1 Core beliefs
The Big Picture
What you will be studying
In this topic you will be addressing:
1 What the Mool Mantar says; look at the Ik Onkar symbol; one God (Waheguru, ‘Wonderful Lord’)
2 The purpose of life, qualities necessary to know and reach God
3 The three golden rules and life lived according to hukam,
4 Why the Panj Kakke (the five Ks) are so important in Sikh belief and practice
5 Who the Sikh Gurus are and how they influence Sikh belief and practice today
6 What the purpose of life is for Sikhs and what qualities are needed to reach God
7 What samsara, karma and mukti are.
Ideas explored during these lessons cover:
• The balance of simran with sewa
• The lives and teachings of the Ten Gurus, especially Guru Nanak Dev Ji, Guru Arjan Dev Ji, Guru Teg
Bahadur Ji and Guru Gobind Singh Ji
• The concepts of ‘naam japna, kirat karna and vand sanskar’
• Khalsa.
You will also think about the way in which these beliefs affect the life and outlook of Sikhs today.
Why you will be studying these beliefs and concepts
• because these core Sikh beliefs underpin and are reflected in other aspects of Sikh practices (such as in the
importance and role of the Guru Granth Sahib Ji, the gurdwara and langar)
• because understanding Sikh beliefs can help you understand why Sikhs think and act as they do
• because understanding Sikh beliefs will help you to compare and contrast what others believe, including
thinking about your own ideas/ beliefs.
How you will study these beliefs and concepts
• by researching and selecting information about these core Sikh beliefs, explaining their importance to Sikhs
today
• thinking about the relevance of Sikh beliefs in the 21st century
• by evaluating your own views about these Sikh beliefs.
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The Big Picture
Topic starter
Show the class the picture of Nishan Sahib.
Explain its symbolism and its significance for Sikhs.
Nishan Sahib
Development
Compare and contrast this central Sikh symbol with a central symbol from another religious tradition, such as
the Jewish Star of David or the Christian cross. How do such symbols show you what adherents believe?
What is this statement trying to say and do you agree with it or not: ‘Symbolism is the language of religion.’
Plenary
Complete the topic self-assessment sheet from page 00.
With a partner, discuss your responses, reflecting on what you have learnt, and think about how you might
improve your learning further.
By the end of the topic you should be able to agree with the statements below.
AO1
• I can use some basic information to give a simple description of some core Sikh beliefs.
• I can show a simple understanding of these core beliefs and how they might affect some of the things Sikhs
think and do.
•
•
•
•
•
•
I can show an in-depth understanding of how these core beliefs affect some of the things Sikhs think and do.
I can use some relevant information to give an outline description of some core Sikh beliefs.
I can show clearly that I understand how these core beliefs affect some of the things Sikhs think and do.
I can give a detailed and well evidenced description of some core Sikh beliefs.
I can select some relevant material to develop a clear description of some core Sikh beliefs.
I can show a broad understanding of how these core beliefs affect some of the things Sikhs think and do.
AO2
• I can express an opinion, giving a reason, about what I think about more than one of the core Sikh beliefs
we have studied.
• I can express my opinions about more than one of the core Sikh beliefs we have studied, supported by
relevant evidence and drawing on what others think.
• I can state clearly and in depth what I, and others, think about more than one of the core Sikh beliefs we
have studied, well supported by relevant evidence.
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Lesson focus 1.1
What is the Mool Mantar and what does it tell us about Sikh
beliefs about God?
Learning outcomes
This lesson will enable you to:
• Explore what the Mool Mantar says, especially how it shows what Sikhs believe about God.
• Make links between these beliefs and ideas and what others, including yourself, think/believe about God.
Starter
Display the Ik Onkar symbol and explain that this is a symbol that shows something of what Sikhs believe
about God. Give each student a post-it note. On the post-it, ask students to quickly write down one thing they
believe or think about God. Divide the class into groups of 10 to 12, and give each group a large piece of paper
on which to display their statements. Each group look at their statements and organise them into whatever
categories they think best reflects what people have said. (These will be revisited later in the lesson.)
Development
Transition: Share the learning outcomes with the students. Explain that the Ik Onkar comes from the
beginning of the Mool Mantar (the statement of belief which opens the Guru Granth Sahib Ji) and was written
by Guru Nanak Dev Ji.
Give out copies of Worksheet 1.1. Use this as a basis for explaining what the Mool Mantar says about Sikh
belief about God and ask students to complete the activities on it.
