Manor Primary School
RE. Year 4. Spring term.
How and why do Hindu’s worship at home and in the Mandir? Hindu celebrations – Diwali.
Overview of the LearningIn this unit children will:
In this unit of learning are introduced to Hinduism by exploring a range of Gods and Goddesses. This unit looks at the ways in which Hindus worship both at home and in the Mandir and why worship is important to members of the Hindu community. It also introduces children to some of the beliefs and practices of Hindus through the celebration of Diwali.
Children may have the opportunity to visit a local Mandir during this unit.
Core Aims
· Describe the key aspects of religions, especially the people, stories and traditions that influence the beliefs and values of others
· identify and begin to describe the similarities and differences within and between religions
· consider the meaning of a range of forms of religious expression, understand why they are important in religion and note links between them
· describe and begin to understand religious and other responses to ultimate and ethical questions
· use specialist vocabulary in communicating their knowledge and understanding
· use and interpret information about religions from a range of sources / Pupils should be taught to
· reflect on what it means to belong to a faith community, communicating their own and others' responses
· respond to the challenges of commitment both in their own lives and within religious traditions, recognising how commitment to a religion is shown in a variety of ways
· discuss their own and others' views of religious truth and belief, expressing their own ideas
· Reflect on sources of inspiration in their own and others' lives.
Expectations
Children can:
Use a developing religious vocabulary to describe and show understanding of sources, practices, beliefs, ideas, feelings and experiences.
Make links between them, and describe some similarities and differences both within and between religions.
Describe the impact of religion on people's lives.
Suggest meanings for a range of forms of religious expression.
Raise, and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments.
Apply their ideas to their own and other people's lives.
Describe what inspires and influences themselves and others.
Learning Objectives / Suggested Learning Opportunities
To know that Hinduism is a religion based on respect.
To know the historical and geographical aspects of Hinduism. / The History of Hinduism
Ask the children what they already know about Hinduism.
Find the River Indus, in India. Explain to the children that this is where Hinduism emerged. What do the children know about India - its climate, history, culture?
Show children images of India. What are their opinions of what they see?
Discuss the traditional Hindu greeting ‘Namaste’ meaning 'I respect you'. The full meaning of 'Namaste' is best captured in a short poem. Discuss what the poem says about the Hindu faith and what they believe. How should people behave towards one another if they accept the meaning of Namaste?
Suggested learning opportunities:
· Explain how and why Hindus greet each other using the term Namaste.
· Write their own greeting to show respect.
To know the meaning of the Aum symbol.
To know the significance for Hindus
To know to the Hindu concept of Brahman. / Who was Brahman? What is the Aum symbol?
Discuss how there are hundreds of Gods and Goddesses in Hinduism, but Hindus believe that these are all different forms of one Supreme God called Brahman
Tell the story of Svetaketu (glass of water & salt story) Allow a time for the children to reflect in small groups, expressing their responses to this Hindu belief.
Show children an Aum symbol and discuss how Hindus find it impossible to describe Brahman fully in words, so instead they use this symbol. It is called the Aum symbol. It is sacred to Hindus.
The Aum symbol also has a sound. Hindus believe that it is very special. Play a recording of an OM chant. Hindus begin their prayers with this sound. They believe it helps them to 'tune into' Brahman. Play children a CD of sounds that helps them to be still and calm. (bird song, whale music, waves) What sounds help the children to be calm and still?
Suggested learning opportunities:
· Create a symbol to show what they believe about God.
· Retell the story of Svetaketu.
· Explain who is Brahma and what do Hindus believe about him?
To know who the three main gods of Hinduism were.
To know what the three main gods mean to Hindus. / The Three Main Gods in Hinduism
Remind children that Brahman is not a person. Brahman is a power. The Great Power which creates, sustains and destroys life. Hindus worship these three different aspects of Brahman as gods. These gods are called Brahma, Vishnu and Shiva. Like everything else, these gods are part of Brahman. Distribute images of the three main gods. What do the children think of them? Allow children time to explore the different features of each. Discuss with children that while Brahma, Vishnu and Shiva are the three main gods, there are many more gods and goddesses within Hinduism. Introduce the children to the wives of the three main Gods; Sarasvati, Lakshmi, Parvati.
Suggested learning opportunities:
· Identify which god they think represents each aspect of Brahman? Children record their reasons why.
