Religious Education (Lancashire Agreed Syllabus) Expected standards: Hindu Dharma |
Y6: Is life like a journey? | RE skills | - analyse beliefs, teachings and values and how they are linked
- explain how the beliefs and values of a religious tradition might guide a believer through the journey of life
- explain the impact of beliefs, values and practices – including differences between and within religious traditions
| - use developing religious vocabulary to describe and show understanding of religious traditions, including practices, rituals and experiences
- explain differing ideas about religious expression
| - consider what makes us human – in terms of our beliefs and values, relationships with others and sense of identity and belonging
- discuss how people change during the journey of life
| - raise, discuss and debate questions about identity, belonging, meaning, purpose, truth, values and commitments
- develop own views and ideas in response to learning
- demonstrate increasing self-awareness in their own personal development
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content (Hindu Dharma) | - analyse Hindu beliefs about samsara, karma and moksha and how these are linked
- explain how belief in reincarnation might affect the way in which a Hindu views the ‘journey of life’
- explain how belief in reincarnation and the law of karma might affect the way a Hindu lives
| - describe and explain the four ashramas (stages of life) in the life of a Hindu
- explain how a person might change as they move from one ashrama to the next
- consider the importance of the samskaras (rites of passage) in preparing a Hindu for the commitments of each ashrama
| - discuss the special milestones that we might celebrate during a person’s lifetime
- discuss how our rights, responsibilities and relationships with others might change as we go through life
| - ask and respond thoughtfully to questions about their own journey of life – consider how events and influences so far have made them the person they are today and what has been important learning to prepare them for the future
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Y5: Where can we find guidance about how to live our lives? | RE skills | - make links between beliefs and sacred texts, including how and why religious sources are used to teach and guide believers
- explain the impact of beliefs and values – including reasons for diversity
| - explain differing forms of expression and why these might be used
- describe diversity of religious practices and lifestyle within the religious tradition
- interpret the deeper meaning of symbolism – contained in stories, images and actions
| - explain (with appropriate examples) where people might seek wisdom and guidance
- consider the role of rules and guidance in uniting communities
| - discuss and debate the sources of guidance available to them
- consider the value of differing sources of guidance
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content (Hindu Dharma) | - make links between the story of Prince Prahlad and Hindu beliefs about devotion and loyalty
- explain Hindu beliefs about Krishna and what stories about Krishna might teach Hindus
- explain the Hindu belief that God is present in all people (through the atman) and the impact this might have on a believer
| - describe and explain a variety of ways that Hindus might celebrate the festival of Holi
- suggest why there might be differences in the way that Hindu festivals are celebrated in India and how Hindu communities and individuals in the UK might celebrate
- explain how Holi celebrations might express Hindu beliefs about equality
| - explain how festivals and celebrations might be helpful ways for communities and societies to pass on values, guidance and traditions
- consider the different ways that myth and stories are and used
- explain how a ‘truth’ might be contained within a story
| - consider how they decide what is ‘true’ – and how there might be different types of truth (eg. empirical truth, historical truth, spiritual truth)
- discuss and debate things that they consider to be true that others might disagree with
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Y4: How should we live our lives? | RE skills | - describe what a believer might learn from a religious teaching/story
- make links between ideas about morality and sources of authority
| - describe the impact religion has on believers’ lives
- explain the deeper meaning and symbolism for specific religious practices
| - consider the range of beliefs, values and lifestyles that exist in society
- discuss how people make decisions about how to live their lives
| - reflect on their own personal sources of wisdom and authority
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content (Hindu Dharma) | - explore teachings about good and evil in the story of Rama and Sita
- describe what moral guidance Hindus might gain from the story of Rama and Sita
- make links between the actions of Rama and the belief that he is an avatar of Vishnu, appearing on earth to destroy evil and uphold dharma
| - use subject specific language to describe how and why Hindus celebrate Diwali
- explain the importance of light in the Diwali celebrations, and how this is a symbol of good overcoming evil
| - discuss (with relevant examples) the importance of the belief that good overcomes evil
- suggest people, words or stories that might be inspiring when trying to overcome difficulties in life
| - reflect on their own concept of ‘goodness’
- discuss what gives them hope during difficult times
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Y3: Who should we follow? | RE skills | - show awareness of similarities in religions
- identify beliefs and values contained within a story/teaching
- identify the impact religion has on a believer
| - identify how religion is expressed in different ways
- use religious terms to describe how people might express their beliefs
| - describe how some people, events and sources of wisdom have influenced and inspired others
| - in relation to matters of right and wrong, recognise their own and others’ values
- discuss own questions and responses related to the question ‘who should we follow – and why?’
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content (Hindu Dharma) | - develop an understanding of the importance of duty and commitment to many religions
- know that following dharma (religious duty) is an important part of Hindu life
- suggest the impact of belief in dharma, particularly the belief that there are three ‘debts’ – duty owed to God/the deities, duty owed to teachers, and duty owed to family
| - describe how and why Hindus might celebrate Raksha Bandhan
- identify aspects of the celebration which remind Hindus of their dharma
- identify religious teachings contained within a Hindu story – and suggest how these stories might be used to teach Hindu children about dharma (eg. What teachings about duty to family are expressed in the story of Rama and Sita?)
| - identify sources of authority and inspiration
- consider what our ‘duties’ as human beings are
| - reflect on their own duties – to themselves, to their families, to their communities
- discuss who or what they follow – and why
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Y2: How do we respond to the things that really matter? | RE skills | - retell and suggest meanings for religious stories and/or beliefs
- use some religious words and phrases when talking about beliefs and values
| - identify and describe how religion is expressed in different ways
- suggest the symbolic meaning of imagery and actions
| - identify things that influence a person’s sense of identity and belonging
| - ask relevant questions
- talk about their own identity and values
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content (Hindu Dharma) | - know that Hindus believe in one God (Brahman) who can be worshipped in many forms
- know that these forms (the deities) have different qualities and are portrayed in different ways
- suggest why Hindus might believe that it is important to show devotion to the deities
| - know that Hindus might worship at a Mandir and/or the home shrine
- suggest why worship in the home might be important
- describe the meaning and symbolism of items used in worship (eg. arti lamp, items on the puja tray)
| - talk about qualities that make some people special
- identify ways in which humans show their gratitude to the people who matter in their lives
| - talk about who is special to them and why
- reflect on who they should be grateful to and how they might show this in words and actions
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Y1: What do people say about God? | RE skills | - give an example of a key belief and/or a religious story
- give an example of a core value or commitment
| - use some religious words and phrases to recognise and name features of religious traditions
- talk about the way that religious beliefs might influence the way a person behaves
| - notice and show curiosity about people and how they live their lives
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content (Hindu Dharma) | - know that Hindus believe in one God in many forms
- know that Hindus believe that God is present in all living things
- suggest what Hindus might learn about God from the story of the blind men and the elephant
| - talk about how and why Hindus might use statues and images (murtis) in their worship
- suggest symbolic meanings expressed in the images
| - talk about the different ways that people can be seen and described
- consider how people might have multiple roles
| - reflect on how others might see them
- talk about the different roles that they might have (friend, child, brother/sister etc.)
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| knowing about and understanding religions and worldviews | expressing and communicating ideas related to religions and worldviews |
Lancashire Field of enquiry | Beliefs and values | Living Religious Traditions | Shared Human Experience | Search for Personal Meaning |
