Support materials
Optional support materials, such as learning and teaching activities, for the Life Ready course.
Life Ready focuses on encouraging students to think critically, solve problems and make informed decisions related to independence, health, safety and wellbeing. Promote student learning by:
- creating supportive learning environments
- applying department policies
- using a wide range of appropriate teaching strategies
- modelling best practice approaches.
Teaching and learning materials
The learning and teaching activities provided within this section are optional support materials for the implementation of Life Ready. Materials should be reviewed in full and endorsed by the school principal before use.
Materials are provided in various formats.
- Teacher delivery resources. These have been written for teachers to deliver the activities in face-to-face learning through timetabled lessons, seminars or on camp. Teaching notes and resources are included.
- Student independent learning resources. These have been written for students. Teachers can provide students with access to these resources for independent learning or learning from home. They could also be used in combination with teacher delivery resources. Resources are available in two forms:
- Downloadable Word documents for each activity which can be printed as booklets or used by students for accessing and recording their learning.
- Online interactive activities allow students to engage with each activity online.
Teacher delivery resources
15 minutes
This activity is designed as an icebreaker and an opportunity for students to get to know each other and build a comfortable, safe and supportive environment. As students’ level of comfort increases, students will be more willing to share.
Financial literacy: budgeting and saving money (DOCX 44.82 KB)
120 minutes
Students will recognise their current spending habits and what influences their spending. They will develop a budget to allow for necessary spending and saving. Students recognise simple saving strategies and use goal-setting and financial literacy skills to create a savings plan for a future event.
Financial literacy: further study (43.54 KB)
60 minutes
This activity supports students to identify financial services that can assist them if they engage in further study.
Financial literacy: moving out (DOCX 43.07 KB)
40 minutes
Students will identify the various costs associated with moving out to live independently. They will recognise which costs are ongoing and which are one-off costs. Students are encouraged to weigh up the advantages and disadvantages of living at home versus living independently. They will recognise where to seek assistance when moving out or living independently
Financial literacy: owning a car (DOCX 42.06 KB)
30 minutes
Students will identify the costs associated with purchasing and owning a car.
Financial literacy: owning a phone (DOCX 41.77 KB)
30 minutes
Students will identify the costs associated with purchasing and owning a phone.
Identifying strengths, skills and strategies (DOCX 55.01 KB)
40 minutes
This activity will assist students to identify their strengths and skills and to recognise when it would be appropriate to use each skill or strategy. Students will have the opportunity to assess their personal strengths and identify ways to enhance their ability to apply these skills and strategies.
Influences on body image (DOCX 51.19 KB)
50 minutes
Students will identify the effects of social influences on body image, gender roles and sexuality. Students will clarify personal values and challenge negative perceptions and portrayals of body image in media and the community.
Planning goals (DOCX 45.92 KB)
75 minutes
The aim of this activity is to empower students to be aspirational and use the SMART technique to plan, track and modify goals.
Values, citizenship and voting (DOCX 46.59 KB)
3 x 60 minutes
Through these activities, students will recognise the importance of Australia’s core values in personal behaviour and civic action and identify the rights and responsibilities of citizens. Students will assess the importance of voting, demonstrate solutions to issues as part of a plan for action and present ideas and viewpoints and use terms and concepts reflective of citizenship or civic action.
4 x 20 minutes
Through this sequence of activities, students will recognise the benefits to the individual and wider community from volunteering and community service. Students will develop skills including communication, agency and teamwork to empower their active participation in their community. They will identify opportunities for volunteering or community service, including at school and in the wider community, as an individual or collectively with peers/others.
Acknowledging achievements and successes (DOCX 48.88 KB)
60 minutes
Encourages students to recognise the characteristics of resilience and reflect on these characteristics in relation to their own resilience.
Acknowledging controllable factors and empathy (DOCX 475.42 KB)
60 minutes
Students recognise the controllable factors for resilience and how they impact on our optimism and outlook. Reflects on student’s own levels of empathy and evaluate how they demonstrate empathy for others in different situations.
A purposeful and meaningful life (DOCX 45.44 KB)
45 minutes
Through this activity, students will develop a holistic view of health, accounting for the interrelationship between the aspects of health. Students reflect on what makes their own life meaningful and propose what a meaningful life will look like in the future.
Engagement and accomplishment (DOCX 110.16 KB)
30 minutes
Students develop their own definitions and understandings of engagement and accomplishment. They reflect on their own accomplishments and identify their strengths and relate to how they can use these for future accomplishment.
