Mana Ora Health

Overview

In this lesson (lesson 5 of 10), students investigate Mana Ora as health and well-being within a Māori worldview. They explore how well-being is holistic (not just physical) and how relationships, respect, and responsibility support people to thrive.

Learning intentions

• WALT understand the holistic approach of Mana Ora to health and well-being.
• WALT list practices that promote well-being in everyday settings.
• WALT communicate respectful instructions and support others during a health-and-wellbeing role play.

Success criteria

• I can explain, in my own words, what “Mana Ora” means for well-being.
• I can list 3–5 practices that support holistic health (mind, body, and relationships).
• I can role play a healthy choice using respectful language and tikanga.
• I can give a clear reason why my practice supports Mana Ora.

Curriculum links

• Cultural and sociolinguistic knowledge: giving instructions in te reo Māori requires culturally appropriate language that reflects respect, relationships, and collective responsibility.
• Te Reo Māori introduction: students notice how language varies across iwi and how values like manaakitanga and whanaungatanga shape behaviour and relationships.
• Te Reo Māori introduction: communication reflects collective values and respect for others’ perspectives.

Lesson structure (60 minutes)

1. 0–5 min · Kōrero warm-up. Teacher writes on the board: “Well-being = only body?” and asks students to think silently, then share one idea. Students respond to the prompt and give one example from school or home.

2. 5–12 min · Teach: Mana Ora concept. Teacher explains Mana Ora as a holistic view of health (mind/mental well-being, body/physical health, and relationships/whanaungatanga), linking it to respectful ways of behaving. Students listen and underline key words in a short teacher-provided handout.

3. 12–22 min · Model: Healthy practices sort. Teacher shows 8–10 scenario cards (e.g., “feeling stressed”, “arguing”, “sleeping well”, “looking after belongings”, “including others”, “moving your body”, “eating mindfully”) and models sorting them into “Mind”, “Body”, “Relationships/Community”. Students work in pairs to sort and then justify one choice using a sentence starter.

4. 22–38 min · Role play planning (dyslexia-friendly). Teacher groups students (3–4 per group) and assigns roles: Person A (needs support), Person B (offers guidance), Person C (checks tikanga/respect). Teacher models a respectful instruction phrase set in te reo Māori (simple, supportive examples such as: “Me pēhea koe…?”, “Me ngana…”, “Kia mahara…”, “Tēnā koe / Ngā mihi” as appropriate) and reminds students to acknowledge relationships and place. Students plan a 30–60 second role play: one healthy choice and one respectful instruction they would use.

5. 38–52 min · Role play performances. Teacher sets a supportive performance routine (speaker, then partner feedback using the success criteria). Students perform and then complete a quick “I noticed…” feedback on one aspect: holistic health + respectful instruction.

6. 52–58 min · Whole-class consolidation. Teacher creates a class list titled “Ngā mahi e tautoko ana i te Mana Ora” and asks each group to add one practice plus a brief reason. Students contribute and copy the final class list.

7. 58–60 min · Exit ticket. Teacher hands out a short infographic template (half-page) with three boxes: “Mind”, “Body”, “Relationships”. Students draw/write one practice in each box and add one reason.

Resources

• Scenario cards (Mind/Body/Relationships) on cardstock
• Role play planning sheet with sentence starters
• Simple te reo Māori respectful instruction phrase strip (printed large font)
• Exit ticket infographic template (three-box layout)
• Timer and speaking chips (optional)
• Markers/coloured pens for sorting and recording

Assessment

• Formative during sorting: teacher checks students’ justifications for holistic health categories.
• Formative during role play: teacher uses a quick checklist (respectful language, clear practice, holistic reason).
• Exit ticket: identifies whether students can name practices that support Mana Ora across mind, body, and relationships.

Differentiation

• Support: provide pre-printed sentence starters (e.g., “My practice helps Mana Ora because…”, “I noticed…”, “Kia mahara…”) and allow students to choose from a “word bank” for reasons.
• Support for dyslexia: use short lines, large font, minimal text, and allow verbal recording or drawing for the exit ticket; offer a teacher-read option for scenario text.
• Targeted scaffolds: give students a role-play checklist with only 3 items (respect, clear instruction, healthy choice).
• Extension (advanced learners): require an added “why” that links the practice to manaakitanga/whanaungatanga and includes one alternative respectful instruction they could use.

Extension (optional; advanced learners, if time)

• Students choose one scenario from earlier and “research” (from teacher-provided booklet resources or class library texts) a traditional Māori health practice and how it supports holistic well-being. They summarise it as an infographic panel: practice, tikanga, well-being link.