
temper? How did you feel afterwards? Did you regret it later?
How can we stop ourselves from losing our temper?
Key concepts and questions related to
general human experience that could be
explored.
Persecution
- What does it mean to be persecuted?
- Can you think of examples of people who
were persecuted in the past?
- Can you think of examples of people who
are persecuted today?
- How are people persecuted?
- Why are some people persecuted?
- Do you ever feel persecuted?
Identity
- What gives you your identity? What makes
you you?
- Who are you?
- Is there just one of you, or are there lots of
yous?
- Is there an outside you and an inside you?
Where does the real you lie?
- Was there a you before you were born, and
will there be a you after you die?
Continued from previous page
-
-
-
-
-
Moses was tending his father-in-law’s sheep and goats
near Mount Sinai (where he would later receive the Ten
Commandments), when he had a life-changing
experience. God spoke to him from a burning bush,
telling him to remove his sandals because he was
standing on holy ground. God told Moses that he was
sending him to lead the Hebrews out of slavery in Egypt.
When Moses protested that he was a mere nobody, God
told him that he would help him. He would punish
Pharaoh by doing terrible things. (Exodus 3.1-3.20)
Moses returned to Egypt and asked Pharaoh to let his
people, the Hebrews, go. When Pharaoh refused, God
sent nine plagues upon the Egyptians: the river Nile
turned to blood; there were plagues of frogs, gnats and
flies; animals became diseased; humans and animals
were covered in boils; there was a terrible hail storm;
there was a plague of locusts; and darkness came over
the land. After each of these plagues, Moses asked
Pharaoh to let the slaves go. Each time he refused.
(Exodus 7.14-10.29)
Finally God sent the angel of death to kill the first born of
the Egyptians. This was the tenth and last plague. The
Hebrews protected themselves by sacrificing lambs or
young goats and smearing the blood over their
doorposts. In this way, the angel of death was able to
‘pass over’ the homes of the slaves without harming
those inside. However, Pharaoh’s son was killed, and he
now agreed to let the slaves go. (Exodus 11.1-12.32)
Moses led the Hebrews to the shores of the Red Sea;
but Pharaoh’s grief had turned to anger, and the
Egyptian army in their chariots now bore down on them.
God intervened once more by parting the waters of Red
Sea to allow the Hebrews to cross. The chariots of the
pursuing Egyptians became bogged down, the water
returned to its usual level and all the Egyptians were
drowned. (Exodus 14.5-31)
After wandering for 40 years in the Sinai wilderness
(according to the Bible), the Hebrews eventually returned
to the promised land of Canaan (see Y3/4 Study Unit
entitled Journey to the Promised Land).
7. The beauty, vastness, emptiness and stillness of the
desert.
7. Strange or puzzling things that we have experienced.
7. Turning points in our lives.
7. Symbolism associated with fire. Fire can be destructive, but
it is also used for light, heat, comfort, protection, purification,
etc. The fireplace is the heart of the living room.
7. Ways in which fire is an appropriate symbol for God. What
qualities of fire are also qualities of God?
7. Ancient gods associated with fire, eg Hestia and
Hephaistos (Greek), Vesta and Vulcan (Roman), Agni and
Shiva who is often shown dancing through a ring of fire
(Hindu), Loki/Logi meaning wildfire (Norse), Ohrmazd/Ahura
Mazda (Zoroastrian).
7. The need to remove one’s shoes before entering Hindu
temples, Sikh gurdwaras or Islamic mosques.
7. Sacred or holy spaces marked by fire, eg candles and
sanctuary lamps in churches; the Ner Tamid (eternal light) in
synagogues, a reminder of the Menorah (seven branched
candelabrum) kept perpetually alight in the Holy of Holies in
the Temple in Jerusalem; Arti lights and Diwas in Hindu
temples; Parsee fire temples.
Sacred/holy
- What does it mean for something to be
sacred or holy?
- For something to be sacred or holy, does it
have to be religious?
- How should something that is sacred or
holy be treated?
- What is sacred or holy to you?
8. Difficulties presented for religious believers by natural
disasters. Why does God let them happen?
Leadership
- What makes a good leader? Can you think
of examples of people who have made good
leaders?
- What makes a bad leader? Can you think
of examples of people who have made bad
leaders?
- Does anyone act as your leader?
- What sort of leader would you make?
8., 9. & 10. The possibility of entirely natural events being
(mis)interpreted as miraculous interventions of God. Egypt and
other Middle Eastern countries are still afflicted by plagues
such as swarms of locusts that can destroy entire crops in
minutes.
Revelation
- What is a revelation?
- Do revelations always come from God, or
could they just happen?
- Moses experienced a very dramatic
revelation. How else might a revelation
occur?
- How does a person feel when they have
had a revelation?
- Have you ever experienced anything like a
revelation? A flash of inspiration when the
penny dropped, the scales fell from the eyes
and the light dawned?
MOSES, THE EXODUS AND THE FESTIVAL OF PESACH
3. The festival of Pesach and the Seder meal
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information when
enabling pupils to learn about the festival of Pesach and the Seder meal. It is not intended that the subject matter will be presented
to children as it appears below. It is intended that teachers will use a variety of pedagogies when teaching RE, and suggestions are
provided in the scheme of work.
Learning from
religion
Issues and questions
that could be
explored in relation
to some of the
subject matter in the
left hand column.
Pesach
Pesach is a mainly joyous festival, when Jews remember how Moses led their ancestors out of slavery in Egypt. Pesach is
also known as Passover because when God sent the last plague, the angel of death ‘passed over’ the homes of the
Hebrew slaves. The festival is celebrated during March or April. In Israel Pesach lasts for a week. Outside Israel it lasts for
eight days.
According to the Biblical story of the Exodus, the Hebrews left Egypt in such a hurry that they did not have time to bake
their bread with leaven and so it did not rise. In the days leading up to the start of Pesach, homes are thoroughly cleaned
and emptied of all food and drink made with leaven (a rising agent such as yeast). This includes ordinary bread, cakes,
biscuits, pasta, beer, whisky, etc. During Pesach only unleavened bread may be eaten, often in the form of matzot (thin
wafers). On the night before the start of Pesach, some families follow the ancient custom of searching the house with a
candle, using a feather to brush up the last crumbs of food made with leaven.
The Seder meal
The most important feature of Pesach is the Seder meal, traditionally held at home on the first two evenings of the festival.
The Seder takes place twice in case something is done incorrectly the first time round. Seder means ‘order’ and to guide
the family through the rituals that accompany the meal, everyone present has a book called a Haggadah (telling). The
Haggadah tells the story of how Moses led the Hebrews to freedom and describes the various rituals that are performed to
re-create the dramatic events of the story.
The Seder plate occupies a central position on the table during the Seder meal. This is a large plate divided into sections
for various items of food, each of which has a symbolic meaning.
o A roasted shankbone of lamb - a reminder of the lambs that were sacrificed and the blood that was smeared onto
the doorposts of the Hebrew homes to protect them when the angel of death passed over.
o A roasted egg - a symbol of the new life of freedom that awaited the Jews in the Promised Land.
o Parsley - a reminder of Spring, but before being eaten it is dipped in salt water as a reminder of the tears and
sweat of the slaves.
o Lettuce - a reminder of God’s bounty and the fruitfulness of the Promised Land (the land of milk and honey).
o Bitter herbs such as horseradish - a reminder of the bitterness of slavery.
o Haroset (sweet sticky paste made of grated apples, cinnamon, chopped nuts, honey and wine) - a reminder of the
mortar used by the slaves to bind the bricks and also of the sweetness of freedom.
In addition to the food on the Seder plate, there are also three matzot (thin wafers of unleavened bread) slotted into a
special cloth cover. These are a reminder of the fact that the Israelites left Egypt in too great a hurry to be able to bake
their bread with leaven.
The precise way that the Seder meal is conducted and the words and rituals that are used varies, both from family to
family and among different groups of Jews. A description of some typical features of the Seder may be found after the
glossary at the end of this unit.
Key concepts and
questions related to
general human
experience that could be
explored.
Celebration
- What is a celebration?
- What things do people
celebrate?
- How do people
celebrate?
- What do you celebrate?
- Occasions when
the family gathers to
have a special meal
together.
- Food that has
special meanings
and associations:
birthday cakes,
turkey, hot cross
buns, Easter eggs,
etc.
Remembrance
- What sort of things do
we publicly remember?
- What special
people/events/things
does your family
remember?
- What special
people/events/things in
your personal life do you
remember?
Continued from previous page
 Complementary Christian content (see Y4/5 Study Unit entitled Holy Week: the Last Week of Jesus’ Life)
-
The last days of Jesus’ life were spent at Jerusalem in the days leading up to the Passover festival (Pesach). The
crowds greeted Jesus so enthusiastically because they thought he was the Messiah: the one who was going to lead the
Jewish people to freedom just as Moses had done. But this was not to be.
The Bible story makes it clear that Jesus made special arrangements to have a special Passover meal with his
disciples on the first night of the festival. This turned out to be the last meal he ever ate with them, and for this reason it
is called the Last Supper.
The Seder meal that Jews eat today has only existed in its present form for about a thousand years. However the
Passover meal that Jesus ate with his disciples would have had much in common with the Seder meal, including the
eating of unleavened bread and the drinking of wine which Jesus invested with new meaning.
Just as Jews eat symbolic foods at the Seder meal, so symbolic foods are eaten on Good Friday (hot crossed buns)
and Easter Day (Easter eggs).
MOSES, THE EXODUS AND THE FESTIVAL OF PESACH
Glossary of Jewish terms used in this unit
Literal translations into English are in italics
Abraham
The first patriarch and forefather of the Jewish people. Abraham entered into a covenant with God: if his descendants (the Jews) obeyed God’s laws, then God would
take special care of them and ensure that the land of Canaan remained theirs forever.
Canaan
Land promised to Abraham and his descendants through the covenant. Canaan roughly corresponds to present-day Israel. It has been known by many names, including
Judah, Judea and Palestine.
Covenant
Agreement between God and the people of God, originally made with Abraham.
Exodus
Departure. The leaving of Egypt by the Hebrews is called the exodus. The story is told in the second book of the Bible, the book of Exodus.
Haggadah
Telling. The Haggadah tells the story of the exodus from Egypt and describes the various rituals that are performed during the Seder meal.
Haroset
Sweet sticky paste eaten during the Seder meal.
Hebrews
Members of one of the tribes that became the Israelites, the ancestors of the Jewish people.
Israel
One who struggles with God. The phrase refers to the land of Israel and the worldwide Jewish community.
Jew
Member of the Jewish faith and/or race.
Joseph
One of the patriarchs. Given a special coat by his father Jacob. His story explains how the ancestors of the Jews came to settle in Egypt, before being taken into slavery.
Matzot
Thin wafers made of unleavened bread.
Moses
Prophet, leader and lawgiver. He led the Hebrews out of slavery in Egypt and received the Ten Commandments from God on Mount Sinai.
Patriarch
In Judaism, usually used to refer to Abraham, his son Isaac or his grandson Jacob, from whom the Jewish people believe themselves to be descended.
Pesach
Festival (sometimes referred to as Passover) commemorating the exodus from Egypt. The Seder meal takes place during Pesach.
Seder
Order. Celebratory family meal which takes place during Pesach. The foods used remind Jews of the story of the exodus from Egypt.
MOSES, THE EXODUS AND THE FESTIVAL OF PESACH
Guide to the Seder meal
The way the Seder meal is conducted varies from household to household. The following is mainly based on information contained in The Seder Handbook: a Guide and Text for the
Passover Meal by Clive Lawton (used by kind permission of the Education Department, The Board of Deputies of British Jews, Commonwealth House, 1-19 New Oxford Street, London
WC1A 1NF).
1.
Drinking the first cup of wine
Everyone raises a cup of red wine and recites the following blessing together: “Blessed are you, O Lord our God, King of the universe, who creates the fruit of the vine. Out of your love for us
you have given us special times for rejoicing including this Passover festival, when we remember the escape from Egypt”. Everyone drinks the first cup of wine.
2.
Washing hands for the first time
Everyone washes their hands using fingerbowls.
3.
Dipping and eating the parsley
The leader dips parsley in salt water and distributes sprigs to all present. Everyone recites the following blessing together: “Blessed are you, O Lord our God, King of the universe, who
creates the fruit of the earth”. Everyone eats the parsley.
4.
Hiding the Afikomen
Three matzot will have been put into a special cloth cover with three compartments. The middle matzah is broken in half and one half (the Afikomen) is hidden while children either close their
eyes or go out of the room.
5.
Holding up the matzot
The leader holds up the remaining two and a half matzot while everyone says together: “This is the bread of suffering which our ancestors ate in the land of Egypt. Let all who are hungry
come and eat. This year we are here, next year we shall be in Jerusalem. Yesterday we were slaves and today we are free”.
6.
Pouring the second cup of wine
Red wine is poured out for the second cup, but it is not yet drunk.
7.
Asking the four questions
The youngest person present recites or sings the following, ending with the four questions:
“Why is this night different from all other nights?
On all other nights we eat either leavened bread or matzah, but on this night we eat only matzah.
On all other nights we eat all kinds of herbs, but on this night we eat only bitter herbs.
On all other nights we do not dip food at all, but on this night we dip food twice.
On all other nights we sit up to eat, but on this night we can lean on the table.
Why do we eat only matzah? Why do we eat only bitter herbs? Why do we dip food twice? Why do we lean on the table?”
8.
Answering the four questions
The leader replies: “Once we were Pharaoh’s slaves in Egypt, until the Lord, in his goodness and mercy, brought us out of that land. If God had not rescued us, we would still be slaves. We
therefore come together year after year to retell the story. The first question is about matzah. We eat this unleavened bread to remind us that our ancestors were in such a hurry to leave
Egypt that they could not wait for the bread to rise. They removed it from the ovens while it was still flat. The second question is about bitter herbs. We eat bitter herbs to remind us of the
bitterness of slavery. The third question is about dipping food. We dip parsley in salt water to remind us of the tears and the sweat of the slaves. We dip bitter herbs in sweet-tasting charoset
to remind us of the sweetness of freedom. The fourth question is about leaning on the table. We lean on the table to show that we are now free to relax”.
9.
Reciting the ten plagues
The leader says: “These are the ten plagues which God inflicted on the Egyptians”, and everyone recites: “BLOOD, FROGS, GNATS, FLIES, BEASTS, BOILS, HAIL, LOCUSTS,
DARKNESS, KILLING THE FIRST-BORN”. As each plague is mentioned, each person dips a finger into their wine cup and dabs the edge of their plate until there are ten red drops around
the edge.
10.
Singing ‘Dayenu’
The leader says: “How great and numerous are the kindnesses which the Lord has shown us. For each act of goodness we are very grateful!” Then everyone sings the traditional song:
‘Dayenu’ (‘That alone would have been enough for us’).
11.
Drinking the second cup of wine
Everyone raises their cup of red wine and recites the following blessing together: “Blessed are you, O Lord our God, King of the universe, who creates the fruit of the vine”. Everyone drinks
the second cup of wine.
12.
Washing hands for the second time
Everyone recites the following blessing: “O Lord our God, you are the blessed King of the Universe who has commanded us to wash our hands”. Then they wash their hands using
fingerbowls.
13.
Eating matzah
A small piece of matzah is distributed to all present and the following blessings are then recited by everyone together: “Blessed are you, O Lord our God, King of the universe, who brings
bread from from the ground. O Lord our God, you are the blessed King of the Universe who has commanded us to eat matzah”. Everyone eats the matzah.
14.
Eating bitter herbs and haroset
Everyone takes some bitter herbs and haroset and recites the following blessing together: “Blessed are you, O Lord our God, King of the universe, who has commanded us to eat bitter
herbs”. Everyone eats the mixture. (The simplest way to do this is to dip a finger into some horseradish sauce and then into the haroset which will have to be made up beforehand. Haroset is
a sweet sticky paste made of grated apples, cinnamon, chopped nuts, honey and wine.)
15.
Eating the Hillel sandwich
Everyone eats a sandwich made of matzah and bitter herbs (following the example of Rabbi Hillel).
16.
Eating dinner together
A full meal with several courses is served and eaten. Many families start the meal with a hard-boiled egg (symbol of new life) dipped in salt water. It is important to note that the egg that is
eaten is not the roasted egg that is placed on the Seder plate. The roasted egg on the Seder plate is not eaten, nor is the roasted shankbone of lamb.
17.
Hunting for the Afikomen
During the meal, the children try to find the Afikomen (see 4. above). The child that finds it usually refuses to give it up until a ‘ransom’, such as a bar of chocolate, has been paid. The leader
then distributes pieces of the Afikomen to all present who make this the last thing to be eaten.
18.
Drinking the third cup of wine
The third cup of red wine is poured. Everyone raises their cup and recites the following grace and blessing together: “Give thanks to God for he is good. His love and kindness last forever.
Blessed are you, O Lord our God, King of the universe, who creates the fruit of the vine”. Everyone drinks the third cup of wine.
19.
Welcoming Elijah
An extra cup is filled with wine and the door is opened for the prophet Elijah. The return of Elijah would herald the coming of the Messiah and the end of all oppression. Some families lay an
extra place at the table for Elijah.
20.
Drinking the fourth cup of wine
The fourth cup of red wine is poured and psalms of praise are sung. Everyone raises their cup and recites the following blessing together: “Blessed are you, O Lord our God, King of the
universe, who creates the fruit of the vine”. Everyone drinks the fourth cup of wine.
21.
Ending the Seder meal
Everyone recites the following blessing together: “Blessed are you, O Lord our God, King of the universe, whom we thank for the wine and the food and the land which you have given us.
Our Passover service is drawing to a close. We have done everything in the traditional order. We have sung songs of praise to God. May he end all cruelty and slavery and bring about
peace in the world. Next year let us celebrate in Jerusalem!”
22.
Singing and dancing
The Seder meal may be followed with singing, dancing and other forms of celebration late into the night.
Essex County Council
RE MATTERS FOR EVERY CHILD
Support materials for Key Stage 2 study unit focused on
Judaism

JOURNEY TO THE PROMISED LAND
Teachers’ background notes on religious content, together with
suggestions for ‘learning from religion’ and concepts that could be explored

Judaism Study Unit
Key Stage 2
(Year 3 or Year 4)
JOURNEY TO THE PROMISED LAND
Religious content to be used as a vehicle for learning (learning about religion - as identified in the statutory programme of study)
19. 40 years in the wilderness
20. The festival of Sukkot
21. Moses receives the Ten Commandments (complementary Christian content: the importance of the Ten Commandments)
N.B.
It is a requirement of the Essex agreed syllabus that in covering the religious content identified for each study unit, teachers must ensure that
pupils have opportunities to explore issues, questions and concepts related to general human experience arising from the content covered
(learning from religion).
Introduction to this material
These background notes and suggestions are designed to assist teachers in meeting the requirements of the Essex agreed syllabus (see box
above), and to complement further suggestions for ‘Journey to the Promised Land’ contained in the Essex scheme of work for RE at Key
Stage 2.
The material comprises:
 Background notes for the teacher on the religious content (learning about religion). Suggestions of complementary Christian content
are also provided.
 Suggestions of issues, questions and concepts related to general human experience that could be explored in relation to the religious
content (learning from religion).
 A glossary of terms.
JOURNEY TO THE PROMISED LAND
Background notes for teachers
The material below is written for teachers not children.
Teachers may wish to draw on some of the following
information when enabling pupils to learn about the 40
years in the wilderness. It is not intended that the subject
matter will be presented to children as it appears below. It
is intended that teachers will use a variety of pedagogies
when teaching RE, and suggestions are provided in the
scheme of work.
-
-
Having escaped from slavery in Egypt, the
ancestors of the Jews had to cross the Sinai
desert before re-entering the promised land of
Canaan. According to the Bible, the Israelites
wandered in the wilderness for 40 years. The
journey was full of difficulties, disagreements and
hardships; but with God’s help and under the
strong leadership of Moses, the Israelites were
forged into a unified community. The people
were bound together by their shared religious
practices and by living in obedience to God’s
commandments (see ‘Moses receives the Ten
Commandments’ below).
Moses died before reaching Canaan, and it was
left to Joshua, his appointed successor, to defeat
the tribes that had settled there and to reclaim
the land that had been promised to the Israelites,
the descendants of Abraham.
1. 40 years in the wilderness
Learning from religion
Issues and questions that could be explored in relation to some of the subject matter in
the left hand column.
- Different types of journeys that people make: daily journeys made out of necessity for
practical reasons (eg to school, to the shops); journeys made for pleasure (eg bike
rides, boat trips, walks); journeys made to special places (eg holiday destinations, a
loved one’s grave, religious pilgrimages); journeys that are a challenge (eg climbing
mountains, flying a balloon around the world, swimming the channel); journeys of
discovery (eg journeys of exploration, space missions); journeys made for a cause (eg
the Jarrow march, sponsored walks); journeys that people are forced to make (eg
refugees, people who are persecuted).
- Feelings associated with going on journeys: anticipation, excitement and probably a bit
of boredom. Relief (and tiredness) at arriving safely at one’s destination.
- The human need to journey, to venture, to explore, to discover, to face challenges; the
attendant risks (exemplified by Scott of the Antarctic, mountaineers who have died,
journeys into space, etc); and the sense of achievement when journey’s end is reached.
- If you were journeying to another country, never to return to your former home, what
would you take with you?
- The plight of displaced people: refugees, economic migrants, etc.
Key concepts and questions
related to general human
experience that could be
explored.
Community
- What makes a community?
- What do people gain from
belonging to a community?
- What might be the
disadvantages of belonging to
a community?
- What are the expectations of
different communities and what
happens when members of the
community fail to live up to
these?
- How do people show they
belong to different
communities?
- Which communities do you
belong to?
JOURNEY TO THE PROMISED LAND
2. The festival of Sukkot
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information
when enabling pupils to learn about the festival of Sukkot. It is not intended that the subject matter will be presented to
children as it appears below. It is intended that teachers will use a variety of pedagogies when teaching RE, and
suggestions are provided in the scheme of work.
-
-
-
-
-
During their 40 years in the wilderness, the Israelites lived in temporary shelters. Every year, during the festival
of Sukkot, which lasts for eight days and takes place in September or October, modern-day Jews emulate their
ancestors by erecting cube-shaped structures in the gardens of their homes or outside the synagogue. Each
one of these structures is called a sukkah, meaning a booth or hut. The plural of sukkah is sukkot, from which
the festival derives its name.
Leviticus 23:42-43 states: “All the people of Israel shall live in shelters for seven days, so that your descendants
may know that the Lord made the people of Israel live in simple shelters when he led them out of Egypt”. During
Sukkot, many Jewish families eat in a sukkah and some sleep in it as well.
Each sukkah is built in a special way.
o It is flimsily constructed, to serve as a reminder of the transitory and insecure nature of life in general
and the uncertainties felt by the Israelites as they crossed the desert.
o The roof is decorated with foliage and hanging fruits, as a reminder of God’s bountiful goodness.
o Gaps are left in the roof through which the stars can be seen, so those inside can marvel at the beauty
of the heavens and the vastness of God’s creation.
During Sukkot, people at the morning service in the synagogue hold up four special plants known as the arba
minim (four species). The shapes of the four plants are reminiscent of different parts of the human body.
o The lulav (date palm) corresponds to the spine, symbolising uprightness.
o The etrog (citron) corresponds to the heart, associated with feeling and wisdom.
o The haddassim (myrtle leaves) correspond to the eyes, symbolising enlightenment.
o The aravot (willow branches) correspond to the lips, a reminder of the importance of prayer.
The etrog is held in the left hand and the other three plants are tied together and held in the right hand. When
th
the plants are bound together it suggests a community of different people uniting with one another. As a 13
century Jewish saying puts it, “Just as a man cannot fulfil his duty at Sukkot unless all four species are bound
together, so Israel cannot be saved until all Jews hold together”.
At a certain point in the morning service the congregation faces east. Each person holds the four plants out in
front of them and shakes them. The plants are then shaken to the right (south), over the shoulder (west), to the
left (north), above the head and down towards the ground. This shows that God’s bountiful goodness is
everywhere.
Learning from religion
Issues and questions
that could be explored in
relation to some of the
subject matter in the left
hand column.
- Enjoyment gained by
camping out for the
night.
- The transitory and
insecure nature of life
and the uncertainties felt
by people through their
lives.
- The beauty, bounty
and abundance of the
natural world.
- Feelings of awe and
wonder inspired by
looking up at the night
sky.
- Ways in which plants
(trees especially) trees
resemble human
beings.
Key concepts and questions
related to general human
experience that could be
explored.
Shelter
- What is a shelter?
- Who needs shelter?
- What do you/other people
need to seek shelter from?
- Where do you/other people
go for shelter?
- Where do you feel safe and
secure?
JOURNEY TO THE PROMISED LAND
3. Moses receives the Ten Commandments
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the
following information when enabling pupils to learn about Moses receiving the Ten Commandments
It is not intended that the subject matter will be presented to children as it appears below. It is
intended that teachers will use a variety of pedagogies when teaching RE, and suggestions are
provided in the scheme of work.
-
The following extracts are taken from the dramatic Biblical account of Moses receiving the
Ten Commandments (Exodus 19.1-2, Exodus 19.16-20, Exodus 20.1-17): “After [the
Israelites] had left Egypt, they came to the desert of Sinai. There they set up camp at the
foot of Mount Sinai. On the morning of the third day there was thunder and lightning, a thick
cloud appeared on the mountain, and a very loud trumpet blast was heard. All the people in
the camp trembled with fear. Moses led them out of the camp to meet God, and they stood
at the foot of the mountain. The whole of Mount Sinai was covered with smoke, because
the Lord had come down on it in fire. The smoke went up like the smoke of a furnace, and
all the people trembled violently. The sound of the trumpet grew louder and louder. Moses
spoke, and God answered him with thunder. The Lord came down on the top of Mount
Sinai and called Moses to the top of the mountain. Moses went up. God spoke, and these
were his words:
I am the Lord your God who brought you out of Egypt where you were
slaves. Worship no god but me.
Do not bow down to any idol or worship it.
Do not use my name for evil purposes.
Observe the Sabbath and keep it holy.
Respect your father and your mother.
Do not commit murder.
Do not commit adultery (with young children, an alternative wording could
be used, such as ‘Remain faithful to your husband or your wife’).
Do not steal.
Do not accuse anyone falsely.
Do not desire anything that [another man] owns.”
The Ten Commandments were written on two stone tablets, which Moses brought down
from Mount Sinai. The tablets were placed in a specially made wooden chest called the Ark
of the Covenant (the construction of the Ark is described in Exodus 37.1-9). The Ark had
two carrying poles. It was covered with gold and two carved winged creatures faced each
other across the lid. It was kept in a special tent called the Tabernacle. About 300 years
after the time of Moses, King David brought the Ark of the Covenant to Jerusalem (see 2
Samuel 6). Later David’s son, Solomon, installed it in the Holy of Holies in the newly built
Temple in Jerusalem (see 1 Kings 8:1-9).
-
 Complementary Christian content
-
Christians as well as Jews believe that the Ten Commandments are God-given.
Learning from religion
Issues and questions that could be explored in
relation to some of the subject matter in the left
hand column.
Key concepts and
questions related to
general human experience
that could be explored.
- The belief (once widely held) that God speaks
through natural phenomena such as thunder,
lightning, earthquakes and volcanoes.
- Have you ever been in a great storm? How did
you feel during it?
- The Ten Commandments form the basis of
Jewish law. They have had a significant influence
on many of the world’s legal codes. Which of the
commandments are enshrined in English law?
- Do we need rules? If so, why do we need rules?
- If you had to write a set of rules for the world
today, what would be your list of rules? Do any of
the Ten Commandments feature in your own list?
- Which are the most/least important of the
commandments? List them in order of
importance.
- Which of the commandments are kept most
rigorously and which are most often broken?
- What would be suitable punishments for
breaking each of the commandments?
- Are any of the commandments out of date? If
so, which ones?
- Which of the commandments are ‘religious’ and
which are ‘non-religious’?
- Should all of the commandments be strictly kept
all of the time? When might it be right to break a
commandment? For example, the fifth
commandment says that we should respect our
parents. But what if they told us to do something
we knew to be wrong? The sixth commandment
tells us not to murder. Were the people who tried
to murder Hitler wrong? The eighth
commandment tells us not to steal. But if the only
way to keep your child alive was to steal, would it
be wrong?
Rules
- What are rules?
- Why do we need rules?
- Are all rules good rules?
- What is the difference
between written and
unwritten rules?
- What happens if rules are
broken?
- What rules to you try to
keep for yourself?
JOURNEY TO THE PROMISED LAND
Glossary of Jewish terms used in this unit
Literal translations into English are in italics
Abraham
The first patriarch and forefather of the Jewish people.
Arba Minim
Four species. Four plants used during the festival of Sukkot: lulav (date palm), etrog (citron), haddassim (myrtle leaves) and aravot (willow branches).
Ark of the Covenant
Gold-covered chest in which the two stone tablets containing the Ten Commandments were kept. It was carried across the desert by the Israelites after their
escape from slavery in Egypt.
Israelites
Name given to the ancestors of present-day Jews.
Jew
Member of the Jewish faith and/or race.
Moses
Prophet, leader and law giver. He laid the foundations of the Jewish religion and , according to tradition, is the author of the Torah (the first five books of the Bible,
known as the Five Books of Moses). He led the Israelites out of slavery in Egypt and received the Ten Commandments from God on Mount Sinai.
Sukkot
Autumn harvest festival which also recalls the Israelites’ journey across the desert after their escape from slavery in Egypt. Some Jews erect a sukkah (a booth or
hut) in their gardens or outside a synagogue.
Synagogue
To gather together. Building for Jewish public prayer, study and assembly.
Tabernacle
A portable tent-like shelter in which the Ark of the Covenant was housed during the Israelites’ journey across the desert after their escape from slavery in Egypt.
Ten Commandments
Laws given to Moses by God on Mount Sinai, listed in Exodus 20 and Deuteronomy 5.1-22.
Essex County Council
RE MATTERS FOR EVERY CHILD
Support materials for Key Stage 2 study unit focused on
Sikhism
GURU NANAK, GURU GOBIND SINGH AND THE KHALSA
Teachers’ background notes on religious content, together with
suggestions for ‘learning from religion’ and concepts that could be explored
Sikhism Study Unit
Key Stage 2
(Year 3 or Year 4)
GURU NANAK, GURU GOBIND SINGH AND THE KHALSA
Religious content to be used as a vehicle for learning (learning about religion - as identified in the statutory programme of study)
22. Guru Nanak, the founder of Sikhism (complementary Christian content: Jesus’ baptism experience)
23. Guru Gobind Singh and the formation of the Khalsa (complementary Christian content: infant baptism and confirmation)
24. The Five Ks
N.B.
It is a requirement of the Essex agreed syllabus that in covering the religious content identified for each study unit, teachers must ensure that
pupils have opportunities to explore issues, questions and concepts related to general human experience arising from the content covered
(learning from religion).
Introduction to this material
These background notes and suggestions are designed to assist teachers in meeting the requirements of the Essex agreed syllabus (see box
above), and to complement further suggestions for ‘Guru Nanak, Guru Gobind Singh and the Khalsa’ contained in the Essex scheme of work
for RE at Key Stage 2.
The material comprises:
 Background notes for the teacher on the religious content (learning about religion). Suggestions of complementary Christian content
are also provided.
 Suggestions of issues, questions and concepts related to general human experience that could be explored in relation to the religious
content (learning from religion).
 A glossary of terms.
GURU NANAK, GURU GOBIND SINGH AND THE KHALSA
1. Guru Nanak, the founder of Sikhism
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information when enabling
pupils to learn about Guru Nanak. It is not intended that the subject matter will be presented to children as it appears below. It is intended
that teachers will use a variety of pedagogies when teaching RE, and suggestions are provided in the scheme of work.
-
-
-
-
-
When Sikhism started, it always had a human leader called a Guru (teacher). Guru Nanak, the founder of Sikhism, was the first
of these. He was succeeded by a continuous line of nine other Gurus. Guru Gobind Singh was the tenth and last human Guru.
Before he died, he declared that his successor would be the Guru Granth Sahib, the Sikh holy book.
Sikhism originated in the Punjab, which today lies mainly in Pakistan and partly in north-west India. Punjab means ‘five rivers’
and it is a very fertile area. In 1469CE, Nanak was born in the village of Talwandi in the western Punjab. His family was Hindu
but this was a time when Muslims were gaining control of the Punjab. His father, Kalu, was employed as the village accountant
by a local landlord, Rai Bular who was a Muslim.
Stories are told which indicate that from his birth onwards it was clear that Nanak had special qualities. At his birth he did not cry
but smiled instead; when as a boy he fell asleep under a tree, the tree’s shadow stayed on him rather than moving round with
the movement of the sun; on another occasion a cobra provided shade while he slept; when he let some of his father’s cows
wander into another farmer’s field, they destroyed the crop, which mysteriously grew again in a matter of hours.
During his childhood, Nanak proved himself an able pupil, studying Hindi, mathematics and Muslim literature in Persian and
Arabic. But to his family’s consternation, he spent most of his time discussing spiritual matters with Hindu and Muslim holy men
rather than planning for a successful career.
Thinking that married life might make Nanak concentrate more on everyday concerns, his family found a suitable girl for him and
he was married at the age of 16. He was happily married and he had two sons. Like his father, he worked as an accountant; but
at night and in the early morning he would spend his time meditating and singing hymns in praise of God.
When he was 30, Nanak underwent a profound religious experience. In accordance with Hindu custom, every day he would go
to the river to perform prayers and ablutions. One morning as he did this, watched by his friend Mardana on the bank, he
disappeared from sight. His friends and family assumed he had drowned; but three days later he reappeared, shining with a
divine light. He was in a trance-like state and said nothing. He gave away all of his possessions to the poor. When he finally
broke his silence, he told them that he had been drinking nectar at God’s court. He also said, “There are neither Hindus nor
Muslims, only brothers and sisters”, thus emphasising the equality of all people.
From now on Nanak devoted himself entirely to the service of God. For the next 20 years, he travelled thousands of miles on
missionary journeys with the faithful Mardana at his side. Wherever he went Nanak would teach and sing hymns in praise of
God. As he sang, he was accompanied by Mardana on the rabab (a bowed musical instrument from which the modern violin is
descended).
Eventually Nanak (now known as Guru or teacher) returned home and settled down with his wife and family in a village called
Kathapur, where he established the first Sikh community. Here life was centred on God and all were treated equally. Guru Nanak
introduced the langar, a communal meal, shared by everyone. The langar is still a very important feature of Sikhism today.
Guru Nanak died in 1538CE at the age of 70. He set a number of tests to determine his successor, and he appointed a devoted
follower called Lehna as the next Guru in preference to his two sons. He gave Lehna a new name: Angad (My Limb). In all, the
Sikhs were led by ten human Gurus each succeeding the other. The last human Guru was Guru Gobind Singh, who lived about
200 years after Guru Nanak.
Learning from
religion
Issues and questions
that could be explored
in relation to some of
the subject matter in
the left hand column.
Key concepts
and questions
related to general
human
experience that
could be
explored.
- Tensions between
doing what you want
to do and what your
parents want you to
do.
- Strange or puzzling
things that we have
experienced.
- Turning points in our
lives.
- The idea that all
human beings are
equal.
- Why would someone
choose to devote
themselves to the
service of God rather
than trying to have a
successful career or
to make lots of
money?
Teacher
- What makes a
good teacher?
- What qualities
does a teacher
need to have?
- Do you ever act
as a teacher?
- Who teaches
you – not just at
school?
Service
- What does it
mean to serve
someone?
- Can you give
examples of
people who serve
others or who
serve God?
- Why serve
others?
- Why serve
God?
- Who serves
you?
- Who do you
serve?
Continued from previous page
 Complementary Christian content
-
There are interesting parallels between the experience that Guru Nanak underwent and the baptism of Jesus (see Y3/4
Study Unit entitled Jesus’ Baptism and the Beginning of his Ministry). Both men were about 30 years of age; both events
happened in rivers; both men had a direct encounter with God; and their experiences instigated their missionary work.
GURU NANAK, GURU GOBIND SINGH AND THE KHALSA
2. Guru Gobind Singh and the formation of the Khalsa
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information
when enabling pupils to learn about Guru Gobind Singh and the formation of the Khalsa. It is not intended that the subject
matter will be presented to children as it appears below. It is intended that teachers will use a variety of pedagogies when
teaching RE, and suggestions are provided in the scheme of work.
-
-
-
-
The ninth leader of the Sikhs, Guru Tegh Bahadur, lived at a time when Sikhs were being persecuted by the
Mughal emperor Aurangzeb, who was a Muslim. (Some of the Mughal emperors persecuted Sikhs and Hindus.
Others, such as Akbar who ruled in the 16th century CE, showed great respect for other religions.) Guru Tegh
Bahadur was captured and executed in 1675CE, and his nine year old son then became the new leader of the
Sikhs. He was called Guru Gobind Rai but later he changed his name to that by which he is known today: Guru
Gobind Singh (see below).
Guru Gobind Singh, the tenth and last human Guru, realised that if the Sikhs were to survive, they would need to
be organised into a strong military force. Every year the Sikhs would gather to celebrate Baisakhi, an ancient
festival celebrating new year and the corn harvest. On Baisakhi day in 1699CE, when he was 33 years old, Guru
Gobind Singh called all the Sikhs together at Anandpur. Five times he called out asking if anyone was brave
enough to die for their faith. Each time he called out, a volunteer stepped forward to be sacrificed. One by one,
these five men were taken into a tent. Every time one of them entered, the swish of a sword could be heard
followed by a thud. The Guru then emerged with his sword dripping with blood. After the fifth man had gone
thorough this ordeal, the Guru stepped out of the tent followed by the others. The five men who had proved their
worthiness stood in front of the crowd unharmed. They were dressed in saffron coloured uniforms and they
carried swords.
Guru Gobind Singh then announced that these men were to be known as the Panj Piare (the Beloved Five). They
were the first to be initiated into an army of soldier-saints called the Khalsa (the Community of the Pure). The
initiation ceremony, known as Amrit Sanskar, proceeded as follows.
o Sugar and water were mixed in a metal bowl with a double-edged sword called a khanda. The mixture
was called amrit.
o Guru Gobind Singh sprinkled amrit over the Panj Piare, who then drank amrit and made various vows.
These included serving the Guru, offering daily prayers, giving to charity, rejecting all caste differences,
leaving bodily hair uncut, being faithful in marriage, abstaining from drugs and intoxicants, and wearing
the five Ks (see next section below).
o This process was repeated, but this time it was the Panj Piare who initiated Guru Gobind Singh and his
wife.
o Guru Gobind Singh then invited other Sikhs to come forward to be initiated into the Khalsa. Many
thousands of men and women did so, but some, recognising that the Guru wanted to create a community
of equals, did not. It is said that most people from the priestly upper caste (Brahmins) chose to leave.
In order to show their equality and unity, all members of the Khalsa took a new name. Men were given the name
Singh (Lion) and women the name Kaur (Princess). It was for this reason that Guru Gobind Rai change his name
to Guru Gobind Singh.
Today, male and female Sikhs wanting to join the Khalsa take part in a ceremony called Amrit Pahul or Amrit
Sanskar. The ceremony retains many of the features of the original initiation instigated by Guru Gobind Singh.
Before his death in 1708CE, Guru Gobind Singh declared that there would be no more human Gurus. Instead, his
successor would be the Guru Granth Sahib, the most important collection of Sikh scriptures. From now on, Sikhs
would look to the Guru Granth Sahib for inspiration and guidance.
Learning from religion
Issues and questions that
could be explored in relation
to some of the subject matter
in the left hand column.
Key concepts and
questions related to
general human
experience that could be
explored.
- Groups to which we belong.
Which groups do we choose
to belong to and which
groups do we belong to
whether we want to or not?
How do we show we belong
to a group? How are we
influenced by the groups to
which we belong? Are there
groups we would like to
belong to but can’t? How
does it feel to be left out of a
group that we would like to
be part of? As members of
different groups, are we
expected to do certain things
or to behave in a particular
way? Is there pressure to
conform to the group? Is it
difficult to act differently to
the group or to break away
from it?
Persecution
- What does it mean to
be persecuted?
- Can you think of
examples of people who
were persecuted in the
past?
- Can you think of
examples of people who
are persecuted today?
- How are people
persecuted?
- Why are some people
persecuted?
- Do you ever feel
persecuted?
- Initiation ceremonies in
different religions and
cultures, both religious
and non-religious.
- The meaning and
significance of your name.
Why did your parents choose
to call you by that name?
Does your name suit you?
Sacrifice
- What is a sacrifice?
- Can you think of
examples of people who
have sacrificed
something for the sake of
someone else?
- Can you think of
examples of people who
have sacrificed
themselves for the sake
of someone else?
- Has anyone ever
sacrificed anything for
your sake?
- Have you ever
sacrificed anything for
another person?
Continued from previous page
 Complementary Christian content
-
Many churches (including the Church of England and the Roman Catholic Church) have baptism services to
welcome babies into the Christian community (see Y5/6 Study Unit entitled Christianity in the Local
Community – and Beyond). When they are old enough, those who have been baptised ‘confirm’ the baptismal
vows made on their behalf at a service of confirmation. This makes them full members of the Christian church.
Belonging
- What does it mean to
belong?
- What sort of things do
people belong to?
- How do people show
what they belong to?
- Is it good to belong?
- Who or what belongs to
you?
- Who or what do you
belong to?
- Where do you belong?
Community
- What makes a
community?
- What do people gain
from belonging to a
community?
- What might be the
disadvantages of
belonging to a
community?
- What are the
expectations of different
communities and what
happens when members
of the community fail to
live up to these?
- How do people show
they belong to different
communities?
- Which communities do
you belong to?
GURU NANAK, GURU GOBIND SINGH AND THE KHALSA
3. The Five Ks
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information
when enabling pupils to learn about the Five Ks. It is not intended that the subject matter will be presented to children as
it appears below. It is intended that teachers will use a variety of pedagogies when teaching RE, and suggestions are
provided in the scheme of work.
-
-
-
-
As part of the Amrit Pahul or Amrit Sanskar ceremony, all Sikhs (both men and women) who are initiated into
the khalsa vow to wear the Five Ks.
o Kesh: uncut hair, including body hair. This is a symbol of holiness (many holy men such as Hindu
sadhus leave their hair uncut).
o Kangha: comb used to keep hair in place under the turban. This is a symbol of orderliness.
o Kara: circular steel bangle worn on the right wrist. This is a symbol of strength, unity and the eternal
nature of God.
o Kirpan: sword. This is a symbol of a Sikh’s willingness to defend the faith and to fight for the weak.
Some Sikhs wear a small kirpan in a sling under their outer clothing. Others wear a miniature replica
which may be embedded into the kangha.
o Kachera: white cotton shorts worn as underwear. A reminder of the Sikhs’ fighting past, kachera were
originally worn to give warriors greater freedom of movement than the dhoti, a long piece of cloth worn
like a skirt.
It should be noted that although wearing the turban is an essential symbol of Sikh religious and social identity, it
is not actually one of the Five Ks. Boys start wearing turbans from about the age of eight. A special ceremony
takes place when a boy puts on a turban for the first time. A senior member of the Sikh community ties the
turban onto the boy’s head in the presence of the Guru Granth Sahib. Younger boys tie their hair into a top-knot
which is covered with a patka (a square piece of cloth about the size of a handkerchief).
To illustrate what wearing the Five Ks can do for a Sikh, the story of Guru Gobind Singh and the donkey is told.
The story tells of how the Guru placed a tiger skin on the back of an ill-treated donkey and then untied it. When
the donkey wandered into the marketplace, all the traders ran away and it was able to eat its fill. In the same
way, a Sikh will gain respect by wearing the Five Ks.
The Sikh emblem is called the khanda:
. It is made up of a circle called a chakkar (symbol of infinity and
the eternal nature of God), an upright double-edged sword (also called a khanda) and two kirpans.
Learning from religion
Issues and questions that
could be explored in
relation to some of the
subject matter in the left
hand column.
- What people wear
uniforms? Why? What
does wearing a school
uniform say about you?
- What the clothes that we
wear say about us.
- Clothes that are special to
us.
- Decorative items that we
wear in addition to our
clothes: jewellery, badges,
wrist bands, etc.
- Occasions when we
dress up and wear special
clothes, including hats.
Key concepts and questions
related to general human
experience that could be
explored.
Identity
- What is meant by identity?
- How do people show their
identity?
- What is your identity?
- How do you show your
identity?
- Who are you?
Symbol
- What is a symbol?
- What different types of
symbols are there?
- Why are symbols used?
- Can you think of some
symbols for you? Symbols
for the ‘outside’ you and
symbols for the ‘inside’ you.
GURU NANAK, GURU GOBIND SINGH AND THE KHALSA
Glossary of Sikh terms used in this unit
Literal translations into English are in italics
Amrit
Nectar. Sanctified liquid made of sugar and water stirred in a steel bowl by a khanda (double-edged sword).
Amrit Pahul
The Sikh rite of initiation into the Khalsa. This should not be referred to as ‘baptism’. Also known as Amrit Sanskar.
Amrit Sanskar
See Amrit Pahul above.
Baisakhi
Originally an ancient new year festival celebrating the start of the corn harvest. Now a major Sikh festival celebrating the formation of the Khalsa in 1699CE.
Chakkar
Circle. The chakkar represents infinity. It reminds Sikhs of the One eternal God.
Five Ks
Five symbols, each beginning with the letter ‘k’, worn by Sikhs: kachera (shorts), kangha (comb), kara (steel bangle), kesh (uncut hair) and kirpan (sword). The
turban, whilst obligatory, is not one of the Five Ks.
Guru
Teacher. In Sikhism, the title of Guru is reserved for the ten human Gurus and the Guru Granth Sahib.
Guru Gobind Singh
Tenth and last human Guru (1666CE – 1708CE). His original name was Guru Gobind Rai.
Guru Granth Sahib
Primal collection of Sikh scriptures, given its final form by Guru Gobind Singh. Sometimes referred to as the Adi Granth.
Guru Nanak
The first Guru and the founder of the Sikh faith (1469CE – 1539CE).
Guru Tegh Bahadur
Ninth Guru (1622CE – 1675CE) and father of Guru Gobind Singh. He was martyred for the principal of religious tolerance.
Kachera
Traditional underwear/shorts. One of the Five Ks.
Kangha
Comb worn in the hair. One of the Five Ks.
Kara
Steel bangle worn on the right wrist. One of the Five Ks.
Kaur
Princess. Name given to all Sikh females by Guru Gobind Singh.
Kesh
Uncut hair. One of the Five Ks.
Khalsa
The community of the pure. The Sikh community.
Khanda
Has two meanings: (i) the double-edged sword used in the Amrit Sanskar ceremony; (ii) the Sikh emblem (made up of a kara, a chakkar and two kirpans).
Kirpan
Sword. One of the Five Ks.
Langar
Guru’s kitchen. Has two meanings: (i) the kitchen and dining hall in the gurdwara (temple); (ii) the communal meal served in the dining hall.
Panj Piare
Beloved Five. The first five Sikhs to be initiated into the Khalsa.
Punjab
Land of five rivers. The area of India and Pakistan in which Sikhism originated.
Sikh
Learner; disciple. A person who believes in the ten Gurus and the Guru Granth Sahib, and who has no other religion.
Singh
Lion. Name adopted by Sikh males.
Essex County Council
RE MATTERS FOR EVERY CHILD
Support materials for Key Stage 2 study unit focused on
Buddhism

