Safe Online Connections

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Unit Overview

Unit Title: Being Safe and Respectful Online
Stage: 5
Year Level: 10
Focus Area: Respectful Relationships
Curriculum Link: PDHPE K–10 Syllabus (NSW) – Outcome: PD5-10
Outcome: Evaluates and applies strategies for promoting and maintaining safe and respectful relationships in a range of contexts.
Unit Duration: 5 x 50-minute lessons
Class Size: 25 students

This unit is grounded in the Five E Model of Inquiry (Engage, Explore, Explain, Elaborate, Evaluate) and aligned with the NSW Quality Teaching Framework, focusing on Significance, Quality Learning Environment, and Intellectual Quality.

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Big Ideas:

• Online relationships have unique opportunities and risks.
• Digital interactions influence wellbeing, identity, and real-world outcomes.
• Teenagers can make empowered, respectful choices in digital settings.

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Lesson Sequence Guide

🔹 Lesson 1: Who Are You Online? (Engage)

Lesson Focus:

Analysing how online behaviours affect self-esteem, identity, self-worth and digital reputation.

Learning Intentions:

• Identify factors that shape digital identity.
• Reflect on how online interactions impact sense of self.

Success Criteria:

• Thoughtfully describe personal online presence.
• Participate in group discussion using respectful communication.
• Explain at least two ways online interactions can influence wellbeing.

Activities Overview:

Time	Activity
5 mins	Entry Slip (Think-Pair-Share): "Describe yourself in three words. Would those be the same online?" (Scaffolded literacy task – adjectives brainstormed on board)
10 mins	Video Clip: "The Real Me" – portrayal of teens managing two identities (real and digital). Use notes scaffold to prompt key terms: reputation, self-worth, perception.
15 mins	Class Discussion: Explore students’ reactions. Prompt questions: "What influences your online persona? Who do you share it with?"
15 mins	Digital Profile Mapping Task (ICT Integration): Students use a graphic organiser in Google Slides/Canva to create a 'Dual Profile' – personal vs online identity. Choice of creative format: infographic, mock chat, social media profile.
5 mins	Exit Question on Padlet: “How does being online affect how you value yourself?”

Differentiation:

• Visual supports for EAL/D learners
• Modelled think-aloud of digital profile
• Flexible choice in how students showcase their profile (visual, written or verbal)

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🔹 Lesson 2: Risks and Red Flags (Explore)

Lesson Focus:

Investigating risks associated with online interactions and applying critical thinking to assess danger signs.

Learning Intentions:

• Recognise unsafe online behaviours and their consequences.
• Identify strategies to respond to online risks.

Success Criteria:

• Define catfishing, grooming, phishing and screenshot abuse.
• Collaborate in scenario analysis to identify key danger signs.

Activities Overview:

Time	Activity
8 mins	Scenario Warm-Up (Jamboard): Match risky online behaviours with the correct name (drag-and-drop).
10 mins	Short Documentary: Small group viewing of “The Password is You” (ABC Education). Note three ‘what not to do’ actions.
20 mins	Breakout Group Activity: Students rotate through case study stations. Each station has a fictional online interaction—from oversharing to identity theft. Each group answers on scaffolded worksheet: “What are the red flags? What would you do?”
7 mins	Debrief Discussion: Teacher uses a mind map on projector to gather signs of risky behaviour.
5 mins	Exit Reflection in Learning Journal: “What risk are teens most likely to ignore online, and why?”

Differentiation:

• Case studies tiered for complexity
• Scaffold prompts at each station
• Peer support roles within group work

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🔹 Lesson 3: Connections or Controls? (Explain)

Lesson Focus:

Examining power and control in online relationships and promoting respectful digital communication.

Learning Intentions:

• Understand what respectful communication looks like online.
• Identify signs of digital coercion and misuse of social media in relationships.

Success Criteria:

• Explain difference between controlling and caring online behaviours.
• Suggest useful actions for a friend experiencing digital abuse.

Activities Overview:

Time	Activity
5 mins	Quick Poll: “Is it OK for your partner to have your passwords?” Students vote digitally via Mentimeter.
10 mins	Analyse Real-Life Stories (Text Literacy): Excerpts from youth advice columns about online jealousy, stalking, and image sharing. Discuss the emotions and imbalance of power.
15 mins	Concept Board (Shared Google Doc): Students generate lists of controlling vs respectful online behaviours. Use teacher modelled examples first.
15 mins	Role-Play in Pairs: Take turns being 'the supportive friend' who gives advice about an unhealthy online behaviour. Choice of given scenarios or student-created.
5 mins	Group Reflection – “What are our rights online?” Teacher records on board.

