Planning Wellbeing Action

Overview

In lesson 6 of 8, students use anonymous student voice to identify a shared wellbeing opportunity and collaboratively plan a practical, inclusive action. They build on earlier learning about wellbeing, participation, equity, and mahi tahi by considering stakeholders, permissions, risks, resources, and ways to measure success.

Learning intentions

• WALT use student voice and consultation to identify a shared wellbeing need.
• WALT make collaborative decisions that reflect equity, accessibility, tikanga, and kaitiakitanga.
• WALT create an achievable SMART wellbeing action plan.
• WALT explain how participation and shared responsibility can improve wellbeing.

Success criteria

• I can identify a shared need from anonymous student feedback.
• I can propose an achievable and inclusive action.
• I can assign roles, resources, permissions, risks, and success measures.
• I can explain how my plan supports whai wāhi, equity, and mahi tahi.

Curriculum links

• Relationships / Self and others: cultural, religious, and social groups contribute to community wellbeing through heritage, values, and collective action, while sometimes experiencing discrimination.
• Relationships / Self and others: students reflect on peer influence and make intentional choices that support identity and wellbeing.
• Health and PE: participating and contributing, relating to others, managing self, thinking, and taking action for wellbeing.
• Alcohol and other drugs / wellbeing decision-making: identifying support networks, assessing risks, and making protective, informed choices.

Lesson structure (60 minutes)

1. 0–5 min · Hook and purpose. Teacher displays the question, “What small change could make our class or school feel healthier, safer, or more welcoming?” using the opening question slide, then introduces whakatau (decision), whai wāhi (participate), rangatahi voice, and mahi tahi. Students silently consider one low-risk wellbeing opportunity and record an initial idea.

2. 5–12 min · Gather student voice. Teacher explains that responses are anonymous, voluntary, and used to identify themes rather than judge individuals; students complete the student voice and action-planning template section 1 or submit responses through the agreed survey tool. Students suggest one practical opportunity, such as a welcoming-space improvement, inclusive active-break resource, peer connection activity, native planting or care project, or positive digital wellbeing campaign.

3. 12–20 min · Identify shared needs. Teacher collates responses into broad themes, avoiding identifying comments, and models distinguishing a need from a solution—for example, “some students feel left out at break times” rather than “buy new equipment”; use the student voice and needs-analysis slides. In groups of four or five, students examine the themes, discuss whose voices may be missing, and select one shared need. Each group records evidence and a draft SMART goal.

4. 20–38 min · Plan the action. Teacher gives each group a planning role structure and conferences briefly with groups as they complete the collaborative wellbeing action plan. Students plan the purpose, audience, tikanga, accessibility, permissions, roles, timeline, resources and budget, possible risks, stakeholders, and success measures. They choose roles such as research, design, communication, logistics, or evaluation. Groups must identify whether consultation with whānau, school staff, local iwi, or community partners is appropriate, rather than assuming authority.

5. 38–50 min · Critical friend review. Teacher explains the feedback protocol on the planning and critical-friend instructions: identify one strength, ask one equity or safety question, and offer one practical suggestion. Groups exchange plans with another group and provide feedback, checking whether the action is achievable, inclusive, accessible, sustainable, culturally respectful, and safe. Groups revise their plan and prepare a 30-second explanation.

6. 50–57 min · Approval conference and sharing. Teacher conducts a rapid conference with each group, checking the proposed action, permissions, risks, roles, and success measures; teacher approves, redirects, or identifies consultation required before action. Each group briefly explains how its plan reflects participation and equity while classmates listen for evidence of mahi tahi and kaitiakitanga.

7. 57–60 min · Exit reflection. Teacher displays the prompts on the reflection and next-steps slide. Students complete the final section of the individual contribution and reflection section: “Our shared need is…”, “Our action supports equity by…”, and “My contribution will be…”. Teacher collects plans and notes which groups require further consultation before lesson 7.

Resources

• the complete wellbeing action planning slide deck
• the student voice and collaborative action-planning worksheet
• Anonymous class survey tool or collection box
• Whiteboard or shared digital board for collating themes
• Risk-assessment checklist
• Materials budget or price list
• School, whānau, iwi, and community contact details
• Local environmental or cultural guidance, where relevant

Assessment

• During group work, use teacher conferences to check that students identify a genuine shared need, include student voice, and distinguish consultation from assumed authority.
• Review plans for an achievable SMART goal, inclusive participation, accessibility, tikanga, roles, resources, permissions, risks, timeline, and measurable outcomes.
• Use the peer critical-friend feedback and exit reflection to assess whether students can explain how their action promotes participation, equity, and wellbeing.

Differentiation

• Provide a chunked template, a completed exemplar, a word bank, and sentence starters such as “Our evidence suggests…” and “This action is inclusive because…”.
• Offer several action formats and varied roles, including research, design, communication, logistics, and evaluation; no student is required to lead publicly.
• Allow students to contribute through writing, drawing, digital design, discussion, or an individual contribution plan. Provide speech-to-text, enlarged print, additional processing time, and a quiet working space where needed.
• For EAL learners, pre-teach key terms—whakatau, whai wāhi, mahi tahi, consultation, sustainability, accessibility, kaitiakitanga, SMART goal, and stakeholder—and pair spoken explanations with visual examples.