Personal Hauora Action Plan

Overview

This final lesson brings together the unit learning about healthy relationships, hauora, consent, boundaries, communication and help-seeking. Students create an accessible personal action plan using general or fictional examples only; personal disclosure is never required.

Learning intentions

• WALT create a realistic action plan for healthy, respectful and safe relationships.
• WALT communicate a need or boundary respectfully.
• WALT identify trusted support and a safe help-seeking step.
• WALT explain how to review and improve an action plan.

Success criteria

• I can identify a relationship strength and one achievable goal.
• I can describe a sign of respect and words I could use for a boundary or need.
• I can identify trusted people or services and an emergency or help-seeking step.
• I can explain when and how I will review my plan.

Curriculum links

• Relationships | Self and others: examining unspoken group norms and using questioning, diverse voices and respectful disagreement.
• Relationships | Self and others: using inclusive practices to acknowledge and value diverse identities.
• Relationships | Self and others: navigating social situations through emotional regulation, cultural awareness and reading non-verbal cues.
• Relationships: building communication skills, empathy, understanding of relationships and boundaries.

Lesson structure (60 minutes)

1. 0–8 min · Retrieval warm-up. Display the retrieval and safety slides and invite students to silently recall three ideas from the unit: a healthy relationship feature, a respectful communication strategy and a help-seeking option. Students share with a partner, write, draw or select icons; emphasise that examples may be fictional or general.

2. 8–18 min · Teacher model. Use the action-plan model slides to model a fictional plan about joining a group activity. Think aloud: “A strength I bring is listening”; “A sign of respect is asking before sharing information”; and “Words I can use are, ‘I’m not comfortable with that. Please stop.’” Demonstrate a specific goal, consent and safety check, trusted support, emergency/help-seeking step, and a review date. Explain that boundaries are communicated clearly, consent must be freely given and can change, and power or pressure can affect decisions.

3. 18–35 min · Individual planning. Distribute the accessible Healthy Relationships Action Plan. Students complete the prompts: “A strength I bring”; “A sign of respect”; “Words I can use”; “When I need help”; “People/services I can contact”; and “I will practise this by…”. They add one achievable next step, how it supports hauora, and when they will review it. Offer writing, drawing, icons, typed, audio/video, AAC, teacher conference or scribed responses. Confer privately with students who need support.

4. 35–40 min · Movement and regulation break. Revisit the regulation break slide and lead a choice of stretching, walking, breathing, grounding or quiet reset. Students return when ready and may complete the plan in a low-distraction space.

5. 40–51 min · Review and optional sharing. Students use the review and sharing slides to self-rate their plan against the success criteria. In pairs or a teacher conference, they may share a fictional situation, a general strategy or one non-personal action. Peers respond with: “One strength I notice…” and “One question that could make the plan clearer…” Sharing is optional.

6. 51–60 min · Celebration and unit reflection. Collect plans securely and assess them with the teacher rubric. Students choose a strength card or certificate, then complete an oral, written or drawn reflection: “One idea I will remember…” and “One place I can get support…” Remind students where ongoing support is available, explain private referral options and close calmly with a strengths-based acknowledgement of the group’s learning.

Resources

• the Healthy Relationships Action Plan slide deck
• the accessible Healthy Relationships Action Plan
• Healthy Relationships Action Plan assessment rubric
• Hauora and relationship vocabulary bank
• Help-seeking map with trusted adults, school supports and relevant services
• Strength cards or certificates
• Timer and regulation-space equipment
• Secure folder or digital location for completed plans

Assessment

• Formative: listen during retrieval, model questioning and individual conferences; check that students understand respect, consent, boundaries, safety and support.
• Summative: assess the completed plan or equivalent presentation using a simple rubric: healthy relationship features and hauora impact; respectful communication of a need or boundary; consent and safety thinking; appropriate support; and a specific achievable next step.
• Record the student’s self-rating and provide a re-teach/retry pathway. Store plans securely, allow identifying information to be omitted, and offer private referrals. Explain the limits of confidentiality before students work.

Differentiation

• Provide a prefilled or reduced-choice template, vocabulary bank, icons, dyslexia-friendly sans-serif text, increased spacing, read-aloud instructions and speech-to-text or AAC options.
• For ADHD, FASD and ASD learners, use the visual timer, predictable sequence, one prompt at a time, brief check-ins, movement choice, quiet workspace and private completion.
• Offer oral conferencing, scribing, drawing, comic format, typed response or recorded audio/video. Do not require personal examples or disclosure.
• Extension students can create a peer resource, evaluate a complex fictional case, or explain how context and power may influence consent, safety and relationship decisions.

Extension

• Create a one-page peer resource showing respectful boundary language and safe help-seeking steps.
• Evaluate a fictional scenario where culture, group expectations or unequal power make decision-making more complex.
• Explain how the plan could be reviewed and adapted if the situation or support available changes.

Whānau communication: share the learning goals and optional home conversation prompts through accessible, translated channels. Invite feedback without requiring students or whānau to disclose personal information.