Hindu Dharma 91

Hindu Dharma Key Stage 1

Key Question 1: Why are these words special?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Show awareness that some • Recognise that some stories • Talk about their favourite books are special are good to listen to time and stories which they enjoy time again so that we know hearing again and again: them well Why is this? What makes it a good story? Who is their favourite character?

• Identify the Bhagavad Gita • Recognise the Bhagavad • Look at copies of the and the Ramayana as books Gita and the Ramayana as Bhagavad Gita and the which are special to Hindus special books for Hindus Ramayana and hear about the special way Hindus treat them

• Ask questions about the child • Respond to stories about child • Watch a video telling a story Krishna and some stories Krishna who was often about Krishna as a child and connected with him mischievous but always loved re-enact the story using Playmobile, or dress up and role play the story themselves Talk about times in their lives when they have been mischievous, or had an adventure, and how this felt

Skills and attitudes Cross curricular links • Appreciation and wonder • English • Understanding of a different faith. • Drama • P4C • PSHE • British Values • Art • SMSC

Websites/Publications

• Useful Hindu Dharma websites (KS1, 2 and 3) – please see page 108. • Useful Hindu Dharma publications (KS1, 2 and 3) – please see page 116 • Acronyms used within this section – please see page 108

Barnsley Local Agreed Syllabus © BMBC 2020

Hindu Dharma 92

Hindu Dharma Key Stage 1

Key Question 2: Why are some places special?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Show awareness of the Hindu • Discuss some of the important • Talk about their own families eg home as a special place for things families do together at where their families came from Hindu families home and where they have relatives, and link this to extended Hindu families (often extended families live in one home) Look at a world map and locate India and UK

• Identify the home shrine as a • Ask questions about what Hindu • Look at photographs of Hindu special place set apart in Hindu families do when they worship at shrines in homes and find out celebrations the home shrine what they are for and what people do with them watch a video of a Hindu family and their home shrine

• Recognise that families often do • Identify the shrine as special to • Talk about special things they do special things together at home Hindus at home with their family and that in a Hindu family this handle some artefacts means worshipping associated with worship at home • Begin to recognise that the • Learn about the Mandir (temple) • Watch a video about Hindu Mandir (temple) is a special as a special place for Hindus and worship at a Mandir (temple) place for Hindus find out what Hindus do there, and write senses poems about show awareness of some of and why what they might be able to see, the things Hindus might do hear, smell, taste and feel if they when they visit the Mandir were there (temple) look at a variety of pictorial representations of Mandir (Hindu temples) noting important features, eg sculpture, colour visit a local Mandir • Recognise rituals (religious or • Recognise special routines, rituals • Talk about any routines or rituals non-religious) in their own lives and places in their own lives and they might have, these might be link this with the Mandir (temple) connected to worship or they as a special place for Hindus might be simple bedtime routines, morning routines, and so on talk about special places they visit with their family outside their immediate home environment eg a park, a community building, a place of worship Why do they visit their special place? What happens there?

Barnsley Local Agreed Syllabus © BMBC 2020

Hindu Dharma 93

Hindu Dharma Key Stage 1

Key Question 2 contd: Why are some places special?

Skills and attitudes Cross curricular links

• Investigation • English (Explanation) • Understanding of a different faith • PSHE • P4C • Art • British Values • DT • SMSC

Barnsley Local Agreed Syllabus © BMBC 2020

Hindu Dharma 94

Hindu Dharma Key Stage 1

Key Question 3: How can faith contribute to Community Cohesion?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Begin to recognise that Hindus’ • Ask questions about the life of • Listen to the story of Rama or behaviour towards each other is Rama and how it has set an watch a video. Act parts of it out guided by the values and example of behaviour for Hindus and list his qualities eg brave, qualities which some Hindu loving stories identify as important

• Begin to recognise that • Show an awareness of some • Listen to stories of how some community celebrations eg celebrations in the Hindu faith Hindus celebrate key festivals eg festivals, weddings, are an community eg the festival of Janmashtami, and look at video expression of faith Janmashtami (Krishna’s extracts and pictures birthday) How and why are people celebrating? Talk about times when they have celebrated with others, as part of a group Talk about why celebrations are often public, rather than private, and about how it feels to belong

• Recognise celebrations of their • Recognise that family • Discuss the main features of a own which they enjoy with others, celebrations eg weddings can be Hindu wedding eg clothes, as members of a group a sign of faith jewellery, and the ceremony Recognise the importance of Try decorating their own celebrating special events hands, or a picture of with others, collectively hands, in a similar way. Interview a Hindu visitor about any weddings or festivals they have enjoyed

Skills and attitudes Cross curricular links • Investigation • Art • Understanding of a different faith • English • P4C • Drama • British Values • PSHE • ICT • SMSC • Citizenship

Barnsley Local Agreed Syllabus © BMBC 2020

Hindu Dharma 95

Hindu Dharma Key Stage 1

Key Question 4: Why are some times special?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Show awareness of some Hindu • Ask questions about the festival • Make Rakhi for friends and talk celebrations and respond of Raksha Bhandhan when about why it is important to let thoughtfully to these sisters tie on Rakhi (decorative people know they are valuable thread) on brothers’ right wrists, Make rangoli patterns and the festival of Divali (symmetrical patterns on isometric paper)

• Recognise occasions involving • Identify special times in their own • Talk about celebrations children celebrations of friendship or light lives which celebrate friendship or have experienced which involve light light e.g. candles on a birthday cake, lights on a Christmas tree, fireworks night. Talk about why light is important Listen to the stories connected with Divali (Lakshmi and the Ramayana) and make divas to decorate the classroom

Skills and attitudes Cross curricular links • Appreciation • English • Awe and wonder • Art • Interpretation • DT • Explanation • Mathematics • Understanding of a different faith • Drama • P4C • SMSC • British Values

Barnsley Local Agreed Syllabus © BMBC 2020

Hindu Dharma 96

Hindu Dharma Key Stage 1

Key Question 5: What can be learnt from the lives of significant people of faith?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Suggest meanings to be found in • Begin to recognise the importance • Listen to the story of the the story of Divali of some of the themes which run celebration of Divali and look at through Hindu stories pictorial representations Ask questions about the Act out parts of the story story of Divali and its and talk about the attributes meaning of each character: Who is good and who is bad? What makes Rama and Sita good? How might a Hindu want to be more like Rama or Sita? How could we be more like them?

