Place and access
The library feels predictable and has a staff member Koru knows. The busy canteen is hard to navigate. Koru's bus leaves at 3.20 pm, so after-school options need transport planning.
Hauora • Years 7–8 • Privacy-safe summative evidence
Fictional Whare Evidence Pack
Choose one composite profile. Use its completed evidence extracts to build, test, and refine a Personal Whare Action Project without disclosing personal information.
Equal-status assessment route
How to use this pack
These profiles are invented. They combine ordinary school and community constraints without representing a real learner, diagnosis, culture, whānau, or health condition. Do not guess extra needs. Work only from the evidence provided and use “may” for possible connections.
Learning intentions | Ngā whāinga ako
- Select specific evidence from at least three unit investigations.
- Explain a plausible connection across whenua and at least two taha.
- Build, test, and refine an accessible, mana-enhancing action without diagnosing the profile.
Success criteria | Paearu angitu
- I label every evidence extract by lesson and separate observation from inference.
- I include choice, support beyond individual willpower, and an observable indicator.
- I keep the first prototype visible and explain one material change after testing.
1 · Choose
Koru, Rimu, or Awa. No explanation is required.
Koru, Rimu, or Awa. No explanation is required.
2 · Select
Use at least three extracts; more evidence is not automatically better.
Use at least three extracts; more evidence is not automatically better.
3 · Build and test
Use the project canvas and rubric exactly as the personal and community routes do.
Use the project canvas and rubric exactly as the personal and community routes do.
Materials and support
Use this pack with the Lesson 12 project canvas and Personal Whare Action Project brief and rubric. A kaiako checks the proposed focus before prototyping and follows normal school support procedures if a learner raises a real concern.
Curriculum Alignment | Te Hononga ki te Marautanga
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.
Composite Profile Koru
Belonging in a new kura
Context: Koru joined the kura this term. They enjoy drawing maps and designing small objects. They know two people in class but are still learning routines, spaces, and names.
Values compass
Koru selected creativity, reliability, and belonging. They wrote that contributing a useful design feels more meaningful than being put on the spot to “share about yourself”.
Access and adaptation
Koru participates longer when instructions are demonstrated before a task starts and when a low-impact option is visible to everyone. They opt out when adaptations must be requested publicly.
Choice and participation
In a shared-kai scenario, Koru identified clear ingredient labels, a non-food contribution role, and permission to bring or eat something different as participation supports.
Observable signals
Before a short presentation, Koru reread the prompt, asked when their turn would be, and spoke more quietly. The evidence does not prove one emotion or cause.
People, places, pathways
Koru named a form teacher, a library staff member, one classmate, the library, and a lunchtime design club. The form teacher said they can help with an introduction rather than leaving Koru to enter alone.
Evidence limit and design tension
Nothing here shows that Koru needs treatment or that one strategy will fix belonging. A useful project must fit the bus timetable, allow private choices, and create contribution without compulsory personal disclosure.
Composite Profile Rimu
Recovery when responsibilities compete
Context: Rimu enjoys music production and helps with a younger sibling on some evenings. The responsibility matters to Rimu; the project must not frame whānau contribution as a personal defect.
Connected evidence
On care evenings, homework begins later. Rimu's map connected schedule pressure with recovery, concentration the next morning, whānau contribution, and the need for realistic school support.
Values compass
Rimu selected care, fairness, and making music. A plan that removes valued whānau responsibility without consultation would not protect mana or choice.
Movement experiment
A four-minute walk and a seated stretch were both rated easy to start. A competitive sprint raised energy but did not support a quiet transition into focused work.
Pattern and constraint
Packing a bag earlier reduced one morning delay. It did not change the early bus, care timetable, or the amount of schoolwork. Rimu wrote that both personal routines and shared planning may be needed.
Strategy test
A longer exhale helped during a 30-second sorting task; a brief movement break helped after sitting. The five-senses scan felt distracting when time was short. None was treated as a cure.
Network and boundary
Rimu named a whānau adult, a neighbour approved for practical help, a music teacher, a dean, and a homework space open at interval. A peer may listen and accompany Rimu to an adult but cannot carry the plan alone.
Evidence limit and design tension
The evidence does not say Rimu is unsafe or unwell. A useful project must preserve valued responsibilities, avoid a plan based only on willpower, and include a backup when time, transport, space, or a support person changes.
Composite Profile Awa
Inclusive participation in a community club
Context: Awa helps plan a six-week lunchtime movement and games club. The club is for connection and participation, not fitness ranking, body change, treatment, or cultural performance without authority.
Places and barriers
The indoor hall is weather-proof but booked one lunchtime. The courtyard is visible and free but noisy. A nearby community room requires adult authorisation and cannot be assumed available.
Purpose and values
Awa selected fairness, contribution, and enjoyment. They rejected a leaderboard because it would shift the purpose from connection to comparison.
Equivalent options
Trial participants stayed involved when each activity offered standing, seated, low-impact, observation, and equipment roles. One fast rotation left too little time to understand the task.
Shared event design
For a possible celebration, the group identified ingredient labels, no pressure to eat, non-food roles, cost limits, and contributions other than bringing food.
Context matching
A quiet preview card supported some participants before leading a game. A breathing prompt was useful only when optional. A noisy group countdown made it harder for two testers to follow instructions.
Roles and authority
The network includes participants, a club coordinator, a duty teacher, whānau contact routes, and the school office. Awa may propose and test a format; an adult authorises spaces, safety arrangements, and external contact.
Evidence limit and design tension
The evidence cannot justify labelling any participant. A useful project needs opt-in and equivalent roles, a realistic location, clear adult responsibility, and an indicator based on participation/access rather than body or performance data.
Personal Whare Action Project
Fictional-route evidence selection
Ingoa / Name
Akomanga / Class
Profile chosen: ☐ Koru ☐ Rimu ☐ Awa
| Lesson/page | Exact evidence extract | Taha/whenua | What it may suggest | What it does not prove |
|---|---|---|---|---|
Entry point and connections
Which taha or whenua is a useful entry point? Draw at least two arrows across the system.
Boundary and support
What must the project avoid? Who authorises, supports, adapts, or follows up?
Possible action
What specific action follows from the evidence? Do not jump to a diagnosis or guaranteed outcome.
Observable indicator
What could be noticed to decide whether to continue, adapt, seek more support, or stop?
Next: transfer this evidence brief to the Build → Test → Refine project canvas, stress-test it with one changed condition, and keep the revision visible.
Kaiako: offer this pack before learners choose an assessment route. What to print: print the whole pack or one profile plus the selection sheet. Do not ask why a learner selects the fictional route.