This unit is designed to be taught in Lower Key Stage 2, but could be adapted to be taught in Year 5. It must precede the unit on Hindu beliefs about God. Prior Knowledge Pupils may have studied a unit of Hinduism in Key Stage 1, or explored a Hindu festival as part of a unit on belonging or religion in the local area. However, this unit largely introduces the Hindu tradition to pupils for the first time. The approach taken is one developed through work with the organisation Hinduism Education Services who provide support to schools. Learning Outcomes These outcomes are based on new age- related expectations being trialled by the Diocese of Norwich school and DNEAT academies. Where beliefs come from: Identify the Upanishads as a source of authority for Hindus, and how these link with their beliefs about the soul. How beliefs are related to each other: Make clear links between the belief in atman and the resultant beliefs of samsara, moksha, karma and the value of ahimsa. How beliefs shape the way believers see the world and each other: Identify ways in which beliefs (samsara, moksha, ahimsa, dharma and karma) might make a Hindu think about how they live their life, how they see the world in which they live and how they view others. Issues of right and wrong, good and bad: Describe a range of answers to ethical and moral questions such as, If a person s current incarnation is a consequence of their previous karma, should Hindus help those who suffer? showing awareness of the diversity of opinion and why there are differences. The ways in which beliefs shape individual identity and impact on communities and society, and vice versa Describe ways in which Hindu beliefs can impact on and shape individual lives, communities and society, e.g. vegetarianism, non- violence, dharma, treatment of women and minorities, environmentalism, ascetism.
Session number 1 - Engage Objectives Activity suggestions Outcomes How does what you believe impact your everyday life? What do the children believe in that influences what they do (maybe without even realising it)? very practical things like the chair they are on is theirs to sit on, and that it will hold their weight; their family is important so they treat them kindly; their football team is the best so they cheer them/wear their colours etc. Bring discussion round to religious beliefs how does our school community shows the beliefs we have? (e.g. Christian values; crosses/prayers/bible verses on display); how these Christian values affect/influence our behaviour. Remind of other religions studied in the past e.g. how Jewish beliefs affect what they do. The ways in which beliefs shape individual identity and impact on communities and society, and vice versa Describe ways in which beliefs can impact on and shape individual lives Collection of objects what can we tell about this person s beliefs by the objects/clothes/books they have? Writing / drawing activity two outlines of people in the book. One picture is them write or draw what they have/wear/eat/do that shows what they believe. The other is someone else how would their objects differ to show their different beliefs? 2 Enquire and explore what are the Hindu beliefs? What do Hindus mean by self? Atman Point to yourself activity resource sheet 1 Text activity start with the text from the Upanishad (on resource sheet 2) enlarge into the centre of a piece of A3 paper. Children work collaboratively (in pairs?) write/draw around the text in the first circle literal interpretations of the text. Where beliefs come from: Identify the Upanishads as a source of authority for Hindus, and how these link with their beliefs about the soul. Evaluate / respond: Does this ever feel true for you? Which sections stand out for you?
