teacher resource pack · project rockit history class here’s the story on how this program came...

INTRO TO PROJECT ROCKIT ONLINE PAGE 1 ABOUT THIS RESOURCE PACK PAGE 5 WORKSHOP 1 RESOURCES PAGE 8 WORKSHOP 2 RESOURCES PAGE 17 WORKSHOP 3 RESOURCES PAGE 26 WHAT NEXT? PAGE 33 EXTRA LINKS PAGE 36

INTRO TO PROJECT ROCKIT ONLINE

PROJECT ROCKIT HISTORY CLASS Here’s the story on how this program came to be. PROJECT ROCKIT is Australia’s youth driven movement against bullying, hate and prejudice. Launched in 2006 by sisters Rosie and Lucy Thomas, PROJECT ROCKIT was built on a simple but powerful vision:

A world where kindness and respect thrive over bullying, hate and prejudice and all young people are free to realise their potential

For the past decade, PROJECT ROCKIT has been sending young people into schools to run strengths-based, interactive and psychologically safe workshops that tackle bullying and empower students to create positive change. What started out as a small grassroots project has now reached hundreds of thousands of young people all over Australia and earned a reputation as the student favourite for several reasons:

• We don’t lecture, preach or judge. PROJECT ROCKIT is about creating real talk on the issues that matter to young people. We take the stance that young people are active agents, creators and leaders in their own world and collaborate to come up with credible strategies to stand up to bullying at school, online and beyond.

• We’re psychologically safe. PROJECT ROCKIT uses drama, role-plays, real life stories and future-oriented group discussion to ensure that while our workshops are impactful and reflective, they are always safe, helpful and positive for students.

• We don’t label people ‘bullies’ and ‘victims.’ PROJECT ROCKIT is built on the principle of unconditional, positive regard. We believe that every person has value, we all have the capacity to grow and to make a positive contribution to those around us. Imposing labels only limits this capacity. For us, bullying is a behaviour

that can be enacted by anyone and for all of us: It’s never too late to change. 😉 • We build social leadership. PROJECT ROCKIT is all about empowering young

people take positive action for what they believe in. By exploring students’ values, ethical reasoning and personal leadership we can mobilise the audience in bullying situations to stand up instead of standing by watching.

Several years in, the PROJECT ROCKIT team started receiving call-outs from different states, cities and regional communities. So, in 2012, we launched PROJECT ROCKIT Online Version 1, which was piloted with over 1500 Year 7-9 students in schools around Australia. We found that the program was highly impactful but limited in its capacity to be accessible on all devices and with a large volume of students. In 2013, the Telstra Foundation generously awarded PROJECT ROCKIT a Social Innovations grant to redevelop the program and build capacity to reach even more students. Over the past few years we’ve tackled this project from every angle to build something that we truly believe in. We’ve sourced guidance from researchers, teachers, psychologists, curriculum designers and of course, young people themselves. Our aim was to provide all Aussie schools (regardless of their geographic location) with the credible, strengths-based anti-bullying education they deserve.

And here it is!

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WHAT TO KNOW BEFORE JUMPING ONLINE:

Designed as an individual digital learning journey, each student will need: ✔ A pair of headphones

✔ A desktop computer/laptop or tablet device

✔ A steady Internet connection

✔ Cost: $10 per head (ex GST)

Here are our TIPS to make running PROJECT ROCKIT Online a breeze:

1. PROJECT ROCKIT Online works at its most optimum with 25-30 students online at once.

2. We recommend flagging the workshops and having a chat with your IT Department about your school’s connection and server capabilities so you can have the smoothest roll-out of the workshops.

3. Jump on into the Online Portal and have a look around the workshops, resources and live data graphs before you run the program in class.

4. Uploading your student login information and having it sent out before you run the workshops will assist in running the program smoother on the day.

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OVERALL OUTCOMES: Students have shown empathy of targets of (cyber)bullying, hate and prejudice.

Students have gained safe, cool and effective strategies for dealing with bullying, cyber bullying and being safer online. Students have explored digital ethics and moral reasoning in relations to privacy, relationships and self-representation.

Students have developed an understanding that leadership is defined by our decisions, not our social status or formal leadership position. Students have determined their top 3 values so to have an awareness of what they stand for.

Students have explored incentives to challenge the status quo and stand up for what they believe in.

WORKSHOP 1: “BULLYING”

1 x 20 minute workshop

“Either you’re part of the problem or part of the solution.”

Students go on a journey from witnessing a common bullying situation, through to being motivated and equipped to tackle similar real-life episodes.

✔ Shown empathy of targets of bullying. ✔ Reflected on the positive impact that the audience can have in bullying situations ✔ Gained some effective strategies for standing up to bullying.

WORKSHOP 2: “CYBERBULLYING”


“There’s a real person behind every screen.”

Exploring cyberbullying, digital citizenship, and ethics of communicating online through a scenario that has students advising a character about “why” not to circulate a private photo -- exploring the complexities of the situation.

✔ Explored digital ethics in relation to privacy, relationships, and self-representation. ✔ Explored they way they judgement and social labels play out online. ✔ Gained strategies for dealing with cyberbullying and being safer online.

WORKSHOP 3: “LEADERSHIP”


“Real leadership is in the decisions we make to live our values.”

The theme of leadership, but rather than using a formal model, we explore the idea that you don’t need to be chosen to be a leader -- leadership is a choice we all have the capacity to make.

✔ Developed awareness that leadership is defined by actions, not social status, or by being given a leadership position ✔ Determined their top 3 values. ✔ Explored incentives to challenge the status quo and stand up for what they believe in.

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REPORTING FEATURES Did you know that you can access valuable insights about student attitudes and learning via the PROJECT ROCKIT Online portal? We’ve collected participant responses to questioning throughout the workshops and ethically stored them at a group level so that you can learn more about your students.

Once you’ve signed into the portal, select “reports” from the main menu and select which question you’d like to explore using the drop-down toolbar. You can download the full dataset as a spreadsheet to share with your colleagues. Or you can view the break-down of responses as a pie graph. To save the pie graph, select ‘print’ from the file menu in your browser then elect to save as .pdf (available in most browsers).

