Learning experience 9, Activity 3: Group challenges He whakataetae ā-rōpū
Intended outcome(s)
The students could:
- recognise instances of discrimination and act responsibly to support the rights and feelings of others, when participating in mahi whai (HPE 4 C2)
Suggested approach
The students individually revise the whai (string game) Two of Diamonds Ngā taimana e rua and are told that they will be participating in a team challenge.
In groups of six, the students are given a very long piece of wool, and the challenge is to make a large two of diamonds using group members as fingers.
The students rate themselves individually and as a group as to how well they have accepted the challenge of learning the new skill as well as their ability to perform the skill. Each student can discuss the way they rated themselves individually with rest of the group, and group members can provide further feedback.
The students are reminded of the whare tapawhā (see page 31 of Health and Physical Education in the New Zealand Curriculum) and the interconnectedness of the four dimensions of hauora (well-being).
The students consider what mental and emotional well-being taha hinengaro means and then discuss as a class how they felt as a group member when attempting the whai group activity or developing the presentations for performance to the class. They discuss whether or not they felt the rest of the group valued their contributions and whether or not members of the group were overruled or put down when contributing ideas.
The students can then discuss whether the types of actions that were used in the groups could be improved to provide a more tolerant and inclusive environment and explain how this relates to social well-being taha whānau.
The students then consider spiritual well-being taha wairua and consider carefully their own actions or lack of actions in the group activities that could have contributed to some discrimination against others in their group.
In pairs, each student is asked to discuss what they have been thinking about and use an 'I' statement to outline what they will do to support others in their group in future activities and what they can do to support their own rights and feelings.