My Online Identity

Overview

This 45-minute lesson is designed for a small Year 5 class (3 students) as part of the PSHE unit "Exploring My Identity." It focuses on understanding online identity in accordance with the National Curriculum (England) aims related to personal, social, health, and economic education, particularly safeguarding and responsible use of technology. Students will explore how they present themselves online and consider the impact this has on their real-life identity and relationships.

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Learning Objectives

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

• Recognise the concept of an online identity and how it can differ from their real-life identity.
• Understand the importance of managing their online presence responsibly and safely.
• Reflect on their own digital footprint and social media profiles (real or hypothetical).
• Discuss implications of online behaviour on personal relationships and reputation.

National Curriculum Links (PSHE: Relationships and Health Education)

• Relationships Education
  • “How to recognise risks, harmful content and contact, and how to report them.”
  • “How to respect equality and diversity in relationships.”
• Health Education
  • “The importance of respecting others and how online actions affect real-life relationships.”
• Computing (Links)
  • “How to use technology safely, respectfully, responsibly and recognise acceptable/unacceptable behaviour online.”

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Resources

• Tablets or laptops for students (optional: printed screenshots/mock social media profiles)
• Whiteboard and markers
• "My Online Identity" worksheet (includes reflection prompts, scenario questions)
• Visual prompts to explain digital footprint and online persona
• Role-play cards describing different online behaviours

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Lesson Structure

1. Starter Activity (5 minutes) – “Who Am I Online?”

• Begin with an open discussion: "What is an online identity? How do you think your online presence shows who you are?"
• Share examples of online personas (e.g., a friendly gamer, a creative selfie sharer, or someone who posts helpful comments).
• Use a quick mini whiteboard poll (or thumbs up/down) to check initial understanding.

2. Teaching Input (10 minutes)

• Explain the term digital footprint: the trail of information left behind when using the internet and social media.
• Show visual examples of positive and negative digital footprints, emphasising how these can affect future opportunities and relationships.
• Discuss how online identity can sometimes differ from real-life identity and why people might present themselves differently online.
• Highlight the importance of safety, privacy, and being respectful online (linking to the national curriculum emphasis on recognising risks and responsible behaviour).

3. Main Activity (15 minutes) – “Analyse and Reflect”

• Give each student a hypothetical social media profile (can be fictional to avoid privacy issues). Alternatively, if they have permission, they can choose a profile they know or have created previously.
• Using the “My Online Identity” worksheet, students complete the following:
  • Identify positive things about this profile.
  • Spot anything that could be risky or send the wrong message.
  • Reflect on how they would feel if others saw this profile.
• Teachers facilitate with prompts and scaffold discussion, encouraging thoughtful answers and linking back to safe, respectful use.

4. Group Discussion and Role Play (10 minutes)

• Provide role-play cards with scenarios involving online identity dilemmas (e.g., receiving a mean comment, oversharing personal info, or posting without thinking).
• Students act out responses to these scenarios in pairs or as a group, practising respectful and responsible behaviour.
• Discuss the potential real-life consequences of poor online choices and how to handle challenges responsibly.

5. Plenary and Assessment (5 minutes) – “My Digital Promise”

• Students each create a short, personal Digital Promise statement on a sticky note or mini whiteboard, committing to one thing they will do to maintain a positive and safe online identity.
• Share these promises aloud and display them in the classroom as a reminder.
• Teacher provides verbal feedback, affirming understanding and highlighting responsible attitudes.

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Differentiation

• For students needing extra support: provide simplified language and one-to-one guided discussion.
• For more able students: challenge with deeper questions about long-term impact of digital footprints or exploring online identity related to diversity and equality.

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Assessment Evidence

• Completion and quality of reflections on the worksheet.
• Participation in group discussion and role play demonstrating understanding and empathy.
• Digital Promise statements illustrating a grasp of responsible online identity management.

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Extension Ideas

• Encourage students to create a “positive profile” poster showing the kinds of information and images that build a respectful online identity.
• Collaborate with computing lessons to explore setting privacy settings and reporting inappropriate content.

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Teacher's Notes

• Emphasise a supportive, non-judgmental atmosphere so students feel safe discussing real experiences or concerns.
• Ensure all discussions respect confidentiality and privacy.
• Adjust content as needed based on students’ prior knowledge and emotional maturity.

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This lesson aligns with the national curriculum focus on developing confident, responsible digital citizens and supports their broader personal and social development within the PSHE framework. It combines critical thinking, reflection, and practical skills to empower students to navigate the digital world safely.