A Balanced Wharenui

Overview

This is lesson 3 of 4 in Exploring Te Whare Tapa Whā. Students privately identify strengths and possible supports across taha tinana, taha hinengaro, taha whānau and taha wairua, then select a realistic action that may strengthen one area. Students choose what, if anything, they share.

Learning intentions

• WALT identify strengths and possible supports across the four dimensions of hauora.
• WALT recognise that the dimensions of hauora are connected.
• WALT choose a safe, realistic action to strengthen one area of wellbeing.
• WALT respect privacy and personal choice when discussing hauora.

Success criteria

• I can identify one strength in a dimension of hauora.
• I can suggest a safe support or action.
• I can explain how strengthening one dimension may affect another.
• I can share only information that feels comfortable and respect others’ boundaries.

Curriculum links

• New Zealand Curriculum Health and Physical Education: mental health, sexuality education and relationships with others.
• Understanding hauora through the four dimensions of Te Whare Tapa Whā.
• Health promotion: identifying actions and supports that enhance wellbeing.
• Key competencies: managing self, relating to others, and participating and contributing.
• Supports preparation for NCEA learning about hauora, wellbeing, health practices and responsible decision-making.

Lesson structure (30 minutes)

1. 0–5 minutes – Mindful check-in and safe learning agreement Open with the opening question and learning intention slides: “What helps a wharenui stay strong and balanced?” Explain that students may pass, use a fictional example, or speak privately with the teacher. Lead a one-minute breathing exercise or gentle movement check-in, followed by a silent thumbs-up/sideways/down response for energy level. Do not ask students to explain their response.

2. 5–8 minutes – Revisit the four dimensions Use the Te Whare Tapa Whā visual and dimension prompts to briefly recap: taha tinana relates to physical wellbeing; taha hinengaro to thoughts and feelings; taha whānau to relationships and belonging; taha wairua to values, identity, meaning and connection. Clarify that wairua is personal and may include spirituality, culture, nature, beliefs or what gives life meaning. Emphasise that wellbeing is not a score or competition.

3. 8–18 minutes – Private wellbeing profile Distribute the private four-dimensions wellbeing profile. Students use icons or a simple three-point scale to record one strength, one area they might like support with, and a possible support for each dimension. This is private, non-graded work; students do not need to show it. Offer fictional scenarios instead, such as a young person experiencing tiredness, stress, loneliness or disconnection. Circulate quietly and conference privately only where helpful.

4. 18–25 minutes – Choose one realistic action Show the action-bank and decision prompts. Students choose one dimension and write, draw or record one safe action. Possible actions include getting regular sleep, moving their body, taking a break, using a calming strategy, talking with a trusted person, joining a positive group, spending time in nature, reconnecting with culture or asking for school support. Prompt: “Who could help? Is this action safe, realistic and within your control?” Remind students that seeking help is a strength.

5. 25–29 minutes – Optional sharing and connected dimensions In the group of five, invite students to share their action, a fictional example or a general idea only if comfortable. Students may pass or show a drawing instead. Ask: “How might this action influence another dimension?” For example, talking with a trusted person may support taha hinengaro and taha whānau. Do not invite disclosure of trauma, family conflict, health conditions or other sensitive information.

6. 29–30 minutes – Exit reflection Return to the final reflection slide. Students complete one sentence verbally, on the worksheet or as an audio response: “One safe support for hauora is…” Collect only work students are comfortable submitting. Preview that lesson 4 will focus on applying Te Whare Tapa Whā to a wellbeing plan or scenario.

Resources

• the complete A Balanced Wharenui slide deck
• the private four-dimensions wellbeing profile
• Board or shared display
• Pens, pencils and optional coloured overlays
• Timer
• Optional headphones or device for audio instructions/recording
• Quiet space for private conferencing
• Support information for the school counsellor or other trusted adults

Assessment

• Observe whether students can identify a dimension, strength, support and realistic action without requiring personal disclosure.
• Check completed profiles only with permission, or use student explanations, drawings or recordings as evidence.
• Listen for understanding that the four dimensions are interconnected and that safe support may involve trusted people or services.

Differentiation

• Offer fictional scenarios instead of personal reflection and allow students to pass, draw, discuss or record an answer.
• Provide an action bank with icons and short phrases; reduce writing to key words or sentence starters.
• Use dyslexia-friendly formatting: clear sans-serif font, large spacing, short instructions, icons, tick boxes, audio instructions and coloured overlays if preferred.
• Read instructions aloud, check understanding privately, provide extra processing time and avoid asking students to disclose sensitive information. Extend confident learners by comparing two scenarios and explaining how improving one dimension may influence the others.

Extension

Compare two fictional scenarios. Explain which dimension each person could strengthen, identify a safe support, and describe at least two possible effects on other dimensions of hauora.