Plenary
Give each student another post-it note (a different colour from the first one). Ask them to write down one
thing that they have thought about or changed their mind about during the lesson as far as belief in God is
concerned – refer to the learning outcomes as appropriate. In the same groups they were in for the starter
activity, students add their post-it notes to their group sheet. Ask the groups to think whether any of the
second notes fit into any of the categories already decided on and whether any new categories have come to
light. Each group appoints a spokesperson who sums up in no more than two sentences their group’s thinking
about belief in God.
Homework/extension task
1 A local gurdwara has asked you to produce a PowerPoint® presentation for visiting Key Stage 3 students,
explaining the Mool Mantar and what Sikhs believe about God. (You could use Word or Publisher for this
task, or you could write it by hand.)
2 Think about what you know of what another religion teaches about belief in God. Compare and contrast
these ideas with those expressed in the Mool Mantar. (Less able students might be given a framework like
the one below to help gather their information and ideas.)
Sikh belief (Mool Mantar):
Other religion belief:
Two similar ideas:
A different idea:
What I think is. . .
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Worksheet 1.1
What is the Mool Mantar and what does it say about Sikh belief about
God?
THE MOOL MANTAR
There is but one God,
Who is the Truth,
The Creator; without fear;
Without hate; immortal
Without form, beyond birth and death,
Self illumined,
Understood through God’s grace. (Guru Granth Sahib Ji, 1)
Guru Nanak Dev Ji, the founder of Sikhism, taught that there is (1) one God, who is
above birth and death, who has always and will always exist (i.e. is (2) eternal and
immortal). The Mool Mantar, the opening verses of the Guru Granth Sahib Ji, defines
God as (3) Karta Purkh (the creator), (4) Akal (beyond death and birth), (5) Murat
(formless) and (6) Satnam (the truth).
ACTIVITIES
1 Copy out the English translation of the Mool Mantar above and use six different colours to highlight where
you find these ideas about God in it.
The Gurus taught that God can be addressed in any respectful manner, by any name and in any language,
provided the meaning of the term used is ‘One Almighty God’ and not any human being or object in this
world.
‘Your names are countless, O Lord. I do not know their end, but of one thing I am sure, that there
is not another like you.’ (Guru Granth Sahib Ji, 1010)
Common names used by Sikhs when speaking of God are Satnam – the True Lord, Waheguru – the
Wonderful Lord (teacher) and Akal Purakh – the Eternal Reality.
2 Using a table like the one below (add as many rows as you need to), make notes about how each of these
popular names for God helps Sikhs think about what God is like. Include something of your personal
response in each column.
Satnam – ‘True Lord’
Waheguru – ‘Wonderful Lord
(teacher)’
Akal Purakh – ‘Eternal Reality’
For Sikhs, God is neither male nor female but a spirit that pervades the universe. Pronouns such as ‘he’ or
‘him’ for God are sometimes used because of the difficulties of translating into English, and not to suggest that
God might be male.
The Mool Mantar also expresses the important Sikh belief that God can only be understood ‘through God’s
grace’ (i.e. through God’s undeserved favour).
3 Think about it and talk with a partner.
4 How would you try to describe your beliefs, thoughts or ideas about God?
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1 Core beliefs
Lesson focus 1.2
What else does Sikhism say about God?
Learning outcomes
This lesson will enable you to:
• Explore further the characteristics of God for Sikhs and think about how they believe God is known in the world.
• Make links between these beliefs and ideas and what others, including yourself, think/believe about God.
Starter
Display a tick, a cross and a question mark. Read out five of the statements from the table below, then ask
students to think about each and then stand by the sign that most closely represents their response (tick =
agree, question mark = not sure and cross = disagree). Tell them that you will be asking students at random
to say why they chose to stand where they did.
God exists.
There is no need to prove the existence of God – God
just is.
God is neither male or female so you should avoid using
pronouns (e.g. ‘he’) when speaking about God.
God can only be known through God’s underserved
favour.
God created the world and everything in it.
God is beyond human beings but also very close to
human beings.
There is only one God.
The human soul is a spark of God’s immortal soul.
God has no beginning and no end, God is eternal.
God is truth – to know God is to know what is true about
and in the world.
Development
Transition: Share the learning outcomes with the students. Ask someone to read out (or recite from memory
if they can) the Mool Mantar. Through class discussion, summarise briefly what it teaches about Sikh belief
about God. Explain that this lesson is going to explore some other aspects of Sikh belief about God.
