Every god, every activity, every Epic chapter — and how each one maps to Australian and United States outcomes across PDHPE, English, Drama and Life Skills. Counted from the real content, nothing estimated.
✦ Every activity name below is a link. Click one and it opens that exact activity on the god's page, with the right story already showing — no hunting.
Mapped to the Health and Physical Education learning area of the Australian Curriculum v9 — the Personal, Social and Community Health strand. Codes follow the v9 band structure: AC9HP8… for Years 7–8. Also supports NSW PDHPE Stage 4.
All five CASEL competencies are covered as a primary focus. ASCA Mindsets & Behaviors codes support counsellors and wellbeing teams.
| God | Focus | CASEL 5 | ASCA |
|---|---|---|---|
| Agni · Durga · Hanuman · Lakshmi | Confidence · Self-Esteem · Self-Worth · Gratitude | Self-Awareness also Relationship Skills | M 1 · M 2 · B-SMS 10 |
| Indra · Shiva · Prithvi · Ganga · The Ashwins · Chandra | Resilience · Mindfulness · Patience · Stress Relief · Coping · Inner Peace | Self-Management also Self-Awareness | B-SMS 1 · B-SMS 2 · B-SMS 7 |
| Varuna · Surya | Empathy · Perspective | Social Awareness also Responsible Decision-Making | M 3 · B-SS 2 · B-SS 4 |
| Vayu · Vishnu · Yama · Ushas | Communication · Unity · Boundaries · Positivity | Relationship Skills also Social Awareness | B-SS 1 · B-SS 3 · B-SS 8 |
| Saraswati · Krishna · Brihaspati · Ganesha | Critical Thinking · Media Literacy · Logic · Wisdom | Responsible Decision-Making also Self-Awareness | B-LS 1 · B-LS 9 · B-SMS 9 |
Speaking and Listening — 21 activities. Structured talk with a real purpose: 🇦🇺 AC9E7LY02–AC9E10LY02 (interaction skills; analyse how language positions listeners) and AC9E7LY07–AC9E8LY07 (plan, rehearse and deliver spoken presentations) · 🇺🇸 CCSS.ELA-LITERACY.SL.8.1 (collaborative discussions) and SL.8.4 (present claims with evidence). Served by: Active Listening Practice, The Clarity Challenge, Say It to the Room, Time and Place (Vayu) · Saying No With Respect, Fair Share Agreement (Yama) · The One-Sentence Ask (Hanuman) · Pause and Ask, Ask Don't Assume, Three Chairs (Surya) · Sincere Compliments, Common Ground, Line and Door Scripts (Vishnu) · The Three-Part Repair, Conflict Role-Play (Vayu) · Behind the Behaviour, In Their Shoes (Varuna) · Gradual Exposure Challenge (Agni) · Ask for the Number (Brihaspati) · The Curiosity Challenge (Saraswati) · Thank-You Chain (Lakshmi).
Reading, Viewing and Critical Literacy — 17 activities. Evaluating sources, detecting bias and persuasion: 🇦🇺 AC9E8LY01 AC9E8LY03 AC9E8LY05 AC9E10LY03 · 🇺🇸 CCSS.ELA-LITERACY.RI.8.8. Served by: Fake News Detective, Flip the Claim, The Four Questions (Saraswati) · Source Check Challenge, Spot the Fake, Spot the Red Flags, Check the Link, Check the Edges (Krishna) · Check the Claim, Sort Your Becauses, Spot the Real Reason (Brihaspati) · Judge the Post, Knowledge vs. Wisdom, The Three Questions (Ganesha) · Fact or Verdict (Agni) · Highlight vs. Reality (Durga) · More Than One Number (Hanuman).
