Learning Outcomes:
Students will be able to identify how online sexual
coercion and extortion occurs and how it affects
young people emotionally, and respond in an
empathetic and effective manner.

Junior Cycle SPHE Framework: Relationships
and Sexuality Education; Personal Safety

SPHE Short Course: Strand 3: Team Up – The
Relationship Spectrum; Sexuality, Gender
Identity and Sexual Health

Resources: Anna’s Story video, Anna’s Story handout (both
available at www.webwise.ie/beinctrl), worksheets
2.1 and 2.2, walking debate signs (optional)

Embedding Digital Technologies: 
Schools with access to digital devices (e.g. tablets,
laptops, phones) can capture student responses on
relevant worksheets using a variety of web-based
tools (e.g. Padlet, Mentimeter, etc).
Some opportunities for this are highlighted
by the logo to the right.

Methodologies: Video analysis, reading comprehension, group work,
discussion, walking debate (optional), reflection/
application.

Differentiating this lesson for students
with SEN:

Differentiated worksheets (‘a’ versions) are provided to
assist students who may have slow processing or memory
difficulties in figuring out the main points. Students with
SEN may have difficulty reading aloud; avoid putting
pressure on individual students to read aloud.
Some teenagers with SEN may lack social judgement and
find it difficult to comprehend right from wrong or the
criminality of the online sexual coercion and extortion of
children. This is particularly pertinent as these students
need to develop the skills to protect themselves. SESS
provide training in Social Stories www.sess.ie/course/
social-storiestm.

Scaffolding may need to occur to enable students with SEN
to participate in the walking debate.

Teachers Note:

It is advisable to read the best-practice
guidelines before engaging in lesson delivery.
Before leading any of the activities included
in this resource, it is important that you have
established clear ground rules with the class
and that students see the SPHE class as an open
and caring environment. Take the time to outline
the supports available to students (both inside
and outside of school), should they be affected
by any of the issues discussed in the class and
need to talk to someone. Highlight the fact that
if there are any disclosures indicating abuse
or underage sexual activity, you are obliged to
report the incident to the Designated Liaison
Person (usually the Principal). Avoid discussing
cases familiar to the students, focus discussions
on the story of Anna and George presented in
the lessons.

Explain to students that today’s lesson
will explore how young people can be
manipulated by someone they have met
online, focusing on Anna’s story. The
lesson will also consider the emotions
involved in incidents of online sexual
coercion and extortion and how they can
impact on young people.
Prior knowledge of the full Say No!
video is recommended for giving
context to Anna’s story. A recap of this
would be useful before completing
worksheet 2.1 or 2.1a for students to
gain a fuller understanding of the
background to Anna’s Story e.g.
how Mark gains Anna’s trust.

After watching Anna’s Story and reading the handout

(www.webwise.ie/beinctrl), it may be useful to re-
cap key definitions from the previous lesson – online

communication, online sexual exploitation, coercion
and extortion.

Distribute worksheet 2.1 or 2.1a – Warning Signs – and
divide students into small groups.
This activity will allow students to identify what Mark said
and did that were warning signs of his true intentions.
This will raise awareness of safe and unsafe online
communication among students.
Take feedback from each group and reference information
from the full Say No! video and the ‘Warning Signs’ slide
from the presentation in the previous lesson.