Teaching sequence

Work through this resource material in the following sequence:

10 minutes

Part A: Defining consent

30 minutes

Part B: Being comfortable online

10 minutes

Part C: Sharing

10 minutes

Reflection

Learning intentions:

Students will:

understand the importance of consent when seeking to share content.

Success criteria:

Students can:

create a list of safety roles for online interactions and activity.

Part A: Defining consent

Safety first: Remind students of the Handling Sensitive Topics and Issues Factsheet. Review this document together and take time to clarify anything.

Step 1

Provide students with the Consent Vocabulary Worksheet. Begin by asking students if they know what consent means. In what contexts have they heard it being used? Explain that they’ll be watching a video that gives some explanation of consent, and afterwards, they can fill in the worksheet.

Step 2

Play this video:

Consent And Communication (https://www.youtube.com/watch?v=1wOqcU79Rh8)

Take some time to make it very clear to students (as stated in the video) that if someone touches you (or has you touch them) in a way that makes you feel uncomfortable; or if something happens online that makes you feel uncomfortable, it is not your fault. No one should do anything to us, or make us do anything that we haven't said "yes" to. You also have the right, at any time, to change your mind, for any reason.

After watching, students work individually or in pairs to complete the Consent Vocabulary Worksheet.

Step 3

When students are finished, share ideas as a class. You could try and come up with a class definition to display on the board.

Part B: Being comfortable online

Step 1

Display this image:

Clarify with students that, while the video discussed consent as it relates to physical contact, it is the same principle in all situations, including interacting with people online. It’s similar to understanding when it is and isn’t sensible to interact with someone in the real world – you should never feel forced into it, nor should you try and force someone else into doing something they don’t want to do. You may explain that when you’re with someone you trust and know, giving and receiving consent feels easy and comfortable and this is a great thing! Sometimes, when you don’t know someone well enough, you might feel less comfortable giving consent. That ‘gut feeling’ is powerful – follow it!

Step 2

Show students the Consent Continuum from Body Safety Australia. Read through the five levels together and answer any questions students may have.

You might like to provide examples relating to touch, such as (use discretion based on your cohort of students as some of these examples may be triggering):

Consent – Sharing a high five with a teammate after scoring a goal, or sharing a hug with a family member you've missed.
Compliance – Giving that annoying great aunt a kiss because your parents expect you to, or holding hands with someone because your friends will think it's cool.
Pressure – Being pressured to kiss someone in spin the bottle when you didn't want to play, or hugging a relative to make them feel better because they've been saying you don't love them.
Coercion – Having to sit on someone's lap, even though you don't want to, because they hold a secret about you they've threatened to tell your parents, or allowing someone to touch your private parts because you're afraid they might hurt you if you don't let them.
Force – Someone grabbing your hand and dragging you somewhere, or someone physically holding or tying you down so they can do things to you.

Step 3

Invite students to contribute to a list of things that people may ask you to do for them online. This can include things like doing them a favour, sending loot, sending pictures, sending nude pictures, answering personal questions, etc. Write the list on the board or use a projected shared document.

Use different colours, numbers or subheadings to match each item on the list to the corresponding level on the Consent Continuum.

Note: This may take some time. It can be challenging to tell the difference between compliance, pressure, and coercion. If it's taking too long, maybe choose one example for each level of the continuum.

Step 4

Direct students to the Super 10 Play-it-safe Rules For Kids And Grown-ups on their device, or provide printed copies. Read through this list with them.

Note: Some items on this list assume that all children live with safe parents. In some circumstances, children won't live with their parents, or their parents might be tricky or abusive themselves. When reading, consider adapting the language to 'caregiver', 'guardian', or 'safe/trusted adult', explaining to students that not all children live with, or can trust, their parents. Also be clear that in most cases, parents do love and care about their children and that if they're lucky enough to be living with caring parents, we absolutely should not keep secrets from them, for example. Keep in mind also, that some children's parents may have died so referring to 'parents' alone may be triggering for them.

Step 5

Invite students to identify and name a safe or trusted adult and write it down in a workbook or diary. If you'd prefer students to work on the next task individually, they can use this name or title (such as 'foster mum' or 'Uncle Abdul') if they choose.

Note: Some students may not want to share the name or title of their trusted adult with their peers. It would be good, however, if they could share this name with you (the teacher), in case you ever need to approach them regarding concerns. This is why having them write it in a workbook might be a good idea. Keep in mind that some students won't want this information shared with their parents or caregivers (if it is someone other than them).

Step 6

Explain that sometimes you might come across people who, even after you’ve decided not to give consent, still try and make you change your mind. These can be ‘tricky people’. They might not be strangers, and they might even be someone you consider a friend, but if they are asking you to do something you don’t want to consent to and it doesn’t feel right, then it’s important to know it’s not ok.

Explain that this list of rules is written for kids in a physical setting, and you think that it would be helpful for kids to have a similar list for online interactions.

Step 7

Explain that you will be working to create a whole class list of Play-it-safe Rules For Online Worksheet by rewriting the current list to make it relevant. Show the template with Number 8 already completed as an example. You might want to print this on A3 paper and write in each rule, or display and type directly into the document.

Step 8

Break your class into nine groups. Allocate one of the Play-It-Safe rules to each group. Support students to brainstorm appropriate ways to re-write the rule to make it relevant to the task. Guiding questions may include "Why is that necessary?", "Would that be useful to you?"

Part C: Sharing

Step 1

Ask each group to contribute their rule and explain why they have re-written it this way.

Step 2

Allow for some constructive feedback and make any minor changes if needed. Then compile the list and display it in the classroom for students to refer to.

Extension: Students could create a decorative poster of the rules to display in the classroom or at home.

Reflection

Invite students to sit in a circle and allow each student an opportunity to share something they've learned in this lesson and something they think more people should know.

Take It Home

Send a digital or printed copy of the completed class Play-it-safe Rules For Online Worksheet and the Consent Continuum home to the students' parents, caregivers or safe/trusted adult, or publish it on your class page.

Students and their parents, caregivers or safe/trusted adult should review the rules and continuum and discuss the following:

Do you check first before using new games or apps? Should we start doing this?
Has anyone you don't know contacted you online? What has the conversation been like? Do you want me to check anything for you?
Do you need help dealing with anyone who has made you feel uncomfortable online?
Do you need help dealing with anyone who has made you feel uncomfortable in person?
Are you keeping any secrets that you should tell me about?

Ensure that parents, caregivers and/or safe/trusted adults all have access to the Take It Home Resource Pack so that they can seek help should any concerns arise out of this conversation.

Differentiated learning

Extension - Students can create guidelines specific to different social media accounts or activities, such as online gaming or TikTok. Encourage justification for why the rules may differ depending on the platform.

Provisions for Learning Support - Provided worksheets help to scaffold content and instructions for all students.

eSafety For Kids - You Decide

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Summary

Learning intentions:

Students will:

Success criteria:

Students can:

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