· Children match descriptions to each God or Goddess.
· Children make a character study using ICT. Children find out words to describe him or her, evidence from pictures and evidence from texts.
· Children look at pictures of the Hindu gods and goddesses. Children make a chart to record their descriptions. (male or female, face, skin colour, arms, objects held, animals and other objects)
· Ask the children to draw a picture of them which shows their many different roles and interests, showing the many sides and characteristics that one person can have.
To become familiar with the wider Hindu pantheon.
To know why Ganesha is special to Hindus. / Who is Ganesha? Why is Ganesha special to Hindus?
Recap with the children who Brahma, Vishnu and Shiva are and explain that while they are the three main gods, there are many more gods and goddesses within Hinduism. Share the story of the birth of Ganesha.
What do the children think of the story? Following discussion, show children an image of Ganesha. How do they respond to it? Discuss with children their knowledge/experience of elephants. What does an elephant symbolize? (Strength, unfailing memory, gentleness, fun...)
Ganesha is one of the most popular Hindu gods. At the beginning of each act of worship and ceremony, Hindus often to pray to him before praying to another God. It is believed that he 'clears the path' for all the other prayers which are to follow.
Suggested learning opportunities:
· Create a fact file with the following headings – What he looks like, how he treats people, his life, what he can do, what people think of him.
· Children to write down their thoughts about why Hindus might find it helpful to have pictures of gods and goddesses.
To know that shrines are special places in Hindu homes.
To know some of the ways that Hindus show devotion to God / Hindu Shrines
Talk about special places at home. What makes these special?
Discuss where people if they want to be quiet or to think.
Show them the word ‘shrine’. Explain that in Hindu homes a collection of pictures or images is kept in the shrine and this is where a Hindu family comes to pray.
Suggested learning opportunities:
· Draw or describe their own special places and explain what makes them special, and what they like to do there.
· Look at pictures and videos of a shrine. Ask the children to describe what they can see.
· Write a fact file about the Hindu shrines.
· Write a report about how a Hindu family looks after the murtis.
To know what ‘puja’ means
To know that actions in worship often have symbolic meanings
To understand that some of the activities in worship have parallels in their own lives / What is the Puja?
Discuss the following emotions/reactions: being pleased to see someone, saying thank you for something, being sorry, giving a present, receiving a present, meeting someone important. Explain they will see some of these ideas and actions in Hindu worship.
Look at pictures and videos of a Hindu family doing puja at home. Describe what can be seen.
Look at artefacts on a puja tray. Talk about how the different artefacts are used.
Think about elements of puja, e.g. ringing the bell, making offerings, touching/bowing to the image, using incense, receiving Prasad, caring for the image.
Suggested learning opportunities:
· Draw objects involved in puja and write about how each is used.
· Create a set of labels for the artefacts on the puja tray.
· Think about the idea of ‘offering’. Who do we give things to? When? Why? How can we show love if we can’t buy presents?
To know where Hindus go to worship
To know some of the important features of Hindu place of worship.
To know how to behave inside the Hindu place of worship. / The Hindu Place of Worship
Look at images of a Hindu Mandir. Discuss how they can tell that the Mandir is a special place. How can they tell that it is place of worship? What do they already know about this place of worship?
Discuss the plans for a visit to a Mandir. Children write questions they would like to ask about the Mandir and the Hindu faith.
Discuss how they think they should behave in a Mandir and why. How would you expect visitors to behave in your home?
To reflect on worship through the elements, rituals and artefacts that are involved in Hindu worship / Mandir Visit.
The visit can be a stimulus for a wide range of work. As soon as possible give the children time to share their impressions and feelings and to ask any questions which were not answered on the visit.
Use photos taken on the visit to help children create a report. Encourage children to consider how all five senses are used in Hindu worship.
Children make a presentation to another class about what they learnt on their visit.
Ask the children to think back over what they saw and to suggest why worshippers may have done certain things. Children write your own simple commentary to accompany the video.
Help the children to make a glossary to explain the following words: Mandir, murtis, arti, priPrasadrasad, puja.
Children take part in reflective writing, e.g. ‘what I particularly liked and why’
Children find out about the arti ceremony. Children write instructions for the arti ceremony.
