Unit: How and why is water important in religions?

RE
Year 5/6

About the unit:

This unit explores the significance of water within Christianity, Hinduism and Islam, together with key concepts of cleansing, purification and healing. It is a substantial unit which could be subdivided into two separate units: practices associated with water; and places of pilgrimage where water is particularly important.

The Barnabas website has plans for teaching about the significance of water in Christian baptism:

Where the unit fits in:

This is intended as a unit of study for either Year 5 or 6 or a mixed year upper junior class. It can be used as a discrete unit (or discrete units) or as part of a cross-curricular unit on water.

Prior learning

It is helpful if pupils have learned something of the religions included in this unit of study and also have an understanding of symbolism.

Future Learning:

Pupils could go on to:

Explore further examples of pilgrimage in the religions studied and/or other faiths and their significance for believers.

Further explore key concepts such as: commitment, repentance, preparation and purification.

Out-of-school learning:

Pupils could:

Visit places where water is associated with narratives of miraculous visions and or happenings e.g. Walsingham, Lourdes, Varanasi. Witness a Christian baptism and/or Muslim wudu.

Expectations:At the end of this unit

most pupils will be working at level 4and will:

  • Describe and show understanding of Christian baptism customs making links between them and key beliefs and the Biblical account of Jesus’ baptism(Mark 1:9-11) (LA)
  • Describe and show understanding of Muslim washing rituals (wudu) making links with key Muslim beliefs (LA)
  • Describe and show understanding of the significance of Lourdes and/or Walsingham for some Christian pilgrims, making links between the places and pilgrim practices and narratives about miraculous events that are believed to have happened in these places (LA)
  • Describe and show understanding of the significance of the River Ganges for some Hindus making links between key Hindu beliefs and practices associated with the river (LA)
  • Describe some similarities and differences between the beliefs of Christianity, Hinduism and Islam about water and key concepts of cleansing, purification and healing. (LA)
  • Raise, and suggest answers to, questions about the purpose of life, personal commitments and miracles encountered through their exploration of religious uses of water applying their ideas to their own and others lives (LF)

some pupils will beworking at level 3and will:

  • Describe Christian baptism customs making links between them the Biblical account of Jesus’ baptism (Mark 1:9-11)(LA)
  • Describe Muslim washing rituals (wudu) making links with key Muslim beliefs (LA)
  • Describe what happens on Christian pilgrimages to Walsingham and/or Lourdes and make links with the narratives of miraculous events that are believed to have happened there (LA)
  • Describe how Hindus use the River Ganges and why it is important to them (LA)
  • Describe some similarities and differences between the beliefs of Christianity, Hinduism and Islam about water and key concepts of cleansing, purification and healing (LA)
  • Ask important questions about the purpose of life, personal commitments and miracles encountered through their exploration of religious uses of water making links with their own ideas and beliefs (LF)

some pupils will have progressed further and will be workingat or towards level 5:

  • Show they understand that different Christian baptism customs illustrate distinctive denominational beliefs and teachings (LA)
  • Explain why wudu is so important for many Muslims (LA)
  • Explain different responses of different Christians to Walsingham and/or Lourdes and suggest possible reasons for these (LA)
  • Explain the impact of beliefs about the River Ganges on many practicing Hindus and communities along the river (LA)
  • Show understanding that Christianity, Hinduism and Islam have distinctive beliefs about the importance and significance of water and key concepts of cleansing, purification and healing (LA)
  • Ask and suggest answers to questions about the purpose of life, personal commitments and miracles encountered through their exploration of religious uses of water relating them to their own ideas and beliefs(LF)

LEARNING OBJECTIVESPOSSIBLE TEACHING ACTIVITIESLEARNING OUTCOMESPOINTS TO NOTE

PUPILS SHOULD LEARNPUPILS

How and why is water used in Christian baptism?
  • Explore practices of infant and believers baptism
  • Make links between baptism practices and key Christian beliefs
/ You could use the plan outlined on the Barnabas website for this lesson:

OR some of the following:
Watch film clips of infant and believers baptisms
Research and discuss how and why water is used in infant baptism services (could make comparisons between the practices of Anglican/Roman Catholic and Eastern Orthodox Churches).
Interview someone who has chosen to have their baby baptised and find out why they made this decision and what the baptism meant to them.
Read the account of Jesus’ baptism (Mark 1:9-11) and compare it with believers baptism. Find some film clips eg on YouTube of believers baptisms in the River Jordan and think about why some Christians might like to go there for such a ceremony.
Find out about the symbolism of total immersion in water ie comparison with the death and resurrection of Jesus – dying to old life and rising to a new one.
Invite in someone who has been through believers baptism and talk with them about why they did it and what it meant to them.
Explore the concept of purification and how water is used in customs relating to it.
Talk about what pupils think about the importance of fresh starts, repentance and commitment. What is the value of telling others about commitments you make rather than keeping them to yourself? How difficult is it to stick to commitments you’ve made? What helps/hinders you?
Extension work for the most able might involve them in reading Genesis ch 3 to explore the idea of the Fall of Humankind and the idea of original sin which is often linked with infant baptism. The BBC has a good explanation on its website: /
  • Describe infant and believers baptism services (LA)
  • Make links between the baptism of Jesus and church baptism practices (LA)
  • Describe/explain similarities and differences between different baptism practices (LA)
  • Describe/explain the impact of baptism on individuals and Christian families (LA)
  • Ask, and suggest answers to, questions about personal commitment and why baptism is important for many Christians (LF)
/ Resources:
good information about Christian beliefs about baptism and different forms of baptism as does:
and

