AS92008 - Health Studies 1.1 - Demonstrate understanding of hauora in a health-related context through the application of a model of health - 5 credits

Starter

TASK: A-Z of Health/Hauora/Wellbeing

Complete an A - Z list, for each letter of the alphabet choose a word that relates to a health/hauora/wellbeing topic.

Big ideas of Health/Hauora

TASK: Words & ideas of Health

Make a copy of and complete the worksheet below by using the sites listed to find the words that match each definition.

TASK 3: Rate your own Health & Wellbeing

Using the template below, rate your own health in each of the 4 dimensions of Te whare tapa whā, provide a reason for each of the ratings you have given for each dimension, use copies of the images below or hardcopies from your teacher.

TASK 4: Understanding more about Te whare tapa whā

Using the information sources below, after reading and highlighting key ideas use these to complete the summary table sheet with a minimum of 4 key ideas in each dimension.

TASK 6: Applying the model to Scenarios

A) Make a copy of the worksheet below (Applying the dimensions to hauora and wellbeing situations), or use the hardcopy given to you by your teacher, using highlighters as colour coding, work through the scenarios and the questions about which dimension(s) apply to each scenario.

B) Discuss with your peers the examples in the Dimensions of wellbeing prompts below  - identify which key dimension is connected to each prompt.

C) Read the exploring dimension scenarios and identify the most appropriate dimension(s) connected to each scenario.

D) Copy the text below into your own google doc, then use the highlighting tool to complete the task.

D) Identifying dimensions of wellbeing 

Use different colours to highlight where aspects of wellbeing are present in the scenarios. 

KEY - Taha Wairua Taha Hinengaro Taha Tinana Taha Whānau 

Situation 1: Tama wanted to keep playing games on his device, but his parent said no. Tama refused to get off his device, so his parent took it away for the rest of the day. This made Tama feel very angry. His parent wanted to talk to him about the situation, but Tama didn’t want to talk. This caused an argument. 

Situation 2: Kiki loves to dance. She loves dancing because it makes her feel happy and she loves moving her body. Kiki also likes performing on the stage, and dreams of being a performer when she grows up. In dance class last week Kiki hurt her ankle and the doctor said it was broken. Kiki was excited about having a bright green cast, but is sad that she can’t do dance in her competition next month. 

Situation 3: Taylor is very excited because Taylor’s nana is cooking their favourite dinner tonight. Taylor loves cooking, so Nana has been teaching Taylor how to cook recently. Taylor and Nana have formed a great bond because of cooking, and love spending time with one another.

Other Health Models - Fonofale

TASK 7: Complete the worksheet below about the Fonofale Health model.

Health models vs Health Promotion

Te Ao Maori Values

TASK 9: Health Related concepts from Te Ao Maori

Purpose  - To gain an understanding of 3 maori values/principles - Manaakitanga, Whanaungatanga and Tiakitanga/Kaitiakitanga. These link closely to understanding hauora and making connections to the health model of Te Whare tapa Wha.

To do - use the images above and other sources of information about these concepts to help complete the 3 worksheets below about each concept. They key job is making connections between these Te ao Maori values and how the link with the dimensions of Te Whare tapa wha.

TASK 10: Interconnection 

Purpose  - To understand how doing things that impact one dimension of our health also have an impact on other dimensions - this is the concept of Interconnection.

To do - For each of the dimensions choose an activity from those listed below or your own activity, explain how that can have a positive impact on that dimension of your Hauora, but also how it can impact on another dimension (ensure you explain the connection).

Eg. Taha Hinengaro - Singing a waiata

Singing waiata that are meaningful to me helps to make me calm and relaxed, allowing me to let go of my worries. This positively impacts my Mental and emotional state - Taha Hinengaro as I feel less stressed. This also impacts my taha tinana because stress has negative affects on many of our body systems. Also when I sing I am practising to control my breath and this can help improve my lung function. 

TASK 11: Food & Nutrition

To do 

> Brainstorm together with your peers about all the ways food contributes to each dimension of the Te whare tapa whā model, you may choose to lay it out as shown in the table below.

> Taha Whenua - how does food & nutrition link with our connections to Taha whenua.

> Interconnection - Explain the interconnections between healthy food & nutrition and the dimensions of Te whare tapa whā.

> 3,2 1 - Check out the Food & Mood section of the Healthify website below.

Summarise this information by > Identifying 3 Keypoints, 2 new or keywords, 1 question or thing you found interesting. Record this information in your books under the heading Food & Mood.

TASK 12: Understanding Food & Nutrition

Purpose - To identify the impacts of different aspects of food and nutrition on the human body and hauora.

To do - Make a copy of the document below and complete the tasks on your version of the doc, save to your own Health folder in your drive. (If you are yet to make one then do so now!)

TASK 13: Infographic information

Purpose - To identify that infographics can be a way to present quality information, to make connections between food & nutrition and the dimensions of our overall Hauora. 

To do - Either make a copy of the image below, paste it into a google doc and make annotations on there or annotate the infographic on your hardcopy version given by the teacher.

> What does annotate mean? 

Add notes to (a text or diagram) giving explanation or comment

> Annotate about these 3 aspects;

The content of the infographic, the layout and infographic structure and the reliability/trustworthiness of the information.

