Chromebook Welcome

Overview

In this lesson students meet new Chromebooks for the first time. They learn basic safety and care routines, practise simple Chromebook actions, and complete a short guided activity to build confidence and excitement.

Learning intentions

• Students will learn how to handle and care for a Chromebook safely and responsibly.
• Students will practise basic Chromebook functions (turn on/off, login basics, touchpad/mouse, selecting and typing).
• Students will explore an online task using teacher-set steps and safe searching habits.
• Students will reflect on what they learned and what to do if they are unsure or see a problem.
• Students will use Chromebooks to support learning conventions of print and screen (AC9EFLA04).
• Students will create and edit short digital texts collaboratively (AC9EFLY06).
• Students will recognise and interact with digital texts (AC9EFLA03).
• Students will develop phonological awareness through interactive phonics games (AC9EFLY10).

Success criteria

• I can carry and use a Chromebook correctly (lid, grip, and where to place it).
• I can follow safety rules for passwords, websites, and personal information.
• I can complete a simple task: open an app/site, select options, and type a short message.
• I can ask for help appropriately if something does not work.

Curriculum links

• Digital Technologies (Foundation/early years focus): using digital systems safely and responsibly; accessing digital information; demonstrating basic input/output actions.
• English (Foundation Year):
  • AC9EFLA04: Understand how print and screen conventions support reading and viewing.
  • AC9EFLY06: Create and edit short texts using digital tools.
  • AC9EFLA03: Recognise digital texts and their features.
  • AC9EFLY10: Develop phonological awareness through listening and speaking activities.
• Communication and collaboration: following agreed class routines for working with others using digital tools.
• Health and wellbeing: responsible use of digital environments supports safe learning routines (including breaks and appropriate behaviour).

Lesson structure (45 minutes)

1. 0–5 min · Hook & routines. Teacher displays the Chromebook welcome deck and shows a quick “before/after” photo of a Chromebook in a safe vs unsafe setup; students do a quick turn-and-talk: “What would keep a Chromebook safe?”
2. 5–12 min · Direct teach: care and safety. Teacher uses the Chromebook welcome deck to teach 4 simple routines: carry with two hands, open/close carefully, keep food/drinks away, and sit with good posture; students repeat and mime each routine.
3. 12–16 min · Direct teach: login and asking for help. Teacher explains the class procedure (teacher login method or student initials if used), password safety (“never share”), and “I need help” signals; students practise the help routine without touching the screen for 20 seconds.
4. 16–22 min · Guided practice: touchpad & clicking. Teacher leads through the Chromebook welcome deck step-by-step: moving the cursor, clicking/tapping, double-checking before selecting; students follow on their Chromebook with a “pause and point” moment at each step.
5. 22–30 min · Guided activity (pair confidence task). Distribute the Chromebook skills worksheet to pairs. Students complete the “I can…” checklist by doing teacher-led micro tasks shown in the Chromebook welcome deck:

• turn on the device
• find and click the main icon/launcher tile you set
• choose one option (e.g., a picture or background)
• type their first name (or a short word the teacher chooses) Teacher circulates and uses a “coach not fix” approach: prompt, then help if needed.

6. 30–37 min · English integration activities.

• Digital story creation: Students use a simple drawing or story app to create a short digital story, practising conventions of print and screen (AC9EFLA04).
• Shared writing: Teacher and students collaboratively create and edit a short text on the Chromebook (AC9EFLY06).
• Interactive phonics games: Students engage with teacher-selected phonics apps or websites to develop phonological awareness (AC9EFLY10).

7. 37–44 min · Responsible online behaviour mini-check. Teacher returns to the Chromebook welcome deck for a 3-question discussion:

• “Should we type our full name or private info?”
• “What do we do if a page looks weird?”
• “Why do we only open what the teacher asks?” Students respond using thumbs up/down and one sentence starter from the board.

8. 44–45 min · Exit reflection. Teacher displays the final slide on the Chromebook welcome deck: “One safe Chromebook rule I will follow is…” Students answer on a sentence strip or with an oral response to the teacher.

Resources

• the Chromebook welcome deck
• the Chromebook skills worksheet
• Teacher device connected to classroom display (for modelling)
• Student Chromebooks (pre-set accounts and teacher-directed launcher)
• Charging leads/power safety setup (teacher-managed)
• Sticky notes or “help cards” for students to signal
• Floor markers or seat cards to support correct posture and device placement
• Pencil and eraser for worksheet completion

Assessment

• Observation checklist during guided practice (care routines, clicking/pointing steps, help-seeking behaviour).
• Worksheet review: completed “I can…” items showing students attempted each micro task.
• Observation and anecdotal notes during English integration activities:
  • Evidence of understanding conventions of print and screen through digital story creation (AC9EFLA04).
  • Participation and contribution in shared writing and editing (AC9EFLY06).
  • Engagement and progress in interactive phonics games demonstrating phonological awareness (AC9EFLY10).
• Exit reflection (oral or sentence strip): identifies at least one safety rule and responsible behaviour.

Differentiation

• Support: Provide visual icons on the worksheet for “turn on”, “click”, “type”, and “ask for help”; use sentence starters (“I will…”, “If it looks weird, I will…”).
• Support: Pair a confident user with a beginner; teacher assigns roles (Reader/Clicker) so all students participate.
• Extension: If finished early, students choose an extra option (e.g., select a second picture) and re-type with a teacher-approved template.
• EAL/SEN: Keep instructions short, model actions live, and allow oral responses for the exit reflection; use consistent gestures for each step.