Sharing Our Hauora Plan

Overview

This is lesson 4 of 4 in Exploring Te Whare Tapa Whā. Students apply the four dimensions of hauora to create and share a simple, personal or fictional hauora plan, while recognising that wellbeing is shaped by relationships, culture, identity and individual circumstances.

Learning intentions

• WALT apply Te Whare Tapa Whā to create a simple hauora plan.
• WALT choose specific and achievable actions that support wellbeing.
• WALT explain how actions connect with the four dimensions of hauora.
• WALT identify a trusted person or service for support when needed.

Success criteria

• I can include taha tinana, taha hinengaro, taha whānau and taha wairua.
• I can choose specific, realistic actions for each dimension.
• I can explain how my actions support hauora and balance.
• I can name a trusted person or service I could approach for support.

Curriculum links

• Understanding health and wellbeing through Te Whare Tapa Whā and the interconnections between its four dimensions.
• Applying health knowledge to make decisions and take actions that enhance hauora.
• Understanding how relationships, whānau, culture, identity and community influence wellbeing.
• Health and Physical Education key competencies: managing self, relating to others, participating and contributing, and thinking.

Lesson structure (30 minutes)

1. 0–5 minutes – Review game: Four corners of hauora

Display the four dimensions on the review and lesson introduction slides. Read out short actions such as “getting enough sleep”, “talking to someone you trust”, “spending time with whānau” and “connecting with your values or beliefs”. Students point to or move towards the matching dimension, then briefly explain their choice. Remind students that one action can support more than one dimension.

2. 5–8 minutes – Model the task

Show the completed fictional example on the model hauora plan slide. Think aloud: “Aroha plans to walk with a cousin twice this week. This supports taha tinana through movement and taha whānau through connection.” Model adding a trusted support person or service, such as a caregiver, school counsellor, coach or health professional. Emphasise that plans are personal and students may choose a fictional student, class plan or themselves.

3. 8–20 minutes – Create a four-part hauora plan

Distribute the four-part hauora plan template. Students complete one section for each dimension, including:

• One specific, achievable action.
• How the action supports wellbeing.
• A trusted person or service for support when needed.

Students may work independently or with a partner. Encourage realistic actions suitable for their circumstances, such as establishing a sleep routine, using a calming strategy, checking in with whānau, joining a positive group, or spending time in a way that connects with their values. Circulate and ask: “Which dimension does this support?” and “How will you know the action is helping?”

4. 20–27 minutes – Pair-share or gallery walk

Students share their plan with a partner, or place it on desks for a quiet gallery walk. Use the sharing prompts slide to structure feedback: “I notice…”, “This could support…”, and “One question I have is…”. Students do not need to disclose personal information. They may share a fictional plan or explain their ideas orally, using a labelled drawing or digital format.

5. 27–30 minutes – Individual reflection and close

Return to the reflection and success criteria slides. Students complete the final reflection on the worksheet: “One action I could try is…”, “It supports … because…”, and “A trusted person or service is…”. Invite one or two volunteers to share an insight. Reinforce that hauora is interconnected and plans can be reviewed or changed as circumstances change.

Resources

• the complete four-part lesson slide deck
• the four-part hauora plan template
• Pens, pencils or devices
• Timer
• Four visible labels: taha tinana, taha hinengaro, taha whānau and taha wairua
• Optional blank paper for labelled drawings
• Optional access to school support information, such as counsellor or pastoral-care contacts

Assessment

• Observe the review game and questioning to check students can identify and explain the four dimensions.
• Check each plan for all four dimensions, specific and achievable actions, explanations of wellbeing connections, and an appropriate trusted support person or service.
• Use the final reflection to identify understanding, misconceptions and students who may need a private follow-up. Do not require personal disclosure.

Differentiation

• Provide the structured template, clear headings, sentence starters and a modelled example. Read the exemplar aloud and explain unfamiliar terms.
• Allow individual or paired work and offer oral presentation, labelled drawing, scribing, voice-to-text or digital completion. Assess the quality of ideas rather than spelling or handwriting.
• For dyslexic learners, use a clear sans-serif font, large spacing, short instructions and uncluttered pages. Give extra processing time and repeat directions one step at a time.
• Support EAL and students requiring additional learning support with a four-dimension word bank, icons, oral rehearsal and teacher check-ins. Offer extension students the challenge below.

Extension

Students add one likely barrier for each action, a practical solution, and an indicator of progress. They then evaluate whether their plan supports overall balance, explaining which dimension may need more attention and why.