Summary task - Write a summary about how Poor Diet & Nutrition can impact on the dimensions of our Hauora.

Task 14: Hākari - Food Traditions

Purpose - To identify the importance of food traditions for different cultures, with a foci on māori food traditions.

To do - Make a copy of the document below and use the sources of information available below, or find your own sources of information to complete the summary tasks.

Task 15 - Karakia for Kai

Purpose - To gain understanding of Te ao maori concepts related to the sharing of kai.

To do - Using the source below, or other sources of information about karakia answer the following summary questions;

1) What is a karakia?

2) Why are karakia used?

3) What types of activities are karakia often used for?

4) What dimensions of our Hauora are impacted by the use of karakia? Explain how.

5) What purpose does karakia have when used before sharing kai?

Task 16 - Others experiences - Feeding communities & Food traditions

1. Complete an interview of a staff member who has had experience in feeding communities projects or has experienced/been involved in different food traditions. Use the interview document below - you can add your own questions to this also.

2. Use the Summarising impact document below to complete the processing of the information gathered from your interviews.

Task 17 - Activity - Kai & Korero

Q's;

1. How are we showing Mannakitanga?

2. Why does this event help develop Whanaungatanga?

3. Why are we including korero with our Kai?

4. Why is karakia at the beginning important?

Special occasions & Hospitality

Eating is a key element of major celebrations, events and religious observances. In Māori communities, sharing food is a traditional part of events such as tangihanga. Vast quantities of food were consumed at hākari (feasts) held to mark auspicious events, such as peace agreements between previously warring tribes.

Providing visitors with meals and food is a long-standing New Zealand tradition which pre-dates European settlement. In the Māori world it is encompassed by the term manaakitanga (hospitality). Amongst Europeans, the expectation that visitors – both familiar faces and strangers – would be given something to eat, even if they turned up without warning, arose from the uncertainty of food and accommodation availability in the early years of settlement.

https://teara.govt.nz/en/eating/page-2 

Adapted from - How to support Māori children with culturally responsive teaching

Shared values and aspirations are important to Māori parents. Māori families value educational experiences that are reflective of key values such as whakawhanaungatanga[1] and manaakitanga[2] . A whanaungatanga approach recognises the centrality of relationships between whānau, teachers, and children. Whanaungatanga is demonstrated through rituals of welcoming and farewell, sharing kai together[3], practices such as mihimihi, pōwhiri and other opportunities for people to share their iwi, hapū, or whānau connections[4], and mixed-age groupings that enable older and younger children to attend together[5] and extend tuakana-teina relationships[6].

Manaakitanga involves caring attitudes and a willingness to support each member of the collective group. A culture in which caring for others is both expected and encouraged is important to Māori[7]. Manaakitanga is expressed through ritual processes for welcoming and hui[8], and through fostering tuakana-teina relationships between older and younger children[9]. It is also expressed through opportunities for children to be of service to the group, and to collaborate and cooperate in larger groups[10].

https://theeducationhub.org.nz/how-to-support-maori-children-with-culturally-responsive-teaching/ 

Health Studies 1.1 Achievement Standard

Checklist: HEALTH STUDIES 1.1 Demonstrate understanding of hauora in a health-related context through the application of a model of health

When your learning has covered each of these points, check these off the list below

> I know about two or more health models (and at least one in detail). 

> I have studied a variety of health-related topics from one or more of: Relationships and Sexuality Education, Mental Health* Education, and/or Food and Nutrition. 

In preparation for the assessment I have either:

• Participated in a health-related activity that impacts my hauora (where it is safe and appropriate to do so).

• Had practice working out which dimensions or aspects of a person’s hauora are affected when viewing in a video or reading about the health-related activities of others.

> I can describe HOW hauora is affected by applying the most relevant dimensions or aspects of a model to the health-related situation. 

Note that for te whare tapa whā it is expected that you can describe all dimensions in some way – depending on the situation some dimensions may feature more strongly than others, but all must be included. For models with (many) more than four dimensions/aspects, you need to be able to apply the ones most relevant to the situation, although it is a good idea to include at least four of these.  

> I can explain WHY hauora is affected in the health-related situation, using the model of health as a way to frame these ideas. 

> I can describe and explain how and why the dimensions of health inter-relate based on the way these connections are shown by the model.  

> I can use examples from the activity as evidence to support my descriptions and explanations. 

> I can draw conclusions about how hauora is affected in the short and long term in a situation (noting that the long-term impact may require thinking beyond the activity).

> I can relate these short- and long-term effects to the model of health and using evidence from the activity.

> I can write a response to all these requirements in 800 words (or making a recording of 3-4 minutes).

*Note that Mental Health Education covers a wide range of topics such as: wellbeing, alcohol and other drugs and vaping, friendships and what gets in the way of friendships (like bullying), social media, body image, building resilience, learning a range of skills that support wellbeing such as effective communication, goal setting, problem solving, and much more. 

Reminder 

• Describe: To state features of

• Discuss: To talk or write about something in detail, considering different ideas and opinions related to it.

• Evaluate:  To make known the cause or detail of something