Hauora i ia rā

Overview

In this 10-minute learning-support Health session, we will build understanding of Learning Support, recognising simple features of two learning disabilities, and learning about support systems that help learners feel safe and successful. This lesson includes brief te reo Māori for everyday classroom talk and uses panui haere and tuhituhi with accessible animal and art prompts.

Learning intentions

• WALT understand what Learning Support is and why it helps learners at school.
• WALT identify key features of two learning disabilities in a simple, respectful way.
• WALT name support systems available in kura (class supports, adult help, and learning adjustments).
• WALT practise panui haere (reading along) and tuhituhi (writing) using an animal-themed sentence.

Success criteria

• I can explain (in my own words) what Learning Support means.
• I can match one example to a key feature for each of two learning disabilities.
• I can name at least two support systems that help learners.
• I can complete my panui haere and tuhituhi task with my best effort (capital letters and full stop where I can).

Curriculum links

• Waiora / Health and wellbeing: tinana, hinengaro, whānau, wairua, and environment—learning support helps hinengaro wellbeing (confidence, belonging).
• Learning Support in kura: enabling access to learning so every learner can participate and succeed.
• Te reo Māori modes: panui haere and tuhituhi through teacher-supported reading and copying/writing.
• Learner-centred wellbeing: supports respect, safety, and belonging in classroom routines.

Lesson structure (10 minutes)

1. 0–2 min · Tūhono / calming start. Teacher greets learner in te reo Māori and checks readiness: “Kia ora. Me pēhea koe i tēnei rā?” Learner answers using a word or drawing; teacher observes mood and focus.

2. 2–4 min · Hook with picture prompt (Learning Support). Teacher shows a simple animal picture card and a short sentence strip (teacher reads aloud). Teacher says: “Ko Learning Support hei āwhina i te ako.” Learner panui haere: follows the words with a finger while teacher reads once, then again more slowly. Learner task: point to each word as it is read.

3. 4–7 min · Direct teach: two learning disabilities (features). Teacher uses two labelled cards with large icons and simple sentences, reading each slowly and keeping it non-stigmatising.

• Disability 1: Dyslexia (reading/writing difficulty). Key features: “He uaua ki te pānui me te tuhituhi. He roa te rapu kupu.”
• Disability 2: ADHD (attention and activity/impulsivity). Key features: “He uaua ki te noho mārie. He uaua ki te aro ki ngā tohutohu mō te wā poto.” Teacher repeats: “He uaua kē tētahi āhua. Ehara i te hē.” Learner task: choose the correct animal icon to match each card (e.g., a “slow reader” turtle for dyslexia, a “moving lizard” for attention). Teacher records responses verbally for understanding.

4. 7–9 min · Support systems (what helps). Teacher shows three quick support options (with pictures):

• “Whakamārama anō” (re-explain / instructions broken down)
• “Wā āwhina” (extra time / short steps)
• “Āwhina ā-ringa, rārangi me ngā tauira” (visual supports, examples, sentence frames) Teacher models two examples in te reo Māori: “Me āwhina mātou. Kia iti ngā mahi. Kia poto ngā tohutohu.” Learner task: says (or points to) two support systems; teacher affirms.

5. 9–10 min · Tuhituhi mini-task (panui haere + writing). Teacher provides a one-line worksheet strip (animal + sentence frame). Sentence frame in te reo Māori/English mix for accessibility:

• “I need learning support when I ____.” plus a matching drawing box. Learner chooses one support cue word from a word bank picture set (time, help, small steps), then writes one short phrase or draws and writes 1–2 words. Teacher completes a “best effort” check.

Resources

• Animal picture cards (turtle/reader, lizard/active, or favourite animal)
• Two disability feature cards with icons and short sentences (teacher read-aloud)
• Support system picture cards (re-explain, extra time, visual examples)
• Sentence strip for panui haere: “Ko Learning Support hei āwhina i te ako.”
• One-line sentence frame worksheet for tuhituhi
• Pencil, workbook/worksheet, visual word bank (time/help/small steps)
• Timer for 10 minutes (visual cue)
• Optional: sensory fidget for regulation during quiet writing

Assessment

• During hook: teacher observes panui haere accuracy (follows words with finger).
• During disability feature matching: teacher checks if learner can select the correct icon for dyslexia vs ADHD features.
• During support systems: teacher listens for correct identification of at least two supports (pointing/saying).
• Quick evidence at exit: one completed written/drawn sentence frame.

Differentiation

• Support: use large print, short sentences, icons, and teacher re-reading; provide sentence frame and word bank; allow pointing or drawing as part of tuhituhi if needed.
• Support for Autism: predictable routine (same order each time), minimal language, calm tone, and short chunks with breaks if attention drops.
• Extension (within time): ask learner to add one extra word (“time” + “help”) or choose a second example of support if ready.
• EAL/te reo considerations: allow the learner to respond in a mix of te reo and English; prioritise meaning and respectful participation over spelling accuracy.

Success criteria for this lesson (for Learning Support)

• I can follow panui haere by pointing to words as the teacher reads.
• I can match one feature to dyslexia and one feature to ADHD using icons.
• I can name (point to/say) two support systems.
• I can complete my one-line tuhituhi using the sentence frame with my best effort.