Buddhism Christianity Hinduism Islam Judaism Sikhism
Learning Together Through Faith and BeliefsKey Stage 1 and 2 Faith hismLewisham Agreed Syllabus for Religious Education 2018KS1 and 21
Learning Together Through Faith and BeliefsKey Stages 1 and 2 IntroductionKey Stages 1 and 2 Programmes of StudyStatutory and non-statutory contentKey Stage 1Throughout Key Stage 1, pupils explore Christianity and two other principal religions. They learn different beliefs about God and the world aroundthem. They encounter and respond to a range of stories, artefacts and other religious materials. They learn to recognise that beliefs are expressedin a variety of ways and begin to use specialist vocabulary. They begin to understand the importance and value of religion and belief, especially forother children and their families. Pupils ask relevant questions and develop a sense of wonder about the world, using their imagination. They talkabout what is important to them and others, valuing themselves, reflecting on their own feelings and experiences and developing a sense ofbelonging.Knowledge, skills and understanding for Key Stage 1Attainment Target 1: Learning about religionPupils should be taught to:a. explore a range of religious stories and sacred writings and talk about their meanings;b. name and explore a range of celebrations, worship and rituals in religion, noting similarities where appropriate;c. identify the importance, for some people, of belonging to a religion and recognise the difference this makes to their lives;d. explore how religious beliefs and ideas can be expressed through the arts and communicate their responses; ande. identify and suggest meanings for religious symbols and begin to use a range of religious words.Lewisham Agreed Syllabus for Religious Education 2018KS1 and 22
Learning Together Through Faith and BeliefsKey Stages 1 and 2 IntroductionAttainment Target 2: Learning from religionPupils should be taught to:a. reflect on and consider religious and spiritual feelings, experiences and concepts such as worship, wonder, praise, thanks, concern, joy andsadness;b. ask and respond imaginatively to puzzling questions, communicating their ideas;c. identify what matters to them and others, including those with religious commitments, and communicate their responses;d. reflect on how spiritual and moral values relate to their own behaviour; ande. recognise that religious teachings and ideas make a difference to individuals, families and the local community.Breadth of studyDuring the two years of Key Stage 1, pupils in Lewisham schools should be taught the knowledge, skills and understanding through the followingareas of study:Religions and beliefs and compulsory unitsa. Christianity for Key Stage 1 – 4 half termly unitsb. Two other principal religions from the content provided for Buddhism, Hinduism, Islam, Judaism and Sikhism, one of which should be areligious community with a significant local presence in and around the school – the first two units of each 4 half termly unitsc. A secular world view, where pupils introduce this from their own experience as appropriate; andd. The Natural World statutory unitPlus three of the four following Key Stage 1 Optional Units:a. Belonging / Who am I?b. Right and Wrongc. Sharing Foodd. WeddingsLewisham Agreed Syllabus for Religious Education 2018KS1 and 23
Learning Together Through Faith and BeliefsKey Stages 1 and 2 IntroductionThemes1. Believing: what people believe about God, humanity and the natural world;2. Story: how and why some stories are sacred and important in religion;3. Celebrations: how and why celebrations are important in religion;4. Symbols: how and why symbols express religious meaning;5. Leaders and teachers: figures who have an influence on others locally, nationally and globally in religion;6. Belonging: where and how people belong and why belonging is important; myself: who I am and my uniqueness as a person in a family andcommunity;Experiences and opportunities1. Visiting places of worship and focusing on symbols and feelings.2. Listening and responding to visitors from local faith communities.3. Using their senses and having times of quiet reflection.4. Using music, dance, drama, art and design to develop their creative talents and imagination.5. Sharing their own beliefs, ideas and values and talking about their feelings and experiences.6. Beginning to use ICT to explore religions and beliefs as practised in the local and wider community.Lewisham Agreed Syllabus for Religious Education 2018KS1 and 24