Distribute copies of the cards on Worksheet 1.2, enough so that each group of three or four can have a set.
These contain ten statements about what Sikhs believe about God and how that might affect what they think
and do.
A member of each group reads each card out loud to the rest of their group. After each one, the group should
think carefully about what it is saying and decide how to summarise it so that by the end of the lesson they
have ten key sentences showing what Sikhs believe about God.
Plenary
Select a group’s statements and display them to the class. Work through the sentences, the other groups either
agreeing that each one is a good summary or offering their own version if they think they have a better one.
By the end of the plenary you should have an agreed class list which needs to be copied so that all students
can have a copy of it given to them in the next lesson.
Homework/extension task
What do Sikhs believe about God?
In around 750 words, outline some key Sikh beliefs about God and how these might impact on how Sikhs live.
Draw on what you have learnt about the Mool Mantar and in this lesson.
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Worksheet 1.2

Belief in the existence of God is a must in
Sikhism. The learner (Sikh) believes that God can
be known but God is not known personally to
him/her. It is for the Sikh to study the Guru
Granth Sahib Ji and follow the Gurus’ teachings to
learn about God.
Believing in God means that a person’s attention
is drawn to God’s qualities (love, justice, charity,
tolerance, wisdom, truthfulness). When a believer
meditates on God’s qualities they can
unconsciously imbibe (absorb) some of these
traits.
Sikhs believe that God is the creator of all things.
Creation evolved slowly: from air came water and
from water the lower forms of life that led to the
development of plants, ﬁsh, birds and animals,
then the creation of human beings.
Guru Nanak Dev Ji taught that there are
innumerable other worlds beyond this one. He
wrote that only God knows the greatness of
creation. Before creation, God was in abstract
meditation (sunya samadhi = state of
contemplation of the void).
God is not born and therefore does not die. God is
beyond time, the eternal reality. No person is God
and nor is God a person. God does not come to
earth in human form, occasionally or uniquely.
The Gurus taught that there is no basis for
assuming the permanence of the world. God
alone, who created and sustains this limitless
universe, has the power to end it. It came through
God’s will and will disappear when God wills it.
God is within (sargun) and without (nirgun) –
immanent and transcendent. God is very close to
the creation, personally and directly available to
everyone, and yet is also beyond the power of
human understanding.
God is without fear or enmity. God sustains and
cares for everyone, whether they believe in God
or not. Equally, God does not have any favourites.
God is Truth and the source of all truth. The Gurus
pass truth to the people through their teachings.
The gift of truth comes to the deserving. Sikhs
must live according to these teachings. They
must speak the truth, act the truth and think the
truth.
The Gurus never felt the need to prove the
existence of God. They regarded God as ever
present.
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Lesson focus 1.3
What are the three golden rules for Sikhs and how do they
point Sikhs to living according to God’s will (hukam)?
Learning outcomes
This is a series of three lesson that will enable you to:
• Explain the key concepts of naam japna, kirat karna and vand sanskar as providing Sikhs with a framework for
daily life.
• Offer your own views about these key concepts, giving reasons for your responses.
Starter
Display the following quotation to the class:
‘There can be no worship without performing good deeds.’
(Guru Granth Sahib Ji, 4)
As a class, discuss what this means.
Development
Transition: Share the learning outcomes with the students. From Worksheet 1.3, use the chart and top part of
the text to explore and stimulate responses to the key Sikh concepts of naam japna, kirat karna and vand
sanskar as well as introducing some other key Sikh terms – sewa, mukti, haumai and hukam.
Return to the quotation from the starter activity. In the light of what has been learnt/considered during the
lesson so far, do students want to change or add anything to the discussion?
Set up the research activity to be conducted in pairs or groups of three over the remainder of this lesson and
the next lesson. Students could be given a free choice of resources, or you could provide research materials
for them to use. (The third lesson will consist of groups making the presentation and being assessed by the
teacher and their peers – see page 00.) Students begin the research task, drawing on material provided by the
teacher.
Plenary
Each group gives a brief progress report about what they have discovered so far – highlighting anything of
interest and saying quickly what they think their priorities will be for the next lesson.
Lesson 2 in this series of three should be used for continuing the research with the teacher checking progress
and drawing the class together periodically to make points that are relevant to the group. A useful plenary in
the last ten minutes of the lesson would be to return to the quotation: ‘There can be no worship without
performing good deeds.’ Ask: In the light of what we have been researching, can you explain why the three
golden rules of Sikhism are so important and how this text from the Guru Granth Sahib Ji links to these
concepts?
