Teaching resources
Our classroom-ready resources are designed to align with the New Zealand secondary school curriculum.
They are developed by curriculum experts, evidence-based, and have been trialled and refined by secondary schools and health providers across Aotearoa.
Resources can be used individually or combined as part of a whole-school approach.
These resources are intended to be used flexibly within existing curriculum programmes and are teacher-led. Some resources are intentionally aligned with pastoral support tools introduced through professional learning and development. This alignment supports continuity and familiarity across classroom and pastoral contexts.
All our resources are ready for use in secondary schools. To download our resources, you need to create an account. This is quick and easy.
School subject |
Title |
What this resource supports |
What students learn |
Year levels |
|
Health and extra-curricular
|
Structured student reflection using shared wellbeing language and familiar frameworks that can be used across classroom and pastoral contexts. |
1. To reflect on their wellbeing using familiar frameworks. 2. To identify personal strengths and learning needs. 3. To set simple wellbeing related learning goals. |
9-10 |
|
|
Health and extra-curricular
|
Explores how personal, social, and environmental factors interact to influence wellbeing. Introduces a socio-ecological approach to analysis. |
1. How different factors influence wellbeing. 2. How to analyse wellbeing situations using a socio-ecological perspective. 3. How to identify actions that support wellbeing in context. |
9-10 |
|
|
Health and extra-curricular |
Identifying support services: Where they are and what they do |
Supports students to identify and map health and wellbeing services available to young people, locally and online. |
1. What support services exist and what they offer. 2. What different services do and who they are for. 3. When and why someone might access different types of support. |
9-10 |
|
Health and extra-curricular |
Thinking critically about the marketing of energy drinks, vaping, gambling, and gaming products |
Critical analysis of how energy drinks, vaping, gambling, and gaming products are marketed to young people, using a consistent inquiry approach across topics. |
1. How marketing influences beliefs and decisions. 2. How to analyse advertising messages and strategies. 3. How to apply critical thinking across different marketing contexts. |
9-10 with framework for senior-level extension |
|
Health and extra-curricular |
Supporting student -led action: Helping students promote wellbeing through learning-based activities |
Supports students to investigate a wellbeing issue and plan, implement, and evaluate a response, using the Action Competence Learning Process. |
1. How to plan and reflect on actions that support wellbeing. 2. How to work collaboratively toward shared goals. 3. How individual and collective actions connect to community wellbeing.
|
9-10 junior activities 11-13 senior unit plan
|
|
Health and Mathematics |
Discussing the Data: Health Attitudes to Being Online and Alcohol Use |
Data-informed inquiry using real-world wellbeing data to build statistical analysis and critical thinking skills. |
1. How to analyse and interpret data. 2. How to identify patterns and trends. 3. How to use evidence to question assumptions. |
9-11 |
|
Health, Mathematics, and Social Studies |
Cross-curricular inquiry into gaming and gambling-like behaviours in a contemporary Aotearoa New Zealand context. |
1. How gaming and gambling features operate. 2. How data and evidence inform understanding. 3. How to think critically about wellbeing impacts. |
10 primary focus 11-13 extension |
Level 2 - Curriculum Resources
School subject |
Title |
Learning context |
Learning connections (identity, norms, and decision‑making contexts) |
|
English |
Analyse visual and oral techniques used in alcohol promotion videos. |
Developing skills to critically analyse alcohol advertising enables students to better recognise how media messages shape beliefs, identities, and social norms related to alcohol. Media literacy in this context can support greater discernment of persuasive or misleading messages and may contribute to more informed decision‑making by disrupting the influence of idealised portrayals of substance use. |
|
|
Mathematics |
Use alcohol and other drug statistics from the Youth 2000 secondary school student surveys to make an inference. |
Working with population‑level data supports students to critically examine perceived norms related to alcohol and other drug use. Engagement with accurate prevalence data can challenge assumptions about what is typical or expected among peers, supporting reflection and more informed understanding of health‑related decisions without presuming behaviour change. |