Movement and Physical Wellbeing Plan ā He Mahere Tinana
Taha Tinana Ā· Planning movement as a wellbeing practice Ā· Years 7ā10
NgÄ WhÄinga Akoranga Ā· Learning Intentions
- Plan a week of movement that supports taha tinana through variety, balance, and enjoyment.
- Connect physical movement to hauora outcomes across all four pou ā not just physical fitness.
- Record how movement affects mood, energy, and wellbeing before and after each activity.
- Identify movement that can involve whÄnau or community and build on existing routines.
Paearu Angitu Ā· Success Criteria
- Plan includes at least 5 different days of movement with a variety of activities.
- At least one activity involves whÄnau, community, or cultural practice.
- Students reflect honestly on how their body felt before and after each movement session.
- Students can identify one pattern (what movement helps most with energy and mood).
NgÄ Ärahitanga Mahere Ā· Planning Checklist
- Choose activities that support strength, mobility, and enjoyment ā movement should feel good.
- Balance individual movement with whÄnau or group options where possible.
- Include rest days or lighter activity for recovery ā rest is part of hauora.
- Record how you feel before and after each session to notice the impact on your hinengaro.
- Think beyond sport: walking, gardening, kapa haka, swimming, and chores all count.
TÅku WhÄinga Neke Ā· My Movement Goal
He Mahere Ä-Wiki Ā· Weekly Movement Plan
| RÄ / Day | Activity / movement (what + where + who) | Time / duration | How I feel before | How I feel after |
|---|---|---|---|---|
| RÄhina Monday |
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| RÄtÅ« Tuesday |
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| RÄapa Wednesday |
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| RÄpare Thursday |
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| RÄmere Friday |
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| RÄhoroi Saturday |
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| RÄtapu Sunday |
Haumaru me ngÄ Tautoko Ā· Safety and Supports
Hononga Marautanga Ā· Curriculum Alignment
Taha tinana ā physical activity and health; understanding the relationship between movement, energy, mood, and holistic wellbeing through Te Whare Tapa WhÄ.
Recognising how whÄnau and community can support physical wellbeing; understanding physical activity as a cultural and social practice as well as a personal one.
Tuhia Åu whakaaro Ā· Week Reflection
He aha te kara o taku pÅ«ngao? What colour (level) was your energy this week ā and what movement helped most? What will you carry forward?
Aronga MÄtauranga MÄori
For MÄori, movement has always been more than exercise ā it is tied to identity, culture, and community. Kapa haka builds physical strength and taha hinengaro simultaneously; mahi mÄra (gardening) is both physical activity and kaitiakitanga; swimming, fishing, and hÄ«koi connect people to their taiao (natural environment). Taha tinana in Te Whare Tapa WhÄ is not about gym workouts ā it is about how the body is cared for in relationship with all the other pou. Movement that connects students to their culture, their whÄnau, and their environment is the richest form of taha tinana, because it strengthens the whole whare, not just one wall.
NgÄ Rauemi Tautoko Ā· Resources already provided
- unit-8-physical-wellbeing-tracker.html ā daily tracking of movement, kai, water, and mood
- unit-8-sleep-diary.html ā tracking sleep as the essential recovery component of taha tinana
- unit-8-nutrition-journal.html ā recording kai to complement your movement plan
- unit-8-regulation-plan.html ā managing energy across the week
š Teacher Planning Snapshot
NgÄ WhÄinga Ako ā Learning Intentions
Students will engage with this hauora resource to build holistic wellbeing knowledge, connecting te ao MÄori perspectives on hauora with personal, social, and environmental dimensions of health.
NgÄ Paearu AngitÅ« ā Success Criteria
- ā Students can explain key hauora concepts using their own words and personal examples.
- ā Students can connect te ao MÄori frameworks (e.g. Te Whare Tapa WhÄ) to real wellbeing contexts.
Differentiation & Inclusion
Scaffold support: Provide sentence starters, graphic organisers, and entry-level tasks to scaffold access. Offer extension challenges for capable learners to address a range of readiness levels.
ELL / ESOL: Pre-teach key vocabulary (hauora, wairua, tinana, hinengaro, whÄnau). Allow students to draw or respond in their home language as a first step.
Inclusion: Hauora topics can be sensitive ā create a safe learning environment. Neurodiverse learners benefit from choice in how they demonstrate wellbeing understanding. Use accessible, non-threatening language.