Overview

Duration: 3 minutes
Class Size: 5 students
Year Group: 10
Context: No internet or laptops available
Curriculum Focus: National Curriculum for England, Computing programmes of study

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Learning Objectives

WALT:

• Understand key concepts of e-safety and IT security relevant to personal and school contexts.
• Recognise common cyber threats and how to protect against them without digital tools.

National Curriculum Link:

• Key stage 4 Computing programmes of study (DfE 2014)
  • "Understand how to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy."
  • "Understand the risks associated with sharing personal information online."
  • "Know how to identify and respond to inappropriate content or contact."

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Success Criteria

• Students can explain at least two common cyber threats (e.g. phishing, malware).
• Students can list three best practices in maintaining IT security offline and online.
• Students actively participate in discussion and role play to demonstrate understanding of e-safety principles.

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Resources

• Printed scenario cards
• Whiteboard and markers
• Dyslexia-friendly worksheets (using clear fonts like Comic Sans or Arial, coloured paper background for reduced glare)
• Role play prompt cards

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Lesson Structure

Introduction (30 seconds)

• Recap previous knowledge on internet safety (brief verbal prompt).
• Introduce today’s focus: understanding key e-safety and IT security principles without digital devices.

Main Activity: Role-play Scenario Discussion (2 minutes)

• Setup: Hand out printed scenario cards to students describing typical e-safety dilemmas (e.g. receiving an email from an unknown sender asking for details, sharing passwords, seeing suspicious links).
• Students take turns reading the scenarios aloud to the group.
• As a group, discuss:
  • What the potential risks are in each scenario.
  • How they would respond safely and securely.
• Teacher models answers on the whiteboard using bullet points and clear, simple language.

Extension for Advanced Learners

• Invite them to suggest alternative security measures or ways attackers might adapt, encouraging deeper critical thinking about evolving cyber threats.
• Ask them to explain risks related to social engineering and how trust manipulation impacts IT security.

Differentiation Strategies

• Provide dyslexia-friendly print materials (e.g. larger font, coloured paper).
• Allow oral responses instead of written to reduce cognitive load.
• Use multi-sensory learning: speaking, listening, and visible notes on the board.
• Encourage quieter students by assigning short, individual parts to read aloud or act out.

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Assessment

• Formative: Teacher observes participation and understanding during discussion and role play.
• Quick verbal quiz at the end: “Name one thing you should never share online” and “What would you do if you got a suspicious email?”

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Plenary (30 seconds)

• Recap key points as a whole class: three top tips for staying safe and secure with technology.
• Confirm students' understanding with thumbs up/down.

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Notes

• This highly condensed 3-minute session is designed as an activating starter or revision activity within a longer lesson.
• Encourages critical thinking and verbal articulation of e-safety principles even without technology.
• Meets curriculum requirements for e-safety awareness through interactive, inclusive and accessible pedagogy suitable for a small group.

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Extensions (for longer or follow-up lessons)

• Create a ‘safe vs unsafe’ poster in groups using printed materials.
• Write a brief role play script showing good IT security practices.
• Develop a ‘How to spot a phishing email’ checklist.

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This plan ensures pupils not only receive essential safety knowledge but practice communicating and reasoning about threats – vital 21st-century skills aligned with the UK National Curriculum computing aims.