The final lesson in this group of three provides an opportunity for students to present their work to the rest of
the class and for them (and the teacher) to assess the effectiveness of the presentation using the peer
assessment sheet from page 00). Depending on the size of the class, this may move into another lesson.
Ensure that students’ notes taken during the presentation, supplemented by textbook reading and teacher
notes, have all addressed each of the three golden rules of Sikhism.
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Worksheet 1.3
What are the three golden rules for Sikhs and how do they point Sikhs
to living according to God’s will (hukam)?
They taught that Sikhs cannot separate their religious life from their family, social, political and economic
life. Sikhism teaches that life is a spiritual journey and the path of mukti (liberation) is open to all through
getting rid of haumai (ego) and living life according to hukam (God’s will). The three golden rules point the
way to a life lived according to hukam, and all three have equal importance. This means that, for example,
nam japna is useless if Sikhs do not practise the teachings from the Guru Granth Sahib Ji while they are
earning their living. In the same way, kirat karna is useless if Sikhs are selfish and forget about those who are
less fortunate than themselves. Similarly, vand sanskar is of no use unless Sikhs remember and meditate on
God’s qualities.
Vand sanskar – sharing with others less fortunate.
Linked with sewa. Helps a Sikh get rid of haumai
and make spiritual progress.
Naam japna – remembering God.
Meditating on the qualities of God
described in the Guru Granth Sahib Ji.
Remembering God at all times
improves character.
Kirat karna – earning one’s living by
honest means and hard work.
Work is noble: work hard and take a
fair proﬁt; use wealth for a decent
living without being materialistic.
ACTIVITIES
1 In a pair or group of three, research the meaning of one of these important Sikh concepts and how it
impacts on Sikh life and practice.
a Nam japna. How do Sikhs practise meditating on God’s name and how do they believe that reflecting on
God’s characteristics helps them to be better people and live better lives?
b Kirat karna. Make a list of jobs that Sikhs might consider honest. What jobs might not be considered
honest? How does kirat karna show Sikh belief in practice?
c Vand sanskar. Why is remembering those less fortunate so important to Sikhs? How and why do Sikhs
practice sewa? What forms does sewa take? Explain how the langar is a focal point for sewa.
2 Devise a PowerPoint presentation to summarise your findings (up to ten slides, with illustrations and/or
diagrams). You should have it ready to present by the beginning of the third lesson. While others are
making presentations you will be expected to take notes of key points and to fill in a peer-assessment sheet
that your teacher will give you.
3 After the third lesson, answer at least three of the questions below for homework.
•
•
•
•
•
I found the research hard/about right/easy because. . .
I worked very well/OK/not very well in my pair/group because. . .
One thing I enjoyed was. . .
One thing I found difficult was. . .
One thing I would do differently is. . .
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Lesson focus 1.4
Why are the Panj Kakke (the ﬁve Ks) so important in Sikh
belief and practice?
Learning outcomes
This lesson will enable you to:
• Express understanding about the importance of the Panj Kakke as symbols of Sikh belief and practice.
• Offer your own ideas, and listen to and evaluate others’ points of view, in response to learning about them and
their importance to Sikhs.
Starter
Display the statement: ‘What you wear says something about who you are.’
Students consider this for one minute. Without discussing it, they note down a couple of examples in support
of this statement.
Next, students share their examples with a partner and choose the one that they think is the best.
Pairs now form groups of four, share their examples and choose the one that they think is the best.
Finally, groups share their preferred example with the rest of the class.
Development
Transition: Share the learning outcomes with the students. Explain how the Panj Kakke are ways in which
the Sikh community has announced its identity since the time of Guru Gobind Singh.
Check that the students know the correct names of each of the Panj Kakke and explore with them the
symbolism of each one – use books, pictures and artefacts.
Organise the class into three broad ability bands for the following individual writing task, which should take
around 20 minutes to complete with the level of detail required.
• Higher ability: give a detailed description and explanation of the significance of the Panj Kakke for a
practising Sikh.
• Middle ability: the Panj Kakke are important symbols of faith and identity. Explain what they are and why
they are so important to Sikhs in the practice of their religion.
• Lower ability: using the writing frame on Worksheet 1.4, describe what the Panj Kakke are and say why
they are important to Sikhs in the practice of their religion.
