RE: Autumn 1 Focus on Hinduism. To know that the Om Shanti prayer asks for peace to the universe and all that is in it

Transcription

1 CURRICULUM MAPPING Yr 5 Religious Education RE: Autumn 1 Focus on Hinduism Introducing Hinduism The Way that Hindus understand God To learn about aspects of Hinduism through the perspective of a Hindu visitor To know that Hindus believe in re-incarnation To get a flavour of Hindu culture and celebration. How do Hindus believe in one God in many forms? To know about the Hindu concepts of the atman (self), God within the heart and conscience (right and wrong) To experience thinking activities and moments of stillness that Hindus promote to aid meditation To realize their own attitudes towards themselves. Hindu worship To know that the Om Shanti prayer asks for peace to the universe and all that is in it implications of peace To express their feelings about peace for everyone and everything. OM Shanti: A Hindu Prayer for Peace To identify the different aspects of Hindu worship To understand that their observations are of ways in which Hindus reach God way that meaning can be drawn from symbols and objects. Deep thoughts about deep ideas To know that the deities represent different aspects or characteristics of God To understand that the different characteristics of the deities teach Hindus many things about God characteristics of the deities they have learnt about and how they can try to copy these characteristics in their own lives, A Hindu celebration and questions, questions, questions To know that Hindus believe in one God, who is to be found in all aspects of creation including human beings To understand that belief in God is at the centre of Hindu worship and traditions To reflect on how the belief that God is in everything and everyone would influence human behaviour. Create relevant and interesting questions to ask the Hindu visitor about different aspects of Hinduism. Compile a report detailing the answers to the questions. G&T children to reflect on the answers and give their own points of view. Children can present this in any ICT format of their choosing. They could film a role-play a journalistic style interview with their peers or as a newspaper article. Visit from a Hindu visitor.

2 RE: Autumn 2 Hindu Stories and Drama Weeks 1 through to 6 Using Hindu stories for drama To know the outline of one or more Hindu stories To understand that the oral tradition of storytelling passed on understanding of Hindu belief and philosophy To reflect on what they learn from the Hindu stories and how they are applicable to everyday life. Prior : It is helpful if pupils have: heard the story of Rama and Sita in connection with Diwali seen pictures of a Hindu mandir or made a visit heard stories of the deities, e.g. Ganesh, Krishna thought about the care of all creation seen the Hindu symbol of Aum or Om experienced quiet thought / meditation studied the Focus on Hinduism unit To write a character description for one of the characters in a Hindu Story G&T children need to discuss the feelings and behaviour of the character. To role-play and film one of the Hindu stories learnt in the unit of work. Visit a Hindu temple

3 RE: Spring 1 Places of Worship Introduction: What is a community? To know the meaning of the words commitment and community To understand that religious communities often have a significant impact on believers lives communities to which they belong and the rights and responsibilities they involve. Magnifying glass on places of worship and their communities Weeks 2 and 3 1. To know the main features of the place of worship they are studying 2. To understand how these features support the faith of believers and the religious community 3. ir reactions to the place of worship 4. importance of the place of worship for believers. Magnifying glass on places of worship and their communities Presentations To know and present details of the place of worship they have studied To show understanding of how believers learn from what happens at the place of worship To reflect on how the various features help to bring the religious community together. Visit to a place of worship To know about the main features of the place of worship visited To understand how these features support the faith and learning of believers importance of the place of worship for the believer ir impressions of the place of worship. Making sense of the visit Writing up my findings (Assessment Task) To know about the main features of the place of worship visited To understand how these features support the faith and learning of believers importance of the place of worship for the believer ir impressions of the place of worship. (Weeks 2 & 3) to write an information leaflet on a place of worship using the objectives 1,2 & 4 above to support the structure of the leaflet. Children to use different aspects of ICT to enhance their work. The experiences of your pupils and their families Local places of worship

