Exploring Hauora Together

Overview

This 60-minute lesson introduces Year 2-3 students to the concept of Hauora — holistic wellbeing encompassing four interrelated dimensions: Taha Tinana (physical wellbeing), Taha Hinengaro (mental/emotional wellbeing), Taha Whānau (family/social wellbeing), and Taha Wairua (spiritual wellbeing). Through engaging, age-appropriate activities grounded in the New Zealand Curriculum, students will develop a foundational understanding of each dimension and reflect on their own wellbeing.

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Curriculum Alignment

Learning Area

• Health and Physical Education: Personal Health and Physical Development

Achievement Objectives

• Develop positive attitudes and an understanding of the concepts of Hauora and wellbeing (Years 1-3)
• Recognise and describe strategies that support Hauora — physical, emotional, social, and spiritual dimensions

Key Competencies

• Managing Self: Understand and recognise personal needs and feelings
• Relating to Others: Develop respect, care, and concern for others, including family/whānau
• Thinking: Use strategies to promote wellbeing

Values

• Manaakitanga (Caring and hospitality)
• Whanaungatanga (Building relationships)

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Learning Objectives

By the end of this lesson, students will be able to:

1. Name and describe the four dimensions of Hauora using simple language.
2. Identify ways they can care for themselves and others in each Hauora dimension.
3. Reflect on activities that help promote their own wellbeing.
4. Collaborate respectfully with peers in group discussions and activities.

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Lesson Structure

Time	Activity	Description
0–10 mins	Kia ora and Introduction to Hauora	- Begin with a warm welcome and a brief discussion: What is wellbeing?

• Introduce Hauora as the Māori model of wellbeing involving four parts.
• Show colourful visual aids representing Taha Tinana, Taha Hinengaro, Taha Whānau, and Taha Wairua with simple pictures and words.
• Link to children’s everyday experiences (e.g., playing outside for physical wellbeing). | | 10–30 mins | Rotating Hauora Stations | Divide students into four small groups, rotating every 5 minutes. At each station:
• Taha Tinana (Physical): Play a quick movement game (e.g., “Simon Says” focusing on stretching, balancing)
• Taha Hinengaro (Mental/Emotional): Emotion charades: Students act out feelings for peers to guess
• Taha Whānau (Family/Social): Build a “Friendship Tower” with blocks, discussing how friends and family help us feel safe
• Taha Wairua (Spiritual): Quiet time with storytelling or listening to nature sounds; discuss things that make them feel peaceful or happy inside | | 30–45 mins | Whole Class Sharing & Discussion | Gather together and invite students to share one thing they learned or enjoy about each dimension. Use guiding questions such as:
• How does playing outside help your Hauora?
• What do you do when you feel sad or worried?
• Who helps you when you need support?
• What makes you feel calm or peaceful?
  Encourage respectful listening and affirm all contributions. | | 45–55 mins | Create a Personal Hauora Mural | As a class, make a large poster mural divided into four parts. Each student draws or writes (with help) one thing they can do to look after each dimension of Hauora (e.g., “Eat healthy food,” “Talk to my family,” “Take deep breaths,” “Be kind to friends”). Teacher writes captions if needed. Display the mural in class. | | 55–60 mins | Reflection and Farewell | Invite students to draw a simple self-portrait and write or dictate what they will do to look after their wellbeing today or this week. Reinforce positive messages and say farewell. |

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Teaching Notes and Tips

• Use inclusive and culturally responsive language reflecting the diversity of your students and incorporate te reo Māori words such as whānau, hauora, and wairua.
• Scaffold difficult language by using pictures, gestures, and examples from students’ lives.
• Maintain a calm and positive atmosphere, recognising the importance of emotional safety to discuss wellbeing.
• Continually observe and engage with students during activities to gauge understanding and support as needed.
• Include students with different abilities by adapting tasks (e.g., emotion charades can be simplified).

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Assessment

Ongoing Formative Assessment

• Observation: Listen to student contributions during discussions and stations. Note use of key words (e.g., hauora, family, feelings).
• Participation: Track engagement in activities, especially cooperative skills and respect in sharing.

Simple Exit Ticket

At lesson end, students complete a quick reflection drawing or dictated response to:

• “What is one thing I can do to look after my hauora?”
• Collect and review for understanding of concepts.

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Resources Needed

• Visual aids/posters of Hauora dimensions with images and te reo Māori terms
• Blocks or building materials for Friendship Tower
• Emotion cards or pictures for charades
• Storybook or audio with peaceful nature sounds
• Large paper & markers for class mural
• Drawing paper and crayons for reflection

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References

• New Zealand Curriculum (Health and Physical Education learning area; personal health and physical development strand, Years 1-3)
• Hauora Māori model as foundational wellbeing framework in NZ education
• Manaakitanga and Whanaungatanga values supporting classroom culture around wellbeing

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By nurturing young learners’ understanding of Hauora through interactive and culturally authentic experiences, this lesson supports their confidence to manage their wellbeing and contribute positively to their class whānau.