Hauora Adventures

Overview

In Lesson 2, students explore the idea of Hauora (wellbeing) using interactive games and visuals. They begin to recognise that wellbeing includes physical, social, mental, and spiritual parts, linking to everyday self-care.

Learning intentions

• WALT identify that Hauora means wellbeing.
• WALT explore how physical, social, mental, and spiritual needs help us feel good.
• WALT share one enjoyable activity and one way it supports wellbeing.
• WALT notice that caring for our bodies and minds helps us stay safe and feel secure.

Success criteria

• I can say what Hauora means in simple words.
• I can name the four parts of wellbeing: physical, social, mental, spiritual.
• I can give an example of an enjoyable activity and how it helps my wellbeing.
• I can listen respectfully and take turns during activities.

Curriculum links

• Health and PE (Health Education), Bodies | Minds — Self-care: Healthy bodies and minds need caring people, good sleep, nourishing food, movement, and a safe place to feel secure.
• Health and PE (Health Education), Bodies | Minds — Self-care: Exploring personal characteristics (strengths, talents etc.) and identifying how characteristics are unique or shared.
• Health and PE (Health Education), Bodies | Minds — Self-care: Identifying strengths, successes, and enjoyable activities.

Lesson structure (60 minutes)

1. 0–5 min · Welcome & purpose. Teacher greets students, shows a simple “Hauora means wellbeing” visual, and says today we’ll play games to learn about wellbeing parts. Students sit in a circle and repeat key words: Hauora, wellbeing.

2. 5–12 min · Interactive visual intro (Four Corners). Teacher places four posters around the room: Physical, Social, Mental, Spiritual, each with a simple picture (e.g., body/movement; friends/whānau; thoughts/feelings; beliefs/connection/hope). Students walk to a poster when the teacher calls an example scenario (e.g., “playing sport”, “sharing”, “feeling calm”, “praying/karakia/feeling connected”).

3. 12–22 min · Game: “Hauora Hopscotch”. Teacher draws four short “roads” (tape lines) leading to each poster. Students roll a dice with the teacher’s support (or teacher points to one road), then hop to that section and show a matching action/idea (e.g., physical—stretch like a tall tree; social—shake hands/offer a friendly smile; mental—slow breathing; spiritual—place hand on heart and think of something special). Teacher circulates, praising clear connections.

4. 22–30 min · Story & talk (Teacher read-aloud). Teacher reads a short, age-appropriate story about a child having a good day and a tricky moment, with events that match each wellbeing area. Students respond to prompts using sentence starters: “I think this is Physical because…”, “This is Social when…”.

5. 30–40 min · Mini-sorting activity: “My Enjoyable Activity”. Teacher gives each student an “I enjoy…” card with a blank box and four icons to choose from (physical/social/mental/spiritual). Students draw or choose one enjoyable activity (e.g., jumping, playing with friends, colouring, listening to music/karakia) and place their card under the most matching wellbeing poster (teacher helps with naming and spelling). Students share one short sentence with a partner: “My activity helps my ___ wellbeing.”

6. 40–52 min · Class wall: “What Helps Us Feel Good?” Teacher creates a simple class chart with four columns. Students contribute one idea each by verbally saying and placing a sticker onto the correct column (or teacher places it while students say the link aloud). Teacher checks understanding: “Where does this go—Physical, Social, Mental, or Spiritual? Why?”

7. 52–58 min · Calm check & reflection. Teacher leads a 60-second calm routine (quiet breathing with a count, then a gentle stretch). Students whisper to themselves: “Today I learned…” and choose one part of Hauora they can practise.

8. 58–60 min · Exit ticket (quick oral or card). Teacher asks each student to answer one question: “Which part of Hauora helps you when you feel…” (happy/calm/sad/worried). Students answer with a single word or short phrase.

Resources

• Four large posters labelled: Physical, Social, Mental, Spiritual with picture prompts
• Tape for four “roads” and space for hopping
• Dice (or teacher-led choice cards) and small picture scenario cards
• A short teacher-read story with wellbeing examples
• “My Enjoyable Activity” cards with four icons
• Stickers or magnets for the class wall
• Calm routine timer/cues (optional)
• Teacher-made sentence starter strips

Assessment

• Teacher observes during Four Corners and Hauora Hopscotch: can students correctly match examples to Physical/Social/Mental/Spiritual?
• Teacher checks understanding during story talk: students use prompts (“This is Social when…”) even if the explanation is simple.
• Exit ticket: each student identifies at least one wellbeing area that connects to a feeling or need.

Differentiation

• Support: provide picture icons and sentence starters; allow students to point or use a chosen card instead of speaking at length.
• Support: model one example first (“I stretch my body—Physical”).
• Extension: ask students to add a second link (“My activity is Physical and Social”) or name a caring person who helps them.
• EAL/SEN considerations: accept one-word responses; use consistent gestures for each wellbeing area; keep language simple and repeat key terms often.
• Ensure safety: remind students to hop gently and stay within the tape lines; establish turn-taking rules before games begin.