Behind The Search PSHE lesson plan
A primary PSHE lesson for Years 5 and 6 that helps UK teachers introduce how information is presented online through a structured, ready-to-teach lesson. Pupils learn to look closely at how search results, social media content and other everyday online sources are presented, and practise questioning what they see before accepting it as accurate.
Online Safety, AI & Digital Literacy
Snapshot
Behind The Search
The lesson gives teachers a structured way to help pupils question and evaluate the information they come across online. Feedback: 4.1/5 average rating from 60 teacher and pupil responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Analysing how information is presented online
Lesson Format
Teacher-led discussion and structured activities
What pupils will learn
By the end of the lesson, students will be supported to:
Recognise
recognise that online information is not always presented fairly or accurately
recognise signs that content may be misleading, biased or trying to influence them
recognise that search results and social media content can be shaped by design choices, not just relevance
Understand
understand why some information appears more prominently online than other information
understand that digital footprints can affect how information about them or others is presented online
Practise
practise asking questions before accepting online information as accurate
practise identifying different types of online sources and considering their reliability
practise using respectful language when discussing online content and other people's opinions
Who this lesson is for?
Behind The Search is designed for upper primary pupils in Years 5 and 6 who are becoming more independent users of the internet and social media, and who are ready to think more critically about what they see online.
It is suitable for:
primary PSHE lessons
relationships education
computing or digital literacy lessons
pastoral care, circle time or form time
whole class discussions about online behaviour and social media use
Suitability should be based on more than age alone. Teachers should consider the lesson focus, pupil maturity, cohort needs, classroom culture, existing discussion norms and available support pathways.
Best used when
Use this lesson when students need clear, practical language for recognising unkind behaviour and knowing what to do next.
Introducing online safety and digital literacy Use when pupils are starting to explore how information is presented on search engines, apps and social media.
Building classroom culture around online behaviour Use when reinforcing expectations for respectful and thoughtful online communication.
Reinforcing digital literacy learning Use when pupils need a refresher on questioning online content rather than accepting it at face value.
Supporting inclusion in online discussions Use when pupils need shared language for discussing misinformation and online content without singling out individuals.
Preparing for increased independent internet use Use when pupils are moving into more independent use of social media, search engines or online research for schoolwork.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about how information is presented online.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils increasingly rely on the internet and social media to find information, form opinions and connect with others, so understanding how that information is presented matters for everyday decision making. Digital literacy is not only about staying safe online. It also means learning to notice how content is designed, ranked or shared, and asking questions before accepting information as accurate. This lesson supports a thoughtful approach to online information, helping pupils build habits of questioning and checking rather than simply reacting to what they see.
How this lesson supports wellbeing
This lesson supports student wellbeing by building practical social and emotional skills students can use in everyday school life. It helps students develop:
Capability How the lesson supports it
Critical thinking Pupils practise questioning online information rather than accepting it at face value.
Digital literacy Pupils build understanding of how search results and social media content are presented.
Self-awareness Pupils consider how their own digital footprint can shape how information about them appears online.
Respectful communication Pupils practise discussing online content and other people's opinions without personal criticism.
Help-seeking Pupils learn when to check information with a trusted adult if they are unsure.
Confidence online Pupils build confidence to pause and evaluate content before reacting or sharing.
For teachers and school leaders, the lesson contributes to broader wellbeing, respectful relationships, child safety and pastoral care goals in Australian primary schools.
Teaching notes & Delivery Considerations
This lesson includes content about unkind behaviour, exclusion and asking adults for help. It should be taught with calm, clear discussion norms.
Before teaching
Remind pupils not to name specific people, accounts or apps in a personal way
Frame discussion around general examples rather than personal browsing history
Make clear the lesson is about building skills, not about singling out particular platforms
Identify trusted adults pupils can speak to if they see something online that worries them
During delivery
Use general examples of online content and search results rather than pupils' personal accounts
Give pupils time to discuss and question examples together
Reinforce that questioning online content is a normal, useful habit rather than a sign of suspicion
Allow pupils to respond through discussion, written reflection or paired talk depending on confidence
Supporting safe discussion
Keep examples general rather than based on real personal disclosures
Reinforce that pupils do not need to share their own online history to take part
Be prepared to follow your school's safeguarding procedures and speak with the designated safeguarding lead if a pupil discloses harm or says they feel unsafe.
Adaptation options
Use paired or small group discussion for pupils who are less confident speaking to the whole class
Extend discussion for pupils who are ready to consider more detailed ideas about digital footprints
Revisit key vocabulary such as misinformation or search results if pupils need more foundational support
