📚Unit Plans → 🏠Te Whare Tapa Whā → 📖Lesson 12: Personal Whare Action Project
Years 7–8 Hauora / Health

Personal Whare Action Project

Use labelled evidence to build a personal, fictional, or community Whare Action Plan, test it against real constraints, and refine it.

🕘 Lesson at a Glance | Te Hōtaka

Do NowAudit starred evidence5 min 1 · SelectBuild an evidence brief15 min 2 · BuildPrototype the action plan20 min 3 · TestRun a rubric stress-test15 min 4 · RefineSubmit changed evidence15 min ExitDefend one revision5 min

Lesson Overview | Tirohanga Whānui

This is the unit's learn-by-doing summative. Ākonga select at least three labelled workbook entries or fictional-pack extracts, choose a personal, fictional, or community route, build a specific action plan, test it against the project rubric and a changed condition, then submit a refined version with visible revision evidence.

Learning Intentions | Ngā Whāinga Ako

  • Synthesise at least three labelled workbook entries or fictional-pack extracts into a connected Te Whare Tapa Whā project brief.
  • Build a specific, accessible, mana-enhancing action with support, boundaries, responsibilities, and an observable indicator.
  • Test the plan against evidence, constraints, and rubric criteria, then explain and make a meaningful refinement.

Do Now · Evidence, Not Decoration

5 min

What it is: a rapid audit that prevents the final project becoming a poster of unsupported intentions.

Run it

  1. Open (1 min): scan workbook Lessons 1–11 and locate every starred, boxed, or teacher-confirmed piece of evidence.
  2. Code (2 min): mark E for evidence, A for possible action, and S for support/pathway. One item can carry more than one code.
  3. Gap-check (2 min): choose three labelled workbook entries or fictional-pack extracts that show at least two parts of the whare and include challenge/response evidence plus a boundary or supportive relationship.
Assessment choice: design for yourself, a fictional profile, or a whānau/community setting. The same rubric applies. You are assessed on evidence, systems thinking, feasibility, testing, and refinement—not private disclosure.

Activity 1 · Select and Connect the Evidence

15 min

What it is: ākonga turn labelled workbook entries or fictional-pack extracts into a defensible project brief before proposing an action.

Route A · Personal

Use learner-chosen evidence. Private source lines stay private; submit only the evidence needed to justify the action.

Route B · Fictional

Use Koru, Rimu, or Awa in the complete composite evidence pack. This route is fully equivalent for assessment.

Route C · Community

Focus on a class, team, club, whānau, or local setting without naming private individuals. Identify who can authorise or support the action.

Evidence test

At least three labelled workbook entries or fictional-pack extracts; a clear pattern or tension; at least two connected taha/whenua; no invented needs or diagnoses.

Curriculum thread

Show how a challenge may affect brain/body or action, then include a suitable reframe, boundary, regulation/recovery strategy, or supportive relationship.

Run it

  1. Choose (2 min): select the personal, fictional, or community route. A learner may change routes without explaining why.
  2. Extract (5 min): copy or summarise three workbook entries or fictional-pack extracts and label every source lesson/page.
  3. Connect (4 min): draw a cause/support map showing how at least two parts of the whare interact. Use “may” when the evidence does not prove a single outcome.
  4. Focus (2 min): choose one entry point—not the “weakest person”—where a realistic action could change access, routine, recovery, connection, or support.
  5. Conference (2 min): show the evidence brief to a partner or kaiako; receive a green light only if the proposed focus follows from the evidence.

Start here: Workbook lesson 12 — Evidence and Focus, or first complete the fictional-route evidence selection sheet.

Model integrity: use Te Whare Tapa Whā to show relationships among whenua and the four taha. A project must not rank walls, diagnose a “broken” person, or turn Māori concepts into decorative labels.

Activity 2 · Build the Action Prototype

20 min

What it is: ākonga produce a first complete version that another person can understand, test, and improve.

Action

Exactly what will happen, where, when, how often, and for how long?

People and responsibility

Who chooses, participates, supports, authorises, or follows up? What remains outside a peer's role?

Access and mana

How can people opt in, adapt, communicate, or use an equivalent route without disclosure or stigma?

Indicator

What observable sign will show whether the action is useful enough to continue, adapt, connect to more support, or stop?

Run it

  1. Draft (7 min): complete action, roles, location/time, support/pathway, access choices, boundary, and indicator. Link each major choice to an evidence item.
  2. Show the system (4 min): draw arrows showing the intended effect across at least two taha or whenua and one possible unintended effect.
  3. Prototype (5 min): create the smallest safe representation that can be tested now: a mock schedule, message/script, map, checklist, routine card, layout, or first-step rehearsal.
  4. Self-audit (4 min): use the Personal Whare Action Project rubric. Mark one criterion green, one amber, and the evidence for each judgement.
Action boundary: do not test actions involving medication, food restriction, strenuous exercise, trauma disclosure, service contact, cultural practice without guidance, or another person's private information. Prototype the decision or communication safely on paper.

