Shared Spiritual Ground

Overview

In this lesson, students compare Māori wairuatanga with their chosen global religion from Discovering Diversity in Aotearoa (Jocelyn Armstrong). They identify similarities and differences in beliefs, practices, sacred spaces, and community roles, building respectful understanding through a shared spiritual lens.

SKILLS NEEDED

• Communication
• Critical thinking
• Empathy

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TEACHING STRATEGIES

• Group discussions
• Reflective journaling
• Multimedia presentations

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DO NOW

Write down what spirituality means to you in three sentences.

Learning intentions

• WALT compare Māori wairuatanga and a global religion by identifying both similarities and differences.
• WALT describe key beliefs, practices, sacred spaces, and community roles for each system.
• WALT explain how respect and “becoming all things to all people” can guide cultural understanding.
• WALT present comparisons clearly using evidence from classroom research.

Success criteria

• I can use a Venn diagram to show specific similarities and differences, with brief evidence.
• I can accurately summarise core beliefs, practices, and roles for both belief systems.
• I can explain why respect matters when learning about another culture or faith.
• I can contribute to a comparison presentation that is clear and balanced.

Curriculum links

• Religious education supports the curriculum intent of exploring how people make meaning, live by values, and participate in communities.
• Students develop understanding of faith and spirituality and how beliefs shape practices and identity.
• Students practise respectful dialogue and communication in diverse settings.
• Students build inquiry skills by using research, organising information, and presenting findings.

Lesson structure (60 minutes)

1. 6 min | Opening reflection and focus Students listen to 1 Corinthians 9:22: “I have become all things to all people…” and briefly discuss what “respecting others” looks like in class discussions. Teacher sets the purpose: finding common ground without flattening differences.

2. 10 min | Revisit prior learning and set comparison targets Quick recap from Lesson 5: how Māori wairuatanga is understood through relationships, spiritual presence, and lived practices. Students review their research notes/teacher-provided prompts for their chosen religion (e.g., beliefs, practices, sacred spaces, community roles).

3. 18 min | Venn diagram: guided comparison In pairs, students complete a Venn diagram with four comparison categories: beliefs, practices, sacred spaces, community roles. Teacher circulates with guiding questions:

• What do people believe about the sacred or spiritual?
• What actions show those beliefs?
• Where do people gather or connect spiritually?
• How does the community support members spiritually and socially? Students add short evidence phrases (not long paragraphs).

4. 12 min | Research check: evidence and accuracy Students choose one “similarity” and one “difference” they are most unsure about. They re-check their notes and sources (text/class materials) to confirm accuracy. Teacher reminds: cultural understanding includes avoiding assumptions and using careful language.

5. 10 min | Build presentation outline Students create a 1-page comparison plan (or slide outline) using a simple structure:

• Intro sentence connecting to 1 Corinthians 9:22 and respect
• Two beliefs comparisons
• Two practice comparisons
• Two sacred space/connection comparisons
• One community role comparison
• Closing reflection: what common ground looks like, and what distinctiveness still matters

6. 4 min | Pair share and feedback Students share outlines with a partner using one feedback question each: “What evidence did you use?” or “Where did you show respect for difference?”

7. 6 min | Closure: respectful learning commitment Whole-class wrap: students contribute one “common ground” idea and one “difference” idea that they now understand better. Teacher reinforces respectful inquiry and appropriate language.

Resources

• Discovering Diversity in Aotearoa (Jocelyn Armstrong) excerpts or class set (as provided by teacher)
• Teacher-made Venn diagram template (with four categories)
• Student research notes from previous lessons
• Writing paper or devices for outline/presentation planning
• Copies or printed cards of 1 Corinthians 9:22 (for reference)
• Sentence starters for respectful comparison (e.g., “In this tradition…”, “A difference I notice is…”)
• Markers/pens for diagram annotations
• Timer/projector for time management

Assessment

• Formative: teacher observation of Venn diagram entries for accuracy, specificity, and balanced comparison.
• Formative: review of each student’s presentation outline for clear structure and evidence-based claims.
• Self/peer: quick pair feedback focused on evidence and respectful language.

Differentiation

• Support: provide sentence starters and a partially completed Venn diagram; allow students to use short bullet evidence instead of full sentences.
• Support: offer a “choice menu” for presentation formats (poster outline, paragraph plan, or slide bullets).
• Extension: require one deeper explanation in the closing reflection: how beliefs/practices connect to identity and values in both systems.
• EAL/SEN: reduce cognitive load by focusing on one similarity and one difference first, then expanding; allow oral rehearsal before writing; clarify vocabulary like “sacred space,” “practice,” and “community role.”