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Transcript
Year 1: What do people say about God? Hinduism: What is God like? Key Skills to be covered: Taken from Level 1 Taken from Level 2 AT1: Learning about religion - Pupils • use some religious words and phrases to recognise and name features of religious traditions and communities • can recall religious stories and recognise symbols and other verbal and visual forms of religious expressions AT1: Learning about religion - Pupils • use religious words and phrases to identify some features of religious traditions and communities • begin to show awareness of similarities in religions • retell and suggest meanings for religious stories, actions and symbols • identify how religion is expressed in different ways AT2: Learning from religion – Pupils talk about • their own experiences and feelings • what they find interesting and puzzling • what is of value and concern to themselves and others AT2: Learning from religion – Pupils talk about • ask and respond sensitively to questions about their own and others’ experiences and feelings • recognise that some questions cause people to wonder and are difficult to answer • in relation to matters of right and wrong, recognise their own values and those of others National Curriculum Links Lancashire Agreed Syllabus for R.E 2011 Field of Enquiry Shared human experience: • pupils will identify, explore and reflect on people’s experiences of identifying what is of worth and how they respond to show its worth Living religious traditions: • pupils will enquire into examples of worship in religions locally, nationally and globally Beliefs and values: • pupils will ask questions about and respond to some examples of beliefs and values seen in worship and celebration Search for personal meaning: • pupils will think about how they respond to the things that matter most to them and express their thoughts about the meaning of worship in the religions they have studied Cross-curriculum links, especially opportunities for Literacy, Numeracy and ICT within teaching Literacy: Writing Opportunities: • Extended writing Speaking and Listening: • Sharing religious stories and symbols Drama • Retelling religious stories Numeracy: Shape: • 2d & 3d shapes ICT: • Talking tins • Video camera • Photographs Extended Opportunities including possible visits/visitors and local connections • Invite Mrs Harsha Shukla, Lancaster to assist with experiential lesson surrounding worship and home shrines Key objectives as questions 1 • • • 2 • • What did you learn in RE last time? What do you already know about Hinduism? What do you want to improve in your knowledge of this religion? What is the Hindu God called? Why does He come in different forms? Key Skills that can be covered • • • • talk about what they find interesting or puzzling recognise some questions cause people to wonder and are difficult to answer talk about their own experiences and feelings ask and respond sensitively to questions about their own and others experience and feelings Possible activities including use of Computing and Technology Recap on Christianity – Baptism Q. What did you learn about in R.E before the holidays? Direct chn’s attention to the tables which have Hindu murti, artefacts and pictures laid out: origins; Hindu people/clothing; murti/deities, conch shell, rekhi; shrines: arti lamp, flowers, food, water, incense, puja set, place of worship, Om symbol etc: http://www.strath.ac.uk/redb/reartefacts/hindu/ & http://www.strath.ac.uk/redb/reartefacts/hindudeities/ Outcomes/Evidence that teaching has taken place Recorded discussion/questions on talking tins Completed Graffiti Boards Explain chn will be in mixed ability groups, each group will have a different coloured pen. On each table will be a ‘Graffiti Board’ and several talking tins. Each group will start at a different table exploring objects and pictures. Ask chn to note down their ideas and questions: Q. What it is? Q. Where it is used? Q. When it is used? Q. How it belongs to the Hindu faith? Chn move round to the next table, when indicated, and continue until all tables visited. Model using talking tins to record ideas –emphasise the need to be sensible when using these. Gather chn back as whole class on carpet. Ask chn to share their ideas, observations and questions to help compile a class Graffiti Board. Recap on lesson 1 – Graffiti Board http://www.tes.co.uk/teaching-resource/hinduism-introduction-3010753/ have pictures/artefacts to hand (especially Hindu Gods/Goddesses to accompany powerpoint) Explain there are many ‘forms’ of Gods/Goddesses in the Hindu faith, Hindu’s believe in One God: http://www.bbc.co.uk/learningzone/clips/hindu-beliefs-about-god/3616.html Q. Who were the three main Gods? Q. What do they represent? (birth, life, death) Show a selection of male and female murti (preferably including Lord Brahma, Lord Vishnu and Lord Shiva). Refer to clip shown – Lord Brahman the one Supreme God/Spirit who has many different faces, roles/jobs In talking partners chn discuss the following question; chn write answers on whb: Q. Which different faces do we have? (happy, excited, upset, surprised, angry etc) Q. What different roles/jobs do people have? Ask