Hauora Impact Assessment

Class: Year 10 Health and PE

Background

This lesson is the first of three lessons during assessment week for the current unit. Students will apply their prior research and knowledge about the impacts of alcohol and drugs on Hauora. This lesson focuses on completing the first assessment task on the impacts of their chosen drug across the four dimensions of Hauora. Subsequent lessons will cover managing strategies and allow time for editing and completing their assessments.

Teacher Learning Intentions

We are learning to:

Apply knowledge about Hauora and drug impacts to complete an assessment.
Understand what an 'impact' means in the context of health and Hauora.
Accurately identify and use key vocabulary relevant to this health topic.

Student Success Criteria

We know we have learned this when we can:

Define what an impact is.
Identify key terms required for the assessment.
Begin confidently working on Task One of the assessment.

Evidence of Learning

I will know students have achieved the learning intentions when:

Students clearly articulate what an impact on Hauora means.
Students identify and highlight relevant vocabulary from exemplar texts.
Students independently work on and progress Task One on Google Classroom.

New Zealand Curriculum References

Health and Physical Education Learning Area

Strand: Hauora and Well-being
Achievement Objective:
Demonstrate understanding of how people’s wellbeing can change and strategies to enhance their own and others’ hauora (ACHHK065)
Key Competencies: Managing self, Relating to others, Thinking
Values: Community and participation, Integrity, Respect

Learning Outline

Learning Phase	What Students Will Learn	Planned Activities & Questions	Resources	Managing the Learning Environment
Phase 1: Starter (15 minutes)	Students review the concept of Hauora (mental, physical, emotional, spiritual), understand what an impact is, and choose their drug from the provided list.	- Brief whole-class discussion reviewing Hauora and defining ‘impact’ in context.

Teacher introduces the drug list; students select their drug for the assessment.
Facilitated Q&A: “What does impact mean? How might drugs affect hauora?”
Quick Write: Students write a sentence defining an impact on Hauora. | Drug list handout/projector display
Whiteboard or electronic board | Students seated in circle for discussion, then individual for drug choice. Clear instructions on behaviour and focus. | | Phase 2: Exemplar Work (15 minutes) | Students understand structure and academic language expected in Task One by analysing an exemplar. | - Teacher projects exemplar response.
Read aloud and explain highlighted parts, focusing on taha wairua first.
Students highlight similar examples on their exemplar copies (digital/pdf).
Group share-out: Students explain their highlights, teacher annotates on projector.
Question prompts:
"How does this text show taha wairua impact?
Why is this vocabulary important?" | Task One exemplar uploaded to Google Classroom
Projector/smartboard
Highlighters or annotation tools for digital copies | Students paired or working individually on devices; guided to focus only on assigned section. | | Phase 3: Task One Work (30 minutes) | Students complete Task One: describe impacts of their chosen drug on physical, mental/emotional, social, and spiritual Hauora. | - Students open assessment task on Google Classroom.
Begin work on Task One independently.
Teacher circulates to support and prompt deeper thinking.
Questions to scaffold learning:
"Which Hauora dimension are you describing?
How does this drug impact that dimension?
Can you use key vocabulary from the exemplar?"
Quick check-in: “What challenges are you facing?” | Assessment document on Google Classroom
Student devices (chromebooks/laptops) | Individual work; teacher monitoring; noise managed to quiet working levels. Clear signals for help or questions (e.g., hand signals). |

Resources Required

Digital copies of Task One exemplar available on Google Classroom.
Drug list handout/projector slide.
Student devices with Google Classroom access.
Projector/smartboard for class discussions and highlighting.
Writing materials for note-taking and quick writes.

Additional Notes for Teachers

Ensure that students understand the four dimensions of Hauora as per the New Zealand curriculum emphasis on holistic well-being.
Use culturally responsive approaches by acknowledging the importance of taha wairua (spiritual well-being) in health discussions.
Encourage peer support but monitor to keep students focused on the individual task.
Scaffold vocabulary and allow sentence starters for students needing additional support.
Be explicit about expectations for behaviour during independent work phases.

This plan adheres to the New Zealand Curriculum Learning Area of Health and Physical Education, focusing on Hauora and the effects of alcohol and drug use, supporting students to develop knowledge and skills in managing well-being. It also integrates key competencies, promotes values relevant to community and individual integrity, and is paced appropriately for Year 10 learners over a 60-minute session.