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"Strive that your actions day by day may be beautiful prayers"
- ‘Abdu’l-Bahá
7-11 Years
KS2
Under each topic below, you will find presentations, links to audio-visual material, classroom activities and in some cases schemes of work and lesson plans, as well as teachers’ notes.
Other useful resources for this age group include:
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Dayspring – a UK Bahá’í magazine for children aged 5 to 12. It seeks to nurture a love for God and humankind in the hearts of all children, inspired by the teachings of the Bahá’í Faith.
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Brilliant Star magazine - a US-based magazine intended for children of Bahá’í families and their parents and teachers, but many of the materials, stories and activities would be suitable for introducing Bahá’í concepts to primary-age pupils in the classroom.
Bahá'í beliefs: God and Revelation
Bahá’í beliefs about God
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Bahá’ís believe there is one God and that all the universe and creation belong to him
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God is omnipotent, perfect and has complete knowledge of life
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Bahá’ís believe that there has only ever been one God, who is called by different names in different religions.
The Bahá’í Writings explain that the reality of God is beyond the understanding of any mortal mind, though we may find expressions of His attributes in every created thing. Throughout the ages, He has sent a succession of Divine Messengers, known as Manifestations of God, to educate and guide humanity.
These Manifestations of God—among them Abraham, Krishna, Zoroaster, Moses, Buddha, Jesus Christ, Muḥammad, and, in more recent times, the Báb and Bahá’u’lláh— cultivate humanity’s spiritual, intellectual and moral capacities. Following the coming of a Manifestation of God extraordinary progress occurs in the world. Reaching to the roots of human motivation, His teachings awaken in whole populations capacities to contribute to the advancement of civilization to an extent never before possible.
The following Powerpoint presentation gives a general introduction into what Bahá’ís believe, community life, key teachings and the history of the Faith. It has been designed for older students to study individually, but it is also suitable for teachers to present to students aged 9 and up. It comes with worksheets for students to complete after viewing the presentation.
Teachings & Principles
Unity
A key principle of the Bahá’í Faith is unity. Bahá’u’lláh wrote that “the well-being of mankind, its peace and security, are unattainable unless and until its unity is firmly established”.
There are many quotations in Bahá’í scripture on this topic, and several of them have been used as the basis for songs and activities suitable for use with young children. The following lesson plan is based on an exploration of a song.
These worksheets might be useful in helping pupils to learn more about the basic teachings of the Bahá’í Faith.
Central Figures
The Báb
(1819-1850)
In the middle of the 19th century—one of the most turbulent periods in the world’s history—a young merchant announced that He was the bearer of a message destined to transform the life of humanity. At a time when His country, Iran, was undergoing widespread moral breakdown, His message aroused excitement and hope among all classes, rapidly attracting thousands of followers. He took the name “The Báb”, meaning “the Gate” in Arabic.
With His call for spiritual and moral reformation, and His attention to improving the position of women and the lot of the poor, the Báb’s prescription for spiritual renewal was revolutionary. At the same time, He founded a distinct, independent religion of His own, inspiring His followers to transform their lives and carry out great acts of heroism.
The Báb announced that humanity stood at the threshold of a new era. His mission, which was to last only six years, was to prepare the way for the coming of a Manifestation of God Who would usher in the age of peace and justice promised in all the world’s religions: Bahá’u’lláh.
Bahá’u’lláh
(1817-1892)
In the In the middle of the 19th century, God summoned Bahá’u’lláh—meaning the “Glory of God”—to deliver a new Revelation to humanity. For four decades thousands of verses, letters and books flowed from His pen. In His Writings, He outlined a framework for the development of a global civilization which takes into account both the spiritual and material dimensions of human life.
Bahá’u’lláh suffered 40 years of imprisonment, torture and exile for bringing God’s latest message to humanity. Today, His life and mission are becoming increasingly well-known across the planet. Millions of people are learning to apply His teachings to their individual and collective lives for the betterment of the world.
‘Abdu’l-Bahá
(1844-1921)
Upholding unity as the fundamental principle of His teachings, Bahá’u’lláh established the necessary safeguard to ensure that His religion would never suffer the same fate as others that split into sects after the deaths of their Founders. In His Writings, He instructed all to turn to His eldest Son, ‘Abdu’l-Bahá, not only as the authorized interpreter of the Bahá’í Writings but also as the perfect exemplar of the Faith’s spirit and teachings.
Following Bahá’u’lláh’s passing, ‘Abdu’l-Bahá’s extraordinary qualities of character, His knowledge and His service to humanity offered a vivid demonstration of Bahá’u’lláh’s teachings in action, and brought great prestige to the rapidly expanding community throughout the world.
The Central Figures: KS2 Resources
These Powerpoint presentations tell the story of the life of Bahá’u’lláh, and are suitable for a teacher to use in a classroom setting.
The second presentation was developed in 2017 for use in schools to mark the celebration of the bicentenary of the Birth of Bahá’u’lláh. It tells the story of His life, with added notes and activities.
These worksheets might be useful in helping pupils to learn more about the central figures of the Bahá’í Faith.
Laws and Practices
Prayer
The spiritual teachings of Bahá’u’lláh, founder of the Bahá’í Faith, emphasise that God is all around us, and that an act of worship takes place everywhere that God is mentioned. A poetic and simple prayer, Blessed is the spot, demonstrates this and can be used as the basis of a lesson.
These worksheets might be useful in helping pupils to learn more about how their faith influences the lives of individual Bahá’ís.
