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Story Time: “Oh, No… Hacked Again!” by Zinet Kemal
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.
Story Time: “Oh, No… Hacked Again!” by Zinet Kemal
Overview
Note: This activity requires your class to have access to the book “Oh, No… Hacked Again! A Story About Online Safety” by Zinet Kemal. The story is recommended for ages 6-12. Check with your library, or, hardcover versions can be purchased via various stockists such as Booktopia.
In this story time activity, students explore a range of preventative measures that aim to protect against being hacked. “Oh, No… Hacked Again!” is a story about Elham, an eight-year-old girl who plays online games. While she loves playing online, Elham struggles with making safe decisions regarding her cyber security. Throughout the story, Elham leans on her mum and siblings to help stay safe while navigating online spaces.
This activity is relevant for:
- Students who are engaging in online activities such as gaming, social media, or using messaging services to connect with family and friends.
- Helping students to identify situations where they should ideally seek support before offering personal information, or enacting other security risks.
- Expanding notions of what “hacking” is and how it presents online, and the possible impacts of these activities.
This lesson is part of the FREE digital licence program
Learning Intentions
By completing this activity, our class intends to:
- Discuss the meanings and possible impact of being hacked.
- Identify a range of protective and help-seeking strategies in relation to cyber security and potentially harmful contact that is made by others online.
Lesson Instructions
Activity Setup
Download the “Student Activity Pack” from the Resources section. This worksheet can be printed and pasted into student workbooks, or, it can be distributed digitally using Google Classroom or similar.
Download the “Educator Tip Sheet”. This resource can be used to support and guide student discussion by offering tips in relation to the themes discussed in the book.
What (or Who) is a Hacker?
Direct students to the Activity Sheet. Students will fill in the "Wanted" poster for a hacker, by drawing a picture of what they think a hacker looks like. Students will explain what the hacker has done, and how their actions have impacted others.
Once complete, ask for volunteers to describe their hacker to the class. As they are explaining their character, write a list on the board that summarises all the things that hackers are thought to do online. Refine student understanding about what hackers are, and what they do, throughout the course of the discussion. Discussion points might include:
- Hackers are individuals who use their technical skills to gain unauthorised access to computers, networks, and data.
- White Hat Hackers use their skills to improve security by finding and fixing vulnerabilities in systems. Black Hat Hackers are malicious hackers who exploit vulnerabilities for personal gain, such as stealing data, damaging systems, or spreading malware.
- Hackers can create and distribute malware (viruses, worms, Trojans) to damage or gain control of systems, steal information, or spy on users.
- By stealing personal information, hackers can impersonate individuals, commit fraud, or access sensitive accounts.
- By installing keyloggers, hackers can record keystrokes on a victim's device to capture passwords, credit card numbers, and other sensitive information.
- Hackers can listen in on unencrypted communications to gather information or spy on conversations.
- Hackers, sometimes state-sponsored, infiltrate organisations or government systems to steal sensitive information or gain strategic advantages.
Read the Story
Read “Oh, No… Hacked Again! A Story About Online Safety” by Zinet Kemal.
Throughout the story, the following questions can be used as discussion prompts, or, they can be utilised as a post-story discussion depending on preference. The “Hacked Again: Teacher Resource” offers recommendations and tips in relation to these questions.
- What do you think might happen next?
- Have you heard of situations like this happening before?
- What would you do if you found yourself in this scenario?
- How do you think [this character] must be feeling right now?
- What would you hope a trusted adult would do in that situation?
- What is one tip we can take away from what happened to Elham in this instance (and repeat throughout).
Exit Pass
Following the story and discussion, ask students to write down on their worksheets at least three strategies for keeping safe online.
Ask students to share their strategies, and refine the discussion as necessary by referencing security tips from the “Educator Tip Sheet”.
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.
Years 3 and 4: General Capabilities
Managing online safety:
- Level 3: Report negative or harmful online behaviour by seeking help from trusted adults.
Year 3: English
- AC9E3LE02: Discuss connections between personal experiences and character experiences in literary texts and share personal preferences.
- AC9E3LE04: Discuss the effects of some literary devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose.
- AC9E4LE02: Describe the effects of text structures and language features in literary texts when responding to and sharing opinions.
- AC9E4LE04: Examine the use of literary devices and deliberate word play in literary texts, including poetry, to shape meaning.
CASEL Framework
The CASEL 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-management: The abilities to manage one’s emotions, thoughts, and behaviours effectively in different situations and to achieve goals and aspirations.
- Responsible decision-making: The abilities to make caring and constructive choices about personal behaviour and social interactions across diverse situations.
My Time, Our Place – Framework for School Age Care in Australia
The aim of My Time, Our Place: Framework for School Age Care in Australia (the Framework) is to assist 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 2: Children and young people are connected with and contribute to their world.
Children and young people develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary as active and informed citizens.
This is evident when children:
- Understand the concept that while digital technology can connect us, it is also vitally important to maintain our face-to-face and interpersonal connections too.
Related Resources
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This hands-on activity explores AI-generated images and ethical considerations, teaching students media literacy skills to distinguish between AI and human-created media while creating their own AI images.
This activity is relevant for students engaging in online activities such as gaming, social media, or messaging services, helping them identify when to seek support before sharing personal information, expanding their understanding of hacking and its impacts.