Vocabulary:
Baptism
Cross curricular links:
Would fit with work on water from other perspectives including rivers – here the significant river is the Jordan.
How and why is water used by Muslims in preparation for prayer (salah)?
  • Explore how and why Muslims prepare for Salah through the practice of ritual washing (wudu)
  • Explore the significance of intention in people’s actions and general behaviour.
/ Watch film clips of Muslims preparing from prayer. Think about the importance of the water in this ritual being running water. Note that soap is not used.
Interview a Muslim about the practice and significance of wudu
Visit a mosque to see the wudu facilities
Explore the different but related significance of outward and inward cleansing/washing.
Find out about why it is important for Muslims to prepare for Salah.
Explore the significance of intention in this process of preparation.
Talk about times/events for which pupils find preparation important and why this is so.
Write and/or act out a story in which someone’s good intentions result in something bad happening. Class discuss whether the person in the story should be judged on their intentions or the bad outcomes explaining why /
  • Describe Muslim wudu ritual
  • Make links between wudu and the ideas of preparation and intention
  • Ask, and suggest answers to, questions about the relevance and importance of preparation and intention in their own and others lives
/ Resources:



Vocabulary:
Wudu
Salah
Shahadah
Cross curricular links:
Would link with work on water from other perspectives
Why do some Christians visit Walsingham and/or Lourdes on pilgrimage?
  • Become familiar with the stories of visions of the Virgin Mary and the appearance of healing springs in Lourdes and/or Walsingham
  • Explore what Lourdes and/or Walsingham are like today, what pilgrims do there, why they go and what it means to them
  • Explore different understandings of healing
/ Watch film clips of pilgrims in Lourdes and/or Walsingham.
Interview someone who has been on a pilgrimage to Lourdes and/or Walsingham to find out why they went and what difference it made to them.
Using pictures and information researched make group presentations about what Lourdes and/or Walsingham are like today.
Find out what different people believe about the spring water of Lourdes and/or Walsingham
Research and discuss examples of miracles that are said to have taken place at Lourdes and/or Walsingham.
Discuss a variety of understandings of the healing power of Lourdes and/or Walsingham (physical, emotional, spiritual strengthening, etc) /
  • Describe/explain and show understanding of how pilgrim practices at Lourdes and/or Walsingham reflect beliefs about what is said to have happened in these places (LA)
  • Describe/explain the importance of pilgrimage to Lourdes and/or Walsingham for some Christians (LF)
  • Ask and suggest their own answers to questions about healings that are believed to have taken place at Lourdes and/or Walsingham (LF)
/ Resources:




Vocabulary:
Miracle
Vision
Virgin Mary
Cross curricular links:
Would link with work on water from other perspectives
Why is the River Ganges so important to many Hindus and how do they show this?
  • Explore the significance of the River Ganges within Hinduism including stories about its origins and importance
  • Explore religious practices relating to the River Ganges
  • Explore concepts of purification, cleansing of sins, new beginnings
/ Draw a map to show where the River Ganges begins and ends, identifying some key places along its route
Look at photographs and video clips of the River Ganges
Read and/or watch video clips of pilgrims at the Ganges and the rituals/practices they undertake.
Find out about Hindu beliefs about the Ganges and death rituals/practices
Make a poster to describe/explain how the rituals/practices undertaken at the Ganges reflect important Hindu beliefs.
Share ideas about what it might mean to some people to feel purified, cleansed of sin. Share their own ideas about the possible importance or unimportance of such feelings in their own lives/experiences. Write a poem or create an image to express these feelings. /
  • Describe/explain the importance of the River Ganges for many Hindus (LA)
  • Describe/explain and show understanding of how rituals/practices associated with the River Ganges reflect Hindu beliefs (LA)
  • Suggest reasons why opportunities for purification, cleansing from sins are believed by many people to be important and express their own views about these ideas (LA/LF)
/ Resources:





What have we learned about different ways in which water is important to Christians, Hindus and Muslims?
  • Consider the different ways in which water plays an important part in religious traditions pupils have studied
  • Explore similarities and differences in the way these three religions respond to and use water in rituals/practices
/ Develop mind maps to describe/explain similarities and differences in the ways in which water is used in rituals/practices by Christians, Hindus and Muslims.
Individuals share their maps in groups and amend/develop.
Groups make presentations to the class about their conclusions
Discuss the importance/significance of ideas of purification, cleansing and healing in pupils’ lives. /
  • Describe some similarities and differences in the ways water is used in the rituals/practices of Christianity, Hinduism and Islam (LA)
  • Suggest reasons why they and others might find opportunities for inner cleansing, healing and purification important/unimportant (LA/LF)
/ Resources:
Vocabulary:
Purity/purification
Cleansing
Healing
Cross curricular links:

JEF 0904 LA – Learning about religion; LF – Learning from religion1