Interacting Online PSHE lesson plan
A primary PSHE lesson for Years 1 and 2 that helps UK teachers introduce safe, respectful ways to interact online through a structured, ready-to-teach lesson. Pupils learn to recognise kind and unkind online behaviour, understand how words and actions online can affect others, and practise simple ways to respond safely and ask a trusted adult for help.
Online Safety, AI & Digital Literacy
Snapshot
Interacting Online
The lesson gives teachers a structured way to introduce online interaction and early online safety language at an age appropriate level.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising respectful and unkind online behaviour and practising safe responses
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 online behaviour
recognise when an online message or comment feels unkind or unfair
recognise that unsafe or upsetting online situations should be shared with a trusted adult
Understand
understand that words sent online can affect how someone feels, even without face to face contact
understand that unkind online behaviour can hurt someone, whether it happens once or is repeated, and that repeated unkindness can be a form of bullying
Practise
practise using kind and respectful language when interacting online
practise simple ways to respond if they see or experience unkind online behaviour
practise identifying a trusted adult they can talk to about online concerns
Who this lesson is for?
This lesson is designed for younger primary pupils who are beginning to use online games, apps or messages and are learning early ideas about respectful online interaction. It suits pupils who are new to talking about online behaviour and benefit from simple, concrete examples rather than technical detail.
It is suitable for:
primary PSHE lessons
relationships education
pastoral care, circle time or form time
introducing early online safety and digital citizenship
class discussions about kindness and respectful communication
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 for the first time Use when pupils are starting to use online games, apps or messages and need early language for safe, respectful interaction.
Building classroom culture around kindness Use when reinforcing that kindness and respect apply online as well as in person.
Practising safe responses Use when pupils are learning simple ways to respond to unkind online behaviour without arguing or being unkind back.
Supporting inclusion Use when reinforcing that everyone should feel included and respected when playing or chatting online.
Building help-seeking confidence Use when pupils need to understand when and how to tell a trusted adult about something online that feels unkind or confusing.
Preparing for increased online use Use when pupils are beginning to spend more time online at home or school and need consistent 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 interacting online earlier than ever, whether through games, apps or messages, and they need simple, usable language for recognising kind and unkind behaviour in these spaces. Online safety is not only about avoiding risk. It is also about helping pupils build early habits of respectful communication and knowing what to do when something feels wrong. The lesson supports a safer online culture by helping pupils understand that the same kindness and respect they show in person applies when interacting online. Pupils learn that unkind online behaviour can affect how someone feels, and that trusted adults are there to help if a situation feels confusing or unsafe.
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
Online awareness Pupils begin to notice the difference between kind and unkind online behaviour.
Empathy Pupils consider how an unkind message or comment might make someone feel.
Respectful communication Pupils practise using kind, clear language when interacting with others online.
Help-seeking Pupils learn when and how to tell a trusted adult about an online concern.
Digital confidence Pupils build early understanding of safe, positive ways to use online games, apps or messages.
Belonging Pupils reinforce that everyone should feel included and respected 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 stories about other people's online accounts
Frame discussion around general examples rather than personal disclosures
Identify trusted adults pupils can speak to at school and at home about online concerns
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, concrete examples such as an unkind message or being left out of an online game
Give pupils time to practise kind and respectful language aloud
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
Reinforce that asking a trusted adult for help is a responsible choice
Explain that unsafe or upsetting online situations should always be shared with an adult
Follow school safeguarding procedures if concerns arise
Adaptation options
Use partner talk or drawing for pupils who are less confident discussing personal online use
Spend more time identifying trusted adults if pupils need extra support with help pathways
Keep examples general and age appropriate rather than referring to specific apps or platforms