Learning Together Through Faith and BeliefsKey Stages 1 and 2 IntroductionKey Stage 2Throughout Key Stage 2, pupils learn about Christianity and all five of the other principal religions, recognising the impact of religion and belieflocally, nationally and globally. They make connections between differing aspects of religion and consider the different forms of religiousexpression.They consider the beliefs, teachings, practices and ways of life central to religion. They learn about sacred texts and other sources and considertheir meanings. They begin to recognise diversity in religion, learning about similarities and differences both within and between religions andbeliefs and the importance of dialogue between them.They extend the range and use of specialist vocabulary. They recognise the challenges involved in distinguishing between ideas of right andwrong, and valuing what is good and true. They communicate their ideas, recognising other people’s viewpoints. They consider their own beliefsand values and those of others in the light of their learning in religious education.Lewisham Agreed Syllabus for Religious Education 2018KS1 and 25
Learning Together Through Faith and BeliefsKey Stages 1 and 2 IntroductionKnowledge, skills and understanding for Key Stage 2Attainment Target 1: Learning about religionPupils should be taught to:a. describe the key aspects of religions, especially the people, stories and traditions that influence the beliefs and values of others;b. describe the variety of practices and ways of life in religions and understand how they stem from, and are closely connected with, beliefsand teachings;c. identify and begin to describe the similarities and differences within and between religions;d. investigate the significance of religion in the local, national and global communities;e. consider the meaning of a range of forms of religious expression, understand why they are important in religion and note links betweenthem;f. describe and begin to understand religious and other responses to ultimate and ethical questions;g. use specialist vocabulary in communicating their knowledge and understanding; andh. use and interpret information about religions from a range of sources.Attainment Target 2: Learning from religionPupils should be taught to:a. reflect on what it means to belong to a faith community, communicating their own and others’ responses;b. respond to the challenges of commitment both in their own lives and within religious traditions, recognising how commitment to a religion isshown in a variety of ways;c. discuss their own and others’ views of religious truth and belief, expressing their own ideas;d. reflect on ideas of right and wrong and their own and others’ responses to them;e. reflect on sources of inspiration in their own and others’ lives.Lewisham Agreed Syllabus for Religious Education 2018KS1 and 26
Learning Together Through Faith and BeliefsKey Stages 1 and 2 IntroductionBreadth of studyDuring this key stage, pupils in Lewisham schools should be taught the knowledge, skills and understanding through the following areas of study:a. Christianity for Key Stage 2 – 5 half term unitsb. five other principal religions – Buddhism, Hinduism, Islam, Judaism and Sikhism, - the remaining two units from those faiths introduced inKS1 and all four units from the other 3 faiths that have not yet been studied totalling 16 half termly unitsc. a secular world view, where appropriatePlus the following statutory units:a. The Journey of life and deathb. Peacec. Understanding faith and belief in LewishamThe units for every faith in Key Stages 1 and 2 have been written to be taught in the order that they are numbered so that learning isscaffolded to develop knowledge, understanding and concepts.Lewisham Agreed Syllabus for Religious Education 2018KS1 and 27
Learning Together Through Faith and BeliefsKey Stages 1 and 2 IntroductionThemes1. Beliefs and questions: how people’s beliefs about God, the world and others impact on their lives;2. Teachings and authority: what sacred texts and other sources say about God, the world and human life;3. Worship, pilgrimage and sacred places: where, how and why people worship, including at particular sites;4. The journey of life and death: why some occasions are sacred to believers, and what people think about life after death;5. Symbols and religious expression: how religious and spiritual ideas are expressed;6. Inspirational people: figures from whom believers find inspiration;7. Religion and the individual: what is expected of a person in following a religion or belief;8. Religion, family and community: how religious families and communities practice their faith, and