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ABOUT THIS RESOURCE PACK

WHAT IS IT? We have put together this pack to give you, the teacher, exactly what you need to make the most of the PROJECT ROCKIT Online experience in your classroom. In the pages to follow you’ll find resources for each workshop that extend on student learning and generate healthy classroom discussion. We are happy for you to use the resources within your school, however this pack or any portion thereof may not be reproduced or used in any other manner without the express written permission of PROJECT ROCKIT. Here’s some of the cool stuff you’ll find in this pack:

STUDENT EXTRAS At the conclusion of each workshop, special ‘extras’ will become unlocked within the portal, giving students access to additional resources that flesh out ideas explored in the workshop. You can also access these extras within the portal, but we’ve included the most relevant ones in this pack for ease of reference.

STORIES PLUS DISCUSSION QUESTIONS

Each workshop features a story capturing key learning themes. We find that stories offer a helpful avenue to build empathy for different people and share key messages in a non-preachy way. For you, we’ve also provided discussion questions for each one, which will help to unpack the more subtle themes of the story.

SUPPLEMENTARY CLASSROOM ACTIVITIES Our team of PROJECT ROCKIT presenters have devised a supplementary activity for each workshop that can be run during the same class or later. We’ve created this content for the purpose of flexible delivery - we totally understand the brilliant chaos that a classroom environment brings! However, it is important that students complete each workshop before starting on the student extras and supplementary activities contained in this pack. Typically here’s how it will work:

1. Students complete PROJECT ROCKIT Online workshop (15-20 minutes) 2. Students explore ‘extras’ within portal while others complete workshop (5-10 minutes) 3. Class participates in supplementary activity / discussion questions as you see fit (15-30 minutes)

Before we dive into the workshops, you might be wondering, ’what about the parents?’ Well, PROJECT ROCKIT is Australia’s youth driven movement against bullying, hate and prejudice, but we do strongly believe in a whole school approach to creating change. This is why we team up with organisations and practitioners who do great work with parents and teachers. We’ve called on our friend and mentor Dr Michael Carr-Gregg for his top tips for parents and guardians in supporting a young person being bullied - share the following page with your parent community via email, school portal or information night!

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DR MICHAEL CARR-GREGG’S TIPS FOR PARENTS AND GUARDIANS 1. HAVE A CONVERSATION

Start a conversation about being bullied. But don’t make it too passionate or you might discourage them from talking to you. Make sure you listen to the whole story without interrupting and show concern and support. Ask what they want to happen before you make any suggestions.

2. GET THE FACTS Ask your child questions to understand if there is a repeated pattern of bullying. Ask what, when and where the behaviours occurred, who was involved, how often, and if anybody else saw it. Find out if any teachers know and if the school has done anything to address the situation.

3. CONTACT THE SCHOOL

Understandably, young people who are being bullied are often scared and are anxious that any action will make the problem worse. Schedule an appointment to speak to your child’s teacher. Try to stay calm! Ask for a follow-up appointment in a week or two to make sure the agreed upon strategy is being implemented. The aim is to work with your child’s school to solve the problem by establishing a plan for dealing with the current situation and future bullying incidents.

4. GIVE SENSIBLE ADVICE Don’t encourage your child to fight back, this will most likely increase bullying or they may be accused of perpetrating the bullying. Don’t explain that the person doing the

bullying didn't mean it, they did. Don’t tell them it will go away, it probably won’t. Don’t keep them home from school, it won’t solve the problem.

5. EMPOWER YOUR CHILD

Help your child to develop positive strategies - such as assertively saying ‘leave me alone’, calmly walking away or avoiding situations that might expose them to further bullying. Practice strategies to diffuse the situation (like saying 'no!' firmly or agreeing in an offhand way with the bullying when they say offensive or negative things). For example, person bullying: ‘You are fat and ugly.‘ Person targeted: ‘maybe’ - this is known as 'fogging'.

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WORKSHOP ONE

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WORKSHOP 1

WORKSHOP DESCRIPTION This workshop takes students on a journey from witnessing a common bullying situation through to being motivated and equipped to tackle similar real-life episodes.

In Workshop 1 students build empathy for targets of bullying through the use of realistic scenarios and stories that literally push them to view school life through different perspectives. The key message here is that when each of us sees bullying happen, we have a choice to make:

either you’re part of the problem, or part of the solution Another focus of Workshop 1 is exploring the risks and rewards of standing up to hate. These map onto strategies presented, which are designed to suit young people no matter which risks they are concerned about the most. The key point here is that it’s worth taking positive risks to stand up for what you believe in. We know it can be hard, but at PROJECT ROCKIT, we think that it’s worth it.

LEARNING OUTCOMES ➡ Students have shown empathy for targets of bullying

➡ Students have reflected on the positive impact that the audience can have in bullying situations

➡ Students have gained some effective strategies for standing up to bullying

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BULLYING

POSITIVE RISK-TAKING

PEER PRESSURE

SOCIAL RESPONSIBILITY

HOT TIPS FOR DEALING WITH BULLYING© PROJECT ROCKIT 2018

SCREENSHOT THIS PAGE FOR LATER

1. GIVE A DIRTY LOOK Body language says a lot about a person. Instead of laughing along when you see bullying happen, try giving a dirty look. Or if dirty looks aren’t your bag, cross your arms and shake your head (the old ‘parental head-shake,’ which says “I’m not angry, I’m disappointed”).

2. GIVE A COMEBACK Have you ever thought of the perfect thing to say to stand up to bullying but it was too late? That’s why it’s good to be prepared with a comeback ahead of time. Comebacks don’t put the other person down, they just act like a verbal shield to deflect whatever the other person said. Comebacks differ from insults in several ways:

3. FIND AN ALLY If you’re being bullied, make sure you have an ‘ally.’ This person doesn’t have to be your friend, they might be someone who you’ve seen stand up for others, someone who speaks out against hate. Ask if they’d feel ok about standing up for you or challenging the group who’s giving you a hard time. Sometimes it’s easier to stand up for someone else than it is for yourself.

3. STAND NEXT TO THE PERSON BEING BULLIED Instead of standing in the crowd, grab a mate and stand next to the person being bullied. You don’t need to say anything full-on, your presence alone is a clear message that you disagree with the behaviour and are supportive of the person being targeted. Just remember not to get violent, we strongly discourage picking a fight for a few reasons.

1. You’re likely to get hurt and to hurt others 2. You’re likely to get in trouble 3. You’re likely to get a reputation as the person who always retaliates, which means others will often pick fights with you. This rep is really difficult to shake and can last the whole way throughout school.

4. TEXT OR CALL THE PERSON BEING BULLIED Even if you’re not confident enough to stand up for someone in the heat of the moment, you can still be part of the solution to bullying by supporting someone who’s going through a hard time.

