Hauora Beginnings

Overview

This lesson introduces hauora as a holistic concept of wellbeing and begins building the skills needed for AS92011. Students will discuss what improves wellbeing and create a class mind map of strategies and supporting ideas, then reflect using sentence starters to suit a range of literacy needs.

Learning intentions

Students will be able to:

• describe hauora as holistic wellbeing across different dimensions
• identify and describe examples of strategies that enhance hauora
• explain how at least one strategy could enhance hauora, using a simple underlying idea
• connect their ideas to the idea that hauora is influenced by personal and social factors

Success criteria

I can…

• explain what hauora means in my own words
• name several strategies that can enhance hauora (for individuals and groups)
• give an example of how a strategy could enhance hauora
• use a simple underlying concept (e.g., health promotion) to support my explanation

Curriculum links

• Health Studies: AS92011 — Demonstrate understanding of strategies that enhance hauora (identifying, describing, and explaining with reference to an underlying concept and using examples)
• Health Education: strategies as plans of action to enhance hauora (individual and collective actions/practices)

Lesson structure (60 minutes)

1. 0–5 min · Welcome & set the tone. Teacher greets students and briefly revisits class values (caring, learning, respect) and group discussion norms. Students do a quick “Think of a time you felt well” silent jot (1–2 sentences).

2. 5–12 min · Activate knowledge (hook). Teacher shows a prompt on the board: “Wellbeing is not just physical—what else might it include?” Students do a 2-minute think, then pair-share and add one idea to a class word bank.

3. 12–22 min · Direct teaching: hauora overview. Teacher explains hauora as holistic wellbeing and models how dimensions connect (body, mind/emotions, relationships, and sense of belonging/meaning) without needing complex diagrams. Students complete a teacher-provided “Hauora in my words” template: definition + one example.

4. 22–35 min · Group task: strategies brainstorm (hands-on). Teacher forms mixed-ability groups and gives each group a set of scenario cards (e.g., sleep choices, checking in with friends, joining a sports team, managing stress, healthy eating routines). Students sort cards into “Individual strategies” and “Collective strategies,” then choose two cards and describe: what the strategy is and who it helps.

5. 35–45 min · Build the mind map together. Teacher draws a large mind map on the board or wall with branches: “Strategies,” “Who benefits,” “How it helps hauora.” Students bring one group idea at a time, placing sticky notes onto the correct branch and adding one short explanation line.

6. 45–55 min · AS92011 focus: explain with an underlying idea. Teacher introduces a simple underlying concept for today: health promotion (actions that support people to improve wellbeing). Teacher models one “because” statement: “This strategy can enhance hauora because it supports wellbeing through planned action and healthier habits.” Students choose one mind map branch and write a 4–6 sentence explanation using sentence starters:

• “The strategy is…”
• “It enhances hauora by…”
• “It fits with health promotion because…”
• “An example is…”

7. 55–60 min · Exit ticket (check for understanding). Teacher collects a short exit ticket: students answer one prompt—“Name one strategy that enhances hauora and briefly say why (1–2 sentences).” Students hand it in.

Resources

• Scenario cards (printed) for wellbeing strategies (individual and collective)
• Sticky notes (different colours for individual/collective)
• Large mind map paper/whiteboard space
• Hauora “in my words” template (one page)
• Sentence starters sheet for explanation writing
• Timer for structured group work
• Pencils, pens, highlighters

Assessment

• Formative during group work: teacher circulates with a checklist (strategy named clearly; example included; explanation attempted)
• Formative during mind map: teacher listens for accurate linking between “strategy” and “how it helps” (not just listing)
• Summative-for-learning (exit ticket): assesses whether students can describe a strategy and explain how it enhances hauora in a simple way aligned to AS92011 “demonstrate understanding” expectations

Differentiation

• Provide sentence starters and sentence frames for students with literacy struggles; allow oral rehearsal before writing
• Offer visual supports: the mind map organiser headings (Strategies, Who benefits, How it helps) to reduce cognitive load
• Extension for students who finish early: ask them to add a second “because” reason or identify whether the strategy is mainly personal or collective
• Grouping approach: mix abilities, assign roles (reader, writer, timekeeper, connector) so all students contribute; ensure respectful discussion rules are clear
• EAL support: encourage students to use keywords from the class word bank; accept first-draft oral explanations that they can later rewrite