one volunteer to dress up as a Policeman (Vishnu – The Protector), Judge (Shiva – The Restorer Photographs Childrens’ completed dice between good/evil) and Builder (Brahma – The Creator) - take photo for each new outfit to refer to later Each time a new outfit is modelled, ask: Q. What is he/she wearing? Q. What is he/she carrying? Q. What role/job does he/she represent? Emphasise although our volunteer may look different in each outfit, it is the same person taking on a different role/job. Link back to Lord Brahman – the one Supreme God/Spirit in Hinduism Explain we all have different roles too. In talking partners chn discuss the following question; chn write answers on whb: Q. Which different roles do you have? (Jujitsu, Rainbows/Beaver, football/swimming, Tigers; a son/daughter within their family; member of Yr 1/2) Show chn die net – explain and model drawing the different roles or faces chn have. Remind them they are all you, but you look different depending on what doing or how you are feeling. If you are an older brother you are also similar to Vishnu – The Protector (Raksha Bandan Festival Rekhi) 3 • • Who are the Trimurti? Why is Shiva blue? • can recall religious stories and recognise symbols and other verbal and visual forms of religious expression • retell and suggest meaning for religious stories, actions and symbols After chn have completed their die show http://www.bbc.co.uk/learningzone/clips/explanation-of-the-hindu-gods/4796.html Q. Which roles did you add to your die? Recap lesson 2 – one Supreme God/Spirit shown in many different roles/jobs: http://www.tes.co.uk/teaching-resource/ICT-Big-books-6008506/ Hindu people worship many Gods and Goddesses, but three of these Gods, together, are called The Trimurti – ‘3 forms’: Q. What were the 3 Gods from the last lesson called? as each God is said have murti for chn to see, also have photos from last lesson to display. Shiva is normally known as ‘The Destroyer’: Q. What colour is Shiva? However, Hindus believe Shiva has saved the world on many occasions. One occasion led to his throat turning blue Read the story of How Shiva Got His Blue Throat: http://www.kidsgen.com/fables_and_fairytales/indian_mythology_stories/samudra_manthan.htm place pictures from comic book down as the story is read as story tablets In mixed ability groups, chn sequence the main parts of story Remind chn we are thinking about how Shiva got his blue throat Collect ideas and display on whb Chn should then be given sufficient time to practice retelling story through drama. Sequencing story Video of retelling story Record each group’s rendition on video camera. Ask the chn: Q. What do you think this story is trying to tell us? (not to let the ‘poisons’ of life - negative feelings, friendships etc into our bodies and minds) *Letters posted to parents informing them of experiential lesson – Lesson 4 Homework – chn to think of a least one question relating to Hindu worship and shrines to ask our guest next lesson 4 • • • What is a • shrine? Where do Hindu people worship? Why do Hindu people have them in their homes? • • use some religious words and phrases to recognise and name features of religious traditions and communities use religious words and phrases to identify some features of religious traditions and communities Identify how religion is expressed in different ways Experiential Lesson – all three classes together in hall – Visitor Mrs Harsha Shukla (date tbc) Hall to be set up with a replica shrine, with Ganesh as the Deity – upon entry (when seated) children remove their shoes, cover their heads with cap or scalf. Welcome chn to our replica shrine, explain it is central to Hindu worship (puja) Introduce Mrs Shukla: either Mrs Shukla addresses the chn to answer the key questions relating to worship: (Chn can ask their homework questions throughout the lesson) *or show: http://www.bbc.co.uk/learningzone/clips/worship-in-a-hindu-shrine/3619.html Q. Which objects shown in the ‘Worship in a Mandir’ film clip are on our replica shrine? Explain people following the Hindu faith have a number of places to worship: a Mandir, work, school, home; in fact anywhere so long as there is a shrine. Many Hindus have a shrine in their homes: Mrs Shukla to model how Hindus prepare themselves for worship and approach the shrine *or show (picking up each object when it is mentioned) https://hwb.wales.gov.uk/cms/hwbcontent/Shared%20Documents/VTC/ngfl/re/b-dag/ngflcontainer/ngfl-container.swf Ranji worships Q. What was the name of the God Ranji and his family worship? Q. Why do you think Ganesh has 4 arms? Many Deities/Gods – like Ganesh - have 4 arms to remind of the 4 points of the compass and the 4 paths in Hinduism – knowledge (about religion), meditation (concentration), love (worship one God/Goddess) and duty (doing your best) Split the chn into six groups – groups will carousel round activities: Activity 1: Re-enact preparation for worship – Adult Led Mrs Shukla to lead preparations using artefacts – chn have an opportunity to ring the bell, wash Ganesh, use Kum Kum powder etc… Copy of homework questions Photoographs Discussions Rangoli Patterns Chn shrines Activity 2: Making Prasad – Adult Led http://www.vegrecipesofindia.com/banana-sheera/ Associated with Prasad offered to Ganesh during worship Activity 3: Create your own Shrine – Adult Led https://hwb.wales.gov.uk/cms/hwbcontent/Shared%20Documents/vtc/ngfl/re/b-dag/ngflcontainer/re-unit4-en.html Hindu shrines have objects signifying what they believe in – chn create a shrine including objects signifying whatever they believe in Activity 4: Diwali Rangoli Pattern – Adult Led http://resources.mysparklebox.co.uk/6000-7000/sb6410.pdf One of the major festivals (light; Rama & Sita) celebrated in October to mark new beginnings (link to SEAL). Patterns drawn on doorsteps to encourage Goddess Lakshmi to enter house and bless the family with good fortune Activity 5: Hindu Gods Top Trumps (groups of 4) http://www.tes.co.uk/teaching-resource/Hindu-Gods-Top-Trumps-1-6045057/ Consolidation game based upon well known Gods/Goddesses within the Hindu faith detailing their differing virtues Activity 6: Snakes and Ladders (groups of 4) http://www.hinduismtoday.com/modules/wfchannel/index.php?wfc_cid=35 An Indian game created by Hindu Gurus designed to illustrate their religious beliefs and the spiritual path to Moshka Once every group has completed Activity 1, gather all the chn back together: Mrs Shukla to explain the significance of Prasad: http://en.wikipedia.org/wiki/Prasad Everyone enjoys sharing the Prasad all the groups have made: Q. What is a shrine? Q. Where do Hindu people worship? Q. Why do Hindu people have shrines in their homes? 5 • • Who is Ganesh? Why has he got an elephants head? • • what is of value and concern to themselves and others in relation to matters of Thank Mrs Shukla for joining us and teaching us about Hindu worship and shrines Recap on Lesson 4 – Worship and Ganesh Q. Who is Ganesh? Q. Why does he have an elephant’s head? Read the story of how Ganesh got his elephant head: www.communication4all.co.uk/.../the%20story%20of%20ganesha%20ea In talking pairs chn discuss the following questions; chn note their ideas on whb: Q. What is this story trying to teach people? (love, duty, anger, destruction, forgiveness; right and Chn’s own Hindu God/Goddesses Top Trump cards Discussion right and wrong, recognise their own values and those of others wrong) Q. What would you have done if you were Ganesh/Shiva? Q. How do we decide if we have made the right or wrong decision? (conscience, consequences) Pinocchio had a conscience: Q. Where does your conscience come from? (experience, brains, feelings, family/friends, God) Q. Who was Pinocchio’s conscience? Show picture of Jiminy Cricket – explain he advised Pinocchio as to what was right and wrong – similar to how some people believe God guides them Lay the Top Trump cards out in front of the class. Explain many of the Gods/Goddesses have values/morals/beliefs which Hindus and many other people belonging to different faiths consider to be good/right – a few have values which are bad/evil/wrong: Pick up a Ganesh’s Top Trump card, read out his values/powers: Q. What do Hindus believe Ganesh can do which is considered to be good/right? In talking pairs chn discuss the powers of the Hindu Gods/Goddesses on the card given to them; chn note their ideas on whb: Q. Which God have you got? Q. Which powers could you find? Q. Do you think these are good/right or bad/evil/wrong powers? Why? List class ideas on whb Explain we are all going to make a new set of Top Trump cards for us to play, they will be photocopied so there are several packs: http://www.tes.co.uk/teaching-resource/Blank-Educational-Top-Trumps-Template-6036598/ Chn design you own Hindu God/Goddess of Conscience – they should have objects to show if they are the conscience of right or wrong, which should be explained in the characteristics/powers section 6 • • • What • different jobs do adults do in school? What jobs do teachers do? What different jobs do we have can recall religious stories and recognise symbols and other verbal and visual forms of religious Once chn finished their cards ask for a few volunteers to share their new God/Goddess Q. What did you like about this God/Goddess? (2 stars) Q. Name one thing that could be improved (1 wish) Recap on Lesson 5 – Conscience and Ganesh Have a quick game of Conscience Gods Top Trumps Link back to Lesson 2 – remind chn all the different God/Goddesses have a different role/job to do: Q. What different jobs do adults do in school? Create a Role on the Wall of chn ideas – names and jobs Q. What jobs do teachers do? Q. What different jobs do we have in class? List ideas on whb Class ‘Role on the Wall’ Discussion Necklaces in class? • expressions identify how religion is expressed in different ways Explain Hindus have teachers called gurus, every year in July they hold a festival to remember all that their gurus do for them: Guru Purnima – took ‘stories’ shared by word of mouth and wrote them down to create the Vedas (http://kids.baps.org/thingstoknow/festival/9.htm) Q. Who are our biggest ‘gurus’? http://www.assemblies.org.uk/pri/1961/josie-jake-and-the-wisdom-necklace Relate the section about the Bible back to the Vedas and Jesus with Lord Rama/Krishna – Avatars Explain we are going to make a necklace for our parents to thank them for being our ‘gurus’: http://www.tes.co.uk/teaching-resource/3D-Bead-Necklace-6175935/ 