One God Three

Lesson Overview

In this 45-minute lesson for Year 3 students, children will explore the Christian concept of the Holy Trinity — understanding that God is one being in three persons: the Father, the Son (Jesus), and the Holy Spirit. The class will use visual aids to explain this abstract idea in a concrete way, including creating a simple diagram representing the Trinity. Students will then explain the concept using their own diagram to a partner.

This lesson is Lesson 4 of 5 in the unit Understanding the Holy Trinity.

Curriculum Alignment

This lesson aligns with the New Zealand Curriculum Refresh (Te Mātaiaho) framework for Religious Education at Level 1 (Years 1–3), focusing on:

• Learning Area: Religious Education
• Phase: 1 (Years 0-3), building a positive relationship with religious concepts and language.
• Key Competencies:
  • Using language, symbols, and texts — Students use language and visual texts to express ideas.
  • Relating to others — Sharing ideas and listening to others.
  • Thinking — Developing understanding of concepts.

Learning Objectives

• WALT (We Are Learning To): Understand the concept of the Trinity.
• Success Criteria:
  • Students can explain the Trinity using their own simple diagram.
  • Students can share and discuss their diagram and understanding with a partner.

Resources Needed

• Large posters/printouts or digital slides illustrating the concept of the Trinity (e.g., the classic triangle symbol or cloverleaf shape).
• A simple fill-in-the-blank worksheet (for differentiation support).
• Blank paper and coloured pencils/crayons for drawing diagrams.
• Lesson script / visuals reinforcing the Father, Son, and Holy Spirit as distinct but united.

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Lesson Activities & Timing

Time	Activity	Detail & Purpose
5 min	Introduction and Prior Knowledge Check	Briefly review God as Father, Son, and Holy Spirit separately. Invite what students already know.
10 min	Explain the Trinity with Visual Aids	Show visual aids (triangle or cloverleaf). Explain how God is one being in three persons. Use simple language emphasizing one God who is also three parts. Encourage questions.
10 min	Create a Trinity Diagram	Students draw their own simple diagram representing the Trinity (triangle with labels or clover). Provide step-by-step support and vocabulary assistance with a fill-in-the-blank sheet if needed.
10 min	Partner Sharing: Explain Your Diagram	Students pair and explain their diagram, using their own words to describe the Father, Son, Holy Spirit relationship. This reinforces understanding through peer teaching.
5 min	Extension Challenge for Advanced Learners	Volunteers/groups create a short skit showing interactions or relationship between Father, Son, and Holy Spirit (e.g., a scene demonstrating care, guidance, and presence).
5 min	Plenary and Reflection	Discuss as a class what we learned about the Trinity. Revisit WALT and success criteria. Confirm understanding with questions.

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Differentiation Strategies

• For students needing additional language support, provide a fill-in-the-blank worksheet with key vocabulary (Father, Son, Holy Spirit, one God, three persons).
• Use visual and oral explanations rather than dense text.
• Allow drawing and storytelling rather than writing.
• Group work for peer support in explanation.
• Vocabulary displayed visually on the board/poster during activities.

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Extension Activities for Advanced Learners

• Create and perform a short skit illustrating the relationship and roles in the Trinity.
• Use more sophisticated vocabulary such as "distinct persons," "unity," and "relationship."
• Encourage reflection questions like “Why do you think the Trinity is important for Christians?”

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Assessment and Evidence of Learning

• Informal observation during diagram creation and partner discussions.
• Listening to students explain their diagrams to peers.
• Collect students’ diagrams and worksheets as evidence of concept understanding.
• Use plenary questions to assess recall and comprehension.

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Links to the New Zealand Curriculum Refresh Framework

• Religious Education Learning Area Structure:
  While Religious Education is not a mandated curriculum in the NZ Curriculum, this lesson reflects principles from the curriculum refresh’s emphasis on meaning-making through language, symbols, and texts, connecting learning to students' world and supporting relating to others and using language competencies.

• Key Competencies Developed:

  • Using language, symbols, and texts — Students create visual texts (diagrams) and use verbal explanations.
  • Relating to others — Sharing ideas with partners.
  • Thinking — Developing understanding of an abstract concept and representing it concretely.

• Differentiation and Engagement: The lesson design includes scaffolded materials and varied activities (visual, oral, kinesthetic) aligned with inclusive teaching strategies outlined in the curriculum guidance.

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If you would like instructions on how to build your own visual aids or printables for this lesson, I can also assist with that.

Would you like a printable student worksheet template for this lesson?