Writing and Creating — 19 activities. Reflective, persuasive and transactional writing: 🇦🇺 AC9E8LY06 AC9E8LA04 AC9E8LE06 · 🇺🇸 CCSS.ELA-LITERACY.W.8.1. Served by: Rewrite the Blame (Vayu) · Rewrite the Group Chat, Name It Add One Thing (Ushas) · Gratitude Letter, Three Good Things (Lakshmi) · Small Wins Journal (Agni) · Write the Sentence (Chandra) · Reframe the Story, Reframe the Self-Talk, Turn the Setback into a Plan, One One and One, Map the Load (Indra) · Proof List (Durga) · Two Columns, Untangle the Worry (Ashwins) · Pros and Cons Grid (Brihaspati) · Stop the Ripple (Varuna) · Ask Before You Publish (Surya) · Cut It Yourself (Krishna) · Load Audit (Ganga).
AC9E7… (Yr 7) through AC9E10… (Yr 10). Common Core codes carry the grade: SL.6.1 … SL.10.1, W.6.1 … W.10.1, RI.6.8 … RI.10.8.Students take on a role, improvise a scenario and perform short scripted exchanges, then reflect on what changed — genuine making, performing and appreciating work. 🇦🇺 AC9ADR8E01 AC9ADR8D01 AC9ADR8D02 AC9ADR8C01 AC9ADR8C02 AC9ADR8P01 (Years 7–8; use AC9ADR10… for 9–10) · 🇺🇸 TH:Cr1.1.8 (Creating) TH:Pr5.1.8 (Performing) TH:Re7.1.8 (Responding); high school uses HS Proficient/Accomplished/Advanced.
| Activity | God | What students do |
|---|---|---|
| Saying No With Respect | Yama | In pairs, role-play a boundary scenario with a clear, kind refusal. |
| Conflict Role-Play | Vayu | Act out a conflict and resolve it by listening, asking questions and finding common ground. |
| In Their Shoes | Varuna | Take turns sharing a real challenge while a partner practises empathetic listening — no interrupting, no fixing. |
| Three Chairs | Surya | Work a real school scenario from three chairs: your view, their view, and the onlooker's. |
| Line and Door Scripts | Vishnu | Write and rehearse a short line ("I'm not doing this one") and a matching door ("we're at the courts at lunch if you want in"). |
| Say It to the Room | Vayu | Role-play correcting a rumour in front of the people who believed it. |
| Behind the Behaviour | Varuna | Brainstorm hidden reasons behind "difficult" behaviour scenarios, then play them. |
| The Other Side | Surya | Write one conflict twice, from each side, then perform the difference. |
| Through Their Eyes | Surya | Script the teacher's or coach's private reasons, then compare with the complaining student's view. |
| Time and Place | Vayu | Stage the same hard conversation in the wrong setting and the right one. |
Organised by skill area rather than year level. One idea per god, scripts provided, short repeatable routines, visual supports, print-and-go. Supports NSW Stage 4–5 Life Skills outcomes in self-management, interpersonal skills and help-seeking.
| Skill area | Activities | Gods |
|---|---|---|
| Communication — making needs known, listening, using a script when words are hard to find | 10 — The One-Sentence Ask · Line and Door Scripts · Active Listening Practice · The Kind No · Saying No With Respect · Thank-You Chain · Sincere Compliments · Say It While They're Here · The Three-Part Repair · Time and Place | Hanuman · Vishnu · Vayu · Yama · Lakshmi |
| Personal safety and protective behaviours — recognising unsafe situations, setting limits, knowing who to tell | 9 — My Boundaries Map · The Kind No · Fair Share Agreement · Check the Link · Spot the Red Flags · Safe Silence · Stop the Ripple · Ask Before You Publish · Who's Still Laughing | Yama · Krishna · Varuna · Surya · Durga |
| Self-regulation and coping — short, repeatable routines for overwhelm | 14 — Five-Breath Reset · Grounding the Senses · Box Breathing Practice · Anchor Breath · Longer Exhale · One Point of Focus · Sixty-Second Landing · Doorway Pause · Calm-Down Toolkit · The Worry Window · Name the Weather · Exam Reset · Choose the Drop · Ten-Minute Ritual | Shiva · Ashwins · Chandra · Ganga |
