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Consent Quest: Coding Digital Narratives for Respectful Relationships
Grade 5TechnologyHealth2 days
Consent Quest is an integrated technology and health project where Grade 5 students design interactive branching narrative games to explore the complexities of personal boundaries and puberty. By coding various choice-based scenarios, students practice assertive communication and learn to distinguish between healthy and unhealthy relationship "flags" in both physical and digital spaces. The final products serve as peer-education tools that demonstrate the real-world consequences of communication choices and the importance of help-seeking strategies.ConsentBranching NarrativesAssertive CommunicationPubertyDigital CitizenshipGame DesignBoundaries
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we, as game designers, create an interactive branching narrative that empowers our peers to navigate the changes of puberty and practice assertive communication in real-world consent scenarios?Essential Questions
Supporting questions that break down major concepts.- How do we distinguish between assertive, passive, and aggressive communication in real-world consent scenarios?
- What are the 'red flags' and 'green flags' in digital and physical relationships, and how do we respond to them?
- How can a 'branching narrative' structure represent the complexity of real-life decision-making and consequences?
- How does puberty and our changing identity influence the boundaries we set with friends, family, and online contacts?
- What strategies can we use to seek help or support when a boundary has been crossed?
- How can we use technology and game design to teach empathy and respect to our peers?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Analyze and differentiate between assertive, passive, and aggressive communication styles to effectively give, deny, or negotiate consent in various social contexts.
- Design and develop a functional branching digital narrative that maps out complex decision-making pathways and their consequences regarding personal boundaries.
- Evaluate social interactions to identify 'red flags' and 'green flags' in both physical and digital relationships, demonstrating appropriate responses to each.
- Explain the relationship between the physical and emotional changes of puberty and the evolving need for personal boundaries and self-care.
- Demonstrate help-seeking strategies and identify reliable resources for support when boundaries are crossed or when navigating puberty-related challenges.
- Apply empathy-based design principles to create a game that educates peers on respectful interpersonal skills and online safety.
NSW PDHPE Syllabus (Stage 3)
PH3-RRS-01
Primary
Explains and applies skills and strategies to manage respectful relationships.Reason: This is the core health standard for the project, as students are directly practicing consent and communication strategies through their game design.
PH3-RRS-02
Primary
Explains and applies skills and strategies to interact safely in offline and online contexts.Reason: The project focuses on assertive consent and navigating red/green flags in both physical and digital environments, which is the central theme of the branching narrative.
PH3-IHW-01
Secondary
Examines and explains factors that influence identity, health and wellbeing of individuals and groups.Reason: The project provides context on how puberty and identity influence personal boundaries, helping students understand the 'why' behind the social changes they are experiencing.
Australian Curriculum: Digital Technologies (Year 5/6) / NESA ST3-11DI-T
ACTDIP019
Secondary
Design, modify and follow algorithms involving sequences of steps, branching, and iteration.Reason: The creation of a 'branching narrative' requires students to understand and apply logic and branching algorithms in their game design.
Australian Curriculum: Digital Technologies (Year 5/6) / NESA ST3-3DP-T
ACTDIP022
Supporting
Plan, create and communicate ideas and information, including collaboratively online, for a defined purpose and audience.Reason: Students are using technology to create an educational tool for their peers, requiring them to consider audience and purpose throughout the design process.
