Foundation subject planner Subject: RE Area of learning: RE Class: Pineapples Unit: 2.3.1 - How is Ganesh worshipped by Hindus? Date: Summer 2, 2012-2013 Communication/ literacy focus Learn new vocabulary Ganesh, worship, pray, offering, shrine, temple Application of number focus Sorting objects by preference or by colour ICT focus Working with others focus Share equipment when working together Improving own performance focus Learn that Ganesh can be worshipped at home and in a Hindu temple Problem solving focus Use websites, camera Learn that Ganesh is important to Hindus Week/ session Group 1 weekly objectives/ activities Children: P5/ P6 K.T., C.S. 1 Have pictures of a range of things associated with the people and the country of India e.g. temples, historical sites, clothes, scenery, food etc. Explore the items with pupils. Talk about whether pupils are familiar with any of the items. Where do they think they come from? Use symbols to explain feelings. Ask children to match pictures to pictures. this wonderfully diverse country. Find India on a map or globe. Group 2 weekly objectives/ activities Children: P6 L.H., J.D., D.J. Listen to extracts of Hindu bhajans/kirtans and music. Have pictures of a range of things associated with the people and the country of India e.g. temples, historical sites, clothes, scenery, food etc. Explore the items with pupils. Talk about whether pupils are familiar with any of the items. Where do they think they come from? Use symbols to explain feelings. Ask children to match pictures to symbols. this wonderfully diverse country. Find India on a map or globe. Group 3 weekly objectives/ activities Children: P6/ P7 D.G., S.M. Have pictures of a range of things associated with the people and the country of India e.g. temples, historical sites, clothes, scenery, food etc. Avoid stereotypical images. Ask what these pictures bring to the pupils minds without saying where the pictures are set. Discuss feelings. Ask children to match pictures to labels. Groups present their findings after researching the answers to questions raised. this wonderfully diverse country. Find India on a map or globe. 2 Let the children touch and explore a Ganesh Let the children touch and explore a Ganesh Let the children touch and explore a Ganesh
Where might Ganesh be in at Link the story of Ganesh to the murti and how Ganesh looks. classroom. Choose symbols and create an invitation. 3 Show a detailed picture and ask the pupils to choose three symbols to describe it. Discuss the symbols chosen. Were they the Read a story such as The Blind Men and The Have a feely bag with 3 different objects in. bag, take hold of an object and, without seeing it, describe it to the class. Repeat with the 3 different objects. Discuss how the pupils felt trying to describe something they couldn t see. Discuss situations where pupils may have seen things differently from each other. Explain that in Hinduism there is only one Where might Ganesh be in at Link the story of Ganesh to the murti and how Ganesh looks. classroom. Make a poster using pictures and symbols. Show a detailed picture and ask the pupils to choose three words to describe it. Discuss the words chosen. Were words the Read a story such as The Blind Men and The Have a feely bag with 3 different objects in. bag, take hold of an object and, without seeing it, describe it to the class. Repeat with the 3 different objects. Discuss how the pupils felt trying to describe something they couldn t see. Discuss situations where pupils may have seen things differently from each other. Explain that in Hinduism there is only one God but many ways to describe God. Because God is so perfect and so complex, words are not Where might Ganesh be in at Link the story of Ganesh to the murti and how Ganesh looks. classroom. Make a poster, labelling pictures. Show a detailed picture and ask the pupils to choose three words to describe it. Discuss the words chosen. Were words the Read a story such as The Blind Men and The Have a feely bag with 3 different objects in. bag, take hold of an object and, without seeing it, describe it to the class. Repeat with the 3 different objects. Discuss how the pupils felt trying to describe something they couldn t see. Discuss situations where pupils may have seen things differently from each other. Explain that in Hinduism there is only one God but many ways to describe God. Because God is so perfect and so complex, words are not
God but many ways to describe God. Because God is so perfect and so complex, words are not enough to describe It is because God has so many qualities people see It differently. God (BRAHMAN) is neither male nor female but is referred to as the Supreme Being or It. To help people know what God is like there are many DEITIES to show the qualities that God has. Stress how it is possible to be one person but to have lots of different roles. Pupils think about the roles they have to play and how different these might be choose the symbols. enough to describe It is because God has so many qualities people see It differently. God (BRAHMAN) is neither male nor female but is referred to as the Supreme Being or It. To help people know what God is like there are many DEITIES to show the qualities that God has. Stress how it is possible to be one person but to have lots of different roles. Pupils think about the roles they have to play and how different these might be choose the symbols, make marks underneath. enough to describe It is because God has so many qualities people see It differently. God (BRAHMAN) is neither male nor female but is referred to as the Supreme Being or It. To help people know what God is like there are many DEITIES to show the qualities that God has. Stress how it is possible to be one person but to have lots of different roles. Pupils think about the roles they have to play and how different these might be choose the labels, copywrite. 4 Teacher shares memories of a place which is Give pupils time to talk about a place which is special to them or Discuss a place which the class has been to which holds special memories. Teacher shares memories of a place which is Give pupils time to talk about a place which is special to them or Discuss a place which the class has been to which holds special memories. Teacher shares memories of a place which is Give pupils time to talk about a place which is special to them or Discuss a place which the class has been to which holds special memories.