LIVING AS A BUDDHIST: DEVOTIONAL PRACTICES
AND THE MIDDLE WAY
Teachers’ background notes on religious content, together with
suggestions for ‘learning from religion’ and concepts that could be explored

Buddhism Study Unit
Key Stage 2
(Year 5 or Year 6)
LIVING AS A BUDDHIST: DEVOTIONAL PRACTICES AND THE MIDDLE WAY
Religious content to be used as a vehicle for learning (learning about religion - as identified in the statutory programme of study)
25. The Buddha image (revisited) (complementary Christian content: devotional statues in homes and places of worship)
26. Buddhist shrines
27. Buddhist devotional practices
28. The Middle Way and the Noble Eightfold Path (complementary Christian content: the Ten Commandments)
N.B.
It is a requirement of the Essex agreed syllabus that in covering the religious content identified for each study unit, teachers must ensure that
pupils have opportunities to explore issues, questions and concepts related to general human experience arising from the content covered
(learning from religion).
Introduction to this material
These background notes and suggestions are designed to assist teachers in meeting the requirements of the Essex agreed syllabus (see box
above), and to complement further suggestions for ‘Living as a Buddhist: Devotional Practices and the Middle Way’ contained in the Essex
scheme of work for RE at Key Stage 2.
The material comprises:
 Background notes for the teacher on the religious content (learning about religion). Suggestions of complementary Christian content
are also provided.
 Suggestions of issues, questions and concepts related to general human experience that could be explored in relation to the religious
content (learning from religion).
 A glossary of terms.
LIVING AS A BUDDHIST
1. The Buddha image (revisited)
This will have been covered in the Buddhism Study Unit for Year 3 or 4 entitled ‘The Buddha’s Life Story’
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the
following information when enabling pupils to learn about the Buddha image. It is not intended that the
subject matter will be presented to children as it appears below. It is intended that teachers will use a
variety of pedagogies when teaching RE, and suggestions are provided in the scheme of work.
-
-

The Buddha is not a god. He was a man who achieved enlightenment, and then taught
others the way to achieve it for themselves.
A Buddha image is called a rupa. Rupas usually show the Buddha meditating in the
lotus position with a calm kind expression on his face.
The facial features of different Buddha images reflect the people who made them:
Buddha images made in Tibet look like Tibetans, those made in Japan look Japanese,
those made in Thailand look Thai and those made in England (e.g. for the Friends of
the Western Buddhist Order) have European features.
The Buddha is shown wearing a simple robe, showing that he lived a simple life with
few possessions.
The Buddha is often shown with a bump on the top of the head. This is called the
ushnisha and it symbolises wisdom and enlightenment.
The Buddha image has long ear lobes as a reminder of the heavy gold earrings he
wore as a young man when he was Prince Siddattha Gotama, before he became the
Buddha.
In the centre of the forehead is a spot called the ‘third eye’ or the ‘dhamma eye’. This
is the all-seeing eye of wisdom.
The position of the hands is highly significant. The symbolic gestures are called
mudras and each one has a specific meaning, e.g.
o right hand reaching down to touch the ground: the moment of enlightenment
o right hand raised with palm facing outwards: gesture of reassurance and
protection
o hands raised, thumbs and forefingers forming circles: the Buddha teaching
o hands resting palm upwards in the lap: the Buddha meditating.
The Buddha sits on a lotus flower, which symbolises enlightenment. The lotus is
rooted in the dark mud in the murky depths, but rises through the water to flower in
the bright warm air.
 Complementary Christian content
- Devotional statues in homes and places of worship.
Learning from religion
Issues and questions that could be explored in
relation to some of the subject matter in the left
hand column.
- Objects that are special to us. Why are
they so special?
- Comparing images of today’s stars (pop
stars, sports stars, TV stars, film stars,
etc) with the Buddha image. How are they
different? Which will last longest?
- Did the Buddha really look like the
images of him, or did the people making
the images try to show the Buddha’s inner
qualities (his calmness, his tranquillity, his
serenity, his kindness, his compassion)
rather than trying to show what he might
actually have looked like?
- Images of the Buddha are not meant to
be ‘realistic’. In the same way, few
depictions of Jesus attempt to show him
as a first century Jew from Palestine. In
the Western artistic tradition, Jesus is
usually shown as a white western
European. His hand is often raised in
blessing and a halo shows his divinity.
Artists from different cultures sometimes
depict Jesus as ‘belonging’ to their own
culture, e.g. as Black African, Indian or
Chinese.
- The use of hand gestures in our daily
lives: shaking hands, waving goodbye,
thumbs up, making a fist, saluting, etc.
Key concepts and
questions related to
general human
experience that could be
explored.
Calmness
- What does it mean to
be calm?
- Is it good to be calm?
If so, why?
- When do you feel
calm?
- How do you calm
yourself?
- How do you calm
other people?
- Are there particular
situations in which it is
good to be calm?
- Are you a calm
person?
LIVING AS A BUDDHIST
2. Buddhist shrines
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on
some of the following information when enabling pupils to learn about the Buddha
image. It is not intended that the subject matter will be presented to children as it
appears below. It is intended that teachers will use a variety of pedagogies when
teaching RE, and suggestions are provided in the scheme of work.
-
Shrines are found in Buddhist homes and in places of worship such
as Buddhist centres, temples and viharas (monasteries).
The focal point of the shrine is the Buddha image.
In all forms of Buddhism, candles, flowers, incense and seven
offering bowls are placed at the shrine.
The light given out by candles at the shrine reminds Buddhists that
the Buddha achieved enlightenment and that his wisdom lights up the
darkness of human confusion and ignorance.
The flowers at the shrine are a reminder that nothing lasts: everything
is impermanent and in a constant state of change. The beauty of the
flowers doesn’t last long: they will soon wither and die.
The incense reminds Buddhists of the importance of loving attitudes.
Just as the scent of incense spreads throughout a building, so good
actions reverberate throughout the world.
The seven offering bowls contain the seven things traditionally offered
in India to a special visitor: water for washing, water for drinking,
flowers to garland the visitor, incense, light, perfume and food.
Buddhists offer these to Buddha as an honoured guest.
Learning from religion
Issues and questions that could be explored in relation to
some of the subject matter in the left hand column.
- What things make your home special? What
ornaments and pictures do you have in your home?
Do you have anything at home that resembles a
Hindu home shrine, with ornaments and photographs
on display. What about around the mantelpiece or the
television set?
- Shrines in different religions, eg home shrines in
Hinduism.
- Occasions when candles are used: birthdays, Christmas, in churches.
- Feelings and symbolism associated with light. Light
symbolises life, goodness and hope. Light overcomes
the darkness. Light brings comfort. Light shows things
as they truly are. Light reveals the beauty of the
world.
- Occasions when we use flowers or give them as
presents: to say ‘thank you’, at weddings, at funerals.
- Aromatherapy: the use of aromas for health
purposes, to calm, to heal, to soothe.
- Incense as a symbol of God (in other religions – but
not Buddhism). The smell is invisible, it surrounds us,
it permeates everything and we breathe it in.
How do we welcome guests into our homes? What do
we offer our guests?
Key concepts and questions
related to general human
experience that could be
explored.
Shrine
- What is a shrine?
- What different sorts of
shrine are there?
- Where are shrines found?
- Why do people have
shrines?
- Have you ever visited a
shrine?
LIVING AS A BUDDHIST
3. Buddhist devotional practices
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some
of the following information when enabling pupils to learn about Buddhist devotional
practices. It is not intended that the subject matter will be presented to children as it
appears below. It is intended that teachers will use a variety of pedagogies when teaching
RE, and suggestions are provided in the scheme of work.
-
-
-
When Buddhists perform devotional practices, they are not worshipping
the Buddha as a god. They are showing their deep respect for a man who
having achieved enlightenment, then taught others the way to achieve it
for themselves.
On entering the shrine room, Buddhists will usually make an offering to
the Buddha image (rupa). This often involves the lighting of incense sticks
and bowing or prostration before the Buddha image.
Puja in Buddhism is a devotional practice which involves bowing, making
offerings and chanting. Bowing before the Buddha image with palms
together is generally done three times, so as to show respect for the
Three Refuges/Jewels/Treasures (see Buddhism Study Unit for Year 3 or
4 entitled The Buddha’s Life Story). The most common offerings are
flowers. Chanting often involves repetition of short sacred phrases
(mantras). This generates a mixture of uplifting joy and contemplative
calm. Many Buddhists use strings of beads to count off repeated chants,
in a similar way to Roman Catholics ‘saying the rosary’ or Muslims reciting
the 99 Beautiful Names of Allah.
All Buddhists practice meditation as a means of bringing about a state of
calm, focused awareness through which insights can be gained into the
true nature of reality.
Tibetan Buddhists express their devotion by the use of prayer wheels
(mani wheels). These are spun continually to send out compassionate
thoughts to all beings and as a reminder that all life is transitory and
subject to constant change. Prayer wheels vary in size from small hand
held ones to large ones mounted in the ground or on buildings. The
barrels of the prayer wheels contain scrolls on which are written mantras
such as “Om mani padme hum” (usually translated as “Hail to the jewel in
the lotus”). Strings of colourful prayer flags on which are written mantras
also flutter constantly in the breeze.
Learning from religion
Issues and questions that could be
explored in relation to some of the
subject matter in the left hand
column.
- Special times: why are certain
times special?
- Rituals in our daily lives, eg
rituals associated with getting
up in the morning or going to
bed at night.
- The value of meditation in
terms of health, general
wellbeing and combating
stress. The reasons why many
people practise meditation for
reasons that have nothing to do
with religion.
Key concepts and questions related to general
human experience that could be explored.
Ritual
- What is a ritual?
- Why do people have rituals?
- Are rituals always religious?
- Do you have any rituals in your daily life, eg
rituals associated with getting up in the
morning or going to bed at night?
Devotion
- What is the meaning of devotion?
- To what different things can a person be
devoted?
- How do people show/express their
devotion?
- To who or what are you devoted?
- How do you show/express your devotion?
Contemplation
- What does someone do when
contemplating something?
- What sort of things do people contemplate?
- Why contemplate?
- What do you think a contemplative person
would be like?
- Are you a contemplative person?
LIVING AS A BUDDHIST
4 The Middle Way and the Noble Eightfold Path
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the
following information when enabling pupils to learn about the Middle Way and the Noble Eightfold
Path. It is not intended that the subject matter will be presented to children as it appears below. It is
intended that teachers will use a variety of pedagogies when teaching RE, and suggestions are
provided in the scheme of work.
The Middle Way
- The story of the Buddha’s life is covered in the Y3/4 Study Unit entitled The
Buddha’s Life Story. The Buddha (or Prince Siddattha Gotama as he was then
known) was brought up by his father in the utmost luxury and in complete ignorance
of suffering. When he encountered the Four Sights (an old man, a sick person, a
dead person and a Sadhu, a holy man who has renounced worldly things), he was
confronted with the reality of suffering and death. He then spent several years in the
company of five Sadhus, subjecting himself to extremes of self-mortification until he
became so emaciated and weak that he collapsed from exhaustion. He had now
tried living in luxury and living in extreme deprivation, and neither had given him the
peace of mind that he sought. So he settled on the Middle Way, treading a moderate
path between the extremes of self-indulgence and self-denial. This enabled him to
reach enlightenment.
- The Buddha taught that in order to achieve the cessation of suffering and to reach
the state of perfect peace that is Nirvana, it is necessary to follow the Middle Way
and to live according to the Noble Eightfold Path.
The Noble Eightfold Path
(symbolised by the Dhammachakra, the eight-spoked wheel)
1. Right understanding: seeing things as they truly are.
2. Right thought: directing kind, loving thoughts to all feeling beings.
3. Right speech.
4. Right action.
5. Right way of living.
6. Right effort: striving to follow the Noble Eightfold Path.
7. Right mindfulness: being in a constant state of awareness.
8. Right concentration: focusing the mind, e.g. through meditation.
 Complementary Christian content
-
Christians are expected to live according to the Ten Commandments (Exodus
20:1-17).
Learning from religion
Issues and questions that could be
explored in relation to some of the subject
matter in the left hand column.
Key concepts and questions
related to general human
experience that could be
explored.
Self-indulgence
- What does it mean to be
self-indulgent?
- In what ways are you selfindulgent?
- Is it good to be selfindulgent?
- How might being selfindulgent affect others?
- The idea of ‘moderation in all things’.
Why might this be a good way to live
one’s life?
- Actions that would be
consistent/inconsistent with the eight
elements of the Noble Eightfold Path.
- The difficulties of following the Noble
Eightfold Path in one’s daily life.
- What eight steps would you need to
take in order to achieve your goal in
life?
Self-denial
- What is self-denial?
- Do you ever deny yourself
anything?
- Is it good to deny yourself
certain things?
- If so, why?
Moderation
- What does it mean to be
moderate?
- ‘Moderation in all things’ –
is this a good way to live
your life?
- If so, why?
LIVING AS A BUDDHIST
Glossary of Buddhist terms used in this unit
The more usual form of each Buddhist term appears uppermost. Alternative forms are sometimes given underneath. The letter (P) in brackets indicates where terms are given in Pali
versions (Pali being the language of the texts of the Theravada school, established in Sri Lanka and south-east Asia). The letter (S) in brackets indicates where terms are given in Sanskrit
versions (Sanskrit being the language of Mahayana Buddhism, associated with countries to the north and east of India). Literal translations into English are in italics.
Buddha (P & S)
Awakened or Enlightened One. Prince Siddattha Gotama was the historical man who is usually referred to as the Buddha.
Dhamma (P)
Dharma (S)
Universal law; ultimate truth. The teachings of the Buddha. A key Buddhist term.
Dhammachakra (P)
Dharmachakra (S)
Eight spoked wheel symbolising the Noble Eightfold Path.
Mani wheel
Prayer wheel used in Tibetan Buddhism.
Mantra (S)
Sacred utterance. A sacred phrase, repeatedly chanted in Buddhist devotional practice.
Middle Way
Path treading between the extremes of self-indulgence and self-denial, leading to the cessation of suffering. Corresponds to the Noble Eightfold Path.
Mudra (S)
Symbolic hand gesture.
Nirvana (S)
Nibbana (P)
Enlightenment. Blowing out of the fires of greed, hatred and ignorance, and the state of secure perfect peace that follows. A key Buddhist term.
Noble Eightfold Path
Scheme of spiritual and moral training, corresponding to the Middle Way, intended to lead to the cessation of suffering.
Puja (S)
Buddhist devotional practice.
Rupa (P&S)
Form. Used of an image of the Buddha.
Sangha (P & S)
Community; assembly. Often used for the monastic community of Buddhist monks and nuns in Theravada countries. In Mahayana countries, the Sangha includes
lay Buddhists.
Tiratana (P)
Triratna (S)
Three Jewels; Three Treasures. The Buddha, the Dhamma, the Sangha: all central to the Buddhist way of life. Also called the Three Refuges.
Tisarana (P)
Trisharana (S)
Three Refuges. The Buddha, the Dhamma, the Sangha: all central to the Buddhist way of life. Also called the Three Jewels or Treasures.
Ushnisha
The ushnisha, shown as a bump on the top of the Buddha’s head, symbolises wisdom and enlightenment.
Vihara (P&S)
Dwelling place. Term used in different Buddhist traditions for monastery.
Essex County Council
RE MATTERS FOR EVERY CHILD
Support materials for Key Stage 2 study unit focused on
Christianity

THE CREATION STORY IN GENESIS 1
Teachers’ background notes on religious content, together with
suggestions for ‘learning from religion’ and concepts that could be explored

Christianity Study Unit
Key Stage 2
(Year 5 or Year 6)
THE CREATION STORY IN GENESIS 1
Religious content to be used as a vehicle for learning (learning about religion - as identified in the statutory programme of study)
5. Different ways of interpreting the Bible
6. The creation story in Genesis 1
7. Interpreting the creation story in Genesis 1
N.B.
It is a requirement of the Essex agreed syllabus that in covering the religious content identified for each study unit, teachers must ensure that
pupils have opportunities to explore issues, questions and concepts related to general human experience arising from the content covered
(learning from religion).
Introduction to this material
These background notes and suggestions are designed to assist teachers in meeting the requirements of the Essex agreed syllabus (see box
above), and to complement further suggestions for ‘The Creation Story in Genesis 1’ contained in the Essex scheme of work for RE at Key
Stage 2.
The material comprises:
 Background notes for the teacher on the religious content (learning about religion).
 Suggestions of issues, questions and concepts related to general human experience that could be explored in relation to the religious
content (learning from religion).
 A glossary of terms.
THE CREATION STORY IN GENESIS 1
1. Different ways of interpreting the Bible
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information
when enabling pupils to learn about different ways of interpreting the Bible. It is not intended that the subject matter will
be presented to children as it appears below. It is intended that teachers will use a variety of pedagogies when
teaching RE, and suggestions are provided in the scheme of work.
-
-
Christians believe the Bible to be the Word of God; but what does this mean? Most Christians would agree
that the Bible has authority for them because it was written by people who were inspired by the Holy Spirit.
Some Christians believe that the Bible has absolute authority because it contains the actual words of God.
The words do not need explaining for today because they are timeless. Other Christians believe that although
the writers were certainly inspired, the Bible is still a human construct. Each book of the Bible was written at a
particular place, at a particular time, for people with a particular worldview. The Bible therefore needs reinterpreting for today’s world.
For Christians who believe that the Bible contains the actual words of God, every word is literally true. If
scientific, historical or archaeological evidence contradicts the Bible, then the scientists, historians or
archaeologists have got it wrong because God cannot be mistaken. Other Christians take the view that the
Bible, more often than is sometimes recognised, uses language in a figurative rather than a literal way. They
recognise that the Bible makes frequent use of imagery, symbol, simile, metaphor, analogy and allegory and
seek to interpret it accordingly.
Learning from religion
Issues and questions that
could be explored in
relation to some of the
subject matter in the left
hand column.
- The idea that a story
might not be true, but it can
still contain truth.
- Figurative rather than
literal uses of language:
imagery, symbol, simile,
metaphor, analogy and
allegory.
Key concepts and questions
related to general human
experience that could be
explored.
Authority
- What does it mean to be ‘in’
authority?
- Can you give examples of
people who are ‘in’ authority?
- What does it mean to be ‘an’
authority?
- Can you give examples of
people who are authorities on
certain subjects?
- Are you ever ‘in’ authority?
- Are you ‘an’ authority on
anything?
THE CREATION STORY IN GENESIS 1
2. The creation story in Genesis 1
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some
of the following information when enabling pupils to learn about the creation story in Genesis
1. It is not intended that the subject matter will be presented to children as it appears below.
It is intended that teachers will use a variety of pedagogies when teaching RE, and
suggestions are provided in the scheme of work.
-
-
The Bible starts with two creation stories, which most Biblical scholars agree come
from separate traditions. The first story (Genesis 1.1-2.4) tells of how God created
the world and all that is in it in six days. The second story (Genesis 2.7-3.24) tells of
how Adam and Eve (the first man and woman) were tempted by the serpent in the
Garden of Eden. The story of Adam and Eve, from which comes the idea of original
sin, is more suitable for later study, so here we are focusing on the Genesis 1
account.
This is the sequence of events according to the Genesis 1 account:
o In the beginning – The earth was formless and desolate. The raging ocean
that covered everything was engulfed in total darkness. The power of God
moved over the water.
o First day – God commanded, “Let there be light”. He separated the light
from the darkness to make day and night.
o Second day – God commanded, “Let there be a dome to divide the water
and keep it in two separate places”. He named the dome, “Sky”.
o Third day – God commanded, “Let the water below the sky come together
in one place, so that the land will appear”. He named the land, “Earth” and
the water, “Sea”. Then he commanded, “Let the earth produce all kinds of
plants, those that bear grain and those that bear fruit”.
o Fourth day – God commanded, “Let lights appear in the sky to separate
day from night”. So God made the sun and the moon.
o Fifth day – God commanded, “Let the water be filled with many kinds of
living beings, and let the air be filled with birds”.
o Sixth day – God commanded, “Let the earth produce all kinds of animal
life: domestic and wild, large and small”. Then God said, “And now we will
make human beings; they will be like us and resemble us. They will have
power over the fish, the birds, and all animals”. So God created human
beings, making them to be like himself. He created then male and female,
blessed them and said, “Have many children, so that your descendants
will live all over the earth and bring it under their control. I am putting you
in charge of the fish, the birds and all the wild animals. I have provided all
kinds of grain and all kinds of fruit for you to eat”. God looked at everything
that he had made, and he was very pleased.
o Seventh day – God finished what he had been doing and stopped working.
He blessed the seventh day and set it apart as a special day because by
that day he had completed his creation.
Learning from religion
Issues and questions that
could be explored in
relation to some of the
subject matter in the left
hand column.
- Humankind’s
fascination with the origin
of things: where we and
our world came from.
Was it just something
that happened to
happen, or did we come
into existence for a
purpose?
- Cycles, rhythms,
patterns and apparent
order in the natural world,
including the universal
cycle of birth, life, death
and renewal.
- The beauty, majesty,
intricacy and diversity of
the natural world, and its
ability to evoke a sense
of awe and wonder, to
inspire and to instil a
sense of peace.
- Could the natural world,
with its, order and
pattern, have come into
being purely by accident,
or was it created for a
purpose?
Key concepts and questions related to general human
experience that could be explored.
Creation
- What does creation mean?
- What sort of things do people create?
- Why do people create things?
- Are you creative?
Beauty
- What makes something or someone beautiful?
- What things in the natural world do people find beautiful?
- What other things could be described as beautiful?
- Does everyone agree about what is beautiful, or could
something be beautiful to some people but not to others?
- Where does true beauty in a person lie: on the outside or
the inside?
Awe and wonder
- Have you ever had a ‘Wow!’ moment in response to
something in the natural world?
- Can you describe how you felt?
- What sort of things can fill people with a sense of awe and
wonder?
Inspiration
- What does it mean to be inspired?
- Can you think of examples of people who have been
inspired by the natural world: artists, explorers, etc?
- Who or what inspires you?
Peacefulness
- What does it mean to be peaceful?
- Is it good to be at peace? If so, why?
- When do you feel peaceful?
- Is there anything in nature that makes you feel peaceful?
- Are you at peace with others?
- Are you at peace with yourself?
THE CREATION STORY IN GENESIS 1
3. Interpreting the creation story in Genesis 1
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following
information when enabling pupils to learn about interpreting the creation story in Genesis 1. It is not intended
that the subject matter will be presented to children as it appears below. It is intended that teachers will use a
variety of pedagogies when teaching RE, and suggestions are provided in the scheme of work.
-
-
-
-
-
Many people today reject the Biblical account of creation because they perceive it as contradicting the
latest scientific thinking. It has been said that science deals with the ‘how’ questions and religion deals
with the ‘why’ questions. Science explains how things came into existence. Religion explains why
things came into existence. When viewed in this way, it is possible to see scientific and Biblical
accounts as complementing rather than contradicting each other.
Some Christians interpret the creation story found in Genesis 1 literally. They believe that everything
happened just as the Bible says. Such Christians are called ‘creationists’. Creationists reject the theory
of evolution, to which mainstream scientific opinion adheres. The theory of ‘intelligent design’ (ID)
attempts to reconcile religious and scientific opinion by suggesting that evolution is controlled by God.
Other Christians take the view that the story should not be compared with modern scientific accounts
because it arose in a pre-scientific age. Technically the Genesis 1 creation story belongs to the
category of myth; but this is not to dismiss it. The story is beautiful, powerful and poetic and contains
profound truths about God, the world and human beings:
o What does the story tell us about God? God has always been there; God was there before
anything else existed; there was never a time when God was not; God created everything;
everything comes from God; God is all-powerful; God rules the universe; God is pleased with
his creation.
o What does the story tell us about the world? The world was created by God; the world is good;
the world was created as a place for human beings to live in, rule over and enjoy.
o What does the story tell us about human beings? Human beings were created by God; they
were created last; they were the climax of God’s creative activity; they are the supreme beings
on earth; they have power over the earth and all other living things; they have responsibility
for the earth and all other living things; they were made to be like God.
According to the story, “God created human beings, making them to be like himself” (Genesis 1.27).
Earlier translations spoke of God creating man in his own image. This has nothing to do with physical
appearance! The story is saying that human beings share certain characteristics with God. Like God,
human beings exercise power over the world and all the life forms that it contains; but with that power
comes responsibility. Like God, human beings are creative, caring and can recognise goodness. Like
God, human beings need times of rest, refreshment and renewal.
According to the story, God put human beings “in charge of the fish, the birds and all the wild animals”
(Genesis 1.28). Christians believe that they have a God-given responsibility to look after the planet and
all its life forms, and to safeguard these for future generations.
Learning from religion
Issues and questions that could be explored
in relation to some of the subject matter in
the left hand column.
- The difference between religious and
scientific accounts of the beginnings of
things. It has been said that science tries to
answer the ‘how’ questions and religion
tries to answer the ‘why’ questions.
- The mysteries of the natural world: secrets
that not even science has managed to
unlock.
- Artistic responses to the natural world:
painting, poetry, music, etc.
- Suffering and cruelty in the natural world,
and the apparent arbitrariness of these.
Many creatures have to struggle to survive
and natural disasters and illness account for
much human suffering.
- The interdependent relationship that
human beings have with the natural world.
- Humankind’s power over, and
responsibility for the natural world.
- Environmental issues: sustainability,
pollution, global warming, etc.
Key concepts and
questions related to
general human
experience that could
be explored.
Mystery
- What is a mystery?
- Can you think of
some questions
about the natural
world to which we do
not know the
answer?
- Can you think of
some other questions
to which we do not
know the answer?
- Are there things
about life and
existence that puzzle
you and cause you to
wonder?
THE CREATION STORY IN GENESIS 1
Glossary of Christian terms used in this unit
Bible
The Bible is the sacred book for Christians. It contains 66 books: 39 in the Old Testament and 27 in the New Testament. The content of the Old Testament
corresponds to the Jewish Bible (the Tenakh), with some of the later books appearing in a slightly different order. The books of the New Testament are concerned
with the life and teachings of Jesus and his earliest followers. Some Christian traditions also include some additional books, called the Apocrypha, as part of the
Old Testament.
Genesis
Genesis literally means beginning, and the book of Genesis is the first book of the Bible.
Holy Spirit
The Holy Spirit (or Holy Ghost) is the third person of the Holy Trinity (the others being God the Father and God the Son). After Jesus ascended into heaven, the
Holy Spirit visited the disciples at Pentecost and has come ever since to all those who believe in Jesus.
Essex County Council
RE MATTERS FOR EVERY CHILD
Support materials for Key Stage 2 study unit focused on
Christianity