Entry Events
Events that will be used to introduce the project to studentsThe Viral Secret: Anatomy of a Leak
A fictional 'leaked' group chat is projected on the board where a character shares a friend's private puberty-related worry as a joke. Students are tasked with 'fixing' the narrative by identifying where the breach of consent happened and brainstorming the exact words needed to stop the spread of information.The Time-Traveler’s Toolkit for Growing Up
Students receive a mysterious 'Care Package' from their future selves (Year 12) containing artifacts of boundaries, such as a 'Digital Shield' and a 'Respect Compass.' They must investigate these objects to determine how setting boundaries today helps them navigate the physical and social changes of puberty.The Great Classroom Contract Audit
Students enter to find a 'Terms of Service' contract for the classroom that includes absurd requirements like 'must trade lunches upon request.' When they realize they've 'signed away' their rights, a discussion ignites about the importance of informed consent and how we often feel pressured to agree to things we don't understand.📚
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
The Boundary Blueprint: Mapping My Space
Before building a game about consent, students must understand the 'why' behind boundaries. In this activity, students investigate how the changes of puberty—such as the need for privacy, changing friendships, and physical development—impact their personal space and emotional needs. They will create a visual 'map' of their own comfort zones in different contexts.Steps
Here is some basic scaffolding to help students complete the activity.1. Participate in a guided discussion about the changes of puberty (physical, emotional, social) and how these changes might make someone want more privacy or different types of respect.
2. Categorize boundaries into three zones: 'Green Zone' (Comfortable), 'Yellow Zone' (Proceed with Caution/Ask First), and 'Red Zone' (Stop/Private).
3. Identify specific puberty-related scenarios for each zone (e.g., a friend asking about body changes, someone looking at your phone, or a relative wanting a hug).
4. Design a visual infographic (using Canva or paper) that clearly labels these zones and explains why these boundaries are important for health and wellbeing.
Final Product
What students will submit as the final product of the activityA 'Boundary Blueprint' infographic that categorizes physical, emotional, and digital boundaries relevant to a person going through puberty.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with PH3-IHW-01 by having students examine how the physical and emotional changes of puberty (growing up) create a need for new personal boundaries and self-care routines.Activity 2
The Script of Strength: Mastering Assertive Talk
Students transition from understanding boundaries to communicating them. They will explore the three communication styles: Passive, Aggressive, and Assertive. The focus is on finding the 'Assertive Goldilocks Zone'—not too soft, not too mean, but just right. They will write short dialogue scripts that will later serve as the 'choice text' in their digital games.Steps
Here is some basic scaffolding to help students complete the activity.1. Watch or act out role-play scenarios of passive, aggressive, and assertive responses to a boundary being crossed (e.g., a friend sharing a private photo without asking).
2. Brainstorm a list of 'Assertive Power Phrases' such as 'I feel... when you... because...' and 'I'm not comfortable with that.'
3. Choose one 'Consent Challenge' scenario and write three short scripts for it: one where the character is passive, one where they are aggressive, and one where they are assertive.
4. Annotate the assertive script to explain why this choice leads to the healthiest relationship outcome.
Final Product
What students will submit as the final product of the activityA 'Communication Script Folio' featuring three different ways to respond to a single boundary-crossing scenario, highlighting the assertive path.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with PH3-RRS-01 as students 'explain and apply skills and strategies' (assertive communication) to manage relationships and practice giving/denying consent.Activity 3
The Logic Lab: Mapping Choices and Consequences
Students learn the technical logic behind branching narratives. They will map out a 'Choice Tree' where every decision a player makes leads to a different consequence. This helps students visualize how assertive communication (or lack thereof) changes the direction of a relationship or situation.Steps
Here is some basic scaffolding to help students complete the activity.1. Learn the basics of flowcharts: using boxes for actions and diamonds for 'Yes/No' or 'Choice' decisions.
2. Take one of the scenarios from the previous activity and map it out. If the player chooses 'Passive,' where does the story go? If they choose 'Assertive,' what happens next?
3. Include 'Red Flag' moments in the flowchart where a player must decide to seek help from a trusted adult (a key help-seeking strategy).
4. Peer-review the flowchart: Have a partner 'play' the paper version by following the arrows to see if the consequences feel realistic.
