No-prep relief lesson
Pick a year level, subject and length. Get a lesson that needs only a whiteboard and paper. Free, no sign-in.
Getting on relief lists
- Make sure your registration and practising certificate are current. Schools check.
- Write a one-page cover letter: your year levels or subjects, the days you are available, how fast you can get there, and a mobile number.
- Attach a short CV with referees, ideally including someone who has seen you teach recently.
- Visit or email the office and ask who books relievers (often the deputy principal or office manager). Ask whether they use a relief booking app or agency.
- Follow up after two weeks and again at the start of each term.
- Say yes to early calls when you can. Schools remember who turned up at 7.45 am.
What to bring: your relief kit
- Whiteboard markers, pens, pencils, a highlighter, sticky notes and a timer.
- A lanyard or badge and your own drink bottle and lunch (some schools have no café).
- Three or four standalone lessons for different levels that need little equipment: a picture-book or short-text lesson, a maths problem-solving task, a quick writing prompt, a quiz.
- A few short fillers: brain breaks, mental maths warm-ups, a class game you can run in five minutes.
- Printed copies of anything you need. Don't rely on getting into the photocopier or the school wi-fi.
- A notebook for names, incidents and your note to the teacher.
Prepare standalone lessons in advance for each level you teach. The free relief lesson tool gives you one that works without a class programme.
Arriving and finding the plan
- Arrive at least 20–30 minutes before the bell. Sign in at the office.
- Ask for the class list, timetable, any duty you are covering, and the name of the teacher next door or team leader.
- Ask about medical alerts, students with behaviour or learning support plans, and who to call if you need help.
- Check the emergency procedures and where the class goes for an evacuation.
- Find the plan. Look on the desk, in the relief folder, or ask the office. In secondary, check the teacher's email or shared drive if you have been given access.
- Set up: write your name, the day's plan and the expectations on the board before students arrive.
Managing behaviour as a reliever
Students test relievers. You don't have time to build relationships slowly, so lead with calm structure.
- Greet students at the door and use names from the start (a seating plan or name tags help).
- State three expectations and the attention signal at the start. Use the class's own signal if you can find out what it is.
- Follow the school's behaviour system. Ask the office or next-door teacher how it works.
- Notice and name good behaviour often, especially early in the day.
- Deal with low-level behaviour quietly and privately. Avoid public stand-offs.
- If something is unsafe, call for help using the school's process. Don't try to manage it alone.
For more strategies, see classroom management for beginning teachers.
When there is no plan
- Tell the office or team leader straight away. They may have the plan or know what the class is doing.
- Ask students what they were working on. Check books for recent work and continue it where it is safe to.
- Fill the gaps from your relief kit: a reading lesson, a maths problem, a writing task.
- Keep the day's structure normal (reading, writing and maths blocks in primary; the scheduled subject in secondary).
- Write down what you did so the teacher can pick up from there.
Leaving a note for the teacher
A clear note is the main reason a school calls you back. Keep it to one page:
- What was covered in each block and how far students got.
- Students who worked well (by name).
- Any behaviour issues, what happened, and what you did.
- Absences, early departures, injuries, and any messages from whānau or the office.
- Your name and number.
Tidy the room, mark what you can, and leave work where the teacher will find it.
Primary and secondary relief
| Primary | Secondary | |
|---|---|---|
| Your day | One class all day, often with duty | Five or six classes, different subjects and years |
| The plan | Usually a full day plan in the classroom | Often set work per class, sometimes a slide or email |
| Your role | Teach the plan, run routines | Supervise set work, take attendance, keep the room calm |
| Attendance | Usually once or twice a day | Every period, often in the student management system |
| Watch for | Transitions, mat time, lunchtime duty | Room changes, lab or workshop safety, phones |
Relief and your certification
Day-to-day relieving does not count as a role for induction and mentoring, according to the Teaching Council. If you are on a Tōmua | Provisional Practising Certificate, a longer fixed-term role of at least 0.5 FTTE is the way to start your induction. Read provisional to full certification for the details.
Questions teachers ask
How do I get on a school's relief list in NZ?
Email or drop in to the school office with a short cover letter, your CV, your registration number and your availability, and ask who manages relief. Many schools also use relief booking apps or agencies, so ask which one they use.
Does day relief count towards full certification?
No. The Teaching Council says day-to-day relieving is not a role type for induction and mentoring, which needs a teaching position of at least 0.5 FTTE.
What should I do if there is no lesson plan?
Tell the office or the teacher's team leader straight away and ask what the class was working on. Run a standalone lesson from your relief kit and leave a clear note about what you did.
Do I need a practising certificate to relieve?
Yes. Relief teachers are teaching, so you need to be registered with a current practising certificate. Keep the details handy because schools will ask for them.