KEY STAGE 2 SAMPLE SCHEMES OF WORK

UNIT 10 (Year 4)

What's it like to be a Hindu?

Phenomenology
Psychology
Ontology

This unit explores aspects of Hindu religious festivals, celebrations, practices and communities and the beliefs to which they relate.
It was first developed at Grove Community Junior School by Jenny Holman.

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Essential information about this unit

 PROGRAMME OF STUDY LEARNING OPPORTUNITIES

Pupils should be given the opportunity to:

a) learn about the shared beliefs and interests people may have when they belong to a Hindu group or community;
b) learn about some of the practices associated with belonging to a Hindu group or community;
c) learn about forms of personal Hindu response to belief, eg prayer, meditation, contemplation;
d) learn about a variety of Hindu festivals and celebrations, eg anniversaries, seasonal festivals, commemorations;
e) consider some of the beliefs and meanings reflected in a variety of Hindu festivals and celebrations.

 

WHERE THIS SAMPLE UNIT FITS IN

This unit is designed for Year 4 - Summer Term. It connects with units 1,4, 7, 11 and 12 in dealing with aspects of human identity and experience, with units 2, 5, 8, 11 and 12 in dealing with questions of meaning and purpose and with units 2, 4, 9, 11 and 12 in dealing with aspects of religious practices and lifestyles.

FEATURED FAITH(S): Hinduism

TIME: This unit is planned for 10 sessions of 1 hour each.

RESOURCES
  • Pathways of Belief - video.
  • Nelson - Living Religions - Hinduism.
  • CEM Teaching RE Hinduism 5-11.
  • Collins, REAL, A Tapestry of Tales.
  • Simon & Schuster, A Gift to the Child.
  • Watts - Beliefs and Cultures - Hindu.
  • Folens - Religious Education Book 1.
  • Folens Ideas Bank Hinduism.
  • Simon and Schuster - The Hindu World.
  • Macdonald Young Books - What do we know about Hinduism?

OBJECTIVES FOR LEARNING AND ASSESSMENT

B2 Demonstrate factual knowledge of selected features of religions.
B3 Describe the function of key features of religions in relation to religious practice.
D3 Compare aspects of, and influences on, their own identity/ personality/ experience, including religious aspects, with those of others.
D2 Identify aspects of life which may cause people, including people with a faith commitment, to wonder/question.
E3 Compare their own ideas about life on earth with those of others, including Hindus.
E4 Ask a range of questions about life on earth and suggest appropriate answers, making reference to the teaching of religions where appropriate.

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