Online Explorers PSHE lesson plan
A primary PSHE lesson for Years 1 and 2 that helps UK teachers introduce safe online exploration through a structured, ready-to-teach lesson. Teachers can use the lesson to open up early conversations about the internet without needing separate planning or research. Pupils learn to recognise safe and unsafe online choices, understand why privacy matters and practise simple, respectful ways to behave when using the internet.
Online Safety, AI & Digital Literacy
Snapshot
Online Explorers
This lesson gives teachers a structured way to introduce safe, age-appropriate online exploration to younger pupils.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Building early digital literacy and safe online habits
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 safe and unsafe choices when using the internet
identify personal information that should stay private, such as their name, address or photos
recognise that some things seen online may not be true
Understand
understand why it is important to check with a trusted adult before sharing information online
understand that being kind and respectful applies to online spaces as well as in person
Practise
practise simple phrases they can use if something online makes them feel unsure or unsafe
practise identifying who they can ask for help with something they see online
practise making safe choices when exploring websites, apps or games
Who this lesson is for?
This lesson is designed for younger primary pupils who are beginning to use the internet at school or at home and are starting to build early digital literacy skills.
It is suitable for:
primary PSHE lessons
relationships education
computing or digital literacy lessons
pastoral care, circle time or form time
early online safety learning
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 Use when pupils are beginning to use the internet at school and need early language for safe online choices.
Starting a computing or digital literacy unit Use when introducing pupils to online exploration alongside a computing or digital literacy focus.
Reinforcing class expectations for device use Use when reinforcing how pupils should use shared devices, apps or websites at school.
Building critical thinking about what pupils see online Use when pupils need support thinking about whether something they see online is true or trustworthy.
Practising safe responses Use when pupils are learning what to do if something online makes them feel unsure or unsafe.
Preparing for increased online access Use when pupils are beginning to use new apps, websites or devices and need a refresher on safe choices.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Younger pupils are increasingly exploring apps, websites and games, often before they have the language to describe what feels safe or unsafe. Early, low pressure conversations give pupils a starting point for thinking about their online choices. Online safety is not only about avoiding harm. It is also about helping pupils build confidence, curiosity and critical thinking as they begin to use the internet, so they can make sensible choices and know who to ask when they are unsure. This lesson supports a positive approach to digital learning by helping pupils see the internet as something they can explore safely, with clear ideas about privacy, kindness and asking for help 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
Digital awareness Pupils begin to recognise safe and unsafe choices when using apps, websites or games.
Critical thinking Pupils consider whether something they see online might not be true.
Privacy awareness Pupils learn what personal information should stay private online.
Respectful communication Pupils practise being kind and respectful in online spaces as well as in person.
Help seeking Pupils learn who to ask if something online feels confusing or unsafe.
Confidence Pupils build confidence to explore the internet with simple safety habits in mind.
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 specific apps, games or websites they use at home, and to focus on general examples
Frame discussion around shared scenarios rather than personal online habits
Identify trusted adults pupils can speak to at school if something online worries them
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 examples such as watching videos, playing games or using apps at school
Keep language age-appropriate and avoid technical detail pupils do not need
Reinforce that pupils do not need to work out unsafe situations alone
Allow pupils to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Reinforce that asking for help with something online is a sensible choice, not a mistake
Remind pupils to keep the discussion general rather than sharing personal stories
Follow your school's safeguarding procedures if any concerns arise during the lesson
Adaptation options
Use partner talk or drawing for pupils who are less confident discussing personal technology use
Extend discussion for pupils who are already using a wider range of apps or websites
Spend more time identifying trusted adults if pupils need extra support with help seeking
