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Speak up about Compulsion Risks: Create a podcast or fact sheet
Child Safeguarding Statement
Some resources and activities may prompt a child to remember and potentially share an experience of harm. Make sure you’re familiar with your school's safeguarding policies and procedures so you can confidently report safety and well-being concerns.
Prepare students for the session by discussing: their right to be safe and respected; what to do if discussing online safety makes them feel uncomfortable or unsafe; and how to seek help if they feel or have felt unsafe. Use this resource available on the website.
Speak up about Compulsion Risks: Create a podcast or fact sheet
Overview
This lesson helps learners explore the Compulsion risk area of online safety — understanding how to manage screen time, recognise unhealthy online habits, and make choices that support balanced and positive digital wellbeing. It is the result of a co-design project undertaken with Year 5-6 learners at St Mary’s School, Whittlesea, in collaboration with their teacher, Mrs. Kayla Borg, STEM specialist and eSmart coordinator. Listen to their learner-led podcast here.
The class may choose to either:
Create a podcast:
Develop skills in research, scripting, and interviewing to produce a podcast on a topic relevant to the Compulsion risk area.
This task can be completed without technical equipment by producing a “live” presentation of the podcast, instead of recording. Otherwise, setup may include:
- Providing access to recording devices (e.g., microphones, iPads, or computers).
- Ensuring that the recording functions/apps that you will use (i.e. Voice Memos, Google Recorder, Audacity etc.) have been enabled by your IT department.
- Deciding if you or your learners will edit the podcast. If the latter, set up relevant software for learners and schedule a training session.
OR
Design a fact sheet:
Craft an informative guide to share helpful tips and insights with their community relevant to the Compulsion risk area.
This task can be completed offline by using pen and paper. Otherwise, setup may include:
- Ensuring learners have access to a digital design tool, like Canva, Google Docs, or Microsoft Publisher. Make sure your chosen tools are whitelisted/approved by your IT department.
This lesson is part of the FREE digital licence program
Learning Intentions
Learners will:
- Develop media production skills by producing either a podcast or a digital fact sheet.
- Apply their understanding of themes in the Compulsion risk area of online safety by crafting messages that help their community to stay safe online.
These intentions are evidenced when learners can:
- Explain key concepts of the Compulsion risk area and apply this knowledge to real-life situations.
- Create well-organised and engaging media in a collaborative environment.
Educators will:
- Guide learners in developing content that addresses the Compulsion risk area in creative and engaging ways.
- Facilitate discussions that help learners analyse Compulsion risks and apply their understanding in practical contexts.
These intentions are evidenced when educators can:
- Provide clear guidance in media production skills, ensuring learners successfully research, script, and produce their podcast or fact sheet.
- Support learners in identifying and addressing Compulsion risks through their media projects.
Lesson Instructions
Part one: Understand the media
Choose one of the following:
Understanding podcasts
- Explain what a podcast is and introduce different types.
- Play podcast excerpts and discuss the format, tone, and content.
- Ask learners what they liked or disliked, then create a class list of tips for their own podcast projects.
Understanding fact sheets
- Explain what a fact sheet is and introduce different types.
- Introduce the concept of fact vs. opinion.
- As a class, review different fact sheets online and create a brainstorm of “likes” and “dislikes”. Create a class list of tips for creating their own fact sheets.
Part two: Research and planning
Video and discussion
- Play the Compulsion risk area video. Learners should write down one thought and one question about the video’s themes.
- Discuss learner responses. Why they think the topic matters? How does it relate to their own experiences?
- Create a bank of topics on a central display for later.
Assign roles and decide topics
- Break into small production groups. Assign roles (optional).
- In groups, discuss and write down the topics that are most of interest. Learners should fill in the “Media planning resource” to help break down the task into manageable segments, themes and working groups.
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Part three: Produce your media
Research the topic
Note: This activity can be short or in-depth, depending on your needs.
- Have learners conduct research on their topics (collecting statistics, supporting facts, or stories), in their production groups. They may wish to use the following resources:
- The “Compulsion risk area fact sheet”, provided in the Lesson slides.
- Asking information experts such as their librarian, or, chosen educators.
- Searching websites such as the eSafety Commissioner website.
- As a whole class, each group should report back three things they have found related to their topic. Comment on the saliency of information and encourage critical thinking and questioning.
