Watch

In these excerpts, Hannah decides to run for class captain at her new high school. At first, she worries that being transgender might make her a target or stop people from voting for her. Despite her nerves, she gives a strong and confident speech about what she can contribute as a leader. Some classmates are supportive, while others show hesitation or bias. The storyline highlights both the challenges and importance of ensuring that everyone, regardless of gender identity or background, has the opportunity to participate equally in democratic processes at school. 

Reflect

Reflecting on the clip from First Day, students answer the following discussion questions: 

• Why did Hannah decide to run for class captain? 
• How did she feel before giving her speech? 
• What message did she try to share in her campaign speech? 
• How did her classmates react? 
• What does this scene show us about fairness and inclusion in elections? 

In a circle time discussion, ask students to share their own experiences: 

• Have you ever thought about running for a leadership role at school? What made you want to (or not want to)? 
• What qualities do you think are important for a class captain or student leader? 
• Have you ever seen or experienced bias in decision-making (for example, people choosing based on popularity rather than ability)? 
• How would you feel if you weren’t given a fair chance because of something about you (like your background, culture, gender, or interests)? 
• Why is it important for leaders to represent the diversity of the whole school community? 

Explore

In small groups, discuss: 

• What does “representation” mean in a democracy? 
• Why is it important for different voices and identities to be heard in leadership roles? 
• Think of examples from your school, community, or government where diverse leaders have made a positive difference. 
• Compare Hannah’s experience of running for class captain to real-world elections. What challenges are similar? 

Create

Work together to write and deliver a “Speech for Inclusion.” 

• Imagine you are running for class captain or a leadership role. 
• Your speech should: 

1. 1. Explain what makes you a good leader. 
   2. Share how you would make sure everyone feels included and respected. 
   3. Give one or two realistic ideas for improving your school. 

• Present your speeches to the class. Afterwards, reflect on which speeches showed strong values of fairness, inclusion, and responsibility. 

In this excerpt, Hannah addresses her school assembly about changing the uniform policy to allow more inclusive options. At first, she faces resistance and negative comments from some students, which shake her confidence. However, she regains her composure and delivers her speech, highlighting the importance of fairness and choice. She invites her peers to sign a petition in support of her proposal, demonstrating how young people can take action to bring about change in their communities. 

Reflect

Reflecting on the clip from First Day, students answer the following discussion questions: 

• What issue did Hannah want to change at her school? 
• How did some students react when she first stood up to speak? 
• What gave Hannah the confidence to continue with her speech? 
• What action did she encourage other students to take? 
• What does this scene show us about the importance of speaking up for fairness and inclusion? 

In a circle time discussion, ask students to share their own experiences: 

1. Have you ever seen or been part of a petition, vote, or campaign at school? What was it about? 
2. How do you feel when you stand up and share your opinion in front of others? 
3. What issues at your school would you like to see changed or improved? 
4. Who are the people you could talk to if you wanted to make a change at school? 
5. Why is it important to respect and support people who speak up for fairness? 

Explore

In small groups, discuss: 

• What are different ways students can have a voice in their school community (for example, SRC, petitions, surveys, meetings with staff)? 
• What are the advantages and challenges of using petitions to make change? 
• Compare Hannah’s actions to democratic processes in society (for example, campaigning, lobbying, protests). 
• What does this tell us about the role of young people as active citizens? 

Create

Work together to design a Mini School Petition about an issue that matters to you. 

• Identify one change you would like to see in your school (for example, recycling bins, sports equipment, student wellbeing initiatives). 
• Write a short statement explaining the issue and why it is important. 
• Create a petition form and collect signatures from your classmates. 
• Present your petition to the class (or, with teacher guidance, to the school leadership team) and reflect on the process. 

The Deep follows the Nektons, a family of underwater explorers who travel the world’s oceans in their submarine, the Aronax, solving mysteries and protecting marine life. In these clips, the World Oceans Authority tasks the Nektons with recovering a crashed satellite before it damages marine life in a protected reservation, highlighting the importance of responsibility and action for sustainability. 

Reflect

Reflecting on the clip from The Deep, students answer the following discussion questions: 

• Who asked the Nektons to recover the crashed satellite? 
• Why was the satellite dangerous for the ocean environment? 
• What does this clip show us about the role of organisations like the World Oceans Authority (which is fictional)? 
• How does this story highlight the importance of responsibility when human technology affects the environment? 

In a circle time discussion, ask students to share their own experiences: 

• Have you ever seen an example where human activity caused harm to nature (for example, rubbish in a park, pollution in a creek)? How did it make you feel? 
• What responsibilities do people have when their actions (or inventions) affect the environment? 
• Who do you think should be responsible for fixing environmental problems — individuals, governments, or organisations? Why? 
• How would you feel if your community was asked to help solve an environmental problem? 
• What actions could students take at school to reduce human impact on the environment? 

Explore

In small groups, research examples of human technology or waste affecting the environment (for example, space junk in the ocean, oil spills, plastic waste). 

• Identify what caused the problem. 
• Who took responsibility for fixing it? 
• How did governments, organisations, or communities respond? 
• Compare these real-world examples with the Nektons’ mission from the World Oceans Authority. 

Create

Work together to design a “Responsibility Action Plan” for your school or community. 

1. Identify one issue (for example, littering, energy use, food waste). 
2. Decide who should take responsibility (students, staff, local council, wider community). 
3. Write 2–3 concrete actions people can take. 

Present your Action Plan as an infographic.
 

Watch

Reflect

Reflecting on the clip from Round the Twist, students answer the following discussion questions: 

• What different opinions do people in the town have about the casino? 
• Why do some characters think the casino is a good idea? Why do others want to protect the rainforest? 
• How are these differences handled—do the characters listen to each other respectfully? 
• What values seem most important to each side (for example, money, jobs, nature, tradition)? 
• What do you think the right decision should be? Why? 

In a circle time discussion, ask students to share their own experiences: 

• Have you ever disagreed with someone about how to care for your environment or community? 
• How can people share their opinions about local issues respectfully? 
• What might make you change your mind about an environmental issue? 
• Why is it important to hear different perspectives before making a community decision? 
• What decisions are made in your school or local area that affect the environment? 

Explore

In small groups, investigate a real-life example of a community facing a similar issue (for example, new housing near bushland, a wind farm, or a mine). 

• Identify the stakeholders (who is for/against it and why). 
• Research what laws or government levels are involved in making the decision. 
• Hold a short class debate mirroring the Round the Twist town meeting. 
• Reflect: How does democracy help communities make complex decisions fairly? 

Create

Design a short multimedia campaign (poster, video, or digital slideshow) promoting your group’s position - either to build the casino or save the rainforest. Include: 

• A slogan and logo 
• Three evidence-based reasons supporting your view 
• A call to action (for example, petition, vote, or letter to council) 

After presenting, discuss how evidence and values can both influence civic decisions.