• Recognise the significance of • Talk about things in their own • Make a classroom frieze telling some of these themes in their experience which correspond to the story, adding words at key own lives the themes in the story of Divali points to explain the important themes e.g. ‘good wins’, ‘Rama is brave’, ‘Sita is loyal’

Skills and attitudes Cross curricular links • Appreciation • English (Explanation) • Awe and wonder • Drama • Interpretation • Art • Application • PSHE • Understanding of a different faith • ICT • P4C • SMSC • British Values

Barnsley Local Agreed Syllabus © BMBC 2020

Hindu Dharma 97

Hindu Dharma Key Stage 1

Key Question 6: How do I and others feel about life and the universe around us?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Recognise the Hindu belief in • Identify the difference between • Discuss scenarios of: Karma and ask questions about good actions and bad actions Good deeds, eg being good and bad actions helpful, honest, trustworthy • Recognise why doing good and the reward for being actions matters to Hindus good Bad deeds, eg telling lies, stealing and the sanctions associated with them; relating these to the Hindu belief in Karma and re-birth

. Begin to recognise the Hindu . Show an awareness of Hindu • Design posters which convey belief in reincarnation and the beliefs about the cycle of life and Hindu beliefs about the cycle of cycle of life that these are different from most life, death and rebirth western views

• Show an awareness that people believe different things about life after death

Skills and attitudes Cross curricular links • Awe and wonder • English • Application • Drama • Enquiry • PSHE • Understanding of a different faith • Art • P4C • ICT • British Values • SMSC

Barnsley Local Agreed Syllabus © BMBC 2020

Hindu Dharma 98

Hindu Dharma Key Stage 2

Key Question 1: Why are these words special?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Describe the impact of sacred • Hear some key Hindu stories and • Read or watch a video of various stories on Hindus describe the ideas and beliefs Hindu stories eg stories about which they convey and which God in different forms: matter to Hindus Ganesha Hanuman the Avatars of Vishnu stories from the Ramayana Select suitable stories to transpose into play scripts or to depict in different art forms

• Apply the ideas found in Hindu • Make links between some of • Talk about the key ideas and stories to their own life these themes and beliefs which these stories experiences/beliefs of their own convey Talk about similar beliefs or experiences of their own. Draw scenes from the stories, matching them with scenes from real life

Skills and attitudes Cross curricular links • Appreciation • English • Awe and wonder • Art • Explanation • Drama • Application • PSHE • Understanding of a different faith • SMSC • P4C • British Values

Websites/Publications

Barnsley Local Agreed Syllabus © BMBC 2020

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Hindu Dharma Key Stage 2

Key Question 2: Why are some places special?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Describe the impact of a • Investigate the Mandir (Hindu • Visit a Mandir (Hindu temple) Mandir (Hindu temple) as a temple) as a special place for and / or interview a Hindu special place for Hindus Hindus about the way they worship at home Draw and describe the use of artefacts used in the Puja

• Use their senses to reflect on • Reflect on what Hindus might • Look at photographs or watch a Hindu’s experience of be experiencing when they a video of Hindu worship and worship worship discuss the involvement of the five senses e.g. bell, lamp, incense, flowers, fruit offerings. Write a ‘senses poem’ or create sensory displays to convey the experience

• Use religious vocabulary to • Find out about places of Hindu • Look at a map of India and describe some sacred Hindu pilgrimage eg: trace the major rivers from sites and their history and Gangotri (source of the their source to the mouth importance to Hindus Ganga) Talk about rivers being Varanasi (meeting of the sacred for Hindus and three sacred rivers: hear some Hindu stories Ganga, Yamuna and about Ganga (the sacred Saraswati) river Ganges) Look at pictures of places of Hindu pilgrimage and ask questions about what people are doing there

Skills and attitudes Cross curricular links • Appreciation • English • Awe and wonder • Art • Investigation • Science • Understanding of a different faith • Geography • P4C • DT • British Values • SMSC • Citizenship

Barnsley Local Agreed Syllabus © BMBC 2020

Hindu Dharma 100

Hindu Dharma Key Stage 2

Key Question 3: How can faith contribute to Community Cohesion?

Most pupils will be expected Suggested areas of study Links and suggested activities to:

• Describe the Hindu belief of one • Find out about some key ways in • Look at pictorial representations God in many forms which God is described in Hindu of Brahma the Creator, Shiva Dharma the Destroyer and Vishnu the Preserver Use books and ICT to find out about and label the symbolic features

• Make links between this belief • Describe parts of the Bhagavad • Discuss some of the key and how Hindus behave towards Gita and its impact on Hindus in messages of the Bhagavad Gita each other terms of belief and behaviour eg Fulfilling purpose of life on earth without any expectations

• Apply examples of Hindu • Describe how this might inspire or • To produce a poster illustrating a behaviour to their own lives influence their own behaviour specific situation in their own life

• Describe some of the points on • Reflect on important milestones in • Make a story map of their own their own journey of life which their own life lives might be marked by milestones

• Describe some Hindu milestones • Describe key events in the life of • Talk about the significance for a Hindu eg Hindus of the first haircutting Birth ceremonies, including ceremony and/or a wedding the baby’s first haircut ceremony (Mandan) Make a Hindu invitation A wedding card inviting family members to the occasion, explaining why it is an important time

• Suggest ways in which children • Make links between belonging to • Talk about any groups or are members of different a community and sharing in the communities they belong to and communities and how this is expression of this, using and identify ways in which this is expressed identifying examples from their expressed eg own lives Wearing a uniform Eating together Shared activities Mark on a world map countries with a large Hindu population, with particular reference to areas where natural disasters may have recently occurred. Talk about what it might mean to belong to a global community

Barnsley Local Agreed Syllabus © BMBC 2020

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Hindu Dharma Key Stage 2

Key Question 3 contd: How can faith contribute to Community Cohesion?

Skills and attitudes Cross curricular links • Investigation • ICT • Application • English • Understanding of a different faith • Drama • P4C • Geography • British Values • Art • SMSC • Citizenship

Barnsley Local Agreed Syllabus © BMBC 2020

Hindu Dharma 102

Hindu Dharma Key Stage 2

Key Question 4: Why are some times special?

