Lesson 2 – When Online Sharing Goes Wrong

• Junior Cycle SPHE Short Course Strand 3:
  Team up: The relationship spectrum
  Junior Cycle SPHE Modules: Relationships and sexuality; friendship

Some students with general learning disabilities may struggle to access the animation, due to its abstract nature. To enable these students to access the animation, provide an introduction to the animation, explaining the context and topic addressed.Writing a diary entry can be challenging for students with literacy difficulties. For Activity 2, use the differentiated worksheet 2.1 (b) to assist students who may have slow processing or memory difficulties in figuring out the main points. Students with SEN may have difficulty in reading aloud. Avoid putting pressure on individual students to read aloud.

• For Your Eyes Only video animation (available to watch and download at www.webwise.ie/lockers)
• Worksheet 2.1: Why did they share pictures?
• Worksheet 2.2: Dear Diary
• Methodologies: Video analysis, reflective diary writing

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’s 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 underage sexual activity, you will be obliged to report the incident to the Designated Liaison Person. It is best to try to avoid discussing real cases, familiar to the students, and instead to focus discussions on the cases presented in the lessons.

• STEP 1: Explain to the students that today’s class will focus on how incidents of non-consensual sharing can affect those involved. The lesson will also begin to consider how to help those involved in incidents of harmful non-consensual sharing.
• STEP 2: After watching For Your Eyes Only (www.webwise.ie/lockers), students will create short fact files for each of the characters featured in the film using Worksheet 2.1 (a) or (b) (there are two versions of the same worksheet. Worksheet 2.1 (a) is intended for the majority of students while Worksheet 2.1 (b) is intended for students with SEN). These profiles will help the students to empathise with those involved in upsetting incidents of non-consensual sharing.
• STEP 3: In pairs, students will then discuss how they think the different characters might feel and consider what might have caused them to do what they did.

• STEP 1: Get students to reflect on For Your Eyes Only (www.webwise.ie/lockers) by writing a diary entry (using Worksheet 2.2 (a) or (b)) from the perspective of Bronagh.
• STEP 2: After completing the activity, students will read the diary entries to each other and discuss the issues raised.
• STEP 3: Students will specifically discuss what could be done to help victims in coming to terms with incidents of non-consensual sharing of intimate content. Be sure to direct students to the support services available in the school and to the helping organisations listed in Appendix 2.