Planning Kiwi Tag Promotion

Overview

This is lesson 6 of 15 in Kiwi Tag: Get Active! Students use their knowledge of Kiwi Tag and the target group to design health promotion activities that encourage participation. They build on previous learning about the game’s rules, benefits, audience and inclusive participation, then justify how their ideas meet people’s preferences and needs.

Learning intentions

Students will:

• identify health promotion activities that could increase participation in Kiwi Tag
• consider the physical, social, cultural and motivational needs of a target group
• collaborate to develop a realistic activity proposal
• explain how their proposal could promote hauora and active participation

Success criteria

• I can identify what my target group may enjoy, need or find challenging.
• I can contribute practical ideas for promoting Kiwi Tag.
• I can explain how our activity supports hauora and inclusion.
• I can use feedback to improve our group proposal.

Curriculum links

• Health and Physical Education — Māori and other cultural perspectives: considering how participation, relationships and belonging influence wellbeing.
• Health and Physical Education — Healthy communities and environments: planning actions that promote participation, wellbeing and inclusive physical activity.
• Health and Physical Education — Relationships with other people: working cooperatively, listening respectfully and valuing different perspectives.
• Demonstrate understanding of dance performance practices: applying a process of researching, exploring, planning, communicating, reflecting and refining practical activity ideas.

Lesson structure (50 minutes)

1. 0–5 min · Reconnect and hook. Teacher opens the hook and learning intention slides and asks, “What would make someone your age choose to join Kiwi Tag rather than sit on the sideline?” Students complete a quick think-pair-share, referring to their previous learning about Kiwi Tag and the target group.

2. 5–12 min · Target-group needs. Teacher displays the target-group profile and hauora prompts and revisits the selected target group, such as Year 9 students, whānau, new students or a community youth group. Students individually list possible preferences, barriers and needs under four headings: physical, social, cultural and practical. Invite examples such as confidence, fitness, safety, cost, friendship, transport, cultural connection and enjoyment.

3. 12–17 min · Model an effective activity. Teacher models one proposal, for example a lunchtime “Try Kiwi Tag” session, and thinks aloud: target group, purpose, activity steps, resources, promotion method and inclusion strategy. Use the worked example and planning checklist to distinguish a general idea (“make a poster”) from a purposeful health promotion activity (“run a mixed-ability lunchtime session with student ambassadors and a clear invitation”). Students identify one strength and one improvement to the example.

4. 17–32 min · Group brainstorming. Teacher places students in five groups of five and distributes the Kiwi Tag health promotion planning sheet. Groups brainstorm at least six possible activities, then sort and discuss them using the worksheet prompts. Students consider activities such as a skills challenge, interclass festival, whānau afternoon, peer-led demonstration, social media campaign, lunchtime taster session or inclusive round-robin. They must ensure ideas are safe, achievable and appropriate for the target group.

5. 32–42 min · Select and develop. Teacher asks each group to select its strongest proposal and complete the detailed plan: target group, health-promotion message, intended benefits for hauora, activity sequence, equipment, people responsible, venue, timing, promotion method, inclusion strategies and possible barriers. Use the feasibility and inclusion questions to prompt deeper thinking. Students prepare a 60-second verbal pitch and nominate a speaker, or share speaking roles.

6. 42–48 min · Pitches and peer feedback. Each group presents its proposal in one minute. After each pitch, classmates give one “effective because…” comment and one “consider…” suggestion, focusing on target-group fit, inclusion, safety and likely participation. Teacher records common strengths and identifies proposals that could realistically be implemented.

7. 48–50 min · Exit reflection. Teacher displays the plenary and exit-ticket prompt. Students complete the final section of the worksheet: “Our activity promotes hauora because…”, “One change we will make after feedback is…”, and “The strongest reason our target group would participate is…”. Collect worksheets to inform the next planning lesson.

Resources

• the Kiwi Tag promotion lesson slide deck
• the Kiwi Tag health promotion planning sheet
• Whiteboard or large planning paper
• Pens or markers
• Timer
• Kiwi Tag equipment for reference, if available
• Student group-role cards or a displayed role list

Assessment

• Listen during the needs discussion for students linking participation to physical, social, emotional and cultural wellbeing.
• Check group worksheets for a clear target group, realistic activity, relevant health-promotion message, inclusion strategies and consideration of barriers.
• Use the one-minute pitches and peer feedback to assess students’ ability to explain and refine their planning decisions.
• Review exit responses to identify whether students can justify how their activity supports hauora and participation.

Differentiation

• Provide sentence starters on the worksheet: “Our target group may need…”, “This activity would encourage participation by…”, and “To make this inclusive, we will…”.
• Assign supportive group roles such as facilitator, recorder, timekeeper, equipment planner and presenter; allow students to co-present or submit an audio pitch.
• Challenge students to justify their proposal using likely participation data, a simple budget, risk-management considerations or a plan for evaluating success.
• Support EAL learners and students needing additional structure with visual prompts, a completed model and teacher conferencing. Offer a quiet planning space, movement breaks and alternative presentation formats where appropriate.