Special Relationship

Overview

This 30-minute lesson is designed for Year 1 students in New Zealand to explore the special relationship they have with God, seen as a taonga (treasure). It aligns with the New Zealand Curriculum Refresh and integrates key competencies, the Principles and Values of the curriculum, and culturally responsive pedagogy respecting Te Tiriti o Waitangi. The lesson is the first in an 8-lesson unit titled "Growing Closer to God."

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Learning Objectives

• WALT (We Are Learning To):
  Recognise our relationship with God as a special taonga.

• Success Criteria:

  • I can share why my relationship with God is important.
  • I can recognise that God is a special treasure (taonga) in my life.

• Curriculum Alignment:

  • Religious Education (infused within Social Sciences & The Arts): Exploring identity and beliefs in ways appropriate for Year 1.
  • Key Competencies:
    • Relating to others: Sharing ideas about God respectfully with peers.
    • Using language, symbols, and texts: Sharing and representing ideas about God through discussion and art.
    • Managing self: Listening and expressing personal thoughts confidently.
  • Values: Respect for diversity, empathy, and stewardship, including respect for spiritual beliefs as taonga.
  • Principles:
    • High Expectations – encourage all students to participate in sharing ideas.
    • Cultural Diversity – integrating Māori concept of "taonga" to frame understanding.
    • Inclusion – differentiation ensures all learners are supported.

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Materials

• Visual aids: pictures/photos of taonga (e.g., a treasured object, a heart, a kete), and symbols representing God (cross, light, nature)
• Large print texts and key vocabulary cards (e.g., Taonga, God, special, relationship)
• Plain paper, markers, crayons for drawing
• Personal "Taonga" template poster (optional extension)

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Lesson Plan — 30 minutes

Time	Activity	Description	Support/Differentiation
0–5 min	Introduction & WALT	Circle time – teacher introduces WALT: “We are learning to see our relationship with God as a special taonga.” Show simple visual aids to explain "taonga" (treasure). Discuss what a taonga is (something very special we keep safe).	Use large print key words, simple language, and visuals. Repeat vocabulary together. Use gestures.
5–12 min	Discussion and Storytelling	Teacher reads a short story/storyboard about a child thinking about what makes God special to them (e.g., kindness, love, being with me always). Pause to ask simple questions: “Why do you think God is special to the child?” “What makes something a taonga?”	Provide sentence starters: “God is special because…” or “My taonga is…” Visual cues to help understanding. Allow partner talk for sharing ideas.
12–20 min	Creative Expression — Drawing Activity	Children draw or colour something that represents their special relationship with God on paper. This could be a heart, a cross, or anything they feel shows their taonga. Teacher circulates, encouraging description: “Can you tell me why this is special?”	Allow options to draw or colour for different abilities. Use visual aids and labels. Provide help with vocabulary for those who need.
20–26 min	Sharing Time	Invite volunteers (or small groups) to share their drawings and say why their relationship with God is important to them. Reinforce the idea of taonga as precious and respected.	Encourage positive, respectful listening. Use prompts to support sharing. Celebrate all contributions warmly.
26–30 min	Wrap-Up and Extension Introduction	Recap WALT and success criteria. Explain that later in the unit, students can make a personal “taonga poster” about what God means to them.	Use simple summarising sentences. Provide the “taonga” poster template for advanced learners as an extension.

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Differentiation Strategies

• Visual aids: Key for making the abstract concept of "relationship with God" tangible.
• Sentence starters & simple language: Supports ELL or students with language difficulties.
• Partner talk: Allows peer support for verbal learners or those needing encouragement.
• Hands-on drawing: Engages diverse learning styles and fine motor skill ranges.
• Extension for advanced learners: Creating a personal “taonga” poster expressing their understanding through words and images.
• Dyslexia-friendly: Use of large, clear fonts; short sentences; and teacher read-aloud for any written material.

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Assessment

• Formative: Teacher observations during discussions and sharing to assess students' ability to express why their relationship with God is important.
• Informal verbal check: "Can you tell me what makes God a taonga to you?"
• Collection of drawings as evidence of understanding symbolic representation.

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Reflection & Teacher Notes

• Note any students needing extra support with vocabulary or expression and plan for targeted small group work.
• Reinforce cultural significance by explaining "taonga" is a Māori word highlighting the treasure-like nature of spiritual relationships, connecting to local tangata whenua contexts.
• Keep the tone supportive and positive, emphasising respect for all students’ beliefs and ideas.
• Link to other key curriculum areas such as English (oral language development) and The Arts (creative expression).

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Alignment with New Zealand Curriculum Refresh

• Supports progressing learners in using language and symbols to express ideas (Key Competency: Using language, symbols, and texts).
• Encourages managing self and relating to others through sharing thoughts and listening respectfully.
• Embeds Māori concepts, supporting cultural responsiveness and Treaty obligations.
• Succinctly fits the Phase 1 (Years 0–3) focus on developing communication, identity, and connection through literacy and shared stories.
• Matches the structure of WALT and Success Criteria as promoted in recent curriculum guidance, including differentiation and dyslexia-friendly support .

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If you would like, I can also help create printable resources (such as the "taonga" poster template) or suggest visual stories for this lesson.