Online Safety Badge Quest PSHE lesson plan
A primary PSHE lesson for Years 1 to 2 that helps UK teachers introduce online safety through a structured, ready-to-teach lesson. Pupils learn simple, age-appropriate ways to recognise safe and unsafe online choices, keep personal information private and ask a trusted adult for help. The lesson gives teachers a calm, practical starting point for early digital literacy, without needing prior online safety teaching in place.
Online Safety, AI & Digital Literacy
Snapshot
Online Safety Badge Quest
The lesson gives teachers a structured way to introduce online safety using simple, age-appropriate language suited to younger primary pupils.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Building early language for safe online choices and help-seeking
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 safe and unsafe choices when using devices or apps
recognise that personal information should stay private online
recognise when something online feels confusing or unsafe
Understand
understand that trusted adults can help with decisions about online safety
understand that people online may not always be who they say they are
Practise
practise simple phrases for telling a trusted adult about something online
practise making safe choices about sharing information online
practise recognising when to ask for help with an online situation
Who this lesson is for?
This lesson is designed for younger primary pupils in Years 1 to 2 who are beginning to use devices, apps or simple online activities at school or home.
It is suitable for:
primary PSHE lessons
relationships education
computing or digital literacy introductions
pastoral care, circle time or form time
early online safety programmes
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 new to talking about staying safe online.
Starting a computing or digital literacy unit Use to build foundational language before pupils begin using devices or apps more independently.
Reinforcing safe device and app use Use to revisit expectations about online behaviour and safe choices.
Building help-seeking confidence Use when pupils need to understand how to tell a trusted adult about something online.
Preparing for greater digital independence Use as pupils begin using more apps, games or devices at school.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about safe online choices.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Young pupils are using devices, apps and online spaces earlier than ever, often before they have the language to describe what feels safe or unsafe. Building this language early gives pupils a foundation they can build on as their online experiences grow. Online safety teaching for this age group is not about avoiding technology. It is about helping pupils notice safe and unsafe choices, keep personal information private and understand that trusted adults are there to help when something feels confusing. This lesson supports a proactive approach to digital literacy, helping pupils build confidence and good habits before more complex online situations arise.
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 learn to notice safe and unsafe choices when using devices or apps.
Privacy awareness Pupils understand why personal information should stay private online.
Critical thinking Pupils consider whether something online feels safe, confusing or untrue.
Communication skills Pupils practise simple phrases for talking about online situations.
Help-seeking Pupils learn when and how to tell a trusted adult about something online.
Confidence online Pupils build assurance in making safe choices as they use technology.
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 describe personal online experiences that identify others
Keep examples general rather than tied to specific apps, games or websites
Identify trusted adults pupils can speak to at school
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 keeping information private or telling an adult if something feels confusing
Give pupils time to practise phrases aloud
Reinforce that pupils do not need to manage unsafe online situations alone
Allow pupils to respond through discussion or drawing depending on confidence and maturity
Supporting safe discussion
Use general scenarios rather than personal disclosures
Avoid naming specific apps, games or people
Reinforce that asking for help is a safe and sensible choice
Adaptation options
Simplify examples for pupils with less digital experience
Extend discussion for confident groups with additional online scenarios
Spend more time identifying trusted adults if pupils need extra support
