Digital Safety Sprint

Overview

Today’s lesson is the first of a two-week mini-unit on digital safety. Students identify personal data stored and shared in online accounts and practise safe behaviours when using digital tools at school and home.

Learning intentions

Students will:

• identify examples of personal data stored in online accounts they use at school and at home
• explain that personal data contributes to a person’s digital identity
• describe risks when personal data is shared widely or without permission
• follow agreed steps and conventions to find, communicate and organise information safely

Success criteria

Students can:

• name at least three types of personal data found in accounts (e.g. nickname, photos, school documents, contact details)
• explain who can access personal data (owner only, class/teacher, whole platform/community)
• give one risk and one safer choice (e.g. private settings, asking an adult, not posting identifying info)
• use agreed class steps to search for suitable information and communicate safely

Curriculum links

• AC9TDI4P09: identify what personal data is stored and shared in online accounts and discuss associated risks
• AC9TDI4P06: use core features of common digital tools to create, locate and communicate content, following agreed conventions
• (Optional connection across the unit) AC9TDI4P08 and AC9TDI4K01 will be revisited next lesson through account-access and device/peripheral scenarios

Lesson structure (45 minutes)

1. 0–5 min · Hook: “What’s personal?” Teacher shows three quick scenarios on the board (written, no links): a profile photo, a school folder link, a gaming nickname. Students think-pair-share: “Is this personal? Why might someone use it?”

2. 5–12 min · Direct teach: Digital identity Teacher explains that personal data is information that helps identify you or reveals details about you (including by what you post or what is shown about you). Teacher models categories: “who I am” (name/nickname), “what I share” (photos, posts), “what I store” (documents in a school account), “who can see” (privacy/access). Students record a simple class definition in their books.

3. 12–22 min · Guided activity: Personal data sorting Teacher distributes a cut-and-sort sheet with data examples in word form (e.g. full name, nickname, birthday, schoolwork document, friend list, location tag, chat messages, school email, classroom assignment upload).

• 10 minutes action: In small groups of 3–4, students sort into: “Personal data”, “Not personal data”, “Not sure—needs checking”.
• Students must also label an “access level” column: “owner only”, “teacher/class”, or “others/possible public”. Teacher circulates, prompts “Who can see this?” and “What risk could happen if shared?”

4. 22–30 min · Whole-class debrief: Risks and safer choices Teacher selects 4–5 items from the sorting task and asks: “What could this reveal?” and “What is the safer choice?” Expected student contributions:

• Personal photos can reveal location habits or friends’ identities.
• Nicknames and profile details can help strangers find people.
• School documents stored in accounts are accessible to authorised staff only, so links/permissions matter. Teacher anchors safer choices: keep accounts private, use school-approved tools, ask an adult before posting, avoid sharing identifying details.

5. 30–40 min · Tool conventions mini-practice (safe communication) Teacher guides students through a short, teacher-led digital routine using the classroom device/app they already use (e.g. school learning platform, document tool, or presentation draft).

• Teacher displays a step-by-step checklist on the board (agreed conventions):

1. log in with own account, 2) use the correct folder/class space, 3) check who can view, 4) keep personal details out of public drafts, 5) save and share only as directed by the teacher. Students practise one action: creating a short caption or title for a pretend class poster titled “Digital Safety Tips” that does not include personal details (no names, no location, no school email). Students then explain aloud which convention they followed.

6. 40–45 min · Exit ticket (quick check) Students complete an exit ticket:

• “Write one example of personal data.”
• “Who might be able to access it?”
• “Name one safer choice.”

Resources

• Personal data sorting cut-and-sort sheets (worded examples)
• Students’ books or worksheets for definition and notes
• Markers/coloured pencils for categories and access-level labels
• Classroom devices with the usual school learning platform/tool ready
• Teacher checklist displayed for the mini-practice routine
• Exit ticket slips

Assessment

• Teacher observation during sorting: correct classification of personal data and reasoning about access
• Short oral responses in the debrief: identification of risk and safer choice
• Exit ticket to check individual understanding (personal data + access + safer choice)

Differentiation

• Provide sentence starters: “This is personal data because…”, “A risk could be…”, “A safer choice is…”
• Offer roles in group work (sorter, reader, checker of access level) so students with additional needs can participate confidently
• For students needing extension: ask them to add one “new example” to the “Not sure—needs checking” category and explain what information is missing
• For EAL/SEN: use visual category headings and fewer items per group; allow oral responses recorded by teacher or buddy

Extension (optional)

• Use the second lesson next week to revisit account access using memorised passwords and to practise privacy settings through a supervised “check who can view” task.