NOBODY deserves to go through bullying alone Pick up the phone, chat online or best of all, speak face to face so that they can see in your eyes that you’re being real with them. We know it can be awkward, but sometimes “I hope you’re ok” or “you’re not alone” is just what they need to hear.

6. TALK TO THE RIGHT ADULT Ok, we’ve all been told to talk to an adult when times are tough, but sometimes people worry that adults will actually make things worse. That’s why our hot tip is to make sure you talk to the right adult and tell them how you’d ideally like the situation to be handled. And if you don’t get the help you need, talk to someone else!

Insults ComebacksGIVE YOU SOMETHING TO SAY IN THE MOMENT ✔ ✔

WON'T GET YOU IN TROUBLE ✖ ✔

WON’T HURT THE OTHER PERSON’S FEELINGS/PRIDE ✖ ✔

GET THE AUDIENCE BACK ON YOUR SIDE ✖ ✔

ARE PART OF THE SOLUTION (NOT THE PROBLEM) ✖ ✔

© PROJECT ROCKIT 2018

WORKSHOP 1 STORY I was always close to my parents as a kid, but we started fighting a lot once I hit high school. When I needed a break I’d stay with my Uncle Mark (Dad’s brother) for a couple of days. He’s an awesome guy. When I was going through any kind of trouble, the person I could talk to was Mark. He’d always ask me about what he called ‘The Rule of 5.’ He’d ask, “Will it matter in 5 hours?” The answer would be yes. “Will it still matter in 5 days?” I’d mostly answer yes. Then he’d ask “Will it matter in 5 weeks?” Sometimes, but not often, I’d answer yes. Then 5 months? Then 5 years? I don’t think I ever thought anything would still matter after 5 years.

I’d started hanging out with a new group of guys around this time. Most of them were pretty decent on their own, but as a group we weren’t exactly a great influence on each other. To outsiders we seemed pretty tight, we’d always talk about how we were brothers and looked out for each other, no matter what. But in reality we spent all our time paying out anything that didn’t fit our narrow idea of ‘cool’, which made things hard for other people. It also meant that we all had to act the same as each other, just to fit in. We called girls “skanks” (or worse) and spread rumours about them because we thought they were hot. We pushed other guys around if they were small or didn’t play sport; set up real harsh pranks to humiliate the guys who girls liked more than us.

Looking back, they must have totally felt like they couldn’t even be themselves at school. We acted out in class and blamed it on being bored or that our teacher was lame. But to be honest we were really just scared of trying and failing, scared of people thinking we were stupid. I wasted a few years of my life buying into this crap before I realised that it wasn’t really me. It was like I suddenly woke up and saw myself the way other people must have: weak, scared, not the big man I’d pretended I was before.

So I decided to change. Turning things around was hard, but I did it. When I started challenging the guys in my group, I didn't think it would go down very well. And at first, other people didn’t want much to do with me. But it turned out that there were people who were willing to back me up, people who wanted to be friends with the kind of guy who stood up for what’s right.

This year it’s 5 years since I finished school, and when I told Mark that he got me to think back about his famous Rule of Five. I thought about the stuff I’d talked to him about over the years: times I’d gotten in trouble, girls, fights with mates, my parents, that kind of thing. None of it mattered anymore - well, almost. With a sigh, I told Mark that I still sometimes think about the way I treated people early on in high school. I hope they don’t remember me as one of that group of try-hard lads. I hope they remember me as the decent guy I became.

If my story isn’t so different to yours, it’s not too late. Better to change things today than to wake up in five years with regrets. I turned things around and you can too – now I know that the only way to get real cred is by being yourself. That was the hardest thing to learn, but I’m not looking back.

So when you see bullying in your life, ask yourself: Am I going to be part of the problem or part of the solution?

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STORY DISCUSSION QUESTIONS These discussion questions have been put together by PROJECT ROCKIT presenter Ash Ball and refer to the story students will hear

during the workshop, which is also narrated by Ash! Feel free to split your class into small groups (not divided by friendship circles or

gender) or have the entire class participate as a whole. These discussions work best when everyone feels comfortable and safe to

share their opinions and thoughts on the issues and themes.

* Suggestion: You could tally responses to this question as an anonymous survey. First, as a class come up with some basic categories (e.g. friend, teacher,

school counsellor, parent, sibling, support line, someone online). Then ask students to close their eyes and place their hands laid out in front of them. Each

student contributes to the tally by giving a thumbs up when you read aloud the category they want to vote for. They have two votes to give in total and can

give both votes to the one category if they wish.


1. If you were having a rough time at school, who would you feel most comfortable talking to?*

2. What is one thing you could do now, that you think you’d be proud of in 5 years?

3. What risks do you think are involved in standing up to your mates? Is it difficult?

4. Can you think of a time you stood up for someone who wasn’t your friend? What happened?

5. Have you ever been the person who influenced a group of people to do something positive? How did you do it?

6. Talk about a time you might have challenged a friends behaviour because you didn’t agree with what they were doing or saying…

7. How does the ‘social ladder’ impact people’s time at school?

8. Do you think a lack of ‘popularity’ could hold someone back from standing up for someone else? If so, why?

SUPPLEMENTARY CLASSROOM ACTIVITY: THE CONTINUUMActivity duration: 15-20 minutes

What you’ll need: A copy of the attitude statements list on the following

page plus ‘strongly agree’ and ‘strongly disagree’ signs to be printed and

pinned up on either side of the room.

What’s the point?: This activity gives students the opportunity to explore

attitudes in relation to content raised in Workshop 1. Through a series of

definitive statements, students are encouraged to make a quick decision if

they agree or disagree with that statement and have the opportunity to

safely reflect on previous bystander behaviours and discuss it as a class.Instructions:

1. Stick a ‘strongly agree’ sign at one end of the room and ‘strongly disagree’ sign at the other end of the room. This will act as the continuum for the students.

2. Explain that you are going read a list of statements and each student’s job is to choose how strongly they agree with it - pointing to the signs you’ve stuck up

on the walls. Explain that you can pick anywhere along the continuum which is like a measuring stick, but you must pick somewhere by physically standing

there. If the discussion prompts students to change their answers, it’s ok to move position on the continuum. There are many places along the continuum that

could represent each student’s opinion about a given statement. Give an example - “For example, students should not have to wear a uniform to school.”

3. Provide students with the following hot tips for the activity. There are three hot tips:

• Hot tip #1: For this challenge, you’ve got to choose where you stand on each statement - sitting out isn’t an option!

• Hot tip #2: This challenge is all about honesty. There are no right or wrong opinions, just be honest and answer for your yourself.

