Cybersecurity Overview

Overview

In this lesson, students build cybersecurity knowledge by identifying common threats, with a strong focus on phishing. They practise recognising warning signs and deciding what to do if they encounter a suspicious message, linking to how protections like multi-factor authentication reduce harm if passwords are compromised.

Learning intentions

Students will:

• explain how multi-factor authentication (MFA) helps protect an account even when a password is compromised
• identify common phishing techniques used to trick users
• apply a simple decision process to respond safely to suspicious messages
• justify their choices using clear cybersecurity reasoning

Success criteria

Students can:

• describe at least two ways MFA reduces unauthorised access
• list at least three red flags that suggest a message might be phishing
• choose an appropriate response (for example, do not click, report, verify through trusted channels)
• explain their response using evidence from the message (text, sender, links, urgency, requests)

Curriculum links

• Digital Technologies — AC9TDI8P13: explain how multi-factor authentication protects an account when the password is compromised and identify phishing and other cyber security threats
• Digital Technologies — AC9TDI8P13 emphasis on phishing techniques (for example unofficial domains, grammatical errors) and MFA as a second factor (for example one-time codes)
• General capability connection: critical and creative thinking by evaluating messages and making safe decisions; digital literacy by using appropriate security behaviours

Lesson structure (60 minutes)

1. 0–5 min · Retrieval hook. Teacher asks: “Last lesson, what did we learn about passwords and account security? What extra protection can stop login even if a password leaks?” Students do a quick silent write, then share one idea with a partner.

2. 5–15 min · Direct teach: MFA protection. Teacher uses a simple scenario: “You know someone’s password. Can you log in?” and introduces MFA as an extra token or single-use code that the account owner must also provide. Students complete a guided flow diagram: Password step → MFA prompt → access granted only when the second factor is correct. Teacher emphasises “password compromised” vs “still blocked by MFA”.

3. 15–28 min · Threat spotting mini-lesson (phishing focus). Teacher explains that phishing is when attackers pretend to be trusted people or services to get login details or other sensitive information. Teacher shows three short message examples on paper (no live links): each contains different red flags (for example urgent wording, request for passwords, strange sender domain, mismatch between display name and email address, spelling/grammar issues). Students record: “What is the message asking for?” and “What red flags can you see?”

4. 28–45 min · Group task: Decide and justify response. Students work in groups of 4. Each group receives two suspicious message cards and a response option sheet (for example: delete, do not click, report to teacher/admin, use official app/bookmark to check, ask a trusted adult, block sender). For each card, groups choose the safest action and write a justification using a sentence starter: “I think this is phishing because… therefore I will…”. Teacher circulates to prompt reasoning and ensure responses are safety-first.

5. 45–55 min · Whole-class share: build a “phishing checklist”. Teacher facilitates a class brainstorm. Students contribute one red flag each and one safe response they chose. Teacher consolidates into a short checklist displayed on board, such as:

• check sender address and domain carefully
• be suspicious of urgency or threats
• watch for requests for passwords, codes, or personal details
• notice spelling/grammar and odd wording
• do not click unknown links; verify using trusted sources Students copy the checklist into their notes.

6. 55–60 min · Exit ticket. Students answer two questions on paper:

• “Explain one way MFA protects an account if a password is compromised.”
• “Name one red flag of phishing and one safe thing to do if you see it.”

Resources

• Phishing message cards (printable), each with a different combination of red flags
• MFA scenario flow diagram handout
• Response option sheet (delete/report/verify/block etc.)
• Student notebooks and pens
• Board/whiteboard markers or projector (for teacher checklist only)
• Timer for group work and transitions

Assessment

• Formative checks during the group task: teacher reviews chosen responses and justifications for accuracy and safety
• Formative check during whole-class checklist building: students contribute relevant red flags and responses
• Exit ticket: evaluates understanding of MFA protection and identification of phishing red flags

Differentiation

• Provide sentence starters for justification (“I think this is phishing because…”, “I will not… because…”).
• Offer a reduced set of red flags for students who need support, while advanced students label more subtle indicators (for example sender display name vs real domain).
• Allow EAL learners to use word banks (urgent, password, link, report, verify) and visuals from the checklist.
• Extension within the lesson (for fast finishers): ask students to rank the red flags by which are most convincing and explain why.