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Religious Education can be at times a subject that is marginalised (Revell, 2005) as it may not seem as important as teaching the core subjects such as maths, science and English which help children achieve better in further education. In the Non Statutory Framework for RE, Charles Clarke (the former Education Secretary states that, ‘Good –quality religious education can transform pupils’ assessment of themselves and others, and their understanding of the wider position of the world in which we live’. The main purpose of RE is to ensure that children have the opportunity to consider who they are, what they believe and how they want to live. The regional I chose explore and teach to children is Hinduism. I chose this religion as I think it is a religion full of variety and gaiety.
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There are many religious stories in Hinduism but I chose to tell children the story of Rama and Sita as it is quite a famous story of Diwali. The story’s main purpose is to develop children’s KUW development but it can also develop PSED. In the introduction I will be discussing with children if they have heard this story before and if they can remember what it is about. I will also ask them if they know any religious stories which their parents told them. The children will listen to the story of Rama and Sita.
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Photographs will also be taken while children are making their chapattis. There is also another activity set up which requires children to draw something which symbolises Diwali for them. Children have a choice of doing this activity if they wish to. During the plenary, I will observe children’s responses to how they celebrated Diwali at home in the last few days. I will look at children’s drawings and hear their thoughts about how it reminds them of Diwali .
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The festival signifies the triumph of light over darkness, justice over injustice, good over evil and intelligence over ignorance. Lakshmi Mata is worshiped.
Indeed, it is they who ask their parents to buy them and who use them. NGOs are trying to educate children in schools about the harmful effects of firecrackers.
In a large number of cases (estimated at one third), children are obliged to work in payment of debts contracted by their family. NGOs are trying to sensitize children in schools on the harmful effects of firecrackers.
Festivals have a purifying effect on the minds and bring to the fore value of piety. Few festivals became an indispensable part of Indian culture.
Regarding culture, there are a number of differences in eating habits, dress up and daily life. Muslim ladies wear saree or salwar kameez mainly, and at times they wear a veil (knowh as nakab) to cover their faces.
Avoidance of use of milk. Careful handling of snakes.
Hindus love sweet desserts such as rice puddings or cheese balls in a sweet syrup called rassogolla. On the night of the Diwali festival, Indian towns and cities are full of colour and light, since the shops are all decorated and lamps are lit in the streets and temples, as well as in homes.
The fireworks are described so beautifully, and the image of a fountain of “gold and silver” sounds heavenly, and once again emphasizes on the cheerfulness of the occasion. These are the ways in which the children celebrate Diwali.
The heart of the plan must be centered: . (return to current plan) .... .
Hinduism thrives despite numerous reforms and shortcuts through modernization and urbanization of Indian life. Hinduism believes the universe undergoes endless cycles of creation, preservation and dissolution.
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