HOLY WEEK: THE LAST WEEK OF JESUS’ LIFE
Teachers’ background notes on religious content, together with
suggestions for ‘learning from religion’ and concepts that could be explored

Christianity Study Unit
Key Stage 2
(Year 5 or Year 6)
HOLY WEEK: THE LAST WEEK OF JESUS’ LIFE
Religious content to be used as a vehicle for learning (learning about religion - as identified in the statutory programme of study)
1. The entry into Jerusalem, commemorated on Palm Sunday
2. The Last Supper, commemorated on Maundy Thursday and at Holy Communion
3. The crucifixion, commemorated on Good Friday
4. The resurrection, celebrated on Easter Day
N.B.
It is a requirement of the Essex agreed syllabus that in covering the religious content identified for each study unit, teachers must ensure that
pupils have opportunities to explore issues, questions and concepts related to general human experience arising from the content covered
(learning from religion).
Introduction to this material
These background notes and suggestions are designed to assist teachers in meeting the requirements of the Essex agreed syllabus (see box
above), and to complement further suggestions for ‘Christianity in the Local Community – and Beyond’ contained in the Essex scheme of work
for RE at Key Stage 2.
The material comprises:
 Background notes for the teacher on the religious content (learning about religion).
 Suggestions of issues, questions and concepts related to general human experience that could be explored in relation to the religious
content (learning from religion).
 A glossary of terms.
HOLY WEEK: THE LAST WEEK OF JESUS’ LIFE
1. The entry into Jerusalem, commemorated on Palm Sunday
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following
information when enabling pupils to learn about the entry into Jerusalem and Palm Sunday. It is not intended that the
subject matter will be presented to children as it appears below. It is intended that teachers will use a variety of
pedagogies when teaching RE, and various suggestions are provided elsewhere.
The entry into Jerusalem
For the gospel accounts of Jesus’ entry into Jerusalem, see Matthew 21.1-11; Luke 19.28-40; John 12.12-19.
Jesus was about 30 years old when he was baptised by John and began spreading the Good News (the
Gospel) through his teaching, healing and miracles. Two or three years later he came to the inevitable
conclusion that in order to fulfil his destiny, he must travel to the ancient Jewish capital city of Jerusalem and
preach the Gospel there. He deliberately chose to enter Jerusalem at a highly significant moment: it was the
time of the Passover festival (Pesach), when the city was literally overflowing with pilgrims thronging to the
Temple in order to make their sacrifices of sheep and goats. The festival commemorated how the ancestors
of the Jews, led by Moses and assisted by divine intervention, escaped from their Egyptian oppressors and
found freedom. In Jesus’ day, nationalistic feelings would have run high at Passover, for the Jews were now
under Roman occupation and yearned for independence. The Jews were hoping to find a new Moses: a
leader who would overthrow the Romans and give them back their freedom.
Jesus made careful arrangements to obtain a donkey before he entered the city, and deliberately chose to
ride on this simple beast of burden rather than on a camel (as Moses may have done) or a horse (as military
commanders would have done). Jesus wanted to show that he had come to serve rather than to lead.
As Jesus, accompanied by his disciples, rode into the city, people recognised him as the ‘prophet from
Galilee’ and soon a large, excitable crowd (no doubt fuelled by hopes that Jesus might lead a popular
uprising against the Romans) gathered to welcome him. Some spread their cloaks on the ground in front of
him. Others did the same with palm branches. No doubt the Roman soldiers who were present would have
been alarmed at how Jesus had become a focus for nationalistic fervour.
Palm Sunday
Palm Sunday, which commemorates the entry of Jesus into Jerusalem, marks the beginning of Holy Week,
when Christians remember the last week of Jesus’ earthly life. In many churches, crosses made from palms
are given out and there are processions recalling Jesus’ entry into Jerusalem.
Learning from religion
Issues and questions that
could be explored in
relation to some of the
subject matter in the left
hand column.
- Crowds welcoming
heroes riding through the
streets, eg victorious sports
teams parading their
trophies on open-top
buses, ticker-tape
welcomes in the USA.
- The idea of being swept
along by the crowd,
submitting to the will of the
crowd.
Key concepts and questions
related to general human
experience that could be
explored.
HOLY WEEK: THE LAST WEEK OF JESUS’ LIFE
Communion
2. The Last Supper, commemorated on Maundy Thursday and at Holy
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the
following information when enabling pupils to learn about the Last Supper, Maundy Thursday and
Holy Communion. It is not intended that the subject matter will be presented to children as it
appears below. It is intended that teachers will use a variety of pedagogies when teaching RE, and
various suggestions are provided elsewhere.
Learning from religion
Issues and questions that could be explored in
relation to some of the subject matter in the left
hand column.
Key concepts and questions
related to general human
experience that could be
explored.
Events leading up to the Last Supper
After coming to Jerusalem, Jesus’ teaching reached a new intensity. He used provocative
acts and words to drive home his message. At the Temple, he overturned the tables of the
money-changers and drove out the animals being sold for sacrifice (John 2.13-16). He
accused the Jewish teachers of the law and the Pharisees of being hypocrites: “You are
like whitewashed tombs, which look fine on the outside but are full of bones and decaying
corpses on the inside” (Matthew 23.27). According to Matthew’s account, Jesus knew full
well where this would lead. He told his disciples, “In two days … it will be the Passover
Festival, and the Son of Man will be handed over to be crucified” (Matthew 26.2). The
Jewish authorities had had enough: “Then the chief priests and the elders met together …
and made plans to arrest Jesus secretly” (Matthew 26.3-4). When Judas agreed to betray
Jesus (Matthew 26.14-16; Mark 14.10-11; Luke 22.3-6), his fate was sealed.
The Last Supper
For the Gospel accounts of the Last Supper, see Matthew 26.17-30; Mark 14.12-26; Luke
22.7-23; John 13.21-30.
The central event of the Passover festival was the Passover meal, during which the
animals that had been sacrificed were eaten. All over the city, after nightfall, groups of
pilgrims gathered to roast the sacrificial lambs and goats and to remember the story of
Moses. The present-day Seder meal (see Y3/4 Study Unit entitled Moses, the Exodus and
Pesach) has only existed in its present form for about 1,000 years, but it has its origins in
this Passover meal.
Jesus had made careful preparations for the Passover meal. He had arranged for an
‘upper room’ to be provided for him and the disciples. Before the meal, in an act of
humility, Jesus washed his disciples’ feet and told them that they should do the same for
each other (John 13). The mood around the table was sad and sombre rather than
celebratory. Jesus knew that this would be the last time that he and the twelve would eat
together. He informed the disciples that one of them would betray him, and Judas went out
into the night.
A traditional feature of the Passover meal was eating unleavened bread (that is, bread
made without a rising agent such as yeast) and drinking wine. Jesus gave new meaning to
these. After giving thanks to God, he said that the bread was his body and the wine was
his blood. He told the disciples that they should eat bread and drink wine in his memory.
When the meal was over, Jesus took the disciples to the Garden of Gethsemane on the
Mount of Olives to await his arrest.
- Occasions when people gather to eat special
meals. The sense of fellowship, sharing and
community that results.
Symbol
- What is a symbol?
- What different types of
symbols are there?
- Why are symbols used?
- Can you think of some
symbols for you?
- Can you think of a symbols
for the ‘outside’ you?
- Can you think of some
different symbols for yourself,
or for different aspects of
yourself, eg the ‘inside’ you
and the ‘outside’ you?
Maundy Thursday
Christians commemorate the Last Supper on Maundy Thursday. The word Maundy comes
from the Latin word ‘mandatum’ meaning commandment. At the Last Supper, Jesus
commanded his disciples to eat bread and drink wine in his memory. Before the meal,
Jesus washed the feet of his twelve disciples and told them to do the same for each other.
This act of humility is re-enacted in many churches with the washing of the feet of twelve
members of the congregation.
Holy Communion
Holy Communion, at which worshippers receive bread and wine, is the central act of
worship for most Christians. It commemorates the Last Supper, when Jesus shared bread
and wine with his disciples, saying that they were his body and blood. It is much more than
a simple act of remembrance. Christians believe that at Holy Communion, in a mysterious
way Jesus actually becomes present in each person who participates.
At the Last Supper, Jesus further developed symbolism that he had already used. He had
already referred to himself as the bread of life (John 6.35) and the vine (John 15.5).
Holy Communion is known by many different names: Eucharist (meaning thanksgiving),
Mass (among Roman Catholics), the Liturgy (among Orthodox Christians), the Lord’s
Supper and the Breaking of Bread.
Different Churches celebrate Holy Communion in different ways. In the Church of
England, worshippers kneel at the altar where they receive bread (often in the form of a
wafer) and a sip of red wine. Anglicans generally believe that the bread and wine
represent rather than actually become the body and blood of Jesus.
Roman Catholics do not always receive wine as well as bread. They believe in
transubstantiation. They believe that when the priest consecrates the bread and the wine,
although their outward appearance does not change, their substance literally becomes the
body and blood of Jesus.
Orthodox Christians believe Jesus is mysteriously present in the bread and wine. In
Orthodox Churches, bread is dipped in wine and offered to each person on a long-handled
spoon.
In many Protestant Churches such as the Methodist Church, the Baptist Church and the
United Reformed Church, non-alcoholic wine is distributed in small individual cups. Some
Protestants believe Holy Communion is simply an act of remembrance. Others believe
that it involves a personal experience of Jesus.
The Orthodox Church is the only Church which allows small children to participate fully in
the Eucharist. In the Church of England, people are generally confirmed before receiving
Holy Communion. In the Roman Catholic Church, children receive their first communion
before they are confirmed.
Two Christian denominations which do not celebrate the Eucharist are the Religious
Society of Friends (known as Quakers) and the Salvation Army.
Holy Communion
- Bread, the ‘staff of life’, is a staple food
worldwide. Many depend on their ‘daily bread’
for survival.
- The wondrous qualities of bread and
everything that goes into the making of bread.
- The traditional process by which flour is
produced and the amount of physical effort
involved: ploughing, sowing, reaping
(accompanied by harvest celebrations),
threshing, winnowing. “By the sweat of your
brow you shall get bread to eat” (Genesis
3.19).
- The goodness and energy provided by soil,
sunshine and rain.
- The process by which bread is produced from
flour and water, including kneading the dough
(more hard work) and the ‘miraculous’ action of
yeast in causing the bread to rise.
- The wonder of a freshly baked loaf: hard and
crusty on the outside, soft on the inside, with a
wonderful aroma.
- If bread is an essential part of a staple diet,
wine (the product of the vine) is often saved for
special occasions. Drinking wine helps people
relax, feel at ease and enjoy themselves.
Drinking wine in moderation reduces stress
and is good for one’s health.
- The wondrous properties of wine and
everything that goes into the making of wine.
- The growing of grapes in vineyards, and
harvesting in late Autumn.
- The goodness and energy provided by soil,
plenty of sunshine and rain.
- The process by which wine is produced: the
grapes are crushed (traditionally by being
trampled underfoot) and the juice is then put
into wooden vats, such as barrels, and left so
that the ‘miraculous’ process of fermentation
can take place.
- The wonder of a good quality wine, and the
store set by such a wine.
Worship
- What is worship?
- Some people worship God.
What other things do people
worship?
- How do people worship?
- Who/what do you worship?
Celebration
- What is a celebration?
- What things do people
celebrate?
- How do people celebrate?
- What do you celebrate?
Remembrance
- What sort of things do we
publicly remember?
- What special
people/events/things does your
family remember?
- What special
people/events/things in your
personal life do you
remember?
Community
- What makes a community?
- What do people gain from
belonging to a community?
- What might be the
disadvantages of belonging to
a community?
- What are the expectations of
different communities and what
happens when members of the
community fail to live up to
these?
- How do people show they
belong to different
communities?
- Which communities do you
belong to?
HOLY WEEK: THE LAST WEEK OF JESUS’ LIFE
3. The crucifixion, commemorated on Good Friday
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information
when enabling pupils to learn about the crucifixion and Good Friday. It is not intended that the subject matter will be
presented to children as it appears below. It is intended that teachers will use a variety of pedagogies when teaching RE,
and various suggestions are provided elsewhere.
A brief outline of the crucifixion and the events surrounding it
The one event in Jesus’ life about which we can be absolutely certain is that he was crucified by the Romans. The Jewish
historian, Josephus, and the Roman writer, Tacitus, provide reliable if brief corroboration. The four gospels go into a great
deal of detail in their accounts of the arrest, trial, crucifixion and entombment of Jesus, but they are not always consistent.
The following is a likely sequence of events.
After the Last Supper (see above), Jesus takes the disciples to the Garden of Gethsemane on the Mount of Olives.
In anguish he prays as the disciples, ‘worn out by their grief’, sleep.
Torches flare in the darkness as the traitor Judas (one of the twelve disciples) leads a crowd into the Garden of
Gethsemane. The crowd includes high ranking Jewish religious officials, temple guards and, according to John’s
account, Roman soldiers. Judas identifies Jesus with a kiss.
Jesus is arrested, beaten and taken to the Jewish Council. Just after daybreak he is tried under Jewish religious law
and found guilty of blasphemy, a crime punishable by death. However, the death sentence cannot be carried out
without the approval of the Roman governor, Pontius Pilate.
Judas, full of remorse at having betrayed Jesus, commits suicide.
Early in the morning, Jesus is taken to Pilate. The charge against him is now changed from blasphemy to treason.
Pilate questions Jesus and finds him not guilty. But the Jewish officials still insist on the death penalty.
Pilate tries to find a way out. He sends Jesus (a Galilean) to Herod (the ruler of Galilee), who conveniently happens
to be in Jerusalem. The Roman governor hopes that Herod will take responsibility for Jesus, but Herod sends Jesus
straight back to Pilate.
Pilate then addresses the crowd that has gathered, telling them that he will have Jesus whipped and then he will let
him go. But the crowd demand the release of Barabbas, a proven Jewish nationalist agitator, rather than Jesus,
who has disappointed them. They cry out for Jesus to be crucified, which was the usual Roman method of carrying
out the death sentence. Pilate now gives in. He releases Barabbas and hands Jesus over to his soldiers.
The Roman soldiers punish and mock Jesus by whipping him, draping a scarlet robe around his shoulders and
placing a crown of thorns upon his head.
Jesus carries his own cross to Golgotha, the place of the skull, where he is crucified alongside two criminals or
nationalist terrorists. An inscription at the top of the cross reads: Jesus of Nazareth King of the Jews (in Latin, this
reads Iesous Nazarenus Rex Iudaeorum usually abbreviated to INRI).
Crucifixion is one of the most cruel, drawn-out and barbaric means of putting a person to death ever devised. Jesus
asks forgiveness for those whose duty it is to crucify him: “Forgive them, Father! They don’t know what they are
doing”. Later he cries out in despair, “My God, my God, why did you abandon me?”. Jesus dies uttering the words,
“It is finished”. Darkness descends and a curtain in the Temple (the veil of the Temple) is torn from top to bottom.
The bodies need to be disposed of before sundown, the start of the Sabbath, so the legs of the other two victims
are broken in order to hasten their deaths. Jesus is already dead, but just to make sure, one of the Roman soldiers
plunges a spear into his side.
A wealthy man called Joseph of Arimathaea obtains Pilate’s permission to dispose of Jesus’ body. The body is
prepared for burial and laid in an unused tomb cut into the rock. A large stone is rolled across the entrance of the
tomb.
Learning from religion
Issues and questions that
could be explored in relation
to some of the subject matter
in the left hand column.
- How would you feel if you
were betrayed by one of your
closest friends?
- Can it ever be right to
sentence someone to death?
- Why is the cross the symbol
of Christianity?
- The language of symbols.
- Symbols encountered in our
daily lives.
- Symbols of different
religions.
Key concepts and
questions related to
general human
experience that could
be explored.
Forgiveness
- What does it mean to
forgive?
- Should a person be
forgiven if they are not
really sorry for what
they have done wrong?
- Do some people do
things that are so bad
that they should never
be forgiven?
- Has anyone ever
forgiven you?
- How does it feel when
you are forgiven?
- Have you ever
forgiven anyone else?
Symbol
- What is a symbol?
- What different types
of symbols are there?
- Why are symbols
used?
- Can you think of
some symbols for you?
- Can you think of a
symbols for the
‘outside’ you?
- Can you think of a
symbol for the ‘inside’
you.
Continued from previous page
Good Friday
Why ‘Good’ Friday? At its simplest, Christians believe that by going willingly to the cross Jesus did a good thing. In
sacrificing himself in the way that he did, Jesus took upon himself the punishment that we deserve for all the things
that we do wrong in our lives. He therefore saved us from our sins and opened the way for us to be re-united with
God.
Good Friday is the most solemn and austere day of the Christian year, during which Christians think about the
sufferings of Jesus. Churches are stripped of their usual flowers, decorations and finery during Good Friday and
black cloths are sometimes draped over furnishings.
In Roman Catholic and some Anglican churches, people contemplate the Stations of the Cross, 14 carved or
painted pictures placed around the walls depicting the events leading up to and immediately following the
crucifixion.
In Roman Catholic and ‘high’ Anglican churches, a service takes place during the afternoon of Good Friday called
the Celebration of the Lord’s Passion. During this service, members of the congregation participate in the
Veneration of the Cross. Each person goes up to the cross in turn and genuflects before it, kisses it or touches it.
In Orthodox churches, the priest lowers an icon depicting the dead Christ while the congregation stand with lighted
candles just as they would at a funeral.
It is traditional to eat hot crossed buns on Good Friday. They used to be baked for this one day, but now they are
available all year round.
Sacrifice
- What is a sacrifice?
- Can you think of
examples of people
who have sacrificed
something for the sake
of someone else?
- Can you think of
examples of people
who have sacrificed
themselves for the
sake of someone else?
- Has anyone ever
sacrificed anything for
your sake?
- Have you ever
sacrificed anything for
another person?
HOLY WEEK: THE LAST WEEK OF JESUS’ LIFE
4. The resurrection, celebrated on Easter Day
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following
information when enabling pupils to learn about the resurrection and Easter Day. It is not intended that the
subject matter will be presented to children as it appears below. It is intended that teachers will use a variety of
pedagogies when teaching RE, and various suggestions are provided elsewhere.
Learning from religion
Issues and questions that could
be explored in relation to some
of the subject matter in the left
hand column.
Gospel accounts of the resurrection
It is difficult to piece together the sequence of events on the morning of the resurrection from the
Gospel accounts (Matthew 28, Mark 16, Luke 24, John 20). The order given below is one possibility.
Early in the morning of the day after Shabbat (two days after the crucifixion), some women go to the
tomb to embalm Jesus’ body properly. They find that the stone sealing the entrance has been rolled
back and Jesus’ body is missing. An angel explains that he is alive.
The women run back to Jerusalem to tell the disciples, but no one believes them.
Peter, another disciple and Mary Magdalene go to the tomb and find it empty. Peter and the disciple
return home but Mary Magdalene stays. She had been a friend and supporter of Jesus and she was
present at the crucifixion. Jesus appears to her.
Jesus appears at various times to the remaining disciples.
Did it really happen? What does it mean?
Many different theories have been put forward to explain the story of the resurrection. Was Jesus really
dead when they took him down from the cross? Did he have a double? Most Christians accept the
Biblical account at face value: that God miraculously intervened to raise Jesus from the dead and bring
him back to life. In the 1980s, David Jenkins, then Bishop of Durham, caused a huge stir by saying that
he did not believe in the physical resurrection of Jesus. For him, and for many other liberal Christians,
the story of the resurrection was symbolic rather than literal.
Christians may passionately disagree about whether the resurrection actually happened or not, but
they are in total agreement about what for them is the truth behind the story: that Jesus overcame the
power of death and evil and achieved the possibility of salvation for us. By defeating death, Jesus
achieved an atonement (at-one-ment): a reconciliation between God and humanity, a restoration of the
relationship broken by sin.
The meaning of resurrection
- Examples of people (both
individuals and communities)
who have come through times
of sadness and suffering to start
their lives afresh.
Key concepts and questions
related to general human
experience that could be
explored.
Continued from previous page
Easter Day
The first Christians were Jewish converts, and since Jesus had died at Passover (Pesach), they simply
added celebrations of the resurrection of Jesus to the Passover festival. Eventually Easter Day was
transferred to the first Sunday after Passover, which means that its date varies from year to year.
On the evening of the day before Easter Day (Holy Saturday), Roman Catholic and some Anglican
churches hold an evening service known as the Easter Vigil. It starts in darkness. The worshippers light
candles from a large candle called the Paschal candle and the church gradually fills with light. This
symbolises the triumph of life over death and the victory of good over evil, themes that will be taken up
during the Easter Day celebrations which follow. During the service, baptismal vows are renewed in
preparation for Easter.
In Orthodox churches, Easter is awaited in darkness on Holy Saturday. At midnight light is passed from
one person to another via candles and lamps. The search for the body of Jesus in an empty tomb is
enacted, and the cry goes up, “Christ is risen!” with the response, “He is risen indeed!”.
Easter Day is the most important day of the Christian year. On this Sunday, Christians celebrate the
resurrection of Jesus. It is a joyful occasion on which many people make a special effort to go to
church, which is filled with flowers such as daffodils. Easter Gardens, carefully made models featuring
the scene of the crucifixion and the garden tomb where Jesus’ body was laid, are found in many
churches.
Many people send Easter cards to family and friends, and Easter eggs (symbolising new life) are
eaten. These are either hen’s eggs that have been coloured or elaborately decorated, or eggs made
out of chocolate. Just as a chick breaks out of a dark, tomb-like egg into the light of day, so Jesus
emerged from the tomb. Other popular symbols of Easter include daffodils and Easter bunnies.
- Feelings and symbolism
associated with light. Light
symbolises life, goodness and
hope. Light overcomes the
darkness. Light brings comfort.
Light shows things as they truly
are. Light reveals the beauty of
the world.
- The meaning of expressions
such as “The light dawned”, “I
saw the light” or “Strike a light!”
- Other celebrations featuring
light, both religious (eg
Christmas, Easter, Hanukkah)
and secular (eg bonfire night,
New Year).
Symbol
- What is a symbol?
- What different types of symbols
are there?
- Why are symbols used?
- Can you think of some symbols
for you? Symbols for the ‘outside’
you and symbols for the ‘inside’
you.
HOLY WEEK: THE LAST WEEK OF JESUS’ LIFE
Glossary of Christian terms used in this unit
Anglican
Belonging to the Church of England.
Baptist Church
One of the world’s largest Protestant denominations. Baptists believe that baptism (usually by immersion) is only appropriate for those old enough to make a
decision themselves to become Christians. Baptists emphasise acceptance of the Bible as the word of God.
Church
Church has four meanings. (i) The building in which Christians worship. (ii). The people who are Christians in a particular congregation. (iii) A particular Christian
denomination (e.g. Church of England, Roman Catholic Church, Baptist Church, Methodist Church, United Reformed Church). (iv) The worldwide community of
Christians.
Church of England
In the 16th century, King Henry VIII quarrelled with the Pope because he wanted a divorce. Afterwards, he broke all ties with the Roman Catholic Church and
formed the Church of England, with himself as its head. The Church of England is still the ‘established’ (official) church of England, with the reigning monarch as
its head.
Disciple
A disciple is literally someone who learns or is a pupil. Jesus chose twelve men to be his special disciples, but he had many others. The twelve are known as the
apostles. The first four that he chose were the fishermen Simon (later called Peter) and Andrew, and James and John. Judas Iscariot, who betrayed Jesus, was
also one of the twelve.
Easter Day
Easter Day is the most important day of the Christian year. On this Sunday, Christians celebrate the resurrection of Jesus. It is a joyful occasion on which many
people make a special effort to go to church, which is often filled with flowers such as daffodils. Easter Gardens, carefully made models featuring the scene of the
crucifixion and the garden tomb where Jesus’ body was laid, are found in many churches.
Easter garden
A carefully made model featuring the scene of the crucifixion and the garden tomb where Jesus’ body was laid. Easter gardens are found in many churches on
Easter day.
Galilee
At the time of Jesus, Galilee covered all the area of north Palestine from the Mediterranean Sea to the River Jordan. Jesus grew up in the town of Nazareth, in
Galilee. Hence he was called ‘the Galilean’.
Good Friday
On Good Friday (the Friday before Easter Day) Christians recall the crucifixion of Jesus. On this day, Christians recall Jesus’ goodness in sacrificing himself for
humankind; hence ‘Good’ Friday. It is a solemn and austere day, during which Christians think about the sufferings of Jesus. Many churches are stripped of their
usual flowers, decorations and finery during Good Friday, and black cloths are sometimes draped over furnishings. In ‘high churches’, people contemplate the
Stations of the Cross, 14 carved or painted pictures placed around the walls depicting the events leading up to and immediately following the crucifixion.
Gospel
Gospel literally means ‘good news’, and it can be used to refer to the whole body of Jesus’ teaching. It also refers more specifically to the four records of Jesus’
life and work found in the New Testament (attributed to Matthew, Mark, Luke and John).
‘High’ church
Members of the Church of England whose beliefs and practices are closest to the Roman Catholic Church. ‘High’ Anglicans place a high emphasis on ritual, the
value of the sacraments and the importance of tradition.
Holy Communion
Holy Communion, at which worshippers receive bread and wine, is the central act of worship for most Christians. It commemorates the Last Supper, when Jesus
shared bread and wine with his disciples, saying that they were his body and blood. It is generally perceived as much more than a simple act of remembrance.
Most Christians believe that at Holy Communion, in a mysterious way Jesus actually becomes present in each person who participates. Holy Communion is
known by many different names: Eucharist (meaning thanksgiving), Mass (among Roman Catholics and ‘high’ Anglicans), the Liturgy (among Orthodox
Christians), the Lord’s Supper and the Breaking of Bread. Different Churches celebrate Holy Communion in different ways. In the Church of England, worshippers
kneel at the altar where they receive bread (often in the form of a wafer) and a sip of red wine. Anglicans generally believe that the bread and wine represent
rather than actually become the body and blood of Jesus. Roman Catholics do not always receive wine as well as bread. They believe in transubstantiation. They
believe that when the priest consecrates the bread and the wine, although their outward appearance does not change, their substance literally becomes the body
and blood of Jesus. Orthodox Christians believe Jesus is mysteriously present in the bread and wine. In Orthodox Churches, bread is dipped in wine and offered
to each person on a long-handled spoon. In many Protestant Churches such as the Methodist Church, the Baptist Church and the United Reformed Church, nonalcoholic wine is distributed in small individual cups. Some Protestants believe Holy Communion is simply an act of remembrance. Others believe that it involves a
personal experience of Jesus. The Orthodox Church is the only Church which allows small children to participate fully in the Eucharist. In the Church of England,
people are generally confirmed before receiving Holy Communion. In the Roman Catholic Church, children receive their first communion before they are
confirmed. Two Christian denominations which do not celebrate the Eucharist are the Religious Society of Friends (known as Quakers) and the Salvation Army.
Holy Saturday
This is the last day of Lent, the day before Easter Day). On Holy Saturday, many churches (especially ‘high churches’) hold an evening service which starts in
darkness. The worshippers light candles from a large candle called the Paschal candle and the church gradually fills with light. This symbolises the triumph of life
over death and the victory of good over evil, themes that will be taken up during the Easter Day celebrations which follow. During the service, baptismal vows are
renewed in preparation for Easter.
Holy Week
The week before Easter Day (the last week in Lent), when Christians remember the events leading up to the crucifixion and resurrection of Jesus.
Icon
A holy picture used as an aid to worship in Orthodox churches. Icons usually depict Jesus, Mary or a saint.
Jesus
The founder of Christianity. The central figure of Christian history and devotion.
Last Supper
The last meal which Jesus ate with his disciples, at which bread and wine were shared, symbolising his body and blood. After the meal, Jesus spent the night
praying in the Garden of Gethsemane, where he was arrested.
Lent
The 40 days of Lent lead up to Easter. During Lent, most Christians remember the 40 days that Jesus spent in the wilderness during which he was tempted by
Satan. Lent is a time of penitence and self-sacrifice, during which Christians reflect on Christian life and commitment. Many Christians try to give up certain
luxuries and indulgences during this time.
Low church
A description often used of some Anglican churches which place a low emphasis on ritual, the value of the sacraments and the importance of tradition. Instead
they stress the importance of the Bible and a personal experience of God through Jesus.
Lychgate
A shelter at the entrance to the churchyard where coffins and pallbearers would rest before going into the church for a funeral. The name comes from ‘lic’, an Old
English word for corpse.
Matins
In many Christian traditions, Matins is the morning prayer service containing psalms, prayers and two Bible readings.
Maundy Thursday
On Maundy Thursday (the Thursday before Easter Day), most Christians commemorate the Last Supper. It was at the Last Supper that Jesus blessed bread and
wine and told his disciples to remember him whenever they did this. Maundy comes from the Latin word ‘mandatum’ meaning commandment. At the Last Supper
Jesus washed the feet of his twelve disciples and told them to do the same for each other. This act of humility is re-enacted in many churches with the washing of
the feet of twelve members of the congregation.
Methodist Church
A Christian denomination whose members base their faith on the teachings of the 18th century clergyman, John Wesley.
Moses
Prophet, leader and lawgiver. He led the Hebrews out of slavery in Egypt and received the Ten Commandments from God on Mount Sinai.
Orthodox Church
A family of different churches which are mainly found in eastern Europe and the Middle east. The Orthodox and Roman Catholic Churches separated from one
another in 1054.
Palm Sunday
Palm Sunday (the Sunday before Easter Day) marks the beginning of Holy Week, the last week of Jesus’ earthly life. It commemorates the entry of Jesus into
Jerusalem when he rode on a donkey and was welcomed by crowds with palm branches. In many churches, crosses made from palms are given out and there
are processions.
Paschal candle
The Paschal candle is a large candle traditionally lit at the evening service on Holy Saturday (the day before Easter Day). After the Easter season, it is usually
placed near the font and used in baptisms.
Passover
See ‘Pesach’.
Pentecost
See ‘Whitsun’.
Pesach
Pesach, referred to as Passover by Christians, was one of the three pilgrim festivals when Jews from all over Palestine would come to celebrate at the Temple in
Jerusalem. Today at Pesach, Jews recall how Moses led their ancestors out of slavery in Egypt to freedom.
Pharisee
Pharisees were an important Jewish religious group at the time of Jesus. Pharisees were strict in their religious observance, and they separated themselves from
everything they thought impure. Pharisee literally means ‘one who is separated’.
Priest
Title given to people who are authorised to lead worship in the Church of England, the Roman Catholic Church and the Orthodox Churches.
Prophet
One who is inspired to reveal a message from God.
Protestant churches
Originally Protestants were so-called because they protested against certain practices of the Roman Catholic Church. There are many Protestant churches or
denominations, but they are all united in their belief that the Bible is the supreme authority for all Christians.
Pulpit
A raised platform with high sides from which the sermon is delivered.
Religious Society
of Friends
This is the correct name for the Quakers, a Christian denomination which started in the 17th century through the activities of George Fox. Quaker worship has
periods of silence in which the participants wait for the Holy Spirit to speak in and through them. Quakers do not have priests or ministers, they do not celebrate
the sacraments, and they are pacifists.
Resurrection
Christians believe that Jesus was raised from the dead by God, an act known as the resurrection.
Roman Catholic Church
The community of Christians throughout the world who follow the leadership of the Pope. It is the largest of all Christian denominations with 1,000 million followers
worldwide.
Salvation Army
This is a Christian denomination started by William Booth in 1878. It has always focused its work on people who are poor, alcoholics, drug users, gamblers, etc. It
is organised along military lines. Its members are called soldiers and they wear a special uniform. Brass bands play an important part in the worship. The
Salvation Army does not have priests or ministers and it does not celebrate the sacraments.
Stations of the cross
14 carved or painted pictures depicting the events leading up to and immediately following the crucifixion of Jesus. They are placed around the walls of some
churches, including Roman Catholic churches.
Temple
At the time of Jesus, the Temple in Jerusalem was a pilgrimage centre for all Jews, especially during the great festivals. The first Temple in Jerusalem was built by
King Solomon in 950 BCE. It was destroyed by the Babylonians in 586 BCE. The second Temple was dedicated in 516 BCE but never completed. King Herod the
Great began rebuilding it in 19 BCE but this, the third and last Temple, was destroyed by the Romans in 70 CE.
United Reformed Church This church was formed in 1972 when the Congregational and Presbyterian Churches combined. The URC emphasises the central importance of the Bible.
Essex County Council
RE MATTERS FOR EVERY CHILD
Support materials for Key Stage 2 study unit focused on
Christianity

CHRISTIANITY IN THE LOCAL COMMUNITY – AND BEYOND
Teachers’ background notes on religious content, together with
suggestions for ‘learning from religion’ and concepts that could be explored