the contributions this makes to local life; and9. Beliefs in action in the world: how religions and beliefs respond to global issues of human rights, fairness, social justice and the importanceof the environment.Experiences and opportunities1. Encountering religion through visitors and visits to places of worship, and focusing on the impact and reality of religion on the local and globalcommunity;2. Discussing religious and philosophical questions, giving reasons for their own beliefs and those of others;3. Considering a range of human experiences and feelings;4. Reflecting on their own and others’ insights into life and its origin, purpose and meaning;5. Expressing and communicating their own and others’ insights through art and design, music, dance, drama and ICT; and6. Developing the use of ICT, particularly in enhancing pupils’ awareness of religions and beliefs globally.Lewisham Agreed Syllabus for Religious Education 2018KS1 and 28
Learning together through Faith and BeliefsBuddhismUnit 1 – The BuddhaUnit 2 – Living as a BuddhistThe Buddha The Buddha’s life and search for truth. The Buddha means the ‘awakenedone’. He was a human being who ‘woke up’from the ‘sleep of confusion’. This is likeawakening from a dream and becomingperfectly aware of the truth. The Buddhabecame free of suffering and was ableto help others to ‘awaken themselves’.The Buddhist Community – SanghaLives out the teachings of the Buddha. All members support one another. Story of The King’s Elephant –keeping good company matters. Buddhists meditate to help themunderstand the teachings of theBuddha by developing awarenessand mindfulness.Teachings of the Buddha The Four Noble Truths. People shouldwork at becoming kind, compassionate,generous, truthful and patient. People should try not to hurt any livingthing, take things that are not given andtry to be honest and straightforward. Story of Siddhartha and the Swan.The home shrine, a Temple orBuddhist Centre Place where teachings are given. Where Buddhists meditate together. A sacred space, where removal ofshoes shows respect. A shrine – with an image of theBuddha. Images of the Buddhacommunicate values of wisdom andcompassion.Key Questions: What is a Buddha? How did the Buddha teach that peopleshould live?Key Questions: What is the importance of a templeor a Buddhist centre? Why do Buddhists have images ofthe Buddha?Concepts:AT1: Beliefs, teachings and sources.Practices and ways of life.AT2: Meaning, purpose and truth.Values and commitments.Concepts:AT1: Beliefs, teachings and sources.Practices and ways of life.AT2: Identity and belonging. Meaning,purpose and truth.Lewisham Agreed Syllabus for Religious Education 2018Unit 3 – Following theBuddha’s TeachingThe Buddha The Buddha is the perfectexample of what people canbecome. The Noble Eightfold Path. Symbols, e.g. the wheel andlotus. The Dharma (Buddhistteachings). Story that illustrates Buddhistvalues – The Monkey King. All Buddhists try to learn andpractice the Dharma. This isthe teaching and practicethat leads to awakening.Key Questions: How do Buddhists try tofollow the teachings of theBuddha? How do the teachings andexample of the Buddha helpBuddhists to grow towardsenlightenment?Concepts:AT1: Beliefs, teachings andpractices.Forms of expression.AT2: Meaning, purpose andtruth.Unit 4 – The BuddhistCommunity Worldwide The Sangha. People who follow the Dharma. Some live as monks and nuns. Others meditate and practiceBuddhism in ordinary lives. The five precepts.Building and Places in the WiderWorld: Places of pilgrimage and theirsignificance, e.g. Lumbini – birthplace of Buddha. Bodhgaya –place of enlightenment. Deer parkat Sarnath – first teachings ofBuddha. Kushinagar – where hepassed away.Vaisakha Puja or Vesak/WesakFestival remembering the life,enlightenment and teaching of theBuddha.Key Questions: Which places have specialmeaning to Buddhists? How do Buddhists try to live agood life?Concepts:AT1: Beliefs, teachings andsources.Practices and ways of life.AT2: Identity and belonging.Meaning, purpose and truth.KS1 and 29
Learning together through faiths and beliefsBuddhism in the Thematic UnitsThe Journey of Life and DeathRight and WrongThe ways in which human experiencesassociated with death, loss, hope, andmeaning in life are understood inBuddhism.The Buddha taught people how to behavethrough stories.All things changeBeliefs about death and rebirth.Actions have consequences; good actionshave good consequences.Key Questions: What do Buddhists believe happensafter death? What do Buddhists believe thepurpose of life to be? How do Buddhists support peopleduring times of loss?Key Questions: What is the meaning of the story forBuddhists and for everyone? How do stories help us to exploreour own beliefs and values?Concepts:AT1: Beliefs, teachings, practices.AT2: Meaning, purpose and truth.Concepts:AT1: Beliefs, teachings, practices.AT2: Meaning, purpose and truth.The story of the Lion and the Jackal.The London Buddhist CentreLewisham Agreed Syllabus for Religious Education 2018KS1 and 210
