Digital Reputation PSHE lesson plan
A primary PSHE lesson for Years 5 and 6 that helps UK teachers introduce digital reputation and the permanence of online actions through a structured, ready-to-teach lesson. Pupils learn to recognise how online actions can last beyond the moment they are shared, understand how digital choices shape how others see them, and practise thinking critically before posting, sharing or commenting online.
Online Safety, AI & Digital Literacy
Snapshot
Digital Reputation
This lesson gives teachers a structured way to introduce digital reputation and help pupils think critically about their online choices.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Understanding the permanence of online actions and their impact on digital reputation
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 actions, such as posts, comments and messages, can be seen, saved or shared beyond the original moment
recognise that digital reputation can be shaped by both their own online behaviour and how others share content
recognise examples of online behaviour that may affect how someone is seen by others, now or in the future
Understand
understand that deleting a post or message does not always remove it from the internet
understand why checking information before sharing it matters for digital reputation and online relationships
Practise
practise pausing to think before posting, commenting or sharing content online
practise language for responding respectfully in online relationships and online communication
practise identifying questions to ask before sharing content, such as whether it is accurate or could affect someone else
Who this lesson is for?
This lesson is designed for pupils in Years 5 and 6 who are building independence in online spaces and starting to navigate online relationships, messaging and shared content with less adult oversight.
It is suitable for:
primary PSHE lessons
relationships education
pastoral care, circle time or form time
digital literacy and online safety teaching
respectful online communication and online relationships 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 digital reputation Use when pupils are new to thinking about how online actions can last and affect how others see them.
Building digital literacy skills Use alongside broader online safety or digital literacy teaching to strengthen critical thinking about online content.
Exploring online relationships Use when pupils are learning to communicate respectfully in messages, comments or shared online spaces.
Reinforcing respectful online communication Use to revisit expectations around kind, thoughtful and accurate online communication.
Preparing for transition Use before pupils move to secondary school and take on more independent access to online platforms and messaging.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about digital choices and online permanence.
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 increasingly communicating, sharing and building relationships online, often without fully understanding that their actions can leave a lasting trace. Building an early understanding of digital reputation helps pupils make thoughtful choices before problems arise, rather than only reacting once something has already been shared. Digital reputation is not only about avoiding harm. It is also about helping pupils understand that their online choices, from comments to shared content, contribute to how they are seen by others over time. Learning to pause, think and check information before sharing supports both critical thinking and respectful online relationships. This lesson supports a proactive approach to digital literacy by helping pupils build habits of reflection and care in online spaces, alongside the skills to communicate respectfully and seek support when needed.
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 learn to pause and check information before sharing or reacting online.
Digital awareness Pupils recognise that online actions can be permanent and may be seen beyond the original moment.
Respectful communication Pupils practise thoughtful, respectful language in online relationships and messages.
Self-regulation Pupils practise pausing before posting or commenting, rather than reacting immediately.
Perspective taking Pupils consider how online actions may affect how others see them or feel.
Help-seeking Pupils identify when to ask a trusted adult for support with an online situation.
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 other people's online activity
Frame discussion around general examples and scenarios, not personal accounts
Make clear that the lesson is about building thoughtful digital habits, not blaming pupils for past online mistakes
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 everyday examples such as messages, comments and shared photos to keep discussion practical
Give pupils time to discuss what they might check or consider before sharing something online
Reinforce that pupils do not need to manage an unsafe online situation alone
Allow pupils to respond through discussion, written reflection or partner talk depending on confidence
Supporting safe discussion
Keep examples general rather than referring to specific apps, platforms or real incidents pupils may know
Reinforce privacy as a shared classroom expectation, without promising confidentiality
Identify trusted adults pupils can speak to about an online situation at school
Adaptation options
Use partner discussion for pupils who are less confident speaking in a whole class setting
Spend more time on checking information and misinformation if pupils need extra support with critical thinking
Extend discussion into online relationships and messaging for pupils ready to explore this in more depth
