Hauora Collage

Overview

Students explore Hauora as a connected whole by creating a visual collage that represents taha hinengaro, taha tinana, taha wairua, and taha whānau. The class also practises respectful sharing of ideas and discusses how everyday choices support emotional, physical, spiritual, and family wellbeing.

Learning intentions

• WALT describe the four dimensions of Hauora and give examples from everyday life.
• WALT explain how each dimension supports wellbeing and a respectful classroom environment.
• WALT use art and short written captions to communicate wellbeing ideas clearly.
• WALT practise a self-care strategy when we notice big feelings or discomfort.

Success criteria

• I can name taha hinengaro, taha tinana, taha wairua, and taha whānau.
• I can match at least 2 collage items to the correct Hauora dimension and explain why.
• I can listen respectfully and add to discussions using sentence starters.
• I can complete a quick self-check and choose one calming or helpful strategy.

Curriculum links

• Self-care: exploring self-care habits that contribute to respectful classroom environments and the connections between hygiene, physical health, and emotional wellbeing.
• Self-care: exploring healthy habits and emotional regulation strategies, and identifying ways for respectful communication to manage changes experienced through puberty.
• Self-care: practising self-care strategies such as rest, hydration, and relaxation techniques to manage emotional and physical discomfort.
• Health and PE: building understanding of wellbeing through connected physical, emotional, and social/spiritual dimensions (Hauora).

Lesson structure (54 minutes)

1. 0–5 min · Hook (Think–Write). Teacher shows Slide 1: “What helps you feel good at school?” and prompts a silent think-write; students share one idea with a partner using a sentence starter.
2. 5–12 min · Explicit teaching (I do). Teacher uses Google Slides to introduce Hauora and the four dimensions, adding a quick example for each (taha hinengaro, taha tinana, taha wairua, taha whānau); students copy the four headings into their workbook.
3. 12–18 min · Modelling (We do). Teacher models how to sort a mixed set of cards (e.g., sleep, exercise, prayer/values, talking with whānau, brushing teeth, mindfulness, healthy food) into the four categories; students help decide and justify using “I think it fits because…”.
4. 18–35 min · Collage creation (You do). Students work at tables with magazines, drawing paper, scissors, glue, and short text strips. Each student must add:

• at least 1 magazine/drawing item under each Hauora dimension (4 total), and
• a short caption (1–2 sentences) for one dimension explaining how it supports wellbeing. Teacher circulates using a “coach and prompt” approach: “Which dimension is this? What effect might it have?”

5. 35–43 min · Gallery share + respectful talk (We do/You do). Students do a 2-minute gallery walk, then return to seats. Using Slides 2 discussion prompts, they choose one peer idea to respond to respectfully (“I like how you…”, “Another example could be…”, “I agree because…”).
6. 43–50 min · Science of learning review (Mini-review 1). Teacher runs a short, high-retrieval activity on Google Slides: quick questions, cold-call logic (“Why is hydration taha tinana?”), and a 30-second re-cap chant of the four dimensions. Students answer on paper or in their books.
7. 50–54 min · Self-care micro-practice + exit ticket. Teacher leads a 60-second calming breathing/grounding routine (for example: slow inhale, long exhale, notice feet). Exit ticket: “One Hauora dimension I used today is… and one self-care strategy I can try is…”

Resources

• Google Slides presentation for the lesson (Slides 1–2 + review prompts)
• Magazines, scissors, glue sticks, scrap paper
• Drawing materials (pencils, coloured pencils/markers)
• Worksheet page with four boxes labelled: taha hinengaro, taha tinana, taha wairua, taha whānau
• Caption strips (lined or sentence starters)
• Scenario card set for sorting (teacher-made)
• Exit ticket slips or a workbook page
• Timer for gallery and review

Assessment

• Formative checks during sorting: observe students’ ability to correctly identify the Hauora dimension and give a reason.
• Formative checks during collage: confirm at least one accurate caption that links an item to wellbeing.
• Exit ticket review: check students’ understanding of one dimension and one self-care strategy.

Differentiation

• Provide sentence starters for discussion and captions (e.g., “This helps taha hinengaro because…”, “A strategy I can use is…”).
• Offer a word bank for students who need support (sleep, movement, values, gratitude, hygiene, communication, rest).
• For students needing extension: add a second caption for a second dimension, and explain a “before/after” effect (what changes when you use the self-care choice).
• For EAL/SEN support: allow drawing-only evidence plus oral explanation to the teacher; provide a partner buddy for gallery share.

Science of learning (built-in review across the 9 sequence)

• Each lesson in the 9-part sequence repeats a short retrieval routine on Google Slides (spaced repetition across days/weeks): naming the four dimensions, sorting examples, and one quick “why” question.
• Use short, frequent recall (cold-call, think-pair-share, and mini-chant) before new collage tasks.
• Every lesson includes a 2–3 question “re-cap” at the end of student work to strengthen memory and understanding.

(Note: This 54-minute plan is Lesson 1 of the 9-lesson sequence. Lessons 2–9 would continue building the same collage/draft over time and deepen the links between Hauora, self-care strategies, and respectful wellbeing in the classroom, while keeping the 15-minute I do/We do/You do instruction-and-review cycle.)