Learning together through Faith and BeliefsKey Stage 1 ChristianityYEAR 1The Natural World UnitBeliefs: God as creator.Teachings: People are responsible for livingthings on the planet.Christians try to follow theexample of Jesus: St Francis. Sharing with others, e.g.charities, the Harvest Festival, sharingfood with others. Christians believe that everyoneis important and of equal value.Key Questions: How do Christians believe theworld began? What do Christians believeabout God? How do Christians believe theyshould treat each other andGod’s world?Concepts:AT1: Beliefs, teachings.Concept of God.AT2: Values and commitmentsUnit 1The Bible and ChristmasUnit 2A Local ChurchBeliefs: Christians believe that Jesusis God’s Son The Bible is a specialbook:– different from other books.– Stories about the birth andlife of Jesus. Christian celebrations:– Christmas: the celebration ofJesus’ birth which shows Heis special for Christians.Church buildings: Places where Christians worship together,read the Bible, listen to stories, sing and prayonce or more times weekly. Leaders e.g. priests, ministers, elders. Objects and symbols in churches. Important ceremonies e.g.welcoming/dedication/infant baptisms.Easter (Extra focus)Why do we have hot crossbuns and Easter eggs?Simple version of Easter storyto link with these Easterfoods.Most Christians keep Sunday as a special holyday.Christians try to follow the example of Jesus: Caring for others, e.g. children, the elderly. The work of Christians in the wider communityKey Questions: What do Christiansremember at Christmas? What do Christians believeabout Jesus? Why is the Bible important toChristians?Key Questions: What happens in a Christian place of worship? How does a place of worship help Christiansto remember their beliefs about Jesus? How do Christians try to follow Jesus’example?Key Questions: What do Christians believehappened at Easter?Concepts:AT1: Beliefs, teachings andsources.Concept of God.Forms of expression.AT2: Meaning, purpose andtruth.Concepts:AT1: Beliefs, teachings and sources.Practices and ways of life.Forms of expression.AT2: Identity and belonging.Values and commitments.Concepts:AT1: Beliefs, teachings andsources.Practices and ways of life.Forms of expression.AT2: Meaning.Lewisham Agreed Syllabus for Religious Education 2018KS1 and 211
Learning together through Faith and BeliefsKey Stage 1 ChristianityYEAR 2Unit 3The Life and Teachings of JesusUnit 4Easter and SymbolsStories about Jesus which developChristian values: Zacchaeus.The story of Jesus’ death andresurrection emphasises the idea thatJesus is special for Christians.Stories Jesus told which developChristian values and contain Histeaching on forgiveness and love: The Lost Son The Good SamaritanSymbols Recall symbolism from Year 1 focus Symbols of Easter e.g. palm crosses,Easter gardens, colours of vestmentsand in churches, candles Symbolic actions: washing feet onMaundy Thursday Christians sharing food together toremember Jesus’ last meal with HisfriendsThe two greatest Commandments‘Love God’ and ‘Love your neighbour’.The Bible is a special book: Christians read it to learn aboutJesus.Key Questions: What values do Christians believeJesus taught? How do Christians believe Jesustaught them these values? Why is the Bible a special book forChristians?Concepts:AT1: Beliefs, teachings and sources.Practices and ways of life.AT2: Values and commitmentsKey Questions: What do symbols of Easter represent? What symbolic actions take placearound Easter? How do symbols and symbolic actionsshow the importance of Easter forChristians?Concepts:AT1: Beliefs, teachings.Practices and ways of life.Forms of expression and Symbolism.AT2: Belonging. Death and new life.Lewisham Agreed Syllabus for Religious Education 2018Christmas (Extra Focus)Symbols of Christmas: Star Advent Candles Colours of vestmentsand in churchesKey Questions: What do symbols ofChristmas mean? How do symbols showthe importance ofChristmas for Christians?Concepts:AT1: Beliefs, teachings.Practices and ways of life.Forms of expression andsymbolism.AT2: Belonging.KS1 and 212
