Hauora and Fonofale

Overview

This is Lesson 1 of 5 in the unit Movement & Hauora Exploration. Duration: 60 minutes Class size: 30 students Year level: Year 11 Subject: Health and Physical Education

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Learning Objectives (Aligned with New Zealand Curriculum - Health and Physical Education)

• Understand the holistic concept of hauora as a Māori philosophy of wellbeing.
• Explain the Fonofale model as a Pacific framework for health and its components.
• Connect the Fonofale model to personal movement experiences and recognise the importance of holistic wellbeing in physical activity.

This lesson addresses key areas within the New Zealand Curriculum Refresh:

• Health Promotion and Hauora
• Personal Health and Physical Development

Curriculum references:

• Health and Physical Education Curriculum Level 6 (Year 11), particularly strands relating to Personal health and physical development and Mental health promotion.
• Key Competencies: Relating to Others, Managing Self, Thinking — students will engage critically and collaboratively.

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WALT (We Are Learning To)

• Understand hauora and the Fonofale model.

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Success Criteria

• Define hauora and articulate its four dimensions of wellbeing.
• Explain the structure and meaning of the Fonofale model’s elements (foundation, pillars, roof, and environment).
• Describe how these models influence personal experiences in movement and physical activity.

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Resources Needed

• Large printed posters or digital slides illustrating the Fonofale model.
• Visual chart or handout summarising hauora (Taha Tinana, Taha Whānau, Taha Hinengaro, Taha Wairua).
• Whiteboard/flipchart and markers for group brainstorming.
• Access to library or internet devices for extension activities (if available).
• Worksheets for reflection and group discussion prompts.

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Lesson Structure

1. Introduction (10 minutes)

• Engage: Begin with a brief discussion about what wellbeing means to each student, focusing on physical, mental, family and spiritual aspects.
• Activate prior knowledge: Ask students if they have heard of hauora or the Fonofale model before. Write key ideas on the board.
• WALT and Success Criteria: Share and explain these with the class to set expectations and goals.

2. Hauora Exploration (10 minutes)

• Present the concept of hauora — explain the four dimensions:
• Taha Tinana (Physical wellbeing)
• Taha Hinengaro (Mental and Emotional wellbeing)
• Taha Whānau (Social wellbeing)
• Taha Wairua (Spiritual wellbeing)
• Use a colourful diagram to illustrate these interwoven parts.
• Ask students to provide examples of how these affect their own lives, especially relating to movement or health.

3. Introduce the Fonofale Model (15 minutes)

• Show the Fonofale model visual aid: explain the foundation (family), the pillars (physical, spiritual, mental, and other dimensions), the roof (culture, values, and beliefs), and the surrounding environment (time, context, and society).
• Break the class into 5 groups; each group discusses one element of the Fonofale model and how it relates to their experiences of hauora and movement.
• Groups report back with examples from their perspectives — encourage inclusion of cultural relevance and personal stories.

4. Linking to Personal Movement Experiences (10 minutes)

• Facilitate a whole-class discussion on how understanding hauora and the Fonofale model can influence the way they approach physical activity and movement.
• Prompt with questions such as:
• How might your mental and emotional wellbeing affect your physical performance?
• Why is family or cultural support important in staying active?
• Record key points generated by students on the board.

5. Differentiated Task and Reflection (10 minutes)

• Distribute worksheets where students define hauora and sketch or annotate the Fonofale model with examples relevant to their own movement habits.
• Offer visual aids and templates for students needing support.
• Encourage discussion in pairs to deepen understanding.

6. Extension Activity (Optional Homework or Classroom Task)

• Challenge advanced learners to research another health model (e.g., the biopsychosocial model or Te Whare Tapa Whā) and prepare a short comparison to the Fonofale.
• This can be a poster, oral presentation, or digital slide creation to be shared in the next lesson.

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Differentiation Strategies

• Visual supports: Charts and diagrams illustrate concepts for visual learners and those who benefit from concrete representations.
• Group discussions: Support verbal learners and promote peer learning.
• Sentence starters and glossary: For students who need language support.
• Extension research: For more able students to deepen their understanding and critical thinking.

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Assessment

Formative assessment through:

• Participation in group discussions and presentations.
• Quality of worksheet responses reflecting understanding of hauora and Fonofale.
• Observation of engagement with activities and ability to link concepts to personal experiences.

Informal feedback from teacher during activities will help guide subsequent lessons in the unit.

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Reflection for Teachers

Consider how students relate culturally to the Fonofale and hauora concepts. Use insights from discussions to personalise follow-up lessons. Scaffold language and concepts as needed, ensuring a respectful, inclusive environment for diverse learners and cultures.

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This lesson embeds core Health and Physical Education values from the New Zealand Curriculum Refresh, fostering not only knowledge but empathy, self-management, and respect—essential for young learners navigating their wellbeing in a contemporary New Zealand context.