Mental Health Lesson Overview
Lesson Topic Description Achievement
1 Hauora Level 5
What is healthy living? A4
How does Hauora relate to Understanding how
you? hauora contribute to
2&3 Stress A1
What is stress? Describe how stress
How does it affect people? is a by-product of
How can we deal with stress? growth and relate
Is all stress bad? this to effective self
used to manage
Promote the positive
effects of relaxation
Identify what is
available within the
4 Goal Setting A1
What are goals? A3
How do we set effective goals? Distinguish between
Why set goals? real and perceived
risks in a social
develop skills such
as goal setting for
How goal setting
can enhance identity
and self worth
5 Relationship A4
Issues What is Conflict? C1
How can we deal with it? Identify issues
Put downs and Bullying associated with
describe options to
Demonstrate a range
skills that help them
to make safe choice
for themselves and
other people in a
variety of settings.
evaluate bullying at
school – and take
action to reduce
To assess the students current level of understanding about what being healthy is.
Students are to develop an understanding of what being healthy means to them.
Large paper/butchers paper
Hauora handout RED BOOKLET UNDER HEALTHY LIVING
Hauora circles – modified for Yr 10
1. Review of Hauora/wellbeing in regards to being healthy
2. In groups ask the students to draw a large body outline.
Label and/or draw around the body and on the body, all of the things that make up
a healthy person. Magazines can be used for collage around and on the body.
Highlight by colour coding/circling all that things that are physical, mental,
spiritual and social.
3. Display posters around the room
4. Acknowledge and identify common threads between the posters and expand the
ideas of what being healthy means.
Lesson 2 Stress
To assess the students current understanding of stress and how it relates to not only
themselves but also their peers.
Students will develop an understanding of what stress is and how it can affect people in
Stress OHT RED BOOKLET
Symptoms of stress RED BOOKLET
Catastrophe Rating Sheet RED BOOKLET
1. Get students to take their pulse rate. Then introduce a stressful situation i.e. give
them a fright, tell them that they are having a test etc. Get them to take their pulse
2. Discuss ways in which they were affected, write these on the board.
3. Introduce the word stress and provide the meaning for this OHT.
4. Get the students to categorise the symptoms of stress into physical, emotional, or
intellectual. They will need to fill this in using the table on page 23 of their red
workbooks. Show the answers.
Why are they more stressed now than when they were younger? Exams, relationships,
responsibilities, need for independence etc.
5. Create a class list of stressful situations. You may want to complete the
catastrophe rating sheet or set up a continuum from very relaxed to very stressed.
Read out one of the stressful situations from the class list and get the students to
stand on the continuum. Students should notice that different people respond
differently depending on the situation.
6. Students should be able to complete What is stress? Worksheet on page 19 in the
red booklet coming up with a few ideas of how they cope with stressful situations,
this will lead into the next lesson.
Lesson 3 Stress
To develop an understanding of the different types of stress and how to cope with stress
Students are to recognise that not all stress is bad
Students are to demonstrate knowledge and understanding of stressors and how to deal
Helpful and harmful levels of stress OHT
Stress Levels activities
1. Discuss with students that not all stress is bad. Show the helpful and harmful
levels of stress OHT and discuss
2. Working in groups get the students to place the situations under the stress level
Individually get the students to fit the situations under the stress levels using the
3. Positive Coping strategies OHT. Expand on the ideas that promote wellbeing.
Students to copy down, can use the space provided on page 23 of the workbooks,
they will have to write in detail and add in number 6.
Life Situation Cards
In groups students distribute the life situation card. Each student reads a card in turn.
Students are to discuss the stressors associated with each life situation.
Eg – possible stressors for an Olympic swimmer
Before the final race travel media coverage
Ask students to identify which lifestyle is likely to experience the most stress.
Groups can report back to the class where you may negotiate which was the most
stressful jobs, you may want to rank them from most stressful to least stressful.
Lesson 4 Goal Setting
To help students to identify goals which are important to them and practice setting goals
Students are to recognise what goals are and how to set appropriate goals.
Students are to demonstrate knowledge and understanding of setting goals.
Worksheets in the Yr 10 workbook
OHT’s on goal setting
1. Show power point presentation allowing students to copy where appropriate and
2. Use the resources in the red booklet to help students set effective goals.
3. There are a number of resources that can be used here, feel free to use whatever
you feel most comfortable with.
Lesson 5 Relationship Issues
To develop an understanding of what conflict, bullying and put downs are and how to
deal with them.
Students will recognise the importance of conflict resolution.
Students will recognise what bullying and put downs are and what are the appropriate
causes of action to deal with these.
Steps to resolving conflict, OHT/sheets
1. Ask the class why friends are important? List reasons on the board.
2. FRIENDS AND CONFLICT
QUESTIONS TO ASK THE CLASS
Who has had arguments with friends which have affected their
Who has fallen out with a friend as a result of conflict?
Emphasise that it is normal and throughout life lots of people make and then fall out of
relationships with friends. Often however, with an effort a conflict should not result in a
3. Hand out the conflict resolution sheets. Discuss how effective these steps can be.
Get the students to role play situations in pairs; they may like to show their role
plays to another pair. Discuss on conclusion the effectiveness of these steps to the
students’ lives outside the classroom.
Could these steps work for students when they have conflicts with adults? Could
they be modified to deal with conflicts with teachers/parents.
4. BULLYING & PUTDOWNS
What is bullying? Get students to provide examples.
Why do people use putdowns or bully?
Is this common at Orewa College?
Who are particular targets? – Groups as opposed to individuals
How does a victim feel?
Who should we talk to if we see bullying occurring or what could you do if it is
happening to you.