Learning together through Faith and BeliefsKey Stage 2 ChristianityYEAR 3Unit 5 – The BiblePeace UnitChristmas (Extra Focus)Easter (Extra Focus) A source of Christian belief and teaching- some Christians read the Bible everyday and find it helpful for their everydaylives. The Old and New Testaments includemany books with different genres; theseinclude history, law and songs: Joseph,Psalm 23, Isaiah’s Prophecy. The gospel stories tell about events inJesus’ life. Jesus’ teaching about the Kingdom ofGod in parables: The Lost Sheep. Ten Commandments with particularfocus on the two greatestcommandments.Key Questions: How do Christians use the Bible? What does the Bible contain? How does using the Bible helpChristians to grow in their faith?Christian ways of life: Christians respond to personal andsocial issues, locally and globally, in anumber of ways and can drawinspiration from other Christians, e.g.Martin Luther King.How Christmas is celebratedbyChristians in other countriesfocussing on the centralshared celebration of thebirth of Jesus.Easter story – through theeyes of different characters,e.g.: Peter Other disciples Member of the crowd Mary RomansKey Questions: What do Christians believe aboutPeace? How do Christians try to demonstratePeace? From where do Christians get theirattitudes towards Peace? How are Christian values about Peacesimilar to those of other faiths?Key Questions: Why is Christmascelebrated in different waysaround the world? What do all Christiansshare about Christmas?Key Question: What were the experiencesand feelings of differentwitnesses of what happenedat the first Easter?Concepts:AT1: Beliefs, teachings and sources.Ways of life.Forms of expression.AT2: Meaning, purpose and truth.Values and commitments.Concepts:AT1: Beliefs, teachings and sources.Practices and ways of life.Forms of expression.AT2: Meaning and truth.Values and commitments.Concepts:AT1: Beliefs, teachings.Practices and ways of life.Forms of expression.AT2: Identity and Belonging.Meaning and truth.Concepts:AT1: Beliefs, teachings andsources.Practices and ways of life.Forms of expression.AT2: Identity and Belonging.Meaning and truth.The Bible: Sermon on the Mount.The Church: Worship includes the use of stillnessand silence for reflection.Lewisham Agreed Syllabus for Religious Education 2018KS1 and 213
Learning together through Faith and BeliefsKey Stage 2 ChristianityYEAR 4Unit 6 – Local Christian Places ofWorship Special places for Christians. There are many different types ofChristian places of worship. Belonging to a group and sharingactivities with others is important andmeaningful. Worship includes the use of stillness andsilence for reflection. Reasons why people pray. The Lord’s Prayer The Bible (a source of Christian beliefand teaching) used in servicesUnit 7 – Christian CelebrationsThe Church has its own calendar withspecial names for certain times of theyear: Times associated with Jesus’ life; howChristians understand and celebratethese events – Christmas and Easter Times of reflection: Advent and Lent Jesus’ temptation. Sharing the Lord’s Supper. PentecostKey Questions: Why are there different places ofworship for Christians? What similarities are there in whatChristians believe? How does coming together helpChristians to grow in their faith?Key Questions: How do festivals help Christians toremember Jesus and His teachings? What happens in places of worship tohelp Christians understand the meaningbehind their festivals?Concepts:AT1: Beliefs, teachings and sources.Ways of life.Forms of expression.AT2: Identity and Belonging.Meaning, purpose and truth.Values and commitments.Concepts:AT1: Beliefs, teachings and sources.Ways of life.Forms of expression.AT2: Identity and Belonging.Meaning, purpose and truth.Values and commitments.Lewisham Agreed Syllabus for Religious Education 2018KS1 and 214
Learning together through Faith and BeliefsKey Stage 2 ChristianityYEAR 5Unit 8Jesus Human and DivineUnit 9Leading a Christian LifeChristmas (Extra Focus)God: Father, Son and Holy Spirit Christmas – Jesus’ birth. Choosing 12 disciples AND friends Jesus’ temptations Jesus’ baptism Miracles and acts of healing e.g.