Safe Online Choices

Overview

In this introductory Health lesson, 5-year-olds learn that tablets, computers, games and the internet can be useful and fun, but they need safe choices. Through a puppet story, movement, role-play and collaborative drawing, students learn three memorable rules: keep personal information private; use a strong secret password with a trusted adult; and stop and tell a trusted adult if something feels strange or unsafe.

Learning intentions

Students will:

• learn what personal information is and why it should be kept private
• practise making safe choices when using digital devices
• learn to ask a trusted adult for help with passwords or worrying online experiences
• use simple words and actions to explain the three safety rules

Success criteria

• I can keep personal information private.
• I can explain that passwords are secret and ask a trusted adult for help.
• I can stop, close or put down a device, and tell a trusted adult if something feels strange.
• I can make a safe choice in an online situation.

Key vocabulary: private, personal information, password, trusted adult, safe, unsafe, strange, stop, tell.

Curriculum links

• Health Education: staying safe online by using informed choices and discussing digital safety with trusted adults.
• Health Education: recognising personal information and using safe sharing practices to keep it secure.
• Health Education: identifying online contact and applying strategies to stay safe and respectful.
• Hauora and the key competencies: managing self, relating to others, and participating and contributing.

Lesson structure (40 minutes)

1. 0–5 min · Welcome and hook. Teacher introduces a puppet, “Tui”, who has just started using a tablet, and says: “Today we are learning ways to stay safe. We will not share any real names, addresses, passwords or other private information.” Show the opening and puppet scenario in the online safety introduction slides. Students make a thumbs-up if they use a device sometimes and turn-and-talk about one thing they enjoy doing on it; they do not name accounts or share personal details.

2. 5–12 min · Three safety rules. Teacher teaches and rehearses three actions: “Private means keep it to yourself” (hands over heart); “Passwords are secret helpers—use them with a trusted adult” (finger to lips, then point to an adult); “Stop and tell” (flat hand for stop, then tell gesture). Use these words: “Personal information is information about you, such as your full name, where you live, your school, your phone number, photographs or passwords. We do not share it online without a trusted adult.” Students repeat each rule, action and sentence with a partner. Clarify: “A trusted adult might be a parent, caregiver, teacher or another adult who looks after you.”

3. 12–20 min · Safe or unsafe movement. Display the sorting instructions in the safe-or-unsafe movement slides. Teacher reads one situation at a time. Students move to the “safe” or “unsafe” side of the room, then explain their choice using “I think this is safe/unsafe because…”. Situations include: asking a trusted adult before joining a new game; telling an online stranger your full name; keeping a password secret; showing a strange message to a teacher; sending a photo without asking; and stopping when a game asks for private information. Reinforce that an unsafe choice is not “naughty”—we stop and get help.

4. 20–28 min · Puppet role-play. Teacher acts out Tui receiving a message: “You won a prize! Tell me your name and password now.” Think aloud: “This feels strange. I will not reply. I will stop and tell my trusted adult.” Repeat with a message asking for a photograph. In pairs, students practise one response: freeze or put down an imaginary device, say “Stop”, and tell an adult, “Something feels strange.” Invite volunteers to role-play while the class identifies the safe action. No student invents or performs a real password.

5. 28–36 min · Collaborative safety shield. In groups of four or five, students complete the online safety shield worksheet. Each group draws or dictates one picture for each rule and chooses a group safety sentence, such as “Keep it private” or “Stop and tell.” Teacher circulates and asks: “What choice is your picture showing?” and “Who could help?” Groups share one part of their shield. Display the finished work for future device use.

6. 36–40 min · Check and home connection. Revisit the three actions in the recap and home-connection slides. Students complete an oral exit check by showing one, two or three fingers when the teacher names a rule, then tell a partner one trusted adult they could ask for help without giving any personal information. Send home the prompt: “Ask your child to teach you the three rules and name a trusted adult. Together, check that passwords are kept secret and used with an adult.”

Resources

• the online safety introduction slides
• the online safety shield worksheet
• Tui or another child-friendly puppet
• Three signs: Safe, Unsafe, and Stop and Tell
• Floor space for movement
• Crayons, pencils and group drawing materials
• Optional device or tablet image for demonstration

Assessment

• Listen during the movement activity for students identifying private information, passwords and requests for help.
• Observe role-play: students should stop, avoid replying or sharing, and tell a trusted adult.
• Check each group’s safety shield for an accurate picture or dictated statement linked to one of the three rules; use the final finger check to identify students needing reteaching.

Differentiation

• Support: Use the three actions throughout, provide picture cues and sentence starters (“I will stop…”, “I will tell…”), allow students to point, draw or dictate, and pair learners with a supportive peer. Rehearse the vocabulary with gestures and repeat the same examples.
• EAL learners: Pre-teach vocabulary with simple pictures and accept home-language discussion before sharing an English sentence.
• Sensory, communication or learning needs: Offer a seated safe/unsafe card response instead of movement, reduce role-play pressure, and allow a puppet, adult or peer to speak.
• Extension: Students create a new fictional online situation and explain which rule applies, who could help, and what they would do next. Ensure the example contains no real names, passwords or personal information.