7 • • Do we always • look the same? • Do my actions change with • my emotions? • • • their own experiences and feelings what they find interesting and puzzling what is of value and concern to themselves and others ask and respond sensitively to questions about their own and others’ experiences and feelings recognise that some questions cause people to wonder and are difficult to answer in relation to Q. How do people show they are following the Hindu faith? Q. What are the different ways Hindu people express their faith? List ideas on whb Recap on Lesson 6 – Gurus Q. Do we always look the same? Link back to Lesson 2 – one Supreme God & die. Have a selection of emotion faces: http://www.primaryresources.co.uk/pshe/pshe.htm Thinking about Others: Emotions Q. How do you think he/she is feeling? How do you know? Remind chn of story of how Ganesh got his elephant head – when Ganesh did not let Shiva pass, Shiva grew so angry he cut Ganesh’s head off Link to SEAL/SRE Lesson 8 – Katie Morag: conscience alley and feelings thermometer: Direct children to class thermometer, explain we are going to role-play some (group) scenarios, then freeze frame the action to discuss our feelings and actions – model the first scenario: You are lining up for assembly and somebody ‘pushes in’ in front of you: Q. How do you feel? Why? Q. What do you feel like doing? Why? Q. What should you do? Why? Give each group a scenario card: http://www.tes.co.uk/teaching-resource/Emotions-Connect-4-game-6258008/ www.elsa-support.co.uk Give sufficient time for the group to discuss and write on the card how they would feel and how they would act One group at a time role-play the scenario (take photos) freezing the action when you say ‘freeze’. Class discuss their answers to the questions above – note their answers on whb: Q. Would you act differently if the person was your friend? Why? In their groups chn discuss if they have changed their minds as to their original feelings and Discussions Photographs Completed group scenario cards 8 • • • How would I • describe my friends? How would I describe • myself? How do I want my friends to think of me? matters of right and wrong, recognise their own values and those of others actions; if they have ask them to write their new feelings and actions on their card in a different coloured pencil what they find interesting and puzzling recognise that some questions cause people to wonder and are difficult to answer Recap on Lesson 7 – Freeze Framed Scenarios: our feelings and actions Q. How do our actions affect our friendships? Once the scenario cards are complete, chn place them on the class Emotional Barometer Show chn video about friendship: http://www.tes.co.uk/teaching-resource/Friendship-The-dog-and-the-dolphin-6143364/ (The beginning of this is a little slow, might want to forward it a bit) Q. How did the dog and the dolphin show their friendship to each other? The River Ganges dolphins are sacred to Hindus - Goddess Ganga is often pictured with the Ganges River dolphin. People of the Hindu faith also believe in a sacred text called the ‘Vedas’. Thoughts about the importance of friendship feature within these writings: From the Hindu sacred texts – the Four Vedas With seven steps we become friends. Let me reach your friendship. Let me not be severed from your friendship. Let your friendship not be severed from me. -Sankhayana Grihya Sutra I, 14, 6 In talking pairs chn answer the following questions: Q. How would I describe myself? Q. How would I describe my friends? Q. How do I want my friends to think of me? List ideas on whb Give chn a copy of a photo of themselves – they should write their ideas to question 1 & 3 in pencil around their picture. Once completed – using a coloured pencil – they find their friend’s photo, describe their friend and sign their name – positive descriptions Chn collect their own photo, then bring it back to the carpet. In ‘circle time’ chn read one answer to the questions – ask: Q. How does that make you feel? Discussion Chn annotated photos 9 • • • What did you learn during this topic? What questions are still unanswered? How do you feel the topic went? pupils will think about how they respond to the things that matter most to them and express their thoughts about the meaning of worship in the religions they have studied Explain we are going to show everybody what we have been learning about over the last couple of weeks in our R.E lessons: Q. What were we learning about/What was the unit called? Encourage chn to think about what Hinduism means to the people who follow that faith Give chn a copy of a simple Rangoli pattern template. Explain they are going to write/draw everything they have learnt about Hinduism: they should try to remember the stories, different activities and what they were teaching us If the chn have any questions they would like answered, these should also be added to their Rangoli pattern Finally, they should use their self-assessment faces to show how they felt the topic went One the Rangoli patterns have been completed ask chn: Q. What questions have you got which still need answering? If question relates to this unit encourage class to answer Completed Rangoli pattern