Importance of sleep and benefits of physical activity (DOCX 43.82 KB)
45 minutes
Through this activity, students will recognise the importance of sleep and physical activity for positive well-being. Students reflect on their own habits and plan for modifications to improve sleep patterns. Students have the opportunity to participate in a mindfulness session and reflect on their own responses to mindfulness.
Juggling and time management (DOCX 82.38 KB)
45 minutes
Through this activity, students will reflect on their work, school and life balance and plan goals to create work, school and life balance.
Mindfulness and mood regulation (DOCX 43.21 KB)
30 minutes
Through this activity, students will develop their understanding of mental fitness and participate in a mindfulness session.
60 minutes
Students will recognise the benefits of optimism on the health and wellbeing of individuals and communities and build skills for optimistic thinking.
Overcoming adversity and accepting support (DOCX 109.36 MB)
60 minutes
Students will recognise ways to overcome adversity and manage complex situations, including the use of gratitude and mindfulness. Students will build capacity to support others to seek help.
Planning for the future (DOCX 52.53 KB)
25 minutes
This activity is designed to assist students to reflect on the meaning and purpose in their lives, and to set goals that reflect this. Students are encouraged to think more broadly than just educational and career goals, and also plan for goals related to their health, wellbeing and personal aspects of their lives. Rather than focus on what they want to be when they leave school, this activity will give students the opportunity to think about who they want to be.
Self-confidence and positive self-talk (DOCX 43.75 KB)
45 minutes
Through this activity, students will develop their ability to use positive self-talk and regulate thoughts to build self-confidence.
Stress management (DOCX 48.75 MB)
60 minutes
Through this activity, students will participate in stress management activities, including mindfulness to evaluate the suitability of each technique.
Support for self and others (DOCX 46.02 MB)
60 minutes
Through this activity, student identify signs which indicate someone needs support and recognise strategies for promoting positive emotional and physical wellbeing. Students will apply skills to access support for self or others.
Supporting others (DOCX 47.32 MB)
60 minutes
Through this activity, students will explore the benefits of gratitude and empathy on individual and community wellbeing.
The power of ‘yet’ for success (DOCX 45.06 KB)
45 minutes
Through this activity, students identify their personal strengths and reflect on times when they have used their strengths for positive outcomes. They learn to reframe their thoughts and language using the term ‘yet’ to switch from a fixed mindset to a growth mindset.
Using strengths and support for setting and achieving goals (DOCX 62.16 KB)
60 minutes
Through this activity, students map their character strengths to their goals to plan for achievement. They identify and evaluate people and places who can support their achievement of goals.
A stitch in time (DOCX 742.27 KB)
50 minutes
This activity aims to explore the issues surrounding violence as a choice. Students investigate how and when people can intervene in situations and the consequences of their actions.
45 minutes
Students explore how views about appropriate male and female behaviour have changed over time. It also provides opportunities to explore changing community attitudes to how male and females are expected to behave. The activity allows for students to connect issues of gender to different positions of power central to adolescent behaviour and relationships.
Stairs to inclusivity (DOCX 384.61 KB)
45 minutes
This activity encourages students to consider and reflect on where certain attitudes, behaviours or actions, including language, fit on a sliding scale and the impact this can have on self and others.
The boss of me (DOCX 62.96 KB)
60 minutes
Students explore the difference between anger, assertiveness and aggression. Students learn to recognise the signs and indicators of aggression and anger and develop strategies to calm the anger. Students develop the skills to take an assertive stance in different situations.
What do we need in life? (DOCX 154.94 KB)
60 minutes
This activity leads students to analyse their needs in life, arrange them in a hierarchy of what needs need to be met first, before others.
Where do you stand on violence? (DOCX 61.45 KB)
40 minutes
This activity aims to debunk myths surrounding violence. Students take a position on statements to reflect on their own values, attitudes and behaviours and where they stand in relation to the position of others.
60 minutes
This activity looks at the different ideologies behind acts of violence, leading students to critically analyse whether ideologies lead people to act violently. Students will analyse some of the motivations for violence.
Responsibilities in a sexual relationship: Contact tracing (DOCX 58.39 KB)
60 minutes
Through this activity, students explore the concept of contact tracing and their rights and responsibilities in regard to sexual health.
Stepping out to access health services (DOCX 58.29 KB)
45 minutes
This activity encourages young people to think about the enabling factors for accessing health care for all young people.
