Personal route
Design for yourself using only information you freely choose to include. Private health information is never required.
Ingoa / Name
Akomanga / Class
The challenge
Design an action plan for a personal, fictional, or community whare. Your plan must begin with evidence, show connections across Te Whare Tapa Whā, protect mana and choice, include realistic support, and change after it is tested.
This is learning by doing: the first plan is a prototype. Feedback and revision are part of the evidence, not a correction after the “real” assessment.
Learning Intentions | Ngā Whāinga Ako
- Select and connect labelled evidence.
- Design a specific, accessible action with support.
- Test, revise, and explain the improved design.
Success Criteria | Paearu Angitu
- I use at least three labelled sources and show connected taha/whenua.
- I protect mana, choice, access, and privacy.
- I keep my first build, feedback, material change, and rationale visible.
Choose one assessment route
Fictional route
Choose Koru, Rimu, or Awa from the complete composite evidence pack. This route is assessed at exactly the same level.
Community route
Design for a class, team, whānau, club, or community setting. Focus on access, relationships, place, and collective action.
Privacy and safety: you do not gain marks for disclosure. Do not diagnose anyone, name another person's health needs, or publish a personal support plan. If the work raises a real concern, use your school's support pathway rather than putting it in the assessment.
Project process
What you submit
- Evidence selection: at least three specific, labelled observations, patterns, or design findings from the Personal Whare Workbook or Fictional Whare Evidence Pack.
- Connected system map: whenua and/or the four taha, with arrows and explanations showing how the focus may affect other parts.
- Action prototype: who does what, where, when, with which supports and adaptations.
- Indicator: an observable sign that helps judge whether the action is useful. It is not a promise of a health outcome.
- Feedback record: the test question, feedback received, and the change made.
- Short rationale: why the final plan fits the evidence, protects mana and choice, and is realistic.
Submission and safety
Personal, fictional, and community routes have equal status. Accept an annotated model, storyboard, audio explanation, slide deck, written plan, signed presentation, or supported conference when it shows the same evidence, connections, action, test, revision, and safety reasoning. Never require private disclosure; use school pastoral and safeguarding pathways for real concerns.
Rubric | Paearu Aromatawai
Swipe horizontally to compare every achievement level.
| Criterion | Emerging | Developing | Secure | Extending |
|---|---|---|---|---|
| Evidence | Names a general idea but does not yet use labelled source evidence. | Uses one or two relevant pieces of evidence; some claims are still broad. | Uses at least three specific labelled workbook entries or fictional-pack extracts and explains how each shapes the design. | Weighs evidence, limitations, and context; distinguishes what is known from what still needs testing. |
| Te Whare Tapa Whā connections | Names one taha or whenua with gaps in meaning. | Describes the entry point and one plausible connection. | Uses the model accurately and explains at least two connected effects without treating the taha as separate boxes. | Shows feedback, tension, or trade-offs across the system and explains why the chosen entry point has leverage. |
| Action, access, and mana | Offers a vague action or relies mainly on individual willpower. | Gives a workable action but leaves support, access, or choice underdeveloped. | Builds a specific, realistic, mana-enhancing action with people/place support and accessible options. | Anticipates barriers, includes structural or collective support, and adapts the design for different circumstances. |
| Testing and refinement | Submits the first idea without a meaningful test. | Records feedback but makes a surface-level change. | Tests against clear criteria, makes a material change, and explains why the revision is stronger. | Uses more than one test or perspective and identifies what remains uncertain after refinement. |
| Communication and safety | The plan is hard to follow or includes information that should remain private. | Communicates the main idea with some evidence and generally safe framing. | Communicates clearly, uses accurate kupu, protects privacy, and keeps peers out of diagnostic or counsellor roles. | Tailors the communication for a real audience while preserving cultural integrity, consent, and safety boundaries. |
🎯 Curriculum Alignment | Te Hononga ki te Marautanga
The summative requires ākonga to use evidence about stress, boundaries, supportive relationships, regulation, and recovery to design and test an action.
Stress responses are often part of how the brain and body react to challenge, and understanding these responses helps people manage them by reframing thoughts, setting boundaries, and maintaining supportive relationships.
View the complete verified curriculum and lesson evidence map.
📋 Kaiako moderation notes
- Judge the quality of evidence and reasoning, not the apparent healthiness of a learner's life.
- Personal, fictional, and community routes have equal status. Do not infer lower authenticity from a fictional profile.
- “Secure” is the expected endpoint for the unit. “Extending” requires better reasoning, not more disclosure or a polished poster.
- Return any work that identifies another learner's needs; help the student recast it as a composite profile.
- Use school pastoral/safeguarding policy for real concerns. The assessment is not a clinical screening tool.
♿ Accessible submission options
What to print: provide this brief and rubric plus either the Personal Whare Workbook project canvas or the fictional-pack selection sheet.
Accept an annotated model, storyboard, audio explanation, slide deck, written plan, signed presentation, or supported conference. Every format must still show the same evidence, connections, action, test, revision, and safety reasoning.