Place students from the different ability bands into mixed-ability pairs. Each students should now explain to
their partner the work they have done and what they learnt from it – they can read out parts of it as
applicable.
Plenary
Display the statement: ‘I think it is important to wear religious symbols to show others what you believe.’
Ask for a show of hands to indicate whether students agree/disagree/are not sure about the statement. Ask
one or two to say why.
Homework/extension task
Think of three key questions to ask a Sikh about the Panj Kakke and their importance to their faith and
practice. Write them out, and under each one make some bullet-pointed notes showing how you think a Sikh
might answer it. Students should be prepared to share their questions and possible answers in the next lesson.
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Worksheet 1.4
Why are the Panj Kakke so important in Sikh belief and practice?
The Panj Kakke are important in Sikh belief and practice because they are symbols of
............................ and ............................ .
Sikhs wear them to show their devotion to God. Each is symbolic.
Kesh is ................................................. . It stands for ...................................................................
Kangha is a .......................................... . It stands for ...................................................................
Kara is a ............................................... . It stands for ...................................................................
Kachera are ......................................... . They stand for ...............................................................
Kirpan is .............................................. . It stands for ...................................................................
These symbols are important to Sikhs today because .............................................................................................
..................................................................................................................................................................................
Sikhs began wearing the five Ks following the request of Guru ............................................ (Baisakhi, 1699 CE).
He also said that all Sikh men should take the name Singh (‘lion’) and all Sikh women the name Kaur
(‘princess’). This shows the importance of ....................... within Sikhism because ...............................................
......................................................................................
undershorts
identity
uncut hair
belonging
steel bangle
equality
wooden comb
Gobind Singh Ji
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Lesson focus 1.5
Who are the Sikh Gurus and how do they inﬂuence Sikh belief
and practice today?
Learning outcomes
This lesson will enable you to:
• Develop understanding of the role and importance of the Sikh Gurus.
• Analyse the inﬂuence of the Gurus on Sikh life today.
• Make links between the importance of the Gurus for Sikhs and people or things that have a great inﬂuence on you.
Starter
Display the statement below, along with a picture of the Guru Granth Sahib Ji. If possible, have some
reflective music playing quietly in the background.
‘I believe that the Gurus’ teaching comes directly from God. Therefore I need to take note of it and try to live
my life following it.’
Ask students to sit quietly for two minutes, thinking about who or what they take notice of and why.
Development
Transition: Share the learning outcomes with the students. Distribute copies of Worksheet 1.5 and as a class,
read the information boxes surrounding the picture of the Guru Granth Sahib Ji. After reading each box, ask a
student to explain in their own words what it means or say something it made them think about/consider.
After reading all the boxes, ask students, in their own words, to write down three sentences summarising
what Sikhs believe about the Gurus and their teaching.
Explain how Guru Gobind Singh Ji said that there were to be no more earthly human Gurus but that the Guru
Granth Sahib Ji was to become the ‘living Guru in their midst’. The Sikh scriptures therefore became the focal
point for Sikh life, worship and decision-making. The Gurus’ teaching influences Sikh life today in terms of:
• worship – treatment of the Guru Granth Sahib Ji, use in worship
• the concept of equality (at the heart of Sikh belief and practice)
• decision-making – using teaching contained in Guru Granth Sahib Ji to guide about how one should live.
Activity 1 from the worksheet allows students to express their understanding of the role of the Gurus for
Sikhs.
Plenary
Read out two or three of the students’ scripted conversations from Activity A. Ask two or three students to say
one thing they have learnt or that the lesson has made them think about.
Homework/extension task
Students carry out Activity 2 from Worksheet 1.5.
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Worksheet 1.5
Who are the Sikh Gurus and how do they inﬂuence Sikh belief and
practice today?
1 All of the ten Gurus, and the Guru
Granth Sahib Ji, are equally
important. It is important to show
equal respect to them all.
3 We are told that the
Gurus are to be revered
(treated with respect),
but not worshipped. As
Sikhs we only worship
God.
5 When I bow in front of
the Guru Granth Sahib
Ji, I am showing respect
for the Holy Granth, the
Gurus and God’s
message for humanity.
7 The Gurus’ teaching is based on the belief that
everyone is equal. If everyone is equal, then
everyone should be treated with equal respect.
2 Each Guru carries on and builds
upon the teaching of the previous
Guru – each shares Guru Nanak Dev
Ji’s spirit.
4 The Gurus were special
people who were sent
for the special purpose
of giving God’s message
to humanity.
