Pasifika Health

Overview

Students explore Pasifika health through a Social Sciences lens, identifying key health factors, how they connect, and what actions can support hauora and wellbeing. The lesson uses varied group tasks, student choice, and step-by-step modelling to suit a Year 11 Pasifika class.

Learning intentions

• WALT identify and describe factors that influence Pasifika hauora in a health-related context.
• WALT explain how those factors interconnect using a simple model of health (e.g., Te Whare Tapa Whā).
• WALT evaluate the likely short- and long-term effects of an activity or situation on Pasifika wellbeing, using evidence.

Success criteria

• I can describe at least three factors (personal/interpersonal/societal) that influence Pasifika health.
• I can explain how factors connect and affect hauora using a model of health.
• I can make a judgement about short- and long-term impacts on wellbeing, using evidence/examples.
• I can communicate my ideas clearly in a group and in my written or visual response.

Curriculum links

• Health Studies achievement standard focus: apply a model of health to show understanding of hauora in a health-related context.
• Health Studies achievement standard focus: explain factors that influence hauora.
• Health Studies achievement standard focus: demonstrate understanding of decision-making or strategies in health contexts (AS92009/AS92011) through how students justify actions for wellbeing.
• Social Sciences perspective: students consider people, societies, culture, and contexts when discussing wellbeing and health outcomes.

Lesson structure (75 minutes)

1. 0–8 min · Launch & hook (sports + wellbeing). Teacher shows a prompt card: “A Pasifika teen wants to join a local sports team but keeps missing practices due to health and family responsibilities.” Students quick-write: “What factors might be affecting their health?” (2–3 factors).

2. 8–20 min · Direct teaching (hauora + model). Teacher introduces hauora as holistic wellbeing and shows Te Whare Tapa Whā (4 sides: taha wairua, taha hinengaro, taha tinana, taha whānau). Students do a guided “match and check”: teacher reads short scenarios and students point to which taha is most affected, then explain one sentence.

3. 20–35 min · Differentiated group inquiry (factor detective). Students in groups of 4 use one provided scenario pack (teacher-selected, sports and community relevant). Task: identify and describe factors influencing Pasifika hauora using a three-bucket chart: personal, interpersonal/whānau, societal (e.g., culture, access to services, cost, media, school support).

• Teacher circulates with a checklist and prompts: “Which factor? How does it influence hauora?”
• ESOL supports: sentence stems are provided (e.g., “One factor is… because…”).

4. 35–48 min · Model connection (interconnect the parts). Each group completes a “Te Whare Tapa Whā linking” diagram:

• Place the scenario factors on the correct taha(s).
• Add arrows showing interconnections (e.g., whānau stress → hinengaro worry → tinana energy). Students then share one connection aloud: “Because X, taha Y is affected, which then influences Z.”

5. 48–62 min · Evidence-based evaluation (short vs long term). Teacher gives a short evidence set (2–3 brief passages or data-like statements) about Pasifika health and wellbeing in Aotearoa (no hyperlinks). Students choose ONE: nutrition activity, mental wellbeing activity, or participation/support at school/sports, and answer:

• What are the likely short-term effects on hauora?
• What might be the long-term effects if nothing changes?
• Use the model to justify. Students write 6–8 lines or create a mini poster (teacher provides both options).

6. 62–70 min · Gallery walk & peer feedback. Students move to two other groups’ work. Using a simple rubric strip, they add:

• “Strong factor identification…”
• “Clear model link…”
• “One question to improve evidence…”

7. 70–75 min · Exit ticket (individual). Students complete:

• “I can explain how at least two factors connect to affect hauora by…”
• “One change/strategy that could help in the short term and long term is…”

Resources

• Te Whare Tapa Whā poster/handout (simplified diagram)
• Scenario packs (sports/school/community; culturally responsive language)
• Factor bucket chart template (personal/interpersonal/societal)
• Linking arrows worksheet
• Evidence set handout (short passages and/or data statements)
• Mini poster paper, markers, sticky notes
• Sentence stems for ESOL learners
• Dyslexia-friendly reading option: audio-capable version of evidence/scenarios (teacher-prepared) and large-print extracts

Assessment

• Formative: teacher checklist during group work (“factor named + influence explained + taha chosen”).
• Formative: spot-check oral explanations (“Because… therefore…” connections to taha).
• Summative-in-lesson: group model diagram plus individual exit ticket with short/long-term judgement.

Differentiation

• Support:
• Provide sentence starters, word banks (hauora, taha, factor, short-term, long-term), and a model example partially completed.
• Offer dyslexia-friendly reading: large print, chunked texts, and teacher-read audio scripts for the evidence set.
• Allow students to answer using either writing or labelled visuals (diagram + 2–3 sentences).
• Targeted ESOL:
• Use bilingual-friendly glossary where helpful (teacher can add student first-language equivalents).
• Encourage oral rehearsal before writing; provide “because” and “which leads to” stems.
• Extension (advanced learners):
• Require students to include one justified strategy/action and evaluate likely effectiveness (short vs long term) using the model.
• Ask for a “secondary consequence” (e.g., how improved access to support could also affect attendance, relationships, or mental wellbeing).