Being Safe Online wellbeing lesson plan
Being Safe Online gives Australian teachers a ready-to-teach lesson for Years 3 and 4 that introduces safe, sensible ways to recognise online dangers and ask for help when something feels wrong. Students learn how to notice unsafe or unfamiliar online situations, understand what makes online relationships and interactions feel safe or unsafe, and practise simple steps for seeking help from a trusted adult.
Online Safety, AI & Digital Literacy
Snapshot
Being Safe Online
This lesson gives teachers a structured way to introduce online safety and help-seeking using age-appropriate language and everyday examples. Feedback: 4.7/5 average rating from 68 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising online dangers and asking for help
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 signs that an online situation or interaction may be unsafe
identify examples of online behaviour that can feel confusing, unfair or unsafe
recognise that personal information should not be shared with people they do not know or trust
Understand
understand that online relationships can involve the same need for respect and safety as relationships offline
understand that asking for help about something online is a safe and responsible choice
Practise
practise simple language for describing an online situation that feels wrong or unsafe
practise identifying a trusted adult they can talk to about something online
practise making safer choices about what personal information to share online
Who this lesson is for?
This lesson is designed for students in Years 3 and 4 who are building early skills in online safety, digital decision-making and help-seeking.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
digital literacy and online safety programs
class discussions about respectful online behaviour
Suitability should be based on more than age alone. Teachers should consider the lesson focus, student 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 Use when students are building early language for recognising online dangers and safe help-seeking.
Building classroom culture around digital behaviour Use when reinforcing respectful, safe online behaviour as part of everyday class expectations.
Supporting inclusion in online spaces Use when helping students understand safe, respectful online relationships and interactions.
Practising safe responses Use when students are learning what to do if an online situation feels confusing or unsafe.
Building help-seeking confidence Use when students need practice identifying a trusted adult to talk to about something online.
Introducing digital literacy learning Use when starting a broader unit on online safety, digital citizenship or responsible technology use.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students are spending more time online, often in spaces where relationships and interactions can be harder to read than face to face situations. Being Safe Online gives students practical language for noticing when something online feels wrong and for asking for help early, rather than managing a difficult situation alone. Online safety is not only about avoiding danger. It is also about helping students build confidence in making sensible choices, thinking critically about what they see and share, and understanding that trusted adults are there to help when something online feels confusing or unsafe. This lesson supports a proactive approach to digital safety, helping students build habits and language they can use well beyond this single lesson.
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
Digital awareness Students notice signs that an online situation may be unsafe or unfamiliar.
Critical thinking Students consider whether an online interaction or request feels safe before responding.
Privacy awareness Students learn why personal information should be shared carefully online.
Relationship skills Students consider what respectful behaviour looks like in online relationships.
Help-seeking Students practise identifying a trusted adult to talk to about online concerns.
Protective behaviours Students recognise that unsafe online situations should be shared with a safe adult.
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 students not to name classmates or share personal stories about specific online experiences
Frame the discussion around general examples and scenarios, not personal disclosures
Make clear that the lesson is about learning safe choices, not blaming anyone for what happens online
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe.
During delivery
Use general examples such as unfamiliar messages, requests for personal details or confusing online interactions
Give students time to practise simple phrases they could use if something online feels wrong
Reinforce that students do not need to manage an unsafe online situation alone
Allow students to respond through discussion or partner talk depending on confidence and maturity
Supporting safe discussion
Frame discussion norms around privacy and respect rather than promises that cannot be kept if safety concerns arise
Encourage students to use general examples rather than personal stories
Reinforce that asking for help about something online is a responsible choice, not something to feel embarrassed about
Adaptation options
Use partner or small group discussion for confident classes
Use drawing or written reflection for quieter students
Spend more time identifying trusted adults if students need extra support with help pathways