Christianity Study Unit
Key Stage 2
(Year 5 or Year 6)
CHRISTIANITY IN THE LOCAL COMMUNITY – AND BEYOND
Religious content to be used as a vehicle for learning (learning about religion - as identified in the statutory programme of study)
8. The role of the parish church in the life of the local community
9. The role of the parish priest in the life of the local community
10. Baptism, confirmation, weddings and funerals
11. Global Christian outreach
N.B.
It is a requirement of the Essex agreed syllabus that in covering the religious content identified for each study unit, teachers must ensure that
pupils have opportunities to explore issues, questions and concepts related to general human experience arising from the content covered
(learning from religion).
Introduction to this material
These background notes and suggestions are designed to assist teachers in meeting the requirements of the Essex agreed syllabus (see box
above), and to complement further suggestions for ‘Christianity in the Local Community – and Beyond’ contained in the Essex scheme of work
for RE at Key Stage 2.
The material comprises:
 Background notes for the teacher on the religious content (learning about religion).
 Suggestions of issues, questions and concepts related to general human experience that could be explored in relation to the religious
content (learning from religion).
 A glossary of terms.
CHRISTIANITY IN THE LOCAL COMMUNITY – AND BEYOND
1. The role of the parish church in the life of the local community
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information
when enabling pupils to learn about the role of the parish church. It is not intended that the subject matter will be
presented to children as it appears below. It is intended that teachers will use a variety of pedagogies when teaching
RE, and suggestions are provided in the scheme of work.
The role of the parish church in the life of the local community
A great variety of Christian places of worship (churches, chapels, Meeting Houses, Citadels, Kingdom Halls,
etc) can be found in English towns and villages, reflecting the many different groups of Christians
(denominations) in our society. The great majority of churches belong to the Church of England. Every town
has many such churches and almost every village is dominated by its parish church. In view of the fact that
the Church of England (the established church) occupies a special place in the fabric of the nation’s life, both
nationally and locally, this unit will focus on this particular Christian denomination.
The parish church and the church hall, where there is one, occupy an important place in the life of the
community. Many different activities take place based at the church or church hall. These may include:
o Church services
o Sunday school
o Baptisms, weddings and funerals (see below)
o Church fetes
o Different clubs and societies
o Beavers and rainbows, cubs and brownies, scouts and guides
o Toddler groups, nursery schools
o Activities for the elderly
o Meetings
o Coffee mornings
o Fund-raising activities
o Art displays
o Lectures
o Concerts and theatrical performances
Learning from religion
Issues and questions that
could be explored in
relation to some of the
subject matter in the left
hand column.
- Buildings that are special
to us and to the
community. Why are they
so special?
- Where are your special
places, eg bedroom, den,
tree house? How is your
bedroom decorated? What
does it contain that is
special to you? What would
you like your bedroom to
be like ideally?
- Why do people gather
together, and where?
- Have you got a special
place where you like to
meet up with your friends?
Key concepts and questions
related to general human
experience that could be
explored.
Sacred/holy
- What does it mean for
something to be sacred or
holy?
- For something to be sacred or
holy, does it have to be
religious?
- How should something that is
sacred or holy be treated?
- What is sacred or holy to
you?
Community
- What makes a community?
- What do people gain from
belonging to a community?
- What might be the
disadvantages of belonging to
a community?
- What are the expectations of
different communities and what
happens when members of the
community fail to live up to
these?
- How do people show they
belong to different
communities?
- Which communities do you
belong to?
CHRISTIANITY IN THE LOCAL COMMUNITY – AND BEYOND
2. The role of the parish priest in the life of the local community
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information
when enabling pupils to learn about the role of the parish priest. It is not intended that the subject matter will be
presented to children as it appears below. It is intended that teachers will use a variety of pedagogies when teaching
RE, and suggestions are provided in the scheme of work.
The role of the parish priest in the life of the local community
Some Christians believe that they are called by God to become priests. The word used for this special calling
is ‘vocation’. Many people who become priests accept that in order to meet the demands of the role, they will
have to give up many of the things that other people take for granted. Roman Catholic priests, for instance, do
not marry. This is so they can dedicate themselves solely to God. Women cannot become priests in the
Roman Catholic Church, but the Church of England has now admitted women into the priesthood.
The Anglican parish priest, or vicar as he or she is usually known, is an important figure in the local
community. In the past, each parish had its own parish priest, but today’s vicars are expected to act as parish
priest for several different parishes. They will typically be involved in activities such as the following:
o Preparing and taking church services (including the time-consuming occupation of writing the
sermon!).
o Officiating at baptisms, weddings and funerals.
o Visiting people in the local community, such as the sick, the bereaved and the elderly.
o Meeting those wanting to have their babies baptised, couples planning to be married and those
needing to organise funeral services.
o Taking confirmation classes.
o Going on hospital visits.
o Attending meetings, including meetings of the Parochial Church Council (PCC).
o Leading school assemblies and possibly serving on a school’s governing body.
Learning from religion
Issues and questions that
could be explored in
relation to some of the
subject matter in the left
hand column.
- People (not just
Christians) who have a
sense of mission, a calling,
a vocation.
- Have you ever had a
sense that you are
compelled to do
something? That there is
something that you must
do?
- Some jobs (eg doctor,
nurse, social worker,
teacher) are called
vocations. What makes a
job a vocation?
Key concepts and questions
related to general human
experience that could be
explored.
CHRISTIANITY IN THE LOCAL COMMUNITY – AND BEYOND
Background notes for teachers
The material below is written for teachers not children. Teachers may
wish to draw on some of the following information when enabling
pupils to learn about baptisms, confirmations, weddings and funerals.
It is not intended that the subject matter will be presented to children
as it appears below. It is intended that teachers will use a variety of
pedagogies when teaching RE, and suggestions are provided in the
scheme of work.
Baptisms
Baptisms are popularly known as Christenings. The word
Christening comes from ‘Christ-naming’, because this is the
occasion when the baby is given publicly his or her
‘Christian’ name. Baptism is a ceremony that marks the
child’s entry into the Christian church, and at which parents
and godparents commit themselves to bringing the child up
as a Christian. Baptism is not restricted to children. Adults
may be baptised as well.
For baptism, the baby is dressed in a white Christening gown
(symbolic of purity). Parents, godparents, friends and
relatives gather around the font. The parents and godparents
declare their intention to nurture the child in the Christian
faith and the godparents take vows on the baby’s behalf. The
priest asks the parents to name the child, then, using a hand
or a scallop shell, pours water from the font three times onto
the baby’s head, baptising them in the name of God the
Father, God the Son and God the Holy Spirit (the Holy
Trinity). The water is a symbol of rebirth and cleansing. The
priest passes a lighted candle to the parents or godparents
with these words: “Receive this light. This is to show that you
have passed from darkness into light. Shine as the light of
the world”. The sign of the cross is made on the baby’s
forehead. A baptismal certificate is given to the baby’s
family, recording details such as the place and date of the
baptism and the names of the godparents
3. Baptisms, confirmations, weddings and funerals
Learning from religion
Issues and questions that could be explored in relation
to some of the subject matter in the left hand column.
Rites of passage
- Key stages in life: birth, childhood, adolescence,
adulthood, marriage, parenthood, retirement, old age,
death. Hindus identify four stages in life (called
ashramas): student, householder, retirer and finally
renouncer. Shakespeare identified the seven ages of
man (As You Like It, Act 2, Scene 7).
- Rites of passage (ceremonies marking birth, initiation
into adulthood, marriage and death) in different
religions and cultures, both religious and non-religious.
Baptisms and confirmations
- The meaning and significance of your name. Why did
your parents choose to call you by that name? Does
your name suit you?
- Groups to which we belong. Which groups do we
choose to belong to and which groups do we belong to
whether we want to or not? How do we show we belong
to a group? How are we influenced by the groups to
which we belong? Are there groups we would like to
belong to but can’t? How does it feel to be left out of a
group that we would like to be part of? As members of
different groups, are we expected to do certain things or
to behave in a particular way? Is there pressure to
conform to the group? Is it difficult to act differently to
the group or to break away from it?
- Initiation ceremonies in different religions and cultures,
both religious and non-religious.
- What is a promise? Why do people make promises?
Has anyone ever made you a promise? Did they keep
their promise? How do you feel if someone breaks their
promise? Have you ever made a promise? Did you
keep it?
- Symbolism associated with water. Water is a symbol
of life, renewal, refreshment and cleansing.
Key concepts and questions related to general
human experience that could be explored.
The journey of life
- In what ways is life like a journey?
- What are the key turning points and stages on
life’s journey?
- What changes does a person go through on life’s
journey?
- What ups and downs are encountered on life’s
journey?
- Where do you want life’s journey to take you?
- What do you want to do with you life?
Symbol
- What is a symbol?
- What different types of symbols are there?
- Why are symbols used?
- Can you think of some different symbols for
yourself, or for different aspects of yourself, eg the
‘inside’ you and the ‘outside’ you?
Belonging
- What does it mean to belong?
- What sort of things do people belong to?
- How do people show what they belong to?
- Is it good to belong?
- Who or what belongs to you?
- Who or what do you belong to?
- Where do you belong?
Continued from previous page
Confirmations
Someone who has been baptised is not yet a full member of
the Church of England. He or she will not be able to receive
the bread and wine at Holy Communion. In order to become
a full member of the Church of England, a person must
publicly ‘confirm’ the promises made on their behalf at
baptism. Before being confirmed, the candidates (aged
about 11 and older) attend confirmation classes, during
which they receive instruction in the teachings of the Church.
These classes are usually led by the local vicar. The actual
service of confirmation is conducted by a bishop, who asks
the candidates to affirm their belief in the Christian faith. He
then places his hands on the head of each candidate as they
kneel before him and asks God to ‘confirm’ that person with
the Holy Spirit.
Weddings
On the three Sundays preceding the wedding, banns are
read out in church to make sure that there is no reason why
the couple should not be married. The bride traditionally
wears white (symbolic of purity) and carries a bouquet of
flowers. She is attended by bridesmaids and is ‘given away’
by her father. In front of family and friends, the couple
exchange marriage vows and rings, which are blessed by
the priest. In making the vows, the couple promise that they
will remain loving and true to each other in sickness or in
health, in poverty or in wealth until parted by death. They
believe that God blesses their life-long union. The couple
and witnesses sign the marriage certificate. After the
ceremony, outside the church, confetti and rice are thrown.
The Church of England, unlike some other Churches,
accepts that the ideal is not always achieved and that
regrettably some couples divorce. The Church of England, at
the discretion of the vicar, allows remarriage in church.
- Symbolic uses of water in other religions, eg wudu in
Islam, Hindu morning prayers (performed in rivers or
lakes).
- Feelings and symbolism associated with light. Light
symbolises life, goodness and hope. Light overcomes
the darkness. Light brings comfort. Light shows things
as they truly are. Light reveals the beauty of the world.
- The meaning of expressions such as “The light
dawned”, “I saw the light” or “Strike a light!”
Weddings
- What it means to love someone to the extent that one
is prepared to commit oneself to sharing the rest of
one’s life with them.
- What is a promise? Why do people make promises?
Has anyone ever made you a promise? Did they keep
their promise? How do you feel if someone breaks their
promise? Have you ever made a promise? Did you
keep it?
Community
- What makes a community?
- What do people gain from belonging to a
community?
- What might be the disadvantages of belonging to
a community?
- What are the expectations of different
communities and what happens when members of
the community fail to live up to these?
- How do people show they belong to different
communities?
- Which communities do you belong to?
Identity
- What is meant by identity?
- How do people show their identity?
- What is your identity?
- How do you show your identity?
- Who are you?
Love
- What is love?
- Does love really exist?
- How do people show love?
- Are there different types of love? Is loving a parent
the same as loving a brother or a sister? Is loving a
brother or a sister the same as loving a friend? Is
loving a friend the same as loving a pet? Is loving a
pet the same as loving chocolate?
- What is the difference between loving someone
and being in love with someone?
- Who loves you?
- Who do you love?
Commitment
- What does it mean to be committed?
- What sort of thing are people committed to?
- How do people show their commitment?
- Who or what are you committed to?
Continued from previous page
Funerals
Christians believe that each person possesses an eternal
soul which lives on after the person dies. Christians believe
in an afterlife, but there are many views as to its nature.
Some Christians believe that as soon as a person dies, he or
she is judged by God and their soul goes immediately to
Heaven or Hell. Many Roman Catholics believe in Purgatory,
where an impure soul will reside until it is fit to enter Heaven.
Other Christians believe that the soul stays with the body
until the Day of Judgement, when the dead will return to life
to be judged by God and the world will end.
When they die, Christians are either buried or cremated.
Funerals may take place at a church, cemetery or
crematorium, or a combination of these. People attending
the funeral generally wear black, unless the family requests
otherwise. If the dead person’s body is being buried in the
churchyard, the funeral service starts in the church and then
everyone goes outside for a service of committal as the body
is buried. If the body is cremated, the ashes may be buried in
a grave or scattered in a garden of remembrance or a place
that has special associations for the dead person.
The following words from Psalm 103 are often used at
funerals: “Our life is like grass. We grow and flourish like a
wild flower; then the wind blows on it, and it is gone”.
Flowers (often made into wreaths or crosses) are laid on the
grave.
Funerals provide the opportunity to look back on and
celebrate a person’s life, and many funeral services
incorporate personal touches, such as poems or pieces of
music that were special to the deceased.
Secular alternatives
- Many people who are not religious do not wish to mark
births, marriages and deaths with religious ceremonies.
Nevertheless, they believe these are important occasions
that should be marked in a special way. Secular naming
ceremonies, weddings and funerals are becoming
increasingly popular. The British Humanist Association can
provide help with such ceremonies (see Y5/6 Study Unit
entitled Humanism).
Funerals
- Would you prefer to be buried or cremated? Why?
Where would you like to be buried or your ashes to be
scattered?
- Why is black the colour associated with grief and
mourning?
- Many people request favourite pieces of music to be
played at their funerals, or favourite pieces of writing to
be read out. What music and words would you like to
have included in your funeral service? What other
things would you like to be included at your funeral?
- Headstones, epitaphs and memorials. What sort of
headstone would you like for yourself? What would you
like to be remembered for?
- Different ideas (both religious and non-religious) about
what happens after you die.
- Images of and ideas about heaven and the afterlife.
What do you think heaven is like? What do you think
happens after you die?
- Peter Pan’s view: “To die must be an awfully big
adventure”.
- Stories dealing with the issue of death.
- What is a soul? It is difficult to imagine that deep
within us there might be something that will exist
forever but which is not part of our body. Perhaps it is a
bit like love: we know it is inside us, we can feel it but
we can never actually see it. Many people believe that
the soul is the part of us that will live on after we die.
- What goes on forever? Does what you have identified
really go on forever?
- Pictures/symbols of things that go on forever, eg a
circle, the mathematical symbol for infinity.
CHRISTIANITY IN THE LOCAL COMMUNITY – AND BEYOND
4. Global Christian outreach
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information
when enabling pupils to learn about global Christian outreach. It is not intended that the subject matter will be
presented to children as it appears below. It is intended that teachers will use a variety of pedagogies when teaching
RE, and suggestions are provided in the scheme of work.
-
-
The moral principle that we should treat others as we would like to be treated (‘Do as you would be done by’)
is known as the Golden Rule (see Y3/4 Study Unit entitled Jesus’ Teaching and Y5/6 Study Unit entitled
Humanism). It is found in many religions and ethical systems. Jesus’ formulation of the Golden Rule was as
follows: “Love your neighbour as you love yourself”. For Christians, this commandment has a global
dimension. It is not enough to love our immediate neighbours. We must love our neighbours worldwide.
Many churches are linked with churches, schools, orphanages, etc abroad, especially in economically
developing countries. Fund-raising and exchange visits often take place.
Many churches run fair trade stalls.
Many churches support and raise funds for charities providing practical help for people in poor countries,
places struck by natural disasters or countries torn by conflict and war. A number of Christian charities are
involved in this humanitarian work, including Christian Aid, Tearfund and CAFOD (Catholic Agency For
Overseas Development).
Learning from religion
Issues and questions that
could be explored in
relation to some of the
subject matter in the left
hand column.
- Charities supported by
our school, our community,
ourselves.
Key concepts and questions
related to general human
experience that could be
explored.
Giving
- What things do people give?
Think of material gifts and nonmaterial gifts.
- Who do people give to?
- Why do people give?
- How do you feel if you are
given something?
- Why might a person not want
to be given anything?
- In what ways do people give
to you?
- In what ways do you give to
others?
CHRISTIANITY IN THE LOCAL COMMUNITY – AND BEYOND
Glossary of Christian terms used in this unit
Anglican
Belonging to the Church of England.
Baptism
Baptism is the ceremony that is generally seen as a person’s entry into the Christian church. Where baptism is administered to infants, parents and godparents
commit themselves to bringing the child up as a Christian. Such baptisms are popularly known as Christenings and the child is usually sprinkled with water.
Baptism may also be administered to adults where some form of personal commitment to being a Christian is required. Sometimes this takes place in a pool
(usually inside the church) where the baptised person is immersed in the water. This ceremony is sometimes called Believer’s Baptism.
Bishop
A bishop is a senior clergyman in the Church of England, the Roman Catholic Church and Orthodox Churches. Certain powers are vested in him and he wears
certain things as symbols of his authority: a pointed hat called a mitre, a staff called a crozier, a pectoral cross hung on his chest and a ring.
Chapel
There are two types of chapel. (i) A ‘nonconformist’ place of worship (e.g. Methodist chapel, Baptist chapel). (ii) Inside large churches and cathedrals, side chapels
are often found with their own altars. These are often dedicated to the Virgin Mary and various saints.
Church
Church has four meanings. (i) The building in which Christians worship. (ii). The people who are Christians in a particular congregation. (iii) A particular Christian
denomination (e.g. Church of England, Roman Catholic Church, Baptist Church, Methodist Church, United Reformed Church). (iv) The worldwide community of
Christians.
Church of England
In the 16th century, King Henry VIII quarrelled with the Pope because he wanted a divorce. Afterwards, he broke all ties with the Roman Catholic Church and
formed the Church of England, with himself as its head. The Church of England is still the ‘established’ (official) church of England, with the reigning monarch as
its head.
Citadel
The term ‘citadel’ is used by the Salvation Army for their places of worship.
Confirmation
A person who has been baptised is not yet a full member of the Church of England. He or she will not be able to receive the bread and wine at Holy Communion.
In order to become a full member of the Church of England, a person must publicly ‘confirm’ the promises made on their behalf at baptism. The service of
confirmation is conducted by a bishop, who places his hands on the head of each candidate and asks God to ‘confirm’ that person with the Holy Spirit.
Cross
Usually an upright stake with a crossbeam. In Palestine at the time of Jesus, the method of execution for all non-Roman criminals was to be nailed to a cross. This
was the way that Jesus was put to death. The cross is the main symbol of Christianity.
Denomination
Group of Christians sharing similar beliefs and practices (e.g. Church of England, Roman Catholic Church, Baptist Church, Methodist Church, Religious Society of
Friends, Salvation Army).
Holy Communion
Holy Communion, at which worshippers receive bread and wine, is the central act of worship for most Christians. It commemorates the Last Supper, when Jesus
shared bread and wine with his disciples, saying that they were his body and blood. It is generally perceived as much more than a simple act of remembrance.
Most Christians believe that at Holy Communion, in a mysterious way Jesus actually becomes present in each person who participates. Holy Communion is
known by many different names: Eucharist (meaning thanksgiving), Mass (among Roman Catholics and ‘high’ Anglicans), the Liturgy (among Orthodox
Christians), the Lord’s Supper and the Breaking of Bread. Different Churches celebrate Holy Communion in different ways.
Jesus
The founder of Christianity. The central figure of Christian history and devotion.
Holy Spirit
The Holy Spirit (or Holy Ghost) is the third person of the Holy Trinity (the others being God the Father and God the Son). After Jesus ascended into heaven, the
Holy Spirit visited the disciples at Pentecost and has come ever since to all those who believe in Jesus.
Kingdom Hall
The term ‘Kingdom Hall’ is used by Jehovah’s Witnesses for their places of worship.
Meeting House
The term ‘Meeting House’ is used by members of the Religious Society of Friends (Quakers) for their places of worship.
Orthodox Church
A family of different churches which are mainly found in eastern Europe and the Middle east. The Orthodox and Roman Catholic Churches separated from one
another in 1054.
Parish
England is divided up into parishes, each of which used to have its own Anglican church and vicar. Now many parishes have combined.
Parochial Church Council The PCC as it is known is a committee which works with the local vicar to “promote in the parish the whole mission of the church, pastoral, evangelistic, social and
ecumenical”, and which is responsible for things such as the maintenance of the church building and grounds and the style of worship.
Priest
Title given to people who are authorised to lead worship in the Church of England, the Roman Catholic Church and the Orthodox Churches.
Roman Catholic Church
The community of Christians throughout the world who follow the leadership of the Pope. It is the largest of all Christian denominations with 1,000 million followers
worldwide.
Trinity
Doctrine of the three-fold nature of God. God is father, Son and Holy Spirit: three persons in one God.
Trinity Sunday
Day when the doctrine of the Trinity is affirmed and celebrated in church services.
Vicar
Term used in the Church of England to describe a priest who is in charge of a parish.
Vocation
The word ‘vocation’ literally means a calling. In the religious sense, it is a calling from God to lead a particular kind of life (e.g. that of a priest or a missionary).
Essex County Council
RE MATTERS FOR EVERY CHILD
Support materials for Key Stage 2 study unit focused on
Hinduism

BRAHMAN, THE TRIMURTI AND CREATION STORIES
Teachers’ background notes on religious content, together with
suggestions for ‘learning from religion’ and concepts that could be explored

Hinduism Study Unit
Key Stage 2
(Year 5 or Year 6)
BRAHMAN, THE TRIMURTI AND CREATION STORIES
Religious content to be used as a vehicle for learning (learning about religion - as identified in the statutory programme of study)
29. Brahman and AUM
30. The Trimurti: Brahma (creator), Vishnu (preserver), Shiva (destroyer) (complementary Christian content: the Holy Trinity)
31. Hindu stories of creation (complementary Christian content: the creation story in Genesis 1)
N.B.
It is a requirement of the Essex agreed syllabus that in covering the religious content identified for each study unit, teachers must ensure that
pupils have opportunities to explore issues, questions and concepts related to general human experience arising from the content covered
(learning from religion).
Introduction to this material
These background notes and suggestions are designed to assist teachers in meeting the requirements of the Essex agreed syllabus (see box
above), and to complement further suggestions for ‘Brahman, the Trimurti and Creation Stories’ contained in the Essex scheme of work for RE
at Key Stage 2.
The material comprises:
 Background notes for the teacher on the religious content (learning about religion). Suggestions of complementary Christian content
are also provided.
 Suggestions of issues, questions and concepts related to general human experience that could be explored in relation to the religious
content (learning from religion).
 A glossary of terms.
BRAHMAN, THE TRIMURTI AND CREATION STORIES
1. Brahman and AUM
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information
when enabling pupils to learn about Brahman and AUM. It is not intended that the subject matter will be presented to
children as it appears below. It is intended that teachers will use a variety of pedagogies when teaching RE, and
suggestions are provided in the scheme of work.
Brahman (also covered in Y3/4 Study Unit entitled Hindu Gods and Goddesses, their Stories and their Festivals)
Hindus appear to believe in many different gods and goddesses but in fact they only believe in one God,
Brahman. They worship Brahman in many different forms, each revealing different aspects of the Divine. As
an ancient Hindu text puts it: ‘That which is One, the wise call by many names’.
The One is Brahman, described as the universal cosmic soul or the ultimate all-pervading reality. Everything
comes from Brahman, everything is held in existence by Brahman, and ultimately everything dissolves back
into Brahman. Brahman is very difficult for human beings to grasp. Brahman is a mystery, with no form, no
personal name and no gender.
The following story (taken from a collection of Hindu scriptures called the Upanishads) helps Hindus to
understand something of the nature of Brahman.
o A 12 year old boy was sent by his father into the forest to live with the wise Brahmin priests. When
he was 24, he returned to his father. In the 12 years that he was away, he had learned the sacred
scriptures, but sadly his father realised that he still knew very little of the nature of Brahman (God).
The man asked his son to put some salt into a glass of water, and the following day he asked his son
to bring him the salt that he had put in the water. The young man looked into the glass but the salt
had dissolved. He told his father, “The salt isn’t there. It’s gone.” His father told him to take a sip of
the water and tell him how it tastes. The son replied, “Salty”. His father told his son to pour some of
the water away and to taste the water again. This process was repeated until the glass was empty.
Whenever the son took a sip of water, it tasted salty. The father then explained that although human
beings cannot see Brahman, like the salt in the water, Brahman is in everything.
AUM 
Hindus use a special sound to represent Brahman. This is the sacred sound AUM, which is pronounced a bit
like ‘home’ without the ‘h’. The sound is represented by a symbol that is seen everywhere in Hinduism.
AUM is not a word. It does not have a meaning. It is purely a sound. According to Hindu scriptures, AUM is
the sound of creation and it brought the entire universe into being (see creation stories below).
Many mantras begin with the sound AUM and it is chanted as a mantra in itself. It starts with the ‘aaah’ sound
resonating in the chest. The ‘oooh’ sound resonates in the voice box in the throat. The ‘mmm’ sound
resonates in the nasal cavity. So it is that the sound literally wells up inside the person. At the same time, the
mouth goes from wide open (‘aaah’), to half open with pursed lips (‘oooh’), to closed (‘mmm’).
The three distinct sounds are associated with different states of existence. ‘A’ represents the creative power of
Brahma; ‘U’ represents the sustaining power of Vishnu; ‘M’ represents the destructive power of Shiva (see
section on the Trimurti below).
For many Hindus, AUM is the first sound that they hear when they are born. AUM is sometimes written on a
baby’s tongue with a golden pen dipped in honey.
AUM is whispered into a dead person’s ear before the funeral pyre is lit.
Learning from religion
Issues and questions that
could be explored in
relation to some of the
subject matter in the left
hand column.
- There are many different
aspects to each of us, in
terms of our personalities
(happy, sad, excited, calm,
etc) and the roles we
perform in our lives
(mother, daughter, sister,
teacher, gardener, etc).
- In the Star Wars films,
there is the idea of a lifeforce that runs through
everything. The force is
what animates and
sustains us. It can be used
for good or evil. This is a
bit like the Hindu concept
of Brahman.
- What sounds are special
to us? Why are they
special?
Key concepts and questions
related to general human
experience that could be
explored.
God
- What do people think God is
like?
- Where is God?
- Does God have a body?
- What do people think God
has done in the past / does
now / will do in the future?
- Is there anything that God
cannot do?
- If God is good, why does he
(or she) allow bad things to
happen?
- If God is loving, why does he
(or she) allow there to be
suffering?
- Was God ever born?
- Will God ever die?
- How do people ‘talk’ to God?
- How does God ‘talk’ to
people?
- Why is it that many people do
believe in God?
- Why is it that many people do
not believe in God?
- Can anyone prove that God
exists?
- Can anyone prove that God
does not exist?
- If there is a God, why doesn’t
God prove to human beings
that he (or she) exists?
- If you had one question for
God, what would it be?
BRAHMAN, THE TRIMURTI AND CREATION STORIES
(destroyer)
2. The Trimurti: Brahma (creator), Vishnu (preserver) and Shiva
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information
when enabling pupils to learn about the Trimurti. It is not intended that the subject matter will be presented to children
as it appears below. It is intended that teachers will use a variety of pedagogies when teaching RE, and suggestions
are provided in the scheme of work.
-
Brahman is made known through the forms of many different gods and goddesses, each embodying different
aspects of the one ultimate reality. The word ‘murti’ which is used to describe an image of a god, such as a
picture or shrine figure, literally means ‘form’.
The three most important manifestations of Brahman are the gods Brahma, Vishnu and Shiva (for more
information about these, see Y3/4 Study Unit entitled Hindu Gods and Goddesses, their Stories and their
Festivals). These three gods are known collectively as the Trimurti (the Three Forms). It would not be
appropriate to call them the Hindu Trinity as there are distinct differences between the concept of the Holy
Trinity in Christianity (see below) and that of the Trimurti in Hinduism.
Hindus have a cyclical view of life, time and existence. Brahma, Vishnu and Shiva are associated with the
three stages in the life cycle: birth, life and death. Brahma is the creator of life, Vishnu is the preserver and
sustainer of life, and Shiva is the destroyer of life. By destroying everything, Shiva paves the way for rebirth
and renewal.
It has been said that Brahma is the Generator, Vishnu is the Operator and Shiva is the Destroyer. The letters
G O D spell God!
Most Hindus are either devotees of Vishnu (Vaishnavites) or devotees of Shiva (Shaivites), and the great
majority of mandirs (temples) are dedicated to one or other of these two gods. Only two mandirs in the whole
of India are dedicated to Brahma.
-
-
-
 Complementary Christian content
-
Christians believe in one God, but they also believe in the Holy Trinity. This is the belief that there are three
persons in the one God: God the Father, who created everything; God the Son, who appeared on earth as
Jesus; and God the Holy Spirit. The Holy Spirit is an active force for good in the world and touches people
in their daily lives. Christians say that God is both one in three and three in one.
Learning from religion
Issues and questions that
could be explored in
relation to some of the
subject matter in the left
hand column.
- Cyclical patterns in
nature: the rotation of the
earth, the planets spinning
around the sun, the cycle
of the seasons, days
alternating with nights, the
rise and fall of the tides,
the water cycle, etc
- The cycle of life:
everything is born, lives
and dies. Many people
believe that life continues
in a new form after death.
- The idea that time is
cyclical rather than linear.
In the west, we have the
view that time began a long
time ago and it travels way
ahead into the future until
the end of time is reached.
Hindus believe that time is
circular. Everything that
exists (the whole universe)
comes into being, exists,
ends and then starts all
over again.
Key concepts and questions
related to general human
experience that could be
explored.
BRAHMAN, THE TRIMURTI AND CREATION STORIES
3. Hindu creation stories
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information when
enabling pupils to learn about Hindu creation stories. It is not intended that the subject matter will be presented to children as it
appears below. It is intended that teachers will use a variety of pedagogies when teaching RE, and suggestions are provided in
the scheme of work.
Hindu creation stories
There are many different creation stories in different Hindu traditions. Most feature Brahma as creator, but there are
exceptions such as the story of the churning of the sea of milk (see the story of Kurma the tortoise (under avatars of
Vishnu) in Y3/4 Study Unit entitled Hindu Gods and Goddesses, their Stories and their Festivals).
Brahma is the creator. When he sleeps, nothing exists. When he awakes, the world begins to take shape. When he
breathes out, the physical universe comes into existence.
How Brahma created the world from a golden egg
In the beginning Brahma had no physical form, no body. First the formless Brahma created the gods of the sky: Surya
(the sun) and Soma (the moon). Next he created Agni (fire), Vayu (wind) and Varuna (water). Into the water, he placed
Hiranyagarbha, the golden egg. The egg rocked gently on the endless ocean, and then it started to grow.
For a whole year the egg grew, and then it cracked and split open. Out of the egg stepped none other than Brahma,
who had created the egg in the first place! Brahma had been born from the egg in his physical form: he now had a body.
Brahma now divided the egg into two halves. He placed one above, as the dome of the sky, and he placed one below,
as the earth. So the whole of our world rests within the empty shell of the golden egg.
How Brahma created the world, the animals and the first man and woman
Before the world, before the sky, before space, there was nothing but ocean: a flat, rolling lake that lapped the edges of
emptiness and the void beyond. Floating on the water was a giant water-snake: Ananta, Serpent-King. In his coils, eyes
closed, undisturbed, lay the Lord Vishnu. God, asleep. Water, snake, god: nothing moved. Stillness … perfection.
Then in the deepest recesses of the world, a sound began. A slow gathering, a humming, a throbbing itch of energy. It
billowed and gathered into a single echoing, syllable, folding in on itself endlessly, endlessly, like a beating heart: AUM
… AUM … AUM …
Lord Vishnu opened his eyes. It was time. The world was ready to be born. He looked out over the calm waters. In that
moment, a lotus flower took shape before him. In it sat Brahma the Creator, the Lord Vishnu's servant. He bowed his
head, and waited to hear Lord Vishnu's will. “It is time, Brahma. Time for the world. Time to begin your work. In that
single lotus flower is all you need. Create a world that will live forever, till I declare the end of time itself. Begin!” As he
spoke, a huge wind gathered. The ocean cowered. The Serpent-King, and Lord Vishnu with him, disappeared from
sight. Alone, Brahma's lotus-boat tossed in the churning sea.
Brahma raised his arms, and the wind died. The sea fell back and was calm again. He stood up, and with a sweep of
his arms divided the lotus into three parts. The first part was heaven, the next earth and the next sky. In a single
moment, the world had begun. Brahma clothed the new earth with plants: grass, trees, flowers, vegetables and fruit. To
them he gave the sense of touch. Then he created animals and insects - large and small, in land, sea and air, some
with fur, some with feathers, some with shells, some with scales; large and small, fierce and timid, fast and slow. To
them, as well as the sense of touch, he gave sight, smell, hearing - and above all, the power of movement. At once the
world filled with flurry and bustle. With crashing of branches, clatter of hooves, swishing and swooping, flailing, and
flapping, the new creatures set off to find homes. Trumpeting, braying, whistling, chattering, squealing, they ran and
wriggled and hopped and flew into every corner of creation.
Learning from religion
Issues and questions that
could be explored in
relation to some of the
subject matter in the left
hand column.
- Humankind’s fascination
with the origin of things:
where we and our world
came from. Was it just
something that happened
to happen, or did we come
into existence for a
purpose?
- Cycles, rhythms,
patterns and apparent
order in the natural world,
including the universal
cycle of birth, life, death
and renewal.
- The beauty, majesty,
intricacy and diversity of
the natural world, and its
ability to evoke a sense of
awe and wonder, to
inspire and to instil a
sense of peace.
- Could the natural world,
with its, order and pattern,
have come into being
purely by accident, or was
it created for a purpose?
- The mysteries of the
natural world. Secrets that
not even science has
managed to unlock.
Key concepts and
questions related to
general human
experience that could be
explored.
Creation
- What does creation
mean?
- What sort of things do
people create?
- Why do people create
things?
- Are you creative?
Beauty
- What makes something
or someone beautiful?
- What things in the
natural world do people
find beautiful?
- What other things could
be described as
beautiful?
- Does everyone agree
about what is beautiful,
or could something be
beautiful to some people
but not to others?
- Where does true beauty
in a person lie: on the
outside or the inside?
Awe and wonder
- Have you ever had a
‘Wow!’ moment in
response to something in
the natural world?
- Can you describe how
you felt?
- What sort of things can
fill people with a sense of
awe and wonder?
Continued from previous page
-
In the stillness that was left, Brahma had only one thing more to do. The world needed a master, someone to enjoy it
and take care of it, so that it would last forever, as Lord Vishnu had commanded. Brahma sat quiet, and thought. After a
long time his thoughts took shape. First, a wisp of shadow in the white air … a glowing, shimmering cloud that grew
thicker and denser, solidifying into a living, breathing shape. A new being, made from the thought of Brahma, in the form
of god. Brahma looked at him in delight: surely this creature, made in god's image, would take charge of the world and
keep it forever as Lord Vishnu wished. But the creature did not move. Its eyes were shut, unheeding the new world
around it. Because it was made of the thoughts of Brahma, all it wanted was to sit thinking deeply about god. Brahma
saw that his creature was too simple, too flawless to look after the world. If he was to create a being to carry out Lord
Vishnu's will, he would need another power. Thought was not enough: he would need to use action too. Not only his
mind, but his whole body, his whole self, would be required if the new creature was to open his eyes to the world, be
happy and fulfilled by creation as well as the creator.
There was only one certain way. Filled with contentment that he was carrying out Lord Vishnu's orders, Brahma divided
his own body in two. One moment there was one, the next there were two: equal, unblemished, whole, the image of one
another. Out of one, Brahma shaped man; out of the other, woman. The man was called Manu, wise; the woman
Shatarupa, mysterious. Manu and Shatarupa, created out of Brahma himself, looked into each other's hearts. They
smiled. Gently, they touched hands. Then they walked out together into the world Brahma had given them; their charge,
their responsibility, the joy and the duty laid on them by Lord Vishnu at the start of time. Manu, Shatarupa … the first
people … the ancestors of the whole human race.
-
The key idea contained in the above story
The story ends with Manu (the first man) and Shatarupa (the first woman) being made out of the body of a god. This
means that every human being is made of the substance of God. Every human being is therefore divine, sacred, utterly
special.
 Complementary Christian (and Jewish) content
-
The Hindu creation story retold above (How Brahma created the world, the animals and the first man and woman)
has many similarities to and differences from the story of creation found in Genesis 1), which tells of how God
created the world and all that is in it in six days (see Y5/6 Study Unit entitled The Creation Story in Genesis 1),
o At the start of each story, nothing exists except a great ocean and God (plus the serpent Ananta in the
Hindu story).
o Prior to creation in the Hindu story, “A huge wind gathered”. Prior to creation in Genesis 1, “The power of
God was moving over the water”. An alternative translation of this phrase reads: “An awesome wind was
moving over the water”.
o The Hindu story refers to the “churning sea”. Genesis 1.2 refers to “the raging ocean”.
o A sound is the agent of creation in both stories. In the Hindu story, it is the AUM sound. In Genesis 1, it is
the voice of God.
o The order of creation in both stories is similar: first sky; then earth; then plants; then animals; and finally
humans.
o In both stories human beings are created last. They are the culmination of the creative process.
o In both stories human beings are given responsibility for the world and its life forms.
o In the Hindu story, the first man and woman are made from the body of a god. Genesis 1.27 states: “So
God created human beings, making them to be like himself”.
- The difference between
religious and scientific
accounts of the
beginnings of things. It
has been said that
science tries to answer
the ‘How?’ questions and
religion tries to answer the
‘Why?’ questions.
- Artistic responses to the
natural world: painting,
poetry, music, etc.
- Suffering and cruelty in
the natural world, and the
apparent arbitrariness of
these. Many creatures
have to struggle to survive
and natural disasters and
illness account for much
human suffering.
- The interdependent
relationship that human
beings have with the
natural world.
- Humankind’s power
over, and responsibility for
the natural world.
- Environmental issues:
sustainability, pollution,
global warming, etc.
Inspiration
- What does it mean to
be inspired?
- Can you think of
examples of people who
have been inspired by
the natural world: artists,
explorers, etc?
- Who or what inspires
you?
Peacefulness
- What does it mean to
be at peace?
- Is it good to be at
peace? If so, why?
- When do you feel
peaceful?
- Is there anything in the
natural world that helps
you to feel at peace?
- Are you at peace with
others?
- Are you at peace with
yourself?
Mystery
- What is a mystery?
- Can you think of some
questions about the
natural world to which we
do not know the answer?
- Can you think of some
other questions to which
we do not know the
answer?
- Are there things about
life and existence that
puzzle you and cause
you to wonder?
BRAHMAN, THE TRIMURTI AND CREATION STORIES
Glossary of Hindu terms used in this unit
Literal translations into English are in italics
AUM
()
AUM (sometimes spelt Om) is a sacred symbol and sound representing the ultimate (Brahman).
Brahma
Hindu god referred to as the creator of life. One of the Trimurti.
Brahman
The ultimate reality, or the all-pervading reality. That from which everything emanates, in which it rests and into which it is ultimately dissolved.
Murti
Form. Image of a deity used as a focus for worship.
Shiva
Kindly; auspicious. Hindu god referred to as the destroyer of life. One of the Trimurti.
Trimurti
The three forms. Refers to the gods Brahma (the creator of life), Vishnu (the preserver of life), and Shiva (the destroyer of life).
Upanishads
To sit down near. A sacred text based on the teaching of a guru to a disciple. The Upanishads were written between 600 and 200 BCE.
Vishnu
Hindu god referred to as the preserver or sustainer of life. One of the Trimurti.
Essex County Council
RE MATTERS FOR EVERY CHILD
Support materials for Key Stage 2 study unit focused on
Hinduism

