Hauora and Midterm Check-In

Curriculum Area and Level

• Subject: Health
• Level: Year 10 (Aligned with The New Zealand Curriculum – Health and Physical Education, Level 5)
• Strand: Personal Health and Development
• Key Competencies: Thinking, Relating to Others, Managing Self

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Lesson Objective

By the end of this 20-minute lesson, students will:

• Reflect on their current well-being using Te Whare Tapa Whā (The Māori holistic model of health).
• Identify areas where they need support and explore strategies to improve personal well-being.
• Express emotions creatively through a short art activity as a mindfulness exercise.

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Lesson Structure (20 minutes total)

1. Introduction – The Importance of Well-being (2 minutes)

• Greet the class warmly and set a calm tone for the lesson.
• Briefly explain the purpose of a midterm well-being check-in and why looking after mental, emotional, physical, and spiritual health is essential.
• Introduce Te Whare Tapa Whā, explaining its four pillars:
  1. Taha Tinana (Physical Health) – How does your body feel?
  2. Taha Wairua (Spiritual Well-being) – Do you feel a sense of purpose or connection?
  3. Taha Whānau (Social Well-being) – How connected do you feel with others?
  4. Taha Hinengaro (Mental and Emotional Well-being) – How are your thoughts and emotions?

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2. Individual Reflection – Well-being Self-Check (6 minutes)

• Hand out a Well-being Check-In Sheet with four simple reflection prompts (one for each pillar). Example questions:
  • What’s one thing I’m doing well for my physical health?
  • Who has supported me most this term?
  • When did I last do something that made me feel uplifted?
  • What’s one small change I’d like to make to help my well-being?
• Students circle an emoji that best reflects how they feel overall.
• They do NOT need to share their answers unless they choose to.

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3. Pair and Share – Discuss Strategies (5 minutes)

• In pairs or small groups, students choose one aspect of well-being and share a positive habit or a strategy they use to improve it.
• Encourage students to learn from each other and adopt a new well-being practice they haven’t tried before.
• Teacher facilitates by walking around, listening, and prompting deeper thinking where needed.

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4. Creative Expression – Art-Based Mindfulness Activity (5 minutes)

• Hand out small blank cards and colouring materials.
• Ask students to draw or doodle something that relaxes them or brings them joy (e.g. nature, patterns, symbols, animals).
• Soothing background music plays while they work.
• Optional: Students can take their art home, stick it in their books, or place it on a ‘Well-being Wall’ in the classroom.

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Wrap-Up and Reflection (2 minutes)

• Reinforce that checking in with yourself is an ongoing habit.
• State a key message: Small daily actions support overall well-being.
• Ask students to think of one take-away message or a positive action they will apply this week.

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Teacher Notes

• Differentiation: Students who prefer not to speak aloud can journal their thoughts instead.
• Mātauranga Māori: The use of Te Whare Tapa Whā ensures cultural responsiveness.
• Assessment: Informal reflection – gauge participation and emotional well-being through observations.
• Resources Needed:
  • Printed Well-being Check-In Sheets
  • Small blank cards (business card size or A6)
  • Colouring pencils/markers
  • Calm instrumental music for mindfulness part

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This lesson weaves together well-being reflection, social interaction, and creativity – providing a holistic and meaningful midterm check-in experience for Year 10 students.