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

• Respect
• Consent
• Privacy
• Personal space
• Boundaries
• Bodily autonomy
• Verbal and non-verbal cues
• Online and in person

Tamara wants to play kiss chasey but the only person she wants to chase and kiss is Battie. Battie is pressured to join. In this scene, we hear Battie’s reluctance to be involved. Meanwhile, Tamara only wants to chase Battie, much to Rory’s confusion.

Reflect

Reflecting on the Little Lunch clip, discuss the following questions regarding personal space, boundaries, and the importance of consent:

• How did Battie feel when Tamara wanted to play kiss chasey? Why do you think he felt that way?
• Did Tamara respect Battie’s response when he said he did not want to play kiss chasey?
• Was it fair for Tamara to only chase Battie?
• How could Tamara have handled the situation differently?
• Why is it important to respect someone’s feelings when they do not want to play a certain game?
• How it feels when your boundaries are respected versus ignored?
• Why is it important to understand that everyone has the right to say no?

In a circle time discussion, reflect on a time when you:

• Felt uncomfortable about doing something.
• Said no to someone, or someone said no to you.

Create

In small groups, create a short video about the importance of respecting boundaries. Your video should include:

• A catchy slogan (like "Respect My Space, It’s My Place!")
• Examples of how to ask for and give consent.
• Scenes that show respectful interactions, such as saying no confidently, listening to someone’s response, or understanding someone’s feelings.

Explore

In small groups, practice setting boundaries and responding respectfully by role-playing different scenarios. Some examples include:

• A friend asks to play a game you do not like.
• Someone wants to sit too close when you’re not comfortable.
• A group wants you to share your personal belongings, but you don’t want to.

After each role-play, discuss:

• Did you communicate the boundary clearly?
• Was the response respectful?
• What strategies worked well?

In this scene, the Inbestigators arrive at Amelia’s front door. Maudie explains that Amelia owes Ava an apology as Pixie has not spoken to her all week. We learn that Amelia felt left out at a sleepover party. Worried that her friends were talking about her by text, Amelia accesses Pixie’s phone messages by unlocking her phone without consent and accidentally spills a confidential secret.

Reflect

As a class, discuss the clip and explore the importance of respecting privacy and how trust can be damaged. Reflect on these questions:

• Why did Amelia feel left out?
• Was it okay for Amelia to access Pixie’s phone without permission? Why or why not?
• How did Amelia’s actions affect her friendship group?

Next, write a story (anonymously, if you prefer) about a time when you felt left out or worried about what others were saying. Consider these questions in your story:

• How did it make you feel?
• What did you do about it?
• How could others have made you feel included?

Explore

Consider the following hypothetical scenarios and brainstorm respectful ways to handle them. Think about strategies such as honest communication, seeking help from an adult, or expressing feelings directly. Reflect on these questions:

• What should you do if you feel left out by your friends?
• What if someone asks to see your personal device, but you are not comfortable sharing?
• How can you ask your friends about their feelings without invading their privacy?

Create

In small groups, design a digital privacy awareness campaign. Brainstorm ideas such as an interactive quiz, a slogan and poster campaign, or a mini-game concept to communicate key privacy messages. Then, use digital tools or physical materials to create your chosen project. Make sure your message is clear and engaging. Once your campaign is complete, each group will present their work to the class and receive feedback on its creativity, clarity, and effectiveness.

Gordon is directing a VR film for Aunty Ruby and Tomias is the film’s star. In the clip, we see two different moments when Gordan is filming Tomias. One is with Tomais’ permission and the other is when Tomias is singing in language and is filmed without his permission.

Reflect

After watching the clip, discuss the importance of listening to others' boundaries. Reflect on the following questions:

• Why do you think Tomias felt uncomfortable about his singing being recorded?
• What do you think Tomias meant by, “It’s just not my time yet”?
• Why is it important to respect someone’s choice about sharing their talents?
• How does Tomias make it very clear to Gordon that he does not want to be filmed?
• Gordan keeps pushing Tomias and does not respect his initial response saying he does not want to be filmed. How could Gordon accept Tomia’s boundaries respectfully?

Explore

Read the following interview with Barrumbi Kids’ Producer and Writer, Danielle MacLean (TBC):

As a class discuss readiness and what it means to be ready. Encourage students to share examples of times they felt ready (or not) to share something important. Reflect on the following:

• How does it feel to wait until you are ready to share something?
• How can we support others in their own timelines and help them feel comfortable when they are ready to share?

Create

In small groups, create a consent form that Gordon could have provided to Tomias before recording. The form should clearly explain the purpose and goals of the film. Be sure to include a section where Tomias can specify any aspects he does not want to be captured on film.

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