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Why Do Hindus Try to Be Good? [Karma / Dharma

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Why Do Hindus Try to Be Good? [Karma / Dharma 1 Sandwell SACRE Unit of Work / © RE Today Year 5 or 6 Unit U2.11: Why do Hindus try to be good? [Karma / dharma / Sandwell’s Belaji Hindu Temple samsara / moksha] Sandwell SACRE RE Syllabus: non- statutory Exemplification Hindu worship is focused on liberation, freeing the self from reincarnation: being good is a path to freedom. Sandwell SACRE Unit U2.11 Why do Hindus try to be good? © RE Today Services 2019 2 Sandwell SACRE Unit of Work / © RE Today Unit U2.11: Year 5 or 6 Why do Hindus try to be good? [Karma / dharma / samsara / moksha] Outline of the unit: This unit supports the principal aim of RE: to explore what people believe and what difference this makes to how they live, so that pupils can gain the knowledge, understanding and skills needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living. This unit focuses on Hinduism and builds on work that pupils will have done earlier in Key Stage 2, where the focus was on Hindu life in Britain today (Unit L2.2). This unit is suitable for Y5 and Y6 and begins with a recap of earlier work. Make sure children have thought about the concept of Brahman as the teaching begins here. This unit covers key Hindu concepts about life, death and rebirth. The answer to the title question is that the whole of Hindu spiritual life is aimed at liberation, freedom from the bad karma which attaches to human souls and leads to rebirth or reincarnation. Being good is worth it: good karma leads to a better life in this and the next world, and eventually to total freedom. Estimated time for this unit (in hours) 7-8 hours. It is better to tackle the work in depth than to rush to complete the unit in every detail – this plan can be used by teachers to select the work they feel suits their class’s learning needs best. Where this unit fits in: This unit builds upon what the pupils have already learnt about Hindu traditions and communities, focusing on key concepts and beliefs. Good teaching will be clear about these key concepts and will give pupils the chance to use them as they develop their understanding. Using the correct Hindu terms for the key ideas is a part of the experience of learning in this unit: Pupils will have opportunities to: ▪ Describe key features of Hindu religion using terms correctly, including the concepts of Brahman (ultimate reality), Karma (a way of life), Dharma (duties), Samsara (the cycle of birth and reincarnation) and Moksha (liberation or freedom). Key concepts addressed by the unit: • Forms of religious expression and ways of expressing meaning • Questions of meaning, purpose and truth Attitudes focus: the unit provides opportunities for the development of these attitudes: ▪ Feeling confident about their own beliefs and identity and sharing them without fear of ridicule ▪ Being sensitive to the feelings and ideas of others. ▪ Exploring the ideas of Hindu worldviews. ▪ Reflecting on connections and links between their ideas and the Hindu concepts they study. Contributions to spiritual, moral, social and cultural development of pupils (links directly to framework) The unit enables pupils to develop: • Spiritually by: Learning about and reflecting on their own and others’ beliefs about life, death and meaning • Morally by: Expressing their own ideas about the meaning and purposes of life and the choices people make, including in the pupils’ own experience • Socially by: Considering how different people express what matters to them in different ways • Culturally by: Promoting respect for all, understanding important ideas from Hindu worldviews. Sandwell SACRE Unit U2.11 Why do Hindus try to be good? © RE Today Services 2019 3 Sandwell SACRE Unit of Work / © RE Today Learning outcomes: most pupils, through this unit, will be able to show that they can: Make sense of belief: Understand the impact: Make connections: • Identify and explain Hindu • Make clear connections between • Make connections between beliefs, e.g. dharma, karma, Hindu beliefs about dharma, karma, Hindu beliefs studied (e.g. samsara, moksha, using samsara and moksha and ways in karma and dharma) and explain technical terms accurately. which Hindus live how and why they are • Give meanings for the story of • Connect Hindu ideas about the important to Hindus. the man in the well and explain stages of life [4 ashramas] with • Reflect on and articulate what how it relates to Hindu beliefs ideas of how to live well [karma] impact belief in karma and about samsara, moksha etc. and with beliefs about dharma might have on reincarnation [dharma, moksha] individuals and the world, • Give evidence and examples to recognising different points of show how Hindus put their beliefs view. into practice in different ways Prior learning Vocabulary