Safe Online Behaviours

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Overview

• Unit Title: Navigating Online Respect (Lesson 3 of 5)
• Lesson Title: Safe Technology Use in Online Relationships
• Year Level: Year 10
• Subject: Health
• Lesson Duration: 50 minutes
• Class Size: 25 students
• Australian Curriculum Connection:
  • Health and Physical Education – Personal, Social and Community Health
    • Strand: Communicating and interacting for health and wellbeing
    • Content Description:
      • ACPPS093: Evaluate situations and propose appropriate emotional responses and coping strategies.
      • ACPPS091: Identify and analyse factors that influence emotions, and develop strategies to demonstrate empathy and sensitivity.

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Learning Intentions

By the end of this lesson, students will be able to:

• Explain the importance of privacy settings and consent in online communication.
• Analyse how digital footprints can impact online relationships.
• Apply strategies to navigate online interactions respectfully and safely.

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Success Criteria

Students will demonstrate success by:

✅ Participating in group discussions and contributing relevant ideas
✅ Identifying safe online practices in a group scenario
✅ Completing a reflection that articulates personal strategies for respectful online behaviour

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Resources Required

• Printed prompt cards with realistic online interaction scenarios (1 set per group)
• Butcher’s paper, markers
• Sticky notes
• Teacher slide deck with key concepts (privacy, consent, digital footprint)
• “Online Relationship Toolkit” student handout (provided as a printable worksheet)
• Exit ticket template (small reflection slip per student)

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Lesson Sequence

1. Introduction (10 mins)

Hook (5 mins):
Pose the question:

“If someone screenshots your private chat and shares it—who owns that message now?”
Take 2-3 quick student responses, then use this as a segue into the complexity of privacy and consent online.

Explicit Teaching (5 mins): Present 3 mini-keynotes about:

• Privacy Settings: Control who sees what, default settings, hidden risks on Snapchat and Instagram
• Digital Footprints: Stories, DMs, shared content—what could come back to haunt you?
• Consent Online: Just like real life, consent applies to screenshotting, sharing photos, tagging, and messaging.

2. Group Activity – “Screens and Scenes” (20 mins)

Instructions: Students are split into five groups of five. Each group receives a prompt card with a challenging online scenario relating to online relationships (e.g., pressure to share an image, being added to group chats with strangers, receiving unwanted messages).

Tasks:

1. Read and discuss: groups identify privacy, consent, and digital footprint issues in the scenario.
2. Write strategies on butcher’s paper:
   • “What’s risky?”
   • “How could we act respectfully and safely?”
3. Appoint a spokesperson to share insights with the class.

Extension idea: Include a “Bonus Card” where groups create their own challenging online scenario to swap with another group.

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3. Whole Class Reflection + Debrief (10 mins)

Invite 2–3 groups to share their strategies with the class. Use student responses to emphasise key lessons and dispel any common myths (e.g., “Snapchat messages disappear, so they’re safe!”).
Facilitate a 3-minute student-led recap, asking:

• “What themes kept coming up?”
• “How would you explain digital consent to a younger student?”

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4. Personal Reflection (8 mins)

Task: Students complete the “Online Relationship Toolkit” handout, which includes:

• Self-checklist of their current online behaviours
• Space to write 2 strategies they will use to stay safe in online relationships
• One thing they will do this week to improve their online respect

This toolkit can be used again at the end of the unit as part of a capstone activity.

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5. Exit Ticket (2 mins)

Each student writes on a sticky note:

“One thing I learned today that surprised me was…”

Stick on the exit door as they leave.

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Differentiation

• EAL/D & Literacy Support:
  Provide sentence starters and visual cues for scenario prompts. Pair students with a peer buddy for task support.

• High Ability Students:
  Invite to extend their scenario analysis by linking to existing laws (e.g., cyberbullying, sexting, online harassment) and rights in Australia.

• Student Wellbeing Support:
  Let students know a wellbeing staff member is aware of the content today. Allow opt-out for students who may find topics sensitive.

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Assessment & Feedback

• Formative:

  • Observation of group collaboration and discussion depth
  • “Online Relationship Toolkit” responses
  • Sticky note exits provide insight into learning highlights

• Summative (at end of unit):

  • Toolkit responses tracked over 5 lessons to demonstrate personal growth and application of respectful online strategies

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Teacher Reflection Prompts

• Did students demonstrate a shift in thinking around consent or digital permanence?
• Which scenarios provoked strongest engagement? Why?
• Are there misconceptions that need further reinforcement next lesson?

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Next Lesson Preview (Lesson 4 of 5)

Topic: Managing Online Conflict Respectfully
Focus: De-escalation strategies, reporting abuse, and mental health impacts of toxic online environments

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Let this be more than just a class—it can be a game-changer in how students relate to and respect one another, both online and offline.