Watch

When Max and Elsa leave class unexpectedly, rumours escalate. Battie knows the truth but cannot be heard over the increasingly dramatic speculation.

Watch the clip from the episode and take note of when the students are sharing an observation, and when they are sharing an assumption.

An observation is something you directly see or hear.

An assumption is something you might believe without enough evidence.

A rumour is information passed between people that has not been confirmed as true.

Reflect

After watching the clip, reflect on some of these questions:

• What did the students actually observe, and what did they assume about Max and Elsa?
• How does the rumor escalate as it goes from person to person?
• How might Max and Elsa feel if they heard what was being said about them?
• If you repeat a rumour but did not start it, what responsibility do you have for what happens next?
• What could make it difficult to challenge a rumour when your friends are enjoying the conversation?
• If something turns out to be true, does that automatically mean it is okay to share?
• If you have already passed on a rumour, what could you do to help put things right?

Explore

Read this fictional scenario:

Alex sees Charlie leaving the classroom with the principal. At lunch, Alex tells Ben, “Charlie must be in big trouble.” Ben repeats this to two friends. One suggests that Charlie has been suspended. By the end of lunch, some students are avoiding Charlie.

Ben says, “I didn’t make it up. I only told people what I heard.”

Firstly, identify what was observed, what was assumed and how the information changed.

With a partner, consider:

• What might Ben be thinking about his own responsibility?
• What might Charlie think is unfair?
• How could Alex, Ben and Charlie’s friendship be affected by this scenario?

Together, build a list of positive choices that someone who hears a rumour might decide to do.

For example,

• Stop passing on the claim.
• Correct what you have shared with the people you told.
• Acknowledge your part and apologise to the person affected.
• Respect the person’s choice about sharing private information.
• Seek adult help if someone is being harmed or excluded.

Create

In a small group of 4-5, create an alternative scene for The Corridor Outside 6E, showing how a character could interrupt the rumour chain and take responsibility for what has already been shared.

You can present your scene as a short script or a role-play.

Your group’s scene should show:

• A character facing a choice about sharing unverified information.
• At least two different perspectives, including someone’s reason for wanting to share it.
• A character interrupting the rumour chain.
• An action that helps repair harm already caused.
• A believable consequence of the characters’ decisions.

Don’t be afraid to show the challenge involved. For example, a character might worry about disagreeing with friends or admitting that they repeated something untrue.

Watch

Think about this statement:

“A good friend always keeps a promise”

Do you agree, disagree or think it depends on the situation? Share your reasoning.

Being loyal means supporting and caring about someone. However, people may disagree about what being loyal looks like.

Watch the clip below from Episode 7, The Milk Bar

Rory has forgotten his lunch again, and his friends refuse to share any more of their food. He decides to visit the milk bar, despite knowing that leaving school breaks a rule. To carry out his plan, he needs his friends to keep it secret from Mrs Gonsha.

Reflect

After watching the clip, reflect on some of these questions:

• Can you understand Rory’s reasons for wanting to break a school rule?
• Is it fair to ask your friends to hide something from a teacher or adult?
• If you promise not to tell the secret, can you change your mind?
• How else could Rory get help for his problem?

Explore

Consider the situation from three perspectives: Rory, his friends and Mrs Gonsha.

With your partner, discuss what each person might want, worry about and feel responsible for. Use examples from the episode to support your ideas.

Sometimes, things we care about pull us towards different choices. These are competing responsibilities. You might want to keep a promise while also wanting to protect your friend.

Complete this sentence:

“Rory’s friends might feel torn because they want to … but they also …”

Create

Create a branching decision map showing how different responses to Rory’s plan could lead to different consequences.

At the top of a piece of A3 paper, write:

“Rory plans to leave school to buy food and asks you not to tell. What could you do?”

Draw three branches:

• Keep the secret.

• Encourage Rory to seek help with you.

• Tell a trusted adult.

Under each branch, explain what might happen next and how this could affect Rory’s safety and your friendship. If you suggest seeking help together, include what you would do if Rory refuses.

Circle the response you think is most responsible. Explain your choice:

“I would … because …”

Finish by sharing your decision map with a partner and practice what you could say to Rory to explain your decision while showing that you care about him.

Watch

Tamara is very good on the monkey bars because she uses them every day. Melanie is not very good on the monkey bars because Tamara never lets her on. When Melanie demands a proper turn, Tamara is outraged.

Reflect

With a partner, reflect on the disagreement from both characters’ perspectives:

“Tamara thinks her way is fair because …”

“Melanie thinks Tamara’s way is unfair because …”

Discuss:

• Does being better at something give you more right to do it?
• How can someone improve on skills if they rarely get to practise?
• Is first-come, first-serve always fair?
• Does using shared equipment every day make it yours?
• How might another student waiting for a turn see the situation differently?
• Can a decision be fair even if someone is unhappy with it?

Explore

Fairness involves considering everyone affected, including people who have not spoken up.

Which way of sharing is the fairest?

Imagine four students want to use the monkey bars and there is only ten minutes left of little time.

Compare these three options:

1. The person who arrived first gets to stay until they choose to finish

2. Each person gets an equal amount of time

3. Each person crosses the monkey bars once and goes to the back of the queue.

For each option, explore:

• Would everyone get a reasonable chance to use the monkey bars?
• Could anyone miss out?
• What might cause a disagreement?

Choose the option you think is the fairest and explain why.

Imagine one of the students is still learning and takes a long time to cross the monkey bars.

Consider:

• Should they have more time to finish?
• How could you support them while still considering the students waiting?
• Would you change your choice?

Create

Create a fair-use agreement

Design a simple agreement for sharing the monkey bars.

Include three rules explaining:

• How turns begin and end.
• How everyone would get an opportunity to participate.
• What happens if someone needs extra time or disagrees.

For each rule, add a reason:

“This is fair because …”

Test your agreement: Imagine Tamara wants a long training session, Melanie needs time to practise, and two other students are waiting. Would your rules give everyone a reasonable opportunity?

Swap agreements with someone else. Ask them to identify anything that could be unfair or unclear, then make one improvement.