Most pupils will be Suggested areas of study Links and suggested expected to: activities • Describe the ways in which • Find out about the spring • Listen to or watch a video some Hindu festivals are festival of Holi and its of the story of Prahlad and celebrated and the impact impact on Hindu people. Narasimha they have on Hindu Describe what happens Imagine they are believers at ‘Raksha Bandhan’ Hindu and write a and describe its impact letter to a friend on Hindu brothers and describing the sisters celebration of Holi eg playing with the coloured powders/water, and why the festival matters Discuss the life long importance of Raksha Bandhan for brothers and sisters and the specialness of a Hindu family

• Apply these examples of • Make links between the • Talk about how these celebration to their own themes of these festivals themes might relate to lives and describe what and times of celebration in their own lives inspires them to celebrate their own lives

Skills and attitudes Cross curricular links • Application • English (Letter writing) • Understanding of a different faith • Drama (Role Play) • British Values • PSHE • DT • Art • SMSC

Barnsley Local Agreed Syllabus © BMBC 2020

Hindu Dharma 103

Hindu Dharma Key Stage 2

Key Question 5: What can be learnt from the lives of significant people of faith?

Most pupils will be Suggested areas of study Links and suggested expected to: activities • Describe some aspects of • Find out about Mohandas • Hear stories about the life and teachings of Gandhi’s role in the non- Mohandas Gandhi or Mohandas Gandhi and violent independence watch a video. Write a describe his impact on movement report on Gandhi’s life Hindus today − Describe the impact of and main achievements Mohandas Gandhi’s example and teaching

• Apply some aspects of • Apply some quotes from • Read some quotes by Mohandas Gandhi’s Mohandas Gandhi to their Mohandas Gandhi and teaching to their own lives own lives and to situations in talk about how they might and talk about why it might the world today, asking inspire people today be inspiring questions about what he might do

Skills and attitudes Cross curricular links • Investigation • English • Explanation • History • Application • PSHE • Understanding of a different faith • ICT • P4C • SMSC • British Values

Barnsley Local Agreed Syllabus © BMBC 2020

Hindu Dharma 104

Hindu Dharma Key Stage 2

Key Question 6: How do I and others feel about life and the universe around us?

Most pupils will be Suggested areas of study Links and suggested expected to: activities • Demonstrate an awareness • Describe the story of the • Read or watch a video of some key Hindu beliefs ‘Mahabharata’ and identify about some stories from eg the impact of the story of ‘Mahabharata’ and Karma the battle between two discuss the key themes Dharma, through an sections of an extended and lessons which might understanding of the family for Hindus today be important to a Hindu, story of the eg Mahabharata The triumph of good over evil; Respect for women The qualities of a good leader; Duty/Right behaviour Re-enact parts of the stories, modernising them and drawing out their meaning for a wider audience, including themselves

• Describe the impact these • Describe how the themes • Create collages or friezes beliefs might have on and messages of the story depicting some ‘turning people today: themselves might be important for points’ in the story, and and others others and themselves talk about why these turning points are significant

Skills and attitudes Cross curricular links • Awe and wonder • English • Interpretation • Drama • Application • ICT • Understanding of a different faith • Art • P4C • PSHE • British Values • SMSC

Barnsley Local Agreed Syllabus © BMBC 2020

Hindu Dharma 105

Hindu Dharma Key Stage 3

Key Question 1: Why are these words special?

Most pupils will be expected Suggested areas of study Links and suggested activities to: • Express meaningful insights • Express insights into some of • Produce a picture/cartoon into one story from one of the the messages of the strip which would help to tell key books Bhagavad Gita a story to someone who cannot read, drawing on representations and symbolism in Hindu art • Consider and evaluate the • Talk about a key message importance of some key Hindu from either Mahabharata or stories for Hindu people and Ramayana and consider its for themselves relevance for people’s lives today and its impact on Hindus

• Preparation activity: teachers create sentence starters on key words for pupils to create definitions eg Vedas/Shruti/Smriti/

Mahabharata/Krishna/Arjuna

Skills and attitudes Cross curricular links • Evaluation • English • Application • History • Expression • SMSC • Philosophy • British Values

Websites/Publications

Barnsley Local Agreed Syllabus © BMBC 2020

Hindu Dharma 106

Hindu Dharma Key Stage 3

Key Question 2: Why are some places special?

Most pupils will be expected Suggested areas of study Links and suggested to: activities • Explain and contextualise • Find out about: • Design a building which why Hindus worship in a - where Mandirs (Hindu would be suitable to use as Mandir temples) are found a Mandir • Interpret some of the key - objects used/found in a - make a virtual visit eg symbols in a Mandir or Mandir Neasden Temple, or visit shrine - Mandir design a local Mandir • Express well-informed - the types of buildings - create a booklet to help a insights into some key used in Britain non-Hindu find his/her aspects of Hindu worship - the role of the priest in way around a Mandir the Mandir using ICT and explaining - the actions of key features and worshippers in a Mandir practices - symbols: water; deities; - set up a replica shrine in food; bells; etc, and the classroom, labelling other key features and the different artefacts purposes of Hindu and explaining how and worship why Hindus use them in worship • Teacher creates a completed crossword (without questions) about Mandirs. Pupils add questions that result in the correct answer

• Pupils compare a Mandir to other places of worship: - look from the outside - look from the inside - how people show respect - where does prayer take place - focal points

Skills and attitudes Cross curricular links • Interpretation • English • Evaluation • ICT • Application • SMSC • Philosophy • DT • British Values • Citizenship

Barnsley Local Agreed Syllabus © BMBC 2020

Hindu Dharma 107

Hindu Dharma Key Stage 3

Key Question 3: How can faith contribute to Community Cohesion?

