Taha Wairua

Overview

Today’s lesson explores Taha Wairua (spiritual wellbeing) as part of Health—understanding how students can care for their inner world, find meaning, and build respectful relationships with others’ beliefs. Students reflect on strengths they can use in everyday life while learning culturally safe, empathetic communication.

Learning intentions

• WALT identify what Taha Wairua means and why spiritual wellbeing matters for health.
• WALT describe ways people can support spiritual wellbeing (including values, beliefs, and connection).
• WALT practise respectful communication when talking about different beliefs and experiences.
• WALT choose one strategy for caring for taha wairua and explain how it helps.

Success criteria

• I can explain Taha Wairua using my own words.
• I can name at least two supportive practices for spiritual wellbeing.
• I can show respectful communication (listening, not judging, asking kind questions).
• I can write a personal “taha wairua” action plan for the next week.

Curriculum links

• Te Mātaiaho Health and PE — Health Education: developing skills in cultural awareness, empathy, and respectful communication by learning about spiritual wellbeing (taha wairua).
• Te Mātaiaho Health and PE — Self-care: balancing challenges with rest and support, including emotional and wellbeing strategies that support resilience.
• Te Mātaiaho Health and PE — Health Education (Practices): learning and applying practices that support wellbeing and healthy choices.

Lesson structure (50 minutes)

1. 0–5 min · Hook (quiet start). Teacher shows a single question on the board: “What helps you feel calm, hopeful, or connected inside?” Students write 3 short ideas silently, then share one with a partner.

2. 5–12 min · Activate prior knowledge + mini-teach. Teacher briefly explains Taha Wairua as spiritual wellbeing: meaning, values, faith, purpose, connection, and how we care for the “inner self,” with a culturally respectful tone. Students add one word to a class mind map (e.g., peace, hope, values, belonging, guidance).

3. 12–25 min · Spiritual wellbeing stations (small groups). Teacher sets up 4 stations with short prompts and scenario cards (students rotate every ~3 minutes).

• Station A: “Connection” (Who or what helps you feel you belong?)
• Station B: “Meaning/values” (What do you value that guides your choices?)
• Station C: “Beliefs and rituals” (How do people show beliefs in everyday life respectfully?)
• Station D: “Hope and resilience” (What helps you cope when things feel hard?) Students record one idea per station using sentence starters: “Taha wairua can look like…” and “A respectful way to talk about beliefs is…”

4. 25–35 min · Respectful communication role-play. Teacher models a respectful conversation using a short script: listen first, use kind questions, and avoid judging. Students do role-plays in pairs using one scenario card, rotating roles once. Scenario examples: “A friend prays before sport,” “Someone finds meaning through art/music,” “A whānau tradition is different from mine.” Students use a “Kind Question” from a list (e.g., “What does that help you feel?” “How do you make time for it?”).

5. 35–45 min · Personal taha wairua action plan. Teacher guides students to select one strategy that supports their own taha wairua (e.g., spending time in nature, reflection/journalling, prayer/meditation if relevant, listening to calming music, acts of kindness aligned to values, cultural practices with whānau consent). Students complete a short plan:

• Strategy I will try: ______
• When/where I will do it: ______
• How it helps my inner wellbeing: ______
• Who I can talk to if I need support: ______

6. 45–50 min · Exit ticket. Teacher asks: “One respectful sentence I can use when someone shares their beliefs is…” Students write one sentence and hand in.

Resources

• Mind map/whiteboard and markers
• 4 station prompt cards + scenario cards (printed)
• Student worksheet with sentence starters and action-plan template
• Timer for rotations
• Role-play prompt slips with “kind question” supports
• Quiet writing space (paper or notebooks)
• Optional: calming background music (low volume) during reflection

Assessment

• Formative: teacher observes station discussions for respectful, non-judgemental language and accurate understanding of spiritual wellbeing.
• Formative: role-play checklist (listening, asking kind questions, no mocking/judging).
• Summative check: exit ticket sentence demonstrating respectful communication; action-plan evidence of a chosen strategy.

Differentiation

• Support for students needing scaffolding:
• Provide sentence starters for each station and the action plan.
• Offer a word bank for taha wairua (connection, values, hope, meaning, belonging, guidance, peace).
• Allow students to draw their response instead of writing full sentences (then label with 1–2 key words).
• Pre-teach vocabulary briefly with examples that are non-religious and religion-inclusive.
• For EAL learners:
• Use simple, consistent question stems and visual prompts at stations.
• Permit first-draft answers in home language or short phrases, then support translation orally or with a partner.
• For students with dyslexia or reading difficulties:
• Provide larger print cards and worksheets.
• Read station prompts aloud before rotation.
• Offer audioread alternatives where available (teacher reads; students follow with a finger).
• Reduce writing load: “Choose one idea” + “Write one respectful sentence.”
• Classroom safety and inclusion:
• Emphasise students share what they want and can pass if they prefer.
• Encourage “learning about” rather than “debating beliefs.”

Extension (advanced learners)

• Students add a second layer to their action plan: “How might this strategy help someone else?” and write one example of respectful encouragement they could offer a peer (one sentence).
• Challenge: students identify a “barrier” to spiritual wellbeing (e.g., stress, feeling disconnected) and propose an alternative strategy to try the same day.

Dyslexia-friendly reading options

• Use audio read-aloud for all station prompts and scenario cards.
• Provide texts in larger font with clear spacing and short lines.
• Offer sentence starters and word banks to reduce decoding demands.
• Allow responses through speaking to a partner (then teacher or student records key words) and/or drawing plus a short label.