‘Stilling the storm’, ‘The fourfriends’ or ‘Healing a leper’ Easter - Jesus’ death, resurrectionand afterwards.Commitment, belonging and beliefin the special presence of Godduring significant life events.Commercialisation ofChristmasKey Questions: Who do Christians believe Jesusto be? What evidence do Christians basetheir beliefs upon?Key Questions: How do Christians follow Jesusand His teachings in their dailylives? What Christian values guide theactions of the people andorganisations studied? What are the challenges of livinga Christian life today?Key Questions: How and why has Christmasbecome commercialised? How do Christians try tokeep the religious meaningof Christmas?Concepts:AT1: Beliefs, teachings and sources.Ways of life.Forms of expression.AT2: Identity and Belonging.Meaning, purpose and truth.Concepts:AT1: Beliefs, teachings andsources.Ways of life.Forms of expression.AT2: Identity and Belonging.Meaning, purpose and truth.Values and commitments.Concepts:AT1: Beliefs, teachings.Practices and ways of life.Forms of expression.AT2: Meaning and truth.Example of at least one personand one charitable organisationthat exemplifies Christianity inaction.Encounter with one local Christianto share how their life is led by faithLewisham Agreed Syllabus for Religious Education 2018KS1 and 215
Learning together through Faith and BeliefsKey Stage 2 ChristianityYEAR 6The Journey of Life and DeathUnderstanding Faith and Belief inLewishamChristmas (Extra Focus)Easter (Extra Focus)Ways in which human experiencesassociated with death, loss andbereavement are understood inChristianity.Christian communities in LewishamChristmas and the Nativitythrough art and other media.Actions and symbolism of Eastercelebrations in the OrthodoxTradition.Key Questions: What do Christians believehappens after death? What do Christians believe thepurpose of life to be? How do Christians support peopleduring times of loss?Key Questions: what can we discover about this faithin our class and school? what can we discover about this faithin the local community andLewisham borough? how have Christian faith communitiesin Lewisham changed over the past50 years? what are the reasons for changes inthese communities? how do faith groups work inpartnership with each other and thelocal community? how has life in Lewisham beenenriched by the diversity of the faithsand beliefs that make up theborough?Key Questions: How have Christians, overtime and in different parts ofthe world, used art to expresstheir beliefs and feelings aboutChristmas? How can representations ofthe nativity help or hinderunderstanding of Jesus’ realbackground as a Jew?Key Questions: How does the Orthodox Eastersymbolise Christian beliefs aboutJesus? What do all Christians shareabout Easter? What does Easter teach allChristians about their journey oflife and death?Concepts:AT1: Beliefs, teachings, practices.AT2: Belonging.Meaning, purpose and truth.Concepts:AT1: Beliefs, teachings.Practices and ways of life.Forms of expression.AT2: Identity and belonging.Meaning and truth.Concepts:AT1: Beliefs, teachings.Forms of expression.AT2: Identity and belonging.Meaning and truth.Concepts:AT1: Beliefs, teachings.Practices and ways of life.Forms of expression.AT2: Identity and belonging.Meaning and truth.Lewisham Agreed Syllabus for Religious Education 2018KS1 and 216
Learning together through faiths and beliefsKey Stage 1 Christianity in the Thematic UnitsOptional UnitBelonging / Who Am I?Right and WrongSharing FoodWeddingsWhat it means to belong andworship within Christianity.The rules Christians believe theyshould live by: The Ten Commandments taughtpeople how to behave towardsGod and each other; Christians believe that to helppeople Jesus summarised theseinto 2 great commandments usinganother Jewish text.How Christians follow theexample of Jesus who sharedfood with His disciples at theLast Supper. Christians alsooften pray before a meal tothank God for their food.Christians celebrate a wedding with theirfamily, friends and the wider ChristiancommunityHow people show that they belongand what is special for them aboutbelonging to their Christian faith.What happens during a traditionalChristian weddingSymbols of a Christian wedding andtheir meaningUnderstand that a wedding is celebratingthe story of a relationship and askingGod to bless it.Key Questions: What does it mean to belong? What are the outward signs that aperson belongs to a religiousfamily? What happens to a child whenthey join a religious family? What have we learnt about theimportance of belonging to areligious family?Key Questions: Why did Jesus summarise theTen Commandments for Hisfollowers? How do Christians try to liveaccording to their beliefs andvalues?Key Questions: Why is it important forChristians to share breadand wine? What happened at the LastSupper?Key Questions: What is a wedding? What happens in a Christian weddingthat show the people getting marriedbelieve God is there?Concepts:AT1: Beliefs, teachings.Practices and ways of life.AT2: Identity and belonging.Meaning and truth.Concepts:AT1: Beliefs, teachings, practices.AT2: Meaning and truth.Concepts:AT1: Beliefs, teachings.Practices and ways of life.AT2: Identity and belongingConcepts:AT1: Beliefs, teachings.Practices and ways of life.AT2: Identity and belonging.Lewisham Agreed Syllabus for Religious Education 2018KS1 and 217