3 - Enquire and explore what are the Hindu beliefs? Atman Teach Namaste I bow to you in respect; show children how to do it and then encourage them to bow to one another. Break children into small groups. Give out the cards on resource sheet 3 one to each group of children. They are to read the text together and discuss what they think it means. Then feedback to the rest of the class. How beliefs shape the way believers see the world and each other: Identify ways in which belief in atman might make a Hindu think about how they view others. Drama activity resource sheet 4 the driver is not the car. 4 Enquire and explore what do Hindus do? Karma and Dharma Children to make links between the drama and the concept of atman and the greeting of namaste. Your deeds follow your soul like a shadow. what do they understand by this? (post it note on poster) Activities 1 3 from Opening up Hinduism pages 20-22 Draw activities together with a discussion about how this fits in with the central belief in atman as understood from the previous two lessons. How beliefs are related to each other: Make clear links between the belief in atman and resulting beliefs in karma. How beliefs shape the way believers see the world and each other: Identify ways in which beliefs about karma and dharma might make a Hindu think about how they live their life. Your deeds follow your soul like a shadow. what do they understand by this now? (different coloured post it notes on poster) 5 Enquire and explore what do Hindus do? Samsara and Moksha Activities 4 (diamond 9, choose 3 top ones, freeze frame outcomes if followed or ignored) and 5 (snakes and ladders game) from Opening up Hinduism pages 20-22 (RE Today Publication) Draw activities together with a discussion about how this fits in with the central belief in atman as understood from the previous two lessons. How beliefs are related to each other: Make clear links between the belief in atman and resulting beliefs in samsara, moksha, karma and the value of ahimsa How beliefs shape the way believers see the world and each other: Identify ways in which beliefs (samsara, moksha, ahimsa and karma) might make a Hindu think about how they live their
6 Enquire and explore what do Hindus do? Ahimsa Clip or photos to show how amazing the world is, and then contrasting with the destruction of the environment (e.g. oil slick, plastic inside fish, polluted rivers etc.) How does this make you feel? Children to return to the cards from the previous week can they find one which explains a Hindu perspective on this? life, how they see the world in which they live and how they view others. The ways in which beliefs shape individual identity and impact on communities and society Describe ways in which Hindu beliefs can impact on and shape individual lives, communities and society, e.g. vegetarianism, environmentalism. Draw out the belief that atman is present in all life, not just humans. What consequences does this have for the way a Hindu would treat the environment? Can discuss sacred cows and vegetarianism. 7 Evaluate Possible written activities - Pictures of trees with reasons why Hindus should respect the environment written on the branches Write a poem about the Earth as mother from a Hindu perspective It serves you right! when do you hear this? when have you said it? how does it feel to be on the receiving end of this? Drama and discussion / make pictures to show scenarios. If you do something wrong, bad things happen. Can they remember what Hindus call this? What is the flip side of this? Issues of right and wrong, good and bad: Describe a range of answers to ethical and moral questions such as, If a person s current incarnation is a consequence of their previous karma, should Hindus help those who suffer? showing awareness of the diversity of opinion and why there are differences. Where is the place for compassion? If Hindus are trying to follow the way of God, should they show compassion? Hindus believe they have a social responsibility, which comes from a place of non- judgement but to compassionately remind others of their own responsibility - a bit like
a parent correcting their child s behaviour. 8 Express What have we learned? Drawing together ideas from throughout the unit. Evidence with post- its / collaborative spider diagram. Go back to the outlines from the first week. Now can they draw one for a Hindu? What would they need to include? Where are the similarities and differences? Review all learning outcomes. Keep outlines to pass on for the beginning of the next Hinduism unit.
Resource Sheet 1 Point to yourself activity Point to your head, point to your left hand, point to your ear, point to your knees, point to your elbow, point to your chest, now point to yourself. What did you do for your last command? Can you point to yourself?
Resource Sheet 2 (session 2) The self is Like an animal [awaiting slaughter], bound with ropes made of good and bad deeds; Like a prisoner, without freedom; Like someone standing before Yama, the judge of the dead, in a state of great fear; Like a drunk, it is intoxicated by the wine of illusion; Like one seized by evil, it is made to tremble; Like someone bitten by a great snake, it is bitten by the world; Like one in great darkness, it is blind with passion; Like a conjuring trick, it is an illusion; Like a dream, it is false; Like a banana tree, it appears hard but is actually soft; Like an actor, it changes costume in an instant; Like a painted wall, it is fair in appearance Maitiri Upanishad, Chapter 4 Taken from Questions: Hindus ed Stephen Pett, RE Today Services
Resource Sheet 3 session 3 - atman Am I a body with a soul, or a soul inhabiting a body? Hindus believe that the physical body is simply the vehicle for the soul like a car, or a costume Each soul is a tiny part of God, who is great. We are the soul within. The Upanishads say, You are That The body is just like a bag. It s a bag full of blood and bones and organs. It is not as important as the soul. A wife loves her husband, not for his own sake but because the atman lives in him children are loved, not for their own sake, but because the atman lives in them. Hindus bow and join their hands in respect when meeting someone. They bow to the atman within. Resource sheet 4 session 3 The driver is not the car
Based on, The Heart of Hinduism by Rasamandala Das page 8.
Resource sheet 5 session 4 karma and dharma Your deeds follow your soul like a shadow
Resource sheet 6 session 6 ahimsa Whoever sees the one spirit in all, and all in the one spirit, from then on cannot look with contempt on any creature. Swami Vivekananda 1863-1902