TEACHER & RESOURCES
STUDENT
TO
NOTES
ACCOMPANY
‘BEING
VICTOR’
UNIT 2:
ONLINE
IDENTITY
Curriculum Areas
PSHE, Tutorial
LESSON 3:
ONLINE BEHAVIOUR
Age
Group
11-16
To support the on-line teen soap ‘Being Victor’, TrueTube have developed a series of 20
lesson plans that fit into 5 themes in the PSHE curriculum
The themes are:
1
2
3
4
5
Relationships
Online Identity
Sex & Promiscuity
Depression
Young Carers
There are 4 lessons in each Unit. Each lesson can be used separately and can be completed by a
class in 45-60 minutes, or extended and adapted to suit personal priorities and curriculum needs
This pack contains a Teacher Sheet and a Student Sheet for:
Unit2: Online Identity
Lesson2:
Online Behaviour
Like all lessons in the Being Victor lesson pack series, this lesson uses as its stimulus the CTVC
series Being Victor and a range of issue-based films from the TrueTube website. Both provide
entertaining and engaging media to involve the target youth audience in frank discussions and
explorations of the social and moral issues that are important in their lives. It is suggested that
this Lesson be incorporated into schemes of work in PSHE and/or used, as appropriate, in
tutorial sessions. To facilitate this, the Lesson can be completed in 45 minutes but could also be
extended and adapted to suit personal priorities and curriculum needs.
Being Victor is the story of Vinnie Dupe and his online alter-ego Victor Sage. A ten-week online
live action teen drama, it follows the lives of Vinnie and his friends as they cope with college,
family, work and the nightmarish rules of teenage life. The content of the drama has been
developed to tackle hard issues and give young people a forum to stimulate thought, dialogue and
debate around these issues. The series is accompanied by Victor’s Blog that went live 10 weeks
before broadcast in order to help create the back-story it continues live alongside the episodes.
http://www.victorsblog.co.uk
TrueTube is a free, award-winning, website which uses real-life stories and issues to encourage
teenagers to explore and debate the world of morality, ethics, politics and religion. TrueTube
brings to life the subjects at the heart of Secondary Education using short-form, web-based video
and multimedia technology. The site encourages teenagers to find their voice as they explore
their own value systems and those of their peers around the corner and across the world.
Teachers can use the site as a catalyst to encourage classroom discussion and as a tool to aid
learning through audio-visual media. As well as the resources here, the site offers a range of
targeted teaching resource packs which include Lesson plans and Lessons which fit with the
QCA2007 curriculum. Because streaming media in an educational environment is not always
practical, most of the films on TrueTube are downloadable as MPEG-4’s. These files are
automatically associated with QuickTime and you will need this in order to play back films you
have downloaded.
To access the films and learn more about True Tube visit: www.truetube.co.uk
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The aims of these sites support the stated aims of the National Curriculum at Key Stages 3 and 4
PSHE: Personal wellbeing.
‘Personal wellbeing helps young people to embrace change, feel positive about who they are and
enjoy healthy, safe, responsible and fulfilled lives. Through active learning opportunities students
recognise and manage risk, take increasing responsibility for themselves, their choices and
behaviours and make positive contributions to their families, schools and communities.
As students learn to recognise, develop and communicate their qualities, skills and attitudes, they
build knowledge, confidence and self-esteem and make the most of their abilities. As they explore
similarities and differences between people and discuss social and moral dilemmas, they learn to
deal with challenges and accommodate diversity in all its forms. The world is full of complex and
sometimes conflicting values. Personal wellbeing helps students explore this complexity and
reflect on and clarify their own values and attitudes. They identify and articulate feelings and
emotions, learn to manage new or difficult situations positively, and form and maintain effective
relationships with a wide range of people. Personal wellbeing makes a major contribution to the
promotion of personal development.’
National Curriculum Programmes of Study PSHE: Personal Wellbeing
The full list of Units and Lessons for the Being Victor lesson plan series is:
Unit 1 Relationships
 Teacher Notes
 Lesson 1 Belonging
 Lesson 2 Peer Pressure
 Lesson 3 Friends and Family
 Lesson 4 Resolving Differences
Unit 2 Online Identity
 Teacher Notes
 Lesson 1 Better Than Real Life
 Lesson 2 Meeting Online
 Lesson 3 Online Behaviour
 Lesson 4 Cyberbullying
Unit 3 Sex and Promiscuity
 Teacher Notes
 Lesson 1 Attitudes to Sex
 Lesson 2 Risky Business
 Lesson 3 Designing the Sex Education Curriculum
 Lesson 4 Saying ‘No’ and Meaning It
Unit 4 Depression
 Teacher Notes
 Lesson 1 Emotional Health
 Lesson 2 Understanding Depression
 Lesson 3 Emotional Intelligence
 Lesson 4 The Reality of Suicide
Unit 5 Young Carers
 Teacher Notes
 Lesson 1 What is Caring?
 Lesson 2 The Effects of Caring
 Lesson 3 Awareness
 Lesson 4 Support for Carers
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TEACHER NOTES
2.3
Theme
ONLINE
IDENTITY
Lesson 3 of 4:
ONLINE
BEHAVIOUR
Curriculum Area
PSHE, Tutorial
Age Group
11-16
The following notes give specific background and pointers for teaching the activities as well
as the Key Concepts (National Curriculum) covered.
