Gambling Traps PSHE lesson plan
A primary PSHE lesson for Years 5 and 6 that helps UK teachers introduce gambling and scam risks online through a structured, ready-to-teach lesson. Pupils learn to recognise persuasive online tricks, understand why gambling and scam offers can affect money and wellbeing, and practise safer decision making when they come across risky offers online.
Substances & Risky Behaviours
Snapshot
Gambling Traps
The lesson gives teachers a structured way to introduce gambling traps and online scams using clear, age-appropriate examples.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising gambling and scam risks online and practising safer decisions
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 common signs of gambling or scam offers online, such as promises of quick money or prizes
recognise persuasive design features used to encourage impulsive decisions
recognise when an online offer or message needs to be checked with a trusted adult
Understand
understand why gambling and scam offers can feel appealing, and that this does not mean someone has done something wrong
understand how gambling and scams can affect money and wellbeing
Practise
practise asking critical questions before trusting an online offer or message
practise using safer decision making steps when something online seems too good to be true
practise identifying a trusted adult to talk to about a suspicious offer
Who this lesson is for?
This lesson is designed for pupils in Years 5 and 6 who are building independence online and starting to encounter advertising, in app offers or persuasive online content.
It is suitable for:
upper primary PSHE lessons
online safety and digital literacy teaching
pastoral care, circle time or form time
relationships education and personal development sessions
whole class introductions to gambling and scam awareness
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 topics Use when pupils are building early digital literacy skills and need language for gambling and scam risks.
Reinforcing safer online decision making Use when revisiting expectations around online adverts, offers and in app purchases.
Supporting media and digital literacy units Use to strengthen pupils' understanding of persuasive design and advertising techniques online.
Building help seeking confidence Use when pupils need to understand when and how to ask a trusted adult about a suspicious offer.
Preparing for greater online independence Use as pupils gain more access to devices, apps and online content at home or school.
Creating a structured PSHE discussion Use when you want a calm, teacher led discussion about staying safe from scams and gambling 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 are increasingly likely to encounter gambling style offers, prize messages and scam content while browsing, gaming or using apps. Building early awareness of how these offers work helps pupils make safer choices without needing to rely on trial and error. This lesson is not about frightening pupils away from technology. It is about giving them practical thinking tools to question persuasive offers, understand why they can feel appealing, and know when to ask for support. Introducing this knowledge early supports safer digital habits and helps pupils build confidence in recognising and responding to risky online content as they gain more independence.
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 question persuasive online offers rather than accept them at face value.
Digital literacy Pupils build understanding of how gambling and scam content is designed to appear appealing.
Financial awareness Pupils consider how gambling and scam offers can affect money.
Decision making Pupils practise pausing and thinking before responding to risky online content.
Help seeking Pupils learn when and how to ask a trusted adult about a suspicious offer.
Self regulation Pupils consider how to manage impulses when faced with tempting or urgent seeming offers.
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 personal stories about online experiences
Frame the discussion around general examples and scenarios, not personal accusations or disclosures
Make clear that the lesson is about building safer decision making skills, not blaming anyone who has seen or clicked on an offer
Identify trusted adults pupils can speak to at school about a suspicious online offer
During delivery
Use general examples such as adverts, pop up messages or prize offers rather than specific apps or games
Give pupils time to discuss why certain offers can feel appealing or urgent
Reinforce that pupils do not need to handle a suspicious offer alone
Allow pupils to respond through discussion or partner talk depending on confidence
Supporting safe discussion
Reinforce that asking a trusted adult for help is a sensible and responsible choice
Explain that some online offers are designed to be persuasive, and this does not mean someone has done something wrong
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 or small group discussion for confident classes
Use written or drawn reflection for quieter groups
Spend more time on trusted adults and support pathways if pupils need extra reassurance
