Unit KS2: What do Hindu Stories teach us?

About this unit: This unit could be the second section of work pupils will have covered on Hinduism but if taught as part of a rolling programme it could also be the first substantive encounter with Hinduism that pupils will have.

There are plenty of opportunities for ‘excellence and enjoyment ’ in this unit there are obvious links to Literacy, Geography work on India, the recommended speaker can lead workshops on Indian music. Dance and Drama techniques lend themselves to exploring the morals in Hindu stories.

Prior learning / Technical Vocabulary / Resources
It would be helpful if;
Pupils had done some work on Hinduism
Looked at the importance of moral story
Had considered pilgrimage in another faith tradition. / In this unit children will have an opportunity to use words and phrases related to: -
Rama
Sita
Lakshman
Ravana
Hanuman
Ramayana
Good and Evil
Role model
Divali
Holi
River Ganges
Varanasi/Benares /
Religious Education and Literacy in the Classroom book 2. (£21.95)
The Divali Story by Anita Ganeri a Big Book suitable for KS2 available through TTS (£17.95)
Its on the Quest Video ‘Animated world faiths’ (£19.99)
Religious Education and Literacy in the Classroom book 2. (£21.95)
Developing Primary RE: Faith Stories RE Today Services.
‘Developing Primary RE: Special Places’ RE Today Services

This can also be accessed through
This is Hinduism: Dave Symmons Secondary textbook but excellent teacher resource

Recommended Speaker

Rahi Bains Indian story and music workshops in Hindu tradition. 023 9226 2788 email:
Expectations
At the end of this unit
Most children will: / Be able to describe some of the key features of some Hindu Festivals such as Divali and Holi. They can make links between Hindu beliefs and practice and Hindu stories. They can identify the impact of the Hindu tradition on Hindu lifestyle. They can make links between their own values and what they do.
Some children will not have made so much progress and will: / Be able to identify some of the key features of some Hindu Festivals such as Divali and Holi. They can retell some Hindus stories and suggest meanings for religious actions. They can recognise the their own values and those of others.
Some children will have progressed further and will: / Be able to describe and show understanding of some of the key feature in some Hindu religious festivals such as Divali and Holi. They can describe the impact of Hindu beliefs as expressed in Hindu stories on Hindu practice and lifestyle. They can apply their own ideas to their own and other people’s lives.
Learning Objectives / Possible Teaching Activities / Learning outcomes / Contribution to other Curriculum Areas
Pupils should: -
Learn about some aspects of life Hindus in the UK Today / How do Hindus live in UK today?
A study of the Gujurat Hindu temple Preston
As a recap or as an introduction to Hinduism visit and then click on Gujurat Hindu Temple. This will provide you with information about the Hindu community based on this temple in Preston. It includes a virtual tour of the temple, various images of Gods and even a range of activities and advice centres based on the temple.
In groups, using the website produce a collage about Hinduism in UK Today. / Pupils should be able to: -
Identify/describe/show understanding of some aspects of life for Hindus in the UK today / ICT
Research Skills
Opportunity for Cultural development
Pupils should: -
Explore images of good and evil in popular culture and consider what makes someone good or bad.
Learn about the nature of Hindu scriptures
Learn about the story of Rama and Sita and consider the moral messages that are contained in the story.
Learn about the Hindu festival of Divali / Hindu Stories and festivals Rama And Sita. Divali, Role models Good v Evil
Talk about the Star Wars films. Ask the pupils to tell you about some of the Characters. Ask if they are good or bad? What makes them good or bad? Write some brief character studies.
Explain that Hindu Sacred Writings are often in the form of stories and that these stories have layers of meaning. They are just great stories but also deeper spiritual messages in them. The characters are often seen as role models and a Hindu sees the way the heroes of the stories deal with moral dilemmas as guidance for them when they have difficult choices to make.
One of the most important of these stories is the Ramayana, which tells the story of Rama and Sita.
Tell/watch the story of Rama and Sita. There are many versions of this story available so adapt to your style.
The Divali Story by Anita Ganeri a Big Book suitable for KS2 available through TTS (£17.95)
Its on the Quest Video ‘Animated world faiths’ (£19.99)
It features in Religious Education and Literacy in the Classroom book 2 (along with some nice literacy activities on the story (£21.95)
It is in Developing Primary RE: Faith Stories RE Today Services.
Write some studies on the main characters in the story. Discuss what they would have done in the same situations. What can Hindus learn from these stories? Decide which characters they like and which they don’t like and why.
Think about who they consider to be role models. Who is the woman/man they would most like to be like and why. Who would they consider an example of evil?
If the story was set in Dorset Draw what they think the Characters should look like.
Explain that this story is told at the Festival of Divali.
Watch a VCR of Hindus celebrating Divali. See if they can make links from the things Hindus do when celebrating Divali to the story of Rama and Sita.
Make a chart of similarities and differences between the celebrations at Divali and Christmas. (Be careful not to give the impression that Divali is the Hindu Christmas!)
As an extension follow the same pattern with the Festival of Holi and the story of Prahlad / Pupils should be able to: -
Recognise/make links/apply their own values and those of others to issues of good and evil and the importance of role models.
Identify and retell/ describe/describe and show understanding of some of the key features of the Hindu story of Rama and Sita.
Make links/describe the impact of the story of Rama and Sita on Hindu belief and practice.
Identify/describe/describe and show understanding of some of the key features of the Hindu festival of Divali. / Literacy
Opportunity for cultural development
Opportunity for Spiritual and Moral development
Literacy
Opportunity for Spiritual and Moral development
Opportunity for Cultural development
Pupils should: -
Learn about the importance to Hindus of the River Ganges both in spiritual and practical terms.
Consider the importance and symbolism of water to life in India and elsewhere.
Learn about what happens on a Hindu pilgrimage to Varanasi / The story of the River Ganges: Why might a river be special in religion? Pilgrimage compare and contrast
Tell the story of the River Ganges. This can be found in ‘Developing Primary RE: Special Places’ RE Today Services (on which much of the following is based!)
A website with the story on is
This can also be accessed through click on juniors>show me a list of topics>Places Hinduism>welcome to India: The River Ganges
Look at a map of the Ganges River.
Consider why the river is so important
Watch a video /look at some pictures of/visit a website showing Pilgrimage to Benares/Varanasi.
Imagine they are a Travel company running trips from UK to Varanasi. Produce a brochure for the trip including details on why Hindus would want to go, what they could do there and other information. If you wanted to develop this as a cross curriculum work you could investigate travel, cost, accommodation etc.
Similarity and difference chart between Varanasi and another pilgrimage centre you may have studied. / Pupils should be able to: -
Identify/describe/describe and show understanding of some of the key features of the Hindu pilgrimage to Varanasi.
Make links/describe the impact of the story of the Ganges on Hindu belief and practice in connection to pilgrimage.
Reflect on the importance of water to life.
Show awareness/make links/describe similarity and difference between Hindu pilgrimage and pilgrimage in another faith tradition. / ICT
Research Skills
Geography
Science
Numeracy

Suggested Assessment Task:

Imagine you are a travel company running trips from UK to Varanasi.

Produce a brochure for the trip including: -

  • Don’t miss opportunity of a lifetime! Details on why Hindus would want to go, what they could do there and other information
  • On your dream trip you will get the opportunity to do.
  • Quotes from previous satisfied customers

If you wanted to develop this as a cross curriculum work you could investigate travel, cost, accommodation etc.