• Hot tip #3: To get the most out of this, challenge yourself to be open to what other people have to say to work out where you stand along the

continuum. Even if you don’t wholly agree with someone, please be respectful of different opinions. Remember, you can move positions on the

continuum if you want!


STRONGLY AGREE STRONGLY

DISAGREE

ATTITUDE STATEMENTS:

* This is a good opportunity to affirm to students that while teachers and students may have

different approaches, you do care and are always an avenue for them seeking support


1. Feeling safe at school is more important than standing up for yourself

2. When standing up to bullying, the rewards outweigh the risks

3. Standing up to friends when you disagree with them is easy

4. Ignoring bullying when you see it is being part of the problem

5. Physical bullying is worse than emotional bullying

6. You don’t always need to be super confident to stand up to bullying

7. Staying true to yourself is more important than being liked

8. Being bullied says more about the other person than it does about you

9. It is easier to stand up to bullying if you are more popular

10. Getting bullied is a natural part of going through school

11. Teachers and students deal with bullying in completely different ways*

12. (Cyber)bullying is the worst form of bullying

13. It’s ok to break someone’s trust in order to get them help

Savanna’s top four ways to support a friend through a Rough time

My friends mean the world to me. One of my closet mates battles social anxiety and it’s really hard to watch him have bad days. He once told me that he doesn’t need me to have all the answers - me just being there is a step in the right direction. Sometimes the best thing I can do is just let him know I’m there for him. If you’re not sure how to support friends through hard times, I totally get it. I want to share four ways you can get behind a friend who is having a rough patch.

LISTEN Really listening to what someone has to say is so powerful. It might be hard to start the conversation, but opening up doesn’t have to be super intense. For example, one of the other PROJECT ROCKIT presenters Ash uses ‘footy talk’ with his mates to break down the barriers. They say stuff like:

👦 💬 HOW’RE YOU PLAYING TODAY?

👲 💬 AH, I’M I’M NOT KICKING WELL MATE / YEP, I’M KICKING GOALS TODAY!

👦 💬 HOW CAN I HELP YOUR GAME?

I’d definitely encourage your friend to talk to a counsellor or a family member, so they have support from all areas of their life.

ALL THE ACTIVITIES! Do something they love. Whatever the activity is, get them involved in it. Once I created a whole day to celebrate a friend of mine who was going through a break-up. We had a picnic in the sun, watched a bunch of Netflix and topped it off recording our own random music at home. It was such an awesome day, we talk about it all the time. It could be as simple as going to the movies, seeing some live music, making all the food!

MAKE ‘EM SMILE

Well it’s pretty obvious that you smile when you’re happy but did you know that the action of smiling actually makes you happier?

For someone who’s having a rough time, letting them know why they are important to you will help them through the darkness. And we know laughter really can be the best medicine. Send them funny memes, tag them in random posts on Instagram - even knowing that you are thinking of them will go such a long way.

BE AN ALLY It can be tough to deal with anxiety or worries at school, especially considering you’re around people all day long. I wouldn’t underestimate how relieved someone will feel even if you just invite them to hang with you at lunch or stand up for them when they are being spoken about. Small gestures like this can really change someone’s life. Another way to be an ally is by educating yourself about feeling crap or dealing with bullying. There are heaps of awesome resources at au.reachout.com that will come in handy.



http://au.reachout.com/tough-times/somethings-not-right

https://youtu.be/dGY5eREAoPU

http://au.reachout.com


WORKSHOP 2

WORKSHOP DESCRIPTION This workshop dives into the digital world to explore (cyber)bullying,

digital citizenship and ethics of communicating online. We start with a

scenario that has students advising a character about why he should

not circulate a private photograph, exploring the complexities of the

situation from different perspectives.

A key focus of this workshop is dismantling the undercurrent of

judgement and social labels that play out online. Activities are

designed to challenge assumptions about characters and build

empathy with the reminder that,

There’s a real person behind every screen This messaging is then mapped onto a set of original, credible and

even funny (!) strategies for standing up to bullying online,

representing yourself positively and generally keeping safe.

LEARNING OUTCOMES ➡ Students have explored digital ethics in relation to privacy, relationships and self-representation

➡ Students have explored the way that judgement and social labels play out online

➡ Students have gained strategies for dealing with (cyber)bullying and being safer online


(CYBER)BULLYING

DIGITAL PRIVACY & RESPECTFUL CITIZENSHIP CYBER SAFETY RELATIONSHIPS

HOT TIPS FOR DEALING WITH ONLINE HATE© PROJECT ROCKIT 2018 !19


1. KEEP YOUR PROFILE PRIVATE You may want lots of people to view, ‘like’ and share your content but think of it this way: Would you ever print off a photo of you and your friends and show it to strangers on the street to see if they ‘like’ it? Probably not, that seems kinda weird. Having all your online content public is kinda the same thing. Sadly there are some real creeps out there who learn heaps of personal stuff just by looking at your profile - better to keep it private.

2. WRITE A COUNTER COMMENT It’s hard to know what to say when you see bullying online. You might be scared to speak out directly (“stop what you’re doing to Ali, it’s not ok”), but you can still stand up for someone who needs help (“this is a really great photo Ali!”). When you post something positive about the person targeted this is called a ‘counter comment’ and it really helps to discourage the haters and support the person being targeted.

3. REPORT AND BLOCK HATERS If someone is being cruel to you online you always can report and block them (or add them to your block list on gaming platforms). Often people who bully just want to see you squirm and when they don’t get a reaction, they move on. If you’re worried they’ll keep saying bad stuff behind your back, get a mate to monitor the situation for you once they’re blocked.

4. SCREENSHOT ABUSE FOR EVIDENCE It’s pretty normal to want to delete nasty stuff that’s been posted about you online, just make sure you get a screenshot first. If it keeps going or gets worse, you may need help and it’s good to have evidence to support you.

On a Mac: Press Command + Shift + 3 On a PC: Press Windows logo key +PrtScn On an iPhone / iPad: Press and hold power and lock buttons together On Android: Press and hold together the power- and volume-down

5. DON’T ACCEPT RANDOM FRIEND REQUESTS We know that social media can seem like a popularity contest but it’s better not to accept friend requests from strangers. We have a saying at PROJECT ROCKIT: “If they don’t know you, they don’t owe you.” This means that people who haven’t met you or don’t see you offline may feel like they can get away with saying things that they’d never say to your face. The power to be anonymous can really go to a person’s head.

