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Storytime: "Swoosh, Glide, and Rule Number 5"
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: "Swoosh, Glide, and Rule Number 5"
Students learn online safety through 'Swoosh, Glide, and Rule Number 5' story time, addressing internet use with family and friends.
Lesson Details
Contact
About this Risk Area
When potentially harmful contact is initiated by others online, including strangers who may pose risks such as exploitation or identity theft.
Example topics:
- Online privacy and security practices, including setting strong passwords and managing privacy settings.
- Recognising and responding to online threats, such as phishing scams and identity theft.
- Establishing boundaries for online interactions and understanding the risks of sharing personal information online.
- Seeking help and reporting inappropriate or harmful online behaviour to trusted adults or authorities.
The resources for this risk area support learning in relation to safe online communication, privacy settings, and establishing boundaries for interacting with others on the internet.
Note: You can find all the materials for this story time activity free on the eSafety Commissioner website. This includes the e-book, videos with sign language interpreters, and more
In this activity, we'll read a story called "Swoosh, Glide, and Rule Number 5" about two friends who have a sleepover with their cousins. While they're using screens, some unexpected things happen, and they have to make good choices about using the internet safely.
Learning Intentions
Learning intentions & success criteria
Learners will:
- Learn to spot situations online where our personal information and privacy might be in danger.
- Find out what to do when something unexpected or scary happens on a screen, and who to ask for help.
These intentions are evidenced when learners can:
- Identify at least one online situation where their personal information or privacy might be in danger, demonstrating an understanding of potential risks.
- Articulate at least one action to take when they encounter something unexpected or scary on a screen, such as closing the app or website.
Educators will:
- Develop skills in using storytelling to engage learners in discussions about online safety.
- Guide learners in articulating appropriate actions to take when encountering unexpected or scary situations on screens.
These intentions are evidenced when Educators can:
- Ensure that learners actively engage with the story, participating in discussions about characters' choices and relating them to their own experiences.
- Observe that learners can articulate at least one appropriate action to take when faced with unexpected or scary online situations, demonstrating comprehension of safety measures.
Curriculum Alignment
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.
- Responsible decision-making: The abilities to make caring and constructive choices about personal behaviour and social interactions across diverse situations.
- Self-management: The abilities to manage one’s emotions, thoughts, and behaviours effectively in different situations and to achieve goals and aspirations.
Help your learners earn a FREE eSmart Digital Licence!
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Compulsion
About this Risk Area
Addresses excessive use of digital devices or online activities which can impact children's mental health, academic performance, and social relationships.
Example topics:
- Understanding the importance of balanced screen time.
- Developing healthy habits for managing digital device use and prioritising offline activities.
- Setting boundaries and practicing self-regulation when it comes to online gaming, social media, and other digital activities.
The resources for this risk area promote healthy relationships with technology and encourage positive social and emotional wellbeing.
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Content
About this Risk Area
The material children may come across online, including inappropriate or harmful content.
Example topics:
- Strategies for avoidance and help-seeking in relation to problematic and/or offensive content.
- Recognising and critically analysing misinformation, fake news, and clickbait.
- Understanding the impact of online content on emotions, attitudes, and behaviours.
- Respecting intellectual property rights and understanding copyright laws.
The resources for this risk area provide guidance on navigating and critically evaluating online material.
Explore pop-up ads as a form of digital advertising through storytelling and roleplay.
Content
About this Risk Area
The material children may come across online, including inappropriate or harmful content.
Example topics:
- Strategies for avoidance and help-seeking in relation to problematic and/or offensive content.
- Recognising and critically analysing misinformation, fake news, and clickbait.
- Understanding the impact of online content on emotions, attitudes, and behaviours.
- Respecting intellectual property rights and understanding copyright laws.
The resources for this risk area provide guidance on navigating and critically evaluating online material.
Learners manipulate images using digital devices or traditional arts, laying the groundwork for media literacy concepts.