Learn about Sikhism and get a qualification

Author:  Dr Kanwaljit Kaur-Singh

The British Sikh Education Council (BSEC) is pleased to announce that following discussions with Edexcel, one of the UK’s leading awarding bodies, a full GCSE in Sikhism is available and students can start the course in September 2004. The course is open to all Sikhs and non-Sikhs.

Qualification Obtained
- The course and examination is in English and it is equivalent to a full GCSE in any other subject.
- Successful completion of Edexcel Examination Board’s Unit N and Unit G combined result in the GCSE being awarded.
- All students from the age of 14 onwards can take both the papers together, or one at a time. Those students, who are capable, can start at an earlier age.
- Please start with Unit N, as most young students would already have some knowledge of the topics covered in this unit.

Syllabus
- Condensed information on the taught syllabus is:
- Section N1: Beliefs and Values
- Section N2: Community and Tradition
- Section N3: Worship and Celebration
- Section N4: Living the Sikh Life
- Section N5 or Section N6: Students to choose one or the other and will be assessed as by written examination like the other four units or as course work by internal assessment.

- A book for students is currently being written and will be in the market before the end of the year. This book will cover all the aspects required for the course.

- A book that will help students and is highly recommended is Sikhism for today written by Kanwaljit Kaur-Singh published by Oxford University Press is available, price £5.45. Please phone the author at 0208 540 4148 or the publishers at 01536 741171

How to Proceed

Interested students and parents should firstly contact their school:
1. Contact the head of department or head of year at your school.
2. Convey your wishes to study the full GCSE Religious Studies in Sikhism course and request for it to be taught at your school.
3. The school should then proceed by making the necessary arrangements for the GCSE to be taught.

If the school cannot make arrangements:
1. Parents and students should check with their local Gurdwara for classes to take up the course.
2. Contact The BSEC at the details below for further advice.


Notes for Teachers
- If you are interested in teaching this subject, please contact The BSEC below.
- The BSEC can arrange for teaching to take place in local Gurdwaras.
- Anyone enquiring should ensure that they have a good command of the English language both written and spoken and are willing to learn about Sikh philosophy and practices.

If you have any questions about the GCSE Religious Studies in Sikhism then please contact The BSEC at the details below.

Contacts
Dr Kanwaljit Kaur-Singh Tel: 020 8540 4148
Chair BSEC
43 Dorset Road
Merton Park
London SW19 3EZ

The full syllabus is :

Unit N: Sikhism

Codes 5587, 5588

This unit is divided into four sections, examined by external assessment only, and a fifth section, examined by internal or external assessment.

The words in bold are key words for this unit. Students should be aware of their meanings and be able to use them in their answers. A glossary of the key words is available from Edexcel.

In order to meet assessment objective 3, students need to be aware of non-religious, as well as religious, responses and moral issues.

Students will be required to demonstrate knowledge and understanding, and the ability to evaluate alternative points of view, in respect of the sections below.

Section N1 Beliefs and Values

The nature and attributes of God: as expressed in the Mool Mantar (Akal Purakh, Satnam, Waheguru); God as the Eternal One, Creator and Teacher.

The origin and destiny of human beings: samsara, karma and mukti; manmukh and
gurmukh; the elimination of haumai and the aim of union with God.

The rejection of the Vedas and the Qur'an, and of the divisions of varna, the acceptance of outcastes and the equal status of men and women.

Section N2 Community and Tradition
>
The ten human gurus and their significance in the establishment and development of Sikhism:

The fundamental role of Guru Nanak as recorded; Janem Sakhi and exemplified in the major events of his life and by his teaching (Japji); the community at Kartarpur and the nomination of Lehna as Guru Angad.

The significance of Guru Gobind Singh and the foundation of the Khalsa (Singh, Kaur, panj piare)

The Guru Granth Sahib: the compilation of the Adi Granth by Guru Arjan and the completion by Guru Gobind Singh; its importance and how it is respected in Sikhism.

Section N3 Worship and Celebration
The practice, meaning and significance of Sikh worship: diwan; the use and effects of kirtan,
shabads; the ardas and karah parshad; the langar.

The amrit ceremony: its origin, meaning and significance; the main details of the ceremony; the role of the panj piare.

How and why Sikhs celebrate melas and gurpurbs: Vaisakhi; Diwali; the akhand path.