| Relationships and community participation — joining in, repairing friendships, group routines | 9 — Common Ground · Shared Goal Challenge · Class Canvas · Class Mural of Kindness · Deliberate Kindness · Encouragement Board · The Quiet Exclusions · Turn-Up Tally · One More Tuesday | Vishnu · Ushas · Prithvi |
| Independence and decision-making — weighing a choice, planning a step, following through | 12 — Pros and Cons Grid · Wants vs Goals · Break It Down · Break the Mountain Down · Courage Ladder · Small Reps Log · Delayed Reward · Goal Setting · One Question at a Time · One, One and One · Small Wins Journal · Comfortable or Growing | Brihaspati · Indra · Ashwins · Agni · Prithvi · Hanuman · Shiva |
| Why it works for Special Education | |
|---|---|
| One idea per god | A single behaviour, given a name and a face. Easier to recall than an abstract rule. |
| Character as a cue | Staff can prompt with "which god do we need right now?" instead of a correction. |
| Short, repeatable routines | Breathing, grounding and pause routines run in under two minutes and can be practised daily. |
| Scripts provided | Line and door scripts, the one-sentence ask, and the kind no give students exact words to reuse. |
| Print and go | No preparation, no logins, no student devices required. |
| Visual supports | Maps, ladders and boards give a non-verbal way to show thinking. |
Read as a serialized class novel, the Epic serves 🇦🇺 AC9E8LE01–LE06 (engaging with and creating literature; character, theme and ethical questions in texts) and 🇺🇸 CCSS.ELA-LITERACY.RL.8.2–RL.8.3 (theme, character and plot analysis). Every chapter's short-answer pair gives one comprehension and one personal-application question — the same structure as the god pages. Chapters also slot into PDHPE and pastoral programs: Draupadi (courage to speak, Ch 5) · Yudhishthira (owning mistakes, Ch 6; the grey zone of truth, Ch 15; integrity, Ch 20) · Abhimanyu (asking for help, Ch 13) · Ghatotkacha (loyalty, Ch 14) · Karna (dignity, Ch 3; grace in defeat, Ch 16) · Bhima (fair play, Ch 17) · Ashwatthama (the cost of revenge, Ch 18) · Gandhari (grief and accountability, Ch 19).
These gods are living tradition for communities in India, Nepal, Sri Lanka, Mauritius, Fiji, Trinidad & Tobago, Guyana, Suriname, Bali, Singapore, Malaysia, South Africa, the United Kingdom and Canada. Below are the education systems in those countries whose own wellbeing and values curricula this pack genuinely serves — with the real framework names and numbering each one uses. Everything here is stated as "supports", never "endorsed by". No ministry has approved this pack.
| System | Subject & grades | What this pack genuinely supports |
|---|---|---|
| 🇮🇳 India NCERT · CBSE |
NCF-SE 2023 Middle Stage (6–8) Secondary Stage (9–10) |
Part B, Ch. 2 "Values and Dispositions", §2.3(b) — the framework explicitly asks that Middle Stage students read "more elaborate stories, such as those drawn from Indian Epics", each followed by "a discussion or class activities, such as staging of the story, role plays, and students imagining multiple alternative scenarios." That is precisely this pack's format, and the Epic of Kurukshetra module was built for it. Part C, Ch. 7 "Education in Interdisciplinary Areas", §7.5.1 "Individuals in Society" (Grade 9) — CG-1 capacity for ethical and moral reasoning, incl. C-1.1 examining an issue from multiple perspectives and C-1.4 identifying "human values, including those from Indian cultural heritage". The Epic's dilemma questions sit here.Part C, Ch. 2 "Language Education" — Middle Stage R1 CG-1/CG-2/CG-4 and Secondary R1 CG-2/CG-3 for the class text, comprehension and critical response.CBSE Life Skills, Health & Wellbeing Programme — the WHO ten core life skills as adopted by CBSE (self-awareness, empathy, critical thinking, creative thinking, decision making, problem solving, effective communication, interpersonal relationships, coping with stress, coping with emotions). Eight of the ten are a direct match. A published resource programme, not an assessed syllabus. |
