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The Intention:

This 10 lesson on-line course is intended to assist those facilitating the Life HACS (heart-activated-core-skills) -Tool-kit for Life School Programme. It will support and align with the 10 individual lessons, which link to the NZ curriculum?s requirements and teacher?s guide. The course will also help you to better understand yourself, and others to deal with life-happenings in a healthy way.


The Programme: is designed for 11-13 year olds:

To build student confidence, awareness in choices and boundaries


  • Coaching students to be more aware and prepared for life
  • Develop confidence and understanding to make wise choices
  • Realise and understand boundaries
  • Know themselves and better understand others



The New Zealand Curriculum: Identifies five key competencies:



People use these competencies to live, learn, work, and contribute as active members of their communities. More complex than skills, the competencies draw also on knowledge, attitudes, and values in ways that lead to action. They are not separate or stand-alone. They are the key to learning in every learning area.


The development of the competencies is both an end in itself (a goal) and the means by which other ends are achieved. Successful learners make use of the competencies in combination with all the other resources available to them. These include personal goals, other people, community knowledge and values, cultural tools (language, symbols, and texts), and the knowledge and skills found in different learning areas. As they develop the competencies, successful learners are also motivated to use them, recognising when and how to do so and why.


Opportunities to develop the competencies occur in social contexts. People adopt and adapt practices that they see used and valued by those closest to them, and they make these practices part of their own identity and expertise.


The competencies continue to develop over time, shaped by interactions with people, places, ideas, and things. Students need to be challenged and supported to develop them in contexts that are increasingly wide-ranging and complex.




Thinking is about using creative, critical, and metacognitive processes to make sense of information, experiences, and ideas. These processes can be applied to purposes such as developing understanding, making decisions, shaping actions, or constructing knowledge. Intellectual curiosity is at the heart of this competency.

Students who are competent thinkers and problem-solvers actively seek, use, and create knowledge. They reflect on their own learning, draw on personal knowledge and intuitions, ask questions, and challenge the basis of assumptions and perceptions.




Using language, symbols, and texts


Using language, symbols, and texts is about working with and making meaning of the codes in which knowledge is expressed. Languages and symbols are systems for representing and communicating information, experiences, and ideas. People use languages and symbols to produce texts of all kinds: written, oral/aural, and visual; informative and imaginative; informal and formal; mathematical, scientific, and technological.

Students who are competent users of language, symbols, and texts can interpret and use words, number, images, movement, metaphor, and technologies in a range of contexts. They recognise how choices of language, symbol, or text affect people?s understanding and the ways in which they respond to communications. They confidently use ICT (including, where appropriate, assistive technologies) to access and provide information and to communicate with others.


Managing self


This competency is associated with self-motivation, a ?can-do? attitude, and with students seeing themselves as capable learners. It is integral to self-assessment.

Students who manage themselves are enterprising, resourceful, reliable, and resilient. They establish personal goals, make plans, manage projects, and set high standards. They have strategies for meeting challenges. They know when to lead, when to follow, and when and how to act independently.

Relating to others is about interacting effectively with a diverse range of people in a variety of contexts. This competency includes the ability to listen actively, recognise different points of view, negotiate, and share ideas.

Students who relate well to others are open to new learning and able to take different roles in different situations. They are aware of how their words and actions affect others. They know when it is appropriate to compete and when it is appropriate to co-operate. By working effectively together, they can come up with new approaches, ideas, and ways of thinking.

Participating and contributing


This competency is about being actively involved in communities. Communities include family, wh?nau, and school and those based, for example, on a common interest or culture. They may be drawn together for purposes such as learning, work, celebration, or recreation. They may be local, national, or global. This competency includes a capacity to contribute appropriately as a group member, to make connections with others, and to create opportunities for others in the group.

Students who participate and contribute in communities have a sense of belonging and the confidence to participate within new contexts. They understand the importance of balancing rights, roles, and responsibilities and of contributing to the quality and sustainability of social, cultural, physical, and economic environments.


  • All lessons build on each other and have clear strategies and purpose
  • Critical thinking is present throughout this course and emphasised in the specific lessons mentioned
  • There are assessment opportunities in all the lessons
  • Diversity is respectfully incorporated throughout the entire program and is specifically emphasised in the lesson on individual creativity and diversity
  • The exercises validate differences
  • Achieved learning is demonstrated to both the student and teacher, in the final presentation of the Life HACS programme
  • It is suitable for and validates both student and teacher and encourages trust within difference
  • All digital resource is easily accessed


For optimum benefits and achieving desired outcomes it is crucial to use the verbal and written language in this programme, based on Neuro-linguistic Programming and Strategic Intervention studies and results.



Neuro-linguistic Programming (NLP) encompasses the 3 most influential components involved in producing human experience: neurology, language and programming. ?The neurological system regulates how our bodies function, language determines how we interface and communicate with other people, and our programming determines the kinds of models of the world we create.


NLP is a multi-dimensional process that involves the development of behavioural competence and flexibility. ?It?also involves strategic thinking and understanding of the mental and cognitive processes behind behaviour. NLP provides tools and skills for the development of states of individual excellence and also establishes a system of empowering beliefs and presuppositions.?NLP is not only about competence and excellence, it is about wisdom and vision.



Strategic Intervention Coaching (SI) is designed to develop a practical method for taking action in a strategic way to get things done. It also incorporates strategies to ensure human needs are fulfilled and elevated. Strategic Intervention exists wherever human beings use extraordinary skills to bring about positive and personal change. Nelson Mandela and Mahatma Ghandi are examples of masterful Strategic Interventionists.?


What distinguishes SI from other strategic studies, is the belief that certain holistic solutions ?snap into place? when more people?s needs are met, expressed and elevated. SI solutions are based on the principle of growth and contribution, and any change when it is reinforced by these principles not only “sticks”, but?goes on to positively influence hundreds of other people

These solutions actually deliver?more benefit, for less effort

Which means for children; it is a fresh way of learning life-tools/skills, with relaxed methods, that are easy and fun.


Also available on-line; based on Neuro-linguistic Programming, Human Needs Psychology and Strategic Intervention; the new



Personal Development and Stress Management, four-lesson on-line course: to register for this go to


The objective; ?to come along side and assist leaders, specialists, teachers and SENCO?s personal growth with facilitating social learning for learners, as well as emotional literacy.

Being a teacher in New Zealand has become increasingly stressful and the climate within the classroom necessitates information and training to be available for leaders, specialists, teachers and SENCO?s. To deliver and reflect healthy social skills, in the midst of conflict and confrontation.

Sample Lesson can be viewed here



Covering new strategies, ways of thinking and tools; to achieve greater well-being for ourselves and our students, by assisting with greater understanding and making adjustments.


Skype/Zoom/One?on?one life coaching available, upon request.





Something to think about:

You may like to begin the lesson with an inspirational film clip, a song or a verse from a book you?ve sourced, which is relevant to the lesson of the week. Or have an activity during the lesson i.e. tug of War, Art Competition and so on. This can also link the lesson with your school or class values.


I.e. Students draw a six petal flower and pass it on for other students to write a word of what they like about that person, on one petal. Result: Six positive feedbacks, to boost another person feeling valued.


Note to self: You may choose to make a note of the inspirational statements written in blue, which resonate with you. Either on post-it notes or with a glass marker pen on a mirror or window, to place where you will see it frequently. This will speed up your integration of the new information, so it becomes second nature to you sooner.