Please note that clips in this collection are rated PG.

Before exploring this clip collection, teachers and students should explore the Consent resources developed by Kids Helpline: https://kidshelpline.com.au/teens/issues/what-consent

Sammy is secretly dating Ollie. Sammy has not openly shared their relationship but Ollie, without permission, begins to tell people about their relationship. In this clip, we see two scenes, the first when Sammy finds that Ollie has told his friends and later on in the episode when Sammy confronts Ollie and expresses that he was not ready to make their relationship public.

Reflect

Reflect on the importance of clear communication, respect for privacy, and consent in relationships, especially when addressing sensitive issues such as personal identity. Discuss how outing someone without their consent can damage trust and harm relationships. Reflect on the following questions:

• Why is it important to respect someone’s privacy and consent, particularly regarding personal identity?
• How did Sammy feel when he was outed without his consent?
• What are the potential consequences of sharing someone’s personal information without their permission?

Think about a time when you had to give, seek, or deny consent regarding your own personal information or identity. Write a journal entry (which may remain anonymous if preferred) addressing the following:

• How did you communicate your decision?
• How did you feel when your consent was either respected or violated?
• Why is it important to communicate assertively when establishing personal boundaries?

After completing the journal entry, engage in a discussion about how respecting others’ boundaries and seeking consent are essential for building trust and providing protection for all parties involved.

Explore

Examine how respecting others’ boundaries and seeking consent fosters trust and safety in relationships. Consider the following questions:

• What does respectful communication look like when asking for or giving consent?
• How can someone assertively communicate when uncomfortable with sharing personal information or aspects of identity?
• How can active listening ensure that someone’s boundaries are fully understood before taking action?

Create

In pairs, write a script for a scene where Sammy has a safe and respectful conversation with a close friend. In this scene, Sammy shares personal information about his identity or feelings, and the friend responds kindly and respectfully. For example, the friend might say: "Thank you for trusting me with this," "How can I support you?" or "Are you comfortable talking about this?"

After completing the script, either perform or read it aloud to the class. Ensure the conversation demonstrates creativity, respect, and thoughtfulness. Following the presentation, the class can provide constructive feedback on how effectively the conversation modelled respectful and supportive interactions.

In this clip, we see Chester entering Mapplethorpe’s house without permission. He takes a toy dragon, thinking he’s using his life privilege for good to make Mapplethorpe’s death more comfortable. But this plan backfires when he tells a white lie – that Mapplethorpe’s mum is coping fine with losing her son. Mapplethorpe feels awful and feels betrayed by Chester.

Reflect

Reflect individually on the clip by writing a journal entry based on the following prompts:

• Why is personal space important in relationships?
• How would you feel if someone entered your house or took something special to you without asking?
• What are some respectful ways you can ask for permission when you want something that doesn’t belong to you?

Afterward, engage in a class discussion with the following questions:

• Why do you think Mapplethorpe reacted the way he did?
• How could Chester have shown more respect for Mapplethorpe’s feelings and boundaries?
• What does Chester mean when he talks about his "alive privilege"?
• How can positions of privilege and power create imbalance in relationships when seeking, giving, and denying consent? How can we address and counteract this imbalance?

Explore

In small groups, practice communication and consent skills by acting out scenarios where permission is needed to borrow, take, or enter someone’s space. Examples could include borrowing a book, entering a friend’s room, or taking an item with sentimental value.

• First, role-play the scenario where permission is asked assertively and respectfully, paying attention to tone, body language, and word choice, and permission is granted.
• Then, role-play the same scenario where permission is denied, and practice responding calmly and respectfully.

After performing the role-plays, discuss as a class:

• What worked well when asking for permission?
• How did it feel to say "no" respectfully and accept someone’s answer?
• Why is it important to communicate clearly and respectfully when seeking consent?

Create

Imagine you are Chester and Mapplethorpe. Write two journal entries reflecting how each character feels about the events in the clip:

• Chester’s Journal Entry: Write about how you feel when you take the toy dragon from Mapplethorpe’s house without asking. What were you thinking at the time? How do you feel when Mapplethorpe reacts? What do you think you could have done differently to show respect for Mapplethorpe’s space and feelings?
• Mapplethorpe’s Journal Entry: Write from Mapplethorpe’s perspective. How does it feel when Chester goes into your house without permission? How do you feel about your privacy being ignored? How does it make you feel when you find out Chester lied about your mum?

Use these journal entries to explore the characters' emotions and reflect on how asking for and respecting permission can impact relationships.

In this clip, Cat, Sadie and Ollie get notified that Eric has shared a photo of Mr Stevens, their teacher, and Prime Minister Isabel Pérez, Cat’s mother, on a secret date in their group chat. Cat is left flabbergasted, this photo was taken and shared without consent. The trio go to confront Eric and express that he needs to delete the photo immediately. Later on, we learn the image was leaked online and now everyone can see it.

Reflect

Reflect on how sharing a photo without permission, like Eric did with the image of Mr. Stevens and Prime Minister Isabel Pérez, affects trust and relationships. Emphasise how both seeking and giving consent is crucial for maintaining privacy and respect.

• How did Cat feel when she found out about the photo being taken and shared without consent? Why do you think this is?
• What could Eric have done differently to respect Mr. Stevens and Prime Minister Isabel Pérez privacy and relationship between Cat and her mother?
• Why is it important to ask for permission before sharing images or information about others, especially in a group chat or online?
• What impact did Eric’s actions have on the trust between him, Cat, Sadie, and Ollie as well as between Cat and her mother?

Reflect on the importance of clear, respectful communication in ensuring that all parties involved feel heard and respected. Discuss the consequences when communication breaks down, as seen with the leaked photo.

• How could Cat have communicated her concerns to Eric about the photo before it was shared?
• How might the situation have been different if the group had a conversation about consent and privacy before sharing personal information?

Explore

In small groups, explore different online situations where consent is needed. Explore these conversations in an online setting, for example write a pretend chat thread, group chat or private message.  Here are some scenarios to get you started:

• Asking to share a photo on social media.
• Denying a request to share personal information.
• Asking if someone is comfortable being in a group photo.

After each scenario, discuss:

• How did you show respect for privacy and consent in your online conversations?
• What are some friendly and clear ways to ask for permission or say no online?
• How did the tone of your message affect how the other person felt? Did it come across as assertive, passive, or aggressive?

Create

In small groups, create a guide to help others navigate how to seek, give or deny consent respectfully. The guide should include:

• Examples of assertive language when asking for consent, such as “Is it okay if I share this photo?” or “I’d prefer not to share this without permission.”
• Ways to deny consent assertively, such as “I’m not comfortable with that, thank you for understanding.”
• Tips for listening actively and acknowledging the responses of others.
• A reminder that consent is always mutual, can be withdrawn at any time, and must be clearly communicated.

Present your guides to the class and these can be displayed as a reminder of the importance of respectful communication and consent, both in real life and online.

Australian Curriculum Links