6. ASK FOR DODGY PHOTOS TO BE REMOVED If someone posts a photo of you online that you don’t like, tell them to take it down immediately. They might not realise the photo offends you. This seems like a really logical first step, but sometimes people make the situation worse by retaliating and things get really out of hand.

7. TYPE ‘DISLIKE’ ON HATEFUL CONTENT If you or someone you know is being bullied online, it’s better not to write a really long public response about why this is wrong. By writing an essay, your reaction might just be exactly what they’re looking for. It could cause them to retaliate further. Instead, it’s good to give a short response like “dislike,” which shows that you disapprove without adding fuel to the fire. It also encourages others to do the same.

8. KEEP YOUR PASSCODE PRIVATE Let’s be real, most of us know it’s wise not to share passwords with friends, but often people tend to be too loose about sharing passcodes, like on your phone or tablet. If someone has access to your device, they don’t actually need any of your passcodes to get into your apps because you’re probably already signed in. The way we see it, not even your best mate should have access to your private text messages, emails, Instagram, Tumblr, Facebook, Twitter, Snapchat and camera roll (think of the ugly selfies!)


Find us on social media for more good stuff: @PROJECT ROCKIT

📱✨

WORKSHOP 2 STORY I’ve always seen loyalty as one of my best qualities. I love my friends, I stand by them, and I look out for them. So when my friend Cam started dating Kaiya, I was real protective of him. I didn’t actually know Kaiya at all, but I knew of her. She had a reputation, I think that’s the best way to put it. I got the vibe that she couldn’t be trusted. And Cam’s one of the good ones. Doesn't say much, but has a heart of gold. Last year my girlfriend and I had a long rough patch and nearly broke up - Cam never took sides, he was just there for both of us. Now we always have his back. He jokes that we’re like his gay mums cuz we look out for him so much.

Anyway, this story isn’t about that. You know how when you’re online people feel like they can do stuff without caring because they don’t have to look at you? Well Cam and Kaiya had been together for like, three months. He was really into her, then boom, out of the blue she sends this message telling him it’s over. No explanation, nothing. She started dating another guy in our year level basically straight away and Cam was shattered. It was horrible to watch. I’m all for female empowerment and dating who you want, but this was really harsh.

About a week after the break-up, I caught Cam pouring through the photos Kaiya sent him while they were together. Poor guy. Most of them were selfies she’d taken, photos of them together but some of the photos were full on - like REALLY revealing. It made me angry seeing him so cut up, so I grabbed his phone and sent one of the photos to myself. I wanted to show her that I’d seen them, show her how she’d messed with Cam. But when I got home I decided to forward the photo to Declan, the new guy she was seeing, to show him what she’s really like…

By the time I got to school the next day, EVERYONE had seen that photo of Kaiya. Everyone was trying to work out which guy had leaked the original photo. Meanwhile it was me. I should’ve known better. I know exactly what it’s like to be objectified by guys. I felt horrible. I don’t think any girl should be made to feel ashamed of who she is, her sexuality, but I had totally shamed Kaiya - with the click of a button no less.

When Kaiya heard about the photo leak she blamed Cam for it. He was the only person she’d sent photos to. It was a mess. The more people picked on her, the more miserable she looked and the more miserable Cam became. Eventually I had to come clean. I confessed that I was behind the photo scandal. Kaiya had already spoken to the school about it so our parents got involved. It was heavy. I was in a lot of trouble. At one point there was talk of getting the police involved, but Kaiya stopped that from happening. I was really grateful, she didn’t need look out for me.

There was one good thing that came from this whole drama. My girlfriend and I started a gender equality group at school to help deal with these kind of issues. It’s an all-in group, so it doesn’t matter if you’re a guy, a girl, trans, straight, gay, bi, or you don’t fit a label. We get together once a week, talk, and raise awareness at our school. Even Cam has lots to say about this stuff now, he’s at every meeting. And last week Kaiya joined us, which was real cool.

It made me realise that each of us has so much power with those we’re close to, especially online. We don’t expect much from the people we don’t know, cuz if they don’t know you, they don’t owe you. But there’s a real person behind every screen, every message, every photo. So when you see drama online, ask yourself, am I going to be part of the problem or part of the solution?


WORKSHOP 2 STORY DISCUSSION QUESTIONS These discussion questions have been put together by PROJECT ROCKIT presenter Cassie Nugent and refer to the story students will

hear during the workshop. Feel free to divide your class into small groups (not divided by friendship circles or gender) or have the

entire class participate as a whole. These discussions work best when everyone feels comfortable and safe to share their opinions and

thoughts on the issues and themes.

* Suggestion: You could tally responses to this question as an anonymous survey. First, as a class come up with some basic categories (e.g. because they

might show them to other people, because it might be illegal, because it might damage your job prospects, etc). Then ask students to close their eyes and

place their hands laid out in front of them. Each student contributes to the tally by giving a thumbs up when you read the category aloud. They have two

votes to give in total and can give both votes to the one category if they wish.


1. Why is it risky to send revealing photos to someone, even if you trust them right now?*

2. What does gender equality mean to you?

3. Can you take 'standing up for a friend' too far? In what kind of situations?

4. When are the times that it is most important to own up to your own mistakes?

5. What are the most important reasons that you shouldn’t share other people’s photos without their permission?

6. Why is it important to have difficult conversations offline and face-to-face?

7. If you receive an explicit photo, what are the risks involved in forwarding it to someone even if it’s to get advice?

8. Why do you think people might care less about the stuff they say online than offline?

SUPPLEMENTARY CLASSROOM ACTIVITY: “FOUR PEOPLE, FOUR LIVES” Activity duration: 15-20 minutes What you’ll need: Copies of the ‘four people, four lives” handout. Or, use a projector to display and adapt the activity for the class to complete together.

What’s the point?: This activity is an extension of an exercise in Workshop 2 and helps students to explore the shortcomings of social labels and challenge snap judgements in the context of gender and social stereotypes.

Instructions:

1. Give each student a printed copy of the ‘four people, four lives’ student handout on the following page. The first part of this activity will be completed individually. Afterwards there are follow-up questions to spark group discussion.

2. Inform students that their task is to match each statement to an image by writing the number of the image next to the statement - make sure they know that each of the statements is actually written by one of the people pictured and is true. They should only need a couple of minutes for this task.

3. Once the students have matched the statements to one photo, tell them you will read the true captions written by each of the people in these images:

Photo #1: Hi I'm Mim. I play forward flank for my football team, the Morphettville Roos in Adelaide. Right now we're at the top of the ladder in our division and I'm pretty determined to keep it that way!

