Lesson Plan: Understanding Te Whare Tapa Whā in Year 7 Physical Education & Health

Curriculum Context

This lesson is designed for Year 7 students in New Zealand, focusing on the Physical Education & Health learning area. It aligns with the Health and Physical Education strand of the New Zealand Curriculum, specifically targeting personal health and physical development, with an emphasis on the mental health component through the Maori holistic model of health, Te Whare Tapa Whā.

Lesson Duration

50 minutes

Class Size

10 students

Learning Objectives

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

1. Explain the concept of Te Whare Tapa Whā and its relevance to personal well-being.
2. Identify and describe the four dimensions of health according to Te Whare Tapa Whā: Taha Tinana (Physical Health), Taha Hinengaro (Mental Health), Taha Whānau (Family Health), and Taha Wairua (Spiritual Health).
3. Reflect on and assess their own well-being across the four dimensions.

Materials Needed

• Whiteboard and markers
• Four large pieces of paper or poster boards
• Markers, crayons, and other art supplies for poster creation
• Printed worksheets for individual reflection (optional)

Lesson Outline

Introduction (10 minutes)

1. Warm-Up Activity: Start with a brief physical warm-up (e.g., stretching, simple aerobics) to energise the class.
2. Introduction to Te Whare Tapa Whā:
   • Explain the concept of Te Whare Tapa Whā, developed by Sir Mason Durie in 1984 to encompass the Māori perspective on health.
   • Discuss how each dimension is crucial and how they interconnect to support overall well-being.

Main Activity (30 minutes)

1. Group Work: Poster Making:

   • Divide the class into four groups. Assign each group one dimension of Te Whare Tapa Whā.
   • Provide each group with a poster board and art supplies.
   • Instruct students to create a poster that represents their assigned dimension, including definitions, examples, and illustrations.
   • Encourage creativity and ensure that students incorporate both textual information and visual elements.

2. Presentations:

   • Have each group present their poster to the class, explaining the key aspects of their dimension and how it affects personal well-being.
   • Allow time after each presentation for questions and answers to encourage deeper understanding and interaction.

Reflection and Discussion (10 minutes)

1. Individual Reflection:

   • Hand out worksheets (or use verbal reflection if preferred) where students assess their own well-being across the four dimensions of Te Whare Tapa Whā.
   • Questions can include: "Which area do you feel strongest in?" "Which area would you like to improve?"

2. Group Discussion:

   • Lead a discussion on how students might enhance their well-being in each dimension.
   • Discuss the importance of balance among the four dimensions and strategies to maintain or improve overall health.

Conclusion (5 minutes)

1. Recap: Quickly summarise the key points learned about Te Whare Tapa Whā and its importance to holistic health.
2. Closure Activity: Encourage students to think of one action they can take in the coming week to enhance one area of their health according to Te Whare Tapa Whā.

Assessment

Formative assessment will be conducted through group presentations and individual reflections to gauge understanding and personal application of the Te Whare Tapa Whā model.

Additional Resources

• Te Whare Tapa Whā model explanation by the Ministry of Health NZ
• Health and PE in the NZ Curriculum

This lesson plan is tailored to help students understand and apply Te Whare Tapa Whā in a meaningful way, contributing to their holistic development in health and physical education.