Learning Together Through Faith and BeliefsHinduismUnit 1 GodUnit 2 –Hindu Belief and HomeUnit 3 – God and BeliefsUnit 4 – PilgrimageHindu Gods are worshipped asMale or Female Shiva & Shakti; Vishnu & Lakshmi; Brahma & Sarasvati; and Ganesh, Murugan, HanumanThe Hindu Home Family Respect for all people and livingthings. Home as a place of worship.Sacred Books Ramayana, Mahabharata, Bhagwat Gita, VedaThe Wider World Hinduism originated in India. Hindus live across the world. Places of pilgrimage and theirsignificance:– The Ganges– Kailash– Rameswaram Stories associated with places ofpilgrimage.God has visited Earth at differenttimes in different forms to helppeople: – Rama – Krishna.Important Festivals Diwali Pongal – ( Harvest Festival ) New Year – (In April)Worship in the Temple (Mandir /Kovil) Puja, The Arti and Abhishekaceremonies The Mandir/Kovil and the home isthe Hindu place of worship.Religious WordAum/OmBelief and values The importance of honesty andtruthfulness. Karma: Take responsibility for youractions. Hospitality is important to Hindus.Stories Murugan and Ganesh Diwali (Rama-Sita and the 10Headed Demon Ravana)Key Questions: How does the story of Diwali teachabout good and evil?Concepts:AT1: Beliefs, teaching, sources.Practices and ways of life.AT2: Identity and belonging.Meaning, purpose and truth.Key Questions: What is the importance of family inHinduism? What is the role of a Hindu templein a Hindu’s life? How important is ‘home’ as a placeof worship to Hindus?Concepts:AT1: Practices and ways of life.AT2: Identity and belonging.Lewisham Agreed Syllabus for Religious Education 2018Key Questions: What does it mean to be a Hindu? How important is peace inHinduism?Concepts:AT1: Beliefs, teaching, sources.Practices and ways of life.AT2: Identity
b. five other principal religions – Buddhism, Hinduism, Islam, Judaism and Sikhism, - the remaining two units from those faiths introduced in KS1 and all four units from the other 3 faiths that have not yet been studied totalling 16 half termly un
MAJOR SIMILARITIES BETWEEN ISLAM & BUDDHISM MAJOR DIFFERENCES BETWEEN CHRISTIANITY & ISLAM . HINDUISM . LEAST 5! Causes/Methods of Spread of the Religion MAJOR SIMILARITIES BETWEEN HINDUISM & BUDDHISM MAJOR DIFFERENCES BETWEEN HINDUISM & ISLAM/CHRISTIANITY . Author:
SAT World History 2TCEVKEG 6GUV D[ %QNNGIG ! 4GXQNWVKQP 2 . 2CIG QH collegerevPH.weebly.com! 6GUV 2TQRGT . was primarily influenced by which two religions? A. Hinduism and Buddhism B. Islam and Buddhism C. Zoroastrianism and Hinduism D. Hinduism and Islam E. Buddhism and Zoroastrianism ! 2. The Ottoman Empire employed the use of elite slave .
The Spread and Influence of Hinduism Unlike Christianity and Islam, Hinduism did not spread far beyond its land of origin. Although its values are universal in many ways, Hinduism is strongly linked to Indian culture. Nevertheless, through trade and migration, Hindu belief
JUDAISM, HEALTH AND HEALING Understanding Judaism: Judaism is a monotheistic religion which falls between the class of Christianity and Islam. There are three common religious traits of the Jewish religion:-- God is unique and he revealed himself to Moses in
Buddhism, Sikhism, and Krishnaism have their roots. The study of Hinduism, then, lays the foundation to understanding other eastern religions. Hinduism - An Evolving Religion Hinduism, like Judaism, is a religion named after a people rather than a particular founder or doctrine. Hinduism is a
Describe the characteristics, advancement, and achievements of the Gupta empire. Explain how Mauryan empire leaders affected Indian society. Hinduism and Buddhism Explain the significance of Aryan migration into India. Identify major events in the development of Hinduism and Buddhism. Summarize the features of Hinduism and Buddhism.
Hinduism is an embodiment of a vast body of literature. M.N. Srinivas and A.M. Shah (1972) point out that the doctrines of Hinduism are not embodied in one sacred book, nor does Hinduism have a single historical founder, There is a vast body of sacred literature in Hinduism. These are the Vedas, Brahmanas, Upanisads,
ALIENS 3 a Cap. 9. Acts 48 of 1964 25 of UBI. THE ALIENS ACT [28zh February, 1946.1 S. 11. PART 1. Preliminary 1. This Act may be cited as the Aliens Act. Short title lntcrpreta- tim. 2. In this Act- “embark” includes departure by any form of conveyance; “Hedth Officer” means any registered medical piactitioner