Photo #2: Hey, I'm Matt and I’m really into filmmaking and playing music, bass guitar, piano, drums and trumpet. I hope to get into documentary filmmaking, but to be honest, Frozen is one of my favourite films.

Photo #3: Hey, I'm Habib. I moved to Australia in 2007 from Afghanistan. I did my work experience at a Law Firm. Now I’ve finished high school and am a youth worker.

Photo #4: Hi, I'm Georgia. My favourite thing to do is dance and hang with my mates. I have a blackbelt in Karate and have never lost a fight.

4. Discussion questions:

• Were you surprised at all by your first impressions and the real answers? (you could do this as a hands-up survey) Which parts?

• How accurate were your matches? Have a look at whichever ones you didn't get correct. What was it about those photos that tricked you?

• In what ways do you think your first impressions of these people would affect how you’d interact with them?

• Can you think of a time when you caught yourself making a snap judgement about someone and tried to overcome it or it turned out to be wrong?

• What are some of the reasons why our first impressions of people may be wrong? (push past the obvious 'can't judge a book by it’s cover’ response)

• What are stereotypes and how do they influence our first impressions of people? Where do they come from? (e.g. upbringing, the media, friends) What types of attributes are stereotypes based on? (e.g. looks, gender, age, ethnicity, sexuality)

• How do stereotypes and social labels contribute to bullying and prejudice?

• Can you think of any examples of well known people who aren’t what they seem at first glance? (encourage students to give current and relevant examples)


FOUR PEOPLE, FOUR LIVES STUDENT HANDOUT Look at the photos below, these are pictures of real people. Read the list of statements underneath and match an image to each statement. After you’re done,

you will find out which statements are accurate and which are not so accurate. Feel free to challenge your first impressions - that’s what this is all about. If you

realise you’ve jumped to a conclusion too quickly, take a moment to have a second think. Why was this my initial reaction? What might have influenced this?

There will be follow up questions for discussion once everyone is done.

PHOTO #1 PHOTO #2 PHOTO #3 PHOTO #4

Your job is to match each image to a statement below. Remember you can’t double up and use an image twice!

1. Frozen is one of my favourite films

2. I have a black belt in karate

3. I did work experience at a law firm

4. I play forward flank for my football team

Photo number ______

Photo number ______

Photo number ______

Photo number ______


Michael’s tips for dealing with bullying in online gaming

Hey guys, Michael here. If you’re anything like me and love gaming then you’ve probably come across some dodgy behaviour whilst playing, which totally sucks, hey? For me, it ruins why I play in the first place and sometimes just makes me real annoyed. To be honest, whenever I feel myself becoming angry, I find it best to get outside and kick the footy for a bit, it sort of helps get me back on track. There are obviously things you can do to stop bullying in gaming and I’ve put together a few tips that I’ve used in the past.

There are two kinds of people who bully in gaming. First, there’s the ‘griefer,’ who harasses other players to try and wreck their fun. They might say horrible stuff to you, steal or do something not cool in the world of the game. And then there’s the ‘troll,’ who adds annoying content for the purpose of annoying other users.

KNOW YOUR FRIEND LIST It’s not a good idea to add someone to your list that you don’t know personally or join in playing with totally random strangers. A griefer may say anything in an attempt to be added to your account and then purposely ruin any progress you’ve made. I say, stick with your mates, after all they have your back when it really matters.

BLOCK AND REPORT ❌❗

If somebody’s giving you a hard time, block them or add the player to your ignore list. This will make sure they can’t contact you via chat or private message. Afterwards, you can report the gamer anonymously. Reporting abusive players to the administrators of the game will make sure they play by the game’s specific rules and community standards. Then you can forget about those haters and kick on with the game!

DON’T FEED THE TROLL

Some trolls attack every post instantly while others try to be your ‘friend’ before getting nasty. Either way, retaliating isn’t great. By fighting back you’re fuelling the fire. If I do respond, I’ll say something like “don’t feed the troll” to show that I see them hating and I'm like, “no deal mate.”

MATURE LANGUAGE FILTER

Maybe rude language doesn’t usually offend you, but if you’re struggling with people saying harsh stuff to you, check out the game’s options to enable the mature language filter, which will automatically censor any swearing. That way you won’t have to deal with their gross language.

SCREENSHOT ABUSE

As you know, it's a good idea to screenshot anything you see online that you disagree with. Understandably, you might want to make the nasty stuff disappear immediately by deleting it. However it’s important to have a copy of the evidence in case you need some more help down the track. You’ll have something solid to show a mate or family member what’s going on.

GET HELP OFFLINE

Jump offline for help. One of the hardest things about being (cyber)bullied is feeling like you’re alone, but there are people offline who are there for you. When you get overwhelmed, get a fresh perspective or just do something else. For me, it’s having a skate or a chat with someone cool.




WORKSHOP 3

WORKSHOP DESCRIPTION Workshop 3 adopts much more of an inward-looking focus than

the previous two workshops, guiding students through an

investigation of their own personal identity, values and attitudes.

The main theme of this workshop is leadership, but rather than

using a formal model of leadership, we explore the idea that you

don’t need to be chosen to be a leader, that leadership is in fact a

choice that all of us have the capacity to make:

REAL leadership is in the decisions we make to live our values

In order to stand up for what you believe in, you need to have

some sense of what it is that you believe in! This is why Workshop

3 maps leadership content onto personal values, to explore what it

is that each student stands for. The workshop brings together

content from the whole program with a call to action for students

to action positive change in their own lives starting… NOW!

LEARNING OUTCOMES ➡ Students have developed an understanding that leadership is defined by our decisions, not our social status or by being given a formal leadership position

➡ Students have determined their top 3 values

➡ Students have explored incentives to challenge the status quo and stand up for what they believe in


LEADERSHIP

VALUES TACKLING IDENTITY PREJUDICE

WORKSHOP 3 STORY I’ve always been the kind of person who knows what my strengths are. Like, I’m good with some creative stuff, like drawing, but I’m awful at music – seriously, I actually sound like a dying magpie when I sing.

One thing I know I suck at is public speaking – one time I had to read my writing piece in front of the class and I choked. It was like I suddenly lost my breath. My throat dried up, I turned red and eventually had to sit down without reading a single word. Everyone laughed at me for ages. That day I decided I’d leave public speaking for people that actually like the attention. But just when I thought I’d worked all this stuff out and moved on, my whole world got turned upside down.

