Phase 3 Health and Physical Education statements, taught through concrete evidence and action.
This Years 7–8 unit sits in Phase 3 Health and Physical Education. Te Whare Tapa Whā is the organising model; the curriculum statements below anchor the lesson investigations into stress and regulation, supportive relationships, kai and belonging, movement, sleep, and recovery. The model itself is taught from authoritative Aotearoa health sources rather than being misrepresented as a verbatim curriculum statement.
Honesty boundary: exact quotation proves provenance, not alignment. The map names the activity where ākonga actually use each idea.
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.
Taught in: system stress-tests, support mapping, emotion language, help-seeking rehearsal, protective-factor weaving, and the final action-plan test.
Examining how the brain and body respond to stress and applying strategies that support regulation, recovery, and wellbeing across different situations
Taught in: recovery-pattern analysis, regulation strategy trials, and scenario-based selection of a safe next step.
Food choices are not just personal preferences, they are often shaped by cultural traditions and social settings and shared meals can reinforce belonging, identity, and trust within a group.
Taught in: the kai context investigation and redesign of a shared-kai situation for access and belonging.
Participation in activities like gymnastics, dance, parkour, and mau rākau supports increased flexibility, wellbeing, and overall movement quality.
Taught in: accessible movement trials, observation of response, adaptation, and routine design.
Hormonal changes during puberty do not just influence physical growth, they can reshape sleep patterns, emotional reactions, and social behaviour.
Taught in: fictional sleep-profile analysis and emotion-language work. Learners are never asked to disclose puberty or health information.
| Lesson | Curriculum anchor | What ākonga do with it | Evidence retained |
|---|---|---|---|
| 1 · Whare as a System | 48657 | Build and stress-test a connected model; match evidence to a mana-enhancing support. | System map |
| 2 · Whenua & Tūrangawaewae | 48657 + official model source | Map access, belonging, barriers, and relationships around a real or fictional place. | Place/support map |
| 3 · Wairua, Values & Purpose | 48657 + official model source | Test value choices in a fictional conflict and design a support that protects mana. | Values compass |
| 4 · Tinana Foundations | 52532 | Analyse access barriers and adapt physical-wellbeing options for fictional learners. | Access/adaptation table |
| 5 · Kai, Belonging & Choice | 48651 | Investigate influences on food choice and redesign a shared-kai context for inclusion. | Kai context investigation |
| 6 · Movement & Wellbeing | 52532 | Trial or observe accessible movement, compare response, and build an adaptable routine. | Movement experiment log |
| 7 · Rest, Sleep & Recovery | 48650, 48695 | Analyse fictional patterns and prototype a recovery routine without personal surveillance. | Recovery pattern lab |
| 8 · Hinengaro & Emotions | 48657 | Use precise language, trace possible connections, and map a safe support pathway. | Notice/name/connect map |
| 9 · Regulation Toolkit | 48695 | Test strategies as options, record response, and justify a fit for a fictional situation. | Strategy test |
| 10 · Help-seeking & Manaaki | 48657, 48695 | Rehearse notice–ask–listen–connect while keeping peers out of a counsellor role. | Conversation pathway |
| 11 · Whānau & Resilience | 48657 | Map people, places, practices, and formal pathways; design reciprocal support. | Protective-factor weave |
| 12 · Personal Whare Project | 48657, 48695 | Build, peer-test, and refine an evidence-based personal, fictional, or community Whare action plan. | Summative project |
Curriculum quotations above were sourced from the active curriculum corpus and retain their statement IDs. No prose on this page is presented as a verbatim curriculum statement unless it carries data-verified="true".