To know some practices associated with Diwali
To know the symbolic significance of a Diva and how it relates to the Diwali story
To know the importance of preparation for Diwali
To know some of the customs and practices related to celebrating Diwali
To know Diwali is the start of the new year for Hindus
What is Diwali? – Leaflet (questions to differentiate)
Rama and Sita
Celebration food (importance of food)
Acrostic Poems
Rangoli Patterns / Diwali
To be completed over a series of weeks.
Look at how a Hindu family celebrates Diwali. Explain that it is the start of the new year for Hindus. How do other people celebrate new year?
Look at/Light a diva and ask the children to look at the flame: encourage them to write down their initial feelings and thoughts.
Discuss the symbolic significance of light and mention other religions that use light as a symbol.
Explain how the diva originated from the story, and why it is lit to celebrate Diwali.
Suggested learning opportunities:
· Ask the children to write acrostic poems using the words ‘diva’ or ‘light’.
· Show the children a selection of greeting cards and discuss messages, illustrations and the reasons why cards are sent.
· Ask the children to make a Diwali card for a Hindu friend.
Show children designs of colourful geometric rangoli patterns (use both simple and detailed designs) and discuss how they make them feel.
Suggested learning opportunities:
· Ask the children to find out why these patterns are used. Children use coloured rice and other materials to create their own rangoli patterns.
Investigate with the children how the family prepare to celebrate Diwali.
Suggested learning opportunities:
· Tell the children to imagine that they have been invited to celebrate Diwali with a Hindu family. Ask them to write a letter to a friend describing how the family prepares for and celebrates Diwali, and why it is a special time.
· Plan and celebrate a Diwali day with a range of activities throughout the day. E.g. making divas, stick dancing, cooking, dressing in saris.
· Children could finish unit by writing a magazine article on ‘celebrating Diwali in a Hindu family’; emphasizing the preparation as well as the celebration. Gather articles together in whole class magazine to share with other classes.
To know who Rama and Sita are.
To know the key events of the story of Rama and Sita / Who are Rama and Sita?
Discuss how festivals and celebrations are an important part in Hinduism. Some celebrations are dedicated to Gods and Goddesses. Some celebrations focus on harvest and the new year.
One of the most important festivals is Diwali, the festival of lights. Introduce the characters in the Diwali story, describing their personalities.
Suggested learning opportunities:
· Write a character analysis, highlighting the themes of good and evil.
· Retell the story using video, slides, puppets, masks.
· Give children a prepared sheet with the story of Rama and Sita in comic strip. Ask them to sequence the pictures and write on the dialogue.
· Discuss the experiences and viewpoints of key figures in the story, e.g. was Rama’s stepmother right to demand that her son was king instead of Rama?
· Ask the children to write about characters they like and dislike, and explain why.
Useful Links.
Namaste.
http://www.shalusharma.com/meaning-of-namaste/
Svetaketu Story
Svetaketu always came proudly home after school each day. One day his father asked him about God, but Svetaketu didn’t know anything. His father sent for a glass of water and asked Svetaketu to put some salt in it. The next day, he asked where the salt was. Svetaketu could not see the salt, but he could taste it in the water in the glass. ‘That’s a bit like God in the world,’ said his father. ‘God is invisible, but is there in everything.’
Hindus believe Brahman is responsible for three main things - making life, keeping life going and destroying life so that new life can begin.
Hindu Goddesses
The Hindu goddesses each represent different aspects of Brahman. Together, they reflect the female side of Brahman. Saraswati is the wife of Brahma and is the goddess of art, literature, music, and learning. Lakshmi is the wife of Vishnu and is the goddess of good fortune. Parvati is the wife of Shiva. She is also represented as Durga and Kali. As Parvati, or Umer, she is beautiful, mild and gentle.
In Hinduism, God is worshipped in diverse forms and is believed to be formless. Some forms are Krishna, Lakshmi and Ganesha. For many children, the imagery of the Hindu deities may be unfamiliar and even strange. Some understanding of the symbolism behind them is needed.
This has a range of stories about Hindu gods, goddesses and avatars.
http://www.hindukids.org/stories/grandpa.html
http://www.hinduism.fsnet.co.uk/
Wolverhampton Mandir.
Shiri Krishna Mandir
123 Penn RoadWV3 0DU
Wolverhampton
West Midlands
Phone: 01902 772416
Manor Primary School