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Home , Namaste, Religious education

HINDUISM Part 1 Unit 2: Living as a Hindu

What this unit contains What does it mean to be a Hindu? Respect for other people (shown through namaste) and respect for all living things because is in everything. Stories about : The story of Krishna the butter thief; the story of Krishna and Sudhama. Values: The importance of caring for others. that God is seen in different ways and represented through different forms, such as Krishna. in the home: The shrine; The Arti ceremony; Prasad (food offered, blessed and served after ). The Festival of demonstrating love and loyalty between members of the extended family.

Where the unit fits and how it builds This is the second Unit of in the Primary phase. It develops pupils' knowledge and upon previous learning understanding of Hindu beliefs about God from unit 1 by introducing them to a second avatar of .

Extension activities and further thinking  Investigate examples of how adoption or fostering ensures that children have carers and how the needs of the child are met.  Explore the needs of the homeless locally and research practical ways in which people can / do help.  Explore how people care for animals.

Vocabulary SMSC/Citizenship

Hinduism Krishna worship pras ad  Respect for all people. Hindu Sudhama shrine prayer  Respect for all living things. God respect adoption Raksha Bandhan  Concept of God being in all creation. belonging honesty foster Janmashtami namaste truthfulness Arti

Lambeth Agreed Syllabus for Religious Teaching unit HINDUISM Part 1 Unit 2:1

HINDUISM Part 1 Unit 2: Living as a Hindu

Unit 2 Session 1 A A Learning objectives T T Suggested teaching activities Sensitivities, points to 1 2 note, resources

Pupils should: √ Explore & demonstrate known by the class, celebrating the languages Resources and cultures represented. Pictures of people from around

 know that the world of different ages / √ Explain that greetings often have ancient meanings, e.g. shaking hands shows greet each other by genders. you have no weapon in your hand. Do pupils know special meanings of other saying ‘Namaste and Collage materials that this means ‘my greetings? My Hindu (Wayland) page

respects your 27 √ Demonstrate the ‘Namaste’ . Explain its meaning to pupils. Placing hands soul and the spark of together and slightly towards the other person usually accompany it. God inside you’; N.B. Pupils may want to discuss √ Discuss pupils’ views about the Hindu belief that we, the soul, live in the heart, where God is when people are and that God is there with us on our journey throughout life. Emphasise the  know that Hindus being bad. √ respect paid to each other is part of Hindu beliefs about the soul, which is a part of respect all life – Hindus believe that God is all God. humanity and all living good. He is the source of

things; everything, but not the source of √ Give out pictures of people from around the world, young and old, male and evil. For example, the sun is the √ female. Explain that Hindus believe that all human beings are one family. Make  consider the source of everything in this solar group collages of the ‘world family’ and write down words describing feelings implications for belief system, but there is no darkness about belonging to a family of all human beings everywhere to accompany that the world is a in the sun. The sun is not the artwork. family; source of darkness. Only when √ Consider other parts of creation, e.g. do animals have awareness and feelings? we turn our back to the sun, do

 Consider Hindu Do they have ? Hindus believe that animals are part of our family. How might we see our own shadow.

attitudes to animals believing this influence Hindu ideas of how humans should behave towards Similarly, evil occurs when we √ as a response to this animals? turn our backs to God. belief. √ Produce short reflective statements about how you believe humans should N.B. Hinduism has developed behave towards all creation. with a respect for all of nature.

Lambeth Agreed Syllabus for Religious Education Teaching unit HINDUISM Part 1 Unit 2:2

HINDUISM Part 1 Unit 2: Living as a Hindu

Unit 2 Session 2 A A Learning objectives T T Suggested teaching activities Sensitivities, points to 1 2 note, resources You might invite an adult and baby in to the class for this lesson. If you do, greet your Pupils should: visitors with ‘namaste’ as in Session 1. Resources  consider the needs of Story of the birth of babies and compare √ Show pupils pictures of babies. Ask how parents usually feel when they know a baby is Krishna e.g. from to dangers on the way. Discuss the needs that babies have and how vulnerable they are. The Heart of Hinduism surrounding Krishna Generate words and phrases describing the many things that babies need / deserve for Primary Resource Pack – at his birth; a good start in life, for example good food, drink, love, baths, fresh air… If you have a Story of the birth of baby in the talk about her/his needs, likes and dislikes. Krishna (STO 314) or

 consider the range of Re-tell stories Volume 5 Explain that the class are going to hear a story about a baby who needed a foster family people who help to ‘The birth of Krishna’ – √ to make sure he was safe. bring them up and Lewisham Education

know that sometimes Tell the story of Krishna’s birth and explain that Hindus believe that this special baby the carer who brings √ Krishna / image was God who came to earth for a special purpose. At the end of the story, talk about someone up is not Pictures of babies alternatives. For example what would have happened if Vasudev had not had good their birth parent; friends to rely on or if he had been too afraid to travel through the storm?

