Online Behaviour Impact

Overview

This 45-minute lesson is the fifth of six in the unit Exploring My Identity. It is designed for a small group of three Year 5 students and focuses on exploring the consequences of online behaviour. Grounded in the National Curriculum for England, the lesson addresses personal, social, health and economic (PSHE) education framework objectives relating to safety, relationships, and responsible use of technology.

National Curriculum Links

PSHE Association Programme of Study for Key Stage 2 (Years 3-6):
- Health and Wellbeing
  - Understand personal responsibility for keeping safe both physically and emotionally.
  - Recognise how everyday choices affect others and themselves.
- Relationships
  - Recognise the impact of their behaviour on others.
  - Explore how to respond respectfully to a wide range of people.
- Living in the Wider World
  - Understand the importance of responsible behaviour online, including recognising risks and protecting oneself.
Statutory Guidance: Relationships Education, Relationships and Sex Education (RSE) and Health Education (England) 2021:
- Identify ways to report concerns or inappropriate behaviour online.
- Appreciate the consequences of online actions on friendships and wider community.

Learning Objectives

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

Explain what consequences might arise from specific types of online behaviour.
Identify responsible ways to communicate and behave online.
Reflect on how their online actions can affect themselves and others emotionally and socially.
Know how to seek help or report if something online makes them uncomfortable.

Resources Needed

Printed case study scenarios (age-appropriate and relatable)
Large paper or whiteboard for mind mapping
Emotion cards (showing different feelings such as happy, sad, upset, frustrated, proud)
“Behaviour Consequence” flowcharts (simple step-by-step visuals)
Sticky notes and pens

Lesson Structure

1. Starter Activity: Reflective Question (5 minutes)

Gather the three students in a circle.
Pose the question: “Can you think of a time when something you or someone else said or did online made you feel a certain way?”
Each student shares a brief example or feeling.
Teacher summarises that what we say or do online can have different effects on people.

2. Introduction to Consequences (7 minutes)

Teacher defines consequences in simple terms: “What happens as a result of something you do.”
Show a flowchart example: online comment → how person feels → what might happen next (friendship affected, feeling upset).
Use emotion cards to link feelings to possible online situations.

3. Case Study Exploration (15 minutes)

Split the case studies so each student receives one or two scenarios. Examples:
- A friend posts a hurtful comment on a photo.
- Someone shares a secret message that was meant to be private.
- A funny meme is shared but it upsets one person.
Students read their scenarios aloud and discuss:
- What happened exactly?
- What feelings might the people involved experience?
- What could the consequences be for the people in the story?
- How could this situation have been handled differently?
Teacher records student responses on whiteboard mind map under headings: Feelings, Consequences, Solutions.

4. Group Discussion & Role Play (12 minutes)

Using one scenario together, students act out both a negative and a positive response.
Discuss how different responses change outcomes and feelings.
Emphasise how empathy and thinking before acting online prevents hurt feelings or conflict.
Highlight importance of asking for help or reporting if something feels wrong.

5. Plenary: Personal Commitment (6 minutes)

Each student writes down on sticky notes one responsible online behaviour they will promise to follow (e.g., think before posting, be kind, tell an adult if upset).
Students place sticky notes on a “Our Online Responsibility” poster.
Teacher verbally reinforces that online identity and behaviour are important parts of who they are.

Assessment

Formative assessment through observation of participation in discussions, understanding shown in case study analyses, and role play behaviour.
Check for understanding by reviewing the contributions to the mind map and sticky note commitments.
Informal questioning during plenary to clarify any misconceptions.

Differentiation and Inclusion

Provide reading support by pre-reading case studies if needed.
Use visual aids and emotion cards to support understanding of feelings and consequences.
Allow students to express ideas through drawing or role play if verbal explanation is challenging.

Extension Ideas

Invite students to create their own short online behaviour scenarios for the class.
Use digital storytelling tools (if available) to illustrate consequences visually for future lessons.

Reflection for Teacher

Did students grasp the link between online actions and emotional/social consequences?
Were students able to suggest appropriate solutions or strategies for responsible online behaviour?
What adjustments might help deepen understanding or participation next time?

This structured but flexible lesson plan ensures small group engagement while clearly addressing the statutory PSHE learning outcomes. It supports Year 5 students to develop safe, respectful habits that will benefit their online presence and relationships.

Teaching Instructions