Digital Kindness Code PSHE lesson plan
A primary PSHE lesson for Years 3 to 4 that helps UK teachers introduce respectful, safe and kind online behaviour through a structured, ready-to-teach lesson. Pupils learn to recognise kind and unkind choices online, understand why privacy and respectful communication matter, and practise simple digital habits they can use across messages, games and apps.
Online Safety, AI & Digital Literacy
Snapshot
Digital Kindness Code
The lesson gives teachers a structured way to introduce respectful, safe online behaviour using simple, age-appropriate language.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Being kind, respectful and safe when using technology
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 examples of kind and unkind behaviour online, such as friendly messages or unkind comments
recognise that personal information should be kept private online
recognise when something online feels unsafe or unkind and should be shared with a trusted adult
Understand
understand why respectful communication matters in online spaces such as messages, comments and games
understand that online choices can affect other people's feelings, similar to face-to-face relationships
Practise
practise simple phrases for responding kindly and respectfully online
practise thinking before sharing information or posting online
practise identifying a trusted adult to speak to if something online feels unsafe or unkind
Who this lesson is for?
This lesson is designed for pupils in Years 3 to 4 who are beginning to use technology more independently and are learning early habits for kind and safe online behaviour.
It is suitable for:
primary PSHE lessons
relationships education
computing or digital literacy lessons
pastoral care, circle time or form time
early online safety and digital citizenship work
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 citizenship Use when pupils are starting to use devices, apps or games more independently and need shared language for kind online behaviour.
Building classroom culture around technology use Use when reinforcing expectations for respectful communication during device-based learning.
Supporting a computing or digital literacy unit Use alongside broader digital literacy learning to connect technical skills with respectful online behaviour.
Practising safe responses online Use when pupils are learning how to respond to unkind messages or comments without being unkind back.
Building help-seeking confidence Use when pupils need to understand when and how to tell a trusted adult about something online that feels unsafe or unkind.
Preparing for more independent device use Use when pupils are gaining more access to devices, apps or online games and need clear expectations.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils are using technology and online spaces earlier and more often, and they need simple, usable language for making kind and safe choices before habits become fixed. Digital kindness is not only about avoiding harm. It is also about helping pupils understand that the same respect, care and consideration they show in person matters online too, whether they are messaging a friend, playing a game or sharing something with others. This lesson supports a positive classroom culture around technology by helping pupils see that respectful online behaviour is an active choice. Pupils learn that trusted adults are there to help if something online feels unsafe, unkind or confusing.
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 Pupils consider how their online choices affect other people.
Empathy Pupils think about how kind or unkind online behaviour makes others feel.
Respectful communication Pupils practise kind and respectful language for messages, comments and games.
Privacy awareness Pupils recognise why personal information should be kept private online.
Help-seeking Pupils learn when and how to tell a trusted adult about something online that feels unsafe or unkind.
Relationship skills Pupils connect respectful online behaviour with healthy relationships more broadly.
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 classmates or share 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, respectful choices rather than blaming anyone
Identify trusted adults pupils can speak to about online concerns at school
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.
During delivery
Use simple, general examples such as unkind messages, unfriendly comments or sharing personal information without thinking
Give pupils time to practise respectful phrases aloud or in pairs
Reinforce that pupils do not need to respond to unkind behaviour alone
Allow pupils to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Encourage privacy rather than naming specific apps, games or people pupils use
Reinforce that asking for help with an online concern is a responsible choice
Follow school safeguarding procedures if any concerns arise during discussion
Adaptation options
Use paired talk for confident groups
Use drawing or individual reflection for quieter pupils
Spend more time on identifying trusted adults if pupils need extra support