6 Listening to and taking
part in reciting the
words from the Guru
Granth Sahib Ji is a very
spiritual experience and
a privilege.
8 I believe that the Gurus’ teaching
comes directly from God. Therefore
I need to take note of it and try to
live my life following it.
THE TEN GURUS AND THE PERIOD OF THEIR LEADERSHIP
Guru Nanak Dev Ji
Guru Angad Dev Ji
Guru Amar Das Ji
Guru Ram Das Ji
Guru Arjan Dev Ji
Guru Hargobind Ji
Guru Har Rai Ji
Guru Har Krishan Ji
Guru Teg Bahadur Ji
Guru Gobind Singh Ji
(1649–1539)
(1539–52)
(1552–74)
(1574–81)
(1581–1606)
(1606–44)
(1644–61)
(1661–64)
(1664–75)
(1675–1708)
ACTIVITIES
1 Your friend thinks that Sikhs venerate the Gurus in the same way that Christians worship Jesus or Hindus
worship Shiva or Durga. Drawing on what you have learnt in this lesson, script a conversation between you
and your friend, correcting their mistake.
2 ‘One of the greatest influences on my life so far is. . .’. Write a paragraph, an acrostic poem or a haiku in
response to this statement. Make it clear what the impact has been on you in your life so far.
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Lesson focus 1.6
What is the purpose of life for Sikhs and what are the qualities
needed to reach God?
Learning outcomes
This lesson will enable you to:
• Explain the purpose of life according to the Sikh Gurus.
• Explore the qualities necessary for a Sikh to acquire to know and reach God.
• Offer your own views about these ideas giving reasons for your responses.
Starter
Ask students to sit quietly for a couple of minutes listening to the sohila (the Sikh evening prayer which is
also used at funerals; available at www.sikhwiki.org). Display an English transliteration of it for students to
follow. Discuss: funerals are as much about life as they are about death. Do you agree or disagree? Why?
Development
Transition: Share the learning outcomes with the students. Use the six key points from Worksheet 1.6 as a
basis for explaining and discussing Sikh beliefs about the purpose of life and how mukti can be attained.
Individually, students make a note of the meaning of the terms: samsara, haumai, maya (illusion), sewa,
simran, gurmukh, manmukh and mukti. Display definitions of these words and ask students to say which
word the definition belongs to. Students make any necessary alterations to their own definitions in the light of
this class activity.
Students complete activities 1 and 2 from the worksheet. (You will need to refer back to the sohila heard in
the starter activity and show the English transliteration again.)
Students work through activity 3 from the worksheet. Students begin to plan their pamphlets explaining Sikh
beliefs about life and death (they will complete these for homework).
Plenary
Give each student three cards: one green, one yellow and one red. Read out five statements like the ones
below, and ask students to show a green card if they agree with it, yellow if they are not sure and red if they
disagree with it.
•
•
•
•
•
‘Human beings are purely physical: they do not have a soul or spirit.’
‘Once you die, that is it – there is no afterlife of the spirit.’
‘The soul goes through countless cycles of birth and death.’
‘The purpose of human life is to become one with God.’
‘How you live in this life affects your next life.’
Ask a few students to explain why they have held up the card they have.
Homework/extension task
Students complete activity 3 from the worksheet. They should bring their pamphlet to the next lesson and be
prepared to show it and explain its contents.
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1 Core beliefs
Worksheet 1.6
What is the purpose of life for Sikhs and what qualities are needed to
reach God?
KEY POINTS
Sikhs believe that:
• Humans owe their existence to hukam (the will of God) and that to be born human is a privilege, as it is an
opportunity for the soul to progress to liberation from samsara (which Sikhs usually refer to as
‘transmigration of the soul’ or ‘the cycle of life and death’). Sikhs see life is an opportunity to strive to
submerge their individual personality with God.
• The individual has acquired human form after innumerable cycles of birth and death. Human beings must
aim for spiritual evolution in order to be free from samsara.
• The body must be sustained because it is the house of the soul. The soul is immortal as it is a part of the
immortal God. God and the individual soul are one and the same, but humans see themselves as separate
entities because of haumai (egotism). When the wall of haumai is broken, humans realise their identity
with God.
• Humans can miss the opportunity to meet God, as a result of their haumai. The Guru Granth Sahib Ji says
that where there is haumai there is no God, and where there is God there is no haumai. Sikhs believe that
haumai is present in panj chor (five vices): kam (lust), krodh (anger), lobh (greed), moh (favouritism)
and ahankar (pride), which lead to maya (undue worldly attachment = illusion).
