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���˿��� Teach > Primary Resources > Online safety > Online relationships

Video summary

In this animation featuring two cartoon dogs, one of them shares a photo of the other without permission. The sharer thinks the meme is funny, but the character whose photo has been shared is embarrassed and upset. They ask for the photo to be deleted, by which point it has already been shared online and goes viral.

Video: 1 mins 58 secs

Learning objectives

• 'I can explain the importance of giving and gaining permission before sharing things online; how principles of sharing online is the same as offline e.g. sharing images and videos’

• ‘I can explain how content shared online may feel unimportant to one person but may be important to other people’s thoughts feelings and beliefs’

• ‘I can explain that taking or sharing inappropriate images of someone (e.g. embarrassing images), even if they say it is okay, may have an impact for the sharer and others; and who can help if someone is worried about this.'

Glossary

• Post: to publish text, images or videos online or in a digital space
• Blog: diary-style text published on a website
• ‘L�����’: to engage and react with something positively online by pressing a button, such as a ‘thumbs up’
• Viral: for a post to be circulated widely among a large audience, usually with a large number of people from all around the world interacting with or viewing the post.

Topic introductions and starters

Before the video:

• Ask pupils to discuss with a partner or small group what they think a meme is, and write a definition

After the video:

• Check the meaning of the word ‘meme’ and compare to what pupils wrote before watching the video – create a shared class definition
• Go through any new or technical vocabulary – make a class list and share definitions – eg. post, blog, re-blog, ‘like’, viral, etc
• Watch the video again and pause to clarify what is being explored in each section – ask pupils to write brief notes at each pause point
• Make a list of things where we usually ask permission offline – borrowing a book, coming around to visit, going on a school trip
• Make a similar list of things we should be checking permission/consent for in our online lives – explore how to get that permission

Discussion Points

• Why do we need to ask permission for things offline? To stay safe? To respect property? To give people a chance to express their feelings?

• Why do people find images/videos of themselves embarrassing? Worry people will laugh at them? Don’t feel good about their appearance?

• Is asking permission or asking for consent to post a picture of someone else always necessary online? What about if you are sure someone won’t mind? What if it’s really funny? Surely it’s OK if the person looks really good in the image?

• What does going viral mean? Is it the same as getting a computer virus? Is it always a bad thing? Does it make you ‘famous’?

• Are people always honest about how they feel? Would they give permission even if they felt embarrassed by the image? Why?

Fillers and fast finisher activities

• Write an account of the events in the video in the first person – from Will’s point of view and also Ainslie’s – compare the two
• Add speech bubbles to video screenshots to show what the characters might be thinking – this might be different to what they are saying out loud
• Create a memorable slogan to remind people about getting permission and feeling strong enough to say no to giving consent.

Signposting potential homework activities

• Create your own comic strip starring Will and Ainslie covering the same issue as the video – or use different characters
• Create a ‘top tips’ poster to remind people what could happen if you share an image that makes someone unhappy
• Make a checklist of things that some people might funny but that could also be embarrassing for anyone in the image/video.

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