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