Lesson 4: How can a river be a goddess?

Learning objective

To investigate the significance of the River Ganges for religious and non-religious people.

Success criteria

I can explain

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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):

A1: Describe and make

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Cross-curricular links

RSE

Respectful relationships

Pupils

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Before the lesson

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Lesson plan

1: Lesson plan

An area for you to put useful resources from the previous lesson

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Adaptive teaching

Pupils needing extra support:

Could verbally list associations with water rather than writing them down; could complete the Activity: Tourism which has sentence stems to support the children with their writing.

Pupils working at greater depth:

Should consider why the River Ganges is significant for many non-Hindu and non-religious people; should consider the economic differences between parts of India and the UK and how this may affect their cleanliness.

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Assessing progress and understanding

Pupils with secure understanding indicated by: explaining religious associations with water; exploring

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Vocabulary definitions

atman

A Hindu word for the soul which is an extended part of Brahman (God).
cleansing

The process of making something clean, often used in a physical, spiritual, or emotional context to remove dirt, impurities, or negative energies.

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In this unit

Assessment resources

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Lesson 1: What can make a place significant?

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Lesson 2: How can religious events make a place significant?

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Lesson 3: What makes the Harmandir Sahib significant to many Sikhs?

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Lesson 4: How can a river be a goddess?

Lesson 5: Can relics make a place significant?

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Lesson 6: Who can visit significant places?

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