45 minutes
Through this activity, students will examine ethical decision-making. They will recognise the ways images are interpreted and determine their own position on these images based on values and beliefs. Students will reflect on how portrayals in explicit imagery and media differ from personal values and beliefs. They will make respectful decisions regarding relationships and sexual behaviour.
Young people, technology and sexuality (DOCX 56.97 KB)
45 minutes
Through this activity, students explore the appropriateness of materials and the role of technology as a medium for its distribution.
A call to action (DOCX 52.82 KB)
50 minutes
Activities require students to recognise an emergency, and analyse the effectiveness of a number of strategies that might be used to manage drug and alcohol related emergencies.
Applying strengths and skills (DOCX 53.73 KB)
50 minutes
Students apply strengths, skills and strategies to plan for how to manage complex and challenging real-life situations, such as someone offering them drugs, an aggressive situation at a party or refusing a lift from a designated driver who has been drinking.
Impact of drug use on future (DOCX 49.53 KB)
20 minutes
This activity invites students to reflect on their goals and future directions, and assess the impact that decisions about drugs and alcohol will have on their ability to achieve goals and fulfil potential. It should be noted that many young people will not use drugs and alcohol
King or coward (DOCX 63.03 KB)
70 minutes
Through this activity, students will clarify personal values and attitudes towards alcohol related violence. They challenge socially acceptable behaviours and peer expectations in relation to alcohol related violence. Students identify ways in which they can protect themselves and others from aggression and violence.
40 minutes
This activity provides students with the opportunity to review current statistics about the levels of drug use across Australia. Students explore reasons for the difference between perceived and actual levels of use amongst young people, and analyse the role of peers and the media in the perpetuation of this myth.
Myths and facts (DOCX 51.83 KB)
15 minutes
This activity is designed as an introduction to the drugs and alcohol learning context. It provides teachers with the opportunity to assess the level of knowledge and understanding of students. The activity offers students the opportunity to ask questions about different drugs. It can also assist teachers and students to identify areas of interest or need which can be covered in future sessions on drugs and alcohol.
Online and device based gambling (DOCX 225 KB)
60 minutes
Explores how gambling has evolved and changed with the adoption of online gambling and smart phone apps. Empowers students to recognise that gambling is not a game and being good at gaming does not mean you will be good at gambling.
Schoolies week (DOCX 48.09 KB)
40 minutes
This activity is designed to assist students who are planning to travel to locations which hold large end of school celebrations for Year 12 school leavers. Through this activity, students will reflect on preparing for safe celebrations and safe partying information and plan for strategies to reduce harm in drug and alcohol related situations.
Seeking help: gambling (DOCX 90 KB)
30 minutes
This activity aims to empowers students to recognise when help is needed for themselves or others and which services support people experiencing gambling problems or addictions.
Some truths about gambling (DOCX 83 KB)
65 minutes
This activity aims to debunk myths and misconceptions associated with gambling, and build students understanding of the costs of gambling and the impact of alcohol use on gambling.
Sports betting and gambling (DOCX 94 KB)
65 minutes
This activity aims to deconstruct advertising, recognise the proliferation of sports advertising and support students to develop plan for personal safety.
What is a good night out? (DOCX 50.58 KB)
30 minutes
Through these activities, students will discuss situations where they will make decisions about alcohol and other drugs. They will propose how to have a good time, celebrate and socialise with others. Students will be offered opportunities to challenge peer expectations about the role of alcohol and other drugs in social settings.
60 minutes
Students explore, understand and appreciate the effects that road trauma can have on individuals and communities.
Students will focus on developing their skills in decision making and problem solving.
They will realise the importance of being assertive when faced with difficult or uncomfortable decisions.
The impact of road crashes (PDF 235 KB)
60 minutes
Students explore, understand and appreciate the effects that road trauma can have on individuals and communities.
They will realise that they have a social, ethical and moral responsibility to drive and behave safely as a driver and passenger.
This is for the wellbeing of everyone, including other road users.
Student independent learning resources
Financial literacy: budgeting and saving money
120 minutes
Students will recognise their current spending habits and what influences their spending. They will develop a budget to allow for necessary spending and saving. Students recognise simple saving strategies and use goal-setting and financial literacy skills to create a savings plan for a future event.
