▪ Raise awareness of key facts surrounding alcohol
▪ Explore potential outcomes for individuals and others when participating in what can be identified as risky behaviour involving alcohol
▪ Explore peer pressure including the role of the media and social media
▪ Raise awareness of personal responsibility in making decisions about alcohol
▪ Signpost support networks available in relation to alcohol awareness
▪ Involve participants in a fun and engaging participatory theatre and teaching experience
▪ Promote and facilitate discussion surrounding the key themes of the alcohol awareness programme
▪ Encourage the participants to think for themselves and make informed educated decisions in the future
▪ Provide a rehearsal for reality
▪ Explore key themes in a safe environment
SMASHED follows the best practice principles of the Alcohol and Drugs Guidelines, which includes:
▪ Building knowledge, skills and enabling students to critically analyse messages about alcohol use
▪ Providing clearly described goals and objectives
▪ Designing content that is relevant to the targeted age level
▪ Using strategies that promote participation and retention
▪ Evaluating the programme in relation to the feedback from staff and students
Health & PE (Level 5)
The curriculum links have been integrated with the four underlying concepts of health and physical education: Hauora (H), Attitudes and values (AV), A socio-ecological perspective (SEP), Health promotion (HP).
Effects on wellbeing
Examine the affect alcohol has on the wellbeing of adolescents H (A1) (A3)
Examine their own and others’ attitudes, values and behaviour in relation to alcohol and the consequences of choices people make. AV H (A4) (C2)
Communication and relationships
Demonstrate an understanding of how different attitudes and values relating to alcohol can influence safety in relationships. AV H (C3) (C2)
Demonstrate a range of interpersonal skills and processes that help them to make safe choices for themselves and others in relation to alcohol use. HP (C3)
Describe the importance of family, friendships and communication in supporting their well-being. H AV (C1) (C3)
Problem solving: Strategies to support and protect self and others
Examine strategies for minimising risks in social situations involving alcohol. HP (A3) (C1)
Investigate community services that support and promote people’s well-being. HP (D2)
Rights, responsibilities, policies and laws
Identify rights and responsibilities for themselves and others in social situations involving alcohol. HP SEP (D3) (A1)
Identify laws and legislation in relation to alcohol. SEP HP (D3)
Critical thinking about societal issues and social action
Investigate how societal attitudes, values and practices influence the well-being of student communities in relation to alcohol use. SEP AV (D1) (A4)
Social Sciences (Level 5)
Understand how NZ’s drinking culture impacts on cultures (student/ teen culture) and societies by examining their own and others’ attitudes, values and behaviour in relation to alcohol.
Understand how the ideas and actions of people in the past, in relation to alcohol, have had a significant impact on people’s lives.
English (Level 5)
Listening, reading and viewing
Use sources of information confidently and purposefully to think critically about each characters point of view and how this affects their own position as a viewer.
Evaluates the reliability and usefulness of the performance for the purpose it is intended.
Makes connections with the views presented in the performance and explores the ideas within it.
Makes and supports inferences within the performance independently.
Speaking, Writing and Presenting
Communicates comprehensive ideas which demonstrates an understanding of each character’s viewpoint and the decisions they are faced with.
The Arts – Drama (Level 5)
Understanding the Arts in context
Describe the purpose and function of the performance and the impact it may have had on the audience within the context of an alcohol education programme.
Developing practical knowledge
Describe techniques, conventions and technologies used within the performance that were effective for the purpose intended.
Communicating and interpreting
Respond to the performance and describe how it contributes to the understanding they have about conveying educational messages in their own and others work.
The SMASHED programme originated in the UK. Before launching the programme in New Zealand, Life Education Trust commissioned the New Zealand Health Education Association to assess the programme's suitability for the New Zealand context. Read their report.
In 2021 and 2022, SMASHED was reviewed by the New Zealand Council of Educational Research (NZCER). They found that the programme was highly valued by schools and reinforced information and social competency strategies covered in the classroom. Read the summary of findings.