Introduction to Coeliac Disease

Overview

This first lesson in the 18-lesson unit Navigating Gluten-Free Lives introduces coeliac disease as an immune-mediated condition rather than a lifestyle choice or food preference. Students build foundational knowledge about gluten, symptoms, diagnosis, and impacts on hauora, preparing them to explore safe gluten-free food practices and health promotion in later lessons.

Learning intentions

• WALT understand what coeliac disease is and how gluten affects the body.
• WALT know common symptoms, possible impacts, and why medical diagnosis matters.
• WALT connect coeliac disease with the four dimensions of hauora.
• WALT use accurate, respectful language when discussing a health condition.
• WALT explain our learning in our own words.

Success criteria

• I can explain coeliac disease in my own words.
• I can describe the role of gluten and the immune system in coeliac disease.
• I can identify possible symptoms and impacts without assuming everyone experiences them in the same way.
• I can explain why a person with coeliac disease needs ongoing medical advice and strict gluten avoidance.

Curriculum links

• Analyse an adolescent health issue by explaining influences, consequences for well-being, and health-enhancing strategies.
• Take action to enhance an aspect of people’s well-being by developing accurate health knowledge and identifying ways a school community can support people with dietary health needs.
• Health and Physical Education concepts: hauora, a socio-ecological perspective, health promotion, and attitudes and values.
• Understand, Know, Do: understand the condition and its effects; know key terminology and impacts; do an accurate explanation and apply respectful, inclusive thinking.

Lesson structure (60 minutes)

1. 0–5 min · Hook: “Choice or necessity?” Teacher displays a lunchbox containing ordinary gluten-free alternatives and asks, “If someone avoids bread and pasta, how could we know whether this is a preference, an allergy, or a medical necessity?” Open with the introduction hook slide and establish respectful discussion expectations: no personal disclosures are required, avoid diagnosing others, and use “some people” rather than making assumptions. Students make an individual prediction, then share one idea with a partner.

2. 5–15 min · Explicit teaching: the essentials. Using the coeliac disease explanation slides, teacher explains that coeliac disease is an autoimmune condition: in a person with coeliac disease, eating gluten triggers an immune response that damages the lining of the small intestine. Clarify that gluten is a group of proteins found in wheat, barley, and rye; coeliac disease is not the same as a wheat allergy, a food intolerance, or a voluntary gluten-free diet. Students complete the “Know” section of the coeliac disease learning worksheet, recording key terms and a three-sentence definition.

3. 15–27 min · Symptoms and impacts. Teacher presents a balanced range of possible signs, including digestive symptoms, tiredness, anaemia, headaches, mouth ulcers, weight change, and effects on growth or nutrient absorption, stressing that symptoms vary and some people have few obvious symptoms. Students use the symptom-and-impact table in the coeliac disease learning worksheet to sort examples into “possible symptom”, “possible longer-term impact”, or “not enough information”, then justify one decision with a partner.

4. 27–39 min · Hauora scenario analysis. Teacher introduces a fictional Year 12 student, Maia, who has recently received a diagnosis and is learning to manage gluten-free eating at home, school, and social events. In groups of four, students use the hauora scenario prompt and complete a hauora organiser on the worksheet, considering taha tinana, taha hinengaro, taha whānau, and taha whenua. They identify one possible challenge and one supportive response for each relevant dimension. Emphasise that support should protect dignity and involve the person in decisions.

5. 39–52 min · “Explain it accurately” task. Teacher models turning notes into a clear explanation: definition, trigger and body response, possible symptoms, and impact on daily well-being. Students complete the “Do” task on the coeliac disease learning worksheet: write a 100–130-word explanation for a new student, then peer-check it against the success criteria. Partners underline the definition, circle the explanation of gluten and the immune response, and place a star beside one respectful statement about support. Advanced learners add a sentence explaining why avoiding occasional gluten exposure is not a safe management strategy for someone with coeliac disease.

6. 52–60 min · Plenary and exit check. Teacher revisits the summary and exit-question slide and corrects any misconceptions, particularly “gluten-free is always healthier” and “symptoms alone confirm coeliac disease”. Students complete the final worksheet prompt: “Coeliac disease is… It can affect hauora by… A supportive school response is…” Invite two or three students to share, then collect responses to plan the next lesson.

Resources

• the coeliac disease slide deck
• the coeliac disease learning worksheet
• Projector or interactive display
• Board and markers
• Pens or highlighters
• Optional images of gluten-containing and gluten-free foods, clearly labelled for discussion only

Assessment

• Listen for accurate use of “autoimmune condition”, “gluten”, “small intestine”, and “nutrient absorption” during paired and group discussion.
• Check the worksheet sorting task and hauora organiser for understanding of varied symptoms, well-being impacts, and respectful support.
• Use the final explanation and exit response to assess whether students can explain coeliac disease in their own words and identify a relevant impact on hauora.

Differentiation

• Provide a word bank, partially completed definition, visual flow diagram, and sentence starters such as “Coeliac disease is…” and “When a person eats gluten…”.
• Read key information aloud, allow speech-to-text or oral responses, and pair students strategically; avoid requiring students to disclose personal or whānau health information.
• For EAL learners, pre-teach autoimmune, symptom, diagnosis, intestine, nutrient, and contamination using simple definitions and visuals.
• Extension learners compare coeliac disease with a food allergy or gluten sensitivity, identifying one important difference while acknowledging that diagnosis must come from a qualified health professional.