Kind Online, Strong Offline

You need: a ball of wool or string · paper footprint cut-outs · a made-up message written on a card · sticky notes

1. Sit in a circle. The first person holds the wool and reads the made-up message.
2. They 'send' it to a friend by passing the wool while holding on to the end. That friend 'screenshots' it and passes it on.
3. Keep going for eight passes. Each person writes on a sticky note who they are (friend, friend's cousin, stranger, future employer).
4. Now try to 'unsend' it: can you wind the wool back without everyone letting go?
5. Lay footprints along the path to show the trail the message left.

How you'll know: You can explain persistence, visibility, spreadability and searchability using your own web of wool.

Go further: Work out how many people could see it after five passes if each person shows three more.

You need: a deck of about 80 content cards in five categories (sport, animals, gaming, food, music) with a coloured corner for each · a feed sheet for each student · the teacher as 'the algorithm'

1. Each student gets five random cards: their first feed.
2. Mark the cards you would 'like', 'watch to the end' or 'scroll past'.
3. The algorithm (the teacher) collects the sheets and deals your next five cards, giving you more of the categories you engaged with.
4. Repeat for five rounds and record how many of each category you get each round.
5. Compare feeds: who ended up with only one or two categories? What did you stop seeing?

How you'll know: You can explain that feeds learn from clicks, likes and watch time, and why that can narrow what you see.

Go further: Add a 'sponsored' card the algorithm must slip in every round. How does advertising change the feed?

You need: a long rope or tape line on the floor · scenario cards (made-up names) · two end signs: 'friendly banter' and 'bullying'

1. Read each card aloud and place it along the line.
2. Use Netsafe's signs to argue your position: Is only one person laughing? Does it shame someone? Is it about their identity? Does it keep happening?
3. Move a card if someone gives a strong reason.
4. Pick the three hardest cards and write what someone could say or do in each.

How you'll know: You can give reasons for where a card goes, and name clues that a joke has crossed a line.

Go further: Rewrite one bullying card so the same group has fun without anyone being the target.

You need: scenario cards: borrowing a hoodie, posting a group photo, adding someone to a chat, joining a game, touching someone's hair · a phrase bank · an observer checklist

1. In threes, choose roles: asker, answerer and observer.
2. The asker asks clearly. The answerer says yes, no or 'not sure'.
3. Replay with a twist: the answerer changes their mind partway through ('Actually, please don't post it').
4. The asker practises accepting it: 'No worries, I'll delete it.'
5. The observer ticks the checklist: clear ask, clear answer, respectful response, no pressure.
6. Swap roles until everyone has had each one.

How you'll know: You can ask, answer and accept a change of mind without pressure or sulking, and explain why that builds trust.

Safety: Keep scenarios everyday and non-sexual. Anyone can pass. No touching in the role play; describe the action instead.

Go further: Add a power imbalance (an older student, the team captain). What makes saying no harder, and what helps?

You need: a device with a free photo editor (school-approved) · an apple, a shoe or a toy · a change log sheet

1. Take a plain photo of your object in normal light.
2. Edit it to look 'perfect': brightness, colour, smoothing, cropping, stretching, a filter.
3. Record every change on your change log.
4. Put the before and after side by side. Could a stranger tell it was edited?
5. Discuss: if this can happen to an apple in five minutes, what might happen to photos of people made by professionals?

How you'll know: You can list at least five ways images are changed and explain why comparing yourself to edited images isn't a fair comparison.

Safety: Photograph objects only, not people. Delete the photos from shared devices afterwards.

Go further: Find out whether any countries require labels on edited advertising images and debate whether Aotearoa should.

You need: toy or clothing catalogues, sports news pages or printed ads · a tally sheet · coloured pens

1. Choose a category: sports coverage, toy catalogues or ads.
2. Tally who is shown and what they are doing: boys and girls, ages, cultures, disabled people, body types, active or passive.
3. Total your tallies and draw a simple bar graph.
4. Discuss: which groups are missing? What might a young person learn about 'people like me' from this?
5. Write one question you would ask the people who made it.

How you'll know: You can back up a claim about stereotypes with your own data and explain how they can become expectations.

Go further: Compare women's and men's sport coverage on the same news site for one week.

You need: large paper · sticky notes in four colours · scenario cards

1. Start the flowchart with 'I notice something unkind'.
2. Add a safety check: 'Am I safe to act?'
3. Add choices: distract, check in privately with the person, speak up, don't join in or share, report, tell a trusted adult.
4. Test your flowchart on three scenario cards. Does it lead somewhere helpful every time?
5. Add a final step: follow up with the person later.

How you'll know: Your flowchart gives a safe, practical option for every test scenario.

Go further: Make a version for younger children with pictures instead of words.

You need: a class-chosen game (kī-o-rahi, four square, cards, poi) · a reflection sheet

1. As a class, plan a screen-free lunchtime with a game everyone can join.
2. Invite someone who often plays alone to join.
3. Afterwards, rate how connected you felt from 1 to 5, privately.
4. Discuss what made the game welcoming, and what you'd change next time.

How you'll know: You can name specific actions that made people feel included.

Safety: Choose games suited to the space; warm up first.

Go further: Run it weekly and invite another class.