- Financial literacy: budgeting and saving money (DOCX 69.5 KB)
- Online interactive activity – Financial literacy: budgeting and saving money
Financial literacy: further study
60 minutes
This activity supports students to identify financial services that can assist them if they engage in further study.
- Financial literacy: further study (DOCX 67.5 KB)
- Online interactive activity – Financial literacy: further study
Financial literacy: moving out
45 minutes
Students will identify the various costs associated with moving out to live independently. They will recognise which costs are ongoing and which are one-off costs. Students are encouraged to weigh up the advantages and disadvantages of living at home versus living independently. They will recognise where to seek assistance when moving out or living independently.
- Financial literacy: moving out (DOCX 68.8 KB)
- Online interactive activity – Financial literacy: moving out
Financial literacy: owning a car
30 minutes
Students will identify the costs associated with purchasing and owning a car.
- Financial literacy: owning a car (DOCX 37 KB)
- Online interactive activity – Financial literacy: owning a car
Financial literacy: owning a phone
30 minutes
Students will identify the costs associated with purchasing and owning a phone.
- Financial literacy: owning a phone (DOCX 36 KB)
- Online interactive activity – Financial literacy: owning a phone
Identifying strengths, skills and strategies
60 minutes
This activity will assist students to identify their strengths and skills and to recognise when it would be appropriate to use each skill or strategy. Students will have the opportunity to assess their personal strengths and identify ways to enhance their ability to apply these skills and strategies.
- Identifying strengths, skills and strategies (DOCX 72.3KB)
- Online interactive activity – Identifying strengths, skills and strategies
Volunteering
60 minutes
Through this sequence of activities, students will recognise the benefits to the individual and wider community from volunteering and community service. Students will develop skills including communication, agency and teamwork to empower their active participation in their community. They will identify opportunities for volunteering or community service, including at school and in the wider community, as an individual or collectively with peers/others.
Acknowledging achievements and successes
60 minutes
Encourages students to recognise the characteristics of resilience and reflect on these characteristics in relation to their own resilience.
- Acknowledging achievements and successes (DOCX 70.6 KB)
- Online interactive activity – Acknowledging achievements and successes
Overcoming adversity and accepting support
60 minutes
Students will recognise ways to overcome adversity and manage complex situations, including the use of gratitude and mindfulness. Students will build the capacity to support others to seek help.
The boss of me
60 minutes
Students explore the difference between anger, assertiveness and aggression. Students learn to recognise the signs and indicators of aggression and anger and develop strategies to calm the anger. Students develop the skills to take an assertive stance in different situations.
What do we need in life?
60 minutes
This activity leads students to analyse their needs in life, and arrange them in a hierarchy of what needs need to be met first, before others.
Responsibilities in a sexual relationship: Contact tracing
60 minutes
Through this activity, students explore the concept of contact tracing and their rights and responsibilities in regard to sexual health.
What is a good night out?
120 minutes
Through these activities, students will explore situations where they will make decisions about alcohol and other drugs. They will propose how to have a good time, celebrate and socialise with others. Students will be offered opportunities to challenge peer expectations about the role of alcohol and other drugs in social settings.
Road Safety Education contains additional information.
Considerations when selecting resources
The department does not mandate teaching and learning materials, resources or programs.
Principals and teachers are empowered to make these decisions at a local level. These decisions are made based on student needs and community context and resources. Below are some considerations when selecting resources and teaching and learning materials.
- Preview and evaluate all strategies, resources and teaching and learning approaches in full before use with students to determine suitability for student learning needs, stage of development and local school context.
- Consider the age, maturity, cultural background, sexuality, gender, sex, health and other characteristics of students in your care.
- Apply professional judgements to all strategies, teaching and learning approaches and resources including audiovisual materials (e.g. videos, media clips and YouTube), interactive web-based content (e.g. games, quizzes and websites) and texts.
- Seek endorsement by the school principal before use of materials in NSW government schools.
- Select the activities most suitable for your students.
- Individual students within the group have differing needs and backgrounds. Modify or extend some aspects of suggested activities accordingly.
- Consider and tailor lessons to cater for differing cultural perceptions of what should be taught at a certain age.
- Undertake a comprehensive step by step process to assess any physical or psychological risks associated with an activity before following using a variety of teaching strategies.
- Enable students to withdraw if they find issues personally confronting.
- Recognise that some students may find it difficult to contribute to class discussions and may say little in group activities. Don’t assume they are not engaged in the activities but rather provide all students with the opportunity to contribute in less public ways.