Activity 2 Discussion of sexting scenarios Visual and writing activity Page 7 Subject focus Identifying peer pressure in relation to sexting Duration Resources required Worksheet 1: Sexting Scenarios Internet access to view Kids Helpline video Make Cyberspace a Better Activity 3 Legal consequences of sexting Visual /Writing/ Discussion Activity Page 8–12 Subject focus Understanding legal consequences of sexting as a negative online behaviour online Duration Resources required Worksheet 2: Sexting and the Law Internet access to view the ThinkUKnow video Megan’s Story. or Activity 4 Handling overexposure – sexting. Visual /Writing/ Discussion Activity Page 13–15 Subject focus Identify strategies to manage sexting issues Duration Resources required Worksheet 3: What would you do? Internet access to download/view the Office of the Children’s eSafety Commissioner’s resources: ‘So You Got Online’ brochure ‘Sexting’ webpage External links included in lesson It is recommended that teachers preview the video and print media material before presenting to students. Technology and Terminology referred to in this lesson Sexting, legal and social consequences, cyberbullying, responsible use of digital technologies, ‘sexy pics’, ‘noodz’, relationship, sexual images, criminal offence, Commonwealth law, child pornography, predator, grooming, sex offender, Australian National Child Offender Register, jail, digital reputation, police, peer pressure, unsolicited sext, threat, harassment, respect, support, the Office of the Children’s eSafety Commissioner, Kids Helpline.
Optional extension activities Instruct students to write a positive ending to the Megan’s Story video. For example, students may wish to include a scene showing classmates being supportive of Megan, the teacher actively managing the situation or perhaps showing the boy deleting the image and deciding against forwarding the sext to the rest of the class. Invite students to share their ideas with the class. Instruct students to research and write a brief report on laws relating to sexting. Below are articles that can act as stimulus material: Activity 3: Classroom discussion notes for teachers 2a Possible answers may include: to flirt, as a signal of cementing a relationship, in response to pressure from the boy, wanting to be seen as ‘cool’ rather than a ‘prude’, as an expression of sexuality, perhaps feeling bored. 2b You may lose control over who accesses the images; sexts can be copied and forwarded to unintended audiences; may face damage to reputation; a person may receive unwanted attention from others. 2c Possible answers may include: show off to friends; to embarrass, hurt or humiliate Megan; as ‘revenge porn’—commonly known as publicly sharing sexual images without the consent of the person depicted in the image (usually uploaded by an ex-partner). 2d Megan is likely to have felt embarrassed, ashamed and humiliated. She may also have felt betrayed by the boy. 2e When people sext, they put both themselves and the recipient at risk of breaking the law. Many states prohibit sending or receiving sexual images of minors (under 18 years). 2f and 2g Yes, if someone receives an unsolicited sext, or distributes the sext, they could face charges of child pornography. 2h and 2i Delete the image and not forward it on to others. Respect Megan’s feelings. Kindly suggest to Megan that you do not wish to receive this type of material.