Faith and Migration

Year 9 | 50 minutes | Class of 25

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Unit: Faith, Migration, and Identity

Lesson 10 of 10

Lesson Title: Reflection and Future Perspectives on Faith and Migration

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Learning Objectives (Aligned with New Zealand Curriculum)

• Religious Education Learning Area:
  Explore Christianity's role in individual and community identity, especially relating to migration (Achievement Objective: Understand the ways in which faith and migration shape individual and group identities).
• Social Sciences Learning Area:
  Develop an understanding of how migration influences societal change and community development in New Zealand and beyond.
• Key Competencies:
  • Thinking: Reflect critically on personal and collective perspectives on faith and migration.
  • Relating to Others: Share ideas and listen respectfully to diverse viewpoints regarding faith and identity.
  • Using Language, Symbols, and Texts: Communicate insights using appropriate religious and social science vocabulary.
• Principles:
  • Treaty of Waitangi – Relevance of Māori perspectives in migration and identity discussions.
  • Inclusion – Valuing diverse perspectives on faith and migration.

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Lesson Description

This concluding lesson enables students to reflect on their learning about faith, migration, and identity from the unit, fostering personal connections and critical thinking. Students will share insights, recognise future trends affecting Christian communities in New Zealand and globally, and discuss ongoing impacts of migration.

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Lesson Structure

Time	Activity	Details
0-5 min	Introduction / Recap	Briefly recap the key themes from the unit to set the context: the relationship between faith, migration, and identity. Use probing questions (“What have you learned about how migration shapes faith communities?”).
5-20 min	Reflective Group Discussion	Students break into groups of 5 to discuss personal reflections and insights gained about faith and migration. Provide prompts such as:

• How has migration influenced Christian communities you know or have learned about?
• How does faith contribute to identity in migrant communities?
• What challenges and opportunities arise for these communities in New Zealand?

Encourage use of respectful language and active listening, fostering the key competency of relating to others.
| 20-35 min | Future-oriented Think-Pair-Share | Individually, students write one or two ideas about possible future trends in migration and their impact on Christian communities in NZ and globally. Then, pair with a classmate to share and expand on these ideas. Bring ideas back to a whole-class brief sharing session.
| 35-45 min | Creative Expression: “Vision for the Future” | Students creatively express (brief poem, drawing, short narrative, or symbolic gesture) their vision of the future impacts of migration on faith and identity. This activity draws on language and arts components of the curriculum engaging imagination and personal expression.
| 45-50 min | Wrap-up and Assessment | Class discussion on one takeaway from today’s reflection. Teacher summarises key insights and assesses understanding by gauging student contributions. Finally, explain that this reflection helps them become thoughtful citizens aware of cultural and faith diversity shaping New Zealand.

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Resources Needed

• Whiteboard/flipchart for group notes
• Paper and pens for individual reflection and creative expression
• Optional images or quotes from migrant Christian communities in NZ to inspire discussion

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Assessment Opportunities

• Formative assessment through group discussions and sharing, noting students’ ability to articulate personal and community connections between faith and migration.
• Observation of respectful engagement and critical thinking during think-pair-share and whole-class sharing.
• Creative activity assessed on demonstration of understanding and ability to envision future perspectives.
• Self-assessment prompt: “What is one new thing I have learned about faith and migration?”

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Teaching Notes

• Provide a safe, inclusive classroom environment where different perspectives are respected.
• Acknowledge the local context of Aotearoa New Zealand, encouraging students to connect this to Te Tiriti o Waitangi and Māori perspectives wherever relevant.
• Use questioning to challenge students to consider whose voices might be missing in discussions about migration and faith, fostering critical analysis skills from the curriculum.
• Encourage language that considers inclusion, exclusion, and diverse identities to deepen understanding of social dynamics.

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Curriculum Links

• Religious Education: Understanding Christianity’s role in identity formation within diverse communities (developed within NZ Curriculum learning area statements).
• Social Sciences: Exploring societal changes through migration, including identity and community development in New Zealand context.
• Key Competencies (NZ Curriculum, pp.12-13): Managing self, Relating to others, Thinking, and Using language, symbols, and texts
• Principles: Inclusion, Treaty of Waitangi/Te Tiriti o Waitangi, Future Focused Education
• Values: Diversity, Respect, Community and Participation

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This plan draws explicitly on the New Zealand Curriculum’s emphasis on critical thinking, reflecting on multiple perspectives, and using language respectfully and effectively, encouraging students to become informed, empathetic citizens able to navigate complex cultural realities .

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If you would like, I can also provide a detailed teacher guide or student worksheet to accompany this lesson. Would that be helpful?