It started with this guy Jed. Jed was a bit older than us and he picked on this group in my year level like it was some kind of sport - mean, racist comments that happened almost daily. It made us all uncomfortable and it felt like racism was becoming a real problem in my school. This one day it got really bad though. Jed went up to the group and started saying all sorts of really horrible stuff. He picked up a marker and scribbled a disgusting word on one of the girls’ lockers. Then he pinched his eyes at the corners and went up to one guy and said “MATE, go back to wherever you came from.”

Then I heard this sudden noise come from my mouth: “HEY!” All eyes turned to me. My bottom lip started shaking. “Leave him alone”, I yelled. “But they can’t even speak English!” Jed said, as if he thought that’d get me on his side. “They speak English better than you right now”, I replied.

Jed looked shocked and my confidence grew. “You’re just trying to look cool in front of everyone but you’re failing,” I said. “It’s not cool to be racist.”

The minute I said it, I wondered if it was even true. Did people think he was cool? But then a group started to form around me. They seemed to be coming from all directions. No one was laughing, instead people were shooting dirty looks, shaking their heads, you know? Jed stormed off.

That night I got a bunch of messages to say thanks for what I did. I seriously felt awesome, like I’d grown a foot taller. Jed wasn’t at school for the next couple of days. At first I felt bad, but then I realised he probably needed that reality check to learn that it’s not cool to treat people like that. I heard the other day that Jed wrote an apology and was trying to make things right. I actually heard he was hanging out with one of their older brothers. I hope that’s true. Time will tell, I guess. Either way, now everyone knows that racism just doesn’t fly at my school.

You know what? Taking a risk and standing up for what I believe in is way more important to me than being able to stand up and talk in front of the class. I couldn’t sit by and watch something that is completely against who I am. You don’t have to have the biggest voice - sometimes it just takes one person to stand up and others will do the same.


WORKSHOP 3 STORY DISCUSSION QUESTIONS These discussion questions have been put together by PROJECT ROCKIT presenter Archie Boulter and refer to the story students will

hear during the workshop (one version is actually narrated by Archie too!). Feel free to split your class into small groups (not divided

by friendship circles or gender) or have the entire class participate as a whole. These discussions work best when everyone feels

comfortable and safe to share their opinions and thoughts on the issues and themes.


1.

1. Why might it be more difficult for some people to stand up to prejudice than others?

2. How might our values help us when it comes to working out what to stand up for?

3. How might someone who is really shy stand up to bullying?

4. Is there a social ladder at school? How might it hold some people back from standing up for what they believe in?

5. Who is someone in your life that inspires you?

6. If you were having a hard time at school, what would you want others to do for you?

7. Think of a time when you stood up for something you believed in. Were there risks involved? Was it worth it?

8. If you were to start a social movement – what would it be for?

SUPPLEMENTARY CLASSROOM ACTIVITY: “SCENARIOS FOR STANDING UP” Activity duration: 15-20 minutes

What you’ll need: Copies of the ‘scenarios for standing up’ sheet on the

following page for each group

What’s the point?: Though a range of scenarios students will reflect on how

their they interact with the world around them and what factors influence

their decisions in standing up to prejudice. It is the final activity of the

program, you may like to discuss program learnings as a class.

Instructions:

5. This activity is designed for small class groups. Split the class into groups of 5-6 students and give each group a copy of the ‘scenarios for standing up’ page.

It’s better not to allow students to pick their own groups (as some may be excluded) or divide by gender (as gender diverse students will feel alienated).

6. Explain that you will read each scenario, which includes follow up questions for discussion and debate. These scenarios explore motivations and risks in

standing up to prejudice. What one student sees as a risk will be totally different for another student - encourage the sharing of different perspectives.

7. To help with this, provide students with the following hot tips for the activity. There are three hot tips:

• Hot tip #1: This challenge is all about honesty. There are no right or wrong opinions, just be honest and answer for yourself.

• Hot tip #2: To get the most out of this, challenge yourself to be open to what other people have to say. Even if you don’t wholly agree with someone

please be respectful of different opinions.

• Hot tip #3: Before you begin, ask the students to make a list of “what factors might influence someone’s opinions in life?” (e.g. family background,

gender, age, past experiences, home life). Write these up on a board for all students to see. This list can act as a visual reminder when students start

discussing the scenarios, creating a guide in understanding the influences that impact on our choices and opinions.

8. After each scenario bring together the whole class to discuss each group’s responses and thoughts.

NOTE: It’s obviously important to be aware that while these scenarios are positive, they may involve issues that are current for one of your students. If you feel at

any point that a scenario is too sensitive for your class, please refrain from presenting it. Ultimately you will be best placed to decide whether it is a good

opportunity to explore this situation as a hypothetical or whether it will be too uncomfortable for a student(s). Have a read through the scenarios first and see if

they are all suitable.


SCENARIOS for standing up “I THINK HONESTY IS ONE THE MOST HEROIC VALUES ONE CAN ASPIRE TO” - DANIEL RADCLIFFE

One of the players on your soccer team has amazing talent, but always picks

on other people who are better than her. When she starts saying racist things about a team mate, you feel like she’s gone too far and you notice

everyone around looks uncomfortable.

• What might hold someone back from challenging her?

• Why is it important to challenge this type of behaviour? • What’s one thing you could do to help get the team back on track?

(remember that it could be behind the scenes)

You’re running late for class but have to go to your locker to get your books. While you’re there, you see someone crying at another locker close by. You

want to check if they are ok but you’re worried it’s none of your business.

• What could you do afterwards to show your support?

• People often say “it’s none of my business.” When you see something bad or worrying happen does it become your business?

• Does it make a difference who helps you if you’re having a hard time? Is it more meaningful if they are strangers or friends?

Your little brother tells you that he’s been feeling really down and you’ve

noticed he hasn’t been himself for a long time. He asks you not to tell your parents but you’re really worried about him, he seems depressed. You think

it’s important that your parents know, but want to respect his wishes.

• Is it ok to break someone’s trust to do what you believe is right?

• How could you help your brother to open up to your parents? • What could you do to help your brother until he has more support?

Your friend is fasting (limiting food and drink) for a month for his religious

beliefs. Some people are teasing him about it at lunch, waving food around his face and asking how hungry he must be. Your friend laughs it off, but tells you

later he’s really offended that people just don’t get it.

• Do people only use ‘it was just a joke’ as an excuse or is it ever a fair call?

• What’s the difference between accepting someone’s beliefs (if they are different to yours) and accepting someone’s humour (if it offends you)?

• What’s tolerance? How does understanding help to build tolerance?

