Friendships: Online vs Offline PSHE lesson plan
A primary PSHE lesson for Years 3 and 4 that helps UK teachers introduce how friendships work both in person and online through a structured, ready-to-teach lesson. Pupils learn to recognise the rules and responsibilities that come with different friendship spaces, understand how their choices affect others, and practise respectful ways to take part both offline and online.
Online Safety, AI & Digital Literacy
Snapshot
Friendships: Online vs Offline
The lesson gives teachers a structured way to help pupils compare friendship behaviours in person and online, and to build consistent expectations across both.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Managing friendships in person and online, including rules, responsibilities and participation
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 friendships can look different in person and online but still involve the same responsibilities
recognise examples of respectful and unhelpful behaviour in online and offline friendship settings
recognise when online actions, such as messages or comments, can affect a friendship
Understand
understand that participation in group settings, online or offline, comes with shared responsibilities
understand why the same rules for kindness and respect apply across different friendship spaces
Practise
practise identifying appropriate ways to take part in friendship activities online and offline
practise using respectful language when talking about friendship choices, including online interactions
practise simple strategies for managing disagreements or misunderstandings in either setting
Who this lesson is for?
This lesson is designed for pupils in Years 3 and 4 who are beginning to navigate friendships both in person and through online spaces such as messaging or gaming.
It is suitable for:
primary PSHE lessons
relationships education
digital literacy and online safety teaching
pastoral care, circle time or form time
class discussions about rules and responsible participation
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 friendships Use when pupils are starting to use messaging, gaming or other online spaces with friends and need to understand expectations.
Building classroom culture Use when reinforcing respectful participation and shared responsibilities within a class group.
Supporting inclusion Use when pupils need reminders about including others in friendship groups, both in the classroom and online.
Practising safe responses Use when pupils are learning how to handle disagreements or misunderstandings in friendships without escalating them.
Reinforcing rules and responsibilities Use when revisiting classroom or online participation expectations after introducing new tools or group activities.
Preparing for transition Use when pupils are moving into new friendship groups or gaining more independent access to online communication.
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 manage friendships across more than one setting, moving between conversations at school and messages, games or shared activities online. Understanding that the same expectations for kindness, fairness and respect apply in both spaces helps pupils build consistent friendship habits early. This lesson supports pupils to see participation as something with shared responsibilities, whether they are taking turns in a game, joining a group chat or working through a disagreement with a friend. It also introduces early digital literacy thinking, helping pupils consider their choices online without framing technology itself as something to fear. Building this understanding early gives pupils a foundation for making respectful, thoughtful choices as their online and offline friendships grow more complex.
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
Social awareness Pupils notice how friendship behaviours, such as inclusion or turn taking, apply both online and offline.
Digital literacy Pupils consider how online choices, such as messages or comments, can affect real friendships.
Communication skills Pupils practise respectful language for talking about friendship choices in different settings.
Responsibility Pupils understand that participation in group activities, online or offline, comes with shared responsibilities.
Self regulation Pupils consider strategies for managing disagreements calmly in either setting.
Belonging Pupils reinforce that inclusive, respectful behaviour matters whether friends are together in person or connecting online.
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 specific stories about other people's online interactions
Frame discussion around general examples and scenarios rather than personal disclosures
Check pupils understand the difference between discussing online behaviour generally and detailing specific apps or platforms they use
Identify trusted adults pupils can speak to if something online makes them feel unsafe
During delivery
Use everyday examples such as chatting with friends, playing games together or messaging in a group
Give pupils time to discuss how the same friendship rules apply in person and online
Reinforce that pupils do not need to manage difficult online situations alone
Allow pupils to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Keep examples general rather than tied to specific pupils or incidents
Reinforce that asking a trusted adult for help with an online friendship issue is a sensible step
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 partner discussion for pupils who are less confident speaking in a whole class setting
Spend more time on trusted adults and support pathways if pupils need help identifying who to ask
Extend discussion into digital footprints or online sharing for classes ready to go further