Most pupils will be expected Suggested areas of study Links and suggested to: activities • Analyse the main beliefs of • Interpret Hindu beliefs about: • Produce a picture/cartoon most Hindus o Brahman strip of the ways to Moksha o Samsaras which would help a young o Dharma person o Moksha - create a board game of Hindu beliefs – and their implication to the believer and others

• Analyse the link between • Consider how some Hindus • Begin to discuss the reading sacred texts and might fulfil their Dharma – difference between ‘religion’ living as a Hindu worship, reading, respect, and ‘culture’, particularly hospitality with reference to the role of women, dress and food

• Consider the advantages of • Evaluate living in a multi- • Discuss ways in which living in a multi-cultural cultural society Hinduism has influenced society popular culture eg during the festival of Navaratri in many areas of London, Leicester etc there are nine nights of ‘garba’ and ‘raas’ dances organised in which people of all races and communities participate. Although it is a Hindu tradition, it is a very good example of community cohesion

Skills and attitudes Cross curricular links • Analysis • ICT • Evaluation • Art • Application • Citizenship • Philosophy • English • British Values • SMSC

Barnsley Local Agreed Syllabus © BMBC 2020

Hindu Dharma 108

Hindu Dharma Key Stage 3

Key Question 4: Why are some times special?

Most pupils will be Suggested areas of study Links and suggested expected to: activities • Give informed accounts of • Find out about – Divali – • To develop key knowledge some times which are New Year Festivals by the teacher creating important for Hindus eg sentences with supplied New Year words to fill in missing gaps

• Explain how these • Evaluate why these times • Design a New Year banner festivals/occasions are are important to Hindus celebrated • Imagine you are a Hindu. Write a letter to a non- Hindu telling how Divali is celebrated and what it means to Hindus

Skills and attitudes Cross curricular links • Evaluation • English • Application • Art • Research • SMSC • Empathy • Philosophy • British Values

Barnsley Local Agreed Syllabus © BMBC 2020

Hindu Dharma 109

Hindu Dharma Key Stage 3

Key Question 5: What can be learned from the lives of significant people of faith?

Most pupils will be Suggested areas of study Links and suggested expected to: activities • Give an informed account • Explain Mohandas • Research the work of of the life and main Gandhi’s role in the Mohandas Gandhi and achievements of independence of India write an obituary for him, Mohandas Gandhi evaluating his life and achievements and considering what makes a person inspiring to others

• Analyse how Mohandas • Consider the concepts of • In pairs, plan a campaign to Gandhi’s life affected the non-violent action and promote equality for all lives of others and Ahimsa, then and now British citizens. State what continues to inspire people actions you would take and today why

• Analyse how different • Express insights into the • Learn about Mohandas societies are made up issue of equality and the Gandhi’s views on Hindu Varnas Ahimsa and the Hindu Varnas and write a speech about India in the role as Mohandas Gandhi beginning ‘I have a dream…’

• Extension link to Martin Luther King

Skills and attitudes Cross curricular links • Analysis • History • Evaluation • ICT • Application • Citizenship • Empathy • English • Philosophy • SMSC • British Values

Barnsley Local Agreed Syllabus © BMBC 2020

Hindu Dharma 110

Hindu Dharma Key Stage 3

Key Question 6: How do I and others feel about life and the universe around us?

Most pupils will be Suggested areas of study Links and suggested expected to: activities • Interpret Hindu beliefs • Find out about Hindu • Either write a job about the supreme being beliefs concerning description for each of the and religion Brahman and the Trimurti Trimurti or illustrate how Hindus represent God

• Extension link to similarities and differences with the Christian Trinity.

• Be able to think why some • The nature of God • Explain why some people people may find it difficult • Why does God allow might find it difficult to to believe in God natural disasters, eg bush believe that God is omni- fires, floods, earthquakes? benevolent, omniscient and (Man’s influence – Global omnipotent warming)

• Learn about a Hindu deity • Representations of God • ICT – as an example of a (deities) deity – pupils create a PowerPoint on Ganesha

Skills and attitudes Cross curricular links • Awe and Wonder • ICT • Application • English • Philosophy • Citizenship • British Values • SMSC

Barnsley Local Agreed Syllabus © BMBC 2020

Hindu Dharma 111

Hindu Dharma

Key Stages 1, 2 and 3

Useful Websites:

A Google search BBC Bitesize Hindu Dharma accesses the following websites:

• What is Hinduism? – What do Hindus believe, holy books etc. • Hinduism – KS2 Religious Education – Learner guides, class clips etc. • Hindu beliefs – Edexel – Revision 3 – GCSE – Hindu beliefs, types of dharma etc. • Dharma and virtues – GCSE Nature of human life etc. • KS3 Hinduism – understanding dharma and karma – KS3 RE quiz. • What is India’s caste system? – BBC News – How did caste come about? etc. • Hinduism – KS2 RE Resources – Page 2 – Twinkl – (Account required) – Power Points, worksheets, games etc. • Dharma Information Power Point – Twinkl – 40,000 free resources – Dharma in Hinduism etc. • Hindu ceremonies – KS3 Religious Studies – naming, head-shaving and thread ceremonies. • Related searches include – Hindu gods, Hindu weddings, Hindu funerals, Hindu mandir, Hindu creation story etc.

A Google search Facts for kids Hindu Dharma accesses the following websites:

• Dharma Facts for Kids – Kiddle encyclopedia facts – the meaning of Dharma etc. • Dharma Facts for Kids/Kidz Search.com – Dharma the spiritual law etc. • Facts that you should know about Dharma in Hinduism – Virtue, Duty, Truthfulness, Morality etc. • Information on Hinduism for Kids – How is Hinduism different from other faiths etc. • 25 Interesting Facts about Hinduism – The Rig Veda, the sacred number 108 etc. • Related searches include – Hindu Dharma about life, Hindu Dharma quotes, Hindu Dharma definition, Hindu concept of Dharma etc.

Other useful websites include:

• RE Today (Various resources) www.shop.retoday.org.uk/resources-for-teaching-hinduism • True Tube (KS3 Films, Lesson Plans, Assembly Scripts etc) www.truetube.co.uk • Hinduism for Kids and Teachers www.india.mrdonn.org/hinduism.html • Hinduism – Ashrama Dharma (Information Sheets) etc www.tes.com/teaching-resources/hindu-ashrama-dharma-11015007

NB Websites above correct at time of publication

Acronyms used within this section:

ICT – Information and Communication Technology DT – Design Technology P4C – Philosophy for Children SMSC – Spiritual, Moral, Social and Cultural Development PSHE – Personal, Social and Health Education

Hindu Dharma 112

Hindu Dharma

Key Stages 1, 2 and 3

Useful Publications:

• Times to Remember - A Row of Lights: The Story of Rama and Sita (KS1 Big Book) – Religious and Moral Education Press. • Celebrations - Divali (KS1/2) – Heinemann Library. • Everyday Religion - My Hindu Life (KS1/2) – Hodder Wayland. • Our Culture series - Hindu (KS1/2) – Franklin Watts. • My Community series - Hindu (KS1/2) – Franklin Watts. • Let’s Find Out About - Hindu Mandirs (KS1/2) – Raintree. • My Life, My Religion - Hindu Priest (KS1/2) – Franklin Watts. • Stories from the Faiths - Krishna Steals the Butter and Other Stories (KS1/2) – QED Publishing. • Where we Worship - Hindu Mandir (KS1/2) – Franklin Watts. • Places of Worship - Hindu Temples (KS2) – Franklin Watts. • Introducing Religions - Hinduism (KS2/3) – Heinemann. • Storyteller Series - Hindu Stories (KS2/3) – Evans Brothers Ltd. • Religious Signs and Symbols - Hinduism (KS2/3) – Wayland. • A Year of Festivals - Hindu Festivals (KS2/3) – Franklin Watts. • Communities in Britain - Hindus in Britain (KS2/3) – Franklin Watts. • Religion in Focus - Hinduism (KS2/3) – Franklin Watts. • Holy Places series - The Ganges and other Hindu Holy Places (KS2/3) – Heinemann Library. • Religions of the World - Hinduism (KS2/3) – Wayland. • Step-up Religion - How and why do Hindus and Sikhs celebrate Divali? How do people express their faith through the arts? (KS2/3) – Evans Brothers Ltd. • Sacred Texts - The Ramayana and other Hindu texts (KS2/3) – Evans Brothers. • World Religions - Hinduism (KS2/3) – Franklin Watts. • My Belief - Hindu (KS2/3) – Franklin Watts. • Lesson Bank Religious Education - Hinduism (KS2/3) – Belair Publications. • Beliefs and Cultures - Hindu (KS2/3) – Franklin Watts. • Celebrate - Hindu Festivals (KS2/3) – Heinemann. • A Young Person’s Guide to the Religions of the World - What I Believe (KS2/3) – Macdonald Young Books (The Book People Ltd). • A Year of Religious Festivals - My Hindu Year (KS2/3) – Hodder Children’s Books. • World of Faiths – Hinduism (KS2/3) – QED Publications.

Hindu Dharma 113

VISITING A PLACE OF WORSHIP

HINDU TEMPLE (Mandir)

Hindu Dharma 114

GENERAL INFORMATION

It is always advisable to:

• Visit a place of worship prior to a class visit, if this is possible;

• Prepare pupils as much as possible prior to a visit;

• Obtain a risk assessment for the place of worship prior to a class visit;

• Check class limits - each place of worship may have a different class limit.

Donations

Voluntary donations towards the upkeep of a place of worship are always appreciated.

Contact Details

Contact details for a variety of Interfaith Centres can be found on the LA RE website with recommendations from SACRE/school visits.

Dress Code

Shoes should be removed on entry to the Mandir and hands should be washed.

Modest clothing should be worn.

There is no requirement to cover heads.

Men/boys - Long trousers should be worn. Short trousers should only be worn by younger boys if they are part of school uniform.

Women/girls - Long skirts/trousers and a modest top. Low necklines and crop tops are unacceptable.

Behaviour

• Respect the building as a place of worship. It is regarded as special to the people who worship there;

• Please do not point your toes or turn your back to the deities. This is seen as disrespectful;

• Mobile phones should be turned off whilst in the building;

• Photography is permitted at most times. Please check with the Faith Tutor prior to the visit;

• Alcohol should NOT be consumed before visiting the Mandir and is NOT allowed on the premises;

• Smoking is NOT allowed on the premises

Hindu Dharma 115

Hindu Dharma Glossary

The main references are to Sanskrit terminology, although variants are found and used in other Indian languages. Lakshmi, Vishnu or Vishnu type variants are not always included because of their frequency. Many of these terms will also be found in books on the Way of the Buddha and Sikh Dharam, but with somewhat different meanings.

The definition is given against this document’s standard term. Literal meanings are shown in italics.

Acarya Ashram Avatara See Acharya A place set up for spiritual See Avatar development. Also called Asram Acharya Avtara One who teaches by example. Ashrama See Avatar Usually refers to a prominent or The four stages of life for a devout exemplary spiritual teacher. Also Hindu, namely: 1, Brahmacharya Ayodhya called Acarya (student); 2, Grihastha The birthplace of Rama. (householder); 3, Vanaprastha Advaita (forest-dweller); and 4, Sannyasin Baisakhi Non-dual. Refers to the (renouncer.) Adopted according to Harvest festival. impersonalistic philosophy of reality material considerations, but which without qualification equates ultimately as a means to spiritual Banares God, the soul and matter. Also realisation. Also called Asrama See Varanasi called Advaita or Adwaita Asram BCE Adwaita See Ashram, (Before Common Era) See Advaita Commonly used secular and Asrama historical reckoning and used Agnihotra See Ashram throughout this syllabus. See Havan. Asrama Benares Ahimsa See Ashrama. See Varanasi Not killing. The desire of a life of Non-violence and respect for all Atharva Veda Bhagavad Gita life. Also called Ahinsa. Sacred Text, the fourth of the The Song of the Lord. Spoken by Vedas. Krishna, this is the most important Ahinsa sacred text for most Hindus. Part See Ahimsa. Atma of the epic Mahabharata. Lord See Atman Krishna discourses with Arjuna Anand about the true nature of reality, Bliss/Pure joy. Atman providing some of the key themes Self. Can refer to body, mind or of Hindu Dharma. Tradition dates it Arati soul of a living being, depending back to 3,000 BCE, though most See Arti on context. Ultimately, it refers to scholars attribute it to the first the real self, the soul millennium BCE. Considered an Artha which is seeking union with Upanishad. Economic development. The Brahman, the Universal Soul. Also second aim of life. called Atma. Bhajan Devotional hymn or song. Also Arti Aum called Bhajana Welcoming ceremony in which The supreme sacred Vedic syllable auspicious articles such as incense - symbol and sound - representing Bhajana and lamps are offered to the deity Brahman’s Ultimate primal See Bhajan or to saintly people. Also called powers, the most sacred of Hindu Arati words. Also spelt Om, Bhakti Devotion/love. A devotional form of Aryan Avatar Yoga and the Hindu Dharma, Noble. Refers to those who know One who descends. Refers to the involving the worship of personal the spiritual values of life. Scholars descent of a deity, most commonly deities. say it refers to the original Vishnu. Sometimes it is translated inhabitants of the Sindhu region in as incarnation, which, although Bhakti-yoga India. inaccurate, may be the best English The path of loving devotion, aimed word available. Also called at developing pure love of God. Asanas [Sanskrit] Avatara or Avtara To sit quietly. Bodily postures or forms required during Yoga.