Hindus on pilgrimage. What might it mean for a Hindu to go How might they feel? Make a postcard to send home from pilgrimage. Use symbols to make a simple message on the back. 5 Discuss what sorts of things might make a place special. Include places special to them as individuals and also to the community in which they live. Show pictures of different types of Mandir in England and India. Colour a picture of Mandir. Hindus on pilgrimage. What might it mean for a Hindu to go How might they feel? Make a postcard to send home from pilgrimage. Write/ make marks a simple message on the back. Discuss what sorts of things might make a place special. Include places special to them as individuals and also to the community in which they live. Show pictures of different types of Mandir in England and India. Match pictures to symbols. Hindus on pilgrimage. What might it mean for a Hindu to go How might they feel? Make a postcard to send home from pilgrimage. Use labels/write a simple message on the back. Discuss what sorts of things might make a place special. Include places special to them as individuals and also to the community in which they live. Show pictures of different types of Mandir in England and India. Label the picture of Mandir. 6 Arrange a visit to a MANDIR, preferably to watch an ARTI ceremony. Alternatively show a video and use posters to show the features of a Mandir and to explain what worshippers do when they enter the Mandir (include removal of shoes, ringing bell, circumambulating the shrine, making an offering, singing bhajans and the Arti ceremony ending with the blessings and sharing of PRASHAD). Arrange a visit to a MANDIR, preferably to watch an ARTI ceremony. Alternatively show a video and use posters to show the features of a Mandir and to explain what worshippers do when they enter the Mandir (include removal of shoes, ringing bell, circumambulating the shrine, making an offering, singing bhajans and the Arti ceremony ending with the blessings and sharing of PRASHAD). Arrange a visit to a MANDIR, preferably to watch an ARTI ceremony. Alternatively show a video and use posters to show the features of a Mandir and to explain what worshippers do when they enter the Mandir (include removal of shoes, ringing bell, circumambulating the shrine, making an offering, singing bhajans and the Arti ceremony ending with the blessings and sharing of PRASHAD). 7 Discuss a visit to Mandir. Ask children to finish the sentences The Mandir makes me feel... use symbols. Discuss a visit to Mandir. Ask children to finish the sentences The Mandir makes me feel... use symbols, make marks underneath. Discuss a visit to Mandir. Ask children to finish the sentences The Mandir makes me feel... use labels, copywrite.
Unit objectives/ expectations: Group 1 Pupils are encouraged to learn more about some of the characteristics of, and people associated with, religions. They have opportunities to develop further ways of expressing themselves. Group 2 Pupils will have opportunities to develop further ways of expressing themselves. They will realise that they are not the same as others; they do not always think, experience or believe the same things as others. Group 3 Pupils will realise that they are not the same as others; they do not always think, experience or believe the same things as others. They develop a fundamental sense of right and wrong and are able to personally reflect during times of stillness and quietness. Learning intelligences considered, please highlight. Verbal linguistic Visual spatial Intrapersonal Mathematical logical Bodily kinaesthetic Naturalistic Musical Interpersonal Existential How this unit of work fosters links with the community: Pupils will learn that they are not the same as others; they do not always think, experience or believe the same things as others. Pupils will learn about how peers belong to community religious groups.