Production: Podcast
(Optional) Conduct interviews
- Allow learners time to conduct formal interviews and vox pops (short informal interviews with members of the public, or their peers). Make sure to discuss the importance of gaining consent with all participants before learners record their interviews.
Write scripts and record segments
- Offer the the script supports in the lesson resources for learners to write bullet points of what they want to say on their podcast. Each podcast should have an intro, agreed segments, and an outro.
- Record the podcast according to the run sheet, but aim to keep the tone natural and engaging.
- After recording, use the “Media bias checklist” to refine the podcast before sharing.
Production: Fact Sheet
Design the fact sheet
Note: These instructions are designed for a collaborative group approach, where all learners have distinct roles. However, the task can still be completed independently or in pairs, using the roles as steps to complete the task.
- Writers: Write up the areas of the fact sheet that they are responsible for.
- Designers: Produce infographics for the fact sheet, and set up the overall format and colour scheme. They also import written text into the design.
- Editors: Spell-check the text using software or manual methods, and complete the “Media bias checklist”.
Part four: Exit pass
Distribute to your community
- Deliver the fact sheet or podcast to a safe and approved community space. Ensure your school/organisation has approved the platform, and that all relevant consents have been received.
- Ask learners to gather one piece of feedback from a listener/reader. This could be a comment about what they learned, what they liked, or a suggestion.
- Discuss as a group.
- What worked well?
- What would you improve next time?
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(Optional) Top-up or extend the lesson
Top-up the lesson
For learners who need more help meeting the learning intentions & success criteria.
In class or at home, ask learners to colour in the Compulsion Island map, and draw or write two situations where they might feel pressure to stay online or notice unhealthy screen habits. What strategies could they use to take breaks, stay balanced, and look after their wellbeing?
Compulsion Island is part of the eSmart Digital Licence quest. To explore more islands, visit be.esmart.org.au/dl/overview.
Extend the lesson
For learners who have met the learning intentions & success criteria and need a bit more of a challenge.
Try out the other media type in the lesson. If you made a podcast, try making fact sheets based on the podcast. If you made a fact sheet, try extending the lesson to make a podcast based on its content.
Aligned Curriculum
Australian Curriculum (Version 9.0)
The Australian Curriculum outlines the fundamental knowledge, comprehension, and abilities students are expected to acquire as they advance through the initial 11 years of schooling.
Podcasting
Years 5 & 6: Health and Physical Education
- AC9HP6P08: Analyse and rehearse protective behaviours and help-seeking strategies that can be used in a range of online and offline situations.
- AC9HP6P10: Analyse how behaviours influence the health, safety, relationships and wellbeing of individuals and communities.
- AC9HP6M06: Propose and explain strategies to increase physical activity and reduce sedentary behaviour levels in their lives.
Years 5 & 6: Media Arts
- AC9AMA6D01: Develop media production skills to communicate ideas, perspectives and/or meaning through manipulation of media languages, including images, sounds, texts and/or interactive elements, and media technologies
- AC9AMA6C01: Use media languages, media technologies and production processes to construct media arts works that communicate ideas, perspectives and/or meaning for specific audiences
Year 5: English
- AC9E5LA02: Understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources.
- AC9E5LY02: Use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea.
- AC9E5LY05: Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas.
Year 6: English
- AC9E6LY02: Use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions.
- AC9E6LY05: Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources.
Fact sheets
Years 5 & 6: Health and Physical Education
- AC9HP6P08: Analyse and rehearse protective behaviours and help-seeking strategies that can be used in a range of online and offline situations.
- AC9HP6P10: Analyse how behaviours influence the health, safety, relationships and wellbeing of individuals and communities.
- AC9HP6M06: Propose and explain strategies to increase physical activity and reduce sedentary behaviour levels in their lives.
Years 5 & 6: Digital Technologies
- AC9TDI6P07: Select and use appropriate digital tools effectively to create, locate and communicate content, applying common conventions.
- AC9TDI6P08: Select and use appropriate digital tools effectively to share content online, plan tasks and collaborate on projects, demonstrating agreed behaviours.
Year 5: English
- AC9E5LA02: Understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources.
- AC9E5LY05: Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas.
