Mitigating Cyber Threats

Overview

In this lesson (Lesson 7 of 8) students investigate how to reduce cybersecurity risks by using strong account protections and safer online behaviours. They practise identifying phishing and apply best-practice strategies to respond appropriately when threats occur.

Learning intentions

Students will:

• explain how multi-factor authentication (MFA) reduces the risk of unauthorised access if a password is compromised
• identify common phishing techniques and other cybersecurity threats used to manipulate users
• evaluate simple mitigation strategies (tool-based and behaviour-based) for real-life scenarios
• use appropriate digital behaviour to reduce their own risk online

Success criteria

Students can:

• describe at least two ways MFA protects an account beyond a password
• list at least three phishing red flags (e.g. suspicious domain, urgency, unexpected requests)
• recommend a mitigation action and justify it using the scenario details
• demonstrate safe online habits during scenario discussions and tool practice

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: AC9TDI8K02 — investigate how data is transmitted and secured in wired and wireless networks including the internet (used here to connect “security layers” and why attackers target data paths and user access)

Lesson structure (60 minutes)

1. 0–5 min · Retrieval starter (Unit link). Teacher writes two prompts on the board: “What is a threat actor trying to achieve?” and “Name one way we protect systems/people.” Students quickly respond in pairs, then share one idea.

2. 5–15 min · Direct teach: MFA in real life. Teacher explains MFA using a concrete everyday example: logging in then receiving a single-use token or code (e.g. SMS/app). Teacher emphasises that MFA adds a second factor so stolen passwords alone are not enough. Students complete a short “Password vs MFA” comparison in notebooks: they label what an attacker gets with only the password and what they still lack with MFA.

3. 15–25 min · Mini-lesson: phishing and threat patterns. Teacher models how phishing messages manipulate users, focusing on technique categories: impersonation of a trusted service, urgent language, requests for credentials/payment, links that look similar but are not the real site, and suspicious sender details. Students sort 8 scenario cards into “Likely phishing” / “Not sure” / “Likely legitimate”, then justify one card using a red-flag criterion.

4. 25–40 min · Scenario lab: mitigate and justify. Teacher distributes a set of 5 short case studies (printed or on devices). Each case includes a message/app prompt and a question: “What should the user do to mitigate the risk?” Examples include: “Reset your password urgently”, “Verify payment details”, “Free gift claim link”, “Account locked—confirm now”, and “Unexpected login alert”. Students, in groups of three, decide:

• the threat type (phishing, impersonation, credential theft, social engineering)
• the safest next action (e.g. do not click, verify via official app, check sender domain, report, enable MFA if available)
• one justification statement that links to MFA and/or phishing red flags

5. 40–52 min · Whole-class debrief: best-practice checklist. Teacher facilitates a class discussion and records a “Mitigation Checklist” on the board (software tools + behaviour). Teacher prompts students to be specific about actions. Students contribute one checklist item and one reason (e.g. “I recommend verifying by opening the official site manually because…”).

6. 52–58 min · Formative check: quick reflection. Teacher gives a 4-question exit-style worksheet (or one slide) with:

• MFA: “Why does MFA stop password-only attacks?”
• Phishing: “Name two red flags from today.”
• Response: “What is one safe action when unsure?”
• Tool/behaviour: “Choose one mitigation you will apply this week.”

7. 58–60 min · Closure. Teacher summarises: “Security is layered: account protection (MFA) plus safer behaviour (phishing awareness).” Students submit responses and tidy materials.

Resources

• Scenario cards/case studies (printed or digital)
• Student notebooks and pens
• “Password vs MFA” comparison template
• “Mitigation Checklist” worksheet (class copy)
• Exit-style reflection sheet (4 short questions)
• Teacher slides or board prompts (no external links required)
• Optional: a short teacher demonstration using a mock login screen (offline images)

Assessment

• Observation checklist during group scenario lab: correct identification of threat type and justification of mitigations
• Formative checks in sorting activity: ability to use phishing red flags rather than guessing
• Exit-style reflection: assess understanding of MFA and practical mitigation choices

Differentiation

• Provide sentence starters for justification (e.g. “This looks like phishing because…”, “A safer action is… because…”)
• Offer a reduced set of scenario cards for students who need more structure; allow additional support by pairing with a prepared group role
• Extend for fast finishers: ask them to rank mitigations by priority (highest risk first) and explain why
• For EAL/SEN support, use clear visual cues on red-flag categories and allow verbal responses before writing (then translate into short written answers)