Resources In this unit, pupils will • RE Today Services (www.retoday.org.uk) publish relevant It is helpful if have an opportunity to items: pupils have: use words and phrases ➢ Opening Up Hinduism, ed. Fiona Moss, RE Today Services • Have related to: recapped Web - general some of the Specific to Hinduism: • The BBC’s clip bank is a major source for short RE films that can learning about be accessed online and shown free: Hindus they Brahman, http://www.bbc.co.uk/learningzone/clips have done Karma • The award winning series ‘My Life My Religion’ is a major new previously Dharma resource from 2015. Do use it! 9 clips on Hindu life. • Used words Samsara • The BBC also offers lots of information and material on its main like these Moksha religion site: www.bbc.co.uk/religion before: Hindu • The best gateway for RE sites is: www.reonline.org.uk/ks2 Hinduism, Religion in General: • You can find and use searchable sacred texts from many God, Brahman, Life and death religions at: www.ishwar.com prayer, belief Life after death • The websites of REToday and NATRE are useful places for • Discussed the Meaning and purpose pupils and teachers to see examples of work. idea that of life in Hindu www.retoday.org.uk and www.natre.org.uk/spiritedarts religions offer communities a view of life, Website entry points for Hinduism: or a vision of Religious & Human • http://www.hindunet.org/god/Gods/rama/ the world to Experience: • http://www.hindukids.org/pray.shtml - audio + text their Questions, mysteries, • followers. puzzling ideas, http://atschool.eduweb.co.uk/manorlh/hinduism/hindui.ht liberation, divinity. ml Puja described for primary pupils • BBC Religion and ethics website: search for Hinduism pages. Sandwell SACRE Unit U2.11 Why do Hindus try to be good? © RE Today Services 2019 4 Sandwell SACRE Unit of Work / © RE Today Teaching and learning ideas and activities LEARNING OUTCOMES These activities will help pupils to Select and adapt as appropriate to suit your class, and to ensure pupils achieve the outcomes. work towards achieving the following expected outcomes: What is Brahman? The Hindu word for ultimate reality, or ‘God’. Brahman – initial thinking Make sense of belief: Print 5 pictures and words linked to Brahman that pupils will hopefully remember from earlier work. These pictures and Identify and explain Hindu belief words should be: about Brahman using technical 1) Aum symbol terms accurately. 2) The word ‘Brahman’ 3) An image of two hands placed together, alongside the word ‘namaste’ 4) A picture of various Hindu deities that pupils encountered Sample ‘I can…’ statements 5) An image of the trimurti (Brahma, Vishnu and Shiva) …use correct vocabulary to Stick each into the middle of a large piece of paper. Give each group one of the pieces of paper and tell them the paper express views about Hindu belief links to work that they have already done on Hinduism. Pupils should hold a silent discussion. The way to hold this is: in Brahman. 1) Each pupil should stay silent and write any thoughts or questions they have about the image/word in the centre of their paper around the outside. If you want to know who wrote what, they can initial each comment. 2) After a few minutes, when the class seem to be slowing down with their questions and comments, tell them they are now allowed to think about what other people have written and silently discuss others’ contributions. They do this by drawing a line from another pupil’s comment/question and placing their own comment/question in response. Sometimes this can create a chain of answers and comments which all stem from one original contribution. 3) Once pupils are slowing down, allow them to silently move around the classroom and add comments/questions to contributions already made on any other piece of paper that they like. 4) Ask pupils to go back to their initial paper and ‘break the silence’ of the discussion by working together to identify one comment they all agree with and one comment or question they all find interesting or shocking before giving feedback on their findings to the rest of the class. Discuss where pupils have noticed links to earlier work on Hinduism, especially the idea of Brahman. Using an analogy Remind pupils of how they learnt about Brahman and deities in Hinduism when they were younger: many Hindus believe that there is only one God (Brahman), the deities each symbolise an aspect of Brahman. In prior learning pupils will have learnt about this through use of analogies, e.g. the analogy of a bunch of flowers: you might pick up or look at just one flower from the bunch (equivalent to focusing on or looking at an image of one deity), but really, that flower is Sandwell SACRE Unit U2.11 Why do Hindus try to be good? © RE Today Services 2019 5 Sandwell SACRE Unit of Work / © RE Today just part of the whole bunch (equivalent of Brahman).
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