We Belong

Overview

Today we learn that we are all part of God’s family. We explore that God our Father created everyone, so we are brothers and sisters, and we understand the difference between “Church” with a capital C and a church building with a small c.

Learning intentions

WALT (We Are Learning To):

• Develop an understanding that we are all part of God’s family.
• Explain that God our Father created everyone, so we are brothers and sisters.
• Tell the difference between Church (global Catholic Christian community) and church (a worship building).

Success criteria

I can…

• Say that God our Father created everyone.
• Describe “brothers and sisters” as people who belong together in God’s family.
• Explain that “Church” (capital C) means the global Catholic Christian community.
• Identify that “church” (small c) is a building where people worship.

Curriculum links

• Religious education aligns with the refreshed New Zealand Curriculum’s emphasis on learning that builds students’ understanding of themselves and others, and supports respectful participation in communities.
• Key competencies: Thinking (making sense of ideas about belonging), Relating to others (showing care for brothers and sisters), and Participating and contributing (taking part in class discussions and shared responses).
• Communication: sharing ideas and listening to others during “I DO / WE DO / YOU DO” activities.

Lesson structure (30 minutes)

1. 0–4 min · Hook (I DO: a shared idea). Teacher reads a short, simple faith message: “God our Father created everyone. That means we are brothers and sisters.” Teacher models one sentence response: “I belong to God’s family because…”.

2. 4–10 min · God’s family talk (WE DO: guided discussion). Teacher shows two pictures or objects: one labelled “Church” and one labelled “church building.” Students do a class sort: teacher reads the labels and students decide whether each belongs to “Church” (capital C) or “church” (small c), using thumbs up/down to show agreement. Teacher confirms:

• “Church” with a capital C = the global Catholic Christian community (from Pope to newly baptised baby).
• “church” with a small c = a building designed for worship.

3. 10–16 min · Belonging circle (WE DO: movement and listening). Teacher draws a large circle on the floor or board labelled “God’s family.” Students place small paper “people” cut-outs into the circle when teacher says, “God created everyone—so you are my brother/sister.” Teacher models respectful language: “I care about you” and “We belong together.”

4. 16–22 min · Activity stations (YOU DO: choice task). Students rotate or choose one of two quick tasks (teacher supports where needed):

• Task A: “Belonging sentence strip” — students complete the sentence starter: “I am part of God’s family because __________.” (Provide sentence starters for support.)
• Task B: “Church or church?” — students match 6 picture cards to either “Church” or “church.” Teacher circulates, checking understanding with quick prompts: “What does capital C mean?” and “Is this a building or the whole community?”

5. 22–26 min · Sharing (YOU DO: partner talk). Students turn to a partner and share one completed sentence or one correct match. Teacher uses a short talk frame on the board: “God created everyone, so we are __________.” and “Church means __________; church means __________.”

6. 26–30 min · Exit check (quick assessment). Each student answers on a mini whiteboard or card:

• Draw a small circle and write: “church” (small c) is a building for worship.
• Write one word: “brothers” or “sisters” (whichever fits their sentence).
• Finish: “God our Father created ________.” (everyone)

Resources

• Large “God’s family” circle (whiteboard/floor paper)
• Picture cards: Pope, newly baptised baby, church building (for small c)
• Label cards: “Church” (capital C) and “church” (small c)
• Sentence starter strips for students
• Paper “people” cut-outs or small stickers
• Mini whiteboards or exit cards, pens
• Hand signals for quick responses (thumbs up/down)

Assessment

• Teacher observation during label sorting: can students distinguish “Church” (capital C) from “church” (small c)?
• Listening and response during partner talk: can students use “brothers and sisters” appropriately?
• Exit check: students complete “God our Father created everyone” and identify church/building meaning.

Differentiation

• Support: provide sentence starters, word banks (“God our Father”, “everyone”, “brothers”, “sisters”, “Church”, “church”), and one-to-one check-ins during stations.
• Support for younger or emerging readers: allow drawing instead of writing for the sentence strip; teacher reads prompts aloud.
• Extension: invite students to add a second sentence: “I can show I care by __________” (e.g., sharing, including others).
• EAL/SEN: use visual cards and modelling; rehearse talk frames and provide gestures for key meanings (capital C = whole community; small c = building).

Word count / length

This plan is designed to fit within 30 minutes for year 1 and year 2 students, with clear “I DO / WE DO / YOU DO” steps and adequate time for understanding.