Section N4 Living the Sikh Life

Sikh private devotion: the nit nem; sohila; raheras.

The use and significance of symbols in Sikh life: the panj kakke (kesh, kangha, kara, kach and kirpan); the Nishan Sahib; the pagri.

The Rahit Maryada as the expression of Sikh religious and moral values: its value as guidance
in daily living with special reference to sewa.

Section N5 Options

Students are required to study one of these options which will be assessed EITHER by written examination OR by internal assessment.

Option 1 A Place of Sikh Worship

The architecture and other main features of a particular gurdwara and the reasons for them.

The role and function of the gurdwara leaders. The role and function of the gurdwara in the
local community.

The reasons for Sikhs choosing to worship, or not to worship, together.

Option 2 The Sikh Homeland

The Sikh tradition of distinguishing between spiritual and temporal authority as seen at Amritsar: differences of emphasis among the ten gurus.

The conflict that led to Operation Blue Star; its consequences for the Sikh people.

The idea of Khalistan: differing views among British Sikhs.

Coursework tasks

Option 1 A Place of Sikh Worship

Write about 1500 words on the following:
(a) (i) Describe the main features of a specific gurdwara.

(ii) Analyse and explain the role and function of the leaders in the gurdwara.

(iii) Analyse and explain the role and function of the gurdwara in the local Sikh community.

(12 marks)
(b) ' You do not have to go to a gurdwara to be a good Sikh'.

Do you agree? Give reasons for your opinion, showing that you have considered another point of view. You should refer to Sikh teaching in your answer.

(8 marks)
(Total 20 marks)

Option 2 The Sikh Homeland

Write about 1500 words on the following:

(a) (i) Describe the arrangements at Amritsar and explain how they show the distinction
between spiritual and temporal authority.

(ii) Analyse and explain the Sikh aspiration for the Punjab to become an independent
state.

(iii) Explain why Sikhs have become divided about the future of their homeland.

(12 marks)
(b) 'Khalistan is worth dying for'.

Do you agree? Give reasons for your opinion, showing that you have considered another point of view. You should refer to Sikh teaching in your answer.

(8 marks)
(Total 20 marks)


Unit G: Religion and life based on a study of Sikhism

Codes 5573, 5574

This unit is divided into four sections, examined by external assessment only, and a fifth section, examined by internal or external assessment.

The words in bold are key words for this unit. Students should be aware of their meanings and be able to use them in their answers. A glossary of the key words is available from Edexcel.

In order to meet assessment objective 3, students need to be aware of non-religious, as well as religious, responses to religious and moral issues.

Students will be required to demonstrate knowledge and understanding, and the ability to evaluate alternative points of view, in respect of the sections below.

Section G1 Believing in God

How religious upbringing in a Sikh family and community can lead to or support belief in God. The nature of religious experience for Sikhs, as seen in the amrit ceremony, miracles, prayer, and how these may lead to or support belief in God.

How the appearance of the world (design and causation) may lead to or support belief in God.
How the search for meaning and purpose in life may lead to or support belief in God. How studying the life of Guru Nanak may lead to or support belief in God.

How non-religious explanations of the world and of miracles may lead to or support agnosticism or atheism. How unanswered prayers and the existence of evil and suffering (including moral evil and natural evil) may lead people to question or reject belief in God.

How Sikhs respond to the problem of evil and suffering (haumai, manmukh).

Section G2 Matters of Life and Death

Sikh teaching on life after death (reincarnation, khands, mukti). Why Sikhs believe in life after death. Reasons for belief in life after death not specific to any religion including near-death experiences and the paranormal. Why some people do not believe in life after death.

Sikh teaching on sanctity of life. The nature of abortion, including current British legislation and non-religious arguments concerning abortion. Different Sikh attitudes to abortion and the reasons for those attitudes. Differences among Sikhs in their attitudes to contraception, and the reasons for them.

The nature of euthanasia (assisted suicide, voluntary and non-voluntary euthanasia), including current British legislation and arguments concerning euthanasia. Differences among Sikhs in their attitudes to euthanasia and the reasons for them.

