Whaea Jade’s Holistic Approach to Guide Learning and Wellbeing

In Whaea Jade’s classroom at Paparore School, te ao Māori is lived and felt through the thought and care she delivers for her class every day. Her ākonga (students) are actively embracing Te Whare Tapa Whā and Maramataka as part of their daily routines, using these frameworks for reflective thought, to deepen their understanding of themselves and their energy, as well as the world around them.  

This practice of connecting to self and to others closely aligns with the New Zealand Curriculum’s vision of developing confident, connected, actively involved, lifelong learners. It reflects key competencies such as managing self, relating to others, and participating and contributing, while also strengthening students' sense of identity and wellbeing. It connects to the core elements of the curriculum’s commitment to inclusive, culturally responsive education.  

At the heart of this practice is Te Whare Tapa Whā, the holistic model of health developed by Sir Mason Durie. It highlights the importance of balance across four dimensions of wellbeing, Taha tinana (physical), Taha wairua (spiritual), Taha whānau (family and social), Taha hinengaro (mental and emotional).   

In Whaea Jade’s class, this model isn’t treated as abstract theory, it has become a visible, practical part of the learning environment. Students are encouraged to reflect on how they’re feeling across these dimensions, to encourage understanding and in turn regulation of their emotions, support each other and recognise what they need to feel balanced and thrive in themselves and learning. This has included whole class wānanga where they get together to share ideas of how, as a class, they can top up each pou. 

Importantly, Te Whare Tapa Whā is also embedded in the school’s wider strategic plan as a guiding framework for promoting holistic wellbeing and supporting culturally sustaining practices across the kura. This alignment ensures that the values being lived in the classroom are echoed and supported in some way, at every level of the school. This work also strengthens and strongly reflects the core values of their school; 

 
Hiranga (Excellence) seen in the way students strive to understand and grow in every dimension of their wellbeing.

  
Ngākau (Integrity) as students reflect honestly on how they feel and support one another with empathy.

  
Rerekētanga (Diversity) being celebrated through the honouring of mātauranga Māori and the unique identities of every learner.

  
Porihanga (Community and Partnership) evident in the shared language and connections being built between students, whānau, and the wider school. Kaitiakitanga (Caring for the Environment) fostered through alignment with Maramataka, helping tamariki recognise their place within the rhythms of the natural world.  

Whaea Jade shares “Some of our tamariki even started weaving elements of Te Whare Tapa Whā into their speeches in Term 3. They’re speaking for themselves about their own wellbeing and adapting the learning from this into other areas of their lives, like sports and their weekend events by planning ahead. It can be powerful. 

We begin our day with kōrero about the Maramataka, what the moon phase is and what we can be aware of within ourselves and our environment. I find that Te Whare Tapa Whā and the Maramataka are closely interconnected, and together they support our students to learn about both in a genuine and authentic way”.  

Some examples from the students writing include;

“Exercise also keeps all four pou strong in Te Whare Tapa Whā which is your physical, mental, spiritual, and social wellbeing. Being active can improve your quality of life in many ways” says Lincoln, Year 4 - Te Puawai student.  

Jade says, “Our PALs (Physical Activity Leaders) mahi, in particular, has provided such a rich opportunity to see how Te Whare Tapa Whā can be made visible for our students in a way that supports all four pou. I am so so proud of my ākonga and how they have embraced the learning and how confidently they can kōrero about it”. 

Maramataka, the traditional Māori lunar calendar is another guiding force practiced daily in the classroom. Whaea Jade aligns class activities where possible and adapts energy expectations with the rhythms of the moon and her class. High-energy days as indicated by the moon phase and in turn noticed in class, are used for collaborative and dynamic learning, while lower-energy days are honoured with quieter, reflective work that promotes self-care.
 
“The students are tuning in, monitoring how their day goes, how they are feeling, and they also use it to plan ahead for personal events too such as birthdays, sport events like netball trips or school camp” Whaea Jade shares.

This is reflected in their class journal, which sits in the classroom, where they share their findings, thoughts and ideas collectively.

“We also decided we would send home our Maramataka journal with a different student each day to share with whānau and complete an observation and or reflection”.    

“They’re starting to recognise what kind of energy a day might bring, and how that relates to how they’re feeling and each other. It’s giving them a deeper understanding of themselves and how to manage their learning and wellbeing in a reflective, safe and competent way. I’ve also really enjoyed learning more about aligning events and planning with the Maramataka, something that’s starting to feel more natural as we continue to deepen our collective understanding” Whaea Jade shares. 

Arthur, Year 4 - Te Puawai student says “We use maths in travel, nature, and the maramataka calendar.  We use it when we look at the maramataka calendar to know the best days for fishing, productivity, planting, or hunting”.

By embedding these Māori worldviews into everyday learning, Whaea Jade is supporting her students to grow academically alongside emotionally, spiritually, and socially.  Her classroom is a space where cultural identity belongs, is celebrated and where wellbeing is nurtured alongside individual achievement, whatever that may look like.

The impact is clear and can be felt in her class. The tamariki are showing emotional intelligence as self-aware, ready learners who understand the importance of balance, connection, and their relationship with the natural world.  

This is such a shining example of how mātauranga Māori can transform the learning environment and empower our next generation in health and wellbeing for all.  

Article written by Ebony Paaka, Healthy Active Learning School Connector