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.

Storytime: "Raymond the Raccoon Misses His Friends"

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Storytime: "Raymond the Raccoon Misses His Friends"

Students explore the importance of balanced digital device usage and encourages face-to-face social interactions.

Year levels

Years F-2

Duration

minutes

Key activities

Storytelling

Arts & Crafts (Digital Option)

Lesson details

Risk areas

Topics

Healthy Tech Habits

Managing Screen Time

Online Respect & Empathy

Subject

English

‍‍Note: This activity requires your class to have access to the book “Raymond the Raccoon Misses His Friends”, by Jesse Hewitt and Julian Steincke. The book can be sourced from your school or public library, or purchased via the official Raymond the Raccoon website.

In this story time activity, students explore the concept of balance in relation to the healthy use of digital devices. The class is introduced to Raymond the Raccoon, who is searching for his friends in the forest. When he finds them, they are engrossed in screens and too busy to play. Raymond’s journey to win back his friends highlights and reinforces the idea of balance, and the importance of maintaining relationships and connection.

Learning Intentions

By completing this activity, our class intends to: 

Identify some of the ways that using devices can affect our emotions, and the emotions of others.
Understand the idea of “balance” in relation to the use of screens and digital devices.

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Curriculum alignment

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.

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Foundation: General Capabilities

Personal and Social Capabilities 

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Reflective Practice:

Level 1: identify how their choices affect the development of personal abilities and achievements.

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Digital Literacy

Manage Digital Wellbeing:

Level 1: follow adult directions for the use of digital tools at school and home.

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Foundation: English

AC9EFLE01: Share ideas about stories, poems and images in literature, reflecting on experiences that are similar or different to their own by engaging with texts by First Nations Australian, and wide-ranging Australian and world authors and illustrators.
AC9EFLE02: respond to stories and share feelings and thoughts about their events and characters
AC9EFLY02: Interact in informal and structured situations by listening while others speak and using features of voice including volume levels
AC9EFLY05: Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning to understand and discuss texts listened to, viewed or read independently

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Year One: General Capabilities

Personal and Social Capabilities 

Reflective Practice:

Level 2: Describe what they have discovered about themselves by engaging with feedback.

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Digital Literacy

Manage Digital Wellbeing:

Level 2: Follow agreed rules for the healthy use of digital tools and apply them at school and home.

Year One: English

AC9E1LE02: Discuss literary texts and share responses by making connections with students’ own experiences.
AC9E1LE03: Discuss plot, character and setting, which are features of stories.
AC9E1LY02: Use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions.
AC9E1LY05: Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning when listening, viewing and reading to build literal and inferred meaning by drawing on vocabulary and growing knowledge of context and text structures.

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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.

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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.

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