Safe Sharing Online PSHE lesson plan
A secondary PSHE lesson for Years 10 to 13 that helps UK teachers introduce safe, thoughtful social media use through a structured, ready-to-teach lesson. Pupils learn to think critically about what they share online, understand how privacy settings and digital footprints work, and practise respectful, safe online communication.
Online Safety, AI & Digital Literacy
Snapshot
Safe Sharing Online
The lesson gives teachers a structured way to introduce safe social media habits without needing specialist digital literacy training. Feedback: 4.3/5 from 36 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Making safe, thoughtful choices about what to share on social media and online
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 the difference between information that is safe to share online and information that should stay private
Recognise how privacy settings affect who can see what they post or share
Recognise signs of misinformation or content that may not be reliable
Understand
Understand how shared content can contribute to a lasting digital footprint
Understand why pausing before posting or sharing can reduce risk
Practise
Practise checking or adjusting privacy settings on common platforms
Practise deciding what is appropriate to share in a given scenario
Practise responding respectfully when disagreeing with content or comments online
Who this lesson is for?
This lesson is designed for secondary pupils in Years 10 to 13 who are already using social media and other online platforms regularly and are ready to think more critically about their sharing habits.
It is suitable for:
secondary PSHE lessons
digital literacy or computing sessions
pastoral care or form time discussions
preparing pupils for further study, work or independent living
wider online safety or citizenship work
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 digital literacy topics Use when pupils need a structured starting point for thinking about privacy, sharing and digital footprints.
Building classroom culture around respectful online behaviour Use when reinforcing expectations for how pupils communicate with each other online.
Supporting inclusion in online spaces Use when pupils are learning how sharing choices affect themselves and others in a group.
Preparing pupils for transition Use when pupils are moving towards further education, work or greater independence and need to think about their digital footprint.
Reinforcing previous online safety learning Use to revisit and build on earlier digital literacy or online safety work.
Practising critical thinking about online content Use when pupils need support recognising misinformation or unreliable content before sharing it further.
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 making decisions about what to share online every day, often without pausing to think about who might see it or how long it might last. Building the habit of thinking before sharing is a practical skill that supports pupils well beyond the classroom. Safe sharing online is not only about avoiding harm. It is also about helping pupils develop judgement, recognise reliable information and communicate respectfully in online spaces they are likely to use for years to come. This lesson supports pupils to see that thoughtful sharing is an everyday skill, not a one-off decision, and that privacy and critical thinking work together to support safer online habits.
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 judgement Pupils weigh up what is safe or appropriate to share before posting.
Privacy awareness Pupils consider how privacy settings affect who can see their content.
Critical thinking Pupils practise pausing to assess content before sharing or reacting to it.
Respectful communication Pupils consider how their online comments and posts affect others.
Digital citizenship Pupils reflect on their role in shaping a respectful online space.
Help-seeking Pupils learn when to speak to a trusted adult about an online concern.
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 online or offline
Frame the discussion around general examples and scenarios rather than personal disclosures
Make clear that the lesson is about building safer habits, not judging past choices
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 general examples of social media use rather than naming specific platforms, people or current events
Keep the tone balanced, recognising that most online sharing is not harmful while still building safer habits
Give pupils time to talk through scenarios before reaching a decision
Allow pupils to respond through discussion, written reflection or paired talk depending on confidence
Supporting safe discussion
Reinforce that pupils can pass on questions they do not want to answer aloud
Remind pupils that asking a trusted adult for help with an online concern is a sensible response, not an overreaction
Keep discussion focused on privacy and respectful sharing rather than personal accounts of specific incidents
Adaptation options
Use paired or small group discussion for pupils who are less confident speaking to the whole class
Use written reflection for pupils who prefer to process ideas individually before discussing
Spend more time on privacy settings and digital footprints if pupils need a stronger foundation before moving to critical thinking activities
