Sikhs: the story of a British community
I can explain how Sikhs have contributed to British history and why some places in the UK have large Sikh communities.
Sikhs: the story of a British community
I can explain how Sikhs have contributed to British history and why some places in the UK have large Sikh communities.
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Lesson details
Key learning points
- Sikhs comprise 0.9% of the population of England and Wales according to the 2021 census.
- There are historic Sikh communities in London and the West Midlands.
- The Sikh community has historic links with the UK, connected to the British Empire.
- Sikh soldiers were heavily involved in fighting for the British Empire, which cost many lives during the World Wars.
Keywords
Community - a group of people who share common interests and values
Service - the act of helping or doing work for others, often to support a community or cause
British Empire - a group of countries that were controlled or ruled by Britain
Gurdwara - a Sikh place of worship, where people gather to pray, learn, and share meals together
Common misconception
All Sikhs in the UK recently moved here.
There is a long historical connection between Sikhs and the UK, including their involvement in the British Empire and service in the World Wars. Many Sikh families have lived in Britain for several generations.
To help you plan your year 6 religious education lesson on: Sikhs: the story of a British community, download all teaching resources for free and adapt to suit your pupils' needs...
To help you plan your year 6 religious education lesson on: Sikhs: the story of a British community, download all teaching resources for free and adapt to suit your pupils' needs.
The starter quiz will activate and check your pupils' prior knowledge, with versions available both with and without answers in PDF format.
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Explore more key stage 2 religious education lessons from the Sikhs: What does Khalsa mean to Sikhs today? unit, dive into the full primary religious education curriculum, or learn more about lesson planning.
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