Padlet First Steps

Overview

In this introductory Technology lesson, students explore Padlet for the first time. They practise safe, responsible digital behaviour, learn basic navigation, and create and post a simple piece of content with peer support.

Learning intentions

Students will:

• learn how to use a shared digital space safely and kindly
• practise basic Padlet navigation (open, find the correct board, view posts)
• create and post a simple item (text or picture) to their class Padlet wall
• work with a partner/group to collaborate and respond to peers
• reflect on what went well and what they will try next time

Success criteria

Students can:

• follow teacher instructions to sign in (or access) and find the class Padlet
• show safe and respectful behaviour when using Padlet (including listening, taking turns, and not deleting others’ work)
• post one contribution that includes a caption or simple idea
• respond to at least one peer’s post using a kind comment starter

Curriculum links

• Technology — students demonstrate safe and responsible use of computing technologies and data while completing a digital task
• Technology — students use digital tools to create and share solutions and communicate ideas
• Technology — students participate in collaborative work practices (with clear roles, turn-taking, and shared goals)
• Stage 1 (Year 1–2) — introductory use of digital tools with guided support, focusing on basic operations, contribution, and respectful participation

Lesson structure (45 minutes)

1. 0–5 min · Welcome and safety setup. Teacher shows the Padlet board projected and establishes 3 classroom rules for digital citizenship (be kind, be safe, ask for help). Students repeat the rules with a thumbs-up/thumbs-down check when teacher prompts scenarios.

2. 5–12 min · Guided viewing (Padlet navigation). Teacher models how to open Padlet, find the correct class board, and view posts. Students “follow along” with eyes on the screen, then on devices they locate: the board, the comment/capture area, and one peer post.

3. 12–20 min · Micro-practice: “Post like a pro”. Teacher demonstrates posting a simple entry (teacher choice: a short sentence or a selected image plus a caption). Students practise on a “practice slide” or blank note area first (paper or device) by writing a caption, then they wait for teacher confirmation before posting.

4. 20–28 min · Group work: create your class contribution. Students work in groups of 3. Teacher assigns roles: Navigator (finds board), Creator (writes caption), Checker (makes sure the post is kind and correct). Groups contribute one post to Padlet.

5. 28–37 min · Collaboration: peer responses. Teacher models how to add a short comment using sentence starters (e.g., “I like…”, “Good job…”, “I also…”). Students choose one peer’s post and add one kind response. Teacher circulates to support and remind students not to delete or edit others’ work.

6. 37–43 min · Reflection circle (what we learned). Students sit in a circle and share one thing they learned about Padlet and one rule to remember. Teacher uses a quick chart with stems: “I can open…”, “I can post…”, “I can respond…”, “Next time I will…”

7. 43–45 min · Exit check (quick assessment). Students complete a 2-question exit ticket verbally or on paper:

• “One Padlet button I can use is…”
• “A kind comment starter is…”

Resources

• Teacher device connected to a projector/interactive screen
• Padlet board set up in advance for the class (with students’ access prepared)
• Printed or displayed student-friendly comment starters (posters or cards)
• Device-ready student accounts or a teacher-assisted access method
• Simple content template (e.g., image + caption frame) prepared beforehand to reduce typing load
• Role cards for groups: Navigator, Creator, Checker
• Paper practice sheet or digital “scratch pad” for planning captions
• Timer for group steps (visible to students)

Assessment

• Observation checklist during navigation and posting (on-task behaviour, correct steps used, ability to locate the board)
• Peer and teacher feedback on safe/respectful commenting during collaboration
• Exit ticket (or teacher conference prompts) to confirm understanding of: navigation, posting, and kind responses

Differentiation

• Provide sentence starters and word banks for captions and comments.
• Use a choice-based contribution: allow students to post a preselected image with minimal typing, or a single-word caption.
• Assign roles so all students can succeed (Navigator can point/guide; Creator can type/write with support; Checker can verify using a checklist).
• For students needing extra support, pair with a strong peer and give a “step-by-step” reminder card; for fast finishers, ask them to add a second kind response (if appropriate and respectful).