| 🇱🇰 Sri Lanka NIE Maharagama |
Health and Physical Education (compulsory 6–9, basket subject at O/L) Civic Education (6–11) |
HPE Competency 9.0 "Takes action to maintain fitness for healthy life" → Grade 7 level 9.4 "Develops interpersonal relationships within the family while maintaining emotional balance" (self-esteem, coping with stress, decision-making); Grade 10 9.2 "Exhibits psycho-social wellbeing"; Grade 11 9.2 (media, peer groups, empathy, logical thinking). Competency 10.0 "Leads a happy life successfully facing the obstacles of day to day life" → Grade 9 10.2, Grade 11 10.1. Civic Education 6.3 "Gets ready to act as a member of society endowed with good qualities" → 6.3.2 agreement through discussion, respecting others' views. 9.5 conflict resolution → 9.5.1–9.5.3. 9.3.5 assertiveness. English-medium delivery of both subjects is permitted from Grade 6 (Circular 2008/12). New curriculum rolls out Grade 6 in 2026, Grade 10 in 2028 — this mapping is to the current competency-based syllabus. |
| 🇲🇺 Mauritius MIE · MES closest fit worldwide |
Life Skills and Values (LSV) Grades 7, 8 & 9 school-based assessment |
The subject's own rationale (NCF §21) reads like this pack's blurb: "It will enable them to build resilience, develop self-regulation, increase self-awareness, practice positive relationship and strengthen problem-solving skills." §21.12 Specific Learning Outcomes — Grade 7: recognise strengths and weaknesses, effective communication, interpersonal relationship, "share someone else's experiences and feelings by developing empathy" · Grade 8: "cope with stress by identifying its sources", "cope with emotions" · Grade 9: "think critically by analysing information objectively", "make the right decision among possible alternatives". Strands include Values Education and Social & Emotional Well-being. Grades 7–9 only — Cambridge School Certificate at Grades 10–11 has no wellbeing subject. Teaching is in English. The Mahābhārata is prescribed in Cambridge O Level Sanskrit 3216 (Mauritius syllabus) and Hinduism 2055. |
| 🇸🇬 Singapore MOE |
Character and Citizenship Education (CCE 2021) Secondary 1–4/5 compulsory, non-examinable |
Six core values (R3ICH) — Respect, Responsibility, Resilience, Integrity, Care, Harmony. Six of this pack's twenty strengths by name. Three Big Ideas — Identity, Relationships, Choices ("Who am I? How do I relate to myself, others and the world? How do I choose to act?"). Every god page answers one of the three. Six expanding domains — Self · Family · School · Community · Nation · World. Mental Health Education is one of six named content areas. Five social-emotional competencies — self-awareness, self-management, social awareness, relationship management, responsible decision-making — identical to CASEL 5, so the US mapping above transfers directly. CCE 2021 states outcomes per level rather than publishing curriculum codes. |
| 🇬🇧 United Kingdom DfE · PSHE Association |
Statutory RSHE, secondary Key Stage 3 & 4 |
Mapped to the DfE statutory codes used by the 2026 PSHE Association Programme of Study — MW1 identify and articulate a range of emotions · RR3 develop a healthy relationship with oneself; ways to develop self-worth and self-respect · RR7 form, maintain and manage positive relationships · WO wellbeing online.Health Education is compulsory in all state schools; RSE is compulsory in secondary. New statutory guidance takes effect 1 September 2026. The older PSHE Association H/R/L codes (H1, H9, R13, L20–L27) were retired in the 2026 edition — if your scheme of work still uses them, this pack maps to KS3 H1, H2, H4, H6, H9, H10, R13, R16, R41 and L20–L27 in the January 2020 edition. |
| 🇹🇹 🇬🇾 Caribbean CARICOM · T&T · Guyana |
Health and Family Life Education (HFLE) Ages 11–16, Version 2.1 Forms 1–5 |
