Our Wellbeing Wharenui

Overview

Lesson 1 of 4 introduces Te Whare Tapa Whā as a holistic model of hauora developed by Mason Durie. Students explore the four interconnected dimensions of wellbeing and use respectful language to describe the model without needing to disclose personal experiences.

Learning intentions

• WALT understand Te Whare Tapa Whā as a model of hauora.
• WALT identify and pronounce the four dimensions: taha tinana, taha hinengaro, taha whānau and taha wairua.
• WALT understand that the four dimensions are connected and support one another.
• WALT use respectful wellbeing language when discussing hauora.

Success criteria

• I can name the four dimensions of Te Whare Tapa Whā.
• I can explain that the dimensions are connected, like parts of one wharenui.
• I can use the terms taha tinana, taha hinengaro, taha whānau and taha wairua respectfully.
• I can reflect on my learning without sharing private personal information.

Curriculum links

• Understandings about hauora, wellbeing and the factors that influence health.
• Explore how the dimensions of wellbeing are interrelated and contribute to overall hauora.
• Develop health-related language, knowledge and communication skills.
• Key competencies: managing self; relating to others; participating and contributing; thinking.

Lesson structure (30 minutes)

1. 0–5 minutes – Mihi and prior knowledge

Welcome the group with a brief mihi or greeting, then explain that the class will be learning about hauora through a Māori model. Ask: “When you hear the word wellbeing, what might it include?” Record a few ideas without asking students to share personal experiences. Open the hook and learning intention slides and share the WALT and success criteria.

2. 5–15 minutes – Introduce the wharenui model

Display the wharenui model slides and show the large labelled diagram on the screen. Explain that Te Whare Tapa Whā uses the image of a wharenui: the four walls represent different dimensions of hauora, the floor represents whenua, and the foundations support the whole structure. Emphasise that the model is about the whole person and that the dimensions are connected; if one area is affected, other areas may also be affected.

Briefly explain that Mason Durie developed the model to describe Māori understandings of health and wellbeing. Use respectful language and avoid presenting Māori knowledge as a novelty or a checklist.

3. 15–20 minutes – Identify the four dimensions

Use the four dimensions slides and point to each wall while students repeat the terms, first together and then with a partner. Add a simple explanation for each:

• Taha tinana: physical wellbeing, including movement, rest and caring for the body.
• Taha hinengaro: thoughts, feelings and emotions.
• Taha whānau: relationships, family, friends and a sense of belonging.
• Taha wairua: values, beliefs, identity, meaning and connection to what matters.

Use a gesture for each dimension and check pronunciation gently. Invite students to contribute examples from their existing cultural knowledge if they wish, but make it clear that no one has to share personal beliefs or family information.

4. 20–25 minutes – Paired connection activity

Distribute the Te Whare Tapa Whā labelling and connection worksheet. Students work in pairs to label the four walls and match each dimension with a general example, such as sleep, talking with a trusted person, spending time with supportive people, or reflecting on values. Ask pairs to complete the sentence: “The four dimensions are connected because…”

Circulate and listen for accurate terminology. Invite oral answers, drawing or pointing rather than requiring extended writing.

5. 25–30 minutes – Personal reflection and plenary

Return to the reflection and plenary slides. Students complete one private reflection on the worksheet: “One thing I now understand about hauora is…” or “One question I still have is…” They may write, draw or give an oral response to the teacher.

Invite each student to name one dimension or explain one connection. Revisit the success criteria and affirm that wellbeing is holistic, interconnected and different for each person. Preview that the next lesson will examine how the dimensions can influence one another in everyday situations.

Resources

• the introduction and teaching slide deck
• the Te Whare Tapa Whā labelling and connection worksheet
• Large-print, sans-serif copy of the wharenui diagram
• Whiteboard and markers
• Optional speaker or text-to-speech tool for reading slide and worksheet text aloud
• Teacher pronunciation guide and prepared explanations
• Five chairs arranged so students can see the shared visual
• Pencils, coloured pencils or highlighters

Assessment

• During paired work, check whether students can identify and pronounce the four dimensions and match them with suitable general examples.
• Listen for students explaining that the dimensions are connected rather than separate parts of health.
• Use the final oral or written reflection to identify understanding and misconceptions for the next lesson.

Differentiation

• Provide a large, clearly labelled visual, short bullet points, gestures, repetition and paired talk. Say each Māori term aloud and invite students to repeat without putting individuals on the spot.
• Use dyslexia-friendly materials: large print, a sans-serif font, uncluttered spacing, limited text and strong contrast. Read instructions and key terms aloud.
• Accept drawing, pointing, matching, scribing or oral responses instead of extended writing. Provide sentence starters such as “Taha ___ means…” and “The dimensions are connected because…”
• Avoid requiring personal disclosure. Students may use fictional or general examples. Extension learners can research and explain why the wharenui metaphor is effective for representing holistic wellbeing.

Extension

Students independently prepare a short explanation of why a wharenui is an effective metaphor for hauora, focusing on the importance of strong foundations, connected walls and the whole structure.