Section G3 Marriage and the Family

Changing attitudes in the United Kingdom to cohabitation and marriage. The purposes of marriage in Sikhism, including the main features of a Sikh marriage ceremony (anand karaj, lavan, circling). Differences among Sikhs in their attitudes to relationships between the sexes and sex outside marriage (pre-marital sex, promiscuity and adultery), including the reasons for the attitudes.

Changing attitudes to divorce in the United Kingdom. Differences among Sikhs in their attitudes to divorce including the reasons for the attitudes. Changing attitudes to homosexuality in the United Kingdom. Sikh attitudes to homosexuality, including the reasons for the attitudes.

The changing nature of family life (nuclear family, extended family, re-constituted family) in the United Kingdom. Sikh teaching on family life and its importance. How gurdwaras help with the upbringing of children and keeping the family together.

Section G4 Social Harmony

The growth of equal rights for women in the United Kingdom. Differences among Sikhs in their attitudes to the roles and status of men and women, and the reasons for them (Mati Sahib Kaur
and the khalsa).

The nature of the United Kingdom as a multi-ethnic society, including prejudice, racism and discrimination. Sikh teachings, which help to promote racial harmony. The contribution of Guru Nanak to racial harmony, and the religious basis for this work.
The quality, variety and richness of life in the United Kingdom as a multi-faith society, including considerations of religious freedom and religious pluralism. Differences among Sikhs in their attitudes to other religions, and the reasons for them.

Section G5 Options

Students are required to study ONE of these options. Options 1 and 2 will be assessed EITHER by external assessment or by internal assessment. Option 3 is ONLY available as an internal assessment option.

Option 1 Religion and the Media

The variety and range of specifically religious programmes (religious broadcasts) on BBC1, BBC2, Channel 3 and Channel 4. Channel 5, cable and satellite religious broadcasts may be included but are not required. Students should be aware of the general contents of such programmes and must study ONE programme in depth to assess the reasons for its popularity/unpopularity.

How either TV soap operas or the national daily press deal with religious and moral issues of importance to Sikhs, including an in-depth study of ONE religious or moral issue that has been dealt with.

A specifically religious theme or themes of importance to Sikhs as explored in ONE film or TV drama. Students will be required to understand why the theme is important, how it was dealt with, whether the treatment was fair to religious people, and how the treatment of the theme could have been improved.

Through this coverage, students will be expected to be able to deal with evaluation questions which require them to look at the way in which religion is dealt with in the media in a general way.

Option 2 Religion: Wealth and Poverty

The teachings of Sikhism on: possession; uses and dangers of wealth; stewardship; almsgiving and charity; compassion and justice; the relationship between rich and poor.

The relief of poverty and suffering in the United Kingdom by Sikhs. Detailed knowledge of the work of ONE Sikh person, community or organisation will be required.

An outline of the need for world development in response to the causes, extent and effects of poverty in the world. The work of religious agencies in world development and the relief of poverty. Detailed knowledge of ONE Sikh agency and the reasons for its work will be required. Through this coverage, students will be expected to be able to deal with evaluation questions which require them to look at the relationship of religion to wealth and poverty in a general way.

Option 3 Religion as Expressed in Art, Music or Literature

This option is only available as an internal assessment option, see Coursework tasks on the following pages.

Coursework tasks

Option 1 Religion and the Media

Write about 1500 words on the following:

(a) (i) Describe the variety of specifically religious programmes on the four main
television channels.

(ii) Analyse and explain the way in which a religious or moral issue, of concern to
Sikhs, has been dealt with in a television soap opera OR the national daily press.

(in) Analyse and explain the way in which a religious theme, of concern to Sikhs, has
been dealt with in a film or television drama.

(12 marks)

(b) 'Television always presents religious people as out of touch with the modem world'.

Do you agree? Give reasons for your opinion, showing you have considered another point of view. Your answer should refer to specific television programmes.

(8 marks)
(Total 20 marks)

Option 2 Religion: Wealth and Poverty

Write about 1500 words on the following:

(a) (i) Outline Sikh teaching on wealth and poverty.

(ii) Explain why there is a need for world development.

(iii) Analyse and explain the work of ONE Sikh agency working for world
development.

(12 marks)

(b) 'There should be no rich people as long as there is poverty in the world'.

Do you agree? Give reasons for your opinion, showing you have considered another point
of view. Your answer should refer to Sikh teaching.

(8 marks)
(Total 20 marks)