Hauora • Years 7–8 • 12-lesson evidence workbook
Personal Whare Workbook
Build, test, and refine a picture of hauora across the unit. Every page can feed the final personal, fictional, or community Whare Action Project.
Te Whare Tapa Whā · Hauora in Action
My evidence workbook
This workbook belongs to you. Some pages can use your own experience; every page also offers a fictional or community route. You never need to disclose private health, faith, family, disability, or mental-health information for assessment.
Using the fictional route? Choose one complete profile in the Fictional Whare Evidence Pack and use its labelled extracts in place of personal workbook evidence.
Learning Intentions | Ngā Whāinga Ako
- Build connected evidence across whenua and the four taha.
- Investigate how context, access, relationships, and support shape possible actions.
- Use evidence to build, test, and refine a mana-enhancing project.
Success Criteria | Paearu Angitu
- I complete and label one evidence page in each lesson.
- I mark strong evidence with a star and a question with a question mark.
- I use those marks to choose and justify my final project focus.
- I keep private lines private and submit only the evidence my kaiako identifies.
Curriculum alignment: these investigations build evidence for the unit's verified Phase 3 Health and Physical Education learning. Open the exact statement map.
Lesson 1 · Cut and build
Te Whare Tapa Whā model cards
Cut around the dashed lines. Fold or stand the four taha as walls and place whenua underneath as the foundation. Add arrows with scrap paper.
Taha wairua
Spiritual wellbeing: values, meaning, purpose, and connection beyond the individual.
In Year 5 words:
Taha hinengaro
Mental and emotional wellbeing: thinking, feeling, communicating, and making sense of experience.
In Year 5 words:
Taha tinana
Physical wellbeing: how the body is cared for, used, rested, fuelled, and supported.
In Year 5 words:
Taha whānau
Family and social wellbeing: belonging, caring, sharing, and supportive relationships.
In Year 5 words:
Whenua · foundation
Connection to land, roots, and a place where a person can stand and belong.
In Year 5 words:
Lesson 1 · Cut and sort
Everyday evidence cards
Place each action beside the part of the whare it supports most directly. Then move at least three cards between two parts and explain both placements.
Preparing or eating food with people who matter.
Moving outside and noticing the place around you.
Having enough time and conditions to recover.
Singing words that connect people, memory, or purpose.
Talking with someone who listens and helps.
Moving gently and noticing how the body responds.
Spending time where you feel safe, connected, or grounded.
Giving time, skill, or care to another person.
Lesson 1 · Whare as a system
System map
Use Scenario A, B, or C from the lesson. Show what is affected, what may flow through the system, and one mana-enhancing support.
1 · Evidence
What does the scenario actually tell you?
2 · First connection
Which taha or foundation is affected first? Why?
3 · Flow-on effect
Draw and explain a two-arrow chain. Use “may”.
4 · Support
One action, one person/place, one sign it is useful.
Private transfer — not collected: one support I already value or might try:
Lesson 2 · Whenua and tūrangawaewae
Place and support map
Choose a real, fictional, or community place. Map what makes belonging possible there; do not assume that being outdoors feels safe or accessible for everyone.
| What can be noticed? | Who or what helps belonging? | What is a barrier? | What could strengthen access? |
|---|---|---|---|
My map or annotated sketch:
One whenua connection to carry into the final project:
Lesson 3 · Wairua, values, and purpose
Values compass
Use a fictional profile if you prefer. Wairua is experienced in different ways; it does not require religious belief.
What matters?
Choose three values and show where they came from.
What gives purpose?
Name an activity, responsibility, relationship, belief, or place.
What tests it?
A realistic situation where two values pull in different directions.
What action fits?
One choice that protects mana and matches the evidence.
