Before you get started

• It is important to consider the range of parenting styles, family contexts and cultural backgrounds students may be influenced by and how this contribute to a students values.

• Trauma informed - it is vital recognise the prevalence of adverse childhood experiences and how trauma survivors may respond to our words and actions. 

• Protective interrupting - Teachers need to know and understand how to use this technique to prevent students form potentially disclosing sensitive information or abuse in front of other students.

• Dealing with disclosures - Teachers must be aware of the school and legal procedures if a student discloses personal issues, particularly disclosures of sexual abuse.

• Watch film: Tagged (14 min 30 sec) to determine if suitable for your students.

• Read background teaching note: Respectful relationships

Group agreement

Whole Class

 Teaching tip: A group agreement must be established before any RSE program begins to ensure a safe learning environment. Read: Essential information: Establishing a group agreement for tips on how to create one and what to include.

1. Revise the class group agreement. 

Matching pairs: What's OK and what's NOT OK

Whole Class

2. Give each student a card from Student activity sheet 1: What's OK and what's NOT OK?

3. Ask students to move to one side of the room if they think their card demonstrates behaviour that is OK/respectful and the other side of the room if it shows behaviour that is NOT OK/disrespectful. 

4. Ask a volunteer with a card from the 'disrespectful' side to read out their card. The student who thinks their card shows the opposite, respectful behaviour reads their card out and they stand together. Repeat until all cards are matched.

Film: Tagged

Independent or Small Group

5. Give each student a copy of Student activity sheet 2: Tagged - What's OK and what's not OK.

6. Explain that the table on page 1 shows all the examples of OK and NOT OK behaviours that they have just matched and discussed. 

7. Say,

"We are going to watch a film that is about some respectful and disrespectful behaviours. This film has issues including relationships, onine bullying and sexting. 

As we watch the film, I would like you to look for examples of respectful and disrespectful behaviours and language and record them on page 2."

8. Display the focus question:

What examples of OK (respectful) and NOT OK (disrespectful) behaviour and language do you see in Tagged?

9. Watch Tagged (14 min).

10. Students record brief answers on page 2 of Student activity sheet 2: Tagged - What's OK and what's not OK.

11. If time permits, watch in its entirety, and then go back and watch it again stopping at crucial points to discuss, make notes and help students identify different behaviours. Use Teacher answer sheet: Tagged - What's OK and what's not OK.

Processing questions

12. Ask:

❓ Was it easy to recognise respectful and disrespectful behaviours in Tagged? How? Why?

Some may be easy to identify. Others may be difficult. Social norms and individual experiences affect how we determine if something is respectful or not. 

❓ How do you think people being treated disrespectfully feel?

Angry, upset, sad, hurt, frustrated, numb, or they may not recognise that they are being disrespected.

❓ What could those people being treated disrespectfully do to stop the other person?

Tell them, "It upsets me when you say things like this." Walk away, ignore them, talk to someone (Friend/adult/Kids Helpline).

❓ Do you think it is easy to do something about being treated disrespectfully?

For many people, it can be very difficult as it requires a lot of confidence and self esteem to challenge disrespectful behaviours. Disrespectful behaviour may come from a friend, loved one, or an adult, and responding appropriately can be tricky.

Take home message

13. Remind students of the take home message/s:

Everyone has the right to respectful relationships (online and offline) at all times.

There are things we can do and places we can go for help if we are being treated disrespectfully.

14. Question box: Give out some small scrap pieces of paper and allow students time to write any questions they have for the question box. To ensure confidentiality, ask all students to write something on the scrap paper at the same time (even if the just draw a smiley face or scribble) and place it in the question box.

15. Remind students that Get the Facts has a completely confidential 'Ask a question' service that they may wish to use. All questions are answered by a qualified health professional within a week. 

Health promoting schools strategy

Partnerships 

• eSmart Schools help schools create a cultural norm of smart, safe and responsible digital technologies.

• For parent newsletters:

  • Direct parents to eSafetyCommissioner - Tagged so that they have information about the video and can support the work you are doing in your classroom. Arabic, Chinese, Greek, Italian and Vietnamese versions are available.

  • Share the eSafety Office youtube channel that offers a suite of videos on keeping safe online, onine relationships, image based abuse, bullying and racism. 

External related resources

The practical guide to love, sex and relationships 

A teaching resource from the Australian Research Centre in Sex, Health and Society, La Trobe University.

Topic 4: What to do when you think you like someone

• Respectful and ethical romance

• How to begin a relationship (friendships and potential romantic relationships)

• How to listen

Topic 5: Why do people kiss?

• Consent for kissing

• Respecting boundaries

Topic 6: What's OK and what's not OK (sexual harrassment)

• What sexual harassment is

• Help-seeking