DEATH, REINCARNATION AND SACRED PLACES
Teachers’ background notes on religious content, together with
suggestions for ‘learning from religion’ and concepts that could be explored

Hinduism Study Unit
Key Stage 2
(Year 5 or Year 6)
DEATH, REINCARNATION AND SACRED PLACES
Religious content to be used as a vehicle for learning (learning about religion - as identified in the statutory programme of study)
32. Reincarnation and the concepts of moksha, dharma and karma
33. Customs associated with death, and the city of Varanasi (complementary Christian content: Christian funerals and pilgrimage centres)
34. Sacred places in nature and places of pilgrimage
35. The mandir (temple) and congregational puja (worship)
N.B.
It is a requirement of the Essex agreed syllabus that in covering the religious content identified for each study unit, teachers must ensure that
pupils have opportunities to explore issues, questions and concepts related to general human experience arising from the content covered
(learning from religion).
Introduction to this material
These background notes and suggestions are designed to assist teachers in meeting the requirements of the Essex agreed syllabus (see box
above), and to complement further suggestions for ‘Death, Reincarnation and Sacred Places’ contained in the Essex scheme of work for RE
at Key Stage 2.
The material comprises:
 Background notes for the teacher on the religious content (learning about religion). Suggestions of complementary Christian content
are also provided.
 Suggestions of issues, questions and concepts related to general human experience that could be explored in relation to the religious
content (learning from religion).
 A glossary of terms.
DEATH, REINCARNATION AND SACRED PLACES
1. Reincarnation and the concepts of moksha, dharma and karma
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the
following information when enabling pupils to learn about reincarnation and moksha, dharma and
karma. It is not intended that the subject matter will be presented to children as it appears below. It
is intended that teachers will use a variety of pedagogies when teaching RE, and suggestions are
provided in the scheme of work.
Reincarnation and moksha
Hindus believe that each person has an individual soul (an atman) which continues to
exist after the person dies. This soul is reborn or reincarnated in another body. According
to one of the sacred scriptures (the Bhagavad Gita), “Just as a person puts on new
clothes, giving up the old ones, so the soul enters new bodies, giving up the old, the
useless ones”.
The soul passes through a series of lives in this world, which may include animal lives.
This is called samsara. Eventually, the soul achieves moksha, that is release or liberation
from the cycle of reincarnation. When the soul is freed, it becomes one with God
(Brahman). In this way each soul is reunified with that from which it originally comes: the
individual soul is absorbed into the cosmic world soul; atman becomes Brahman.
The following story by the Jesuit Anthony de Mello can be used to illustrate the idea that
everything ultimately is dissolved back into what it came from in the first place.
o A salt doll journeyed for thousands of miles overland until it finally came to the
sea. It was fascinated by this strange moving mass, quite unlike anything it had
ever seen before. “Who are you?” said the salt doll to the sea. The sea smilingly
replied, “Come in and see.” So the salt doll waded in. The further it walked into
the sea, the more it dissolved, until there was only very little of it left. Before that
last bit dissolved, the doll exclaimed in wonder, “Now I know what I am!”
Hindus believe that there are four ways for people to achieve moksha (release or
liberation from the cycle of reincarnation). The four paths to moksha are:
o Bhakti-yoga – the path of devotion to God.
o Karma-yoga – the path of good works.
o Jnana-yoga – the path of knowledge.
o Yoga – the path of spiritual practices such as meditation.
Dharma and karma
Hindus believe that each person should do their duty to God and to others. The word that
Hindus use to describe this duty is dharma.
The passage of souls through a series of different lives is governed by the law of karma,
the law of cause and effect. According to the law of karma, people who live according to
their dharma (that is people who do their religious and moral duty) will achieve a higher
state of rebirth. Those who fail to live according to their dharma (that is people who fail to
do their religious and moral duty) will achieve a lower state of rebirth, possibly as an
animal.
Learning from religion
Issues and questions that could be explored in
relation to some of the subject matter in the left
hand column.
Key concepts and
questions related to general
human experience that
could be explored.
- Different ideas (both religious and non-religious)
about what happens after you die.
- Images of and ideas about heaven and the
afterlife. What do you think heaven is like? What
do you think happens after you die?
- Peter Pan’s view: “To die must be an awfully big
adventure”.
- Stories dealing with the issue of death.
- What is a soul? It is difficult to imagine that deep
within us there might be something that will exist
forever but which is not part of our body. Perhaps
it is a bit like love: we know it is inside us, we can
feel it but we can never actually see it. Many
people believe that the soul is the part of us that
will live on after we die.
- What goes on forever? Does this really go on
forever?
- Pictures/symbols of things that go on forever, eg
a circle, the mathematical symbol for infinity.
- If you could come back to this world after you
die, who or what would you choose to come back
as?
- If you had the choice, would you want to come
back to this world as something else, or go on to
another world?
- Which of the four paths to moksha (release or
liberation from the cycle of reincarnation) would
you choose: bhakti-yoga (devotion to God),
karma-yoga (good works), jnana-yoga
(knowledge) or yoga (spiritual practices such as
meditation).
Release/liberation
- What does release or
liberation mean?
- What sort of things tie
people down?
- What would you like to be
released or liberated from?
Duty
- What is a duty?
- What sort of duties do
people have?
- Who has duties?
- Who and what do we have
duties towards?
- What duties do people
have towards you?
- What are your most
important duties?
- What duties do you have:
to your parents or carers; to
your brothers and sisters; to
your friends; to your pets; to
your school; to your local
community; to the wider
community?
DEATH, REINCARNATION AND SACRED PLACES
2. Customs associated with death, and the city of Varanasi
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information when
enabling pupils to learn about customs associated with death and the city of Varanasi. It is not intended that the subject matter
will be presented to children as it appears below. It is intended that teachers will use a variety of pedagogies when teaching RE,
and suggestions are provided in the scheme of work.
Learning from religion
Issues and questions that
could be explored in relation
to some of the subject matter
in the left hand column.
Customs associated with death
A Hindu who is dying may be given a sip of water from the river Ganges to drink, or Ganges water may be sprinkled
over the dying person. A sacred tulsi (basil) leaf or drops of ghee (clarified butter) may be placed in the person’s mouth.
Hindu belief in reincarnation emphasises that it is the atman (the soul) that is important, rather than the body. After
death the body is not needed anymore and so, after being washed and wrapped in cloth, it is cremated. If possible, the
cremation takes place within a day of death.
In India, it is traditional for six male relatives carry the body in procession to the funeral pyre, made up of wood including
sweet-smelling sandalwood and tulsi (basil). The eldest male relative of the deceased (usually the eldest son) lights the
funeral pyre and ghee (clarified butter) is thrown onto the flames. Prayers and readings from the Bhagavad Gita and
other sacred scriptures are recited while the body burns. This is all carried out in public, and anyone can come and
watch.
Three days after the cremation, the ashes are collected and scattered over a river. For many Hindus, it is important that
their ashes are scattered over the river Ganges at the holy city of Varanasi (see below). In England, where Hindu
cremations are carried out in crematoria, the ashes of the deceased are sometimes sent to India to be scattered on the
Ganges.
Customs associated with
death
- Funeral customs in different
religions and cultures.
- Whether cremation is
preferable to burial.
- Whether Hindus are right to
deal so openly and publicly
with death.
 Complementary Christian content
-
Christians can choose to be buried or cremated (see Y5/6 Study Unit entitled Christianity in the Local Community –
and Beyond).
The holy city of Varanasi
The city of Varanasi (formerly known as Banares) lies on the river Ganges. Both the river and the city are sacred to the
god Shiva. Varanasi is an important pilgrimage centre, especially for devotees of Shiva, and it teems with thousands of
visitors. They come to worship at the many shrines and mandirs (temples) and to bathe and pray in the river.
Leading down to the water’s edge are the ghats, steps on which the bodies of the dead are cremated in full view. The
ashes are then scattered on the sacred waters of the Ganges.
Some Hindus come to Varanasi in the last years or days of their lives believing that if they die there, they will hear Shiva
whispering sacred mantras into their ear as they pass away. By dying in such a holy place, they will not be reborn and
will achieve moksha (release or liberation from the cycle of reincarnation).
Key concepts
and questions
related to general
human experience
that could be
explored.
DEATH, REINCARNATION AND SACRED PLACES
3. Sacred places in nature and places of pilgrimage
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following
information when enabling pupils to learn about sacred places in nature and places of pilgrimage. It is not intended
that the subject matter will be presented to children as it appears below. It is intended that teachers will use a variety
of pedagogies when teaching RE, and suggestions are provided in the scheme of work.
Sacred places in nature
For a Hindu, family shrines, mandirs (temples) and places of pilgrimage (such as Varanasi – see above) are
all considered sacred. In addition, there are places of natural beauty which are also held to be sacred
because of their serenity, magnificence and conduciveness to calm.
o Mountains, especially the Himalayas, with their snow-clad peaks, beckoning with undiscovered
mysteries and awe-inspiring height and grandeur, have always held Hindus spellbound. The
Himalayas have been revered from ancient times as the abode of gods such as Shiva, who sits
meditating on Mount Kailasa. The external appearance of mandirs (temples) is modelled on soaring
mountain peaks.
o Caves have always been places of great sanctity in Hinduism, being both places of retreat for holy
men and occasional dwelling places for gods. Some caves have been enlarged to provide places of
worship. On entering a temple, a symbolic mountain, the worshipper gradually progresses towards
the place where the image of the deity is housed. Traditionally this sanctuary is a dark confined
space resembling a cave. However, modern temples go against this convention by housing the
images of the gods in colourful shrines that are brightly lit.
o Rivers have a special significance in Hinduism for their life-sustaining and purifying properties. The
Ganges (or Ganga) is the most sacred river of all, known to Hindus as mother and goddess. The
meeting point or confluence of any two rivers is considered especially sacred, none more so than at
Allahabad, the place where the Yamuna flows into the Ganges. The greatest regular gathering of
human beings on this planet takes place here every 12 years. At this festival, known as the Kumbh
Mela, up to 15 million pilgrims bathe in the sacred waters.
o Seas and lakes, with their vast expanses of generally tranquil water, have a meditative and hence a
sacred quality. India’s shoreline, which stretches for thousands of miles, is dotted with mandirs
(temples).
o Woodland is revered not only for its contemplative atmosphere, but also for the continuing process
of renewal of life that goes on in nature. Many Hindu holy men set up their ashrams (communities)
in the forest, and traditionally, elderly Hindus retire to live there. Some individual types of trees and
plants are considered sacred, including tulsi (basil) which is worshipped as a symbol of Krishna.
 Complementary Christian content
-
The appearance of Hindu mandirs (temples) is inspired by mountains on the outside and caves on the
inside. The interiors of many Christian churches evoke a sense of being in a forest: the pillars down the
nave are like an avenue of trees, the arches above resemble the way that branches bend and meet, the
sloping shafts of sunlight are like those occurring in the woods. The style of decorative architecture known
as perpendicular (e.g. King’s College Chapel in Cambridge) evokes the delicate tracery of twigs and
leaves.
Learning from religion
Issues and questions that could be
explored in relation to some of the
subject matter in the left hand column.
Sacred places in nature
- Special places in the natural world, and
their ability to evoke a sense of awe and
wonder, to inspire and to instil a sense of
peace.
- Feelings associated with mountains,
caves, rivers, the sea, lakes and trees.
Key concepts
and questions
related to general
human experience
that could be
explored.
Continued from previous page
Places of pilgrimage
Pilgrimage is not an obligatory duty for Hindus, yet many choose to undertake long arduous journeys to
sacred places. They do this believing that they will be cleansed of their sins and they will acquire spiritual
merit for their next life. The word used for a place of pilgrimage is ‘tirtha’, meaning a passageway or crossing
place: a place where one can cross over from the mundane world into a spiritual realm. There are many
pilgrimage centres in India. Among the most important are the Seven Cities and the four Divine Abodes.
o The Seven Cities: Varanasi (see above), Ayodhya (capital of Rama’s kingdom), Mathura (birthplace
of Krishna), Hardvar (where the Ganges leaves the mountains and enters the plains), Kanci or
Kancipuram (with two separate clusters of temples honouring Vishnu and Shiva), Ujjain or Avantika
(an important political, commercial and religious centre) and Dvaraka (where Krishna lived and ruled
as king).
o The Divine Abodes are situated at the northern, eastern, southern and western extremities of India,
and to visit all four sacred sites, pilgrims must go around the entire perimeter of India. The four
Divine Abodes are: Vishnu’s temple at Badarinath (high in the Himalayas in the north), Krishna’s city
of Puri (in the east), Shiva’s symbol or linga at Ramesvaram (in the south) and Krishna’s capital of
Dvaraka (in the west). The last of these is also one of the Seven Cities (see above).
 Complementary Christian content
-
There are many great centres of Christian pilgrimage, such as Bethlehem and Jerusalem in the ‘Holy
Land’ of Israel, St Peter’s Basilica in Rome, Santiago de Compostela in Spain, Lourdes in France, and
Canterbury and Walsingham in England.
Places of pilgrimage
- Pilgrimage centres in other religions, eg
the Ka’bah in Makkah (sacred to
Muslims), the Western Wall in Jerusalem
(sacred to Jews), the Golden Temple of
the Sikhs in Amritsar and Bodh Gaya
(the forest glade where the Buddha
achieved enlightenment).
- The reasons people go on pilgrimage.
- Places that are special to us. Why are
they so special?
- Feelings associated with going on
journeys: anticipation, excitement and
probably a bit of boredom. It often feels
good to get home again too!
DEATH, REINCARNATION AND SACRED PLACES
4. The mandir (temple) and congregational puja (worship)
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following
information when enabling pupils to learn about the mandir and congregational puja. It is not intended that the
subject matter will be presented to children as it appears below. It is intended that teachers will use a variety of
pedagogies when teaching RE, and suggestions are provided in the scheme of work.
The mandir
A mandir is a Hindu temple. The word ‘mandir’ literally means ‘abode’ or ‘dwelling place’: the place where
god resides. As well as being used for worship, mandirs in the UK are important community centres,
providing members of the local Hindu community with a range of services and activities. Unlike those in
India, most mandirs in the UK are not purpose built but converted from other buildings. Another difference
is that in India, mandirs are usually dedicated to a single god (usually Vishnu or Shiva), but mandirs in the
UK cater for worship of many different gods and goddesses. Attached to every mandir is a priest,
supported by the local community, who officiates at congregational worship.
Every mandir has a worship hall containing statues and pictures of different deities. These divine images
(murtis) are usually housed in colourful shrines that are small versions of traditional Indian temples. The
shrines are adorned with fresh flowers, fresh fruit, divas (oil lamps), incense, multicoloured tinsel and
strings of small electric lights.
Throughout the day, streams of people come to the mandir to view the divine images, a practice known as
darshan (seeing). The worshippers offer their respect and their prayers, and place offerings of money
before the images.
It is the daily duty of the priest to awaken the deity in the morning by chanting or singing songs of praise.
The murti is then washed and adorned with markings of sandal-wood paste on the forehead, finely made
clothes of silk and garlands of fresh flowers. In the afternoon the deity is given time to rest. Curtains are
drawn across the entrances to the shrines concealing the gods from view and darshan is suspended. In
the evening the deity is welcomed again with ceremonial prayers and lamps and entertained with
devotional music and dance.
The mandir can be visited at any time, but there are set times for communal worship (in the UK this
usually takes place on weekday evenings and at week-ends). Shoes are removed before going into the
worship hall, and a bell is rung as one enters. This alerts the deity to the worshipper’s presence. There
are no seats in the worship hall, so men and women sit separately on the floor at either side of the hall.
Congregational puja
Havan is the fire offering with which puja (worship) starts. Havan is also known as agnihotra after Agni,
the Vedic god of fire. The priest lights the fire and pours on ghee (clarified butter) while chanting passages
from the scriptures. He then takes some water into his left hand, dips a finger of his right hand into it and
touches his ears, nose, eyes, mouth, arms, body and legs. The other worshippers do the same, and
prayers are offered to all the main gods.
Learning from religion
Issues and questions that
could be explored in relation
to some of the subject matter
in the left hand column.
- Buildings that are special to
us and to the community.
Why are they so special?
- Where are your special
places, eg bedroom, den,
tree house? How is your
bedroom decorated? What
does it contain that is special
to you? What would you like
your bedroom to be like
ideally?
- Why do people gather
together, and where?
- Have you got a special
place where you like to meet
up with your friends?
- In many places of worship
(eg Islamic mosques, Hindu
mandirs, Sikh gurdwaras), it
is customary for women to sit
separately from men. Why is
this?
Key concepts and questions
related to general human
experience that could be
explored.
Sacred/holy
- What does it mean for
something to be sacred or holy?
- For something to be sacred or
holy, does it have to be
religious?
- How should something that is
sacred or holy be treated?
- What is sacred or holy to you?
Community
- What makes a community?
- What do people gain from
belonging to a community?
- What might be the
disadvantages of belonging to a
community?
- What are the expectations of
different communities and what
happens when members of the
community fail to live up to
these?
- How do people show they
belong to different communities?
- Which communities do you
belong to?
Symbol
- What is a symbol?
- What different types of symbols
are there?
- Why are symbols used?
- Can you think of some different
symbols for yourself, or for
different aspects of yourself, eg
the ‘inside’ you and the ‘outside’
you?
Continued from previous page
-
-
Arti is a ceremony during which a special lamp with five wicks is lit. The lamp is waved in front of the
images of the deities and then, in order to receive the blessing of the gods, each person holds her/his
hands over the flames and passes them over their own forehead and hair. The five wicks of the arti lamp
are a reminder of the five elements of the universe, which are symbolised by different aspects of the arti
ceremony. Fire is represented by the lamp; earth is represented by incense and flowers; air is represented
by the waving of a fan; water is contained in a conch shell, the blowing of which symbolises the fifth
element, ether. Before the end of arti, a mixture of dried fruits, nuts and sugar crystals is distributed. This
is prashad, special food that has first been offered to the deities.
Bhajans (devotional hymns or songs) are sung and chanted whenever Hindus worship. They are
accompanied by hand-clapping, the ringing of bells and the playing of percussion instruments such as
finger cymbals. Often the fervour and enthusiasm generated will cause people to start dancing, which
Hindus consider to be an entirely appropriate form of worship.
DEATH, REINCARNATION AND SACRED PLACES
Glossary of Hindu terms used in this unit
Literal translations into English are in italics
Agni
Fire. Fire god of Vedic Hinduism.
Arti
Welcoming ceremony in which auspicious articles such as incense and lamp are offered to the deity. Arti is a central component of Hindu puja, featuring a lamp with five
wicks.
Ashram
An Indian religious community whose members live a life of austere self-discipline and dedicated service according to the teachings and practices of their particular
school.
Atman
Self. It can refer to the body, mind or soul depending on the context. Ultimately, it refers to the real self, the soul.
Bhagavad Gita
The Song of the Lord. Spoken by Krishna, this is the most important scripture for most Hindus. It is said to be 5,000 years old, although most scholars attribute it to the
first millennium BCE.
Bhajan
Devotional hymn or song.
Bhakti-yoga
The path of loving devotion, aimed at developing pure love of God. One of four paths to moksha.
Brahman
The ultimate reality, or the all-pervading reality. That from which everything emanates, in which it rests and into which it is ultimately dissolved.
Darshan
Seeing. The ‘seeing’ of a sacred image or person. Darshan is an important part of Hindu worship, during which the devotee will look at the image of a deity and receive
its blessing.
Dharma
Religion or religious duty is the usual translation into English, but literally it means the intrinsic quality of the self or that which sustains one’s existence. Thus the dharma
of a person can be thought of as the atman (soul) and the dharma of water can be thought of as wetness. All creatures should live according to their dharma. For
human beings this includes the duty placed on them by their position and role in society.
Havan
Also known as Agnihotra. The ceremony in which offerings of ghee (clarified butter) and grains are made into fire.
Jnana-yoga
The path of knowledge, that aims at liberation. One of four paths to moksha.
Karma
Action. A person’s acts and their consequences. The law of cause and effect.
Karma-yoga
The path of self-realisation through dedicating the fruits of one’s work to God. One of four paths to moksha.
Kumbh Mela
Festival held every 12 years at the confluence of the Yamuna and Ganges (both sacred rivers) at Allahabad. Up to 15 million pilgrims gather to bathe in the purifying
waters, led by the naked Naga order of ascetics.
Mandir
Temple.
Mantra
A short sacred text or prayer, often recited over and over again.
Moksha
Release; liberation. Ultimate liberation from samsara: release from this world and escape from the continuous cycle of birth, death and reincarnation.
Murti
Form. Image of a deity used as a focus for worship.
Puja
Worship. General term referring to a variety of practices used in the home or mandir (temple).
Prashad
Sacred or sanctified food.
Reincarnation
Transmigration of souls. Belief that the atman (soul) is reborn in another earthly body after death.
Samsara
Going through; wandering. Our worldly condition: passing through a series of rebirths.
Shiva
Kindly; auspicious. Hindu god referred to as the destroyer of life.
Tulsi
Basil plant, associated with Krishna and treated as sacred by his devotees. The tulsi plant possesses healing properties and is an antidote to snake venom. It destroys
mosquitoes and other pests and purifies the air.
Varanasi
City (formerly known as Banares) on the river Ganges. An important pilgrimage centre, sacred to Shiva.
Vishnu
Hindu god referred to as the preserver or sustainer of life.
Yoga
The path of spiritual practices such as meditation. One of four paths to moksha.
Essex County Council
RE MATTERS FOR EVERY CHILD
Support materials for Key Stage 2 study unit focused on
Humanism
HUMANISM: A SECULAR WORLD VIEW
Teachers’ background notes on religious content, together with
suggestions for ‘learning from religion’ and concepts that could be explored
Humanism Study Unit
Key Stage 2
(Year 5 or Year 6)
HUMANISM: A SECULAR WORLD VIEW
Content to be used as a vehicle for learning (as identified in the statutory programme of study)
1. The meaning and historical roots of humanism
2. The British Humanist Association (BHA) and the Happy Human symbol
3. Key humanist beliefs and ideas
4. Humanist ceremonies marking key points in life (rites of passage)
5. A well-known 20th/21st century humanist (an outline of the life of Fenner Brockway is provided, but schools are given complete freedom
of choice about which humanist life to explore)
N.B.
It is a requirement of the Essex agreed syllabus that in covering the religious content identified for each study unit, teachers must ensure that
pupils have opportunities to explore issues, questions and concepts related to general human experience arising from the content covered
(learning from humanism).
Introduction to this material
These background notes and suggestions are designed to assist teachers in meeting the requirements of the Essex agreed syllabus (see box
above), and to complement further suggestions for ‘Humanism: a Secular World View’ contained in the Essex scheme of work for RE at Key
Stage 2.
The material comprises:
 Background notes for the teacher on the humanist content.
 Suggestions of issues, questions and concepts related to general human experience that could be explored in relation to the religious
content (learning from religion).
HUMANISM: A SECULAR WORLD VIEW
1. The meaning and historical roots of humanism
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following
information when enabling pupils to learn about the meaning and historical roots of humanism. It is not intended
that the subject matter will be presented to children as it appears below. It is intended that teachers will use a
variety of pedagogies when teaching RE, and suggestions are provided in the scheme of work.
Learning from humanism
Issues and questions that could be
explored in relation to some of the
subject matter in the left hand
column.
What is humanism?
The term ‘humanism’ has more than one meaning. The following definition, which combines elements
drawn from a variety of sources, attempts to distil the essence of humanism as it is generally
understood.
o Humanism puts human beings and human interests at the centre of things. Humanists believe
that fulfilment is arrived at through human effort and inventiveness rather than religion.
Humanists believe that people should think freely for themselves and should act in the light of
reason and experience, and in co-operation with others, for the promotion of human
happiness.
Humanism is a broad philosophy of life and, unlike religious believers, humanists do not have recourse
to any ultimate authority. This means that people who call themselves humanists can, and often do,
hold widely differing views. Historically humanism has generally been regarded as incompatible with
religion, but in the 1960s some Christians and other believers began to embrace humanist ideas. This
has blurred the meaning of the word, so that some humanists now find it necessary to refer to
themselves as ‘secular humanists’ or ‘scientific humanists’. This distinguishes them from ‘religious
humanists’, ‘Christian humanists’ or ‘Jewish humanists’ (the Society for Humanistic Judaism is a
worldwide movement with 40,000 adherents). This module is concerned with secular humanism.
The historical roots of humanism
Humanism is a continuous philosophical tradition that can be traced back to the thinking of some of the
philosophers of ancient Greece and beyond. From a humanist perspective, two of the most important
of these were Protagoras and Epicurus.
o Protagoras, who lived in the 4th century BCE, is sometimes called the first humanist. He
believed that everything could be explained without reference to supernatural or divine
causes. Human characteristics such as our sense of meaning and purpose, our sense of right
and wrong do not come from any god, but from human experience.
o Epicurus (341-270 BCE) also held the view that God is not necessary to explain the way
things are. He was mainly concerned with the art of living. He defined the good life as a life of
pleasure and friendship, absence of pain, and peace of mind. Death was the end of life, after
which nothing could be experienced. But Epicurus was not advocating a life of greed and selfindulgence. He taught that peace of mind required ‘moderation in all things’.
The main characteristics of humanism as it is generally understood today may be found in the
teachings of these and other ancient philosophers, and their ideas influenced the thinking of others
who have helped shape the humanist tradition: Enlightenment thinkers like Diderot and Voltaire,
Utilitarians like Jeremy Bentham and John Stuart Mill, evolutionary scientists like Charles Darwin and
th
Thomas Huxley, other scientists like the Curies and Albert Einstein, and 20 century philosophers like
Bertrand Russell.
Key concepts and
questions related to general
human experience that
could be explored.
Human being
- What is a human being?
- How are human beings
different from animals?
- If you could chose, would
you prefer to be a human
being or an animal?
- What are the best and
worse qualities that human
beings possess?
- What makes a human
being human?
- Where does our sense of
meaning and purpose, right and
wrong come from? Is it from God,
from something deep inside us,
from our experience, from other
people?
- What makes a life a good life?
- Is death the end? If you believe
that death is the end, how might
this affect the way that you live
your life? If you believe that death
is not the end, how might this affect
the way that you live your life?
- Epicurus taught moderation in all
things. This is a bit like the
Buddha’s teaching of the Middle
Way. Why might it be good not to
have too much of anything?
HUMANISM: A SECULAR WORLD VIEW
2. The British Humanist Association (BHA) and the Happy Human symbol
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the
following information when enabling pupils to learn about the BHA and the Happy Human symbol. It is
not intended that the subject matter will be presented to children as it appears below. It is intended that
teachers will use a variety of pedagogies when teaching RE, and suggestions are provided in the
scheme of work.
The British Humanist Association (BHA)
This module is concerned with humanism as a secular world-view, and the view of humanism
that is presented here is largely derived from material produced by the British Humanist
Association (BHA) (see www.humanism.org.uk). The BHA does not claim to speak for all
humanists, and there are other organisations, such as the International Humanist and Ethical
Union and the National Secular Society, that represent the interests of some humanists.
However, the BHA is widely recognised as the official voice of humanism in the UK.
o The BHA’s vision is: “A world without religious privilege or discrimination, where
people are free to live good lives on the basis of reason, experience and shared
human values”.
o The BHA’s mission is: “To promote humanism and support and represent people who
seek to live good lives without religious or superstitious beliefs”.
The BHA emphasises the fact that “humanism offers a positive ‘life-stance’ or world-view rather
than just a negative attitude towards religion", although it is true to say that some humanists
see religion as not just misguided but harmful.
The Happy Human symbol
In the 1960s, the BHA organised a competition to decide on their logo. The winning design was
originally called the Happy Man but now it is known as the Happy Human:
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The Happy Human is a stylised human figure reaching up to achieve its full potential. It
symbolises the view that we only have one life to live, and so we should try to make it happy
and fulfilling for every human being. The strap-line “For the one life we have” accompanies the
symbol as used by the BHA.
Humanist organisations all around the world use the Happy Human symbol; but before they do
so, they have to obtain permission from the BHA.
Learning from humanism
Issues and questions that could be
explored in relation to some of the subject
matter in the left hand column.
Key concepts and questions
related to general human
experience that could be
explored.
- Why might some humanists regard
religion as harmful?
- What are some of the good things about
religion?
- The language of symbols.
- Symbols encountered in our daily lives.
- Designing a new symbol for the BHA
representing humanist ideas and values.
- Why was the name of the BHA logo
changed from the Happy Man to the
Happy Human?
Symbol
- What is a symbol?
- What different types of
symbols are there?
- Why are symbols used?
- Can you think of some
different symbols for yourself,
or for different aspects of
yourself, eg the ‘inside’ you
and the ‘outside’ you?
HUMANISM: A SECULAR WORLD VIEW
3. Key humanist beliefs and ideas
Background notes for teachers
The material below is written for teachers not children. Teachers may wish
to draw on some of the following information when enabling pupils to learn
about key humanist beliefs and ideas. It is not intended that the subject
matter will be presented to children as it appears below. It is intended that
teachers will use a variety of pedagogies when teaching RE, and
suggestions are provided in the scheme of work.
-
-
-
-
-
Humanists strongly believe in the human need for happiness. In
order to achieve this, we all need to live co-operatively together,
working together for the common good. We should take
responsibility for our own actions, and try to live good lives.
Humanists do not believe in God and they believe that we can live
good lives without being religious.
Humanists use the Golden Rule as their guiding moral principle.
The rule may be stated as follows: “Treat other people as you
would like them to treat you” (“Do as you would be done by”).
Humanists believe that the rule makes sense because it is based
on our need to to be treated well by others and our aspiration to
live peacefully and harmoniously with each other. It can be
worked out by anyone, anywhere, with reference to personal
experience rather than to God or any religious teaching.
Humanists value all human beings, believing that we are all
equal. They believe in the idea of ‘common humanity’: that all
human beings, wherever they come from and whatever their
background, are the same in fundamental ways. There is far more
that unites human beings than divides them. At the same time,
humanists celebrate the diversity of human culture. They believe
that prejudices based on factors such as race, culture, belief and
gender should not be allowed to separate us.
Humanists believe that the best way to understand things is by
observing and thinking about things in a logical, rational way.
They adopt what they regard as a commonsense, down to earth
approach to life, rejecting religion and things they would see as
superstitious.
Humanists accept that science provides the best explanation for
the existence of the universe and life on earth. Humanists do not
believe that anything was created by God.
Humanists do not believe in life after death. They believe that we
have only one life. It is our responsibility to make it a good life,
and to live it to the full.
Learning from humanism
Issues and questions that could be explored in relation to
some of the subject matter in the left hand column.
- Is it possible to live a good life without being religious?
- If people followed the Golden Rule, would they always do
the right thing? How can you be sure that what you want for
yourself is what somebody else wants for himself or herself?
- Is the Golden Rule enough to make people behave in a
good way? Are any other rules necessary?
- If you had a Golden Rule for life, what would it be?
- Are all human beings fundamentally the same, despite
differences in race, culture, belief, gender and age?
- Does science provide all the answers? Are there some
things that science cannot explain?
- Do all scientists disbelieve in God, or is it possible to
believe in science and also to believe in God?
- Is death the end? If you believe that death is the end, how
might this affect the way that you live your life? If you believe
that death is not the end, how might this affect the way that
you live your life?
- To what extent do you agree with the ideas of humanism?
(On the BHA website www.humanism.org.uk there is a
questionnaire entitled ‘Are You Humanist?’)
Key concepts and questions related to
general human experience that could be
explored.
Happiness
- What is happiness?
- Is finding true happiness the most
important thing in life?
- What do we need in order to achieve
true happiness?
- How can we achieve true happiness?
- Does happiness last?
- Can money buy happiness?
- Can we ever be truly happy when we
know that we are all going to die?
Rules
- What are rules?
- Why do we need rules?
- Are all rules good rules?
- What is the difference between written
and unwritten rules?
- What happens if rules are broken?
- What rules to you try to keep for
yourself?
Equality
- What does equality mean?
- Are there people who are not treated
equally? Why is this?
- Why should people be treated equally?
- Does treating people equally mean
treating them the same or treating them
differently according to their individual
needs?
- Are you treated equally?
- Do you treat people equally?
HUMANISM: A SECULAR WORLD VIEW
4. Humanist ceremonies marking key points in life (rites of passage)
Background notes for teachers
The material below is written for teachers not children. Teachers
may wish to draw on some of the following information when
enabling pupils to learn about humanist ceremonies marking key
points in life. It is not intended that the subject matter will be
presented to children as it appears below. It is intended that
teachers will use a variety of pedagogies when teaching RE, and
suggestions are provided in the scheme of work.
Learning from humanism
Issues and questions that could be explored in relation to
some of the subject matter in the left hand column.
Key concepts and questions related to general
human experience that could be explored.
Rites of passage
- Key stages in life: birth, childhood, adolescence,
adulthood, marriage, parenthood, retirement, old age,
death. Hindus identify four stages in life (called ashramas):
student, householder, retirer and finally renouncer.
Shakespeare identified the seven ages of man (As You Like
It, Act 2, Scene 7).
- Rites of passage (ceremonies marking birth, initiation into
adulthood, marriage and death) in different religions and
cultures, both religious and non-religious.
The journey of life
- In what ways is life like a journey?
- What are the key turning points and stages on
life’s journey?
- What changes does a person go through on life’s
journey?
- What ups and downs are encountered on life’s
journey?
- Where do you want life’s journey to take you?
- What do you want to do with you life?
Baby namings or welcomings
For people who are not religious, but who want to
celebrate the birth of their baby, the British Humanist
Association (BHA) provides help with non-religious
naming ceremonies or welcomings. The BHA trains
people to act as naming celebrants and provides sample
ceremonies and a selection of poetry and prose
readings.
In humanist naming ceremonies, parents may state their
love for and commitment to their child, and their hopes
for his or her future welfare and happiness.
Instead of godparents, relatives or friends are asked to
becomes ‘guide parents’, ‘supporting adults’, ‘mentors’ or
‘special friends’. They can join in the ceremony, saying
how they will be there for the child as he or she grows
up.
Those present sometimes write a special message for
the child to read in later years.
A tree may be planted to grow along with the child.
Weddings
Secular marriage ceremonies are now available to
couples not just at Registry Offices but at many different
approved premises. For non-religious couples wanting
something more than the basic legal ceremony, the
British Humanist Association (BHA) is able to provide
help. The BHA trains people to act as wedding
celebrants and provides sample ceremonies,
suggestions for personal marriage vows and a selection
of poetry and prose readings.
Baby namings or welcomings
- Designing your own baby naming or welcoming ceremony.
- The meaning and significance of your name. Why did your
parents choose to call you by that name? Does your name
suit you?
- Initiation ceremonies in different religions and cultures,
both religious and non-religious.
- What sort of hopes do you think parents have for their
children?
- What sort of messages do you think people who attend
humanist baby naming or welcoming ceremonies would
write for children to read in later years?
Weddings
- Designing our own wedding ceremony.
- What it means to love someone to the extent that one is
prepared to commit oneself to sharing the rest of one’s life
with them.
- What is a promise? Why do people make promises? Has
anyone ever made you a promise? Did they keep their
promise? How do you feel if someone breaks their
promise? Have you ever made a promise? Did you keep it?
Identity
- What is meant by identity?
- How do people show their identity?
- What is your identity?
- How do you show your identity?
- Who are you?
Love
- What is love?
- Does love really exist?
- How do people show love?
- Are there different types of love? Is loving a parent
the same as loving a brother or a sister? Is loving a
brother or a sister the same as loving a friend? Is
loving a friend the same as loving a pet? Is loving a
pet the same as loving chocolate?
- What is the difference between loving someone
and being in love with someone?
- Who loves you?
- Who do you love?
Continued from previous page
Funerals
Humanists see their world-view as being based on
reason, not on faith. They would argue that since there is
no valid scientific evidence for life after death, we must
treat this life as our one and only life. This places a
unique and special value on each life and means that
each of us must make the most of the one life we have.
For people who are not religious, a religious funeral
service may seem insincere and bring little comfort. It
may not feel the right way to say farewell to someone
who was not religious. For this reason, the British
Humanist Association (BHA) provides alternative funeral
ceremonies. The BHA trains people to act as funeral
officiants who plan the funeral with the family. The
officiant tries to learn as much as possible about the
person who has died, so that the funeral can really
capture their life and personality. The BHA provides
sample ceremonies, suggestions of poetry and prose
readings and pieces of music.
Funerals
- Designing your own funeral service.
- Would you prefer to be buried or cremated? Why? Where
would you like to be buried or your ashes to be scattered?
- Many people (religious believers as well as humanists)
request favourite pieces of music to be played at their
funerals, or favourite pieces of writing to be read out. What
music and words would you like to have included in your
funeral service? What other things would you like to be
included at your funeral?
- Headstones, epitaphs and memorials. What sort of
headstone would you like for yourself? What would you like
to be remembered for?
- Different ideas (both religious and non-religious) about
what happens after you die.
- Stories dealing with the issue of death.
HUMANISM: A SECULAR WORLD VIEW
th
st
5. A well-known 20 /21 century humanist
Background notes for teachers
Schools are given complete freedom of choice about which humanist life to explore. A few suggestions are provided below, but
there are many other humanists that pupils could learn about. Fenner Brockway is a suitable example, and his life story has been
summarised below. It is not intended that the subject matter will be presented to children as it appears below. It is intended that
teachers will use a variety of pedagogies when teaching RE, and suggestions are provided in the scheme of work.
Learning from humanism
Issues and questions that
could be explored in relation
to some of the subject matter
in the left hand column.
Key concepts
and questions
related to general
human experience
that could be
explored.
A word of caution The people listed below all regard or regarded themselves as humanists. Others, such as Bob Geldof or the
authors Philip Pullman and Terry Pratchett, while clearly sympathetic to humanist ideas and values, stop short of describing
themselves as humanists and for this reason they have not been listed.
Examples of 20th/21st century humanists
Richard Dawkins (author and scientist)
Nehru (first Prime Minister of India)
Claire Rayner (writer, broadcaster and ‘Agony Aunt’)
Gene Roddenbury (creator of the television series Star Trek, which exemplifies humanist ideas and values)
Bertrand Russell (philosopher, mathematician and campaigner)
Fenner Brockway – his humanist world-view
Throughout his life, Fenner Brockway lived by humanist principles. He was a member of the Advisory Council of the
BHA and spoke at BHA conferences. In 1963, he described the ideals to which he had dedicated his life, “All that makes
for human happiness and friendship; human dignity; human equality; human co-operation across the boundaries of
race, colour, language and religion; human conquest of science not for war but to end poverty and disease; human
fulfilment, physically, mentally, spiritually, on earth and among the stars.”
Fenner Brockway was also profoundly affected by the natural world. When he was imprisoned as a conscientious
objector, he wept when a few blades of grass were cleared from the exercise yard (see below). He also described the
feelings that overcame him as he watched the sun setting over the sea, “This spiritual experience came one evening as
I stood looking over the green ocean towards the red sunset. A great calm came over me. I became lost in the beauty of
the scene. My spirit reached out and became one with the spirit of the sea and sky. I was one with the universe beyond.
I seemed to become one with all life. This experience had a profound effect on me. It came to me often when I was
alone with Nature. It swept over me as I looked out to the stars at night. It was a continuous inspiration. I felt that I was
more than an individual. The life of all time was within me and about me. I must serve it. I have said that this experience
is my religion, yet it leaves me an agnostic. I have no sense of a personal God. My philosophy is founded on the
experience I described. I cannot be other than a world citizen, identifying with all peoples.”
- The things that really
mattered to Fenner
Brockway were firstly people
and secondly the natural
world. As far as religion is
concerned, he had no sense
of a personal God. What are
the things that really matter
to you? Do you think Fenner
Brockway would have acted
any differently in his life if he
had believed in God?
- The beauty, majesty,
intricacy and diversity of the
natural world, and its ability
to evoke a sense of awe and
wonder, to inspire and to
instil a sense of peace.
Commitment
- What does it
mean to be
committed?
- What sort of
thing are people
committed to?
- How do people
show their
commitment?
- Who or what are
you committed to?
Continued from previous page
Fenner Brockway – key events in his life
In 1888 Fenner Brockway was born in Calcutta in India, where his parents worked as Christian missionaries.
He was sent home to be educated in England. “The only thing I learned to do well at school was play rugby.” He was a
natural rebel, and by the time he was 16 he spent many hours writing political pamphlets.
In 1907, just after his 19th birthday, he joined the Independent Labour Party (ILP). He began public speaking, wearing a
red tie to show his socialist leanings.
By 1911 he had become the editor of the ILP’s paper, the ‘Labour Leader’.
He was a pacifist, and in the lead up to the First World War, the ‘Labour Leader’ came out strongly against going to war.
The front page of July 23 1914 carried an article by Fenner Brockway, with the headline THE WAR MUST BE
STOPPED.
At one meeting he was shouted down by a hostile audience and had to be protected by police when he left. Another
time, “Five men waited for me at a lonely place on the canal bank, and beat me up. I must have been a pacifist in
temperament as well as conviction, for even when the first blow came I did not lift a hand in retaliation.” Fortunately for
Fenner Brockway, a passer-by appeared and the attackers fled.
In 1914 Fenner Brockway and a pacifist friend called Clifford Allen formed the No Conscription Fellowship which
campaigned to stop men being forced to join the army. Newspapers were highly critical, calling Fenner and his
colleagues the ‘save-their-own-skin brigade’ and the ‘won’t-fight funks’.
In 1915 the ‘Labour Leader’ office was raided by the police and Fenner Brockway was taken to court for printing anti-war
material. He was found not guilty.
In 1916 he and Clifford Allen were both arrested for distributing a leaflet criticizing the introduction of conscription. When
they refused to pay their fines, they were sentenced to two months in Pentonville Prison.
Soon after being released, Fenner Brockway was re-arrested for refusing to join the armed forces. Considered a traitor,
he was imprisoned in the Tower of London. He was later transferred to a dungeon at Chester Castle, where he learned
that 6,000 men were serving jail sentences as conscientious objectors.
He now had to serve six months’ imprisonment with hard labour in Wormwood Scrubs. This was a kind of imprisonment
new to him. No letters or visits. Bread-and-water punishments. Sewing 70 feet of mailbags a day. Outdoor manual work
in tough weather conditions. His wife was allowed to visit him just once. She brought their 18-month-old daughter with
her, and the meeting took place in cubicles separated by strong wire mesh. “I can still see,” he wrote 25 years later, “the
wondering eyes with which my daughter looked at her father in a cage.”
When he had finished his jail sentence, he continued to refuse to obey military orders, and again he was imprisoned.
This time he was sent to Walton Prison in Liverpool. Imprisonment was tough on all the inmates. “We were treated like
animals without minds or personality.”
The most insignificant things in nature provided some comfort. “One day I saw a few blades of grass growing between
two slabs of stone in the exercise yard. Young and green, they excited me like wine. I feasted my eyes on them each
day.” When a working party cleared the grass from the exercise yard, Fenner Brockway wept.
When his time in Walton Prison was up, he again refused to accept military authority. This time he was sentenced to 2
years hard labour. The sentence was announced in front of 3,000 soldiers lined up on a parade ground. “I shall be proud
to do it,” he told the officers, loud enough for the soldiers to hear, and the lines of men ‘seemed to shiver with shock’.
The 2 year sentence was to be served in Chester Castle, where he had been detained before. After leading a campaign
against the harsh prison regime, he was moved to Lincoln prison and was put on punishment diet for a month. Even
when the war ended he wasn’t released: the sentence had to run its course. He finally left Lincoln in 1919, having been
in one prison or another for 28 months, the last 8 entirely in solitary confinement.
After the war, Fenner Brockway became a socialist newspaper editor once more. He used his position to campaign for
India to become an independent country.
- Pacifism and pacifists,
including pacifism in religion
(e.g. the beliefs of the
Religious Society of Friends
or Quakers and Mahatma
Gandhi who believed in nonviolence).
- People who have been
imprisoned tortured and even
killed for what they believe.
- In his book An Evil
Cradling, Brian Keenan, held
hostage in Beirut, describes
his overwhelming joy at
being given a bowl of fruit,
“The fruits, the colours,
mesmerize me in a quiet
rapture that spins through my
head. I am entranced by
colour. I lift an orange into
the flat filthy palm of my hand
and feel and smell and lick it.
The colour orange, the
colour, the colour, my God
the colour orange. Before me
is a feast of colour. I feel
myself begin to dance,
slowly, I am intoxicated with
colour. Such wonder, such
absolute wonder in such an
insignificant fruit.” What
ordinary things that we take
for granted might we very
grateful for if we were
deprived of them?
Pacifism
- What is
pacifism?
- Why are some
people pacifists?
- Is it ever right to
go to war? When
might it be right?
- What should
society do with
pacifists in the
event of war?
Should people
have the right to
be conscientious
objectors, or
should they be
imprisoned if they
do not wish to
fight?
- To what extent
are you a pacifist?
Continued from previous page
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In 1929 he was elected as a Labour member of parliament, but in 1931 he lost his seat.
With the rise of Fascist dictators in Europe, he began to have doubts about the merits of pacifism. He travelled in
Europe, and in Germany saw for himself the effects of Nazism. He became involved in organising resistance to Franco in
Spain and Hitler in Germany, and he supported Britain's involvement in the Second World War. He later wrote: "I was in
all my nature opposed to war. I could never see myself killing anyone and had never held a weapon in my hands. But I
saw that Hitler and Nazism had been mainly responsible for bringing the war and I could not contemplate their victory."
He stayed in London throughout the Second World War. It was at his suggestion that the government set up a national
Fire Service to spot and put out fires caused by enemy bombs. He also took part in protests against British carpet
bombing of civilian areas in Germany.
In 1947, two years after the Second World War had ended, he was invited to speak at a May Day rally in Hamburg. The
Foreign Secretary said that he could go - on one condition. “I was told I could only go to Germany if I joined the army
temporarily. I was given the rank of Captain and handed a uniform. I laughed at the irony of it. In the First World War I
was court-martialled for refusing to put on army uniform, and here I was accepting it to go on a socialist mission!”
In Germany he was shocked by what he saw of the results of war, especially the hunger. “I used to save a roll of bread
from every meal. At first I offered it shyly to a boy or girl in the street, but soon I realised that no-one was ashamed to
accept food.” This visit was the first of many travels abroad in the interests of human rights, socialist principles and
peace.
In 1950 he was elected for the second time as a Labour member of parliament. He remained MP for Eton and Slough
until 1964 when to the surprise of many, he accepted a life peerage.
In 1951 he became one of the founders of War on Want, which still fights global poverty today.
During the 1950s, at the height of the Cold War, Russia and the West were engaged in a nuclear arms race. In 1954
Fenner Brockway brought MPs together to start the movement which would lead eventually to the formation of the
Campaign for Nuclear Disarmament (CND) in 1958. Later (in 1979) he co-founded the World Disarmament Campaign.
In the 1950s many immigrants from Commonwealth countries came to post-war Britain to expand the workforce at a time
when people were needed to fill jobs. Many of these settlers faced widespread prejudice and discrimination. From the
late 1950s, Fenner Brockway regularly tried to persuade parliament to introduce laws to end racial discrimination, but he
kept on being defeated. He had to wait until 1976, when he was 88 years old, before the Race Relations Act was finally
passed.
In 1965 he started the British Committee for Peace in Vietnam. In 1967 he set up a committee for peace in Nigeria, and
helped bring about a truce ending the Biafran war there. In 1975 he was negotiating for peace in Cyprus. In 1982 he was
in Moscow with his own draft for a Peace Programme. In 1983 he was in Prague for the World Conference for Peace and
Life, and between 1983 and 1985 he appeared at peace conferences in cities all over Europe.
Fenner Brockway died in 1988, six months before his 100th birthday. A statue of him stands near Conway Hall Humanist
Centre in Red Lion Square in central London.
- In supporting the war effort
against Hitler, Fenner
Brockway went against his
own deeply held pacifist
views. Have you ever
changed your mind about
something in the light of
experience?
- Most people would agree
that the world would be a
better safer place if there
were no nuclear weapons.
But since many countries do
have nuclear weapons,
would it be a sensible thing
for Britain to give them up
‘unilaterally’ as many
members of CND wanted?
- Fenner Brockway
campaigned for many years
for laws to protect people
from minority ethnic groups.
Laws were introduced in
1976 and 2000 to ensure that
people of different racial
groups are treated equally.
Why are such laws
necessary? Is racism still a
problem in our society? What
can we do to end racism?
- Fenner Brockway has been
honoured with a statue in
London. If you could honour
someone with a statue, who
would you choose and why?
Essex County Council
RE MATTERS FOR EVERY CHILD
Support materials for Key Stage 2 study unit focused on
Islam