Lesson 4 · Tinana foundations
Access, action, and adaptation
Compare three fictional learners. Design physical-wellbeing support around access and choice, not body shape or athletic performance.
| Profile evidence | Strength already present | Barrier to access | Adaptation or support | How we would test it |
|---|---|---|---|---|
Best-supported design decision:
Lesson 5 · Kai, belonging, and choice
Kai context investigation
Analyse how culture, cost, time, access, advertising, allergies, sensory needs, and shared meals can shape a choice. Food is not a morality test.
| Choice or meal | Contexts shaping it | Belonging/identity connection | Question we still need answered |
|---|---|---|---|
Redesign one fictional shared-kai situation so more people can participate:
Lesson 6 · Movement & wellbeing
Movement experiment log
Try or observe three accessible movement options. Use self-selected intensity and record response, not rank.
| Movement option | Adaptation used | Before: energy/comfort | After: energy/comfort | What the evidence suggests |
|---|---|---|---|---|
Design a four-minute movement routine with an equivalent seated/low-impact option:
Lesson 7 · Rest, sleep, and recovery
Recovery pattern lab
| Pattern noticed | Possible influence | Change within control | Support or structural change needed | How to notice impact |
|---|---|---|---|---|
Recovery routine prototype:
Lesson 8 · Hinengaro and emotion language
Notice, name, and connect
Use a composite scenario. Build precise emotion language, connect body clues carefully, and map a support pathway without diagnosing anyone.
What happened?
Observable evidence only.
Possible kupu
List three emotion words with different intensity.
Across the whare
What other taha may be connected? Use “might”.
Support pathway
One safe next step and a trusted adult/service.
Lesson 9 · Stress regulation toolkit
Strategy test
Test strategies as options, not cures. No strategy works for every person or situation.
| Strategy | How it was tested | What was noticed | Useful when… | Not suitable when… |
|---|---|---|---|---|
Toolkit card for a fictional profile:
Lesson 10 · Help-seeking and manaaki
Notice → Ask → Connect
Peers can listen and connect someone to help; peers are not counsellors and do not carry risk alone.
Notice
What observable change or words make a check-in reasonable?
Ask
Write one direct, respectful opening question.
Listen
Two phrases that show care without promising secrecy.
Connect
Name the trusted adult, school pathway, or service and the next action.
Rehearsal feedback — one phrase that protected mana and one improvement:
Lesson 11 · Whānau and resilience
Protective-factor weave
Choose a fictional, community, or personal route. Map strengths and supports without implying that whānau all look the same.
People
Who offers care, skill, challenge, humour, knowledge, or practical help?
Places
Where can belonging, calm, identity, or connection grow?
Practices
What routines, traditions, or shared actions help the group?
Pathways
What formal support can be reached when everyday support is not enough?
One reciprocal action — giving support without taking over:
Lesson 12 · Personal Whare Action Project
Build → Test → Refine
1 · Evidence
Which labelled workbook entries or fictional-pack extracts matter most?
2 · Focus
Which taha/foundation is the entry point? What connects to it?
3 · Action
What will be done, by whom, where, and with what support?
4 · Indicator
What observable sign will help judge usefulness?
Prototype sketch or plan
Lesson 12 · Project canvas continued
Test → Refine → Commit
Test the prototype from the previous page. Make the change visible, then check that the finished action remains realistic, accessible, and mana-enhancing.
Peer test
| Matches evidence? | Protects mana and choice? | Realistic and accessible? | Shows connections? | One change to make |
|---|---|---|---|---|
Refined action plan
- ☐ I used at least three labelled workbook entries or fictional-pack extracts.
- ☐ I showed how at least two parts of the whare connect.
- ☐ My action is specific, accessible, and mana-enhancing.
- ☐ I included support beyond individual willpower where the evidence requires it.
- ☐ I tested the plan and changed something after feedback.
Use the full criteria on the Personal Whare Action Project brief and rubric.
What to print: print the whole workbook double-sided, or select only the lesson pages you will teach. Model and sort cards work best single-sided. Private lines are explicitly excluded from collection.