Hāngū, Hā, Calming Together

Overview

Lesson 5 of 8 in Ko Wai Au? We Belong Together. Through gentle breathing, movement, positive self-talk and help-seeking, ākonga learn that calming strategies can help them reconnect and make safe choices. Calming is presented as an invitation: tamariki may choose to look, stretch, count, hum or use a quiet space.

Learning intentions

• WALT practise calming strategies that support our manawa and wellbeing.
• WALT identify a trusted person who can tautoko us.
• WALT make a safe choice when we feel upset, worried or overwhelmed.
• WALT use simple Te reo Māori to describe our feelings and choices.

Success criteria

• I can demonstrate or show slow, gentle breathing.
• I can name someone I can kōrero with.
• I can choose a strategy that suits me.
• I can say, “Kua marino ahau” when my body feels calm.

Curriculum links

• Health and Physical Education — hauora: identifying feelings, managing emotions and seeking support for wellbeing.
• Health and Physical Education — relationships: recognising trusted people and using safe help-seeking strategies.
• Te reo Māori — listening and speaking in familiar and less familiar contexts, expressing ideas and following the flow of kōrero.
• Te reo Māori — using meaningful language in context, including personal voice and purposeful communication.

Lesson structure (45 minutes)

1. 0–5 min · Hook: gentle hā. Teacher shows a feather or ribbon and invites ākonga to make it move gently with their breath, explaining, “Kāore e tika kia rere atu—kia āta noa.” Open with the feather and ribbon hook. Students watch, notice what happens with a strong and gentle breath, and share a time their body needed to feel calm.

2. 5–11 min · Teach the language and choice. Teacher introduces hā (breath), manawa (heart), manawa mārie (calm heart), manawa ora (wellbeing), manawa nui (courage), āta (gently/slowly), kōrero (talk) and tautoko (support). Model three slow breaths with a hand on the tummy or feather, clearly stating that breathing is an invitation, never a requirement. Students practise saying and signing key words, then choose to breathe, look, stretch, count, hum or visit the calm space.

3. 11–19 min · Year-level practice. Teacher works with Year 1 students using the three-step breathing visual: smell the flower, pause, blow the candle. Offer a feather, visual card or counting fingers. Year 2 students follow the same visual independently, then add a quiet stretch or hum. Students use the frame, “Ka āta manawa ahau,” or point to a strategy card. Teacher checks that breathing remains gentle and stops immediately if a child is uncomfortable.

4. 19–33 min · Strategy stations. Teacher sets up four small-group stations using the calm strategies choice sheet and demonstrates each activity: breathing, stretching with a slow waiata or humming, positive self-talk (“Ka taea e au”; “He pai te whakamātau”), and asking for help. Year 1 students rotate with an adult or buddy and focus on trying and pointing. Year 2 students rotate through all four, then discuss which strategy could help in a scenario card. Students practise the frames: “Ka kōrero au ki ___” and “Ka whiriwhiri ahau i te ___.”

5. 33–40 min · Reconnect and kōrero. Teacher presents two or three age-appropriate scenarios, such as losing a game, feeling left out or becoming cross during shared play. Emphasise that calming does not mean hiding feelings or solving everything alone. Students demonstrate, point to or act out a suitable strategy and identify a trusted adult or friend. Invite a slow waiata or gentle humming with stretching, ensuring participation is optional.

6. 40–45 min · Plenary and exit check. Teacher revisits the strategy recap and closing prompt. Each child privately shows one strategy by demonstrating, pointing or choosing a card, and completes one sentence: “Ka kōrero au ki ___” or “Ka whiriwhiri ahau i te ___.” Close with, “Kua marino ahau,” while acknowledging that all feelings are welcome.

Resources

• the calming strategies slide deck
• the calm strategies choice sheet
• Feathers or ribbons
• Breathing cards with flower-and-candle visuals
• Scenario cards
• Cushions and calm-corner resources
• Emotion or strategy picture cards
• Device and display for the slide deck
• Simple three-step calm cards for home

Assessment

• During modelling and stations, observe whether each child can demonstrate, point to or select a calming strategy safely.
• Record whether children can name a trusted person and use or attempt a sentence frame; note independence, choice-making and safe help-seeking.
• Use the final response as an exit check. Accept spoken language, pointing, gesture, drawing or demonstration.

Differentiation

• Provide picture cards, gestures, sentence frames, partner support and repeated modelling. Accept home-language responses alongside Te reo Māori.
• Never require closed-eye breathing, touch or public sharing. Children may watch, stretch, count, hum, use the calm corner or work beside a trusted adult.
• For children needing sensory or communication support, offer a quiet space, reduced verbal instructions, visual steps and extra processing time.
• Extend Year 2 learners by asking them to explain why a strategy may suit a particular scenario and how they could combine two strategies before seeking support.
• Send home the three-step calm card for families to adapt to their own practices, values and ways of supporting wellbeing.