Download Dorset KS2 Year 3 Spring- Hinduism

Unit: How do Hindus Worship?
About this unit: This unit may from an introduction for pupils to Hinduism. It should also
provide the opportunity for pupils to look at concepts of God, worship, and life after death from
a perspective they are unlikely to have encountered before. Pupils should be given the
opportunity to reflect on and explore some of the issues raised.
An understanding of the Hindu concepts associated with re-incarnation is essential to an
understanding of Hinduism, however, it is not expected that this will be explored in depth and
teachers will need to use sensitivity in covering this area of the scheme. This will however
introduce pupils to the idea of ‘ultimate questions’, which will be an important focus in KS3
Prior learning
It would be helpful if
Looked at the way Art has
been used in Christianity to
express meaning
Technical Vocabulary
In this unit children will have
an opportunity to use words
and phrases related to: Brahman
Trimurti
Brahma
Shiva
Vishnu
Puja
Shrine
Ganesha
Mandir
Temple
Samsara
Reincarnation
Dharma
Karma
Murti
Aum
Resources
 A selection of statues of
Hindu Gods
 A Puja Tray
 Hinduism: Photo pack
and Activity book Sandra
Palmer and Elaine
McCreery PCET
Publishing.
www.pcet.co.uk
 VCR Pathways of Belief
Islam, Hinduism, Sikhism
(BBC)
Also useful: The Heart of Hinduism:
Primary Pack: ISKON
Educational services (Hari
Krishna movement) £32.25
www.heartofhinduism.co.uk
For Teacher information
Hinduism for Today: Carrie
Mercier OUP
This is Hinduism: Dave
Symmons (The leading
Secondary textbook for
Hinduism!)
Recommended visitor:
Mr Rahi Bains - Indian music
workshops with stories from
the Hindu religion
Tel: 02392262788
E-mail: [email protected]
Expectations
At the end of this unit
Most children will:
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Some children will not have made so much
progress and will:
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Some children will have progressed further
and will:
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Describe some key beliefs within
Hinduism
Identify the impact Hinduism has on
believers’ lives
Describe some forms of religious
expression
Ask important questions about Hinduism
making links between heir own and
others’ responses
Identify some key beliefs within Hinduism
and suggest meanings for religious
actions and symbols
Identify how Hindu beliefs are expressed
in different ways
Ask and respond sensitively to questions
about their own and others’ experiences
Describe showing understanding key
beliefs within Hinduism
Describe the impact that Hinduism has on
believers’ lives
Suggest meanings for a range of religious
expression
Raise and suggest answers to questions
of identity and belonging in Hinduism
Learning Objectives
Possible Teaching Activities
Learning outcomes
Pupils should:
 Learn about Brahman and the
Trimurti
 Begin to understand the way that
Hindus see God
How do Hindus see God?
 Recap on the way a picture can
show symbolism and belief e.g.
pictures of Jesus
 Show pictures/statues of a range
of Hindu gods
 Write a list of questions about the
picture/statue in groups
 Swap questions and
picture/statue with another group
and suggest possible answers to
their questions
 Introduce pupils to the concept of
Brahman through the salt story
(Svetaketu and Uddalek)
 Explore how different people see
you
 Link to the idea of the Trimurti –
look at images/statues of
Brahma, Vishnu and Shiva
How do Hindus worship at home?
 Play the senses game. Ask for 5
students. Give each of them one
of the different senses. They
have to identify the mystery
substance using only that sense.
All of them will need to be
Pupils should be able to:
 Identify/describe/show
Art
understanding of some of the
features of Hindu belief about
Opportunity for Spiritual development
Brahman and the Trimurti
 Identify/describe/show
understanding of the way in which
symbolism is used to express
religious meaning
 Reflect on the different roles that
they play in people’s lives
 Ask and suggest answers to
questions about Hindu gods
Pupils should:
 Learn about Hindu puja, shrines
and the importance of Ganesha
 Learn about how Hindus can
worship in the UK
 Begin to understand how all the
senses can be used in worship
Pupils should be able to:
 Identify/describe/show
understanding of the features of a
puja tray and a family shrine
 Describe/show understanding of
the importance of Ganesha for
many Hindus
Contribution to other
Curriculum Areas
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blindfolded except the sight
person and have ‘head phones’
on except for the hearing person.
