Pathways of Faith

Overview

In this lesson, students explore Christianity “through Māori eyes” by focusing on Te Hāhi Mihingare (Anglican Church). They consider how Māori communities connected Christian beliefs with their worldview, using the idea of Te Paepera Tapu (Holy Bible) in both te reo Māori and English, and they reflect on God’s presence across cultures using Acts 17:26–27.

Learning intentions

• WALT explain how whakapono (faith) can be understood in Christian and Māori spiritual perspectives.
• WALT describe key features of Te Hāhi Mihingare in Aotearoa and how it relates to Māori communities.
• WALT compare selected Christian and Māori-informed spiritual practices respectfully, using evidence from sources.
• WALT analyse a Māori Christian hymn for meaning, language choices, and worldview connections.

Success criteria

• I can describe the message of Acts 17:26–27 and link it to cultural understanding.
• I can compare Christian and Māori spiritual practices using respectful, accurate language.
• I can identify ways Māori have adapted Christian beliefs to fit their worldview.
• I can interpret verses from a Māori Christian hymn and explain what they teach about faith and God.

Curriculum links

• Religious education learning: understanding beliefs, practices, and the meaning faith has for communities.
• Key competency: thinking—using evidence to make comparisons and form reasoned conclusions.
• Key competency: relating to others—showing respect when discussing faith and culture.
• Key competency: communicating—presenting ideas clearly using structured responses.

Lesson structure (60 minutes)

0. 5 min — DO NOW activity: Quick faith reflection Students write down one thing they already know or believe about faith or belief systems. Then, share briefly with a partner to activate prior knowledge and focus attention.

1. 4 min — Welcome and lens Students settle and recall the unit theme “Wairuatanga and Belief Systems.” The teacher shares today’s focus: Te Hāhi Mihingare connections and God’s presence in all cultures from Acts 17:26–27.

2. 10 min — Bible focus: Acts 17:26–27 Teacher reads the passage aloud (with a printed copy). Students underline phrases about “one man,” “all nations,” and “reach out.” In pairs, they discuss: what might it mean for God to be present across cultures?

3. 12 min — Te Paepera Tapu: language and worldview Teacher introduces Te Paepera Tapu (Holy Bible) and briefly explains that Māori have engaged with Christian texts through te reo Māori and translated understandings. Students complete a short comparison table: “What English says” vs “What Māori wording suggests” (using teacher-provided excerpts only).

4. 14 min — Christianity in Aotearoa: Mihingare connections chart In groups, students use a comparative chart showing: early contact → adoption/translation of Christian teaching → Māori church life (Te Hāhi Mihingare) → shared values (e.g., faith, guidance, community). Teacher supports with a timeline and emphasises respectful, evidence-based statements.

5. 10 min — Hymn analysis: meaning and faith Students read a selected short section from a Māori Christian hymn (teacher-provided). Individually they highlight words/ideas connected to whakapono, God, hope, or guidance. Then students share one interpretation with a partner: “What does this verse teach about reaching out for God?”

6. 7 min — Class discussion: compare practices Teacher facilitates a structured discussion using sentence starters:

• “In Christianity, faith can mean…”
• “In Māori-influenced Christian practice, faith can also connect to…” Students keep responses respectful and avoid “either/or” judgments.

7. 3 min — Exit reflection (ticket out) Students write a short response: one way Acts 17:26–27 supports the idea of God’s presence across cultures, and one example of Māori adaptation of Christian belief.

Teaching Strategies

• Cooperative learning: Encourage students to work in pairs or groups to discuss and explore faith concepts, fostering peer interaction and shared understanding.
• Use of visual aids: Incorporate charts, timelines, and printed excerpts to support diverse learning styles and make abstract ideas more concrete.
• Questioning techniques: Use open-ended and reflective questions to stimulate critical thinking and personal connection to the material.
• Culturally responsive teaching: Recognise and respect students' cultural backgrounds by including Māori perspectives and encouraging respectful dialogue about faith and belief systems.

Resources

• Printed copies of Acts 17:26–27 (English, and te reo Māori if available in class packs)
• Teacher-prepared excerpts of Te Paepera Tapu (te reo Māori and English comparison text)
• Comparative chart template (timeline and features)
• Short selected Māori Christian hymn excerpt(s) with printed lyrics
• Highlighters or coloured pens, pens/pencils
• Group roles cards (reader, summariser, evidence-finder, reporter)
• Student notebooks or reflection slips for exit ticket

Assessment

• Formative: observe group chart contributions for evidence-based claims and respectful comparison language.
• Formative: review hymn interpretation for understanding of whakapono-related ideas and connections to worldview.
• Summative-in-mini: exit reflection shows understanding of Acts 17:26–27 and one example of cultural adaptation.

Differentiation

• Support: provide sentence starters, a partially completed comparison chart, and vocabulary cues written in simple sentences (without overloading).
• Support: allow students to underline pre-identified key phrases in Acts 17 before discussion.
• Extension: ask students to add one “reason” to their comparisons (e.g., how language choice in the hymn changes meaning or emphasis).
• EAL/SEN: use bilingual text where available, provide audio reading options, and permit oral responses before writing (then assist with short structured writing frames).