The Power of Prayer

Overview

Unit: One Family, Many Faces (Lesson 11 of 20)
Year levels: 0-1
Duration: 30 minutes
Class size: 20 students
Subject: Religious Education
Curriculum alignment: New Zealand Curriculum Refresh (Te Mātaiaho and NZC)
Context: Exploring the role of prayer in different cultures and how it connects families to God and each other.

Learning Outcomes

WALT (We Are Learning To)

Understand that prayer is a way people from different cultures connect with God and their families.
Recognise that prayer can take many forms in different families.
Express simple ideas about how prayer brings people together.

Success Criteria

I can talk about what prayer means to different families.
I can share a story or action about prayer.
I show respect for different ways people pray and connect with God.

Curriculum Links

Learning Area: Religious Education (aligned with NZC Refresh principles and values)

Vision & Principles: Supports holistic development, cultural inclusivity, and well-being through exploring spirituality and family connections.
Values: Respect, Diversity, Empathy, and Community.
Key Competencies:
- Relating to others — engaging respectfully in discussions about prayer and cultures.
- Participating and contributing — sharing personal and cultural stories.
- Using language, symbols, and texts — listening and communicating ideas about prayer.
Learning Area Statement: Religious education fosters students' understanding of beliefs and practices that shape people's lives, enhancing social inclusion and cultural knowledge.

Achievement Objectives (Years 0-1)

Begin to recognise simple beliefs and practices about spirituality and family connections from different cultures.
Share ideas and stories about family life and what matters to them.
Develop respect and empathy for diverse family traditions and beliefs.

Lesson Plan Details

Time	Activity	Description
0-5 min	Welcome and Introduction
Teacher gathers students in a circle for a short discussion: "What is prayer? Who do people talk to when they pray?" Introduce the idea that many families pray in different ways to connect with God and each other.	Circle time, visual icons representing prayer (e.g., hands folded, candles, music notes)	Relating to others, Using language
5-12 min	Story Time: Prayer Around the World
Read a simple, illustrated storybook featuring prayers from different cultures / families (e.g., Māori karakia, Christian prayer, Hindu prayer chant) highlighting the connection to family and God. Pause to comment and ask questions to check understanding: "How do the families pray? How do you think it makes them feel?"	Picture book or teacher-made story cards depicting prayer moments	Using language, Participating and contributing, Relating to others
12-18 min	Group Discussion and Sharing
Invite 3-4 students to share how their family prays or a special family moment related to prayer. Encourage respectful listening and simple language. Teacher facilitates, modelling respectful responses and linking ideas about family love and connection through prayer.	Classroom seating in circle, sentence starters for students if needed (e.g., "In my family...")	Relating to others, Participating and contributing
18-27 min	Creative Prayer Activity
Interactive exploration: Students create a "Prayer Chain" using coloured paper strips. Each student draws or dictates a simple prayer or message about love, family, or thankfulness. The strips are connected into a circle to symbolise unity and connection. Teacher helps scaffold the words ("We pray for...") and encourages sharing as they add strips.	Paper strips, crayons/markers, stapler/tape, visual word prompts	Using language, Participating and contributing, Managing Self
27-30 min	Reflection and Closing
Sit in a circle. Prompt students to share how prayer can help families feel close, even if they do it differently. Teacher recaps WALT and success criteria, praises participation. Close with a simple group prayer or moment of silence inclusive for all beliefs.	Circle seating	Relating to others, Managing self

Differentiation / Inclusivity

Provide sentence starters and visuals to support emerging language learners.
Accept all forms of expression (oral, drawing) for the creative prayer activity.
Recognise and respect non-praying families by including options for thankfulness or moments of quiet reflection.
Incorporate te reo Māori karakia as part of inclusive cultural practice supporting local tikanga Māori and te ao Māori in line with NZC principles.

Assessment / Evidence of Learning

Teacher observation of student participation in discussions and sharing.
Student contributions to the Prayer Chain showing understanding of prayer’s connection to family and God.
Informal verbal feedback during and after the story to assess comprehension.
Self-assessment with simple thumbs-up/down on whether they felt included and understood the lesson.

Learning and Teaching Notes

Emphasise respect for diversity in spiritual practices in a safe and inclusive classroom environment.
Scaffold vocabulary related to prayer, family, and connection.
Use culturally responsive pedagogies by integrating Māori perspectives respectfully.
Link learning to the social sciences curriculum by discussing family roles and traditions.
Time management is crucial; keep activities brief and interactive to suit year 0-1 attention spans.

By following this plan, teachers will meet the New Zealand Curriculum Refresh's goals for inclusive, culturally aware religious education that nurtures key competencies like relating to others and using language meaningfully while celebrating the diverse ways families connect spiritually.

References

New Zealand Curriculum Refresh — Principles, Values, Key Competencies: Pages 8-13 of New Zealand Curriculum.html files
Religious Education learning area statements and alignment to key competencies
Te Mātaiaho curriculum alignment: English and cultural responsiveness guidance
School community inclusion of tikanga Māori and equitable outcomes for Māori students

(Full citations provided on request.)

Teaching Instructions