Theme 1: Self and Interpersonal Relationships carries almost the whole pack. Regional Standard SI 1 names "developing resiliency — the capacity to assess, cope, manage, and benefit from the various influences that impact on relationships"; SI 2 (ages 11–12) asks students to "develop resilience for coping with adverse situations (death, grief, rejection, and separation)". Named key skills: social skills (communication, interpersonal relations, assertiveness, conflict resolution, mediation, anger management) and cognitive skills (critical thinking, creative thinking, problem-solving, decision-making). Trinidad & Tobago teachers can cite the national decimal numbering — e.g. 1.1.1.4 Define the term self-esteem (MoE Secondary HFLE, Forms 1–3, 2014). HFLE is a core subject there.The 2022 CARICOM revision covers ages 3–12 only; for Forms 1–5 the Ages 11–16 Version 2.1 framework is the one that applies. |
| 🇳🇿 New Zealand Ministry of Education |
Health and physical education Levels 4–5 (Yrs 7–10) |
A4 Personal identity, L4: "describe how social messages and stereotypes, including those in the media, can affect feelings of self-worth" — Krishna and Durga were written for this. L5: "investigate and describe the ways in which individuals define their own identity and sense of self-worth." C3 Interpersonal skills, L4: assertive communication skills and processes. C2 Identity, sensitivity and respect, L4: recognise discrimination and act responsibly. C1 Relationships, L5: identify issues in relationships and describe options. Framed by hauora and Te Whare Tapa Whā — taha wairua, taha hinengaro, taha tinana, taha whānau. Mental health is one of the seven key areas of learning, not an achievement objective — we don't claim it as one. Mapped to the New Zealand Curriculum (2007) HPE learning area; updated content publishes 9 September 2026 and is required for Years 9–10 from Term 1 2027. |
| 🇳🇵 Nepal CDC Sanothimi |
Health, Physical and Creative Arts (6–8, compulsory) Health and Physical Education (9–10, elective, code 3041) Social Studies |
HPE Grades 9–10 outcomes include adopting psychosocial and emotional self-adjustment skills, understanding the effect of social stigma on mental health, and identifying misleading advertising. Grade 10 content 1.2 lists the life-skills set verbatim — self-awareness, decision-making, effective communication and refusal, negotiation, empathy, cooperation. Grade 9 covers anxiety, stress, depression and bullying. Social Studies aims at "good conduct, discipline, responsibility, helpfulness, collaboration, peace, love, empathy, trust, fraternity and respect for diversity"; Grade 9 content 3.2 is मानसिक शान्तिको अभ्यास — the practice of mental peace. Best suited to institutional and English-medium schools (~29% of Grade 6–10 students). Curricula are published in Nepali; the framework asks that values content be taught in Nepali. Nepal is constitutionally secular. |
| 🇫🇯 Fiji Ministry of Education · CDU |
Healthy Living and Physical Education (a Key Learning Area) Family Life Education, Yrs 4–12 |
The Fiji National Curriculum Framework (2nd edition, 2013) sets seven Major Learning Outcomes; three are served directly — "Make decisions — think critically and make reliable, informed, wise and ethical decisions"; "Be empowered learners — independent, reflective, responsible lifelong learners"; "Select and use information… analyse information to evaluate its reliability, validity and point of view" (the closest thing to media literacy). The HLPE rationale defines health as "the total well-being of a person in the physical, emotional, social, mental and spiritual areas of life." English syllabus codes give an anchor for the story work: EN 9.2.3.1 examine socio-cultural values, attitudes and beliefs; EN 10.2.3.1 critically examine the link between texts, audience and purpose.English is the language of instruction throughout — the pack is usable as printed. Hindu school networks (Arya Pratinidhi Sabha, Sanatan Dharm Pratinidhi Sabha, TISI Sangam) run 25+ schools where the Epic sits naturally alongside religious instruction. |