Use a container of salt. Give the
mystery object to each person –
the sight person will simply look
inside the container, the touch
person will be allowed to feel the
substance etc. They are to write
down what they think it is.
Explain how Hindus use all the
senses when they worship.
Show Puja tray – explain how
each artefact stimulates the
senses.
Watch a video on Hindu worship
in the home e.g. Pathways of
Belief Islam, Hinduism, Sikhism
(BBC) – introducing the idea of a
shrine
Explain that the god Ganesha is
one of the most popular gods to
have on the family shrine as he is
seen as the remover of obstacles
Think about who they would turn
to with problems? Who are
obstacle removers in our society?
What they would put on their puja
tray an offering to these obstacle
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Reflect on the way in which
feelings and experiences can be
expressed through symbolism
and the senses
Describe what inspires and
influences them
Opportunity for spiritual development
Opportunity for cultural development
Design and technology
Pupils should:
 Learn about how Hindus worship
in the mandir
 Understand how music can be
used to create an atmosphere of
worship
 Consider the importance of social
centres in the life of communities
 Consider the ways in which they
show respect to other people
removers?
How do Hindus Worship in the
Mandir?
 Explore the concept of a temple
by looking at modern ‘temples’
e.g. shopping centres, football
grounds etc. What building/place
houses that which is most
important to you?
 Collect pictures from magazines
to illustrate this idea
 Explain that a Hindu temple is
called a mandir. It is seen as the
home of a god/goddess. When
you go to a mandir it is like
visiting a god
 Talk about what they would do to
prepare to visit someone special
 Watch a video clip of worship in a
mandir and explore how Hindus
show respect to the images of the
gods/goddesses
 Listen to different styles of music
that create different atmospheres.
Write down the words that come
to mind when listening to the
music
 Play/listen to different Indian
musical instruments/chants/Aum.
Pupils should be able to:
 Identify/describe/show
understanding of the way Hindus
worship at a mandir
 Describe the impact of Hindu
beliefs on Hindus’ lives
 Describe/show understanding of
the way music can be used to
create an atmosphere for worship
 Make links between their own
values and commitments and
their own attitudes and behaviour
 Reflect on the ways in which they
show respect to others
 Respond sensitively to others’
feelings and experiences
Opportunity for Spiritual development
Opportunity for Cultural development
Citizenship
Music
Opportunity for Cultural development
Write down what words come to
mind. How would this help
Hindus worship?
Pupils should:
What do Hindus believe happens
 Learn about the Hindu concept of when they die?
samsara, reincarnation, dharma
 Recap on the trimurti and
and karma
introduce the cycle of death and
rebirth
 Consider their own actions, duties
and responsibilities
 Use the Water cycle to
demonstrate this concept and
introduce the term samsara and
the idea of reincarnation
 Talk about reincarnation and duty
and the link between how you live
you life (karma) and how you are
reincarnated
 Design a snakes and ladders
game to illustrate the concept of
reincarnation
Pupils should be able to:
 Describe/show understanding of
the Hindu concept of samsara,
reincarnation, dharma and karma
 Making links between their own
attitudes and behaviour and their
own values and commitments
 Ask important questions about
religion and beliefs making links
between their own and others’
responses
 Describe the impact of Hindu
beliefs on Hindus’ lives
Opportunity for Spiritual development
Science
Geography
Design Technology
Suggested Assessment Task:
Give students a picture of a puja ceremony in a home. Ask them to
identify/describe/explain 4 features from the picture. They are then to
design their own shrine for their own bedroom and explain why they have
included what they have.
Alternatively this can be done by asking students to
identify/describe/explain the features of a puja tray. They are then to
design their own puja tray and explain why they have included what they
have.
The Story of Svetaketu
Svetaketu always came home proudly after school each day. One day his father
asked him about God, but 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 but Svetaketu could not see the salt, but he could taste 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’.