Online Safety Basics

Overview

• Year group: Year 5
• Duration: 30 minutes
• Class size: 32 students
• Unit: Navigating Online Safety (Lesson 1 of 6)
• Subject: PSHE

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National Curriculum Links

This lesson supports the statutory requirements for Relationships Education in primary schools, as outlined in the UK National Curriculum and PSHE Association Framework:

• Relationships Education (DfE, 2019):
  • Identify risks and dangers when using the internet and know whom to ask for help
  • Recognise how information online can be misleading
• PSHE Association Programme of Study (Key Stage 2):
  • Health and wellbeing – internet safety and harms
  • Living in the wider world – recognising the positive and negative influences of the internet

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Learning Objectives

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

1. Explain what online safety means in their everyday lives.
2. Identify unsafe or suspicious content they might encounter online.
3. Understand the importance of being cautious and know appropriate actions to take if they encounter online dangers.

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Resources Needed

• Whiteboard and markers
• Printed scenario cards (role-play)
• Sticky notes or small cards for group activity
• Projector or screen for visual prompts (optional)
• “Safety Traffic Light” template (red, amber, green cards for group votes)

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Lesson Structure

1. Starter: What is Online Safety? (5 minutes)

• Begin by asking: “What do you think ‘online safety’ means?”
• Write key words from pupils on the whiteboard (e.g., safe, internet, rules, stranger, etc.).
• Share a clear definition:

  “Online safety means protecting ourselves when we use the internet and making sure we stay safe from things that could hurt us or make us feel uncomfortable.”

2. Group Discussion: Spotting Unsafe Content (10 minutes)

• Divide the class into 8 groups of 4 pupils.
• Give each group 2 printed cards describing different online content or situations, for example:
  • A friend asking for your password.
  • A pop-up ad claiming you’ve won a prize.
  • A message from someone you don’t know asking to chat.
  • A funny video shared by a trusted friend.
• Each group discusses whether the content is safe, unsafe or suspicious and writes their choice on sticky notes using the Safety Traffic Light system (Green = safe, Amber = suspicious, Red = unsafe).
• Groups take turns sharing their reasoning with the class. Emphasise the importance of recognising both obvious risks and less obvious warnings.

3. Role-Play: Responding to Online Danger (10 minutes)

• Hand out role-play scenario cards to pairs or trios (examples):
  • You receive a message from a stranger asking for your address. What do you do?
  • You see a strange pop-up asking you to click a link to win a prize. What should you do?
• Pupils act out the scenario and demonstrate a safe response, such as ignoring the message, telling an adult, or closing the popup safely.
• Discuss as a class why their responses will help keep them safe online.

4. Plenary: Reflect and Remind (5 minutes)

• Ask: “What is the most important thing to remember when you’re online?”
• Encourage key phrases like:
  • “Don’t share passwords”
  • “Tell a trusted adult”
  • “Think before you click”
• Recap the lesson’s core message: Being cautious and asking for help keeps us safe online.
• Set a reminder for pupils that this is the first of six lessons exploring online safety.

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Assessment Opportunities

• Informal formative assessment through group discussions and role-play participation.
• Use of “Safety Traffic Light” cards allows immediate visual feedback on pupils’ understanding of safe vs unsafe content.
• Teacher notes to observe pupils' ability to explain safe responses during role-play.

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Differentiation and Inclusion

• Support pupils with additional needs by pairing with empathetic peers during activities.
• Use visual cards and simple language to scaffold understanding.
• Encourage quieter pupils to share ideas through written sticky notes if hesitant to speak.
• Challenge more confident pupils by asking them to explain why some content might appear safe but is actually risky.

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Extension/Home Learning

• Pupils create their own “Online Safety Rules” poster to display at home or school.
• Ask pupils to talk with a family member about online safety and report back any new advice or family rules they discuss.

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Teacher Notes

• Emphasise a positive, non-alarmist tone to empower children rather than frighten them.
• Reinforce that mistakes can happen but knowing how to respond safely is what matters.
• Be prepared to signpost pupils to trusted adults and online safety resources within school if concerns arise.

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This lesson is designed to spark curiosity and confidence in Year 5 pupils as they begin exploring the digital world safely, laying solid foundations for deeper understanding in subsequent lessons.