Faith in Action

Unit Title:

Faith in Action: S.T.E.A.M.
Lesson 9 of 9 – Showcase and Reflection

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Curriculum Alignment

• Learning Area: Social Sciences – Religious Studies
• Level: Level 5 of the New Zealand Curriculum
• Achievement Objectives:
  • Understand how people’s beliefs and practices influence society and ethical decision-making (Religious Studies curriculum guidance from the Ministry of Education)
  • Apply key competencies such as thinking critically, relating to others, managing self, and participating and contributing—woven into Significant Learning in Religious Studies

Key Competencies Targeted

• Thinking – Reflect on the ethical, emotional, and social impact of beliefs via project analysis
• Relating to Others – Present personal interpretations and listen actively to peers
• Managing Self – Prepare, organise, and deliver a quality presentation
• Participating and Contributing – Engage in meaningful discussion and feedback

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Lesson Duration

Total Time: 100 Minutes
Class Size: 55 students
Setting: Classroom or Multipurpose Learning Area (Presentation zones pre-organised)

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Learning Intention

Students will present their completed S.T.E.A.M. projects and reflect on how their work communicates a message of faith in action, reinforcing connections between belief and societal engagement.

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Success Criteria

By the end of the lesson, students will be able to:

• Confidently present their project to peers
• Explain how their project showcases a faith-inspired response to a real-world issue
• Demonstrate understanding of the intersection between faith and the S.T.E.A.M. disciplines
• Provide and receive constructive feedback
• Reflect meaningfully on their own learning journey

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Resources Needed

• Presentation boards, chromebooks, models or artefacts from student projects
• Reflection templates (printed or online forms via Google Classroom or equivalent)
• Timer or bell for rotating groups
• Sticky notes for peer feedback
• A "Showcase Passport" per student (for peer engagement and feedback tracking)
• Display space and signage for each presentation group
• Speaker or kaiako mic if required

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Preparation Before Class

• Arrange the room so that there are 5 presentation zones (approx. 10–11 students per zone)
• Assign presentation rotation groups beforehand (post these as students enter)
• Ensure technology is charged and tested
• Materials and templates laid out at each station

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Lesson Sequence

⏱️ 0–10 mins: Mihi Whakatau & Karakia

• Begin with a short mihi whakatau—acknowledge the learning journey and the opportunity to celebrate learning
• Kaiako or student-led karakia to set focus and mana for the session

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⏱️ 10–15 mins: Setting Expectations

• Recap the purpose of the showcase: celebrating faith in action through S.T.E.A.M.
• Emphasise that this is not a formal assessment but a community sharing of learning
• Hand out:
  • "Showcase Passports" for feedback
  • Sticky notes for positive peer comments
• Outline showcase logistics and rotation timing

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⏱️ 15–70 mins: S.T.E.A.M. Project Showcase (4 rotations)

Rotation Format (13 mins per rotation)

• 2-minute transition
• ~10 minutes for 2–3 mini-presentations followed by peer discussion and questions
• Each student presents once, listens and gives feedback during the rest

Suggestion: Each group structures their presentation around:

• The issue or challenge they addressed
• The faith perspective or teaching that inspired their response
• Their chosen S.T.E.A.M. approach (e.g., Science to study clean water, Engineering to build a solution, etc.)
• How it demonstrates faith in action

Note to Teacher: Roam, prompting with questions like:

• “Which value or belief inspired this design?”
• “How are you representing compassion, stewardship, justice, or kaitiakitanga?”

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⏱️ 70–90 mins: Reflection and Group Debrief

Individual Written Reflection (10 mins)
Students complete a short guided reflection:

• What was your biggest learning from this project?
• How has your understanding of faith in action changed?
• Which S.T.E.A.M. element helped you express your faith most clearly and why?
• What feedback resonated with you most and why?

Debrief Circle (10 mins) In their rotation zones, students share:

• 1 insight about another person’s project
• 1 value or belief that particularly stood out to them

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⏱️ 90–100 mins: Closing Karakia and Celebration

• Class-wide acknowledgement and round of applause
• Ask for volunteer shoutouts
• Close with a student-led karakia or a quote from a worldfaith leader that connects to action and compassion
• Optional: distribute Certificates of Participation or ‘Faith in Action’ badges

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Differentiation Strategies

• Provide sentence starters for reflections
• Allow visual/audio/text-based presentations
• Use tuakana-teina approaches during rotations to pair confident communicators with more reserved students
• Offer extra time for ESOL or students who require additional support

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Assessment Opportunities

Formative:

• Teacher observation during presentations and reflections
• Peer feedback forms (sticky notes, Showcase Passports)
• Student reflection templates

Not formally summative, but can inform student portfolios or progression conversations

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Next Steps / Extension

• Encourage students to enter regional or national S.T.E.A.M. fairs with their faith-based projects
• Invite whānau or community leaders to view showcase boards during a lunch-time pop-in
• Develop a “Faith in Action” wall or online gallery using photos and reflection quotes

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Teacher Reflection (Post-Lesson Prompt for Kaiako)

• Which students demonstrated growth in their faith articulation?
• How did students link S.T.E.A.M. with spiritual concepts effectively?
• What would you modify when running this unit again?

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Final Thought

This lesson is a unique opportunity to bring academic learning, identity exploration, and ethical agency together. It's a moment to celebrate not just what students know, but who they are becoming.

Mauri tū, mauri ora.