Scam Spotters PSHE lesson plan
A primary PSHE lesson for Years 1 and 2 that helps UK teachers introduce online gaming, scams and safe online choices through a structured, ready-to-teach lesson. Pupils learn to recognise when something online may not be what it seems, understand why some messages or offers ask for personal information or actions, and practise simple, safe ways to respond and ask for help.
Online Safety, AI & Digital Literacy
Snapshot
Scam Spotters
The lesson gives teachers a structured way to introduce online gaming safety and scam awareness using simple, age-appropriate language.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising scams and practising safe choices during online gaming and internet use
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 that an online message, game prompt or offer may be a scam
identify examples of requests that ask for personal information, such as passwords or addresses
recognise when an online situation feels confusing or unsafe
Understand
understand why some people or messages online may try to trick others into sharing information or clicking links
understand that keeping some personal information private helps keep them safe online
Practise
practise simple phrases to use when something online feels unsafe or unclear
practise safe steps to take when playing games online, such as not sharing personal details
practise asking a trusted adult for help when something online feels wrong
Who this lesson is for?
This lesson is designed for younger primary pupils who are beginning to use online games, apps and the internet, and are learning early ideas about scams, privacy and online safety.
It is suitable for:
primary PSHE lessons
computing or digital literacy teaching
pastoral care, circle time or form time
introducing early online safety habits
class discussions about safe online choices
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 scams, online games or internet use and need simple starting language.
Building digital literacy skills Use when pupils are learning to think critically about online messages, requests and offers.
Reinforcing privacy habits Use when revisiting expectations about keeping personal information private online.
Supporting safe gaming discussions Use when pupils are using online games at school or discussing their online experiences.
Preparing for increased online independence Use when pupils are beginning to use devices, apps or games with less adult supervision.
Creating a structured digital literacy discussion Use when you want a calm, teacher-led discussion about safe, respectful online behaviour.
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 using online games and apps at increasingly younger ages, often before they have the language to notice when something online is not what it seems. Online safety is not only about avoiding technology. It is also about helping pupils build early skills to think critically, recognise unusual requests and know that they can ask for help if something feels confusing or unsafe. This lesson supports a safer approach to online gaming and internet use by helping pupils understand that most online experiences are positive, while giving them simple, practical steps to use if something feels wrong.
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 consider whether an online message or offer seems genuine.
Digital literacy Pupils build early understanding of how scams and requests can appear in online games.
Privacy awareness Pupils recognise the value of keeping personal information private online.
Help-seeking Pupils practise asking a trusted adult for help when something online feels unsafe.
Self-regulation Pupils practise pausing before responding to unexpected online requests.
Respectful online communication Pupils consider how to communicate safely and respectfully while gaming 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 specific games, apps or share personal online experiences involving others
Frame the discussion around general examples and scenarios, not individual disclosures
Identify trusted adults pupils can speak to at school and at home about online safety
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 a message asking for a password or a prize that seems too good to be true
Give pupils time to practise simple phrases aloud
Reinforce that most online games and apps are safe to use, and that noticing something unusual is a sensible response
Allow pupils to respond through discussion or drawing depending on confidence and maturity
Supporting safe discussion
Encourage pupils to use general examples rather than personal disclosures
Reinforce that asking for help is a sensible and expected response
Avoid naming specific pupils, games or online accounts during discussion
Adaptation options
Use paired discussion for confident groups
Use drawing or simple verbal responses for pupils who need additional support
Spend more time identifying trusted adults if pupils need support recognising help pathways