• Sikhs can get rid of haumai through sewa (selfless service), simran (remembrance of God) and through
living in the world and earning a living by honest means and discharging social responsibilities with
patience and humility. In other words, a Sikh is to practise the three Golden Rules of naam japna, kirat
karna and vand sanskar.
• A person who follows the rules taught by the Sikh Gurus is known as a gurmukh, while a person who
follows their own will and ignores God is known as a manmukh. By meditation on God and a life spent in
conformity with the Guru’s teachings, a Sikh can obtain mukti, which is liberation through unity with
God. Individual consciousness then ceases and there is no further pain or misery.
ACTIVITIES
1 On your own, think about these questions (make brief notes if this is helpful):
a Do you believe that human beings have a soul? Why? Why not?
b What is ‘egotism’ and how does it show itself in human behaviour?
c What happens when someone dies? Is there existence before birth? Why? Why not?
2 In a group of four:
a Talk about your ideas. Which of your ideas are the same? Which are different? How do your beliefs
compare with the Sikh beliefs outlined above?
b Read through the sohila (the Sikh evening prayer used at funerals that you heard at the beginning of the
lesson). How might it comfort the family and friends of the deceased person?
3 Split your group of four into two pairs:
Imagine that a local gurdwara has asked you to produce a pamphlet (up to eight sides of A5) to help young
people aged 9 to 14 understand Sikh beliefs about life and death. Draft the areas you will cover, check these
with your teacher and then produce the pamphlet. It can include illustrations and symbols.
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1 Core beliefs
Lesson focus 1.7
What are samsara, karma and mukti?
Learning outcomes
This lesson will enable you to:
• Explain what a circle of death and birth is, according to Sikh teachings.
• Explore what karma is and how a Sikh can obtain mukti.
• Offer your own views about these ideas, giving reasons for your responses.
Starter
Display the words samsara, haumai, maya, sewa, simran, gurmukh, manmukh and mukti (recap from Lesson
1.6). Ensure that students understand what each one means.
Development
Transition: Share the learning outcomes with the students. Explain that this lesson will focus on the key
concepts of samsara, karma and mukti. Ask for a definition of karma.
Display pictures of waves along a shore and a full moon (available on the internet). Ask students to describe
the relationship between them. Explain that when scientists see a connection between two facts, they try to
show a cause-and-effect relationship. The cause explains why something happens; the effect describes what
happens. For example, why does the tide move towards and away from the shore? How does the moon affect
this? The answer is that there is a cause-and-effect relationship between the moon and tides. Ask students to
give other examples from their learning in science.
Tell students that cause and effect are also important in thinking about religious and moral issues. Explore the
idea of actions having consequences – what are the consequences of breaking rules at school or at home?
Give students the following scenario: ‘A friend asks you to tell their parents that they are staying with you
overnight when really they are going to a club with their girl/boyfriend. They are underage.’ In small groups,
students think about what might happen if they lie for their friend and what might happen if they don’t. What
would be the best thing to do? Share ideas with the class.
Talk about actions that would bring good or bad karma for a Sikh. Use Worksheet 1.7 – students can complete
the tasks individually or with others.
Plenary
Discuss: ‘You don’t have to be religious to know what is right and wrong, but religion influences adherents in
making their decisions about right and wrong.’
Homework/extension task
1 Devise a scenario where a Sikh has to make a decision whose consequences could be good or bad karma
– what will they do?
2 a What do Sikhs believe about the cycle of life and death?
b How might Sikhs work to achieve release from samsara?
c Name some actions that might produce good karma for a Sikh and actions that might produce bad karma.
Say why they would result in good or bad karma.
d ‘Religious people have no reason to fear death.’ Do you agree or disagree? Why?
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Worksheet 1.7
What are samsara, karma and mukti?
SAMSARA
• ‘Transmigration of the soul’ or ‘the cycle of life and death’ – life is an opportunity to strive to return to
God, and to submerge the individual personality with God.
KARMA
• the concept of cause and effect, action and reaction is the law of karma. It affects how a Sikh should
live – past karma (good or bad actions) has determined the present life, and similarly behaviour in the
present life will determine the nature of the future life.
• karma does not mean that everything is pre-ordained and that humans have no free will. A person carries
their past karma in the form of character. Guru Nanak Dev Ji wrote, ‘The record of my deeds cannot be
effaced because God has recorded them,’ but humans have freedom to choose and to change – karma can be
changed by living a truthful life, as taught by the Gurus and by the grace of God.
