Task 1: Hauora Impact

Class year level & connection

Year 10 Health and Physical Education

Background to the lesson

This is the first of three lessons in the assessment phase of a unit on alcohol and other drugs. In this 60-minute lesson, students will begin their internal assessment by completing Task One, where they apply their prior research and learning to describe the impacts of a chosen drug on the four dimensions of hauora. The next lesson will focus on Task Two, and the third will be for editing and completing the work.

---

Curriculum Connections

This lesson is aligned with the New Zealand Curriculum – Health and Physical Education learning area, Level 5. It connects to the strand:

• Mental health (hauora and wellbeing)
  – Students develop understanding of factors that influence personal, interpersonal, and societal well-being and examine strategies to manage situations related to drug and alcohol use.

Also includes key competencies:

• Thinking
• Managing self
• Using language, symbols, and texts

---

Teacher Learning Intention(s)

We are learning to…

• Review the four dimensions of hauora and what ‘impact’ means in a health context.
• Understand what task one of the assessment is asking.
• Apply knowledge of a selected substance to describe its impact on taha wairua, taha tinana, taha hinengaro and taha whānau.

---

Student Success Criteria

We know we have learned this when we can…

• Clearly explain what is meant by 'impact.'
• Use hauora language within the correct context (taha wairua, tinana, whānau, hinengaro).
• Begin to fill in Task One of the assessment with structured responses.
• Complete at least 2 out of 4 dimensions by the end of the session.

---

Evidence of Learning

I will know my students have achieved the learning intentions when I hear/see them…

• Accurately referencing the chosen drug and relevant hauora impacts.
• Using key NCEA terms in context (‘impact,’ ‘dimension,’ ‘wellbeing’).
• Correctly structuring their response like the model/exemplar.
• Actively working on their Google Classroom assessment document with minimal clarification required.

---

Sequence of Learning Activities

---

⏱ Learning Phase 1 (15 minutes): Starter – Hauora & Drug Choice Review

Objective: Re-activate prior learning about hauora and support students in confirming their chosen drug for the assessment.

Key Learning Points:

• Review the four dimensions of hauora (taha tinana, wairua, hinengaro, whānau).
• Clarify meaning of ‘impact’ in a health context.
• Confirm drug of choice and why it was selected.

Activity: “Choose & Connect”

1. On the whiteboard, draw a four-quadrant Hauora model.
2. Ask: “What does each area mean in our lives?”
3. Complete the model as a class brainstorm.
4. Students go to their assigned Chromebooks and complete a quick Google Form Check-In:
   • What is your chosen drug?
   • What is one impact you think it has on one part of hauora?

Questions to guide thinking:

• “How does this substance influence someone's ability to connect spiritually or emotionally?”
• “What might change in someone’s relationships or physical health?”
• “Can a single action have multiple hauora impacts?”

Resources:

• Whiteboard, coloured markers
• Printed Hauora posters on the walls
• Google Form Check-in

Class management:

• Students seated in clusters of 5 for brainstorming.
• Chromebooks in use.
• Place printed hauora reminders on desks as visual cues.

---

⏱ Learning Phase 2 (15 minutes): Exemplar Breakdown

Objective: Use a Model Task One answer to identify best-practice structure and use of hauora language.

Key Learning Points:

• Recognising what quality evidence looks like in a written response.
• Identifying correct application of health language.
• Practicing peer observation and feedback.

Activity: “Find the Dimension”

1. Open the Task One Exemplar on the projector and students’ own devices via Google Classroom.
2. Teacher reads aloud a paragraph, pausing to explain each highlighted section – e.g. taha wairua highlighted in blue, impacts bolded.
3. Students then work in pairs: highlight all examples of taha wairua in a second exemplar paragraph on their screen.
4. Share as a class: “What words or phrases told us it was taha wairua?”

Questions to foster curiosity:

• “Why do you think the author linked this impact to taha wairua and not tinana?”
• “What made the explanation strong or weak?”
• “Could this be relevant for more than one dimension?”

Resources:

• Task One Exemplar (formatted with colour-coded highlights)
• Student highlighters (digital or physical)
• Classroom projector

Managing the class:

• Students work in pairs to encourage collaboration.
• Teacher moves around the room prompting questioning and checking understanding.
• Video reading support available on Google Classroom for ELL students or those with learning needs.

---

⏱ Learning Phase 3 (25 minutes): Begin Task One Assessment

Objective: Students begin writing their assessment – describing impacts of their chosen drug on all four dimensions of hauora.

Key Learning Points:

• Structuring a formal written response using impact language.
• Applying knowledge rather than copying.
• Demonstrating understanding of complex health concepts with clarity.

Tasks:

1. Open the Task One Assessment on Google Classroom (linked to individual student accounts).
2. Begin individually typing structured answers.
3. Teacher roves and offers limited general feedback:
   • "Have you started with the drug’s effect on taha tinana?”
   • "What do you want your reader to understand from this impact?”
   • Prompt with cues only, no edits.

Questions to stretch thinking:

• “What long-term mental health changes could this drug cause?”
• “Does it influence wairua differently if used occasionally vs. regularly?”
• “Which dimension do you think is most impacted?”

Resources:

• Chromebooks
• Task One template via Google Docs
• Hardcopy word bank (key verbs, impacts, health terms)

Classroom Notes:

• Students work independently but in a managed quiet environment.
• Encourage headphone use for students who prefer text-to-speech tools.
• Quiet cue bell 5 minutes before pack-down.

---

Wrap-Up (Final 5 Minutes)

Reflection & Next steps:

1. Students self-assess progress:
   • Checklist: “I have explained at least 2 dimensions of Hauora using correct structure and examples”
2. Teacher reminds: “Next lesson we move on to Task Two – identify strategies to manage situations involving your chosen drug. Look over your notes or the mental health strategies poster.”

Optional exit slip:

• On post-it notes: “One question I still have” – place these in the 'question box' on the way out.

---

Summary

This 60-minute lesson frames the first task of a significant health assessment in a way that blends prior learning with clarity around expectations, exemplars, and success criteria. By grounding it in familiar kaupapa and structure, students are set up to independently progress while still being supported.

This lesson builds not just assessment readiness but strengthens understanding of how substance use informs overall wellbeing — a critical skill aligned to NCEA Level 1 standards and the vision of the NZC as confident, connected lifelong learners.