Understanding Te Whare Tapa Whā

Lesson Overview

Lesson Title: Understanding Te Whare Tapa Whā
Unit: Exploring Hauora Dimensions (Lesson 2 of 3)
Year Level: Year 9
Curriculum Area and Level: Health, Level 4 – Hauora and Wellbeing (NZ Curriculum)
Lesson Duration: 60 minutes
Class Size: 25 students

Learning Objectives

By the end of this lesson, students will:

1. Define and describe the four dimensions of Hauora as represented in the Te Whare Tapa Whā model (Taha Tinana, Taha Hinengaro, Taha Whānau, Taha Wairua).
2. Reflect on how these dimensions relate to their own lives and overall wellbeing.
3. Collaborate effectively with peers to explore examples of Te Whare Tapa Whā in action.

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Lesson Plan

Introduction: Setting the Scene (10 minutes)

1. Teacher-led discussion (5 minutes):

   • Recap the previous lesson's key points on Hauora and its significance in Aotearoa/New Zealand's Health Education curriculum.
   • Introduce today’s learning outcome: A closer look at Te Whare Tapa Whā, including its creator, Sir Mason Durie, and its metaphorical connection to a whare (house) with four walls representing a balanced life.

2. Icebreaker activity (5 minutes): “The Four Corners of Hauora”

   • Designate which corner of the classroom represents each dimension of Te Whare Tapa Whā (Taha Tinana, Taha Hinengaro, Taha Whānau, and Taha Wairua).
   • Teachers call out brief prompts (e.g., "Doing sports," "Speaking to a friend," "Meditating," "Going to a whānau reunion"), and students must move to the corner they think aligns with the activity.
   • Facilitate a quick discussion at each corner about why they chose it.

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Body: Deep Dive into Te Whare Tapa Whā (35 minutes)

Activity #1: Collaborative Analysis (15 minutes)

1. Explain the task:

   • The class splits into four equal groups, each assigned a dimension:
     • Taha Tinana (Physical): Maintaining physical health through exercise, healthy eating, and rest.
     • Taha Hinengaro (Mental/Emotional): Processing thoughts, emotions, and stress.
     • Taha Whānau (Social): Building relationships, family, and community connections.
     • Taha Wairua (Spiritual): Exploring values, beliefs, and purpose.

2. Group work:

   • Each group receives a large piece of butcher paper with their assigned dimension written in the middle and markers.
   • They brainstorm real-life examples of how their dimension positively impacts wellbeing (encourage creative thinking and personal insight).
   • Groups present their findings briefly to the class (2 minutes per group).

Activity #2: Personal Reflection Journal (10 minutes)

• Students individually complete the prompt in their Health journals:
  “Think about a time when you focused on one of these dimensions. How did it make you feel? Which dimension would you like to focus on more, and why?”
• Encourage students to connect this reflection to their personal lives, hobbies, and experiences.

Activity #3: Build Your Own Whare (10 minutes)

• Students work in pairs and receive a worksheet with an outline of a four-sided whare.
• Each side represents one of the dimensions of Hauora.
• Students draw or write examples specific to their lives that fit under each dimension.
  Examples:
  • Taha Tinana: “I go for a walk with my dog on Sundays.”
  • Taha Hinengaro: “I write in my journal when I’m stressed.”
  • Taha Whānau: “I spend time laughing with my cousins.”
  • Taha Wairua: “I feel calm listening to the ocean waves.”

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Conclusion: Wrap-Up and Reflection (10 minutes)

Group Reflection (5 minutes):

• Ask volunteers to share one insight from their reflection journal or whare diagram.
• Facilitate a discussion about balance: What happens if one wall of the whare isn’t stable? How might that affect the other dimensions of Hauora?

Exit Ticket (5 minutes):

• Each student writes one takeaway or action step on a sticky note, answering the question:
  “What’s one small thing you could do this week to strengthen one wall of your whare?”
  • Collect and display on a class Hauora board for ongoing inspiration.

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Differentiation

• Provide creative alternatives for students who may prefer not to write (e.g., drawing or discussing their Hauora examples).
• Check in frequently with students needing extra support and provide sentence starters or prompts.
• For advanced students, challenge them to integrate two or more dimensions in their examples (e.g., playing sports builds Taha Tinana and Taha Whānau).

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Assessment Opportunities

• Informal: Observe group participation and contributions in brainstorming activity.
• Formative: Use reflection journals to gauge individual understanding of Hauora concepts.
• Visual: Evaluate “Build Your Own Whare” diagrams for depth and accuracy.

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Materials Needed

• Butcher paper and markers
• Health journals
• “Build Your Own Whare” worksheet
• Sticky notes

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Teacher Notes

• Encourage students to use their own cultural knowledge to enrich their examples (e.g., relating Taha Wairua to their beliefs about whenua or kaitiakitanga).
• Incorporate te reo Māori terminology throughout the lesson.
• This lesson sets the foundation for Lesson 3, where students will apply Hauora in a practical context (e.g., creating an action plan for balanced wellbeing).

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Extension Activity for Early Finishers

Students can create a class whakataukī (proverb) inspired by Hauora, combining their thoughts about what it means to live a balanced life.

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Reflection After the Lesson

• Were students able to provide thoughtful examples for each dimension of Te Whare Tapa Whā?
• Did the activities engage students of different learning styles?
• How well did students connect the concepts to their personal lives?