Final Product
What students will submit as the final product of the activityA large-scale Flowchart (Paper or Digital) that maps out at least three 'branching' points and six possible endings for their consent-based story.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with ACTDIP019, focusing on designing and following algorithms involving branching and sequences. It also supports PH3-RRS-01 by modeling social consequences.Activity 4
Digital Detectives: Decoding Online Flags
In this activity, students focus on the digital frontier. They identify 'Red Flags' (warnings of danger or disrespect) and 'Green Flags' (signs of safety and respect) in online interactions, such as group chats or social media. They will create a 'Digital Safety Guide' that will be integrated into their game as a 'Help Menu' or 'Tutorial' section.Steps
Here is some basic scaffolding to help students complete the activity.1. Analyze 'The Viral Secret' entry event scenario to identify specific online 'Red Flags' (e.g., screenshots without permission, pressure to share passwords).
2. Research and list 'Help-Seeking' resources (e.g., Kids Helpline, eSafety Commissioner) that could be used if an online boundary is crossed.
3. Create a 'Green Flag' checklist: what does a respectful online friend look like? (e.g., asks before tagging, respects a 'no' response immediately).
4. Format these findings into a 'How to Play' guide or a 'Safety Menu' that will be a feature in their final digital game.
Final Product
What students will submit as the final product of the activityA 'Digital Safety Toolkit'—a mini-guide for their game players that lists 5 Red Flags and 5 Green Flags for online consent.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with PH3-RRS-02 by applying strategies to interact safely in online contexts, specifically regarding digital consent and information sharing.Activity 5
Consent Quest: The Final Build & Arcade Day
Students bring everything together to build their digital game using a platform like Twine, Google Slides (with hyperlinks), or Scratch. They must ensure their game effectively teaches their peers how to navigate puberty-related changes and practice assertive consent. The project concludes with a 'Play-Test' gallery walk.Steps
Here is some basic scaffolding to help students complete the activity.1. Select a digital tool (e.g., Twine for text-based, Scratch for visual, Google Slides for simple branching) and set up the starting 'scene.'
2. Transfer the 'Choice Tree' logic and 'Script of Strength' dialogue into the digital platform, creating links between the different pages or slides.
3. Embed the 'Digital Safety Toolkit' as a resource or 'Power-Up' within the game.
4. Conduct a 'Alpha Test' with a classmate to find 'bugs' (broken links or confusing dialogue) and a 'Beta Test' to ensure the health messages are clear.
5. Launch the game in a classroom 'Arcade Day' where peers play each other's games and provide feedback on what they learned about assertive communication.
Final Product
What students will submit as the final product of the activityA functional, interactive 'Consent Quest' digital branching narrative game.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with ACTDIP022 (creating for a purpose/audience) and integrates all PH3 health standards by producing the final educational tool.🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioConsent Quest: Assertive Communication & Branching Narratives Rubric
Category 1
Health and Wellbeing Knowledge
Evaluation of the student's conceptual understanding of health, wellbeing, and identity in the context of puberty.Criterion 1
Understanding Puberty and Boundaries (PH3-IHW-01)
Assesses the student's ability to connect the physical and emotional changes of puberty to the personal need for boundaries and privacy.
Exemplary
4 PointsDemonstrates a sophisticated understanding of how puberty impacts personal space; the blueprint includes nuanced categories for physical, emotional, and digital boundaries with insightful justifications.
Proficient
3 PointsProvides a thorough explanation of boundaries related to puberty; identifies clear differences between Green, Yellow, and Red zones with appropriate examples for each.
Developing
2 PointsShows an emerging understanding of boundaries; identifies basic comfort zones but the connection to the specific changes of puberty is inconsistent or limited.
Beginning
1 PointsIdentifies few boundaries and struggles to explain why they are important; the blueprint lacks clear categorization or relevance to the context of growing up.
Category 2
Relational and Safety Skills
Assessment of interpersonal skills, communication strategies, and safety awareness in diverse contexts.Criterion 1
Assertive Communication & Consent (PH3-RRS-01)
Evaluates the ability to create and apply assertive communication strategies within social and digital scenarios to manage consent.
