Action and Evaluation

Overview

In this seventh lesson of Mahitahi and Wellbeing, groups carry out their approved wellbeing action and gather evidence about participation, impact and possible next steps. Students apply prior planning, work cooperatively, respond safely to changing circumstances, and value participant voice through a short evaluation.

Learning intentions

Students will:

• carry out an agreed wellbeing action safely and respectfully
• fulfil their group role while contributing to shared decision-making
• adapt the action when circumstances, access needs or participation change
• collect quantitative and qualitative evidence about participation and impact
• use feedback and observations to evaluate the action and identify next steps

Success criteria

• I can fulfil my role cooperatively and support the group’s shared purpose.
• I can adapt respectfully when circumstances change.
• I can collect useful evidence without compromising privacy, consent or mana.
• I can explain who benefited, who may have been left out, and what could improve.

Curriculum links

• Personal exercise plan: quantitative and qualitative data can show improvements and help measure the success of a programme.
• Personal exercise plan: tracking participation, mode, feedback and physiological or emotional responses provides qualitative evidence.
• Personal exercise plan: interpreting results supports decisions about future action.
• Health and Physical Education: students develop hauora through participation, relationships, responsible decision-making and active contribution. Key competencies include managing self, relating to others, participating and contributing, thinking, and using language, symbols and texts.

Lesson structure (60 minutes)

1. 0–5 min · Reconnect and prepare. Teacher opens the hook and learning intention slides and reminds students that the goal is reciprocal wellbeing, not a one-off “service” activity; groups check their approved action, roles, boundaries and safety procedure. Students name their role, one safety or inclusion consideration, and one piece of evidence they will collect.

2. 5–10 min · Evidence briefing. Teacher models the difference between evidence and opinion using the evidence examples and privacy guidance: participation counts, anonymous feedback, observations, before/after ratings, or photographs of resources rather than identifiable people. Students complete the evidence section of the action evidence log and evaluation sheet and confirm how consent will be obtained; no student is required to be photographed or to speak publicly.

3. 10–35 min · Implement the action. Teacher releases groups to carry out their approved actions, circulating with observation notes on cooperation, decision-making, safety, inclusion, consent and workload. Students implement their action, communicate respectfully, offer alternative or quiet roles where needed, record participation and feedback, and adapt without abandoning consent or accessibility requirements. Groups pause if an activity becomes unsafe, exclusionary or too demanding, and seek teacher support.

4. 35–43 min · Capture participant voice. Teacher signals the close, checks that materials and spaces are safe, and distributes or points students to the anonymous feedback prompts in the participant feedback section. Students invite brief “two stars and a next step” feedback, record observations and ratings, and thank contributors appropriately. They acknowledge local knowledge and contributions without claiming iwi endorsement or using cultural material without permission.

5. 43–53 min · Group debrief. Teacher displays the debrief questions and facilitates a structured discussion: What happened? Who benefited? Who may have been left out? What evidence supports our view? What should change next time? Students complete the group evaluation, compare participation data with participant voice, and agree on one realistic next step. Groups ensure the evaluation reflects reciprocity and not just what the organisers intended.

6. 53–60 min · Share and exit reflection. Teacher invites each group to give a 30-second report using the prompt on the plenary slide: action, strongest evidence, one adaptation, and next step. Students complete the individual exit section of the personal reflection and next-step prompts and submit the group evidence log. Teacher previews that the final lesson will use this evidence to communicate learning and refine the action.

Resources

• the Action and Evaluation slide deck
• the action evidence log and evaluation sheet
• Approved wellbeing action materials
• Consent, privacy and safety procedures
• Clipboards, pens or tablets
• Accessibility equipment and quiet-task materials
• First-aid kit and appropriate supervision resources
• Group role cards or the groups’ approved action plans

Assessment

• Teacher observation notes record cooperation, decision-making, safe participation, consent, inclusion and respectful adaptation.
• Each group submits an evidence log containing participation information, observations, anonymous feedback and an agreed next step.
• Exit reflection checks whether students can identify evidence, evaluate impact and explain how the action could become more reciprocal or inclusive.

Differentiation

• Offer alternative roles such as organiser, resource manager, observer, feedback collector, photographer of resources only, or timekeeper; participation must not depend on public performance.
• Provide quiet or low-sensory tasks, mobility-accessible participation, flexible communication methods, visual instructions, sentence starters and the option to dictate or audio-record reflections.
• Pair students strategically and use tuakana-teina support without making one student responsible for another’s wellbeing or success.
• Provide a make-up evidence task for absent students: analyse the group’s evidence log, identify who benefited and who may have been left out, and propose a respectful next step.