Foundations in Karakia

Overview

This is the first lesson in a five-lesson unit exploring changes in karakia as an expression of religious tradition. Today students unpack what AS90821 requires and connect “expression(s) of a religious tradition” to karakia, building shared vocabulary for later lessons.

Learning Intention / Do Now

• Learning Intention: Understand the role of karakia as an expression of religious tradition and how it can change over time.
• Do Now: Write a quick response to the question, "What is karakia and why might it change?" to activate prior knowledge.

Learning intentions

Students will be able to:

• explain the purpose of AS90821 in their own words
• identify karakia as a religious expression (rite/ritual/prayer/liturgy/worship)
• outline what “changes” could look like in a religious tradition
• recognise why changes can have reasons and impacts

Whakataukī / Bible Verse / Proverb

"Psalm 119:105 - Your word is a lamp to my feet and a light to my path."

This verse highlights how karakia, as a form of prayer and religious expression, serves as guidance and illumination in the lives of believers, much like a lamp lighting the way. It reflects the role of religious tradition in providing direction and support through spiritual practices.

Success criteria

I can…

• describe what AS90821 expects me to do (outline changes, explain reasons and impacts)
• identify karakia as an expression of a religious tradition and name features that show this
• give an example of what “change” could mean for karakia (without judging it as “right” or “wrong”)
• use clear, respectful language to explain how change might affect people within the tradition

Curriculum links

• Understanding Religion (NZQA AS90821): explaining changes in expression(s) of a religious tradition, including reasons and impacts
• Religious Studies: developing understanding of religious traditions through explanation of beliefs, practices, and their significance
• Key competencies: thinking (reasoning and organising ideas), communicating (using religious studies language), participating and contributing (respectful discussion)

Lesson structure (60 minutes)

1. 0–8 min · Hook and diagnostic chat. Teacher displays two short prompts on the board: “What is karakia?” and “How can a practice change over time?” Students complete a quick think-write, then share one idea with a partner.

2. 8–18 min · Direct instruction: What AS90821 asks. Teacher explains AS90821 in student-friendly terms: you must outline changes in an expression(s), and explain reasons and impacts; then clarify what “in detail” and “in detail/comprehensively” look like for later grading. Students annotate their notes using a simple structure:

• Changes (what shifts?)
• Reasons (why?)
• Impacts (what happens?)

3. 18–30 min · Mini-lesson: Karakia as a religious expression. Teacher leads a guided discussion: karakia as prayer/ritual used for spiritual purposes, community wellbeing, guidance, or protection. Teacher models how to describe features respectfully (setting, purpose, wording, audience, context) rather than evaluating. Students fill a “Karakia snapshot” organizer with:

• Purpose (why it is used)
• Features (how it is expressed)
• Community use (who it is for / when)

4. 30–42 min · Peer discussion: spotting “change” carefully. Teacher provides three neutral scenarios for discussion (not to debate correctness, but to practise identifying change and possible impacts):

• Scenario A: A youth group adapts the timing or format of karakia for events (still aiming for the same purpose).
• Scenario B: Elders teach a karakia differently across generations (wording/structure shifts).
• Scenario C: A community includes karakia in a new setting (e.g., school event), changing the context but aiming for continuity. Students in pairs use sentence starters:
• “A change in karakia could be…”
• “A possible reason might be…”
• “A possible impact could be on…” Teacher circulates to coach wording that matches AS90821.

5. 42–55 min · Build an outline: one paragraph practice. Teacher demonstrates a model paragraph using the required structure: “The expression of karakia changes by…; this may be due to…; this impacts…”. Students write one paragraph using their partner’s scenario, aiming for clarity over length.

6. 55–60 min · Exit ticket. Students answer two questions:

• “What are the three parts of AS90821 explanations?”
• “Give one example of how karakia could change, and one possible impact.”

SKILLS NEEDED

• Critical thinking to analyse changes in religious expressions.
• Respectful communication during discussions.
• Note-taking and summarising key ideas.

TEACHING STRATEGIES

• Use of guided discussion to explore karakia.
• Modelling respectful description and analysis.
• Pair and group work to encourage peer learning.
• Use of graphic organisers to structure thinking.

Resources

• AS90821 student-friendly checklist (teacher-made handout)
• “Karakia snapshot” graphic organiser (print or digital)
• Three neutral scenario cards (teacher-made)
• Sentence starter strip for discussion
• Exit ticket slips
• Board/slide or printed prompt cards
• Student notebooks and pens
• Whakataukī text and explanation handout or slide
• Do Now prompt displayed on board or slide

Assessment

• Formative checks: teacher listens during pair discussion for the “changes → reasons → impacts” structure
• Formative checks: review the “Karakia snapshot” for accurate identification of karakia as an expression and for respectful description
• Exit ticket: assess whether students can state the purpose of AS90821 and give a clear example of change plus an impact

Differentiation

• Support: provide sentence starters, a paragraph frame, and a word bank (expression, ritual, context, purpose, continuity, impact, reasons)
• Support: allow students to draw a quick diagram for “changes/reasons/impacts” before writing
• Extension: students who finish early add a second possible reason and a second impact, using “may” language to keep explanations careful and non-judgemental
• EAL/SEN: reduce cognitive load by limiting to one scenario and one paragraph; pre-teach key terms; accept brief bullet explanations before full sentences