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Brahma Civa Durga A Hindu deity in charge of creative See Shiva Female deity. A form of the power. Considered one of the goddess Parvati; wife of Shiva. Trimurti. Not to be confused with CE (Common Era) Brahman or Brahmin. Commonly used secular and Dussehra historical reckoning used See Dassehra. Brahma Cari throughout this syllabus which was See Brahmacharya published in 2005 CE. It matches Dvaita the Christian years AD, ‘in the year Dual. Refers to the personalistic Brahma Carin of our Lord.’ philosophy that differentiates See Brahmacharya between God, the soul and matter. Darshan Shastras Also called Dwaita Brahmachari The six systems of Hindu See Brahmacharya philosophy – Nyaya, Vaisheshika, Dvapara Yuga Sankhya, Yoga, Vedanta and Third of the four cyclical ages of Brahmacharin Meemansa. time. See Brahmacharya Dashara Dvaraka Brahmacarya See Dassehra See Dwarka See Brahmacharya Dassehra Dwaita Brahmachari Ten days. Celebrates the victory of See Dvaita. 1, One in the first stage of life; 2, A Rama on the tenth day of the bright celebate student of Vedic half of the lunar month of Jyeshtha. Dwaraka knowledge. Also called As is often the case with Hindu See Dwarka Brahmacari, Brahmacharin or festivals, followers may interpret Brahmacarin the festival differently, for example Dwarka in connection with Durga (see Pilgrimage site on the west coast of Brahmacharin Navaratri). Also called Dussehra, India. Also called Dvarka, See Brahmachari Dassera, Dashara, Vijay Dashmi Dvaraka or Dwaraka or Vijay Dashami and also other Brahmacharya variants are found. Ganapati Student. The first ashrama or See Ganesha stage of life. Also called Brahma Dassera Cari, Brahma Carin, Brahma See Dasshera Ganesh Chari or Brahma Charin See Ganesha Deepavali Brahman See Divali. Ganesha Ultimate Soul, (i) The all-pervading Possibly the most popular of the reality; that from which everything Dharma Hindu deities, portrayed with an emanates, in which it rests and into Being/ Religion / Religious duty. elephant’s head, a sign of strength. which it is ultimately dissolved. (ii) Laws governing the natural order The deity who removes life’s An alternate spelling of Brahmin. and all ethical precepts. Literally it obstacles. Also called Ganesh, means the intrinsic quality of the Ganupati or Ganapati. Brahmana self or that which sustains one’s See Brahmin existence. Ganga The River Ganges. Most famous of Brahmanas Dhoti all sacred rivers of India. Vedic texts that provide instructions A garment made of natural fibre for performing sacrifices to the (usually cotton or silk), worn by Gangotri deities. males, which covers the lower body Source of the sacred Ganga (The and legs. River Ganges). Brahmin The first of the four Brahman Dhyana Ganupati Varnas, the principal social Meditation. Such as during the See Ganesha groupings from which priests are practice of Yoga. drawn. Some writers, rather Gotra confusingly, use the spelling Dipavali See Divali Exogamous group within Jati. ‘Brahman’, and the meaning only becomes clear in the context of a Divali Grhastha few sentences. Also called The Festival of Lights. At the end See Grihastha Brahman or Brahmana) of one year and beginning of the new year, according to one Hindu Grihastha Brindaban calendar. Also called Diwali or Householder. The second stage of See Vrindavan. Deepavali. Hindu life or Ashrama. Also called Gristhi or Grhastha Brindavan Diwali See Vrindavan See Divali Gristhi See Grihastha

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Guna Janmashtmi Khatri Rope/Quality. Specifically refers to See Janmashtami See Kshatriya the three qualities of Sattva (goodness), Rajas (passion) and Jap Kirtan Tamas (ignorance), which See Japa Songs of praise; corporate permeate and control matter. devotional singing, usually Japa accompanied by musical Guru (Gurus) The quiet or silent repetition of a instruments. To lift up. A spiritual teacher, Mantra as a meditative process. preceptor or enlightener. Also called Jap. Krishna (Lord Krishna) The eighth Avatar of Vishnu. One Gyan Jati of the most popular of all Hindu See Jnana. Caste is the usual translation, deities in India and contemporary meaning occupational kinship Britain. His teachings are found in Gyan-yoga group. the Bhagavad Gita. See Jnana-yoga Jatra Krta Yuga Hanuman See Yatra. First of the four cyclical ages of The monkey warrior who faithfully time. served Rama and Sita. Also called Jenoi Pavansuta (son of the wind God). See Janeu. Kshatriya Second of the four Varnas of Havan. Jnana traditional Hindu society, the The basis of many Hindu rituals Knowledge. Also called Gyan. ruling or warrior class. Also called used at weddings and on other Khatri ceremonial occasions; the Jnana-yoga ceremony or act of worship in The path of knowledge, Lakshmi which offerings of ghee and grains that aims at liberation. Also called The goddess of fortune. Also are made into fire. Also known as Gyan-yoga. called Laksmi Agnihotra. Jumna Laksmi Havan Kund See Yamuna. See Lakshmi. The container, usually square or pyramid-shaped, in which the Kaali Linga Havan fire is burned. See Kali. Sign of the male sex organ, especially symbolic of the phallus Hitopadesh Kali of the Hindu god Shiva. Stories with a moral. Name given to that power of God, which delivers justice – often Maala Holi represented by the Goddess Kali See Mala. The festival of colours, celebrated (a form of Durga). Also called in spring. Kaali. Mahabharata The Hindu epic that relates the Homa Kali Yuga story of the five Pandava princes. It Term often used interchangeably Fourth of the four cyclical ages of includes the Bhagavad Gita. with Havan. time; the Iron Age or the age of quarrelling and hypocrisy. Mala The International Society for Circle of stringed beads of wood or Krishna Consciousness Kama wool used in meditation. Also called (ISKCON) The third of the four aims of life – Maala. A religious group of the Vaishnava regulated sense of enjoyment. tradition. One of the main faith- Mandal sharing groups of the Hindu Karma See Mandala Dharma. Action. Used to refer to ethical and physical consequences or cause Mandala Jamuna and effect of life choices, which A circle, area or community / group. See Yamuna also affect future existences. Also called Mandal.

