Celebrating Wellbeing

Overview

In this final lesson of “Wellbeing Adventures: Discovering Hauora”, students look back on what helps their bodies and minds feel cared for. They celebrate personal successes, then choose a small, realistic goal for their next wellbeing steps.

Learning intentions

WALT (We Are Learning To)

• identify strengths and successes connected to self-care and wellbeing
• describe enjoyable activities that help bodies and minds
• share a personal goal for caring for hauora in the future
• participate respectfully in music and dance to celebrate achievements

Success criteria

I can…

• tell one or two things I did that helped my wellbeing
• name an enjoyable activity that helps my body or mind
• say one small goal for caring for my hauora
• join in music and dance safely and kindly with others

Curriculum links

• Te Mātaiaho Health and PE (Health Education / Bodies | Minds — Self-care): recognising strengths, successes, and enjoyable activities
• Te Mātaiaho Health and PE (Health Education / Bodies | Minds — Self-care): healthy bodies and minds need caring people, good sleep, nourishing food, movement, and a safe place to feel secure
• Te Mātaiaho Health and PE (Health Education / Bodies | Minds — Self-care): exploring personal characteristics and identifying strengths unique or shared
• Te Mātaiaho Health and PE (Health and Physical Education narrative): building knowledge and confidence to manage wellbeing

Lesson structure (60 minutes)

1. 0–8 min · Welcome circle and wellbeing recap. Teacher greets students and shows a simple “Wellbeing Journey” prompt board (pictures or words: sleep, food, movement, safe place, caring people). Students quickly point to one they remember from earlier lessons and say a short sentence: “I liked… / It helped me…”

2. 8–18 min · Think–pair–share: my strength and success. Teacher models two examples: “One success was…” and “A strength I used was…” (e.g., being kind, trying, asking for help, taking turns). Students turn to a partner and share one success and one strength. Teacher listens for correct, positive language and gentle participation.

3. 18–28 min · Whole class sharing: enjoyable wellbeing activities. Teacher holds up cards with simple activities (e.g., drawing, playing outside, stretching, dancing, quiet time, reading). Students choose one card and respond using a sentence starter: “When I do ___, my body/mind feels ___.” Teacher affirms responses and links to caring for bodies and minds.

4. 28–40 min · Personal goal setting (small and doable). Teacher explains: “A goal is something we can try. Today we make a tiny goal for our hauora.” Provide a choice of goal options with picture prompts:

• “I will try to get enough sleep” (wind-down/bed routine)
• “I will eat one nourishing food today” (or choose water)
• “I will move my body for 10 minutes” (walk, play, stretch)
• “I will make a safe calm place choice” (quiet corner/ breathing)
• “I will ask for help from a trusted person” Students draw and/or colour their goal card and teacher supports each student to say it aloud: “My goal is ___.”

5. 40–48 min · Sharing goals with “kind compliments.” Teacher sets expectations: listen quietly, say something kind, and use supportive language. Students sit in small groups (or remain in circle) and take turns presenting their goal. Other students give one kind compliment using frames: “I like your goal because…” and “You can do it by…”

6. 48–58 min · Music and dance celebration. Teacher leads a short, joyful routine using simple movements (clap patterns, steps, arm waves) and safe spacing. Students perform together and celebrate personal achievements, using agreed cues: “Stop, listen, breathe,” then “Start, move, enjoy.” Teacher circulates to check safety (space, balance, respectful touch-free movement).

7. 58–60 min · Exit reflection: one sentence. Teacher asks each student to finish: “Today I learned that wellbeing is helped by ___.” Students respond to a visual prompt (sleep/food/movement/safe place/caring people).

Resources

• “Wellbeing Journey” picture/word cards (sleep, nourishing food, movement, safe place, caring people)
• Sentence starter strips (success, strength, enjoyable activity, goal)
• Goal choice cards with pictures and/or simple words
• Paper or goal booklet for each student (one goal page)
• Colouring pencils/crayons
• Simple music track and speaker
• Space markers on the floor (tape spots) for safe movement and spacing

Assessment

• Teacher observation during think–pair–share: can students identify a strength/success and connect it to wellbeing?
• Teacher listening during activity card responses: can students name an enjoyable wellbeing activity and describe how it helps?
• Goal check: does each student state a small, doable goal related to caring for bodies and minds?
• Quick exit reflection sentence: identifies at least one helpful wellbeing factor

Differentiation

• Support: provide visual prompts and sentence starters; allow drawing-only responses for students who need it; pre-teach key phrases (“My goal is…”, “It helps my…”)
• Language scaffolds: offer repeating class chants for common starters (e.g., “When I ___, I feel…”)
• Extension: invite students to add a “how” step to their goal (e.g., “I will move by walking with my family”)
• SEN/EAL considerations: allow extra processing time, pair supportive peers, and use consistent visual cues; avoid requiring speaking first—students may point to their choice card before sharing aloud