4 RE: Spring 2 Respect for all Life What life is there in our school and grounds To know that the world contains an infinite variety of life-forms To begin to ask questions about the nature of the life-forms ir response to the variety of life-forms on the earth. Now it s our turn to teach! To know some facts about their researched life-form To understand something of the complexity of different life forms wonder and uniqueness of the different life-forms. What do the Bible and Qur an say about creation of the lifeforms? To know what the Bible and Qur an say about creation of living things To understand that Jews, Christians and Muslims believe that living things were created by God big questions that human beings have been asking since time immemorial. What Hindus mean by Ahimsa To know the ramifications of the concept of ahimsa for Hindus To understand how the concept of ahimsa affects each Hindu person and community concept of Ahimsa and what it could mean for an individual, a community and the world. How can we respect living things in our daily lives? To identify ways in which they, personally, can play a part in caring for all living things results of everyone making a concerted effort to show respect and care for living things ir personal practice of care for living things and initiatives that they could take. An expressive collage under the title of Respect for all Living Things. To identify the infinite variety of ways in which living things affect the earth and our lives To understand something of the interdependence of all living things To reflect again on the personal part they can play by their attitude of learning and caring. (Week 3) Hold a class debate discussing the differences and similarities between what the Bible and Qur an say about the creation of living things. (Week 2) To research on the internet some facts about their chosen life-form. Visit to Clay Lane Environmental Centre Bushy

5 RE: Summer 1 Who are the Buddhists? Where does Buddhism come from? Introduction to the Buddha To get an idea of the historical context of Buddhism life and character of the Buddha To deepen their understanding of the Buddha through activities and discussion raised by his life and teachings. Buddhist Worship Experiencing a Buddhist art-form. focus of Buddhist worship To investigate images of the Buddha and create their own drawing of him. Buddhist Festivals and a Story To know some features of Buddhist festivals meaning of the story of the blind men and the elephant and articulate their thoughts on this. The Buddhist Community. What do we mean by community? To learn about the features of the Buddhist community To investigate the meaning of community in their own experience. Pilgrimage and Meditation To reflect on what pilgrimage means to Buddhists To investigate and experience the practice of meditation. What the Buddha taught and how we can apply it today. Noble Eightfold Path The Wheel of Life as taught by the Buddha To understand how the teachings can influence the life of a Buddhist today To evaluate what they have learnt about Buddhism and life from this unit of work. (Week 6) To write an evaluation about what they have learnt about Buddhism and life (Week 2) To investigate images of the Buddha and create their own drawing of him using pictures found on the internet. Buddhist pupils could be encouraged to involve their families and bring materials from home to share.

6 RE: Summer 2 Who are the Jains? The Birth of Jainism: The 24 Tirthankaras To gain a perspective of chronological history going back to the beginning of time 24Tithankaras in perspective to the Lord Mahavira (527bce) To reflect on teachers who have influenced them. Understanding Jainism through stories To understand through story, the importance given by Jains to right faith, right knowledge, right conduct and telling the truth To reflect on how Jain principles, thousands of years old are reflected in our life today, e.g. in our individual targets and in the importance of telling the truth. Reaching perfection through the three jewels To develop their understanding of the Jain concepts of right belief, proper knowledge and good conduct Identify their own right beliefs, proper knowledge and good conduct. The Jain symbol, temples and worship elements of the Jain symbol To reflect on how Jains leave the world outside when they go to worship To identify the value of thinking carefully before you do something. Jain holy days, festivals and pilgrimages To empathise with the Jain festivals importance of asking for forgiveness and forgiving others importance for Jains of the annual festivals and places of pilgrimage. Questions! Questions! Questions! To formulate questions from their study To listen to a Jain s answer to the questions To analyse what a Jain can and cannot eat (Week 6) To formulate relevant, interesting questions from their study of this unit. To search the internet for Jains who have made a difference to our world type up some facts as bullet points. Invite a member of the Jain community into the classroom to discuss the real life experiences of belonging to a faith.