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HINDUISM Part 1 Unit 2: Living As a Hindu

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HINDUISM Part 1 Unit 2: Living As a Hindu 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 God is in everything. Stories about Krishna: The story of Krishna the butter thief; the story of Krishna and Sudhama. Values: The importance of caring for others. Belief that God is seen in different ways and represented through different forms, such as Krishna. Worship in the home: The shrine; The Arti ceremony; Prasad (food offered, blessed and served after prayer). The Festival of Raksha Bandhan demonstrating love and loyalty between members of the extended family. Where the unit fits and how it builds This is the second Unit of Hinduism 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 Vishnu. 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 Education 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 greetings known by the class, celebrating the languages Resources and cultures represented. Pictures of people from around know that Hindus 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 Faith (Wayland) page soul respects your 27 √ Demonstrate the ‘Namaste’ greeting. Explain its meaning to pupils. Placing hands soul and the spark of together and slightly bowing 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 souls? 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 classroom 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 murti / 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 religion. 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 set 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 Rama. 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 information 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.
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