Ways to say “no”: A roleplay lesson
Overview
In this lesson, learners will learn the important skill of saying "no" online in a strong and respectful way. Through discussion and roleplay, they will practice how to establish boundaries by recognising the importance of saying no in problematic online scenarios. This lesson is particularly well-suited for young learners who participate in online games.
Empowering learners to confidently navigate online interactions will not only help them stay safe while playing games, chatting, or browsing, but also instill a sense of respect for themselves and others in all digital communications.
Setup
- Project the lesson slides onto a central screen. These can be found in this lesson plan pack, or downloaded as a PowerPoint in the Resources section of the lesson page.
- (Optional) Provide a digital version of the presentation for learners using assistive technology.
- A space that is big enough for small groups/pairs to play.
- (Optional) A quiet space for students who may feel overwhelmed by loud noises or crowds, which may occur during group play.
- (Optional) Drawing materials/playdough or communication boards for learners who require alternative means of expression.
This lesson is part of the FREE digital licence program
Learning Intentions
Learners will:
- Learn when to say "no" online.
- Practice saying "no" in strong and respectful ways in response to online scenarios.
These intentions are evidenced when learners can:
- Identify at least one online situation when it is best to say “no”, either to themselves or others.
- Explain how saying “no” can keep them safe in at least one online situation.
Educators will:
- Deepen their understanding of the significance of teaching young learners how to establish and communicate boundaries effectively in online environments.
- Learn strategies to empower learners to navigate online interactions confidently, fostering a culture of respect and safety in digital communications.
These intentions are evidenced when educators can:
- Successfully lead discussions that help learners recognise when and why it’s important to say "no" online.
- Assist students in identifying at least one online scenario where saying "no" is necessary, ensuring they understand the context and importance of their response.
Lesson Instructions
Introduce the lesson
Discussion: Should we say “yes” or “no”?
- Using Slide 1, discuss if it would be appropriate to say “yes” or “no”, and explain why.
- All answers are “no”.
- Explanation: It’s important to say "no" when we feel uncomfortable, unsafe, or when something could hurt us or others.
Create a list: How we know to say “no”?
- What tells us when to say “no”? Create a class list of signals.
- Prompts are provided on Slide 2.
- Discuss signs, bodily sensations or feelings like worry or anxiety.
Differentiate the lesson by assessing the discussion. Modify instruction as appropriate, based on whether learners can:
- Identify that "no" is the appropriate response to the scenarios.
- Relate to the use of devices presented in the scenarios.
Options:
- Relate the idea of saying “no” to offline experiences, for instance in the playground.
- Customise the online scenarios to reflect diverse experiences.
- Pair students with different abilities together to provide support and encouragement.
- Run the next activity as a guided discussion before moving on to roleplay.
Main activity
Note: students can record their performances on tablets to play back to the class, rather than performing live.
Assign scenarios, or have learners create their own.
- Split into small groups/pairs.
- Give each group/pair a scenario (Slides 3-4).
10 minutes: Develop the scenario.
- Come up with a story around the scenario that demonstrates how they would say “no” in the situation and why.
Invite volunteers to perform (or discuss).
- After each scenario, discuss how saying "no" was handled.
- Use the “Five rules” tips in the Educator lesson notes to help guide discussion.
Observe activity participation. Modify instruction if learners struggle to:
- Stay on task; too much free play, or completely off topic.
- Identify or explain why saying ”no” is important in the scenario offered.
Options:
- Bring the class together. Choose a scenario and discuss why saying "no" is important, before they continue working.
- Model a short example of saying “no” in a related scenario to provide a concrete reference.
Exit pass
Discussion: Thumbs up for “agree”, thumbs down for “disagree”.
- Read the statements on Slide 5.
- Invite volunteers to explain why they agree or disagree, and why. Discuss as a group.
- If some learners struggle with the concepts, consider a breakout group to work on the “Top-up” activity on Slide 6.
Assess the “Exit pass” to ensure learners have met the following success criteria:
- Identify at least one online situation when it is best to say “no”, either to themselves or others.
- Explain how saying “no” can keep them safe in at least one online situation.
Next steps:
If some learners didn’t meet the criteria, conduct the “Top-up” activity provided in the lesson slides. 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.
(Optional) Top-up or extend the lesson
Top-up the lesson
For learners who need more help meeting the learning intentions & success criteria.
Using Slide 6, Present two examples of saying "no" in response to an online scenario. Discuss which response is better and why. Explain that the first response is better because it is clear, confident, and directly states that sharing the address is unsafe. The second response is uncertain and might encourage the stranger to keep asking. Check understanding by returning to one of the scenarios in the main activity ask for an explanation why “no” would be really important.
Extend the lesson
For learners who have met the learning intentions & success criteria, and need a bit more of a challenge.
In class or at home, ask learners to colour in the Conduct Island map provided on Slide 7. Around it, they should write or draw three things they will say "no" to when using technology. Families, carers, or trusted adults can add their ideas. For example, they might write, "I say “no” to too much screen time!"
Conduct Island is part of the eSmart Digital Licence quest. If your class is not already on the quest and would like to explore other islands, please visit be.esmart.org.au/dl/overview.
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.
Foundation: General Capabilities
Personal and Social Capability
Empathy:
- Level 1: Demonstrate an awareness of the needs, emotions, cultures and backgrounds of others.
Foundation: Health and Physical Education
- AC9HPFP02: Practise personal and social skills to interact respectfully with others.
- AC9HPFP04: Explore how to seek, give or deny permission respectfully when sharing possessions or personal space.
- AC9ADRFD01: Use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas.
- AC9ADRFC01: Create art works that communicate ideas.
- AC9ADRFP01: Share their art works with audiences.
Year One: General Capabilities
Personal and Social Capability
Relational Awareness:
- Level 2: Describe ways they can initiate and develop relationships, including identifying how others may feel in a range of contexts.
Year One: Health and Physical Education
- AC9HP2P02: Identify and explore skills and strategies to develop respectful relationships.
- AC9HP2P03: Identify how different situations influence emotional responses.
- AC9HP2P04: Practise strategies they can use when they need to seek, give or deny permission respectfully.
- AC9ADR2D01: Use the elements of drama and imagination in dramatic play and/or process drama.
- AC9ADR2C01: Create and co-create fictional situations based on imagination and/or experience.
- AC9ADR2P01: Share their drama in informal settings.
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.
- Relationship skills: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups.
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 are connected with and contribute to their world.
Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation.
This is evident when children:
- Communicate and demonstrate an understanding that they are a part of a world that shares and communicates using digital technologies.
- Demonstrate an ability to share and respect others’ use of digital technologies.
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