THE FIVE PILLARS OF ISLAM
Teachers’ background notes on religious content, together with
suggestions for ‘learning from religion’ and concepts that could be explored

Islam Study Unit
Key Stage 2
(Year 5 or Year 6)
THE FIVE PILLARS OF ISLAM
Religious content to be used as a vehicle for learning (learning about religion - as identified in the statutory programme of study)
1. Introduction to the Five Pillars of Islam (complementary Christian content: the Ten Commandments)
2. First pillar: the shahadah (declaration of faith) (complementary Christian content: the Nicene creed)
3. Second pillar: salah (worship of Allah) (complementary Christian content: Jesus’ teaching about prayer)
4. Third pillar: zakah (‘poor due’) (complementary Christian content: tithing and giving to charity)
5. Fourth pillar: sawm (fasting during Ramadan) (complementary Christian content: giving up things for Lent)
6. Fifth pillar: Hajj (pilgrimage to Makkah) (complementary Christian content: Christian pilgrimage centres)
N.B.
It is a requirement of the Essex agreed syllabus that in covering the religious content identified for each study unit, teachers must ensure that
pupils have opportunities to explore issues, questions and concepts related to general human experience arising from the content covered
(learning from religion).
Introduction to this material
These background notes and suggestions are designed to assist teachers in meeting the requirements of the Essex agreed syllabus (see box
above), and to complement further suggestions for ‘The Five Pillars of Islam’ contained in the Essex scheme of work for RE at Key Stage 2.
The material comprises:
 Background notes for the teacher on the religious content (learning about religion). Suggestions of complementary Christian content
are also provided.
 Suggestions of issues, questions and concepts related to general human experience that could be explored in relation to the religious
content (learning from religion).
 A glossary of terms.
THE FIVE PILLARS OF ISLAM
1. Introduction to the Five Pillars of Islam
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of
the following information when enabling pupils to learn about the Five Pillars of Islam. It is not
intended that the subject matter will be presented to children as it appears below. It is intended
that teachers will use a variety of pedagogies when teaching RE, and suggestions are provided
in the scheme of work.
-
The five pillars of Islam are as follows:
o First pillar: the shahadah (declaration of faith)
o Second pillar: salah (worship of Allah)
o Third pillar: zakah (‘poor due’)
o Fourth pillar: sawm (fasting during Ramadan)
o Fifth pillar: hajj (pilgrimage to Makkah)
The five pillars are the five basic duties of every Muslim. They support the whole
Islamic way of life. During his last sermon (delivered in 632 CE on the plain of Arafat),
the Prophet Muhammad spoke these words: “O people, listen to me in earnest.
Worship Allah (the one creator of the universe), perform your five daily prayers, give
what you are obliged to out of your wealth and fast during the month of Ramadan.
Perform Hajj if you can afford to”.
-
 Complementary Christian content
-
Christians are expected to live according to the Ten Commandments (Exodus 20:117).
Learning from religion
Issues and questions that could be explored in
relation to some of the subject matter in the left
hand column.
Key concepts and questions
related to general human
experience that could be
explored.
- In order to make the ‘five pillars’ meaningful,
questions such as the following could be
explored:
o What do you believe in?
o Can you think of something important
that you do every day?
o Can you think of something important
that you have given to someone else?
o Have you ever given up something or
gone without something?
o Can you think of a journey you have
been on to a place that is special to
you?
- What are the ‘five pillars’ of your life: the things
that support you, help you, guide you and carry
you through?
Duty
- What is a duty?
- What sort of duties do people
have?
- Who has duties?
- Who and what do we have
duties towards?
- What duties do people have
towards you?
- What are your most important
duties?
THE FIVE PILLARS OF ISLAM
2. First pillar: the shahadah (declaration of faith)
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the
following information when enabling pupils to learn about the shahadah. It is not intended that the
subject matter will be presented to children as it appears below. It is intended that teachers will use a
variety of pedagogies when teaching RE, and suggestions are provided in the scheme of work.
-
The first duty of a Muslim is to recite the shahadah as often as possible: ‘La ilaha illal Lahu
Muhammadur rasulullah’ (‘I bear witness that there is no god but Allah and I bear witness that
the Prophet Muhammad is his messenger’).
By repeating the words with sincerity, a Muslim is declaring his or her intention to live in
obedience to Allah. The word ‘niyyah’ (intention) is very important in Islam. Muslims believe
that actions are judged by their intentions rather than their consequences. An action may fail
to have the intended effect; but as long as the intention was good, the action itself will be
seen as good.
-
 Complementary Christian content
-
Most Christians in the world today accept the Nicene creed (from the Latin ‘credo’ meaning
‘I believe’) as the basic statement of their faith. It expresses belief in the Holy Trinity (God
as Father, Son and Holy Spirit): “We believe in one God, the Father, the almighty, maker of
heaven and earth, of all that is, seen and unseen. We believe in one Lord, Jesus Christ,
the only begotten son of God … We believe in the Holy Spirit, the Lord, the giver of life …
With the Father and the Son he is worshipped and glorified …”
Learning from religion
Issues and questions that could be
explored in relation to some of the subject
matter in the left hand column.
Key concepts and questions
related to general human
experience that could be
explored.
- What do you believe in? What would be
your statement of faith?
- Promises made by Cubs and Brownies.
- Muslims believe that the reason why we
do things is very important. They call this
‘niyyah’ (intention). A Muslim would say
that it doesn’t matter if something turns out
bad, provided that you intended it to be
good. What do you think about this?
Faith
- What is faith?
- Some people have faith in
God. What other things do
people have faith in?
- How do people show their
faith?
- Do you have to be religious to
have faith?
- What do you have faith in?
- In what ways do people have
faith in you?
Belief
- What is belief?
- Does everyone have the
same beliefs?
- What are some of the things
that different people believe?
- Does everyone believe in the
same things?
- What are some of the things
that different people believe in?
- How do people show their
beliefs?
- Do you have to be religious to
believe in something?
- What do you believe?
- What do you believe in?
- In what ways do people
believe in you?
THE FIVE PILLARS OF ISLAM
3. Second pillar: salah (worship of Allah)
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the
following information when enabling pupils to learn about salah. It is not intended that the subject
matter will be presented to children as it appears below. It is intended that teachers will use a variety of
pedagogies when teaching RE, and suggestions are provided in the scheme of work.
-
The second duty of a Muslim is to pray five times a day at set times and in set sequences (see
Y3/4 Study Unit entitled The Mosque and Prayer). The aim of regular worship is to develop
love for and devotion to Allah.
 Complementary Christian content
-
Jesus taught that Christians should pray in private (Matthew 6.6) using the words of the
Lord’s prayer (Matthew 6.9-13) (see Y3/4 Study Unit entitled Jesus’ Teaching).
Learning from religion
Issues and questions that could be
explored in relation to some of the subject
matter in the left hand column.
Key concepts and questions
related to general human
experience that could be
explored.
- Assembly and collective worship at
school: its purpose and the sense of
community that is developed through
these.
- Our school prayer (if we have one).
- Our own prayers.
Worship
- What is worship?
- Some people worship God.
What other things do people
worship?
- How do people worship?
- Who/what do you worship?
THE FIVE PILLARS OF ISLAM
4. Third pillar: zakah (‘poor due’)
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the
following information when enabling pupils to learn about zakah. It is not intended that the subject
matter will be presented to children as it appears below. It is intended that teachers will use a
variety of pedagogies when teaching RE, and suggestions are provided in the scheme of work.
-
The third duty of a Muslim is to purify wealth by payment of what many Muslims call ‘poor
due’. Zakah is referred to in this way because all who can afford it have a duty to give it,
and the poor have a right to receive it.
Zakah is calculated at 2.5% of a person’s disposable income. This is usually paid
annually at the end of Ramadan.
Zakah supports the ummah (the worldwide community of Muslims) by providing for the
poor and needy. Muslims in Britain often give to their ‘brothers’ and ‘sisters’ in other less
affluent countries.
The act of giving, as well as being obligatory, also purifies the giver of selfishness and
greed.
Many Muslims contribute to the Red Crescent, an Islamic humanitarian organisation
allied to the Red Cross.
At the end of Ramadan (the month of fasting), many Muslims give to the poor and needy.
This is known as sadaqah ul-fitr.
-
 Complementary Christian content
-
-
In medieval times, a tithe or a tenth of produce, income or profits would be contributed
to the church. The agricultural tithe of the parish would be stored in the tithe barn, of
which there are some fine examples in Essex including the 13th century Grange Barn
at Coggeshall.
Giving to charity is an important religious duty for many Christians, and collections are
taken at church services.
Learning from religion
Issues and questions that could be explored
in relation to some of the subject matter in
the left hand column.
Key concepts and questions
related to general human
experience that could be
explored.
- Charities supported by our school, our
community, ourselves.
Giving
- What things do people give?
Think of material gifts and nonmaterial gifts.
- Who do people give to?
- Why do people give?
- How do you feel if you are
given something?
- Why might a person not want
to be given anything?
- In what ways do people give to
you?
- In what ways do you give to
others?
THE FIVE PILLARS OF ISLAM
5. Fourth pillar: sawm (fasting during Ramadan)
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the
following information when enabling pupils to learn about sawm. It is not intended that the subject
matter will be presented to children as it appears below. It is intended that teachers will use a
variety of pedagogies when teaching RE, and suggestions are provided in the scheme of work.
-
The fourth duty of a Muslim is to follow the example of the Prophet Muhammad by fasting
during the month of Ramadan. During Ramadan, Muslims are prohibited from eating,
drinking, smoking or having sexual intercourse from just before dawn until sunset.
Children below the age of puberty do not have to keep the fast, although many choose to.
Fasting is not obligatory for people who are mentally unfit, people travelling long
distances, people who are unwell and women who are menstruating, pregnant or breast
feeding.
Muslims believe that fasting helps them in many ways. It enables them to:
o better understand some of the characteristics of Allah, who has no physical
needs to satisfy;
o empathise with people who do not have sufficient food and drink;
o exercise control over their desires and cravings.
Ramadan, the month of fasting, ends with the festival of Id ul-Fitr.
-
-
-
 Complementary Christian content
-
Many Christians give up luxuries and indulgences during Lent, the 40 day period
leading up to Easter. In the Eastern Church, Lent is known as the Great Fast.
Learning from religion
Issues and questions that could be explored
in relation to some of the subject matter in
the left hand column.
Key concepts and questions
related to general human
experience that could be
explored.
- Fasting in other religions, eg some Hindus
fast during certain festivals such as
Mahashivratri (honouring Shiva) and Jews
fast for 25 hours during Yom Kippur (the Day
of Atonement).
- Fasting as a protest: hunger strikes.
- Most of us fast overnight, breaking our fast
at ‘breakfast’.
- Some people pay a lot of money to go on
enforced ‘fasts’ at health farms!
Self-denial/abstinence
- What is selfdenial/abstinence?
- Why do people deny
themselves/abstain from certain
things?
- Do you ever deny yourself
anything?
THE FIVE PILLARS OF ISLAM
6. Fourth pillar: hajj (pilgrimage to Makkah)
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the
following information when enabling pupils to learn about hajj. It is not intended that the subject
matter will be presented to children as it appears below. It is intended that teachers will use a
variety of pedagogies when teaching RE, and suggestions are provided in the scheme of work.
Fifth pillar: Hajj (pilgrimage to Makkah)
Teachers can draw on some of the following information when enabling pupils to learn about Hajj.
The fifth duty of a Muslim is to follow the example of the Prophet Muhammad by
undertaking the pilgrimage to Makkah and other holy places associated with him. All adult
Muslims who have the means and who are fit enough are expected to perform the Hajj at
least once in their lives (see Y5/6 Study Unit entitled The Ka’bah and the Hajj).
 Complementary Christian content
-
There are many important centres of Christian pilgrimage, such as Bethlehem and
Jerusalem in the ‘Holy Land’ of Israel, St Peter’s Basilica in Rome, Santiago de
Compostela in Spain, Lourdes in France, and Canterbury and Walsingham in England.
Learning from religion
Issues and questions that could be explored
in relation to some of the subject matter in
the left hand column.
- Pilgrimage centres in other religions, eg;
the city of Varanasi (sacred to Hindus) on the
banks of the river Ganges; the confluence of
the Ganges and the Yamuna (where up to 15
million Hindus gather every 12 years for the
Kumbh Mela); the Western Wall in
Jerusalem (sacred to Jews); the Golden
Temple of the Sikhs in Amritsar; and Bodh
Gaya (the forest glade where the Buddha
achieved enlightenment).
- The reasons people go on pilgrimage.
- Places that are special to us. Why are they
so special?
- Feelings associated with going on journeys:
anticipation, excitement and probably a bit of
boredom. It often feels good to get home
again too!
Key concepts and questions
related to general human
experience that could be
explored.
THE FIVE PILLARS OF ISLAM
Glossary of Islamic terms used in this unit
Literal translations into English are in italics
Allah
The Islamic name for God in the Arabic language. Used in preference to the word God, this Arabic term is singular, has no plural, nor is it associated with masculine,
feminine or neuter characteristics.
Hajj
Annual pilgrimage to Makkah and other holy places, which each Muslim must undertake at least once in a lifetime if he or she has the health and wealth.
Id ul-Fitr
Celebration of breaking the fast on the day after Ramadan ends.
Muhammad
Praised. Name of the final prophet.
Niyyah
Intention. A declaration by a Muslim of sincere intention to perform an act of worship. It is obligatory before salah, and has also held to be required before almsgiving,
fasting, pilgrimage and sacrifice. Without the act of intention the action would be vain or invalid. In Islamic law, the basis for judging someone’s actions is the intention
rather than their effect.
Prophet
One who reveals the will of Allah.
Ramadan
The ninth month of the Islamic calendar, during which fasting is required as ordered by Allah in the Qur’an.
Sadaqah
Voluntary payment or good action for charitable purposes.
Salah
Prescribed communication with, and worship of Allah, performed under specific conditions in the manner taught by the Prophet Muhammad, and recited in the Arabic
language. Muslims believe the five daily times of salah are fixed by Allah.
Sawm
Fasting from just before dawn until sunset. Abstinence is required from all food and drink (including water) as well as smoking and sexual intercourse.
Shahadah
Declaration of faith, which consists of the statement, ‘I bear witness that there is no god but Allah and I bear witness that the Prophet Muhammad is his messenger’.
Ummah
Community. Worldwide community of Muslims; the nation of Islam.
Zakah
Purification of wealth by payment of annual ‘poor due’. An obligatory act of worship.
Essex County Council
RE MATTERS FOR EVERY CHILD
Support materials for Key Stage 2 study unit focused on
Islam

THE KA’BAH AND THE HAJJ
Teachers’ background notes on religious content, together with
suggestions for ‘learning from religion’ and concepts that could be explored

