Staff briefings for the sensitive modules
Every slide in these modules already carries a word for word script, so nobody teaches them unsupported. These briefings are the ten minutes before: the register to hold, what to watch for in the room, and exactly what to do with a disclosure. Read the one you need the night before, or run all five as a twenty minute staff meeting before the scheme starts.
M08 · Being kind and safe with others online (KS2, Years 3 to 6)
What it covers: Recognising online bullying, breaking the bystander pattern, reporting and blocking, telling an adult as strength.
The register to hold: Warm and practical. Some pupils in the room will have been on both sides of unkindness online. No shame anywhere: the lesson is about the three moves, not about who has done what.
Watch for: A pupil going quiet at the group chat scenario, or naming a live situation in class. Acknowledge, do not investigate in the room, follow up privately afterwards.
Disclosures: Bullying disclosures follow your anti bullying and safeguarding policies. Thank the pupil, tell them they did the right thing, record in your school system.
The line that carries the lesson: telling someone who can help is the strongest move on the board.
M14 · Bodies, image and pressure online (KS3, Years 7 to 9)
What it covers: Edited and idealised bodies, the economics of insecurity, healthy self image, and one careful, non graphic acknowledgement that some pupils will have seen pornography and that it distorts.
The register to hold: Calm, matter of fact, zero jokes. DiGi carries this module alone because character comedy would be wrong here.
Watch for: Bravado covering discomfort, and pupils for whom body image is a live struggle. Do not single anyone out, do not ask for personal examples, keep every discussion about the content on screen.
Disclosures: A pupil may disclose distress about their body, eating, or something they have seen. Listen, do not promise secrecy, refer to the DSL the same day. The platform records nothing: use your school system.
The line that carries the lesson: who profits from you feeling worse about yourself?
M16 · Consent, images and the law (KS4, Years 10 to 11)
What it covers: Consent as ongoing and revocable, the UK law on under 18 images (including self images), pressure and coercion, and Report Remove as the confidential route out.
The register to hold: Straight talking and calm. Treat them as the near adults they are. The law section is factual, not threatening: the point is options, not fear.
Watch for: This content is live in most Year 10 and 11 cohorts. Watch for stillness, not noise. Never ask whether anything has happened to anyone.
Disclosures: If a pupil discloses an image has been shared or demanded: do not ask to see anything, do not have the pupil forward anything, involve the DSL immediately. Report Remove (Childline and the IWF) lets under 18s get images taken down confidentially. The repeated message: you are not in trouble.
The line that carries the lesson: real consent, the actual law, and your options, before anything is shared.
M17 · Sextortion (KS4, Years 10 to 11)
What it covers: What sextortion is, how it starts, the scripts scammers use, and the three lifelines: do not pay, do not keep it secret, report it.
The register to hold: The calmest register in the whole scheme. Minimal decoration, no games, DiGi only. Read the scripts as written: they are engineered to lower the temperature.
Watch for: The NCA has issued national alerts about financially motivated sextortion targeting teenage boys. Assume it may be live in the room. A pupil asking detailed hypothetical questions may not be asking hypothetically.
Disclosures: Immediate DSL involvement the same day. Never ask to see images or messages. The pupil hears three things before anything else: it is not your fault, you are not in trouble, this has a way out. Paying never makes it stop.
The line that carries the lesson: do not pay, do not keep it secret, report it.
M18 · Radicalisation and misogyny (KS4, Years 10 to 11)
What it covers: How pipelines work (entry content, escalating recommendations, us versus them framing), misogyny named plainly as the most common on ramp, and how belief grooming mirrors other grooming: isolate, flatter, escalate.
The register to hold: Serious and respectful of the boys in the room. The content targets them, they are not the enemy, the manipulation is. If the room polarises, return to the shared enemy: the recruiter who profits from their anger.
Watch for: Defensive reactions from pupils who recognise content they enjoy. Do not condemn the pupil, examine the technique. Concerning views expressed in the room are information, not a verdict: note them, do not debate them to destruction.
Disclosures: The Prevent duty applies. Concerns about radicalisation follow your Prevent and safeguarding routes, not classroom debate. Record in your school system.
The line that carries the lesson: who wants me angry, and what do they get if I stay angry?
These briefings support your safeguarding training, they do not replace it. Your school’s safeguarding policy and DSL always take precedence.