Symbols Used in student notes/activity outlines
True Tube film(s)
Work sheet
Written task
Group work
ONLINE IDENTITY: Online Behaviour
45 MINUTES
Learning Objectives
 Understand that online behaviour has potentially far-reaching consequences
 Explore personal values that underpin online behaviour
 Create a personal code of conduct for social interaction online
Resources
 Sheet 2.3 Rules of Engagement in a Virtual World
 Access to TrueTube website either on individual PCs (or on whiteboard)
Curriculum References
KEY STAGE 3
1.1 Personal identities
a. Understanding that identity is affected by a range of factors, including a positive sense of self.
b. Recognising that the way in which personal qualities, attitudes, skills and achievements are
evaluated affects confidence and self-esteem.
c. Understanding that self-esteem can change with personal circumstances, such as those
associated with family and friendships, achievements and employment.
1.3 Risk
a. Understanding risk in both positive and negative terms and understanding that individuals
need to manage risk to themselves and others in a range of situations.
b. Appreciating that pressure can be used positively or negatively to influence others in situations
involving risk.
1.4 Relationships
b. Understanding that people have multiple roles and responsibilities in society and that making
positive relationships and contributing to groups, teams and communities is important.
KEY STAGE 4
1.1 Personal identities
a. Understanding that identity is affected by a range of factors, including a positive sense of self.
b. Recognising that the way in which personal qualities, attitudes, skills and achievements are
evaluated affects confidence and self-esteem.
c. Understanding that self-esteem can change with personal circumstances, such as those
Page | 3
associated with family and friendships, achievement and employment.
1.3 Risk
a. Understanding risk in both positive and negative terms and understanding that individuals
need to manage risk to themselves and others in a range of personal and social situations.
b. Appreciating that pressure can be used positively or negatively to influence others in situations
involving risk.
1.4 Relationships
b. Understanding that people have multiple roles and responsibilities in society and that making
positive relationships and contributing to groups, teams and communities is important.
Discussion Points
 Ask students to jot down 3-5 key personal values, for example, treating others as you’d
like to be treated yourself.
 Work on a class definition of etiquette and discuss why it is important in developing
positive relationships with others.
 Discuss how, masked by the internet, people can behave differently. Talk about the sort
of changes that may occur with the increased confidence anonymity can give.
 Encourage students to reach a group consensus when creating their lists of rules for
good internet behaviour.
 Ask students to share how they think characters in Being Victor transgressed their rules
and what the consequences were for family and friends. Encourage them to think as
widely as possible, for example, thinking about how Danny’s relationship with Eva
changes.
Reading/Extras
Ask students to consider their own online behaviour. In pairs they can discuss whether they
have ever broken any of the rules they have just compiled and if so, the consequences for
themselves and others.
Key Charities – Useful Information and Support
http://www.internetsafetyzone.co.uk
http://www.childnet.com
http://www.getsafeonline.org
http://www.bullying.co.uk
http://bullyingonline.org
http://yp.direct.gov.uk/cyberbullying
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STUDENT
SHEET
Unit 2
Lesson 3
Online Identity: Curriculum
Online
Area
Behaviour
PSHE, Tutorial
Online Behaviour
Learning Objectives
 Understand that online behaviour has potentially far-reaching
Total Time
45 minutes
consequences
 Explore personal values that underpin online behaviour
 Create a personal code of conduct for social interaction online
Resources:
Access to TrueTube website either on individual PCs (or on whiteboard)
Sheet 2.3 Rules of Engagement in a Virtual World
10 minutes
Introduction
1.
2.
3.
20 minutes
Main Activity
1.
2.
3.
15 minutes
Watch the True Tube film, Netiquette [2:14] in Society / Technology
and then read the advice offered on the Debretts website (referred to in
the film): www.debretts.com/etiquette/communication/online
How far do you agree with the rules? Do they go far enough?
Working as a pair or in a small group, create your own guide to
‘netiquette’. Aim for ten golden rules. Where you don’t all agree try to
negotiate some form of consensus.
Plenary and Reflection
1.
2.
Page | 5
What does ‘etiquette’ mean? How do you think your personal values
inform how you relate to people? What would you say are your main
personal values?
Discuss with a partner the etiquette of communicating online – what are
your Dos and Don’ts? Would you say you are a different person online? If
so, in what way and how does this change the way you relate to others
virtually?
Share some of your ideas with your class. Explain why you think many
people behave differently online than in a face-to-face situation. You
might watch Episodes 4 and 5 of Being Victor at MTV.co.uk/Being Victor
or Truetube.co.uk and think about why Vinnie adopts the alter ego of
Victor.
Taking your list of rules, which ones did characters in Being Victor ignore
and what were the consequences for them, their friends and their family.
You can record your thoughts on Sheet 2.3 Rules of Engagement in a
Virtual World.
Compare your results with someone else. Finally consider whether,
having looked at the behaviour in Being Victor, you would change or add
to your rules.
Sheet 2.3
Rules of Engagement in a Virtual World
First, record your agreed rules. Say which of the characters in Being Victor
break these rules and how. Finally, look at the consequences of this lack of
‘netiquette’. Think as widely as possible about the effects on all the characters.
Golden Rules
1
Transgressed by ... How ...
Consequences
2
3
4
5
6
7
8
9
10
Having thought more about what happens in Being Victor, would you add to or
change any of your rules?
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