The Good Shepherd

Year Level

Year 13

Duration

45 minutes

Class Size

20 students

Unit Title

Exploring the Gospel of John
(Lesson 7 of 12)

Context and Curriculum Alignment

This lesson aligns with the New Zealand Curriculum, focusing on Religious Education as a learning area embedded in social sciences and English through critical reading and interpretation of texts. The teaching will develop students’ critical thinking, ethical reasoning, and the values and key competencies central to the NZ Curriculum, particularly:

Vision: Encouraging young people to become confident, connected, actively involved lifelong learners
Principles: Including cultural diversity and community engagement, recognising local tikanga Māori, mātauranga Māori, and te ao Māori
Values: Respect, Integrity, and Responsibility, applied through exploring Christian leadership models
Key Competencies: Thinking; Relating to others; Using language, symbols and texts

The lesson supports the curriculum’s focus on Navigating pathways and developing agency to help shape the future (Phase 5 for Years 11-13), by helping students reflect on their own leadership and ethical responsibilities through engagement with biblical leadership concepts.

Learning Objectives

By the end of this lesson, students will be able to:

Understand the metaphor of Jesus as the Good Shepherd in John 10:11-18.
Analyse the nature and qualities of Jesus' leadership as portrayed in this passage.
Evaluate how these leadership qualities contrast with other models of leadership they know.
Reflect critically on the implications of Jesus’ leadership for their own lives and leadership roles.

Resources Required

Copies of John 10:11-18 (Bible text or printed excerpts)
Whiteboard and markers
Student notebooks or digital devices for note-taking
Prepared question prompts for discussion
Short video clip or artwork depicting the Good Shepherd (optional, for visual stimulus)
Reflection worksheet for the final activity

Lesson Breakdown

Time	Activity Description	Purpose
5 min	Introduction & Context Setting
Briefly recap the previous lessons on the Gospel of John. Introduce the focus on John 10:11-18, explaining the metaphor of the Good Shepherd. Upload or write the passage on the board.	Activate prior knowledge and set the lesson’s focus, orientating students to close reading of a key text.	Values – Integrity and Respect; Key Competencies – Thinking, Using Language; Principles – Cultural diversity by acknowledging biblical text significance.
10 min	Close Reading & Group Analysis
In small groups, students read John 10:11-18, identifying key phrases describing Jesus’ leadership (e.g., “I am the good shepherd. The good shepherd lays down his life for the sheep.”). They answer: What qualities of leadership does Jesus demonstrate? How does the shepherd care for the sheep?	Develop comprehension and analysis skills using textual evidence. Foster collaborative learning and encourage critical thinking.	English – Critical thinking and interpreting texts (English years 11-13); Social Sciences – analysing ideas and ethics.
10 min	Class Discussion
Groups share their insights. Teacher prompts deeper inquiry: What kind of leader is Jesus according to this passage? How does this leadership style differ from worldly leadership models? What does it mean to “lay down his life” in leadership?	Deepen understanding by comparing perspectives and promoting higher-order thinking about leadership qualities.	Values – Responsibility; Key Competencies – Relating to others, Thinking; English – Speaking and listening for meaning and effectiveness.
10 min	Personal Reflection
Students individually reflect and write on: How can the qualities of the Good Shepherd influence their own approach to leadership or responsibility in school, community, or future work? Use a guided worksheet with specific prompts.	Encourage students to make personal and ethical connections to the text, fostering self-awareness and agency.	Key Competencies – Managing self, Thinking; Health & PE – Well-being and ethical decision making.
5 min	Summing Up & Exit Task
Summarise key learning points. Ask students to share one new insight about leadership they gained. Optionally, assign a short take-home journaling task connecting the Good Shepherd image to a leadership situation in their life.	Consolidate learning, provide closure, and encourage ongoing engagement beyond the classroom.	English – Reflective writing; Values – Integrity and Respect.

Assessment and Feedback

Formative assessment through observation of group work and class discussion contributions.
Reflection worksheet acts as informal written assessment on understanding and personal application.
Teacher feedback to students individually or collectively to affirm critical engagement and encourage depth in reflection.

Differentiation and Inclusion

Provide audio reading of John 10:11-18 for students with literacy needs.
Offer sentence starters and graphic organisers for students needing support with written reflections.
Enable use of digital devices to type reflections if preferred.
Encourage use of Māori concepts of leadership (manaakitanga, kaitiakitanga) to make local cultural connections where appropriate, respecting Te Tiriti o Waitangi principles embedded in curriculum.

Extension Ideas

Compare the Good Shepherd leadership metaphor with a leadership model from another religion or culture studied earlier in the course.
Creative response: students create an artistic representation (poem, painting, drama) of the Good Shepherd as leader.
Debate: “Is the leadership of Jesus effective in contemporary society?”

References to the New Zealand Curriculum

Vision for Young People (p.8): Engage students actively and confidently with powerful ideas and learning through the biblical text.
Principles (p.9): Including cultural diversity, and how this lesson supports students’ understanding of diverse beliefs and values.
Values (p.10): Integrity, Respect, and Responsibility featured prominently in exploring leadership.
Key Competencies (pp.12-13): The lesson explicitly develops Thinking, Relating to others, Using language, symbols and texts, and Managing self.
Learning Area – Social Sciences and English: The lesson develops critical analysis and understanding of ethical, social, and historical contexts through religious texts relevant to students’ cultural and personal development,,.

This detailed plan provides a rigorous, reflective, and culturally responsive approach to exploring leadership in the Gospel of John, perfectly suited to Year 13 students preparing for deeper engagement with religious, ethical, and social issues.

Teaching Instructions