Janeu Karma-yoga Mandan Sacred thread worn by Hindus who The path of self-realisation through The first haircut of a baby, one of study under a Guru. Also called dedicating the fruits of one’s work the birth ceremonies. Jenoi to God. Mandir Janmashtami Kashi Hindu Temple. The birthday of Krishna, See Varanasi. celebrated on the eighth day of the waning moon in the month of Kasi Badra. Also called Janmashtmi. See Varanasi

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Mantra That which delivers the mind. Nirvana Puja Refers to a short sacred text, The cessation of material Worship. General term referring to prayer or hymn, often recited existence, becoming one with a variety of practices in the home or repetitiously to invoke the presence Brahman, the Universal Soul, a Mandir. The ritual presentation of of a particular divinity. result of enlightenment. offerings, service and homage to honour someone, typically a god, Manusmriti Om before its image on the altar. Also The laws of Manu. An ancient and See Aum. called Pooja. important text on Dharma, including personal and social laws. Panchatantra Purana Part of the supplementary Vedic Ancient. Part of the Smriti Marg scriptures, composed of animal scriptures. Contains many of the Path. See also Jnana- yoga, stories with a moral. well-known stories of the Hindu Karma yoga and Bhakti yoga). Dharma. Parvati Mata The consort of Shiva, also known Purusa Mother. Often associated with by other names such as Durga, The manifestation of Brahman as Hindu Devi, etc. consciousness, in contrast with goddesses who represent Shakti Prakrti. (power). Pooja See Puja Raakhi Mathura See Rakhi Holy place connected with Prahalada Krishna. See Prahlada Raj Yoga See Raja Yoga. Maya Prahlada Not this.The ability of supernatural A great devotee of Vishnu, Raja Yoga. beings to assume material form connected with the festival of Holi. Path of self-control and meditation and exert their extraordinary Also called Prahalada to realise God. Also called Raj powers over humans. Usually, it Yoga. refers to illusion, particularly where Prajna the permanent soul identifies itself Intuitive wisdom, wherein one Rajas with temporary matter, for example, comes to true knowledge of life and Passion or creative potency, one of the body. It can also mean power. the universe. the three Gunas (qualities of material nature). Moksa Prakrti See Moksha The manifestation of Brahman in Rakhi material form, in contrast with A bracelet, usually made out of silk Moksha Purusa. or cotton, tied to give protection Ultimate liberation. Escape from the and to strengthen the bond of process of transmigration, the Pranayam mutual love. continuous cycle of birth and death, Regulation of breath as a means of becoming at one with Brahman, controlling the mind. Also called Raksha Bandhan the Universal Soul. Also called Pranayama Brother’s Day. The festival when Moksa. women tie a decorative bracelet on Pranayama their brothers’ wrists. Moorti See Pranayam See Murti Ram Prasad See Rama Mundan See Prashad The head-shaving ceremony, Rama performed in the first or third year Prasada The incarnation of the Lord, and of life. See Prashad hero of the Ramayana (avoid using the variant ‘Ram’). Murti Prasada Form. The image or deity used as a See Prashad Ramayan focus of worship. ‘Idol’ should See Ramayana definitely not be used, and ‘statue’ Prashad may also cause offence. Also Sacred or sanctified food. Also Ramayana called Moorti. called Prasad, Prasada or The Hindu epic, it relates the story Prashada. of Rama and Sita, composed by Navaratra the sage Valmiki thousands of See Navaratri. Prashada years ago. See Prashad Also called Ramayan Navaratri The Nine Nights. Festival preceding Pravachan Ramnavami Dassehra, and held in honour of A lecture or talk, usually based on The birthday festival of Rama. Also the goddess Durga. Also called the scriptures. This should not be called Ramnavmi Navaratra referred to as a sermon.

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Ramnavmi Samsara Seva See Ramnavami The world. The place where Service. Either to the divine or to transmigration (the soul’s humanity. Also called Sewa Rc Veda passage through a series of lives in See Rig Veda different species) occurs and the Sewa action of this occurring. Also called See Seva Reincarnation Sansara. Belief that life continues after death Shaivism in a new form through Samskar The religion of Hindus who are transmigration. Hopefully to a Sacraments designed to initiate a devotees of Shiva. Also called higher form until Nirvana is new stage of life. There are usually Saivism. reached. a total of sixteen such rites of passage (though many schools of Shakti Rg Veda thought do not practise them all). Energy or power, especially of a See Rig Veda Also called Sanskar or Samskara Hindu feminine deity. Also called Sakti Rig Veda Samskara The first scripture of the Hindu See Samskar Shiva Dharma, containing spiritual and A Hindu god. The name means scientific knowledge. Also called Samyasin kindly or auspicious. Also called Rc Veda and Rg Veda See Sannyasin Siva or Civa, with many other variants also found. Rishi Sanatan Dharma Seer / Sage /Knowledgeable One. The eternal or imperishable Shivaratri More specifically, one of the seven religion; also known as Vedic The annual festival celebrated in seers who received the divine Dharma. Adherents often prefer February/March in honour of Shiva. wisdom. Also called Rsi or Risi. this term to Hindu Dharma since it Also called Mahashivaratri or characterises their belief in the Sivaratri. Risi revealed and universal nature of See Rishi religion. Shraddha Ceremony in which sanctified food Rsi Sannyasa is offered to the poor and needy in See Rishi See Sannyasin memory of departed ancestors. Also called Sraddha Saddhu Sannyasin See Sadhu Renouncer. The fourth stage of Shri Hindu life or Ashrama. A Illustrious. (i) Used as a title of Sadhan renunciate who, having given up respect, for example Shri Krishna. See Sadhana worldly affairs and attachments, (ii) Also a respectful title for men. often becomes a mendicant, The feminine form is Shrimati Sadhana seeking only Moksha. Also called (Mrs). Also called Sri. One’s regulated spiritual practices Samyasin or Samnyasin. or discipline. Also called Sadhan Shrimati Sanskrit Illustrious. Feminine form of Shri. Sadhu Sacred language of the gods and Holy man / Ascetic. Also called the Hindu scriptures. Shrine Saddhu. Language of the Aryans, who Place dedicated to worship, often invaded India in the second containing pictures and images. Saivism millennia BCE. Used in Puja. See Shaivism Sansara Shruti Sakti See Samsara That which is heard. A term See Shakti specifically applied to the Four Sanskar Vedas, including the Upanishads. Sama Veda See Samskar. Also called Srti or Sruti. The Veda of chanting, material mainly from the Rig Veda, Saraswati Siddhi arranged for ritual chanting in (i) The power of knowledge. (ii)The Attainment of supernatural psychic worship. goddess of learning. powers whilst practicing Yoga.

