Begin your lesson by developing definitions of the following terms as a class:

• Respect
• Permission
• Consent
• Privacy
• Trust
• Online and in person

After a recent loss to Salwa in a handball ‘Death Rally’ match, Tiffany seeks petty revenge. In this clip, Tiffany secretly records Ms Crapper, the school principal, as she dances with a cardboard cut-out of Connor McCan, her secret crush. Tiffany then uploads the embarrassing video of Ms Crapper on Salwa’s account, framing her to get her banned from handball at school.

Reflect

In this clip, we see two moments where consent was not asked. First, Tiffany films Ms. Crapper without asking, and second, she uploads a video from Salwa’s account without asking her. Talk about this as a class and think about the following questions:

• Was it wrong for Tiffany to film Ms. Crapper without her permission? Why or why not?
• Was it wrong for Tiffany to share the video from Salwa’s account without her permission? Why or why not?
• Why is it important to ask for consent before taking a video or photo of someone?
• Why is it important to ask for consent before sharing videos or photos of others online?
• How might Salwa and Ms. Crapper feel about what happened?
• What could Tiffany have done differently to respect both privacy and trust?

Write a journal entry explaining why it is important to protect privacy online and how you would feel if someone filmed or shared something about you without asking first.

Explore

Salwa is unsure how Tiffany was able to post the video from her account. In small groups, brainstorm ways to protect privacy when online and create a list of guidelines that will help keep personal information and images safe. Some examples might include setting strong passwords and asking for permission before posting.

Once your group has created the guidelines, share them with the class. Then, discuss how sharing these guidelines with friends can help ensure that your privacy is respected online, and how it can support healthy friendships and trust. For example, you might let a friend know that you do not want any photos or videos you are in to be shared online without your consent.

Create

In small groups, design a digital presentation on the topic of Protecting Privacy for your school. Your presentation should include the following:

• Examples of personal information that should not be shared, both in person and online.
• Tips for asking for and giving permission respectfully before posting photos or videos.
• Advice on how to report and respond to harmful online behaviour.

Once your group has completed the presentation, share it with the class to help promote privacy and respect online.

Rory has forgotten his lunch, again and the other students have had enough. In this scene, Tamara, Melanie and Debra-Jo put their foot down and tells Rory that enough is enough. But does Rory listen when they say no?

Reflect

After watching the clip, reflect on the importance of respecting others’ belongings and trust. Consider the following questions:

• How did Rory ask to share food with his classmates?
• How did Tamara, Melanie, and Debra-Jo assertively tell Rory that they did not want to share their food?
• Was Rory’s response fair? Is it respectful to keep asking the same question after someone has already said no?

Next, think about a time when someone took something from you without asking, or after you already said no. Reflect on these questions:

• How did it feel?
• What did you do?
• What could you do differently next time?

Explore

Set up role-play scenarios where students practice seeking, giving, or denying permission respectfully. Use examples such as:

• Borrowing a pencil.
• Asking to share a snack.
• Wanting to join a group project.

Each group will present their role-play scenario to the class. After each presentation, discuss the following questions:

• Was the interaction respectful?
• What worked well, and what could be improved?

Create

As a class, create a Permission Pathways chart showing the steps to seek permission respectfully with added examples and illustrations: 

• Step 1: Ask politely.
• Step 2: Listen to the answer.
• Step 3: Show the different outcomes. For example, if the answer is yes, share the snack; if the answer is no, respect the response, and if the answer is not respected, walk away.

Looking for a place to rest, the characters wonder into an old school and find themselves locked in. In this scene, Noodles asks to go to the bathroom. But the Principal denies his request adamant on keeping her students from running away.

Explore

Sometimes, adults need to make decisions that override our permission to ensure our safety. For example, if children refuse to wear a helmet while riding a bike.

In pairs, practice asking for permission from an adult, such as a teacher, parent, or guardian. Here are some examples:

• A student asks to leave the room to go to the bathroom, and the teacher decides whether to say yes or no.
• A child asks to borrow something, and the parent decides whether to allow it.
• A student asks to join an activity, and the guardian says yes or no.

After practicing, reflect on the following questions:

• How did it feel to ask for permission?
• What are some polite ways to say yes or no? Why is it important to be assertive when saying no?
• How can we show that we understand how someone else feels when they ask for permission?

Discuss how using kind words and body language can make the other person feel more comfortable.

Reflect

In this clip, the teacher does not allow Noodles to go to the bathroom. As a class, discuss the following questions:

• Why is it important to ask for permission before leaving the classroom?
• Why is it important to listen to our bodies when we need to go to the bathroom?
• Why is it important for teachers and classmates to respect our need to use the bathroom?
• How would it feel if someone did not respect your need to leave and go to the bathroom when you asked?

Create

Recreate the scene from Thalu by drawing a comic strip. Choose how the scene ends. Begin by setting the scene, drawing Noodles asking to go to the bathroom, and then use the skills you have developed to determine how the other characters in the scene might react. Share your ending with the class and explain how the characters showed respect for each other’s needs.

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