Exemplary
4 PointsMasterfully applies 'Assertive Power Phrases' in scripts; demonstrates a high level of empathy and social awareness in distinguishing between passive, aggressive, and assertive styles.
Proficient
3 PointsSuccessfully applies assertive communication strategies in scripts; clearly distinguishes between different communication styles and explains the benefits of the assertive path.
Developing
2 PointsIdentifies communication styles correctly but applies assertive strategies inconsistently; scripts may occasionally lean toward passive or aggressive tones.
Beginning
1 PointsStruggles to differentiate between communication styles; scripts are incomplete or do not demonstrate a clear understanding of assertive language.
Criterion 2
Safety and Help-Seeking (PH3-RRS-02)
Assesses the student's ability to identify safety signals (flags) and help-seeking strategies in both physical and online environments.
Exemplary
4 PointsIdentifies complex 'Red and Green Flags' with deep insight into digital safety; provides a comprehensive list of reliable help-seeking resources and clear instructions for use.
Proficient
3 PointsCorrectly identifies 5 Red Flags and 5 Green Flags for online consent; includes accurate help-seeking resources like Kids Helpline or eSafety Commissioner.
Developing
2 PointsIdentifies basic safety flags but may miss digital nuances; help-seeking strategies are mentioned but lack detail or specific resource names.
Beginning
1 PointsProvides minimal or inaccurate information regarding safety flags; fails to identify appropriate help-seeking resources for the given scenarios.
Category 3
Digital Technologies and Design
Evaluation of the technical design, logical structure, and production of the digital narrative.Criterion 1
Branching Logic and Algorithm Design (ACTDIP019)
Measures the student's ability to design a functional algorithm that uses branching logic to show the consequences of different choices.
Exemplary
4 PointsDesigns a highly sophisticated flowchart with complex branching; all consequences are logically sound, and the layout provides a clear map for the digital build.
Proficient
3 PointsCreates a functional flowchart with at least three branching points and multiple endings; the logic clearly reflects the results of different social choices.
Developing
2 PointsFlowchart shows emerging logic but may contain errors or dead ends; the connection between the 'choice' and the 'consequence' is sometimes unclear.
Beginning
1 PointsFlowchart is linear or missing essential branching components; logic does not accurately reflect the complexity of the narrative.
Criterion 2
Digital Implementation and Purpose (ACTDIP022)
Evaluates the final interactive game for functionality, clarity of message, and its effectiveness in teaching peers about consent.
Exemplary
4 PointsProduces an outstanding, bug-free digital game that uses innovative design to educate peers; the integration of health messages and technology is seamless and engaging.
Proficient
3 PointsBuilds a functional interactive game for a defined audience; successfully integrates the digital safety toolkit and assertive scripts into the gameplay.
Developing
2 PointsProduces a game that is partially functional; some links may be broken or the health education messages may be difficult for the player to follow.
Beginning
1 PointsThe final product is incomplete or non-functional; fails to communicate the intended message about consent and boundaries to the audience.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
How has your confidence in using assertive communication (finding the 'Goldilocks Zone') changed from the beginning of this project to now?
Scale
Required
Question 2
In your 'Logic Lab' flowchart and final game, what did the different 'branches' or paths represent in terms of real-life social interactions?
Multiple choice
Required
Options
They represent the different personalities people have.
They represent how one choice (like being passive or assertive) can completely change the outcome of a situation.
They show that life is random and it doesn't matter what we say.
They represent the different physical changes that happen during puberty.
Question 3
During this project, you explored how puberty changes our need for privacy and respect. How did creating your game change your perspective on why setting boundaries is an important part of growing up?
Text
Required
Question 4
Describe one 'Red Flag' you included in your 'Consent Quest' game. Why is it vital for your peers to recognize this specific flag, and what help-seeking strategy did your game suggest for it?
Text
Required
Question 5
How successful do you feel your game was in teaching your peers about consent and assertive communication?
Scale
Optional