Differentiation:

• Sentence stems provided for role-play (“I understand that… Have you thought about…?”)
• Option to write scenario response if uncomfortable performing

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🔹 Lesson 4: Building Respect Online (Elaborate)

Lesson Focus:

Evaluating and applying strategies to create positive, inclusive and safe online experiences.

Learning Intentions:

• Collaborate to build group rules for respectful digital interactions.
• Evaluate real-life examples of positive online communities.

Success Criteria:

• Design a contribution to class-wide Respect Online Charter.
• Propose 2+ realistic strategies to promote online wellbeing.

Activities Overview:

Time	Activity
10 mins	Discussion: “What makes an online space feel safe?” Students write keywords on post-its to add to whole-class wall.
15 mins	Online Community Gallery Walk: Teacher provides short profiles of positive digital movements (e.g., ‘Kind Comments’ campaign, gaming groups with moderators). Critical response sheet: “What makes this community respectful? How could we replicate that?”
15 mins	Small Group Task: Create a page/slide of the class’s Respect Online Charter. Each group receives a topic (Listening, Privacy, Consent, Accountability etc.) and designs a digital pledge.
5 mins	Digital Presentation: Compile in Google Slides or Jamboard. Each group briefly presents their slide.
5 mins	Caption Reflection: “My contribution to a respectful internet will be…” written on Padlet.

Differentiation:

• Variety of roles within group task (designer, writer, researcher)
• Choice in how content is created (poster, short video, slide)

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🔹 Lesson 5: What Will You Do? (Evaluate)

Lesson Focus:

Empowering students to evaluate strategies and commit to specific online relationship goals.

Learning Intentions:

• Evaluate knowledge gained over the unit.
• Create a digital product outlining a personal ‘safe and respectful online’ action plan.

Success Criteria:

• Reflect on learning using appropriate language.
• Construct a clear, age-appropriate digital strategy for maintaining respectful digital ties.

Activities Overview:

Time	Activity
10 mins	Kahoot Quiz: Review key ideas from the unit (true/false, scenario-based).
10 mins	Class Discussion: Which activity made you think differently? Why?
20 mins	Assessment Task (Choice-Based):
Create a personal online safety plan using choice of format:

- Google Slides advice deck  
- Canva infographic  
- Voiced-over video journal (Flip grid or iMovie)  

Prompted sections include:
- Boundaries I Will Set
- How I Stay Respectful
- My Actions If Something Goes Wrong | | 5 mins | Paired Reflection: Share your project with a peer and receive ‘2 stars and 1 wish’ feedback. | | 5 mins | Whole-class Celebration of Learning: Showcase selected work, affirm key messages. |

Differentiation:

• Student choice in final product
• ICT support for visual/audio learners
• Language scaffolds and success criteria guides provided

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Assessment Opportunities

• Formative: Exit slips, participation rubrics, journals, class discussion
• Summative: Personal Online Safety Plan (multi-modal, creative, and student-directed)

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Incorporation of NSW Quality Teaching Elements

• Significance: Tasks address real teen issues such as digital consent, power, identity, and wellbeing.
• Intellectual Quality: Students analyse authentic examples and demonstrate evaluative thinking.
• Quality Learning Environment: Safe spaces for exploring uncomfortable but important topics, clear expectations, constructive peer interaction.

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ICT Integration

• Padlet, Mentimeter, Jamboard, Canva, Flipgrid, Google Slides
• Media literacy embedded through annotation, analysis and creation tasks

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Literacy Strategies

• Scaffolded templates and note-taking
• Vocabulary word walls
• Think-Pair-Share, sentence stems, structured discussion

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Catering for Diversity

• Multi-modal resources
• Visuals and graphic organisers
• Choice in task format and mode of expression
• Supported peer interactions and collaboration roles

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Conclusion

This five-lesson unit empowers Year 10 students to navigate and shape online spaces with safety, empathy and purpose. Linking real-life digital contexts with health and relational wellbeing, it transforms screen time into learning time — where skills, strategies and values meet.

Let’s support students to be not just participants, but positive leaders in online relationships.