God in Community

Overview

This 30-minute lesson for Year 1 students in New Zealand explores how God is present in our community. It is Lesson 11 of the 13-lesson unit "Growing Closer to God," designed to align with the New Zealand Curriculum Refresh, with a strong emphasis on key competencies, values, and inclusive, dyslexia-friendly teaching strategies.

Learning Objectives (WALT)

We Are Learning To (WALT): Identify how God is present in our community.

Curriculum Links

Learning area: Religious Education (adapted within the Social Sciences and Health & PE framework as per New Zealand Curriculum principles)
Key Competencies: Relating to others; Participating and contributing; Using language, symbols, and texts; Managing self.
Values: Community and participation; Respect and empathy.

Success Criteria

Students can name at least one community service or group that reflects the presence of God.
Students engage with visual and tactile community maps to support understanding.
Students demonstrate respect and curiosity when discussing diverse community roles.

Resources

Large community map visuals (neighbourhood, local charity agencies, schools, churches)
Printed picture cards depicting community helpers and services (e.g., firefighters, nurses, volunteers at charity shops)
Simple terminology cards with dyslexia-friendly fonts
Blank chart paper and markers
Optional: Invitation or video of a local community charity visit (for extension)

Lesson Outline

Time	Activity	Details / Differentiation
0-5 min	Introduction & WALT	- Gather students on the carpet. - Introduce the lesson title “God in Our Community”. - Explain we are learning to see how God shows love through helping others. - Use simple language and support with visuals. Dyslexia-friendly: Use keywords with pictures on A3 card.
5-10 min	Discuss Community Services	- Show community map visuals. - Point out different community helpers and places. - Connect each to the idea “God helps us when people care for each other”. - Ask students to share if they know someone who helps in the community. Differentiation: Provide physical community maps for tactile learners. Support: Use picture cards and read aloud names clearly.
10-20 min	Group Activity: Naming God’s Presence	- In small groups, students choose community helpers from cards. - Each group discusses and shares one way that showing care or help reflects God’s love. - Teacher scribes or assists as needed. Extension: Advanced learners suggest other ways God might be present. Differentiation: Some groups supported with sentence starters: “God is in the community when…”.
20-25 min	Share and Chart	- Each group presents one example. - Teacher charts examples on large paper titled: “God in Our Community”. - Reinforce key vocabulary with visuals again. Dyslexia-friendly: Highlight key words and use images alongside text on chart.
25-30 min	Reflection & Look Ahead	- Recap WALT and what they learned. - Praise for listening and sharing. - Briefly mention that in next lessons, we might visit or learn about local charities. Extension: Optionally organise a class visit to a local charity as a follow-up activity.

Assessment

Formative: Teacher observations during group discussions – noting if students can name a community service related to God’s presence.
Informal: Responses when sharing with the class.
Success is demonstrated by students naming at least one community helper/service reflecting care and kindness.

Differentiation Strategies

Learners	Strategies
Visual learners	Use community maps and picture cards, charts with icons and words.
Early language learners	Simple sentence starters, repeated vocabulary, paired speaking activities.
Students with dyslexia	Dyslexia-friendly fonts on cards, verbal explanations paired with visuals.
Advanced learners	Encourage extension by naming more examples or thinking about new ways to show God’s love.

Links to New Zealand Curriculum Refresh

Values (p.10): Encourage exploring community participation and kindness.
Key Competencies (p.12-13): Especially Relating to Others and Participating and Contributing as students explore how they can be active in community care.
Learning Principles (p.9): Inclusion and respect for diverse community roles.
Curriculum integration: Social Sciences focus on community structures and roles, connecting with Religious Education understanding of God’s love in action.
Using multimodal texts supports comprehension and engagement as per English years 0-6 guidance .

Teacher Notes

Keep language concrete and familiar to Year 1 learners.
Reinforce connections to students’ own experiences in their whanau and wider community.
Emphasise respect for all community roles.
Use praise to build confidence in sharing.
Prepare visuals and materials ahead for smooth transitions.

This lesson plan delivers an engaging, culturally responsive, and curriculum-aligned exploration of "God in Our Community" for young learners in New Zealand, embedding essential competencies and values essential for their holistic development.

Teaching Instructions