• judgement is a continuous process. After death the soul appears before God and its future is decided on
the basis of actions while in the world. It may be reborn or obtain some temporary respite, or may remain
in the presence of God if its development is complete.
MUKTI
• Liberation through unity with God – individual consciousness ceases and there is no further pain or
misery.
ACTIVITIES
1 Devise a diagram like the one shown here to show the relationship
between samsara, karma and mukti, making notes about the key
beliefs.
karma
mukti
samsara
2 a Draw up a table like the one below and list five actions that you think are good and five that you think
are bad, giving reasons.
Good actions. . .
because. . .
Bad actions. . .
1
1
2
2
3
3
4
4
5
5
because. . .
b Would a Sikh agree or disagree with what you have put in your lists? Why?
c How do you know what is right and wrong, good or bad?
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GradeStudio
Lesson focus
To practise answering AO2 style examination questions.
Learning outcomes
This lesson will enable you to:
• Practise exam-style questions.
• Become familiar with AO2 skills.
Starter
Read out the statements below and ask students to indicate their response using a ‘thumbs up’ (agree),
‘thumbs down’ (don’t agree), ‘thumbs horizontal’ (not sure).
•
•
•
•
•
•
I believe that God exists
there is only one God
actions in this life affect what happens after death
your soul or spirit goes through many lives
worshipping God is essential to human life and well-being
all religions are paths to God.
Development
Share the learning outcomes with the students. Explain that understanding the level descriptors is vital to
securing a good mark in the examination. This lesson will help to achieve this for AO2 questions. Focus on the
importance of looking carefully at the question and supporting opinions with reasons and evidence. The
highest marks will also show that answers have taken account of other viewpoints. Students should be given a
copy of the Assessment Objective statements from the Mark scheme of the specification. In pairs ask them to
read and discuss the difference between a Level 1 and a Level 4 response.
Examination question
‘Belief in God within (sargun) and without (nirgun) – immanent and transcendent is central to
Sikh understanding of God.’
Do you agree? Give reasons and evidence for your answer, showing that you have thought
about more than one point of view.
[12 marks]
Ask students to discuss the question in pairs and jot down some ideas about how they might respond to it.
Give students a copy of the Grade Studio worksheet. Students should work individually, using the worksheet
to help them to answer the examination question by building up their response.
Ask students to read and mark a partner’s work using the level descriptors, discussing why they think the
writing is at a particular level and how it could have been improved.
Plenary
Share a couple of examples of work produced during the lesson, and ask a student who has marked a piece of
work to explain why they gave it the grade they did. Encourage the rest of the class to discuss whether they
agree or not.
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GradeStudio
Worksheet
Name: ________________________________________________ Class: _______________
Examination question
‘Belief in God within (sargun) and without (nirgun) – immanent and transcendent is central to
Sikh understanding of God.’
Can God be both immanent and transcendent? What do you think? Give reasons and evidence
for your answer, showing that you have thought about more than one point of view.
[12 marks]
The table below will help you to build up your response to this question. The examples are there to help you
– you don’t have to copy them – try to think of your own way of expressing the response, using the framework
provided.
Introduction to your answer: Write one sentence showing you understand what the question is
asking you. For example:
This question focuses on ............................................ and asks me to substantiate my opinion with
reasons and evidence.
Sikh religious views: Write up to four sentences showing that you understand what is meant by
the terms sargun (immanent) and nirgun (transcendent). For example:
Sargun (immanent) means that God is ............................................................................. . This is an
important idea for Sikhs because .........................................................................................................
Nirgun (transcendent) means that God is ......................................................................... . This is an
important idea for Sikhs because ....................................................................................................... .
Your opinion: State your opinion and how it relates to Sikh belief about the immanence and
transcendence of God. Give at least three reasons for your view and explain them in detail. For
example:
I agree/disagree with the idea of God being both immanent and transcended because .................. .
Another reason I want to put forward is...............................................................................................
because ............................................................................................................................................... .
A third point I want to make is ............................................................................................................
because ............................................................................................................................................... .
Alternative views: State alternative views. Why might someone agree or disagree with you? Try
to use different reasons if possible, for example:
I understand that other people may agree/disagree with me because ............................................. .
Conclusion: Restate what you think, and draw your answer to a close, for example:
In summary, I conclude
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
............................................................................................................................................................ .
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