Creating Hauora Connections

Overview

This lesson explores hinengaro as the mental and emotional dimension of hauora. Students examine emotional intelligence, practise recognising emotions and responding empathetically, and set one realistic interpersonal goal to strengthen their relationships and wellbeing.

Learning intentions

• WALT explain emotional intelligence and its relationship to hauora.
• WALT identify emotions, triggers and possible responses in everyday situations.
• WALT practise active listening, empathy and respectful communication.
• WALT set a specific, achievable goal for improving an interpersonal skill.

Success criteria

• I can describe emotional intelligence in my own words.
• I can identify emotions and explain how they may influence behaviour.
• I can demonstrate active listening and an empathetic response.
• I can set a clear goal for using one interpersonal skill.

Curriculum links

• Hauora: exploring hinengaro and its connection with taha whānau and overall wellbeing.
• Relationships with other people: communicating respectfully, listening actively and responding to others.
• Mental health and wellbeing: identifying emotions, managing responses and seeking positive connections.
• Personal exercise plan: setting SMART targets based on baseline information, adapted here to a personal wellbeing goal.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and emotional check-in. Teacher opens with the opening question and emotional check-in and asks, “How can the way we respond to emotions affect our relationships and wellbeing?” Students privately choose a current feeling from a simple scale or write one word; sharing is optional. Establish that students may pass and should not disclose personal information.

2. 5–15 min · Direct teaching: emotional intelligence. Using the hinengaro and emotional intelligence explanation, teacher introduces emotional intelligence as noticing, understanding and managing our own emotions, while recognising and responding to the emotions of others. Connect this to hinengaro and taha whānau, and clarify that emotional intelligence is a skill that can be developed. Students record three key ideas on the emotional intelligence learning sheet and suggest how emotions can affect choices, communication and participation.

3. 15–25 min · Model and analyse. Teacher presents two short scenarios from the scenario modelling slides: a friend is excluded from a group chat, and a student receives unexpected criticism. Model an unhelpful response, then a helpful response using the sequence Notice – Pause – Choose – Connect. Students identify the emotion, possible trigger, body clues, helpful self-talk and respectful response for each scenario on the worksheet. Invite several answers, reminding students that different people may respond differently.

4. 25–40 min · Paired listening practice. Teacher explains the active-listening routine: face the speaker appropriately, do not interrupt, paraphrase, ask one open question and acknowledge the speaker’s feeling. Display the instructions using the active-listening practice slides. In pairs, students choose a low-risk prompt such as “Something that helps me feel included” or “A challenge students sometimes face at school.” Partner A speaks for one minute; Partner B listens and responds with, “It sounds like you felt… because…” Students swap roles, then complete a brief feedback check on the worksheet. Students may use a fictional example instead of a personal one.

5. 40–52 min · Communication challenge. Teacher gives groups of three a scenario from the communication challenge slides involving a disagreement, misunderstanding or someone being left out. Each group assigns speaker, listener and observer. They create and perform a respectful response using at least two skills: naming a feeling, pausing before reacting, asking a question, paraphrasing, showing empathy or suggesting a fair next step. The observer identifies the skills used. Groups may perform privately to the teacher if public performance is uncomfortable.

6. 52–60 min · SMART interpersonal goal and exit reflection. Teacher revisits the learning intentions with the goal-setting and plenary slides. Students use the worksheet to write one SMART goal, such as: “For the next two weeks, I will ask one open question when a friend shares a problem, at least three times each week.” They identify a starting point, support person and evidence of progress, then complete the exit prompt: “One emotional-intelligence skill I will practise is… It may support hauora by…” Collect worksheets as students leave.

Resources

• the complete lesson slide deck
• the emotional intelligence and SMART-goal worksheet
• Whiteboard and markers
• Timer
• Scenario prompts
• Optional private check-in cards or feelings scale
• Seating arranged for pairs and groups of three

Assessment

• Listen for students accurately distinguishing an emotion, trigger and response during scenario analysis.
• Observe paired and group practice for active listening, empathy, respectful language and turn-taking.
• Review the worksheet and exit reflection for an accurate explanation of emotional intelligence and a specific, measurable interpersonal goal.

Differentiation

• Provide sentence starters: “I noticed…”, “It sounds like…”, “Would you like…?” and “One next step could be…”
• Allow students to use fictional scenarios, write responses instead of performing, or practise with the teacher or a trusted partner.
• Pre-teach and display key terms, use clear examples and pair students thoughtfully; provide quiet space and additional processing time for students with anxiety, sensory needs or communication differences.
• Extend students by asking them to explain how the same event might produce different emotions for different people, and how culture, identity or past experiences can influence responses.