TERM/ LWLC Scope Teaching/Learning activities Materials and resources

WEEK and Sequence

T1 W2 906 CYBER SENSE Computer/projector
Cyberbullying/ Digital representation Job prospects document
Health text: Page 62 recognising risks question 1. Discuss as a class. Webpage link

Health text: Pages 62 and 63 exploring scenarios questions 1-6. Discuss as a class.

Job prospects: Tell the students that they are the boss of a company looking to hire a new
employee. The list has been shortlisted to four candidates after the interview process. You
have decided that to help with finding the perfect candidate you will look at each candidate’s
social media page.
As a class review the Job prospects document of the candidates ‘social media page’. Discuss as
a class what are the pros and cons of each candidate and decide which one they would hire.

Use this article to guide a discussion of social media representation and job prospects.
https://www.businessnewsdaily.com/2377-social-media-hiring.html

T1 W3 906 CYBER SENSE Computer/projector

Sexting Video link
Class discussion: Ask students to listen as you read out each of the following facts and to stand Make cyberspace a
up if they think they know what concept or term you are referring to. better place worksheet
• Partners in committed, existing relationships are more likely to do this but not everyone Webpage link
does it. ‘What would I do?’
• You really need to trust and respect the person you do this with and give consent for it to worksheet
occur. If it happens without your consent it is a breach of trust and may potentially
exploit others.
• 50% of all 13-18 year olds have done this.
• Can impact on a person socially, emotionally and legally.
• Usually involved mobile phones but can involve computers.
• Once it is done it usually leaves a permanent digital record.
• The greatest motivation for this happening is that it is fun and flirty.
• It can be illegal if it involves a person younger than 18.
• Is the exchange of 'sexy' photos and messages.
 Once the majority of the class has stood up, ask a random selection to name what it was you
were referring to: Sexting. Clarify that ‘sexting’ or sending ‘sext messages’ is when nude and/or
sexually explicit images are taken on a mobile phone, tablet, web-cam or other device. Sexting
is the 'digital recording of nude or sexually suggestive or explicit images and their distribution
by mobile phone messaging or through social networking'. (Australian Institute of
Criminology, 2016).

Watch: Watch this video on sexting and answer the question on the ‘make cyberspace a better
place worksheet’. Discuss as a class.
https://www.youtube.com/watch?v=BOWQf81Aon8&list=UUEFrX1hl8tOBLUQ4aVwFS5A&inde
x=9

Laws associated with sexting: Use the website below to guide a discussion around the laws
associated with sexting.
https://yla.org.au/wa/topics/internet-phones-and-technology/sexting-laws/

What would you do?: Get students to answer the questions on the ‘What would I do?’
worksheet. Discuss as a class.

T1 W4 906 CYBER SENSE Trust me worksheet

Sexual predators
Brainstorm: Divide the class into pairs and ask them to come up with a list as to why someone
might contact you online. It is important for students to be aware that we are talking about
online contacts here – people that they may not know in real life. Allow students to give
answers and include the following possible reasons in your discussion:
• To sell you something: eg. the benefits of a product may be exaggerated in an advert or
advertorial
• To make you do something: eg. an article might have an exaggerated headline to make you
click on it
• To persuade you: eg. someone might share an inaccurate story about someone to persuade
you to vote for that person in an election
• To change your views or beliefs – eg. someone might post a video that was edited to get
across a certain message about religious beliefs or views
 Brainstorm: how someone might gain their trust online? Eg by being nice, by asking you
questions, by suggesting you try new things. Explain to the group that a friend usually doesn’t
have a hidden agenda for wanting to gain your trust, whereas a stranger might. It is important
to always be critical of who you might be speaking to and not to allow them to influence you in
any undue way.

Risk vs Harm: Divide the class into groups and hand out the trust me worksheet. Ask them to
circle when or if the messages begin to seem risky and to discuss the four question on the
bottom right of the page. What is the possible motive or agenda of the person making contact?
Allow 5 minutes.

Once most groups are finished, explain the difference between risk and harm. Some messages
we receive online could have a high risk factor as we are often exposed to them and they could
become dangerous if you engage. However, certain risks may not result in serious harm for the
individual, depending on that person. For example, if we take Cyberbullying in the form of
messages the harm might be medium to high, depending on the person. This is due to the fact
that the messages could have a long lasting effect on an individual, and depending on what is
being said, cyberbullying could become dangerous if threats were involved, and therefore, the
risk is high.

Health text: Pages 72 and 73 Exploring scenarios questions 1-3. Discuss as a class.

T1 W5 906, 907 CYBER SENSE Computer/projector

Reliability of online health information Webpage links
Reliability of online articles: Split class into groups and instruct them to read the following Developing online
articles found online. critical thinking skills
https://www.sciencedaily.com/releases/2017/08/170808145524.htm worksheet
Video link
https://www.gameinformer.com/b/news/archive/2010/07/12/texas-a-amp-m-study-suggests-
gaming-can-reduce-stress.aspx

Teacher-led discussion to encourage comparison of the articles. Discussion focus questions:

A. Based on the three articles reviewed, which article seems most trustworthy
and why?
B. Which article seems least trustworthy
and why?
C. If you are unsure about the trustworthiness of an article, what could you do to determine if
the information is reliable or true?

Developing online critical thinking skills: Get students to complete ‘Developing online critical
thinking skills’ worksheet. Discuss as a class.

Watch: Watch a video on copying stunts from the internet and discuss how images and videos
can be altered to represent something else.
https://www.esafety.gov.au/educators/classroom-resources/young-and-esafe/critical-thinking

Class discussion: Read this article on misrepresentation in the media reporting the London
terror attacks in 2017. Discuss as a class.
https://www.news.com.au/technology/online/social/whats-wrong-with-this-
photograph/news-story/9fafd1a593f4c94e86c782b6b59cf385