Exploring Taha Hinengaro

Unit Context

This is Lesson 2 of 5 in the unit Strengthening Our Wellbeing Whare for Year 0-2 students, focusing on the Health learning area of the New Zealand Curriculum Refresh. The lesson emphasises Taha Hinengaro – the mental and emotional wellbeing dimension of Te Whare Tapa Whā, supporting students to develop mindfulness and sensory awareness in natural settings to strengthen emotional wellbeing.

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Learning Outcomes (Aligned with New Zealand Curriculum Refresh)

Health and Physical Education Achievement Objectives (Level 1 - Years 0-2)

• Personal health and physical development:
  • Recognise and describe different feelings and emotions they and others experience, and understand how these relate to wellbeing.
• Mental health and wellbeing:
  • Explore and practise ways to maintain and express their own emotional and mental wellbeing.
• Relationships with other people:
  • Identify ways to contribute to their own and others’ wellbeing through positive social interactions.

Related Key Competencies

• Managing self: Students will identify and practise mindfulness strategies to manage feelings.
• Thinking: Students will use their five senses to notice details about their environment, fostering awareness.
• Relating to others: Discuss wellbeing concepts in pairs and the group.

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Lesson Overview

Time	Activity	Description
10 min	Introduction & Set-up	Briefly introduce Taha Hinengaro and how mindfulness relates to emotional wellbeing. Show mats and explain the mindfulness activity sequence. Use calm, reassuring language.
15 min	Guided Mindfulness on Mats (indoor)	In a quiet classroom space, students lie or sit on mats practicing deep breathing and sensory awareness (focus on hearing, touch, sight). Guiding prompt example: "What can you hear right now? Can you feel your breath?"
20 min	Mindfulness Walk in the Ngahere (bush)	Transition outdoors to a natural setting. Guide students to use all five senses mindfully: listen carefully, feel the texture of leaves, observe colours and shapes, notice smells, and gentle tastes if safe (e.g., breath fresh air). Use simple phrases like “What do you notice with your ears/eyes/hands?”
10 min	Class Discussion and Drawing Reflection	Back in class, sit in a circle. Invite students to share what senses or feelings they noticed. Introduce simple emotional words (happy, calm, surprised). Students draw or colour something that represents their experience of Taha Hinengaro and mindfulness.
5 min	Closing breathing exercise & wellbeing reminder	End with a brief breathing exercise and encouraging students to remember mindfulness activities whenever feeling strong emotions.

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Detailed Activities

1. Introduction & Set-up (10 min)

• Greet students warmly and explain your “Strengthening Our Wellbeing Whare” unit focus.
• Introduce Taha Hinengaro gently: "Today, we’re going to learn how to notice our feelings and thoughts and how to help them feel calm by using something called mindfulness."
• Show the mindfulness mats; explain that the mats will help us sit quietly and be calm.
• Use simple language and culturally responsive approaches (e.g., acknowledge Te Ao Māori concepts of wellbeing).

2. Guided Mindfulness on Mats (15 min)

• Invite students to find a space on a mat.
• Model deep belly breathing with slow in/out breaths.
• Guide them through sensory awareness:
  • "Close your eyes if you want. Can you listen to the sounds around you?"
  • "Can you feel your feet on the mat? What does that feel like?"
  • "Try to think about your breath going in and out."
• Keep instructions simple and occasional gentle reminders to focus.
• Use a calm voice and pause to allow processing time.

3. Mindfulness Walk in the Ngahere (20 min)

• Walk as a group to the bush (ngahere) area.
• Ask children to walk quietly and slowly.
• Prompt sensory exploration:
  • Sight: "Look carefully at the leaves — what different colours and shapes can you see?"
  • Hearing: "Can you hear birds or the wind?"
  • Touch: "Gently touch the bark or leaves — what do they feel like?"
  • Smell: "Take a deep breath — what can you smell in the ngahere?"
  • Taste: Only if appropriate/safe (e.g., fresh air).
• Emphasise noticing without touching any dangerous plants.
• Use pauses for silence and mindful observation.
• Support students who may find quiet or stillness challenging with gentle reminders and encouragement.

4. Class Discussion and Drawing Reflection (10 min)

• Gather students in a circle back in class.
• Facilitate a sharing moment:
  • "What did you notice with your senses?"
  • "How did paying attention to these things make you feel?"
• Introduce simple emotional vocabulary: calm, happy, peaceful.
• Provide drawing materials. Students draw something related to their experience.
• Circulate and encourage individual expression.

5. Closing Breathing Exercise & Wellbeing Reminder (5 min)

• Guide a short breathing exercise: "Breathe in slowly through your nose… out through your mouth…"
• Remind students: “You can use your breath and your senses to feel calm anytime.”
• End with a positive affirmation: “We are learning to take care of our minds and feelings. Every breath can help us.”

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Assessment and Evidence of Learning

• Formative observations during mindfulness activities:
  • Students participate in breathing and sensory awareness.
  • Ability to stay engaged for short mindful moments on mats and outdoors.
• Informal verbal feedback during group discussions:
  • Students use or begin to use emotional vocabulary.
  • Students share sensory observations.
• Drawing reflection demonstrates understanding of sensory and emotional experience related to Taha Hinengaro.
• Teacher notes on student engagement, calmness, and use of sensory language.

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Links to New Zealand Curriculum Refresh

• Health and Physical Education, Level 1, Personal health and physical development:
  Understanding feelings and ways to manage mood and behaviour.

• Key Competencies:

  • Managing self: practising mindfulness to regulate emotions
  • Thinking: observing sensory information and interpreting feelings
  • Relating to others: sharing personal experiences and listening respectfully .

• Inclusive teaching strategies:
  Scaffold participation with sensory prompts, flexible pacing, and supportive language to suit all learners including neurodivergent students.

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Resources Required

• Mats for mindfulness sitting
• Natural outdoor area or school bush (ngahere)
• Drawing paper, crayons/coloured pencils
• Visual emotion cards (optional)
• Calm background music or nature sound recordings (optional)

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This lesson embodies the holistic wellbeing approach characteristic of the New Zealand Curriculum, nurturing both mind and emotion through kinaesthetic, sensory, and reflective practices, directly fostering students' Taha Hinengaro in culturally responsive, age-appropriate ways.