Hauora and Movement

Overview

This 60-minute lesson is designed for Year 11 Physical Education students in New Zealand, focusing on Achievement Standard 92018: Demonstrate understanding of the influence of personal movement experiences on hauora. Grounded in the New Zealand Curriculum and incorporating Te Whare Tapa Whā model, this lesson will engage students with concepts of hauora—spiritual, mental/emotional, physical, and social well-being—and the connection to their personal movement experiences.

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Learning Objectives

• WALT (We Are Learning To):

• Describe how personal movement experiences influence the four dimensions of hauora (Achievement level).

• Explain how these experiences contribute to their overall hauora (Merit level).

• Evaluate and reflect on the impact of personal movement experiences on their hauora, using evidence and examples (Excellence level).

• Aligned with the New Zealand Curriculum:

• Health and Physical Education Level 5 achievement objectives:

• Understand that hauora is a Māori philosophy of well-being encompassing taha tinana, taha hinengaro, taha whānau, and taha wairua.

• Explain how physical activity influences well-being in these dimensions.

• Incorporate the Key Competencies: Managing self, Relating to others, and Thinking.

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Success Criteria

• Can identify and describe examples of personal movement experiences.
• Can make clear connections between these experiences and each dimension of hauora.
• Can explain in detail the influence of these experiences on their well-being.
• Can critically evaluate their movement experiences and suggest ways to improve their hauora.
• Can communicate their understanding using appropriate sentence starters and vocabulary.

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Lesson Structure (60 minutes)

1. Introduction & WALT (5 minutes)

• Introduce the lesson's focus and WALT statements.
• Activate prior knowledge by asking students to recall recent physical activities they have enjoyed.
• Briefly introduce Te Whare Tapa Whā model of hauora.

2. exploring personal movement experiences (15 minutes)

• Activity: Small group sharing (mixed ability groups) Students share one significant personal movement experience (sport, dance, exercise, etc.).

• Teacher provides guiding questions to facilitate meaningful sharing.

• Each student uses a dyslexia-friendly worksheet (with visuals and simple language) to note key points.

• Support (Differentiation):

• Use dyslexia-friendly fonts, colour coding, and minimal text on the worksheet.

• Provide sentence starters, e.g., "One physical activity I enjoy is...", "This affects my hauora because..."

• Verbally scaffold for students who need additional support.

3. Te Whare Tapa Whā Model Explanation (10 minutes)

• Teacher-led interactive presentation explaining the four walls of hauora:

• Taha Tinana (physical)

• Taha Hinengaro (mental/emotional)

• Taha Whānau (social)

• Taha Wairua (spiritual)

• Students map their shared experiences to one or more of these walls.

• Visual aids:

• Large colourful diagram of Te Whare Tapa Whā displayed.

• Real-life examples relating to each dimension.

4. Linking Experience to Hauora (15 minutes)

• Activity: Individual written reflection Students write a paragraph describing how their personal movement experience influences one or more dimensions of their hauora.

• Scaffold for Levels:

• Achievement: Describe the experience and which hauora dimensions it relates to.

• Merit: Explain how it affects their hauora, providing reasons and examples.

• Excellence: Evaluate the influence considering both positive and negative impacts and suggest ways to enhance their hauora through future movement choices.

• Sentence Starters:

• Achievement: "When I do [activity], it helps my taha tinana because..."

• Merit: "This experience improves my mental well-being as it helps me to..."

• Excellence: "While this activity benefits my physical health, it sometimes challenges my social hauora because..."

• Differentiation:

• Offer oral recording as an alternative for students with writing difficulties.

• Provide templates with sentence frames and vocabulary lists.

• Use peer support and teacher conferencing for feedback.

5. Extension Activities (for advanced learners) (10 minutes)

• Research and present examples of other movement experiences (e.g., cultural dance, traditional Māori activities) that influence hauora.
• Explore how community or group activities influence taha whānau and taha wairua.
• Develop a personalised plan incorporating movement activities to improve or maintain their hauora, justifying choices referencing Te Whare Tapa Whā.

6. Plenary and Assessment Guidance (5 minutes)

• Students share one insight from their reflection with a partner.
• Teacher outlines how the reflections will contribute to their NCEA Achievement Standard 92018 portfolio.
• Provide clear criteria for assessing Achievement, Merit, and Excellence.
• Remind students about the importance of evidence and explanation in their assessment work.

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Differentiation Strategies

• Use of dyslexia-friendly fonts and layouts for all written resources.
• Visual supports such as diagrams and colour coding.
• Sentence starters and writing frames to structure responses.
• Flexibility for oral, written, or digital submissions.
• Scaffolding with questioning during discussions to support understanding.
• Mixed-ability grouping to enable peer learning and support.
• Extra time or one-on-one conferencing for students needing additional assistance.

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Assessment Guidance for Teachers

• Collect student reflections as evidence.
• Look for clear links between personal movement experiences and hauora dimensions.
• Evaluate language precision and depth for Merit and Excellence levels.
• Use the New Zealand Curriculum assessments matrix for 92018 to align judgements.
• Encourage self-assessment and peer feedback based on success criteria.

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Key Vocabulary and Sentence Starters for Students

Vocabulary	Sentence Starters
Hauora	"My movement experience influences my..."
Taha Tinana	"Physically, I feel..."
Taha Hinengaro	"Emotionally, this helps me by..."
Taha Whānau	"Socially, it supports my relationships by..."
Taha Wairua	"Spiritually, I connect through..."
Reflect	"I think this experience benefits my hauora because..."
Evaluate	"One positive aspect is... However, one challenge is..."

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Teacher Notes

• Emphasise culturally responsive pedagogy by valuing Māori concepts such as hauora.
• Recognise diversity within the class, acknowledging that personal movement experiences may vary greatly.
• Use examples students bring to make learning relevant and authentic.
• Encourage students to reflect deeply and honestly about their personal lives and experiences.
• Keep the lesson interactive to maintain engagement.

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This lesson plan ensures alignment with the New Zealand Curriculum for Health and Physical Education, focusing on well-being and personal growth through movement, while including culturally significant models and providing differentiated learning opportunities to meet diverse student needs. It provides clear pathways from Achievement to Excellence reflecting NCEA Level 1 standards and promotes critical thinking and self-awareness in student learning.