Page 1 UnitY2 A1: Divali © 2007 Enfield SACRE

YEAR 2 Unit A1 - Divali

Teacher's note:

This unit is part of a scheme of work designed to deliver the Agreed Syllabus. It has been written by a joint Hackney & Enfield curriculum development group. The teaching objectives and learning outcomes are based on Agreed Syllabus level descriptions which are nationally agreed. Teaching and learning activities plan for the two attainment targets for religious education - learning about and learning from religion. The planning promotes the spiritual, moral, social and cultural development of all pupils whether or not they are from a religious tradition. On the right of this page is the full KS1 Hinduism programme of study from the Agreed Syllabus. The material picked out in bold features in this unit. Within each unit some of the content picked out in bold is a major focus, other content is a minor focus. A minor focus, and material alluded to by the teacher in one unit, will normally be revisited more fully in other units during the key stage. Model individual, paired, group and whole class activities and tasks are included in the planning which teachers will need to adapt and differentiate to meet pupil needs

Enfield Agreed Syllabus 2007 – KS1 Hinduism programme of study: explore how, in the stories told at Divali, Rama and Sita provide Hindus with role models and values to

live by eg love, courage, loyalty, duty explore how, in celebrating Holi and Divali, Hindus learn about God’s power, love and forgiveness eg

through telling stories about the childhood of Krishna explore how, through daily religious observance in the home and through festival celebrations, children

learn about God and about belonging to the Hindu community explore how pictures and images of Krishna and Rama communicate religious beliefs eg through the halo, tilak

and symbolism of colour explore how symbols associated with Divali, (eg light- good overcoming evil as light overcomes the

dark) and Holi (eg fire – purifying and destroying evil) communicate beliefs about God’s love and power

Page 2 UnitY2 A1: Divali © 2007 Hackney & Enfield SACRE

LEARNING OBJECTIVES TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE Children should learn: Children: At Divali Hindus retell stories about Rama and Sita this is a Hindu festival celebrated in India and in Britain

SESSION 1 Whole class: Show a map of the world/globe and identify where this story comes from - India. It is a Hindu story. Tell the story of Rama and Sita*. Who are the characters? Where did it take place? What happened? Who tells this story? When is it told? Group activity: Children retell the story, using pictures/puppets

recount an outline of the story of Rama and Sita recognise the main characters of the Divali story know that Diwali is a Hindu festival celebrated in India and in Britain

Resources: Ramdarbar (picture or figures of Rama, Sita, Hanuman, Lakshman) World map/globe Line drawings or rod/shadow puppets of main characters * Big Book: ‘The Diwali Story’ by Anita Ganeri Key vocabulary: Rama Sita Lakshman Hanuman Ravana

Page 3 UnitY2 A1: Divali © 2007 Hackney & Enfield SACRE

LEARNING OBJECTIVES TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE Children should learn: Children: the ‘heroes’ of the Divali story show Hindus how to be good that ordinary people doing small things can be ‘heroes’ in daily life

SESSION 2 Whole class: Use pictures/puppets of Rama, Sita, Lakshman, Hanuman to remind children that Rama is the hero. What things did Rama do that make him the hero of the story, an example for Hindus to try to be like? He was a good son, husband and brother. Why would Hindu women try to be like Sita? Why did Sita choose to go into exile with Rama? She was loyal to her husband. Who else in the story is a good character? Why? Who do you think was a good friend? Who was an evil character in the story? Individual activity: Double-sided worksheet, Rama was a good son because.... I am a good friend because....

talk about some of the ‘good’ things which happen in the Divali story talk about how everyone can do good things for others use key vocabulary to show what is of value in the Divali story

Resources: Puppets/pictures of Rama, Sita, Lakshman, Hanuman Prepared worksheet Key vocabulary: hero brave keeping a promise loyal evil good

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LEARNING OBJECTIVES TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE Children should learn: Children: : that the light of the diva is an important Hindu symbol at Divali that light is associated with ‘good’

SESSION 3 Whole class (in hall or a room with space and 'blackout' facilities): Re-enact last part of story. Two children take the parts of Rama and Sita trying to make their way from the darkness of the forest back to the kingdom of Ayodyha. Children with torches light their way back. Show the children the diva which is the light used in the story. Why did Rama and Sita need the divas? The villagers made a chain of lights so that Rama and Sita could see. Divali means 'string of lights'. Light the diva (if Health and Safety Regulations permit). Did the story have a happy ending? What makes you think that? Victory of good over evil. Rama defeated Ravana and won Sita back. The good king, Rama went back to his kingdom. How does light make you feel? eg warm, welcome, safe Individual activity: Use the drawn symbol of the diva flame to list some of the positive effects of light

recognise and know the name of the diva reflect on how light and darkness make them feel

Resources: Divas Prepared worksheet Key vocabulary: good and evil diva welcome victory

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LEARNING OBJECTIVES TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE Children should learn: Children: at Divali Hindus: • decorate the house • prepare special foods • send and receive cards & gifts • pray together • remember the Divali story

SESSION 4 Whole class: Watch video and ask class to brainstorm the different ways they saw the family decorating the house and celebrating Divali. Group activities: Each group is involved in a different activity and contributes what they have made to a whole class celebration for Divali to which visitors (eg Hindu parents) are invited. • Clay divas • Sweets eg barfi • Rangoli patterns • Divali cards with carefully chosen and appropriate symbols and

greetings for Hindu visitors • Songs for Divali • Retelling the story using shadow puppets • If possible, one group with the help of a Hindu visitor, sets up a

shrine in the corner of the classroom. Puja (worship) is an important part of Divali celebrations at home and in the Mandir.

The class are taught a Hindu greeting - namaste - and greet visitors to the classroom with sweets and a welcome.

identify some practices associated with Divali explore and share experiences of festivals and celebrations

Resources: Video: BBC Watch - Festivals and Celebrations Songs: Divali is here Flickering Candles (verses 2 & 3), BBC Come and Praise