Year 6: English
- AC9E6LA02: Understand the uses of objective and subjective language, and identify bias.
- AC9E6LA07: Identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning.
- AC9E6LY03: Analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences.
- AC9E6LY05: Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources.
My Time, Our Place – Framework for School Age Care in Australia
This framework assists educators to provide children and young people with opportunities to maximise their potential and develop a foundation for successful lifelong learning. The Framework has been designed for use by approved providers and school age care educators working in partnership with children and young people, their families and the community, including schools.
Outcome 1: Children and young people have a strong sense of identity.
Children develop an understanding of their emotions and sense of self through reflection on their digital interactions and mindful media consumption. This is evident when children:
- Identify their right to emotional and mental wellbeing when engaging in digital spaces.
- Reflect on how online content impacts their mood and emotions, making choices that promote positive self-perception.
Outcome 3: Children and young people have a strong sense of wellbeing.
Children understand how their media choices influence their physical, emotional, and social wellbeing and learn strategies to enhance it. This is evident when children:
- Identify and implement strategies for mindful media use to support their emotional and physical wellbeing.
- Engage in reflective activities that help them recognise the balance needed between online and offline life.
CASEL Framework
This Framework creates a foundation for applying evidence-based, Social and Emotional Learning (SEL) strategies both at school and in the broader community. Its aim is to support the cultivation of SEL skills and environments that advance students’ learning and development.
Self-Awareness
The lesson helps students reflect on their emotions and how media consumption impacts their wellbeing. This is evident when learners:
- Recognise their emotional responses before and after engaging with media.
- Identify which media content contributes positively or negatively to their mood and mental state.
- Develop an understanding of their personal needs and boundaries in digital spaces.
Bournemouth University Theory of Change
This project, funded by the Department for Digital, Culture, Media and Sport (DCMS) as part of the UK government's Online Literacy Media Strategy, aims to empower people to stay safe online by being able to critically evaluate what they see and read on the internet. It offers a transferable and sustainable framework and methodology that can not only be used for the independent evaluation of media literacy projects but also to inform their future design.
- Awareness: Media literacy enables people to have a critical awareness of how media and information represent people, events, issues and places. On a larger scale, media literacy helps us to understand how the media environment we are engaging with is constructed, for example in terms of how diverse it is, who owns or controls different media sources and how digital and social media is governed, designed and manipulated. Media literacy also involves critical awareness about the role of data and algorithms in everyday life and with regard to citizenship, education, work and health.
National Association of Media Literacy Education (NAMLE)
The NAMLE Framework outlines the foundational concepts and principles for teaching and learning about media literacy. Media literacy, as defined by NAMLE, is the ability to access, analyze, evaluate, create, and act using all forms of communication.
Core Principle 1
- 1.1: MLE encourages learners to ask critical questions about what they watch, listen to, play, and read.
- 1.2: MLE intersects with other literacies, such as emotional and social literacy.
Core Principle 2
- 2.1: MLE is inclusive of all types of media, including digital, visual, and interactive formats.
- 2.3: MLE integrates physiological and psychological responses to media.
Core Principle 5
- 5.1: MLE emphasises personal experiences as a lens for media interpretation.
Core Principle 6
- 6.1: MLE encourages responsible and active digital citizenship.
- 6.3: MLE promotes collaboration and dialogue.
Core Principle 7
- 7.1: MLE highlights both the benefits and risks of media.
Differentiate the lesson by assessing the group work. Modify instruction as appropriate, based on whether learners can:
- Assign roles and agree on teams.
- Decide on appropriate topic(s).
Options:
- Assign temporary roles for the first session.
- Offer a list of relevant, engaging topics related to the Compulsion risk area.
- Use guiding questions to help groups narrow their focus.
Assess the “Exit pass” to ensure learners have met the following success criteria:
- Explain key concepts of the Compulsion risk area of online safety, and apply this knowledge to real-life situations.
- Create well-organised and engaging media in a collaborative environment.
Next steps:
If some learners didn’t meet the criteria, do the “Top-up” activity in the following section. Discussion about the lesson’s themes can be continued at home, by setting the extension task as homework.
Important Note:
If this lesson is part of the eSmart Digital Licence, you’ll need to ensure that all learners have met the success criteria before accessing the Digital Licences.
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