You’re on the bus heading home when a younger kid sits next to one of your friends. Your friend looks at them and says “yuck, go away” with a disgusted

look on their face. The kid stands up looking embarrassed and doesn’t know where to sit. Other people ignore the fact they’ve just seen this happen.

• Why might someone feel nervous to help out a little kid? • What would make the biggest difference to you if you were that kid?

• How could you challenge your friend when they’re being rude to others?

You’re at training and you see some of your team mates talking - it looks like they’re making fun of another player who just joined the club. You can’t quite

make out what is being said - maybe he can’t either because he wears a hearing aid. Even though you don’t really know him, you know what it’s like to be ‘new.’

• Whose job is it to stand up for the new guy? • How might your past experience shape the way you handle this?

• What could be an act of leadership in this situation?


HOW TO SPARK A SOCIAL MOVEMENT THERE ARE 7 BILLION PEOPLE ON THE PLANET, EACH WITH THE POWER FOR POSITIVE IMPACT

Whether it be through our creativity, kindness, imagination, intelligence, talent, humour, friendship or just plain hard work,

we all have the power to spark positive change. Rosie and Lucy Thomas started PROJECT ROCKIT when they were fresh out of school and 10 years on their idea has grown into a massive social change movement. Here are Rosie and Lucy’s steps to

help you on your way, just in case you’re asking, “but where do I start?”

STEP 1: START WITH YOU Identify your purpose. A great place to start is by taking a deeper look at

your top three values or what makes you angry or excited. This gives clues as to what you really care about. We started PROJECT ROCKIT partly out

of anger because bullying was tearing down our peers. We were sick and tired of standing by watching, doing nothing to make real change. This

anger was a powerful motivator in getting started! What do you stand for?

STEP 2: WHAT’S THE BIG IDEA? So you know what you stand for but now it’s time to flesh out your idea. Become an expert by doing your

homework on the issue you care about. Whether it’s through books, Google,

YouTube, TED talks or emailing an expert, this info will help form your idea

and back you up when you come across ‘dream stealers’ - people who shoot

down ideas before even understanding. When in doubt, remind yourself of your

top 3 values and shake off the haters :)

STEP 3: RALLY YOUR SQUAD Next up, form your dream team. It takes courage to be the first person to

kickstart change but it’s the team who will drive it and create lasting, positive impact. Surround yourself with people who care about the vision

and want to take action. It could be family, friends, people you didn’t even know would be keen to join the movement - we promise they’re out there!

STEP 4: GET STARTED! No matter how awesome your idea is, if it stays inside your head, it’s just

an idea. Getting started can seem like the hardest part. It’s like, you have this great idea but how are you going to make it happen? It might sound

like a cliche, but it’s all the journey. You might not wipe out racism or fix climate change overnight but every action is a step forward. So start small!

Make sure each day you’re taking regular steps towards your goal.

STEP 5: KEEP AT IT (RINSE, REPEAT) There will be times when things don’t go to plan. That’s ok, we wear our

failures like a badge of honour! Setbacks are proof that you’re giving it everything you’ve got - they’re necessary in reaching your goals.


WHAT NEXT?

REAL TALK ON TOUGH TOPICS

We’re excited to be partnering with Google / YouTube to bring you PROJECT ROCKIT TV - creating conversations around the kind of stuff we don’t often get to talk about at school.

PROJECT ROCKIT presenters are highly experienced facilitators, digital natives and have a genuine understanding of young people because, well, they are young people! Each episode comes complete with discussion questions to help frame classroom conversation or even chats between mates. Subscribe to our YouTube channel for new releases.

1. WATCH

2. DISCUSS You'll need to actually open the videos in YouTube to access discussion questions, which are presented in the description section below each video. Click 'show more' and a longer description will unfold, containing three discussion questions in relation to the video you've just watched. It looks just like this:

3. SUBSCRIBE We're releasing a total of 12 episodes throughout 2017, with Season 2 premiering in 2018. If you're subscribed to the PROJECT ROCKIT YouTube channel you'll be the first to hear about new eps!

We recommend breaking out into small groups so that everyone can be heard. Be sure to stress that there are no right or wrong answers - the questions have been specifically designed with that in mind. It may also be helpful to point out that this isn't the space to unpack personal experiences with these issues, but that teachers can point students in the direction of follow up support should they need it.

PROJECT ROCKIT TV is proudly powered by our friends at Google and YouTube.

PARTNERS, CONTRIBUTORS, MOVERS AND SHAKERS PROJECT ROCKIT Online was made possible thanks to a generous Social Innovations Grant from our friends at the Telstra Foundation. These absolute champions have been with us every step of the way - we can't thank them enough for their support, guidance and belief.

We have created the program under the direction of our PROJECT ROCKIT brains trust, made up of diverse school students from Year 7 - 12. When we hosted our brainstorming pizza lunch, we asked students what they wanted PROJECT ROCKIT to cover and discovered that we had the opportunity to explore a variety of themes that are related to but not inherently tied to bullying.

We’ve also consulted with and referred out to a number of organisations to bring PROJECT ROCKIT Online to the next level:

• Western Sydney University (evaluation partner) • SYN fm • headspace • Kids Helpline • Safe Schools Coalition Victoria • Young and Well Cooperative Research Centre • The Foundation for Young Australians • Dr Michael Carr-Gregg

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EXTRA LINKS PROJECT ROCKIT

www.projectrockit.com.au

Office of the Children’s eSafety Commissioner www.esafety.gov.au

headspace www.headspace.org.au Reachout.com au.reachout.com

Safe Schools Coalition www.safeschoolscoalition.org.au Minus18 www.minus18.org.au

PROJECT ROCKIT on social media: YouTube (youtube.com/PROJECTROCKIT)

Facebook (facebook.com/PROJECTROCKIT) Twitter (twitter.com/PROJECTROCKIT)

Tumblr (projectrockit.tumblr.com) Instagram (instagram.com/PROJECTROCKIT)

The team on Instagram: @lucylockit @caitlinrockit @lizrockit

@ashrockit @archie.rockit @cassie.rockit

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http://www.projectrockit.com.au

http://www.esafety.gov.au

http://www.headspace.org.au

http://au.reachout.com

http://www.safeschoolscoalition.org.au

http://www.minus18.org.au

http://youtube.com/PROJECTROCKIT

http://facebook.com/PROJECTROCKIT

http://twitter.com/PROJECTROCKIT

http://projectrockit.tumblr.com

http://instagram.com/PROJECTROCKIT

teacher resource pack · project rockit history class here’s the story on how this program came...

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