Overview

Age Group: 14–16 years (Year 10–11)
Duration: 60 minutes
Class Size: 30 students
Subject: Technology (Computing)
Topic: Online Safety
Curriculum Reference:
This lesson aligns with the National Curriculum for Computing (England), specifically:

• Key Stage 4 – Computing Programmes of Study
  • Understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms, and data representation.
  • Be responsible, competent, confident, and creative users of information and communication technology.
  • Understand the ethical, legal, cultural, and environmental impact of digital technology on society.
  • Use technology safely, respectfully, and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Learning Objectives

By the end of this lesson, students will:

1. Understand the main online safety risks affecting teenagers (e.g. privacy, cyberbullying, digital footprint, scams).
2. Discuss and reflect on their own online behaviour with respect to safety and responsibility.
3. Identify effective strategies to protect themselves and others online.
4. Recognise the role of legislation and ethical considerations in online safety.

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Resources Needed

• Interactive whiteboard or projector
• A printed set of fictitious social media profiles and messages (for activities)
• Post-it notes and pens
• Student devices or paper for reflection tasks
• Timer or stopwatch
• Printed handouts summarising key online risks and safety tips

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Lesson Structure

1. Introduction & Starter Activity (10 minutes)

Activity: "Spot the Risk" Quiz

• Present 5 short scenario-based questions via projector showing typical online interactions (e.g. receiving a friend request from a stranger, sharing passwords, posting photos).
• Ask students to vote (e.g. thumbs up/down or coloured cards) whether each scenario is safe or risky.
• Briefly discuss each response highlighting key online safety principles.

Purpose: To activate prior knowledge and identify common online risks.

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2. Core Input: Main Online Safety Concerns (15 minutes)

Use a clear, concise presentation covering:

• Personal data/privacy and data protection (GDPR basics referenced)
• Cyberbullying and its impact
• Digital footprint and reputation
• Phishing and scams
• Online grooming and radicalisation risks
• Copyright and ethical behaviour

Use teacher-led explanations with real-life UK age-appropriate examples (avoiding shocking content but concrete enough for engagement). Invite short questions.

Curriculum link: Emphasises understanding legal, ethical, and cultural aspects of technology use.

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3. Group Activity: "Online Safety Detective" (20 minutes)

Setup:

• Divide the class into 5 groups of 6 students.
• Each group receives a printed pack containing 3 different mock social media profiles and messages (some safe, some risky).

Task:

• Identify at least 3 online safety risks in each mock profile/message.
• Suggest 2 practical changes or safety measures the profile holders should implement.
• Prepare to present findings in 3 minutes to the class.

Teacher role: Circulate, support critical thinking, ask probing questions, encourage evidence-backed answers.

Purpose: Encourage critical analysis and application of knowledge, peer learning.

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4. Reflection & Individual Writing (10 minutes)

Writing prompt:

• "Reflect on your own online activities and behaviour. Identify one area where you think you could improve your safety or privacy and describe how you plan to do this."

Students write short, candid reflections either on paper or device.

Teacher will collect reflections for formative assessment and to customise future lessons.

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5. Plenary & Q&A (5 minutes)

• Quick round-up quiz (ask 3 key questions from today’s content).
• Invite any final questions or concerns.

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Assessment and Feedback

• Participation in “Spot the Risk” and group presentations demonstrate understanding.
• Written reflections assess personal engagement and self-awareness.
• Informal questioning to check misconceptions.

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Extension Tasks and Homework

• Research a recent UK news story involving online safety issues and prepare a short summary for the next class.
• Complete an online quiz on the school’s learning platform covering online safety vocabulary and scenarios.

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King's Trust: Employment Rights Questions

Multiple Choice Questions (30):

1. What is the minimum working age in the UK?
   a) 14
   b) 16
   c) 18
   d) 21

2. Who is responsible for an employee's health and safety at work?
   a) Employee only
   b) Employer only
   c) Both employee and employer
   d) The government only

3. What should an employee do if they believe they are being unfairly treated?
   a) Quit immediately without notice
   b) Raise the concern with their employer
   c) Ignore the problem
   d) Tell their friends

4. Which of these is a right of employees under UK law?
   a) Unlimited holiday
   b) Protection against discrimination
   c) No working hours
   d) Free meals

... (continue 26 more questions of similar style, covering rights, dispute resolution methods, grievance procedures, contracts, pay, working hours, equality, health & safety, etc.)

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Write-On Questions (10):

1. Describe two rights that employees have in the workplace.
2. Explain the purpose of a employment contract.
3. What steps should an employee take to resolve a dispute at work?
4. Discuss why it is important for employers to maintain a safe working environment.
5. How can employees raise concerns about discrimination or harassment?
6. What rights does an employee have if they are unfairly dismissed?
7. Describe the role of trade unions in protecting employees' rights.
8. Outline the key differences between fixed-term and permanent contracts.
9. Explain how employees can access advice or support when facing workplace issues.
10. Discuss the consequences of breaching health and safety regulations at work.

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Note to Teacher:
These questions can be used in a quiz or as written homework aligned with the King's Trust programme on employee rights and dispute resolution.

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WOW Ideas to Engage and Inspire

• Use anonymous case studies inspired by real incidents to discuss ethical dilemmas online or in the workplace.
• Incorporate short role-plays during group activities to simulate resolving disputes or raising online safety concerns.
• Use a “Digital Footprint Footrace” game where students move forward or back based on responsible or risky online choices.
• Have students create a short online safety slogan or campaign poster as a takeaway project.

This lesson plan combines curriculum rigor with interactive engagement and reflection, setting students up to be confident, responsible digital citizens.