Activity 3 · Rubric and Reality Stress-test

15 min

What it is: reviewers test the prototype against evidence, mana, feasibility, connections, and one changed condition.

Constraint A · Choice

A participant declines the first option or does not want to explain why.

Constraint B · Access

The time, place, cost, sensory load, language, transport, or format excludes someone.

Constraint C · Support

The named person, space, or resource is unavailable when the action is needed.

Constraint D · Safety

The indicator suggests the issue needs responsible adult or service support rather than a stronger self-management plan.

Run it

  1. Exchange safely (2 min): share only the assessable project brief and prototype. Personal source pages remain with their owner.
  2. Evidence test (4 min): point to where three labelled workbook entries or fictional-pack extracts justify the focus and where two parts of the whare connect. Mark any unsupported leap.
  3. Rubric test (4 min): check specificity, accessibility, mana/choice, support beyond willpower, indicator quality, and visible testing.
  4. Reality test (3 min): draw one constraint card and explain exactly what fails or needs adapting.
  5. Return (2 min): give one precise strength and one required change. “Looks good” is not usable feedback.

Record the test: use the peer-test table on workbook lesson 12.

Synthesis · Refine and Submit

15 min

What it is: ākonga make a visible evidence-based change and assemble the final assessable package.

Run it

  1. Prioritise (2 min): choose the feedback or constraint that most threatens evidence alignment, mana, access, feasibility, or safety.
  2. Revise (6 min): change the prototype and final plan. Keep the first version visible with an arrow, colour, annotation, or before/after box.
  3. Re-check (3 min): use the project rubric and the five workbook checklist statements. Fix any unsupported claim or missing responsibility.
  4. Assemble (2 min): submit the three-source evidence brief, connected-whare map, final action plan, completed peer test, and revision note. The sources may be labelled workbook entries or fictional-pack extracts.
  5. Protect privacy (2 min): remove names and private source details that are not needed for assessment. Personal workbook pages are not automatically part of the submission.

Finalise: “Refined action plan” and the checklist on workbook lesson 12.

Exit · Defend the Revision

5 min
  1. State the most important change from prototype to final plan.
  2. Name the labelled workbook entry, fictional-pack extract, rubric criterion, or constraint that required the change.
  3. Explain how the revision better protects mana, access, support, or a connection across the whare.

Completion: the project is complete when the evidence, first build, test, refinement, and rationale are all visible—not when the page merely looks finished.

🎯 Curriculum Links | Te Hononga ki te Marautanga

Health and Physical Education · Phase 3. The evidence brief requires ākonga to connect a challenge and possible brain–body or action response with an appropriate reframe, boundary, regulation/recovery strategy, or supportive relationship. The prototype and stress-test apply those choices in a specific context and require refinement when they do not fit.

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.

See the unit's verified curriculum map and teaching rationale.

📦 Materials & Resources
📊 Assessment Framework
  • LI 1 · Evidence and systems: at least three labelled workbook entries or fictional-pack extracts justify the focus and show a plausible connection across at least two taha or whenua.
  • LI 2 · Action quality: the plan specifies action, roles, time/place, access choices, boundary, support beyond willpower, and an observable indicator.
  • LI 3 · Testing and refinement: the first build, rubric/constraint feedback, meaningful revision, and evidence-based rationale are all visible.

Summative evidence: assess the package against the full rubric. Presentation polish cannot compensate for unsupported evidence, unsafe scope, missing access, or no meaningful change after testing.

🚀 Extension & Adaptation
  • More support: use one pre-completed profile and the labelled selection sheet in the Fictional Whare Evidence Pack.
  • More challenge: add an implementation sequence with permissions, resources, review date, stop/adapt rule, and a way participants can influence the next iteration.
  • Format choice: accept a written plan, annotated diagram, slides, audio with visual organiser, or teacher conference recording when each required evidence element remains traceable.
🔗 Unit Progression

This is the 12-lesson arc's summative synthesis. It turns the model, taha investigations, stress/regulation evidence, help-seeking pathway, and protective-factor weave into one tested action. A future check-in can review the indicator and decide whether to continue, adapt, connect to more support, or stop.

📋 Teacher Planning Snapshot

Success criteria

  • I can use at least three pieces of accumulated evidence to justify a connected project focus.
  • I can build a specific, accessible, mana-enhancing action with clear support, boundaries, responsibilities, and an indicator.
  • I can show the first build, the test, the change I made, and why the final plan is stronger.

Safety and inclusion

  • Offer the personal, fictional, and community routes before work begins and treat them as equivalent. Never ask why a learner chooses privacy or changes route.
  • Assess only necessary evidence. Do not automatically collect private workbook pages, personal support maps, diagnoses, family details, faith information, or disclosures.
  • These are educational action plans, not treatment, counselling, crisis, diet, or exercise prescriptions. Redirect safety or health needs through the verified kura pathway.
  • Community actions remain prototypes until the appropriate people give permission. Do not contact services, whānau, or community members or publish material as part of the classroom test without prior approval.