Islam Study Unit
Key Stage 2
(Year 5 or Year 6)
THE KA’BAH AND THE HAJJ
Religious content to be used as a vehicle for learning (learning about religion - as identified in the statutory programme of study)
1. Makkah, the Ka’bah and the Prophet Muhammad
2. The Hajj (pilgrimage to Makkah) (complementary Christian content: Christian pilgrimage centres)
N.B.
It is a requirement of the Essex agreed syllabus that in covering the religious content identified for each study unit, teachers must ensure that
pupils have opportunities to explore issues, questions and concepts related to general human experience arising from the content covered
(learning from religion).
Introduction to this material
These background notes and suggestions are designed to assist teachers in meeting the requirements of the Essex agreed syllabus (see box
above), and to complement further suggestions for ‘The Ka’bah and the Hajj’ contained in the Essex scheme of work for RE at Key Stage 2.
The material comprises:
 Background notes for the teacher on the religious content (learning about religion). Suggestions of complementary Christian content
are also provided.
 Suggestions of issues, questions and concepts related to general human experience that could be explored in relation to the religious
content (learning from religion).
 A glossary of terms.
THE KA’BAH AND THE HAJJ
1. Makkah, the Ka’bah and the Prophet Muhammad
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of
the following information when enabling pupils to learn about Makkah, the Ka’bah and
Muhammad. It is not intended that the subject matter will be presented to children as it
appears below. It is intended that teachers will use a variety of pedagogies when teaching RE,
and suggestions are provided in the scheme of work.
The city of Makkah and the Ka’bah
th
In the 6 century CE, the city of Makkah in Arabia was a major trading centre.
Merchants crossing from India to the Mediterranean and from Africa to Persia
exchanged their goods in the markets of Makkah.
It was also an important religious centre. In Makkah stood the Ka’bah, a cube-shaped
wooden structure believed to have been built by Ibrahim (Abraham) on the site of an
earlier structure built by Adam. (The English word ‘cube’ derives from the Arabic word
‘ka’bah’.) Inside and around the Ka’bah were statues of 360 tribal gods, and once a
year Arab tribes went there on pilgrimage. This brought great wealth to the people of
Makkah.
The tribe that ruled Makkah was known as the Quraish. Members of this tribe were
responsible for looking after the Ka’aba and for acting as its custodians.
Muhammad’s connection with the Ka’bah
In 570CE, Muhammad (meaning ‘One Who Praises’) was born into the Quraish tribe.
His father, Abdullah, a merchant, died before he was born and his mother, Amina,
died when he was six years old. Muslims believe that Muhammad suffered the loss of
both parents when he was young because Allah wanted him to experience the pain of
being an orphan and the sorrows associated with poverty.
For two years Muhammad was looked after by his grandfather, Abd al-Muttalib. Abd
al-Muttalib was the custodian of the Ka’bah and a man famous for his saintliness.
When his grandfather died, Muhammad was raised by his merchant uncle, Abu Talib.
After travelling widely and broadening his experience, Muhammad himself became a
trader. He was known as al-Amin (the Trustworthy) and, as the following story
illustrates, he was greatly respected for his wisdom.
When Muhammad was 35, the Ka’bah was being rebuilt after a flood. There was
disagreement as to which tribe should have the honour of lifting the sacred black
stone (see glossary below) back into place (it is still embedded into a corner of the
Ka’bah). Muhammad solved the dispute by rolling the black stone onto his cloak and
allowing all the tribal leaders to lift the cloak together. Muhammad himself guided it
back into position.
Learning from religion
Issues and questions that could be explored in
relation to some of the subject matter in the left
hand column.
- Why some religious people such as Hindus
find it helpful to have lots of images of God,
while others, such as Muslims, Jews and Sikhs,
do not.
Key concepts and questions
related to general human
experience that could be explored.
Sacred/holy
- What does it mean for something
to be sacred or holy?
- For something to be sacred or
holy, does it have to be religious?
- How should something that is
sacred or holy be treated?
- What is sacred or holy to you?
Resilience
- Muhammad had great resilience.
What does it mean to be resilient?
- How do people show resilience?
- Can you think of examples of
people who have shown
resilience?
- Is it good to be resilient?
- Are you a resilient person?
- The black stone is the most sacred and holy
object in the world for Muslims. What objects
are special to you. Why are they so special?
Leadership
- What makes a good leader? Can
you think of examples of people
who have made good leaders?
- What makes a bad leader? Can
you think of examples of people
who have made bad leaders?
- Does anyone act as your leader?
- What sort of leader would you
make?
Continued from previous page
The Prophet Muhammad purifies the Ka’bah
When he received his revelations from Allah, the Prophet Muhammad criticised the
people of Makkah for worshipping many gods rather than the one true God. This
made him extremely unpopular, for the people of Makkah depended on pilgrims
coming to worship the idols housed in and around the Ka’bah for much of their
prosperity.
The persecution suffered by the Prophet Muhammad and his followers became so
intense that in 622CE they were forced to escape from Makkah to Madinah. This
event is known as the Hijrah (departure or emigration), and Muslims date their
calendar from this point in their history. The people of Madinah recognised
Muhammad as a true prophet and he became their leader.
Conflict between Makkah and Madinah was inevitable, and war broke out. In 630CE,
the Prophet Muhammad advanced on Makkah with an army of 20,000 followers.
Muhammad’s force entered Makkah without any bloodshed and took the city. The
Prophet ordered that all the idols should be destroyed and declared that the Ka’bah
would now be a place for the worship of Allah alone. To this day, Muslims the world
over turn towards the Ka’bah whenever they pray.
In 632CE (the year of his death), the Prophet Muhammad went on pilgrimage to
Makkah for the final time, and established the rites of the Hajj.
- Persecution suffered by people of different
religions, eg the ancestors of the Jewish people
in ancient Egypt; the early Christians in Rome;
the persecution of Sikhs by Muslims at the time
of the Mughal empire in India.
- Anti-Islamic sentiment in the western world
today.
- Different calendars and dates from which
different people count the years (eg Jews count
the years from the creation of the world,
Christians count the years from the birth of
Jesus).
- The value of resolving things peacefully,
without violence.
THE KA’BAH AND THE HAJJ
2. The Hajj (pilgrimage to Makkah)
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw
on some of the following information when enabling pupils to learn about the Hajj. It
is not intended that the subject matter will be presented to children as it appears
below. It is intended that teachers will use a variety of pedagogies when teaching
RE, and suggestions are provided in the scheme of work.
-
-
-
-
-
-
The Hajj (the fifth pillar of Islam) is the annual pilgrimage to Makkah
performed by around two million people during the month of Dhul Hijjah.
All adult Muslims who have the means and who are fit enough are
expected to undertake the Hajj at least once in their lives. For many,
undertaking the Hajj is very expensive and requires great personal
sacrifice. Men who achieve this are called Hajji and women are called
Hajjah.
All the pilgrims wear ihram. For men, this consists of two pieces of white
cloth. For women, ihram consists of their normal modest clothing, although
many women choose to wear a long white dress and a white headscarf.
Wearing ihram is a sign of purity, equality and unity.
As soon as they arrive in Makkah, whether it is day or night, the pilgrims
perform tawaf. This involves walking around the Ka’bah seven times. As
they pass the south-eastern corner, those who are close enough will kiss
or touch the black stone (see glossary below). Others will salute it.
A long covered walkway has been incorporated into the mosque complex
that surrounds the Ka’bah. This links two hills, As-Safa and Al-Marwah.
The Qur’an tells of how Hagar, the wife of Ibrahim (Abraham), ran
frantically between these two hills in a desperate search for water, only to
find that Ishmail, her son, had found water by digging his feet into the sand
as he lay dying of thirst. The source of water that he discovered (it was
opened up by the angel Jibril (Gabriel)) is called the well of Zamzam. In a
ritual called sa’y, the pilgrims hurry seven times up and down the walkway
between As-Safa and Al-Marwah. They then visit the Zamzam well.
After camping in the vast tented city at Mina, the pilgrims travel to the plain
of Arafat and gather around the Mount of Mercy. This is where the Prophet
Muhammad preached his famous last sermon. From noon until sunset, all
the pilgrims stand under the hot sun in quiet meditation and prayer,
seeking forgiveness for their sins.
The following words from Muhammad’s last sermon emphasise the
equality of all people and the unity of all Muslims, which finds expression
in the Hajj: “All mankind is from Adam and Eve. An Arab has no superiority
over a non-Arab nor has a non-Arab any superiority over an Arab; also a
white person has no superiority over a black person nor has a black
person any superiority over a white person, except by piety and good
action. Learn that every Muslim is a brother to every other Muslim and that
the Muslims constitute one brotherhood”.
Learning from religion
Issues and questions that could be explored in relation to
some of the subject matter in the left hand column.
Key concepts and questions
related to general human
experience that could be explored.
- Pilgrimage centres in other religions, eg; the city of
Varanasi (sacred to Hindus) on the banks of the river
Ganges; the confluence of the Ganges and the Yamuna
(where up to 15 million Hindus gather every 12 years for
the Kumbh Mela); the Western Wall in Jerusalem (sacred to
Jews); the Golden Temple of the Sikhs in Amritsar; and
Bodh Gaya (the forest glade where the Buddha achieved
enlightenment).
- The reasons people go on pilgrimage.
- Places that are special to us. Why are they so special?
- Different types of journeys that people make: daily
journeys made out of necessity for practical reasons (eg to
school, to the shops); journeys made for pleasure (eg bike
rides, boat trips, walks); journeys made to special places
(eg holiday destinations, a loved one’s grave, religious
pilgrimages); journeys that are a challenge (eg climbing
mountains, flying a balloon around the world, swimming the
channel); journeys of discovery (eg journeys of exploration,
space missions); journeys made for a cause (eg the Jarrow
march, sponsored walks); journeys that people are forced
to make (eg refugees, people who are persecuted).
- Feelings associated with going on journeys: anticipation,
excitement and probably a bit of boredom. Relief (and
tiredness) at arriving safely at one’s destination. It often
feels good to get home again too!
- The human need to journey, to venture, to explore, to
discover, to face challenges; the attendant risks
(exemplified by Scott of the Antarctic, mountaineers who
have died, journeys into space, etc); and the sense of
achievement when journey’s end is reached.
- Clothing that provides a sense of group identity, eg
uniform (including school uniform), sports kit, fashion.
- Symbolic white clothing, eg christening robes and
wedding dresses.
- The idea that all people are ultimately of equal value.
Community
- What makes a community?
- What do people gain from
belonging to a community?
- What might be the
disadvantages of belonging to a
community?
- What are the expectations of
different communities and what
happens when members of the
community fail to live up to these?
- How do people show they
belong to different communities?
- Which communities do you
belong to?
Ritual
- What is a ritual?
- Why do people have rituals?
- Are rituals always religious?
- Do you have any rituals in your
life?
Sacrifice
- What is a sacrifice?
- Is it good to make sacrifices?
- What is the ultimate sacrifice?
- Has anyone ever sacrificed
anything for you?
- Have you ever sacrificed
anything?
Continued from previous page
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Before leaving the plain of Arafat, the pilgrims collect seven small stones
from the ground. On their return to Mina, they hurl the stones at three
jamras (stone pillars) representing Shaytan (the devil). The ritual recalls
the story of how Allah tested the faith of Ibrahim (Abraham) by demanding
that he sacrifice Ishmail his son. Shaytan made three attempts to
persuade Ibrahim to disobey Allah by not going through with the sacrifice,
hence the three pillars.
Many pilgrims mark the end of the Hajj by sacrificing an animal such as a
sheep or a goat. This takes place at Mina on the tenth day of the month of
Dhul Hijjah. As the pilgrims perform their sacrifices, Muslims all over the
world celebrate the festival of Id ul-Adha, often joining in with sacrifices. A
third of the meat is given to the poor. The sacrifices remind Muslims of
how, like Ibrahim, they must be prepared to give up everything for Allah.
They also recall how Ibrahim eventually sacrificed a ram instead of his
son, Ishmail.
-
 Complementary Christian content
-
There are many great centres of Christian pilgrimage, such as
Bethlehem and Jerusalem in the ‘Holy Land’ of Israel, St Peter’s
Basilica in Rome, Santiago de Compostela in Spain, Lourdes in France,
and Canterbury and Walsingham in England.
THE KA’BAH AND THE HAJJ
Glossary of Islamic terms used in this unit
Literal translations into English are in italics
Allah
The Islamic name for God in the Arabic language. Used in preference to the word God, this Arabic term is singular, has no plural, nor is it associated with masculine,
feminine or neuter characteristics.
Al-Marwah
One of two small hills (the other being As-Safa) in the grand mosque in Makkah linked by a covered walkway (see Sa’y).
As-Safa
One of two small hills (the other being Al-Marwah) in the grand mosque in Makkah linked by a covered walkway (see Sa’y).
Black stone
The black stone, encased in silver, is set into the south-eastern corner of the Ka’bah at head height. It is probably a meteorite. According to Islamic tradition, it came
down from heaven and Adam put it in the original Ka’bah. The angel Jibril (Gabriel) gave it to Ibrahim (Abraham) to put in the rebuilt Ka’bah. It is said that it was originally
white, but turned black when humankind’s sins multiplied.
Dhul Hijjah
The month of the Hajj, last month of the Islamic year.
Hagar
Wife of the Prophet Ibrahim (Abraham) and mother of Ishmail.
Hajj
Annual pilgrimage to Makkah and other holy places, which each Muslim must undertake at least once in a lifetime if he or she has the health and wealth.
Hajji /Hajjah
Title given to a person who has completed the Hajj. Hajji refers to males. Hajjah refers to females.
Hijrah
Departure; exit; emigration. The emigration of the Prophet Muhammad from Makkah to Madinah in 622CE. The Islamic calendar commences from this event.
Ibrahim
Abraham. A prophet of Allah, husband of Hagar and father of Ishmail.
Id ul-Adha
Celebration of the sacrifice., commemorating the Prophet Ibrahim’s willingness to sacrifice his son Ishmail for Allah. Known as ‘Big Id’ or ‘Greater Id’.
Id ul-Fitr
Celebration of breaking the fast on the day after Ramadan ends. Known as ‘Little Id’ or ‘Lesser Id’.
Ihram
Clothing worn by pilgrims performing the Hajj. For men, this consists of two pieces of white cloth. For women, ihram consists of their normal modest clothing, although
many women choose to wear a long white dress and a white headscarf. Wearing ihram is a sign of purity, equality and unity.
Ishmail
The son of Ibrahim (Abraham) and Hagar.
Jamra
One of three stone pillars at Mina, each representing Shaytan (the devil).
Ka’bah
A cube-shaped structure in the centre of the grand mosque in Makkah. The first house built for the worship of the One True God.
Madinah
City to which the Prophet Muhammad migrated in 622CE and where he founded the first Islamic state.
Makkah
City where the Prophet Muhammad was born, and where the Ka’bah is located.
Mount of Mercy
Small hill rising from the plain of Arafat on which the Prophet Muhammad stood to give his last sermon.
Muhammad
Praised. Name of the final prophet.
Quraish
The most powerful tribe in 6th century Makkah, responsible for looking after the Ka’bah. The Prophet Muhammad was a member of this tribe.
Sa’y
Walking and hastening between the hills of As-Safa and Al-Marwah, as part of the Hajj, in remembrance of Haga’s search for water for her son Ishmail.
Shaytan
Rebellious; proud. The devil.
Tawaf
Walking seven times around the Ka’bah in worship of Allah.
Essex County Council
RE MATTERS FOR EVERY CHILD
Support materials for Key Stage 2 study unit focused on
Judaism

THE JEWISH HOME
Teachers’ background notes on religious content, together with
suggestions for ‘learning from religion’ and concepts that could be explored

Judaism Study Unit
Key Stage 2
(Year 5 or Year 6)
THE JEWISH HOME
Religious content to be used as a vehicle for learning (learning about religion - as identified in the statutory programme of study)
1. The home as mikdash me’at (little sanctuary)
2. Keeping a kosher home
3. The Shema and the mezuzah (complementary Christian content: the great commandment)
4. Keeping Shabbat (complementary Christian content: Sunday and Holy Communion)
N.B.
It is a requirement of the Essex agreed syllabus that in covering the religious content identified for each study unit, teachers must ensure that
pupils have opportunities to explore issues, questions and concepts related to general human experience arising from the content covered
(learning from religion).
Introduction to this material
These background notes and suggestions are designed to assist teachers in meeting the requirements of the Essex agreed syllabus (see box
above), and to complement further suggestions for ‘The Jewish Home’ contained in the Essex scheme of work for RE at Key Stage 2.
The material comprises:
 Background notes for the teacher on the religious content (learning about religion). Suggestions of complementary Christian content
are also provided.
 Suggestions of issues, questions and concepts related to general human experience that could be explored in relation to the religious
content (learning from religion).
 A glossary of terms.
THE JEWISH HOME
1. The home as mikdash me’at (little sanctuary)
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following
information when enabling pupils to learn about the home as mikdash me’at. It is not intended that the subject
matter will be presented to children as it appears below. It is intended that teachers will use a variety of
pedagogies when teaching RE, and suggestions are provided in the scheme of work.
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The home is central to Jewish religious life. When the Temple stood in Jerusalem, it was known as the
mikdash: the place of God’s most concentrated presence. According to Jewish tradition, when the
Temple in Jerusalem was destroyed for the final time (by the Romans in 70CE), God chose the family
home instead of the synagogue as the place where his presence would be felt most intensely. Even the
most humble dwelling became a mikdash me’at: a little sanctuary. The home became a place where
every Jew could celebrate and observe Jewish tradition, give thanks to God and be in his presence.
The following set of instructions (which has been slightly adapted) was placed on the internet by a
Jewish writer called Ozzie Nogg, the daughter of a rabbi. The instructions are entitled, “How to
Construct a Mikdash Me’at”:
1. To qualify as a mikdash me'at, a home must be a place of safety, comfort and refuge, where the
hungry find food, the weary find rest and the stranger finds warmth and welcome. In order to be
a true mikdash me'at, a home must be a place where many voices are allowed to sing - in
harmony or in disagreement.
2. When erecting a mikdash me'at, place it on a solid foundation of compassion, generosity,
humility and positive values. Trust and the ability to forgive are also critical building blocks.
3. To make a home a mikdash me'at, you must take nothing for granted. When you rise up, give
thanks for the new day and the opportunities it brings. When you lie down, give thanks for the
day that is past and the lessons it taught you.
4. A mikdash me'at is built on respect - for husbands, wives, partners, parents and children. In a
little sanctuary there must also be respect for anyone employed to do work in the home. Pay
them fairly. Treat them kindly.
5. Remember. Hospitality is as important as divine worship. In a mikdash me'at, food is happily
shared with others. At the table, speak words of wisdom and support. Do not gossip. Even if you
are alone, be not distracted by television during meals.
6. To qualify as a mikdash me'at, a home must be a place where each family member is
appreciated, considered special, and encouraged to grow and learn in different ways. Listen to
others with an open heart.
7. To be approved as a certified mikdash me'at, a home must provide a protective layer of peace.
On Shabbat especially, you must shut out the stress and cares of the world. Replace tension
and argument with words of sweetness and love.
8. When building a mikdash me’at, begin now and proceed with joy.
Learning from religion
Issues and questions that could
be explored in relation to some of
the subject matter in the left hand
column.
- Why is your home special to
you?
- Where are your special places
in and around the home, eg
bedroom, den, tree house? How
is your bedroom decorated?
What does it contain that is
special to you? What would you
like your bedroom to be like
ideally?
- What sort of place should a
home be?
Key concepts and questions
related to general human
experience that could be
explored.
Sanctuary
- What is sanctuary (in the
secular sense)? (A place
where you feel safe and
secure, a refuge, a haven)
- Who needs sanctuary?
- Why do people need a
sanctuary?
- Where do you/other people
find sanctuary?
- Where is your sanctuary, the
place where you feel safe and
secure?
THE JEWISH HOME
2. Keeping a kosher home
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the
following information when enabling pupils to learn about keeping a kosher home. It is not intended that
the subject matter will be presented to children as it appears below. It is intended that teachers will use a
variety of pedagogies when teaching RE, and suggestions are provided in the scheme of work.
-
-
-
-
-
Many Jews consider it to be of the utmost importance to keep a kosher home, that is a home
where laws relating to food and lifestyle are adhered to. The word kosher means fit or proper.
The laws governing the food that Jews can eat are found in the Torah (the first five books of the
Bible). When the Israelites were crossing the desert, there were detailed rules governing what
they could eat and how the food should be prepared (see Leviticus 11 and 17 and Deuteronomy
14). For people travelling in a hot climate, these rules were very sensible. Many of the forbidden
foods have obvious dangers as carriers of disease, eg pork, shellfish and scavenging birds.
However, for Jews the real importance of keeping these laws lies in their religious significance
rather than considerations of health and hygiene.
Food that Jews are permitted to eat is called kosher. Kosher food includes:
o all plants, fruits and vegetables
o herbivorous animals which have cloven (split) hoofs and which chew the cud (eg beef,
lamb, goat; but not pork)
o poultry (eg chicken, turkey, guinea fowl)
o fish with fins and scales (eg cod, trout, salmon; but not eel, octopus, squid, shark)
Food that is forbidden is called treyfah. Treyfah food includes:
o pork
o birds of prey (eg hawks)
o scavengers (eg vultures)
o shellfish (eg crabs, lobsters, oysters)
In view of the command ‘Do not cook a young sheep or goat in its mother’s milk’ (Exodus
23:19), Jews believe that meat and dairy products must be kept completely separate. Different
utensils are used for each and in a kosher home there are two sinks, one for meat and one for
dairy products.
After a dairy meal, the usual ruling is that one must wait at least half an hour before eating meat.
However, if meat is eaten first, one must wait up to six hours before eating dairy products. This
is because meat takes a long time to digest.
Learning from religion
Issues and questions that could be
explored in relation to some of the
subject matter in the left hand column.
- Foods that are acceptable in some
countries/cultures but not in others, eg
horse meat and donkey meat are eaten
in some European countries; frogs’ legs
and snails are eaten in France; guinea
pigs are eaten in some South American
countries; sheep’s eyes are considered a
great delicacy in some countries; fried
locusts, worms and cockroaches are
eaten as a snack in many African, Middle
Eastern and Asian countries.
- Many people are vegetarian. Hindus
and Buddhists often avoid meat. Jain
monks and nuns carry respect for all
forms of animal life to an extreme. They
wear gauze masks over their mouths to
prevent the accidental swallowing of
insects and microscopic organisms, and
they sweep the ground in front of them to
avoid treading on any creatures.
Key concepts and questions
related to general human
experience that could be
explored.
THE JEWISH HOME
3. The Shema and the mezuzah
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the
following information when enabling pupils to learn about the Shema and the mezuzah. It is not intended
that the subject matter will be presented to children as it appears below. It is intended that teachers will
use a variety of pedagogies when teaching RE, and suggestions are provided in the scheme of work.
The Shema
The Shema is the central statement of Jewish faith, and observant Jews recite it twice daily (at
morning and evening prayers). Shema means ‘hear’, and the first words are: “Hear, O Israel!
(Shema Yisrael!) The Lord our God is One God. You shall love the Lord your God with all your
heart, with all your soul and with all your strength” (Deuteronomy 6.4-5).
The Shema consists of three sections: Deuteronomy 6.4-9, declaring the oneness of God;
Deuteronomy 11.13-21, a statement of the covenant relationship between God and the Jewish
people; and Numbers 15.37-41, an acknowledgement that God freed the Israelites from slavery
in Egypt.
The roots of monotheism (belief that there is only one God) lie with Abraham, the forefather of
the Jewish people. Peoples of the ancient world (Sumerians, Egyptians, Babylonians, Greeks,
Romans, Norsemen, etc) were polytheistic, meaning that they believed in many different gods
and goddesses. The idea that there is only one God originated with the ancestors of the Jews,
and this idea later became one of the fundamental beliefs of religions such as Christianity and
Islam.
The mezuzah
The Shema includes the following instructions: “Never forget these commands that I am giving
you today … Write them on the door-posts of your houses and on your gates” (Deuteronomy 6.6
and 6.9). To comply with this requirement, the words of the Shema are handwritten in Hebrew
onto small pieces of parchment (paper made of animal skin) which are then rolled up into small
scrolls. These are regarded as very sacred and are treated with the utmost care. The scrolls
containing the words of the Shema are put into small narrow oblong cases which are attached to
the right-hand doorposts of Jewish homes and synagogues. The case containing the scroll is
called a mezuzah, meaning ‘doorpost’. The plural of mezuzah is mezuzot.
Mezuzot are often decorated with a symbol that looks a bit like a ‘W’. This is the Hebrew letter
‘S’, which is pronounced ‘shin’. It represents the word Shaddai meaning ‘Almighty’. Other Jewish
symbols may be used to decorate the mezuzah, such as the star of David or the seven-branched
candlestick (the menorah).
When entering or leaving the house, some Jews touch the mezuzah and then kiss their fingertips. This is to remind them that God’s rule extends beyond the home into the wider world.
 Complementary Christian content
-
When Jesus was asked, “Which commandment is the most important of all?”, he quoted from
the Shema: “Love the Lord your God with all your heart, with all your soul, with all your mind
and with all your strength”. He went on to say that the second most important commandment
is, “Love your neighbour as you love yourself” (Mark 13.28-31).
Learning from religion
Issues and questions that
could be explored in relation
to some of the subject matter
in the left hand column.
- Words that are special to
you. Why are these words so
special?
- Where do you keep your
special things?
- What special things have
you got in your home?
Key concepts and questions related to
general human experience that could be
explored.
Faith
- What is faith?
- Some people have faith in God. What
other things do people have faith in?
- How do people show their faith?
- Do you have to be religious to have
faith?
- What do you have faith in?
- In what ways do people have faith in
you?
Belief
- What is belief?
- Does everyone have the same beliefs?
- What are some of the things that
different people believe?
- Does everyone believe in the same
things?
- What are some of the things that
different people believe in?
- How do people show their beliefs?
- Do you have to be religious to believe in
something?
- What do you believe?
- What do you believe in?
- In what ways do people believe in you?
Sacred/holy
- What does it mean for something to be
sacred or holy?
- For something to be sacred or holy,
does it have to be religious?
- How should something that is sacred or
holy be treated?
- What is sacred or holy to you?
THE JEWISH HOME
4. Keeping Shabbat
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information
when enabling pupils to learn about the parables of Jesus. It is not intended that the subject matter will be presented to
children as it appears below. It is intended that teachers will use a variety of pedagogies when teaching RE, and
suggestions are provided in the scheme of work.
Observing Shabbat
The fourth of the Ten Commandments is to observe Shabbat (the Sabbath): “Observe the Sabbath and keep it
holy. You have six days to do your work, but the seventh day is a day of rest dedicated to me … In six days I, the
Lord, made the earth, the sky, the sea and everything in them, but on the seventh day I rested. That is why I, the
Lord, blessed the Sabbath and made it holy” (Exodus 20:8-11).
For Jews, Shabbat is the most important festival of all; and it is celebrated in the home every week. The essential
features of Shabbat are threefold: to rest; to worship God; and to spend quality time with the family. Shabbat is
seen as the last day of the week, the one that all the other days have been leading up to. In Jewish songs and
prayers, Shabbat is referred to as a bride and a queen.
Shabbat lasts from sunset on Friday (from the moment three stars are visible in the sky) to sunset on Saturday.
The creation story in Genesis 1 states: “Evening passed and morning came – that was the first/second/ third/etc
day”. In the Jewish religion, each day starts in the evening.
Various restrictions apply to Jews on Shabbat. There are 39 types of forbidden tasks, including baking, sewing,
writing, building, lighting a fire, putting out a fire and carrying things in public places. These restrictions are
interpreted today in various ways. Switching an electric light switch on and off is interpreted as lighting a fire and
putting it out, but it has become accepted practice to use automatic timers to switch lights and other electrical
appliances on and off at pre-set times. Orthodox Jews do not drive cars on Shabbat or take photographs.
Jews see adherence to these restrictions as liberating, for it gives them time to concentrate on the central features
of Shabbat. If you imagine going into the week-end knowing that meals are ready, the telephone is not going to
ring and that you don’t even have to flick a light switch on or off, you might concede that Jewish people have a
point! A common sense attitude is generally adopted towards the rules. For instance, it is usually not a problem for
a rule to be waived in case of an accident or illness.
The main synagogue service takes place on Saturday mornings. The service begins with the morning prayer. The
Torah scroll is ceremoniously carried to the reading platform (the bimah) for the set reading. Songs of praise may
be sung or chanted and the rabbi preaches a sermon. As well as bringing Jews together to worship God, the
service provides a chance for members of the community to meet each other regularly and catch up on the latest
news. After the service, it is customary for Jews to return home for lunch, and to spend the afternoon relaxing with
the family.
 Complementary Christian content
-
Christians keep Sunday as a special day for worship and relaxation. Many Christians attend church on a
Sunday.
Learning from religion
Issues and questions that could
be explored in relation to some
of the subject matter in the left
hand column.
Key concepts and
questions related to
general human
experience that could
be explored.
- The need for times of rest,
relaxation and regeneration.
- What would life be like without
Sunday?
- The value of quality time spent
with the family.
Celebration
- What is a
celebration?
- What things do
people celebrate?
- How do people
celebrate?
- What do you
celebrate?
Ritual
- What is a ritual?
- Why do people
have rituals?
- Are rituals always
religious?
- Do you have any
rituals in your life?
Continued from previous page
Welcoming in Shabbat
During Friday everything is made ready for Shabbat. The house is thoroughly cleaned and meals are cooked
(chicken soup and gefilte fish are traditional favourites). The table is covered with a white cloth, on which are
placed candles in two candlesticks, a decorative wine cup (the kiddush cup), and two plaited loaves (challot,
challah in the singular) under an embroidered cloth.
At dusk (when three stars appear in the sky), the mother (often wearing a headscarf) lights two candles to mark
the moment when Shabbat starts. As lighting a fire is one of the tasks that is forbidden during Shabbat, this
provides the last chance to bring light into the home for Shabbat. After lighting the candles, the mother waves her
hands over the flames in a circular motion, covers her eyes with her hands, and says this blessing: “Blessed are
you, O Lord our God, King of the universe, who has made us holy by your commandments and commanded us to
light the Shabbat lights”. It has become customary for the mother to perform this duty with the whole family
present. All male members of the family wear a kippah (skullcap, also referred to as a yarmulkah or capel). Once
Shabbat has started, everyone wishes each other a peaceful Sabbath by saying, “Shabbat shalom!”
In many Jewish homes, the father places his hands on each child’s head and says a blessing: “May God make
you (boys) like Ephraim and Manasseh (the sons of Joseph). May God make you (girls) like Sarah, Rebecca,
Rachel and Leah. The Lord bless you and keep you; the Lord make his face to shine upon you and be gracious
unto you; the Lord turn his face towards you and give you peace”.
The father fills the kiddush cup with sweet wine, raises it and recites the Kiddush, a special prayer sanctifying
Shabbat. After this blessing: “Blessed are you, O Lord our God, King of the universe, who creates the fruit of the
vine”, the cup is passed around and everyone shares the wine.
The father takes two plaited challah loaves from under an embroidered cloth, holds them up and says another
blessing: “Blessed are you, O Lord our God, King of the universe, who brings forth bread from the earth.” The two
loaves represent the double portion of manna given by God to the Israelites in the desert on the sixth day of the
week. This meant that the Israelites would have sufficient to last through Shabbat. The cloth which covers the
loaves represents the dew that covered the manna every morning (Exodus 16:13-15). The bread is cut up with a
knife, sprinkled with salt as a reminder that “by the sweat of your brow you shall get bread to eat” (Genesis 3:19),
and shared out. Salt also symbolises friendship. As Jesus said: “Have salt among yourselves, and be at peace”
(Mark 9:50).
The family sit down together for the special Shabbat meal, which is eaten in a leisurely manner and with great joy.
Songs are often sung during the meal.
 Complementary Christian content
-
At Holy Communion, Christians share bread and wine, representing the body and blood of Jesus (see Y5/6
Study Unit entitled Holy Week: the Last Week of Jesus’ Life).
- Occasions when the family
gathers to have a special meal
together.
- Feelings and symbolism
associated with light. Light
symbolises life, goodness and
hope. Light overcomes the
darkness. Light comforts. Light
shows things as they truly are.
Light reveals the beauty of the
world.
Continued from previous page
The end of Shabbat
Havdalah means separation, and the havdalah ceremony separates Shabbat from the rest of the week. When
three stars appear in the sky on Saturday evening, the family gathers to bid farewell to Shabbat. The kiddush cup
is filled to overflowing with sweet wine, to show how the goodness of Shabbat overflows into the following week.
There is a blessing over the wine: “Blessed are you, O Lord our God, King of the universe, who creates the fruit of
the vine”.
Besamim (sweet-smelling spices such as cloves, cinnamon or bay leaves) are placed in a special spice box. A
blessing is said over the spices: “Blessed are you, O Lord our God, King of the universe, who created different
kinds of spices”. The spice box is passed round and everyone holds it up to smell the sweetness of the spices,
symbolic of the sweetness of Shabbat.
The havdalah candle is lit and held up high by the youngest present. As lighting a fire is one of the forbidden tasks
during Shabbat, this clearly demonstrates that Shabbat is now over. The candle used for this ceremony is a
special plaited candle. The candle has multiple wicks because the Bible refers to Shabbat lights in the plural. For
some Jews, the strands represent the different elements of Shabbat: family, worship, rest, leisure, etc. A blessing
is said by the light of the candle: “Blessed are you, O Lord our God, King of the universe, who created the light of
the fire”. The candle is extinguished by being dipped in the wine in the Kiddush cup.
Havdalah ends with a fourth blessing: “Blessed are you, O Lord our God, King of the universe, who makes a
distinction between holy and profane, between light and darkness, between Israel and other nations, between the
seventh day and the six working days. Blessed are you, O Lord, who makes a distinction between holy and
profane”.
- What happens at the end of a
birthday party, when you have to
leave? You are given a party bag
so that you can take away
something of the spirit of the
party with you.
- How do you say ‘goodbye’ to
people who are special to you?
How does the school say
‘goodbye’ to people who are
leaving?
- Reflect on things which you
value and for which you are
grateful. Write your own version
of Jewish blessings, starting with
the words: “Blessed are you, O
Lord our God, King of the
universe, who … (provides warm
sunshine for us, gave me a
loving mother and father, helped
me to become good at sport,
etc).”
THE JEWISH HOME
Glossary of Jewish terms used in this unit
Literal translations into English are in italics
Abraham
The first patriarch and forefather of the Jewish people.
Besamim
Sweet-smelling spices such as cloves, cinnamon or bay leaves. The spices are placed in a special box, the besamim box, which is passed round during the havdalah
ceremony at the end of Shabbat.
Bimah
Dais. Raised platform from which the Torah scroll is read in the synagogue.
Capel
Headcovering, usually a skullcap, worn by males during worship. Some Jews wear one constantly. Also known as kippah or yarmulkah.
Challah
Enriched bread used particularly on Shabbat and during festivals. During the family ceremony at the start of Shabbat, two plaited loaves are used referred to as challot
(challah in the plural).
Havdalah
Distinction; separateness. Ceremony marking the conclusion of Shabbat.
Hebrew
Ancient Semitic language used in Jewish scriptures and by Jews for prayer and study. Modern Hebrew is the everyday language in Israel.
Israelites
Name given to the ancestors of present-day Jews.
Jew
Member of the Jewish faith and/or race.
Kiddush
Holy. A prayer sanctifying Shabbat and festival days, usually recited over a cup of wine (the kiddush cup).
Kippah
Headcovering, usually a skullcap, worn by males during worship. Some Jews wear one constantly. Also known as capel or yarmulkah.
Kosher
Fit; proper. Foods permitted by Jewish dietary laws (see also Treyfah).
Manna
A food which the Israelites ate when they were being led across the desert by Moses after their escape from slavery in Egypt. It is described in Exodus 16.12-35 as
falling on the ground like frost, white and sweet.
Mezuzah
Miniature scroll containing extracts from the Shema. It is placed in a decorative case and attached to a doorpost.
Mikdash Me’at
Little sanctuary. The first mikdash (sanctuary) was the portable tent-like Tabernacle in which the Ark of the Covenant was housed during the journey across the desert
after the Israelites had escaped from slavery in Egypt. Later the Temple in Jerusalem, the centre of Jewish worship, was called the mikdash. When the Temple was
destroyed for the final time, the home rather than the synagogue became the focal point of Jewish religious life. The home then came to be known as the mikdash me’at,
or little sanctuary.
Rabbi
My teacher. An ordained Jewish teacher. Often the religious leader of a Jewish community.
Shabbat
Weekly Sabbath: a day of spiritual renewal and rest. Family ceremonies mark its start at sunset on Friday and its end at nightfall on Saturday (see Havdalah).
Shalom
Peace. A common greeting, used by Jews when meeting or departing. ‘Shabbat Shalom’ means ‘A peaceful Sabbath’.
Shema
Important Jewish prayer beginning with the words, “Hear O Israel! (Shema Yisrael!) The Lord our God is One God”. It consists of three sections: Deuteronomy 6.4-9,
declaring the oneness of God; Deuteronomy 11.13-21, extolling the Jewish people to keep God’s commandments and to teach them to their children; and Numbers
15.37-41, an acknowledgement that God freed the Israelites from slavery in Egypt.
Synagogue
To gather together. Building for Jewish public prayer, study and assembly.
Torah
Law; teaching. The first five books of the Bible, known as the Five Books of Moses.
Treyfah
Torn. Foods forbidden by Jewish dietary laws (see also Kosher).
Yarmulkah
Headcovering, usually a skullcap, worn by males during worship. Some Jews wear one constantly. Also known as capel or kippah.
Essex County Council
RE MATTERS FOR EVERY CHILD
Support materials for Key Stage 2 study unit focused on
Judaism

THE SYNAGOGUE
Teachers’ background notes on religious content, together with
suggestions for ‘learning from religion’ and concepts that could be explored

