AS90823 Foundations

Overview

This lesson focuses on the PowerPoint 'AS90823: Student Guide to Explaining Key Beliefs in Two Religious Traditions'. Students explore the achievement standard AS90823, using the guide to understand key beliefs in two religious traditions related to a significant religious question. The lesson includes a Do Now activity centered on AS90823, reflection on a relevant whakataukī/Bible verse/proverb, and group analysis to build skills for Achieved, Merit, and Excellence levels.

Learning intentions

• Students will explain what AS90823 requires them to do in relation to a significant religious question.
• Students will identify what counts as “key beliefs” and how beliefs connect to life after death.
• Students will distinguish between Achieved, Merit, and Excellence expectations using clear criteria.
• Students will generate a plan for how they will compare two religious traditions in upcoming lessons.

Success criteria

• I can summarise the task requirements of AS90823 in my own words.
• I can outline what “key beliefs” mean and where beliefs come from in a religious tradition.
• I can explain the difference between Achieved, Merit, and Excellence using examples.
• I can brainstorm relevant beliefs for “What happens after death?” for two traditions and group them by similarities/differences.

Curriculum links

• Religious Studies (Understanding Religion): explaining key beliefs within two religious traditions in relation to a significant religious question.
• AS90823: outlining key beliefs, including meaning and source/origin; explaining similarities and differences; increasing depth for Merit/Excellence.
• Key competencies: thinking skills (making connections), communication (planning explanations), and managing self (organising learning goals).

Lesson structure (60 minutes)

1. 0–5 min · Do Now Students respond to the prompt: "What does the achievement standard AS90823 require you to do?" in a quick write or pair-share.

2. 5–8 min · Whakataukī/Bible Verse/Proverb Teacher shares a relevant whakataukī, Bible verse, or proverb about understanding beliefs and learning, to inspire reflection. For example: "To know the road ahead, ask those coming back."

   Lesson notes: The proverb means seeking guidance from those who have experienced the journey first to understand what lies ahead. It emphasizes learning from others' knowledge and experiences rather than facing uncertainties alone. In this lesson's context, it highlights the value of exploring established religious traditions and teachings passed down through generations for deeper understanding.

3. 8–20 min · Guided discussion using PowerPoint Teacher presents the 'AS90823: Student Guide to Explaining Key Beliefs in Two Religious Traditions' PowerPoint, highlighting key components of the standard and expectations for Achieved, Merit, and Excellence.

4. 20–35 min · Group analysis of significant religious question Students work in groups to analyse key beliefs related to the significant religious question using the PowerPoint as a guide.

5. 35–50 min · Use of exemplars Teacher shares exemplar responses to illustrate differences between Achieved, Merit, and Excellence levels.

6. 50–60 min · Reflection and planning Students reflect on learning and plan how to approach their own explanations of key beliefs in two religious traditions.

Resources

• PowerPoint presentation file: AS90823_Student_Guide_Presentation_1.pptx
• Related scripture or authoritative texts referenced in the PowerPoint
• Student writing materials
• Whiteboard or projector for displaying slides
• Printout or slide of selected whakataukī, Bible verse, or proverb relevant to learning and understanding beliefs

SKILLS NEEDED

• Critical thinking to analyse and explain key beliefs.
• Comparison skills to identify similarities and differences between religious traditions.
• Evidence-based explanation skills to support points with sources.
• Reflective skills to engage with spiritual and cultural texts such as whakataukī or scripture.

TEACHING STRATEGIES

• Guided discussion using the PowerPoint slides to clarify AS90823 requirements.
• Group analysis of the significant religious question using the student guide.
• Use of exemplars to illustrate achievement levels.
• Incorporation of culturally relevant texts (whakataukī, Bible verses, proverbs) to deepen understanding.

Assessment

• Formative check during sorting: students justify “belief” vs “guess” using reasoning.
• Formative check during brainstorm and comparison: teacher scans for two traditions and direct links to the question.
• Exit ticket to gauge understanding of AS90823 requirements and level differences (Achieved/Merit/Excellence).

Differentiation

• Support: provide sentence starters for meaning and source/origin (e.g., “Within this tradition, the belief is taught through…” “This belief means…”).
• Support: offer a mini-template that categorises beliefs (after death destination, judgement, rebirth, resurrection, ongoing connection).
• Extension: challenge students to propose one “wider implication” they might explain later (social, personal, historical, geographical, or political) linked to their comparison.
• EAL/SEN: allow use of first-language notes for the brainstorm, then translate into English for the final plan; provide reduced text versions of the criteria chart.