Samadhi Sattva Sita Intense concentration in order to Goodness, or the potency to The divine consort of Rama. Also attain the cessation of mental sustain and nourish, one of the called Seeta. activity. three Gunas. Also called Sattwa. Siva Samnyasin Sattwa See Shiva. See Sannyasin See Sattva. Sivaratri Seeta See Shivaratri See Sita.

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Smriti Treta Yuga Varna (Varnas) That which is remembered. Second of the four cyclical ages of Colour. The four principal divisions Scriptures less ancient than the time. of Hindu society. It is important to Vedas and Upanishads, including note that the word ‘caste’ refers the Ramayana and Mahabharata. Trimurti strictly to sub-divisions within each Also called Srti The three deities. Refers to Varna, and not to Varnas Brahma (the Creator), Vishnu (the themselves Sraddha preserver) and Shiva (the See Shraddha. destroyer), who personify and Varnashrama control the three Gunas They The system whereby society is Sri represent and control the three divided into four Varnas (divisions) See Shri functions of creation, preservation and life into four Ashramas and destruction. The Christian (stages). Also called Varnasrama Srti term ‘Trinity’ should be avoided. Dharma. Variant spelling of (i) Smriti. (ii) Shruti. Upanayana Varnasrama Dharma Ceremony when the sacred thread See Varnashrama Sruti is tied – to mark the start of See Shruti learning with a Guru. Varsha Pratipada The day of Creation. Celebrated as Sutra (Sutras) Upanisads New Year’s Day by many Hindus. Short sayings or verses relating to See Upanishads various rituals, or encapsulating Veda (Vedas) profound philosophical meaning. Upanishads Knowledge. Specifically relates to Also called Sutta. To sit down near. The last of the the four Vedas, though any four sacred texts of the Vedas. A teaching which is consistent with Sutta sacred text based on the teaching the conclusions of these scriptures, See Sutra. of a Guru to a disciple. The is also accepted as Vedic. Upanishads explain the teachings Svami of the Vedas. In it the monotheistic Vijay Dashmi See Swami. philosophy of the Hindu Dharma is See Dassehra asserted. Also called Upanisads. Svastika Vishnu See Swastika. Vaisnavism A Hindu god. With Brahma and See Vaishnavism Shiva forms the Trimurti. Also Swami called Visnu Controller. Sometimes, more Vaishnavism specifically, Goswami (one who can The religion of Hindus who are Visnu control his/her senses). An devotees of the god Vishnu. Also See Vishnu honorific title applied to a religious called Vaisnavism teacher or holy person, particularly Vrat the Sannyasin. Also called Svami. Vaishya Vow. Often including abstention The third of the four Varnas of from certain foods. Also called Swastika [Sanskrit] Hindu society, composed of Vratam. Well-being. A mark of good fortune. merchants and farmers. Also The four arms signify the four called Vaisya Vratam directions (space), the four Vedas See Vrat. (knowledge), and the four stages Vaisya (time) in the life cycle. Not to be See Vaishya Vrindavan confused with the Nazi symbol. The sacred village connected with Also called Svastiki. Vanaprastha Krishna’s pastimes as a youth. Forest dweller. (i) The third stage Also called Brindavan, Tamas of Hindu life or Ashrama, typified Vrindavana or Brindaban. Ignorance or destructive potency, by retirement and asceticism. See the lowest of the three Gunas. also Vanaprasthi Vrindavana See Vrindavan Tilak Vanaprasthi See Tilaka See Vanaprastha Yajur Veda One of the four Vedas, dealing with Tilaka Varanasi the knowledge of Karma. The mark made on the Murti or on City on the Ganga (River Ganges), the forehead of a worshipper. It is a sacred river to Shiva. It is one of Yamuna symbol of the power of God within. the holiest pilgrimage sites and also Tributary of the river Ganga (River Also called Tilak. an ancient centre of learning. Also Ganges), considered by many called Banares, Benares, Kashi or Hindus to be the most sacred Transmigration Kasi. of all holy rivers. Also called The movement of soul through a Jamuna or Jumna series of lives, (possibly including different species) occurs. See Samsara.

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Yatra Yoga Yuga Pilgrimage. Usually to important Communion/Union of the soul with Age, or extended period of time, of sacred places in India. Also called the Supreme. The process of which there are four: Krta Yuga, Jatra. physical or mental discipline which Treta Yuga, Dvapara Yuga and promotes self-awareness and Kali Yuga, which occur and through that pure consciousness reoccur cyclically. and a relationship with the divine. The English word ‘yoke’ is derived from Yoga.

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Bibliographical summaries

The following are brief details of people mentioned in the Syllabus

* Gandhi See Mohandas Gandhi

* Mahatma Gandhi See Mohandas Gandhi

* Mohandas Gandhi (1869-1948 CE) Gujarah lawyer, who after experiences in South Africa began a life of social actions, which led to Indian independence from Britain. He received the nickname Mahatma (‘great soul’)

* Ram Mohan Roy (1772-1833 CE), key Hindu thinker, in developing a renaissance of Hindu culture against the background of European/British rule of the Indian sub-continent

* Sankara (789-830 CE), founder of the Advaita and Vendanta schools of Hindu philosophy

* Vivekananda (1863-1902 CE), key Hindu philosopher, who ager childhood agnosticism and searching through science before becoming a pupil of Sri Ramakrishna and then a wandering monk, represented the Hindu Dharma at the 1893 Parliament of Religions in Chicago, USA