Hauora Has Four Walls

Overview

Students are introduced to Sir Mason Durie’s Te Whare Tapa Whā model as a holistic way to understand hauora (wellbeing). Through everyday Year 7 scenarios, they explore how physical health, thoughts and feelings, relationships, values and meaning, and connection to whenua support one another.

Learning intentions

Students will:

• understand and respectfully pronounce hauora and the four dimensions of Te Whare Tapa Whā
• explain how whenua provides the foundation for wellbeing
• identify how everyday choices and relationships can strengthen or weaken different parts of hauora
• communicate about wellbeing respectfully without making assumptions about others

Success criteria

• I can explain the four walls and the foundation of Te Whare Tapa Whā.
• I can pronounce and use the terms taha tinana, taha hinengaro, taha whānau, taha wairua and whenua respectfully.
• I can identify more than one part of hauora in an everyday situation.
• I can suggest an inclusive, practical choice that could support wellbeing.

Curriculum links

• Te Mātaiaho Health and Physical Education Years 0–10 — Health Education: understanding wellbeing, relationships, identity and informed choices
• Health Education — developing cultural awareness, empathy and respectful communication through learning about the food choices and experiences of others
• Year 7 Self-care — recognising that manageable challenge, rest and support contribute to resilience and wellbeing
• Year 7 Nutrition — understanding that choices are shaped by culture, social settings, belonging and identity

Lesson structure (60 minutes)

1. 0–7 min · Engaging starter. Display a picture of a whare with one wall missing and ask, “Could this whare stay strong?” Open with the hook and whare visual. Students quietly jot what a person might need to feel well, then share an idea with a partner; they may pass if they do not wish to discuss personal experiences.

2. 7–20 min · Explicit teaching and pronunciation. Use the model explanation slides to introduce Te Whare Tapa Whā, developed by Sir Mason Durie, as a Māori model of hauora. Explain that hauora means wellbeing and is pronounced approximately “how-ora”. Model each term slowly and invite students to repeat respectfully: taha tinana (tah-hah tee-nah-nah), taha hinengaro (tah-hah hee-neng-ah-roh), taha whānau (tah-hah far-now), taha wairua (tah-hah why-roo-ah), and whenua (fen-oo-ah). Clarify that wairua includes values, purpose, identity, connection and meaning, and is not only about religious belief. Students label the four walls and foundation on the Te Whare Tapa Whā learning sheet.

3. 20–27 min · Connect and clarify. Teacher explains: taha tinana relates to the body and physical health; taha hinengaro includes thoughts, feelings and emotional wellbeing; taha whānau includes family, friends, peers and supportive relationships; taha wairua includes values, beliefs, identity, purpose and what gives life meaning; whenua is connection to land, place, environment and belonging. Students give an impersonal example, such as “a student joining a club”, and suggest which dimensions might be involved. Emphasise that the walls are interconnected, not a checklist: strengthening one can support others, while weakening one may affect the whole whare.

4. 27–45 min · Collaborative scenario analysis. Arrange 25 students into mixed-ability groups of three or four. Give each group one everyday scenario on the scenario analysis section; examples include preparing and sharing culturally different food, feeling stressed about a deadline, being left out of a group, getting enough sleep before sport, or spending time caring for a local place. Groups identify which walls and/or foundation are supported or weakened, explain their reasoning, and suggest one respectful action. They record ideas using the prompts: “This may affect…”, “We think this because…”, and “A supportive choice could be…”. Remind students to discuss the situation, not judge the person or culture.

5. 45–53 min · Share and respond. Each group gives a one-minute report, referring to at least two interconnected parts of the model. The class listens for links between dimensions and responds with “I agree because…” or “Another connection could be…”. Teacher corrects misconceptions, reinforces that wellbeing looks different for different people, and highlights inclusive choices such as asking, listening, including others and seeking support.

6. 53–60 min · Private reflection and exit ticket. Students complete the reflection and exit ticket on the individual reflection and exit ticket. They answer: “Which part of the model is clearest to me?”, “How can two parts support each other?”, and “What is one respectful action that can support someone’s hauora?” Students do not need to name personal experiences. Collect sheets as students leave.

Resources

• the Te Whare Tapa Whā teaching deck
• the Te Whare Tapa Whā learning sheet
• Board or large display
• Projector or interactive screen
• Pens or pencils
• Timer
• Optional image of a whare with four walls and a whenua foundation
• Group tables arranged for three or four students

Assessment

• Listen during pronunciation practice and check worksheet labels for accurate understanding of the terms.
• During group work, question students: “Which parts are connected here?” and “What makes that choice respectful and inclusive?”
• Use the exit ticket to assess whether students can explain the model holistically and apply it to an everyday situation.

Differentiation

• Provide a visual model, pronunciation guide, word bank and sentence starters; read scenarios aloud and allow students to draw or bullet-point responses.
• Pair students strategically and assign accessible roles such as reader, recorder, connector or speaker. Offer quiet individual reflection or an alternative scenario for students who find personal wellbeing discussions uncomfortable.
• Support EAL learners with images, rehearsal time, partner talk and permission to explain ideas using familiar words before introducing the Māori terms.
• Extend confident students by asking them to explain how one action could affect all four walls and the foundation, or to compare two possible choices without labelling either person as “healthy” or “unhealthy”.

Teacher notes

• Introduce Te Whare Tapa Whā with respect and acknowledge Sir Mason Durie’s contribution. Model pronunciation carefully, avoid turning the terms into a competition, and accept sincere attempts.
• Do not ask students to disclose family beliefs, culture, health, relationships or personal challenges. Use fictional examples and remind students that they may pass.
• Present the model as holistic: the dimensions work together and may look different across people, cultures and situations. It is not a tick-box test or a ranking system.
• Establish discussion norms: listen without interrupting, use people’s chosen names and identities, ask rather than assume, speak about ideas rather than individuals, and keep personal comments confidential. Follow up privately if a student raises a safeguarding concern.