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'God is in everything' (key stage 1)
This activity was used with children in key stage 1, year 2.
Context
The school where this activity took place is a Church of England-controlled school where all children are encouraged to explore religious ideas, concepts and behaviour, regardless of their religious commitment. This policy includes learning about the religious beliefs, practices and values of the Christian faith, but also takes account of the teaching and practices of other principal religions practised in Britain and around the world. This activity was part of a unit of work on Christian and Hindu scriptures.
Aim
- To value and respect cultural and religious diversity.
Activity objectives
- To understand religious beliefs and cultural practices by exploring the Hindu belief that 'everything comes from God and that God is in everything'.
- To value and respect the beliefs and traditions of others by understanding the symbolism of the Hindu greeting 'Namaste'.
Activity description
The teacher set the context for the lesson by introducing children to the Bhagavad Gita and linking the teaching about God with the Hindu greeting 'Namaste'.
The teacher used this excerpt from the Bhagavad Gita (7: 8-9):
I am the taste in the water.
I am the radiance in the sun.
I am the sound in space.
I am the strength in humanity.
I am the sweet fragrance of the earth.
I am the brilliance in the fire.
I am the life in all beings.
The lesson involved children in a range of activities requiring them to use all their senses:
- Everyone tasted a sip of water and the teacher read the verse 'I am the taste in the water'.
- Everyone looked at pictures of the sun and moon and the teacher read 'I am the radiance in the sun and moon'.
- Everyone sat in silence and listened to the teacher reading 'I am the sound in space'.
- A volunteer lifted a heavy bag. Another volunteer was given two chocolates, one to eat and the other to do what they liked with. The teacher read 'I am the strength in humanity'. This was a reminder that strength is not just physical. (The child who chose to give the second chocolate away shows inner strength by performing a selfless act.)
- The children were invited to dig into a bowl of compost. They found the message 'I am the sweet fragrance of the earth'. The teacher asked 'What can this earth do? What does it make us think of?'
- The class was shown an image of a flickering candle as the teacher read 'I am the brilliance in the fire'.
The children worked either in groups or individually to explore their learning about:
- Hindu belief in God's presence everywhere;
- the meaning of 'Namaste'.
The teacher used questions to help focus the children's thinking. These included:
Where can God be seen?
Where can God be heard?
What patterns can reveal God?
Where is God in relationships?
Where is God in you and me?
The children were able to choose whether or not to share their responses with the whole class. This was followed by a time for silent reflection on what they had learnt (and on how the lesson had been taught). The lesson ended with the children greeting each other with the Hindu greeting, 'Namaste'.
Commentary
The teacher found that the method of using all five senses to teach part of the lesson ensured there was something for everyone: even children who usually found it hard to sit and participate appropriately in lessons enjoyed digging for the message. The teaching about inner strength by using chocolates worked well: it took several minutes for the child to decide it would be kind to offer the chocolate to a friend.
Children's responses to the learning took several forms, including:
- poetry;
- pictures;
- music;
- dance;
- a survey (to see which verse people liked best).
Although it was made clear that children did not have to share what they had done, all of them felt secure enough to share and celebrate their responses.
The lesson helped the children to understand the importance of valuing and respecting the beliefs and traditions of others. After this activity, the class chose to end other lessons with a 'Namaste' greeting.
Follow-up activities
Future activities planned as a result of this work included further work on teachings about God from the Bhagavad Gita, such as the three pathways to God: yoga, knowledge and devotion. Children would be taught some simple yoga and asked to think about which of the three pathways they would find the most effective in finding God.
Resources
The religious education schemes of work can be found at www.standards.dfes.gov.uk/schemes
The online national curriculum can be found at www.nc.uk.net.
| Religious education introduction |