 know that Hindus Explain that Hindus believe that Krishna came for 3 reasons: believe that God √ . to protect the good; visited earth as . to punish the wicked; Krishna and that . to teach about . N.B. Be sensitive to the Krishna tells human feelings of pupils who may beings about the soul, How does the story show the context for these actions? not have been wanted. God and nature. √ . Who was good? . Who was wicked? √ . What does the story teach about God? . What does this show about Hindu beliefs about what makes a family? Collate a of answers from pupils and keep for the next lesson.

Lambeth Agreed Syllabus for Religious Education Teaching unit HINDUISM Part 1 Unit 2:3

HINDUISM Part 1 Unit 2: Living as a Hindu

Unit 2 Session 3 A A Learning objectives T T Suggested teaching activities Focus for assessment Sensitivities, points to 1 2 note, resources

Pupils should: √ Recall the story of Krishna’s birth from the previous Assessment Level Resources lesson and remind pupils why Hindus believe Level 1 Attainment target 1 Story of Krishna the butter  know that Hindus Krishna came to earth. Explain that this is the Pupils use some religious words thief e.g. from The Heart believe that God has second story they have heard from Hinduism of a and phrases to recognise and of Hinduism Primary visited earth at visit of God to earth and with the pupils recall the name features of religious life and Resource Pack (STO 201) different times for story of . practice. They can recognise different purposes; √ symbols, and other verbal and Pictures of cows Focus on Krishna’s childhood. What sort of visual forms of religious My Hindu Faith (Wayland)  know Hindus believe upbringing did he have? Explain that Krishna lived expression. page 24 that through Krishna in a village and his adopted father kept cows. He Hinduism Unit 2 lesson 3 God tells us that he, was a lively little boy. Tell the story of Krishna the Level 2 Attainment target 1 sheet: Hindu like us, enjoys fun; butter thief. Discuss responses to the story. Pupils use religious words and beliefs about God and and in his fun there is phrases to identify some features nature never any selfishness Assessment Task of religion and its importance for or bad feeling towards √ Hand out statements describing Hindu beliefs about some people. others; God and nature and ask the children to use these Pupils retell religious stories and to either: suggest meanings for religious  understand Hindu . write about what they know about Hindu actions and symbols. They attitudes to cows beliefs about God or; identify how religion is expressed through the story of . why Hindus treat cows with respect; in different ways. Krishna. They should link their answers to what they know about Krishna.

Lambeth Agreed Syllabus for Religious Education Teaching unit HINDUISM Part 1 Unit 2:4

Unit 2: Living as a Hindu HINDUISM Part 1

Unit 2 Session 4 A A Learning objectives T T Suggested teaching activities Sensitivities, points to note, resources 1 2

Pupils should: √ Recall knowledge from previous lesson and talk about the outcomes Resources of the task, inviting pupils to share some of the ideas that they had Story of the Krishna and Sudhama e.g. from  know that Hindus with the class. The Heart of Hinduism Primary Resource believe that Krishna Pack – Story of the birth of Krishna (STO shows humans what √ Talk about what makes a good friend. In small groups, agree 3 215) or it is to be a good qualities of a good friend and feed back to the class. Explain that Re-tell stories Volume 3 ‘The story of Krishna friend; through the story of Krishna and his friend Sudhama when they were and Sudhama’ – Lewisham Education grown up, Hindus believe we can learn that God is the friend of  know the story of humans. In this story Krishna is an adult. Krishna and √ N.B. Teachers please note: Sudhama; Retell the story of Krishna and Sudhama. Discuss the message of What answers could we endorse as being the story. Key question – why did Krishna help Sudhama and know those of the tradition (while valuing all pupils’  know that Krishna √ what he needed without being asked? answers). understood what e.g.: through love - when we love, we learn Sudhama needed Begin a class friendship folder to include photographs and to know the mind and heart of that person; and supplied it. descriptions of friends of members of the class, descriptions of times because he is God; because, as God, when friends have helped them or they have helped their friends or Krishna is in everyone’s heart and knows all √ newspaper cuttings of current local / national / international our thoughts, desires, etc; also, Krishna examples of friendship in action (the latter demonstrating the world helped Sudhama because the latter was family concept). selfless and detached – he had no personal desire for wealth. This is an opportunity to discuss how we should behave towards those who are not our friends and how we can be friendly to everyone.

