Our Online Hauora

Overview

Lesson 1 of 6 in Safer Online Hauora. ākonga explore hauora and notice how online choices can affect physical, mental and emotional wellbeing, relationships and whānau. They use movement, visuals and group discussion to identify balance strategies and set one realistic wellbeing goal.

Learning intentions

• WALT explain hauora using the four dimensions: taha tinana, taha hinengaro, taha whānau and taha wairua.
• WALT identify how online and offline choices can affect wellbeing and relationships.
• WALT recognise that balance, boundaries and support help keep us safer online.
• WALT set one achievable goal for balancing online and offline time.

Success criteria

• I can describe one way online activity may affect each relevant dimension of hauora.
• I can explain why balance and healthy boundaries matter.
• I can suggest a safe, respectful response to an online situation.
• I can write one specific, realistic wellbeing goal.

Curriculum links

• Hauora and wellbeing: understanding the interconnections between physical, mental and emotional, social, and spiritual wellbeing.
• Relationships with other people: communicating, cooperating, showing respect and making safe choices.
• Healthy communities and environments: recognising how settings, technology and social influences affect wellbeing.
• NCEA-aligned health learning: analysing influences on wellbeing and using decision-making strategies to promote hauora.

Lesson structure (60 minutes)

1. 0–5 minutes – Welcome and movement hook Open with the hook and learning intentions. Display the question: “Can being online ever help our hauora?” Students move to one side of the room for “mostly yes”, the other for “mostly no”, or stand in the middle for “it depends”. Invite two or three reasons, without asking students to disclose personal screen-time details.

2. 5–13 minutes – Connect to hauora Use the four dimensions of hauora to introduce taha tinana, taha hinengaro, taha whānau and taha wairua in age-appropriate language. Explain that online activity is not automatically good or bad; its effects can depend on what we do, how long we do it, how it makes us feel and whether it supports relationships and responsibilities. Students use four simple hand gestures or icons to recall each dimension.

3. 13–25 minutes – Online/offline impact sort In groups of four, students use the cyber-safety scenario cards. Read one scenario at a time and discuss: “Which part of hauora could be affected?”, “What might make the situation safer?”, and “Who could help?” Groups place each scenario under a hauora dimension or in a “more than one” category. Emphasise respectful disagreement and no naming real people.

4. 25–35 minutes – Four-corner discussion Display the four-corner discussion prompts and label room corners with the four hauora dimensions. Read prompts such as: “A late-night gaming session affects sleep”; “A kind group chat helps someone feel connected”; “A hurtful comment changes someone’s mood”; “Taking a screen break creates time with whānau.” Students move to the dimension they think is most affected, then explain their choice to a partner. Clarify that one choice can affect several dimensions.

5. 35–47 minutes – Balance strategies Show the balance strategies and decision steps. As a class, build a practical list: notice how you feel, pause, set a limit, protect sleep and movement, keep personal information private, choose respectful communication, and talk to a trusted adult when something feels unsafe. Pairs choose one scenario from the cards and rehearse a “stop, think, choose, tell” response. Students may pass if a scenario feels uncomfortable.

6. 47–56 minutes – Personal wellbeing goal Distribute the online hauora balance worksheet. Students complete a hauora impact map and write one SMART-style goal beginning, “For the next week, I will…” Examples include putting a device away 30 minutes before sleep, taking a movement break after a gaming session, or checking with whānau before joining a new group chat. Students identify one likely obstacle and one support person or strategy.

7. 56–60 minutes – Share and exit reflection Return to the success criteria and closing reflection. Students share their goal with a partner only if comfortable, then complete: “One thing I understand about online hauora is…” and “One safe balance choice I can try is…”. Collect worksheets or photograph them for formative assessment.

Resources

• the introduction, hauora teaching, activity instructions and plenary deck
• the online hauora balance worksheet
• the cyber-safety scenario cards
• Four corner signs: taha tinana, taha hinengaro, taha whānau, taha wairua
• Board or display screen
• Timer
• Pens or pencils
• Clear space for safe movement

Assessment

• Listen during the scenario sort and four-corner discussion for accurate connections between online choices and hauora.
• Check worksheets for a relevant impact map, a realistic goal, an identified obstacle and a support strategy.
• Use the closing responses to identify misconceptions and students needing support before Lesson 2.

Differentiation

• Provide a visual word bank, icons for the four hauora dimensions, sentence starters and one completed example. Read cards and worksheet instructions aloud.
• Support dyslexic ākonga with a clear sans-serif font, generous spacing, reduced writing load, oral responses or scribing, and permission to use bullet points or drawings.
• Support ADHD by using movement, short timed tasks, clear group roles, visible instructions and a choice of standing or seated participation.
• Extend confident students by explaining how one online choice can affect all four dimensions, or by comparing short-term benefits with longer-term risks.