Collective Action Focus

Overview

This 60-minute interactive lesson is designed for Year 12 Health students in New Zealand. It builds on prior learning about the Self-Empowerment and Behavioural Change models and develops understanding of the Collective Action model in health promotion. The lesson actively engages students with hands-on activities aligned to the New Zealand Curriculum, focusing on developing key competencies and achievement standards.

Curriculum Links

Learning Area: Health and Physical Education
Level: Year 12 (NCEA Level 2, Achievement Standard AS91237)
Standard: AS91237: Demonstrate understanding of models of health promotion to address a health need in a New Zealand context (Level 2, Achievement)
Key Competencies: Thinking; Relating to others; Using language, symbols and texts; Participating and contributing
Curriculum Vision: Empowering students as critical, informed, and responsible citizens engaging in collective action for community well-being
Values: Diversity, Community and participation, Respect

Learning Intentions and Success Criteria

WALT (We Are Learning To):

Explain key concepts of the Collective Action model in health promotion.
Compare it with the Self-Empowerment and Behavioural Change models.
Participate in a group-based interactive challenge that demonstrates collective health action.

Success Criteria:

I can describe the Collective Action model and how it differs from other health promotion models.
I can identify examples where collective action improves health outcomes in New Zealand.
I contribute knowledge and ideas in a group task promoting a health need through collective action.

Lesson Plan

Time	Activity	Details	Resources	Differentiation
0-5 min	Introduction / Recap	Briefly review Self-Empowerment and Behavioural Change models (students share examples). Link to today's focus on Collective Action.	Whiteboard / projector slides	Use visual mind-map with dyslexia-friendly font and colours. Allow verbal summary for those needing oral reinforcement.
5-15 min	Collective Action Model Explainer	Teacher-led interactive mini-lecture with Q&A. Define Collective Action model, emphasising community/group involvement and empowerment to create systemic change. Highlight differences vs individual models. Use NZ examples (e.g., whanau collective health initiatives, Smokefree coalition).	Slides with key points, simplified reading handout (dyslexia-friendly font), real NZ health promotion clips or quotes	Provide printed summary with key terms and images. Offer peer support for note-taking. Highlight vocabulary visually.
15-25 min	Think-Pair-Share	Students think about health needs in their community that could benefit from collective action. Share ideas with partner. Pairs present strongest example to class.	None or idea prompt sheet	Allow students to voice ideas verbally. Provide sentence starters for hesitant speakers. Pairs can be mixed-ability.
25-45 min	Interactive Group Challenge – “Design a Collective Action Plan”	In 4 groups, students collaboratively develop a health promotion plan using the collective action model for a given health issue (e.g. mental health stigma, obesity, smoking). Use large paper or digital tool for brainstorming; include stakeholders, actions, barriers, expected outcomes.	Large paper/charts, markers, tablets or laptops (if available), planning template with guiding questions	Roles within groups (e.g. recorder, presenter) to suit strengths. Support with scaffolded prompts or graphic organisers. Advanced learners extend with research on real NZ initiatives.
45-55 min	Group Presentations & Peer Feedback	Each group presents their plan (3-4 minutes). Peer and teacher provide constructive feedback focusing on use of collective action principles.	Presentation notes, feedback rubrics	Provide sentence frames for feedback. Encourage supportive language.
55-60 min	Reflection & Consolidation	Individually, students write a short reflection: how can collective action empower communities to improve health? How did this model feel different from previous models?	Reflection worksheet	Option to verbalize reflection or pair-share for students with writing difficulties.

Teaching & Learning Strategies

Hands-on Group Work: Aligns with teacher’s preference and supports applied, social learning.
Think-Pair-Share: Increases student participation and scaffolds thinking.
Visual and Verbal Resources: Enhances accessibility (especially for dyslexic learners).
Role Allocation in Groups: Ensures inclusion of diverse learners.
Extension for Advanced Learners: Research NZ health agencies using collective action, e.g., Hāpai te Hauora, Smokefree Aotearoa 2025.
Dyslexia-Friendly Reading: Use of sans-serif fonts (Arial, Verdana), coloured overlays on handouts if needed, bullet points, and simple language.

Assessment for Learning (Formative)

Observation of student contributions during discussions and group task.
Quality and understanding demonstrated in group health promotion plans.
Reflective writing to assess individual understanding of collective action principles.
Peer feedback to develop evaluation skills.

Example Curriculum Reference Summary

This lesson supports students to meet the achievement standard AS91237 by deepening understanding of health promotion models through inquiry and collaborative learning, incorporating the New Zealand Curriculum's principles of community participation, equity, and critical thinking .

If you would like, I can also prepare printable student handouts, slides, or a digital interactive template to facilitate the group challenge.

Teaching Instructions