Lambeth Agreed Syllabus for Religious Education Teaching unit HINDUISM Part 1 Unit 2:5

Unit 2: Living as a Hindu HINDUISM Part 1

Unit 2 Session 5 A A Learning objectives T T Suggested teaching activities Sensitivities, points 1 2 to note, resources

Pupils should: √ Explain that Hindus celebrate the birthday of Krishna as a special celebration called Resources Janmashtami. Pupils might compare this with special birthday celebrations in other Video: ‘Pathways of  know how Hindus √ . What happens at their birthdays? Parties, cards, gifts… Belief: Hinduism’; worship Krishna as Card God in their temples √ Show a video portion of the celebration of Krishna’s birthday. After the video has Peacock feathers, on his birthday; finished note what has been seen in the – greetings, lights, bells, arti, pictures, faith symbol, offerings, a feast, rocking the baby Krishna’s cradle, retelling and acting out the story. Krishna murti  know the festival is My Hindu Faith called Janmashtami √ Talk about how the story is enacted and that the worshippers show their love of God in (Wayland) pages 8 & 9 many ways including offering flowers, fruit etc. Barfi or coconut ice. For  know that food is recipe see The Heart of offered to God and √ Make a card to send to a friend for Krishna’s birthday, decorating with images of Hinduism Primary pack then shared; peacock feathers, cow, Krishna, images from the story, or Hindu symbols. Inside the Teaching Idea 3.4 card explain why you think this person is a good friend.  know that making offerings and sharing √ Share coconut ice or barfi while the cards are being made. are a sign of love.

Lambeth Agreed Syllabus for Religious Education Teaching unit HINDUISM Part 1 Unit 2:6

Unit 2: Living as a Hindu HINDUISM Part 1

Unit 2 Session 6 A A Learning objectives T T Suggested teaching activities Sensitivities, points to 1 2 note, resources

Pupils should: √ Recall how sharing with someone is a sign of love for them. Discuss relationships Resources between brothers and sisters in families. What is good about these relationships? Espresso ‘’ CD Rom  know that at Raksha √ Video: Pathways of Belief: Bandhan Hindus (N.B. some pupils may have negative views of their siblings). Explain that in Hinduism Hinduism. Section on celebrate the special the family is very important and that this is shown through the festival of Raksha Raksha Bandhan bond between √ Bandhan. Books brothers and sisters; My Hindu Faith by Anita Show a section of video or film explaining this festival. Also, see how families worship Ganeri (Evans) pages 22  know about Hindu at home and do not always need to go to the temple. Afterwards draw out the & 23 family life; √ similarities and differences with worship in the Temple and ways to celebrate festivals My Hindu Faith (Wayland) seen in previous lessons. page 20  know that Hindus Raksha Bandhan cards worship at home as Show pupils Rakhis or pictures or pages from books showing how these are worn. Rakhis well as in the Temple; Explain that they are going to make a Rakhi to give to someone that they want to Materials for making thank for being good to them – this could be a brother or sister, a parent, grandparent, Rakhis – coloured wool /  focus on the good in √ √ carer or friend. thread, feathers, beads, others and express tinsel, shiny paper etc. sincere words of Make Rakhis and make a small gift tag for each one, appropriately decorated, glue. appreciation to their containing a good wish and some words of appreciation for the person to whom it is friends and √ going. http://www.theholidayspot. colleagues. com/rakhi/make_colorful_r Write instructions for making a Rakhi and add, along with copies of the statements in akhi.htm the gift tags, to the friend ship folder from Session 4.

Lambeth Agreed Syllabus for Religious Education Teaching unit HINDUISM Part 1 Unit 2:7

Unit 2: Living as a Hindu HINDUISM Part 1

Unit 2 Session 3 Information Sheet 1

Hindu beliefs about God and nature

God is everywhere.

God enjoys fun and is playful.

God is inside everyone.

God protects the world.

We should protect the world.

God is in all creatures.

Cows are special.

Humans should not eat beef.

Krishna visited earth for a special reason.

The cow is like a mother because she gives us milk and many good things to eat, e.g. milk, butter, cheese, yogurt.

All of nature is very special.

Lambeth Agreed Syllabus for Religious Education Information sheet HINDUISM Part 1 Unit 2:8