Judaism Study Unit
Key Stage 2
(Year 5 or Year 6)
THE SYNAGOGUE
Religious content to be used as a vehicle for learning (learning about religion - as identified in the statutory programme of study)
1. Features of the synagogue (complementary Christian content: Christian places of worship)
2. Clothes worn for worship
3. The Sefer Torah (Torah scroll)
4. Bar Mitzvah and Bat Mitzvah (complementary Christian content: confirmation)
N.B.
It is a requirement of the Essex agreed syllabus that in covering the religious content identified for each study unit, teachers must ensure that
pupils have opportunities to explore issues, questions and concepts related to general human experience arising from the content covered
(learning from religion).
Introduction to this material
These background notes and suggestions are designed to assist teachers in meeting the requirements of the Essex agreed syllabus (see box
above), and to complement further suggestions for ‘The Synagogue’ contained in the Essex scheme of work for RE at Key Stage 2.
The material comprises:
 Background notes for the teacher on the religious content (learning about religion). Suggestions of complementary Christian content
are also provided.
 Suggestions of issues, questions and concepts related to general human experience that could be explored in relation to the religious
content (learning from religion).
 A glossary of terms.
THE SYNAGOGUE
1. Features of the synagogue
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following
information when enabling pupils to learn about features of the synagogue. It is not intended that the subject matter
will be presented to children as it appears below. It is intended that teachers will use a variety of pedagogies when
teaching RE, and suggestions are provided in the scheme of work.
-
Synagogues are much more than places of worship. They are central to Jewish community life (the word
synagogue literally means ‘to gather together’). In addition to the room used for worship, synagogues will
usually contain other rooms for community events, meetings and study.
Essentially, synagogues have a threefold purpose: as places to study, to meet and to worship. Three
Hebrew terms are used to describe the different functions of the synagogue: Bet Midrash (a house of
study); Bet Knesset (a house of meeting); and Bet Tefillah (a house of prayer).
Many Jewish children attend classes at the synagogue on weekday evenings and at weekends in order to
learn about the Jewish religion and to study Hebrew. The synagogue is often referred to as shul, a Yiddish
term meaning school.
The central features of the synagogue are:
o the Aron Hakodesh (Holy Ark) – a large cupboard at the front containing the Torah scrolls
o the bimah (in Orthodox synagogues) – a raised platform from which the scrolls are read
The second commandment forbids the making of images, and so synagogues are unlikely to feature
statues or pictures of Moses or other important Jewish figures. Symbols found in synagogues include:
o the ner tamid (‘eternal light’, symbol of the eternal presence of God) – hanging from the ceiling
o the Ten Commandments – often above the Aron Hakodesh
o the menorah (seven branched candlestick)
o the magen David (star of David)
There are differences between Orthodox and Progressive/Liberal/Reform synagogues, including the
following:
o In Orthodox synagogues women and men sit separately (there is usually a gallery for women). In
Progressive/Liberal/Reform synagogues women and men sit together.
o In Orthodox synagogues the man reading the scroll from the bimah faces the Aron Hakodesh. In
Progressive/Liberal/Reform synagogues the man or woman reading the scroll from the lectern
faces the congregation.
o In Orthodox synagogues the rabbi is always a man. In Progressive/Liberal/Reform synagogues the
rabbi may be a man or a woman.
The rabbi is not a priest, but an authorised teacher, well-versed in Jewish law and religion. The rabbi often
leads prayers and readings during services, and he or she will also preach the sermon.
-
-
-
 Complementary Christian content
-
Christians gather for communal worship in a variety of buildings: churches, chapels, cathedrals, etc.
Just as there are differences between Orthodox and Progressive/Liberal/Reform synagogues, so there
are differences in the places of worship of different Christian denominations.
Learning from religion
Issues and questions that
could be explored in
relation to some of the
subject matter in the left
hand column.
- Buildings that are special
to us and to the
community. Why are they
so special?
- Where are your special
places, eg bedroom, den,
tree house? How is your
bedroom decorated?
What does it contain that
is special to you? What
would you like your
bedroom to be like
ideally?
- Why do people gather
together, and where?
- Have you got a special
place where you like to
meet up with your friends?
- In many places of
worship (eg Islamic
mosques, Hindu mandirs,
Sikh gurdwaras), it is
customary for women to
sit separately from men.
Why is this?
Key concepts and questions
related to general human
experience that could be explored.
Sacred/holy
- What does it mean for something
to be sacred or holy?
- For something to be sacred or
holy, does it have to be religious?
- How should something that is
sacred or holy be treated?
- What is sacred or holy to you?
Community
- What makes a community?
- What do people gain from
belonging to a community?
- What might be the disadvantages
of belonging to a community?
- What are the expectations of
different communities and what
happens when members of the
community fail to live up to these?
- How do people show they belong
to different communities?
- Which communities do you
belong to?
Symbol
- What is a symbol?
- What different types of symbols
are there?
- Why are symbols used?
- Can you think of some different
symbols for yourself, or for different
aspects of yourself, eg the ‘inside’
you and the ‘outside’ you?
THE SYNAGOGUE
2. Clothes worn for worship
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information when
enabling pupils to learn about clothes worn for worship. It is not intended that the subject matter will be presented to children as it
appears below. It is intended that teachers will use a variety of pedagogies when teaching RE, and suggestions are provided in
the scheme of work.
The kippah
The kippah, sometimes called a yarmulkah or cappel, is a skullcap worn by Jewish men and boys as a sign of respect
for God and as a sign of their Jewish identity. Many Jews, particularly in Israel, wear a kippah all the time. In Britain they
are generally only worn in the synagogue and during religious ceremonies in the home. This is mainly for fear of hostile
reactions to the fact that the wearer is Jewish. Some get round this by wearing a ‘conventional’ hat over their kippah.
The tallit
The tallit is a shawl worn by Jewish men (and some women in Progressive/Liberal/Reform communities) when they
pray. It is a piece of fringed white cloth with blue or black stripes towards each end. The size varies, but it can be as
large as five foot by two foot.
To wrap oneself in a tallit is to be reminded of the all-embracing presence of God. Before putting on a tallit, the opening
two verses of Psalm 104 are recited to evoke the sense of God’s presence: “Bless the Lord, O my soul. O Lord my God,
you are very great. You are clothed in glory and majesty. Wrapped in a robe of light; you spread the heavens like a tent
cloth”.
Some choose to wear the tallit over the head like a hood. This cuts out distractions and helps the wearer to concentrate
on his or her prayers.
The fringes and tassels at the four corners of the tallit are very significant, as the following extract makes clear: “Make
tassels on the corners of your garments and put a blue cord on each tassel. You are to do this for all time to come. The
tassels will serve as reminders, and each time you see them you will remember all my commands and obey them”
(Numbers 15.38-39). The fringes and tassels are called tzizit, and they remind Jews of the 613 mitzvot or
commandments contained in the Torah. (In Jewish symbolic numerology, the word tzizit has a numerical value of 600.
Each tassel comprises 8 threads and 5 knots. 600 + 8 + 5 = 613) The five knots in each tassel remind Jews of the five
books of the Torah: Genesis, Exodus, Leviticus, Numbers and Deuteronomy.
A tallit is often used as the canopy or huppah under which a Jewish couple are married, and when a Jew dies a tallit
may be used as the burial shroud.
Tefillin
-
-
Tefillin (also known as phylacteries) are small black leather boxes containing handwritten parchment scrolls. The writing
on the scrolls includes a passage from Exodus 13 (verses 1-16) and the first two sections of the Shema, including the
opening words: “Hear, O Israel! The Lord our God is One God. You shall love the Lord your God with all your heart, with
all your soul and with all your strength” (Deuteronomy 6.4-5). The words that come immediately after this extract explain
why tefillin are worn: “Never forget these commands that I am giving you today … Tie them on your arms and wear
them on your foreheads as a reminder” (Deuteronomy 6.6 and 6.8).
The boxes containing the scrolls are bound with long leather straps to the forehead and the left upper arm. In this way
the wearer is literally bound to God’s commandments. Tying the boxes next to the head and the heart ensures that the
words of God lie next to the parts of the body associated with thinking and feeling.
Tefillin are worn by Orthodox Jewish men for morning weekday prayers. They are not worn on Shabbat as the rules
governing the Sabbath prevent anything from being carried.
Learning from religion
Issues and questions that
could be explored in
relation to some of the
subject matter in the left
hand column.
- What the clothes that
we wear say about us.
- Clothes that are special
to us.
- Decorative items that
we wear in addition to
our clothes: jewellery,
badges, wrist bands, etc.
- Occasions when we
dress up and wear
special clothes, including
hats.
- What people wear
uniforms? Why? What
does wearing a school
uniform say about you?
Key concepts and
questions related to
general human
experience that could
be explored.
Identity
- What is meant by
identity?
- How do people show
their identity?
- What is your identity?
- How do you show
your identity?
- Who are you?
Symbol
- What is a symbol?
- What different types
of symbols are there?
- Why are symbols
used?
- Can you think of
some symbols for you?
Symbols for the
‘outside’ you and
symbols for the ‘inside’
you.
THE SYNAGOGUE
3. The Sefer Torah (Torah scroll)
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information
when enabling pupils to learn about the Sefer Torah. It is not intended that the subject matter will be presented to
children as it appears below. It is intended that teachers will use a variety of pedagogies when teaching RE, and
suggestions are provided in the scheme of work.
The Sefer Torah
The Sefer Torah is a large parchment scroll containing the words of the Torah. The Torah, meaning law or
teaching, comprises the first five books of the Bible: Genesis, Exodus, Leviticus, Numbers and Deuteronomy.
According to Jewish tradition, the Torah was revealed to Moses by God on Mount Sinai. The Torah contains
stories about the pre-history and early history of the Jewish people, including the creation of the world, Adam
and Eve, Noah’s ark, the tower of Babel, the patriarchs (Abraham, Isaac and Jacob) and Moses. It also
contains the Shema (the central statement of Jewish faith) and 613 mitzvot (commandments) instructing
people on how God wants them to live.
The Sefer Torah is highly sacred and always treated with the utmost respect.
o It is kept in the Aron Hakodesh (Holy Ark) at the front of the synagogue.
o It is covered with an embroidered cloth mantle or a case made of wood or metal.
o Miniature crowns with bells attached fit over the top of the two wooden rollers to which the scroll is
attached. Each roller is called ‘aytz hamim’ (meaning tree of life).
o A silver breastplate like the one worn in ancient times by the High Priest is hung around the Sefer
Torah.
o Each Sefer Torah is handwritten on parchment by a sofer (scribe).
o Once the sofer has completed the task of writing, the parchment remains untouched by human hand.
It is handled using the two wooden rollers referred to above. When read, the reader uses a silver
pointer or ‘yad’ to keep his or her place. The pointer ends in the shape of a hand with an outstretched
index finger. Yad means hand.
o When the Sefer Torah is carried in procession around the synagogue to the bimah (the raised
platform from which it is read), worshippers touch it with the fringes of their tallitot (prayer shawls).
o If the Sefer Torah is dropped, the entire congregation must fast for a day.
o When the Sefer Torah becomes too old and worn to be used, it is buried in a Jewish cemetery just as
a person would be buried.
The annual cycle of readings and the festival of Simhat Torah
Each week (at the Shabbat service) a section of the Torah is read, one weekly reading carrying on from the
previous one. It takes a year for the entire Torah to be read out in this way.
The festival of Simhat Torah (rejoicing of the law) celebrates the completion of the annual cycle of readings
from the Torah and the beginning of a new cycle of readings. During the festival, all the Torah scrolls are lifted
out of the Aron Hakodesh (Holy Ark) and carried in procession at least seven times around the synagogue,
followed by children singing, dancing and waving flags.
The festival of Simhat Torah takes place in September or October on the last day of Sukkot (see Y3/4 Study
Unit entitled Journey to the Promised Land).
Learning from religion
Issues and questions that
could be explored in
relation to some of the
subject matter in the left
hand column.
- Words, stories or books
that are special to us. Why
are they so special? How
do we treat our special
books? Are they kept in a
special place?
- Who guides you in your
life?
Key concepts and questions
related to general human
experience that could be
explored.
Sacred/holy
- What does it mean for
something to be sacred or
holy?
- For something to be sacred or
holy, does it have to be
religious?
- How should something that is
sacred or holy be treated?
- What is sacred or holy to
you?
Authority
- What does it mean to be ‘in’
authority?
- Can you give examples of
people who are ‘in’ authority?
- What does it mean to be ‘an’
authority?
- Can you give examples of
people who are authorities on
certain subjects?
- Are you ever ‘in’ authority?
- Are you ‘an’ authority on
anything?
THE SYNAGOGUE
4. Bar Mitzvah and Bat Mitzvah
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on
some of the following information when enabling pupils to learn about Bar Mitzvah and
Bat Mitzvah. It is not intended that the subject matter will be presented to children as it
appears below. It is intended that teachers will use a variety of pedagogies when teaching
RE, and suggestions are provided in the scheme of work.
-
When a Jewish boy reaches the age of thirteen, he is considered old enough to
take on adult responsibilities. One such responsibility is to read publicly from the
Torah scroll in the synagogue. In order to do this, the boy will have learned
Hebrew, probably by attending classes at the synagogue. He will also have
learned about the significance and content of the Torah.
On the Saturday morning of Shabbat following his thirteenth birthday, during the
synagogue service, he is called upon to read from the Torah scroll. On this
important occasion, it is likely that he will wear a tallit (prayer shawl) for the first
time and, if he is an Orthodox Jew, be presented with tefillin (boxes containing
scrolls strapped onto the left arm and forehead). By reading from the scroll, he
becomes ‘Bar Mitzvah’, meaning ‘Son of the Commandment’. From now on he
will be expected to keep God’s commandments (mitzvot).
The occasion is a source of great pride to the boy and his family. It is usual for
the family to host a celebration after the synagogue service.
Girls are believed to mature earlier than boys, and so at the age of twelve they
go through a corresponding ceremony called a ‘Bat Mitzvah’, meaning ‘Daughter
of the Commandment’.
-
-
 Complementary Christian content
-
In order to become a full member of the Church of England, a person must
publicly ‘confirm’ the promises made on their behalf at baptism. The service
of confirmation is conducted by a bishop, who asks the candidates (aged
about 11 and older) to affirm their belief in the Christian faith. He then places
his hands on the head of each candidate as they kneel before him and asks
God to ‘confirm’ that person with the Holy Spirit.
Learning from religion
Issues and questions that could be explored in relation
to some of the subject matter in the left hand column.
- Groups to which we belong. Which groups do we
choose to belong to and which groups do we belong to
whether we want to or not? How do we show we belong
to a group? How are we influenced by the groups to
which we belong? Are there groups we would like to
belong to but can’t? How does it feel to be left out of a
group that we would like to be part of? As members of
different groups, are we expected to do certain things or
to behave in a particular way? Is there pressure to
conform to the group? Is it difficult to act differently to the
group or to break away from it?
- Initiation ceremonies in different religions and cultures,
both religious and non-religious.
- Differences between childhood and adulthood, in
particular the fact that as adults we have greater
freedom but with that goes greater responsibility. When
does a person become an adult? What can you do as a
child that you cannot do as an adult, and vice versa? If
you had a choice, would you prefer to grow up or, like
Peter Pan, always remain a child?
Key concepts and questions
related to general human
experience that could be
explored.
Belonging
- What does it mean to belong?
- What sort of things do people
belong to?
- How do people show what
they belong to?
- Is it good to belong?
- Who or what belongs to you?
- Who or what do you belong
to?
- Where do you belong?
Identity
- What is meant by identity?
- How do people show their
identity?
- What is your identity?
- How do you show your
identity?
- Who are you?
Responsibility
- What does being responsible
mean?
- What responsibilities do
people have?
- Do you have more
responsibilities the older you
are?
- Who is responsible for you?
- Who or what are you
responsible for?
THE SYNAGOGUE
Glossary of Jewish terms used in this unit
Literal translations into English are in italics
Aron Hakodesh
Holy Ark. Cupboard containing the Torah scrolls, focal point of the synagogue.
Aytz Hamim
Tree of life. Wooden rollers with handles to which the Sefer Torah is attached.
Bar Mitzvah
Son of the commandment. A boy’s coming of age at 13, when he is called upon to read from the Torah scroll in the synagogue for the first time.
Bat Mitzvah
Daughter of the commandment. A girl’s coming of age at 12. Celebrated in many Jewish communities in the same way as a boy’s Bar Mitzvah.
Bimah
Dais. Raised platform from which the Torah scroll is read in the synagogue.
Capel
Headcovering, usually a skullcap, worn by males during worship. Some Jews wear one constantly. Also known as kippah or yarmulkah.
Jew
Member of the Jewish faith and/or race.
Kippah
Headcovering, usually a skullcap, worn by males during worship. Some Jews wear one constantly. Also known as capel or yarmulkah.
Magen David
Shield of David. Usually called Star of David. Symbol of Judaism and emblem of the modern state of Israel.
Menorah
Seven-branched candelabrum. The original menorah was lit daily in the Temple.
Mitzvah (plural: Mitzvot)
Commandment. The Torah contains 613 mitzvot, including the Ten Commandments. In every day usage, a mitzvah refers to a good deed.
Ner Tamid
Eternal light. The perpetual light above the Aron Hakodesh.
Orthodox Jews
Orthodox Jews adhere strictly to the written law of Moses and the oral teaching of the rabbis.
Progressive Jews
Progressive is a blanket term used of all non-Orthodox movements in Judaism, including both Liberal and Reform movements. Progressive Jews accept in
varying degrees changes and innovations in ritual, custom and interpretations of scripture.
Rabbi
My teacher. An ordained Jewish teacher. Often the religious leader of a Jewish community.
Sefer Torah
Torah scroll. The first five books of the Bible (the Five Books of Moses) handwritten on pieces of parchment joined and rolled to form a large scroll.
Shabbat
Weekly Sabbath: a day of spiritual renewal and rest.
Shema
Important Jewish prayer beginning with the words, “Hear O Israel! (Shema Yisrael!) The Lord our God is One God”. It consists of three sections: Deuteronomy 6.49, declaring the oneness of God; Deuteronomy 11.13-21, extolling the Jewish people to keep God’s commandments and to teach them to their children; and
Numbers 15.37-41, an acknowledgement that God freed the Israelites from slavery in Egypt.
Simhat Torah
Rejoicing of the Law. Festival celebrating the completion and recommencement of the annual cycle of weekly readings from the Torah.
Sofer
Scribe. Every Sefer Torah is hand-copied onto parchment by a sofer, who traditionally uses a goose or turkey feather quill.
Synagogue
To gather together. Three Hebrew terms cover the different functions of the synagogue: Bet Midrash (house of study), Bet Knesset (house of meeting) and Bet
Tefilah (house of prayer). Many Jews use the Yiddish term shul (school) to refer to the synagogue.
Sukkot
Autumn harvest festival which also recalls the Israelites’ journey across the desert after their escape from slavery in Egypt.
Tallit
Prayer shawl. Four-cornered garment with fringes (tzizit) worn usually by male Jews for prayer.
Tefillin
Small leather boxes containing passages from the Torah, strapped to the forehead and upper arm for morning prayer on weekdays. Also called phylacteries.
Ten Commandments
Laws given to Moses by God on Mount Sinai, listed in Exodus 20 and Deuteronomy 5.1-22.
Torah
Law; teaching. The first five books of the Bible, known as the Five Books of Moses.
Tzizit Fringes on the corners of the tallit. Each tzizit is tied in five knots, standing for the five books of the Torah. The word tzizit also refers to the fringed undervest worn by some male Jews.
Yad
Hand. Hand-held pointer used in reading the Sefer Torah.
Yarmulkah
Headcovering, usually a skullcap, worn by males during worship. Some Jews wear one constantly. Also known as capel or kippah.
Essex County Council
RE MATTERS FOR EVERY CHILD
Support materials for Key Stage 2 study unit focused on
Sikhism
SACRED TO SIKHS
Teachers’ background notes on religious content, together with
suggestions for ‘learning from religion’ and concepts that could be explored
Sikhism Study Unit
Key Stage 2
(Year 5 or Year 6)
SACRED TO SIKHS
Religious content to be used as a vehicle for learning (learning about religion - as identified in the statutory programme of study)
1. The Guru Granth Sahib (holy book)
2. The Mool Mantra (basic statement of belief in God)
3. The gurdwara (temple)
4. The Harmandir (golden temple at Amritsar)
N.B.
It is a requirement of the Essex agreed syllabus that in covering the religious content identified for each study unit, teachers must ensure that
pupils have opportunities to explore issues, questions and concepts related to general human experience arising from the content covered
(learning from religion).
Introduction to this material
These background notes and suggestions are designed to assist teachers in meeting the requirements of the Essex agreed syllabus (see box
above), and to complement further suggestions for ‘Sacred to Sikhs’ contained in the Essex scheme of work for RE at Key Stage 2.
The material comprises:
 Background notes for the teacher on the religious content (learning about religion).
 Suggestions of issues, questions and concepts related to general human experience that could be explored in relation to the religious
content (learning from religion).
 A glossary of terms.
SACRED TO SIKHS
1. The Guru Granth Sahib (holy book)
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the following information when
enabling pupils to learn about the Guru Granth Sahib. It is not intended that the subject matter will be presented to children as
it appears below. It is intended that teachers will use a variety of pedagogies when teaching RE, and suggestions are provided
in the scheme of work.
-
-
-
-
-
Guru Nanak was the founder of Sikhism. When he died, he was succeeded by a second Guru, who was succeeded
by a third, and so on. There were ten such Gurus, the tenth being Guru Gobind Singh, who declared that after him
there would be no more human Gurus. Instead, his successor would be the Guru Granth Sahib, the most important
collection of Sikh scriptures (also known as the Adi Granth). From now on, Sikhs should look to the Guru Granth
Sahib for inspiration and guidance.
Unlike the Bible, the Torah or the Qur’an, the Guru Granth Sahib contains no narrative or stories. Instead the book
consists of 5894 shabads (hymns), a bit like the book of Psalms in the Bible. Most of the shabads were written by six
of the ten human Gurus, including Guru Nanak, but some were written by Hindu and Muslim saints.
Every copy of the Guru Granth Sahib is exactly the same. Each contains 1,430 identical pages written in Gurmukhi, a
written form of the Punjabi language. Gurmukhi means ‘from the Guru’s mouth’ and Sikhs believe that the Guru
Granth Sahib contains the actual words of the Gurus.
The Guru Granth Sahib is always treated with utmost reverence:
o It occupies a central position in the gurdwara (temple) where it is placed on a dais called the manji. The
manji sits in the middle of a raised platform called the takht (throne). The takht is covered by a canopy called
the chanani.
o When Sikhs enter the gurdwara, they prostrate themselves before the Guru Granth Sahib. They never turn
their back on it or turn the soles of their feet towards it.
o The term ‘sahib’ is used to denote respect, and the Guru Granth Sahib is treated as one would treat an
important personage. For instance, just as a servant would wave a ‘fly whisk’ over his master, so an
attendant waves a chauri (yak hair fan) over the Guru Granth Sahib as it is read. The man or woman who
reads the Guru Granth Sahib is called the granthi. (N.B. Although for clarity the term ‘fly whisk’ has just been
used, it would not be appropriate to refer to the chauri in this way.)
At night the Guru Granth Sahib is carried to a small room that resembles a bedroom. Prayers are said before it is ‘put
to bed’. In the morning it is awoken with prayers and ceremoniously carried back into the worship hall. The scriptures
are always carried on a person’s head and everyone present stands and bows towards it.
Unlike the Bible or the Qur’an, it is unusual for a copy of the Guru Granth Sahib to be found in Sikh homes. The Guru
Granth Sahib is an extremely large book and any home containing a copy would need to have a special room set
aside for it to rest in. The home would need to be kept pure, so no one would be able to smoke or drink on the
premises.
On special occasions, such as the celebration of the birthday of one of the Gurus, the Guru Granth Sahib is read
continuously from beginning to end. This is called an Akhand Path and it takes about 48 hours to complete. The
reading is shared, with each person reading for about two hours at a time. Any member of the Sikh community can
assist with the reading.
The Guru Granth Sahib determines a child’s name. It is opened at random and the parents choose a name beginning
with the first letter of the first word on the left-hand page.
When a copy of the Guru Granth Sahib is too old or too worn to be used, it is cremated and the ashes are thrown into
a river.
Learning from religion
Issues and questions that
could be explored in
relation to some of the
subject matter in the left
hand column.
- Words, stories or books
that are special to us.
Why are they so special?
How do we treat our
special books? Are they
kept in a special place?
- Who guides you in your
life?
- The meaning and
significance of your name.
Why did your parents
choose to call you by that
name? Does your name
suit you?
Key concepts and
questions related to
general human
experience that could be
explored.
Sacred/holy
- What does it mean for
something to be sacred
or holy?
- For something to be
sacred or holy, does it
have to be religious?
- How should something
that is sacred or holy be
treated?
- What is sacred or holy
to you?
Continued from previous page
 Complementary Christian content
-
-
The altar is the central focal point of most Christian churches, including those belonging to the Church of
England or the Roman Catholic Church. This reminds Christians that just as animals were sacrificed on
altars, so Jesus sacrificed himself for the sake of humankind. The altar also reminds Christians of the table
used at the Last Supper.
Just as Sikhs give the central position to their holy scriptures, so some Christian denominations, including
Methodists, put the Bible (the ‘word of God’) rather than an altar in the dominant position at the front of the
place of worship.
SACRED TO SIKHS
2. The Mool Mantra (basic statement of belief in God)
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw
on some of the following information when enabling pupils to learn about the Mool
Mantra. It is not intended that the subject matter will be presented to children as it
appears below. It is intended that teachers will use a variety of pedagogies when
teaching RE, and suggestions are provided in the scheme of work.
-
Every section of the Guru Granth Sahib begins with the Mool Mantra. This
is the basic statement of Sikh belief. It describes the attributes of God in
gender-free terms:
o Ik
There is only one God
o Onkar
God is in everything
o Satnam
God’s name is eternal truth
o Karta
God is the creator
o Purukh
God is present throughout his creation
o Nirbhao
God fears nothing
o Nirvair
God is without hostility
o Akal-Murat
God is immortal
o Ajuni
God is not born, nor does God die
o Swe-Bhang
God is self-illuminating
o Gur-Prasad
God is made known through the grace
of the Guru
The first words of the Mool Mantra are ‘Ik Onkar’. These are often found in
homes and gurdwaras decorating the walls or in the form of an ornament.
-
 Complementary Christian content
-
Most Christians in the world today accept the Nicene creed (from the
Latin ‘credo’ meaning ‘I believe’) as the basic statement of their faith. It
expresses belief in the Holy Trinity (God as Father, Son and Holy Spirit):
“We believe in one God, the Father, the almighty, maker of heaven and
earth, of all that is, seen and unseen. We believe in one Lord, Jesus
Christ, the only begotten son of God … We believe in the Holy Spirit, the
Lord, the giver of life … With the Father and the Son he is worshipped
and glorified …”
Learning from religion
Issues and questions that could
be explored in relation to some of
the subject matter in the left hand
column.
- Ideas, beliefs and disbeliefs in
relation to God (see right-hand
column).
- The meaning of terms such as
theist (someone who believes in
God), atheist (someone who
does not believe in God),
agnostic (someone who does not
know whether there is a God or
not), monotheist (someone who
believes in one God) and
polytheist (someone who
believes in lots of Gods).
- Humanist views about God:
atheistic or agnostic.
Key concepts and questions related to general human
experience that could be explored.
Belief
- What is belief?
- Does everyone have the same beliefs?
- What are some of the things that different people believe?
- Does everyone believe in the same things?
- What are some of the things that different people believe
in?
- How do people show their beliefs?
- Do you have to be religious to believe in something?
- What do you believe?
- What do you believe in?
- In what ways do people believe in you?
God
- What do people think God is like?
- Where is God?
- Does God have a body?
- What do people think God has done in the past / does
now / will do in the future?
- Is there anything that God cannot do?
- If God is good, why does he (or she) allow bad things to
happen?
- If God is loving, why does he (or she) allow there to be
suffering?
- Was God ever born?
- Will God ever die?
- How do people ‘talk’ to God?
- How does God ‘talk’ to people?
- Why is it that many people do believe in God?
- Why is it that many people do not believe in God?
- Can anyone prove that God exists?
- Can anyone prove that God does not exist?
- If there is a God, why doesn’t God prove to human beings
that he (or she) exists?
- If you had one question for God, what would it be?
SACRED TO SIKHS
3. The gurdwara (temple)
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the
following information when enabling pupils to learn about the gurdwara. It is not intended that the
subject matter will be presented to children as it appears below. It is intended that teachers will use a
variety of pedagogies when teaching RE, and suggestions are provided in the scheme of work.
Gurdwara as community centre
The gurdwara (the doorway to the Guru) is primarily a place for worship, but it is also a place
for members of the Sikh community to meet. It serves as a community centre and it may
include a library, classrooms offices and rooms where visitors can sleep. Gurdwaras are very
welcoming places (to non-Sikhs as well as Sikhs) and people come and go as they please.
Some gurdwaras are open 24 hours a day.
The langar
All gurdwaras have a langar (Guru’s kitchen) comprising a communal kitchen and dining hall.
Anyone visiting a gurdwara at any time will be offered food. Guru Nanak (the founder of
Sikhism) started the important Sikh tradition of the langar: a communal meal at which all
(Sikh and non-Sikh) sit down and share as equals.
The worship hall
The worship hall is a large empty carpeted room, dominated by the Guru Granth Sahib on its
elaborate stand at the front. Before going into the worship hall, hands are washed (most
Sikhs take a bath beforehand), heads are covered and shoes are removed. Upon entering
the hall, people prostrate themselves in front of the Guru Granth Sahib and place an offering
of money into a box in front of the holy book. The congregation sits on the floor to show the
equality of all human beings and respect for the Guru Granth Sahib. Women sit on one side
and men on the other so as not to distract each other.
Worship
Worship tends to be informal. Services usually last for several hours and worshippers enter
and leave when they want. There are no priests in Sikhism. Any member of the congregation
(man or woman) may read from the Guru Granth Sahib. In addition to the readings, shabads
(hymns) are sung to the accompaniment of musical instruments such as a harmonium and
tabla drums.
At the end of the service, everyone stands for a formal prayer called ardas. While ardas is
being said, a mixture of flour or semolina, butter, sugar and water is prepared. After ardas,
everyone is given a small amount of this special food (karah prashad) to eat with the right
hand before sharing the communal meal (langar) afterwards.
The nishan sahib and the khanda
Outside every gurdwara is a flagpole from which flies the Nishan Sahib, a saffron-coloured
triangular flag bearing the khanda, the Sikh emblem:
The khanda is made up of a circle
called a chakkar (symbol of infinity and the eternal nature of God), an upright double-edged
sword (also called a khanda) and two kirpans (swords – one of the Five Ks).
Learning from religion
Issues and questions that could be explored in
relation to some of the subject matter in the left
hand column.
Key concepts and
questions related to general
human experience that
could be explored.
- Buildings that are special to us and to the
community. Why are they so special?
- Where are your special places, eg bedroom,
den, tree house? How is your bedroom
decorated? What does it contain that is special
to you? What would you like your bedroom to
be like ideally?
- Why do people gather together, and where?
- Have you got a special place where you like
to meet up with your friends?
- Occasions when people eat together. The
sense of fellowship, sharing and community
that results.
- In many places of worship (eg Islamic
mosques, Hindu mandirs, Orthodox
synagogues), it is customary for women to sit
separately from men. Why is this?
Worship
- What is worship?
- Some people worship
God. What other things do
people worship?
- How do people worship?
- Who/what do you worship?
Equality
- What does equality mean?
- Are there people who are
not treated equally? Why is
this?
- Why should people be
treated equally?
- Does treating people
equally mean treating them
the same or treating them
differently according to their
individual needs?
- Are you treated equally?
- Do you treat people
equally?
Symbol
- What is a symbol?
- What different types of
symbols are there?
- Why are symbols used?
- Can you think of some
different symbols for
yourself, or for different
aspects of yourself, eg the
‘inside’ you and the ‘outside’
you?
SACRED TO SIKHS
4. The Harmandir (golden temple at Amritsar)
Background notes for teachers
The material below is written for teachers not children. Teachers may wish to draw on some of the
following information when enabling pupils to learn about the Harmandir. It is not intended that the
subject matter will be presented to children as it appears below. It is intended that teachers will use a
variety of pedagogies when teaching RE, and suggestions are provided in the scheme of work.
-
The Indian city of Amritsar (meaning ‘pool of nectar’) grew up around a sacred pool used by
Sikhs for ritual bathing. In the middle of the pool stands the Harmandir Sahib (Golden
Temple). This beautiful little temple, covered in gold, is the most important holy place and
pilgrimage centre for Sikhs. The temple has four entrances, one on each side, to show that
all people, wherever they come from, are welcome there. From each of the entrances, steps
lead downwards into the worship hall. This is to symbolise the humility of all who enter.
 Complementary Christian content
-
There are many great centres of Christian pilgrimage, such as Bethlehem and Jerusalem
in the ‘Holy Land’ of Israel, St Peter’s Basilica in Rome, Santiago de Compostela in Spain,
Lourdes in France, and Canterbury and Walsingham in England.
Learning from religion
Issues and questions that could be explored in
relation to some of the subject matter in the left
hand column.
- Pilgrimage centres in other religions, eg the
Ka’bah in Makkah (sacred to Muslims),); the
city of Varanasi (sacred to Hindus) on the
banks of the river Ganges; the confluence of
the Ganges and the Yamuna (where up to 15
million Hindus gather every 12 years for the
Kumbh Mela); the Western Wall in Jerusalem
(sacred to Jews); and Bodh Gaya (the forest
glade where the Buddha achieved
enlightenment).
- The reasons people go on pilgrimage.
- Places that are special to us. Why are they
so special?
- Feelings associated with going on journeys:
anticipation, excitement and probably a bit of
boredom. It often feels good to get home again
too!
Key concepts and
questions related to general
human experience that
could be explored.
SACRED TO SIKHS
Glossary of Sikh terms used in this unit
Literal translations into English are in italics
Ardas
Prayer. The formal prayer offered during most religious acts.
Chakkar
Circle. The chakkar represents infinity. It reminds Sikhs of the One eternal God.
Chanani
Canopy over the Guru Granth Sahib, used as mark of respect.
Chauri
Symbol of the authority of the Guru Granth Sahib. Fan waved over scriptures, traditionally made of yak hair. It should not be called a ‘fly whisk’.
Five Ks
Five symbols, each beginning with the letter ‘k’, worn by Sikhs: kachera (shorts), kangha (comb), kara (steel bangle), kesh (uncut hair) and kirpan (sword). The
turban, whilst obligatory, is not one of the Five Ks.
Granthi
Reader of the Guru Granth Sahib, who officiates at ceremonies.
Gurdwara
Doorway to the Guru. Sikh place of worship.
Gurmukhi
From the Guru’s mouth. Name given to the script in which the scriptures and the Punjabi language are written.
Guru
Teacher. In Sikhism, the title of Guru is reserved for the ten human Gurus and the Guru Granth Sahib.
Guru Gobind Singh
Tenth and last human Guru (1666CE – 1708CE).
Guru Granth Sahib
Primal collection of Sikh scriptures, given its final form by Guru Gobind Singh. Sometimes referred to as the Adi Granth.
Guru Nanak
The first of the ten human Gurus and the founder of the Sikh faith (1469CE – 1539CE).
Ik Onkar
There is only one God and God is in everything. The first phrase of the Mool Mantra. It is also used as a symbol to decorate Sikh objects.
Kara
Steel bangle worn on the right wrist as a symbol of strength, unity and the eternal nature of God. It is one of the Five Ks worn by all initiated Sikhs.
Karah prashad
Food distributed at Sikh ceremonies.
Khanda
Has two meanings: (i) the double-edged sword used in the Amrit Sanskar ceremony; (ii) the Sikh emblem (made up of a kara, a chakkar and two kirpans).
Kirpan
Sword, worn as a symbol of a Sikh’s willingness to defend the faith and to fight for the weak. It is one of the Five Ks worn by all initiated Sikhs.
Langar
Guru’s kitchen. Has two meanings: (i) the kitchen and dining hall in the gurdwara; (ii) the communal meal served in the dining hall.
Manji
Dais on which the Guru Granth Sahib is placed.
Mool Mantra
Basic teaching; essential teaching. The basic statement of Sikh belief at the beginning of the Guru Granth Sahib.
Nishan Sahib
Sikh flag flown at gurdwaras.
Shabad
Word. Hymn from the Guru Granth Sahib; the divine word.
Sikh
Learner; disciple. A person who believes in the ten Gurus and the Guru Granth Sahib, and who has no other religion.
Takht
Throne. Raised platform at the front of the gurdwara where the Guru Granth Sahib is placed.