Exploring Te Whare Tapa Whā

Unit: Whare Tapa Whā Wellbeing

Lesson 1 of 3
Year Levels: 0-2
Duration: 60 minutes
Class Size: 17 students

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Lesson Overview

This lesson introduces young learners to the Māori concept of Te Whare Tapa Whā, a holistic model of wellbeing comprising four walls and the foundation (whenua). Students will learn to name and understand Taha Tinana (physical wellbeing), Taha Wairua (spiritual wellbeing), Taha Whānau (family/social wellbeing), Taha Hinengaro (mental/emotional wellbeing), and Whenua (connection to land and identity). They will connect these ideas to their own lives by illustrating one aspect of the whare that supports their wellbeing, fostering awareness and respect for holistic health as advocated by the New Zealand Curriculum Refresh.

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Curriculum Alignment

Learning Area

Health and Physical Education—Understanding about Hauora (wellbeing) is a fundamental part of the Health curriculum for Years 0-2, focusing on students learning about their own wellbeing, others', and society’s wellbeing.

Achievement Objectives aligned:

• Personal health and physical development strand:
  • Recognise safe practices that contribute to their own and others’ wellbeing (Level 1, Year 0-2)
• Healthy communities and environments strand:
  • Understand how whanau, friends, and others can support their wellbeing (Level 1)

Key Competencies practiced:

• Managing self: Recognising emotions and needs linked to wellbeing
• Relating to others: Sharing ideas and listening to others
• Participating and contributing: Expressing ideas about wellbeing and contributing to group activities

Values encouraged:

• Whanaungatanga (relationships), Manaakitanga (caring), and Kotahitanga (unity)

These align with New Zealand Curriculum principles supporting holistic, culturally responsive, and inclusive education environments.

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Learning Objectives

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

• Name the four walls of Te Whare Tapa Whā: Taha Tinana, Taha Hinengaro, Taha Wairua, Taha Whānau, and the foundation Whenua.
• Understand and explain simply what each aspect means in terms of their own wellbeing.
• Express their understanding creatively by illustrating one aspect of their wellbeing using drawing.
• Share their illustration and ideas in a supportive group setting.

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Lesson Outline

Time (mins)	Activity	Description	Resources
0-10	Welcome and Whakawhanaungatanga (Greeting and Connection)	Open with a short pepeha or mihi to connect to the land, people, and selves; set a safe space for sharing.	Classroom space; visual chart of pepeha/templates
10-20	Introduction to Te Whare Tapa Whā	Present the whare image (simple house shape) with labelled walls and foundation. Use clear, age-appropriate explanations of each wall: - Taha Tinana (body/physical health) - Taha Hinengaro (mind/thoughts and feelings) - Taha Wairua (spirit/connection to something bigger) - Taha Whānau (family and friends) - Whenua (land, identity, belonging)	Large visual poster or digital slide; colourful labels
20-40	Story & Discussion	Share a simple story featuring a child who cares for one aspect of their wellbeing. E.g., playing outside (Taha Tinana), talking with family (Taha Whānau), thinking happy thoughts (Taha Hinengaro), feeling calm and connected (Taha Wairua), and feeling safe and proud of their home (Whenua). Lead questions: "How do you look after your body? Who looks after you? How do you feel inside? What makes you feel safe and happy?"	Storybook or teacher-created story; pictures
40-55	Creative Art Activity: My Wellbeing Whare	Each student selects one wall/foundation of Te Whare Tapa Whā that supports their wellbeing. Students draw or paint that wall/foundation and decorate it with words or pictures representing how it helps them. Encourage sharing ideas with a learning partner.	Paper, crayons, paints, markers, visual reference sheet of walls/foundation
55-60	Sharing and Reflection	Invite volunteers to share their artwork and explain which wall/foundation they chose and why. End with a simple karakia or waiata that acknowledges wellbeing and connection.	Optional speaker setup; waiata words displayed

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Teaching and Learning Strategies

• Explicit Teaching & Modelling: Demonstrate speaking clearly with kaupapa Māori terms and their meanings. Use simple, repetitive language to aid understanding.
• Interactive Discussion: Encourage all children to contribute with gestures or words, using guided questions.
• Visual scaffolding: Use images and tangible representations to link abstract concepts to children’s experiences.
• Social Learning: Peer sharing fosters richer understanding and empathy.

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Assessment and Reflection

• Formative assessment: Observe students’ ability to recall and name the four walls and Whenua through their discussion and illustrations.
• Informal sharing: Check for understanding as students explain their artwork to the group or a partner.
• Self-reflection prompt: "What did you learn about yourself today?" (expressed verbally or through drawings)

Teachers record anecdotal notes on students’ engagement with wholistic wellbeing vocabulary and participation reflecting key competencies and achievement objectives .

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Resources Needed

• Large visual poster/digital slide of Te Whare Tapa Whā
• Storybook or teacher-created story discussing wellbeing aspects in simple terms
• Art materials: paper, crayons/markers, paints
• Optional: Audio/hifi for waiata or karakia
• Visual aids for pepeha or greeting

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Extensions and Next Steps

• Lessons 2 and 3 can explore each wall more deeply, focusing on activities and emotions connected to each wellbeing dimension.
• Incorporate whānau perspectives by inviting family stories about wellbeing and connection to whenua.
• Link learning with physical activities, mindfulness exercises, and community interactions.

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This lesson plan embraces the holistic Māori wellbeing framework and aligns with the New Zealand Curriculum's Health and Physical Education goals for young learners, supporting culturally responsive pedagogy and integrated learning approaches that develop the whole child. It encourages students to make meaningful connections about their identity, relationships, emotions, and physical health within their whānau and community context.

If you would like, I can provide a detailed lesson plan for lessons 2 and 3 or suggest resources to support teaching this unit!