Teachers, read this section before incorporating lessons into your classroom teaching. 

This learning resource supports students and teachers in Years 7 to 10 to explore the themes in First Day, including gender identity, inclusivity, allyship and leadership. Students will also learn about and reflect on the importance of diverse representation on screen. Read more about the series in the About First Day section.

This resource contains five lessons which explore key themes in First Day series 2: Gender Diversity, Leadership, Allyship, Advocacy and Media Representation. Each lesson includes discussion starters, a relevant First Day clip to view and respond to, and suggested learning tasks to reinforce and demonstrate student understandings.

Written for students in Years 7 and 8 but also suitable for Year 9 and 10 students, lessons could be used to address curriculum content in English, Media Arts, Health and Physical Education, or in a broad range of class inquiries.

The resource will develop students’ knowledge of diversity and inclusion, and ways to enact positive change. It aims to build social justice and cohesion in the classroom and beyond.

Before viewing First Day or using this resource, teachers should be aware that their class may include transgender, gender diverse or gender questioning students, and that this content should be explored sensitively. Students who are not out at school, who have only recently revealed themselves as transgender or recently started transition may be particularly vulnerable. Please be aware that transgender and gender diverse students may find some scenes in the series upsetting, such as those involving judgment or rejection.

It is imperative that transgender and gender diverse students’ privacy is upheld while viewing this series, discussing it, and undertaking the learning tasks in this resource. Teachers may choose to remind students that all peers have the right to privacy, and that private information should never be revealed without consent. By establishing expectations for behaviours and discussion, teachers can minimise the risk of students sharing experiences that make themselves vulnerable or distressed, and the risk of transgender or gender diverse students from being ‘outed’.

Class conversations about gender, identity, and bullying invite a diversity of opinions to be shared, so it is essential that teachers establish a safe and supportive learning environment for all students to engage with this series. Respectful classroom behaviours such as active listening and ‘no put-downs’ will allow students to share their ideas, express their views, ask questions, and learn from each other.

Select clips are included in this resource. To view full episodes, schools, teachers and educational organisations can purchase a digital download of First Day series 2 from the ACTF Shop. Our education license allows these digital files to be shared with all teacher and student devices on a school’s network.

The ACTF acknowledges and thanks children’s author Jo Hirst for consulting on this resource. Thanks also to First Day Writer / Director Julie Kalceff and Producer Kirsty Stark for their guidance and support.

The ACTF would like to better understand how teachers are using our resources in the classroom. We welcome feedback from teachers who have delivered and adapted our resources. Please reach out to education@actf.com.au with questions, comments and suggestions.

The following links will support students and teachers to learn more about the content explored in this learning resource.

Teacher resources:

ACARA, Media Arts: Support Resource – Examples of knowledge and skills

Gender Centre NSW

LaTrobe University, 2021, ‘Writing Themselves in 4: The health and wellbeing of LGBTQA+ young people in Australia’.

Parents of Gender Diverse Children

Telethon Kids Institute, Trans Pathway Summary

Transgender Victoria

Trans Health South Australia

Transforming Families

Student resources:

Minus 18, ‘How to be a Trans Ally’.

Reach Out, ‘What is an LGBTQIA+ ally, and how can I be a good one?’

UNICEF UK, Youth Advocacy Toolkit