Vocation & Diversity

Lesson 9 of 11: Vocation & Family Diversity: Celebrating Differences

Year Level: 7
Subject: Religious Education
Duration: 45 minutes
Class Size: 25 students

Context

This lesson is part of the unit "Hokakatanga: Embracing Our Identity" focusing on recognising and respecting diversity in relationships and family structures. It integrates Catholic social teaching on the family as the domestic church (Amoris Laetitia 66) and connects with the New Zealand Health and Physical Education Curriculum (Achievement Objectives 2.4 and 3.5) and Tō Tātou Whakapono (Achievement Objective 5.1). It also aligns with the National Catholic Religious Studies (NCRS) 2021 document (p. 50).

Learning Intentions (WALT)

We Are Learning To:
- Recognise and respect diversity in relationships and family structures.
- Understand the concept of vocation in relation to personal identity and family life.
- Appreciate the family as the 'domestic church'—a key element in Christian vocation.
- Make connections between religious teachings, personal identity, and health/physical education concepts about relationships.

Success Criteria

Students will be able to:

Identify different family structures and describe how each contributes positively to community life.
Explain the concept of vocation and how it relates to family roles and personal identity.
Show respect for diverse family forms by articulating positive contributions of different family setups.
Make links between religious teachings on the Body of Christ and family life.
Reflect on how embracing diversity in families supports well-being (haumaru) for themselves and others.

Curriculum Links

New Zealand Curriculum Refresh (2023)

Religious Education:
- Engage with identity, culture, and spirituality in contexts meaningful to students (aligned with "Hokakatanga" - Embracing Identity).
Health and Physical Education:
- AOs 2.4: Recognise how diverse family and friendship relationships contribute to health and well-being.
- AOs 3.5: Respect different cultural values and practices in family and interpersonal relationships.
Tō Tātou Whakapono:
- AO 5.1: Understand the Church's teaching on vocation and family as the domestic church.
NCRS 2021 (p. 50):
- Incorporates teaching on Amoris Laetitia 66 about the family as the "domestic church" and the "Body of Christ."

Key Competencies Developed

Relating to Others: Empathy, recognising and valuing diversity in relationships.
Participating and Contributing: Participating respectfully in discussions about identity and family diversity.
Thinking: Reflecting critically on personal and societal ideas about vocation and family.

Resources Needed

Whiteboard and markers
Printed family diversity scenario cards (different family types and vocations)
Bibles or printed excerpts of Amoris Laetitia paragraph 66
Chart paper and markers for group work
Post-it notes or cards for reflection activity
Copies/excerpts from Tō Tātou Whakapono (AO 5.1) and NCRS 2021 (p. 50)

Lesson Outline

Time	Activity	Description	Success Criteria Focus
0–5 mins	Welcome, Karakia, and Introduction	Begin with a short karakia (prayer) to open the lesson. Briefly recap previous lessons on identity from the unit. Introduce today’s focus on vocation and family diversity. State the WALT and briefly explain the success criteria.	Students understand the purpose and goals of the lesson.
5–15 mins	Exploring the Body of Christ & Domestic Church	Share and discuss excerpt from Amoris Laetitia (para 66) describing the family as the domestic church and part of the Body of Christ. Use simple language for Year 7 students. Facilitate a short discussion: How is your family like the Body of Christ? What does it mean to be part of a community?	Students can identify and explain the family as a domestic church and its link to vocation.
15–30 mins	Family Diversity Scenario Exploration (Group Work)	Split students into 5 groups. Provide each with a scenario card describing a different family structure (e.g., single parent, extended whanau, blended families, foster families, same-sex parents). Each group discusses:

What is special about this family?
What challenges might they face?
How do they live out their vocation or show love and care?
Groups prepare a quick 1-2 min presentation. | Students recognise diverse family forms, reflect on their value and vocations within. | | 30–40 mins | Class Presentations and Respectful Dialogue | Each group shares with the class their understanding of the family scenario and how these families contribute to the community/Body of Christ. Teacher facilitates affirming responses emphasising respect and diversity acceptance. Connect findings to Health and PE AO 2.4 and 3.5 regarding respectful relationships. | Students articulate respect and value for family diversity and see the link to wellbeing. | | 40–45 mins | Reflection and Exit Task | Individually, students write one way they can respect family diversity and one thing they learned about vocation. Post these on a board/flipchart. Conclude with a short closing karakia. | Students reflect personally on learning and express understanding of respect and vocation.|

Differentiation and Inclusion

Support learners with additional needs by providing printed keywords and visuals.
Encourage use of sentence starters during group discussion (e.g., “One thing special about this family is…”).
Allow students to express their exit task in bullet points or drawings if that helps.
Emphasise positive and safe sharing environment.

Assessment

Formative assessment through observations during group discussions and presentations.
Check for understanding in the exit reflections to see if students can articulate respect and understanding of vocation.
Use student reflections as evidence toward Health and PE AOs and Religious Education learning aims.

This lesson plan intentionally uses culturally respectful language and emphasizes student voice and diversity, immersing students in the values of respect, empathy, and community belonging—integral to New Zealand's curriculum and the Catholic context.

If you want, I can provide ideas for extension activities or integration with other learning areas to enrich the unit even further.

Teaching Instructions