Pilgrimage
Among the practices prescribed by Bahá’u’lláh for his followers is that of pilgrimage, principally to the Bahá’í Shrines in the Holy Land. Pilgrims are taken to Bahá’u’lláh’s prison cell in Akká, to the house where He was subsequently confined, and to the two houses in the countryside just outside of Akká where He ended his days. He was interred in a building next to His final residence, which became the Shrine of Bahá’u’lláh. Bahá’ís turn in the direction of the Shrine of Bahá’u’lláh when saying their daily obligatory prayer.
Pilgrimage also includes prayer at the Shrine of the Báb on Mount Carmel, where His remains were interred, many years after his execution, at the direction of Bahá’u’lláh.
Both of the Bahá’í Shrines have been designated by UNESCO as World Heritage sites, and welcome many visitors each year.
The effect of the experience upon each pilgrim is naturally personal and individual. Visits to the different historical and sacred sites take place in companionship with others, allowing each pilgrim to take back both personal glimpses and shared experiences. There is no obligation to go on pilgrimage where an individual does not have the resources.
The presentation includes personal insights from young people about their experiences of Bahá’í pilgrimage, and is suitable for students in upper KS2 and above.
Baháʼí Community Life
The Nineteen Day Feast
On the first day of every Bahá’í month – every nineteen days – the Bahá’ís in each area come together in a meeting called the “Nineteen Day Feast”. This consists of three parts: a devotional, a community consultation and a social part. They are all equally important.
The devotional consists of prayers and readings from the Bahá’í Sacred Texts, often in several languages, read by various members of the community. The consultation is where Bahá’ís share news, discuss local issues and the progress of the Faith, and make plans. Every Bahá’í has the right to speak. The social part is fellowship, usually over shared food and often entertainment. Everyone should enjoy other’s company.
This video shows members of a Bahá’í community in the UK talking about the Nineteen Day Feast and inviting viewers to observe this gathering.
These worksheets might be useful in helping pupils to learn more about Bahá’í community life.
Bahá’í Houses of Worship
Worship can take place anywhere, but most Bahá’í devotional meetings take place either in a private home or in a Bahá’í Centre. In the future, each town or village will have its own Mashriqu’l-Adhkár, or House of Worship.
The institution of the Mashriqu’l-Adhkár, translated as “The Dawning Place of the Mention of God”, was ordained by Bahá’u’lláh Himself. It is a pivotal concept of Bahá’í community life, giving concrete expression to the unity of devotion and service.
The physical structure of a Mashriqu’l-Adhkár comprises a central building—a House of Worship—along with several dependencies. While the Mashriqu’l-Adhkár forms the focal point of worship in a geographical area, its purpose is not solely to provide a place for prayer. ‘Abdu’l-Bahá explained that, through the provision of education, healthcare and other services it is also to support the social and economic progress of the community and afford shelter, relief and assistance to those in need. In this connection, ‘Abdu’l-Bahá anticipated that subsidiary branches—such as a hospital, school, university, dispensary, and hospice—would gradually be added to a House of Worship.
Each House of Worship is circular in shape and has nine sides. It is open to people of all races and of all religions or none. The architecture of some of these buildings is very striking. The most well-known are probably the Houses of Worship in New Delhi, popularly known as the Lotus Temple, and in Santiago, Chile.
Activity
This presentation shows some of the Bahá’í Houses of Worship and the ways Bahá’ís worship in other places. It is designed to be used with the accompanying lesson plan.
KS2 - Trafford Baháʼí community materials
Four KS2 lessons have been developed by the Baháʼí community of Trafford, Greater Manchester for use in local schools. They have been created to be in alignment with the Agreed Syllabus for Religious Education in Trafford.
They come with an introduction for teachers. Each lesson comprises one or more presentations, together with lesson plans and activity sheets (most with separate activities for lower and upper KS2).
The Trafford Baháʼís welcome your feedback. There is a Feedback Form on the community's RE resources website here.
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Useful links
Websites
The official website for
the Bahá'í's of the
United Kingdom.
The official website for
the worldwide
Bahá'í Community.
The official website for the Bahá'í International Community at the UN.
The Bahá'í World
news service.
A photographic narrative of the life of the founder of the Faith, Bahá'u'lláh.
Celebrations for the 200th anniversaries of
the births of The Báb
and Bahá'u'lláh.
Collections of multi-faith meditations on numerous topics such as peace.
A popular blog or articles, videos and music.
The offical UK Bahá'í Children's magazine
for ages 5-12 years.
The official US Bahá'í Children's magazine
Videos & Animations
Inspirational stories of people from diverse nations whose lives have been transformed by
the Bahá'í Teachings.
The history of the growth of the Bahá'í community, from 'Abdu'l-Bahá's passing in 1921 to the present day.
Exemplar follows the life of ‘Abdu’l-Bahá and the profound effect He had
on people both past and present.
Experiences from Bahá'ís and their friends from around the world who are striving to build vibrant communities.
Young and old, in cities and villages around the world, are taking part in
a process of community building based on concepts enshrined in
the Bahá’í Teachings.
Young people from the UK discuss the problems facing the world and how Bahá’u’lláh’s message offers a healing remedy to address these issues.
We all feel the need to belong somewhere, but are the ways in which we are trying to satisfy this need actually bringing us closer together?
Communication is an important building block for society, but often public discourse is divisive and centred around conflict. Is there an alternative?