Sharing Information Online PSHE lesson plan
A secondary PSHE lesson for Years 8 to 10 that helps UK teachers introduce safe, thoughtful decision making about sharing information online through a structured, ready-to-teach lesson. Pupils learn to recognise how personal information can be seen, saved or shared further than intended, understand how privacy, consent and boundaries apply online, and practise safe, respectful choices about what to share and with whom. The lesson gives teachers a calm, structured way to explore social media use, digital footprints and online relationships without turning the discussion into a lecture about technology risk.
Online Safety, AI & Digital Literacy
Snapshot
Sharing Information Online
The lesson gives teachers a structured way to guide pupils through the decisions they make about sharing information online. Feedback: 4.4/5 from 69 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Making smart, safe decisions about sharing personal information 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 that information shared online can be seen, saved or shared beyond its original audience
Recognise examples of personal information that need extra care, such as photos, location or personal details
Recognise when a request to share information or images may be inappropriate or unsafe
Understand
Understand how digital footprints build over time and can affect privacy
Understand why consent and boundaries apply to online sharing and relationships in the same way they do offline
Understand why checking sources, including AI generated content, matters before sharing or trusting information
Practise
Practise deciding what personal information is safe or appropriate to share online
Practise using respectful language when communicating online
Practise identifying when to seek support from a trusted adult about an online situation
Who this lesson is for?
This lesson is designed for secondary pupils in Years 8 to 10 who are building on existing experience of social media and online communication. It suits pupils who already use online platforms regularly and are ready to think more critically about privacy, consent and the impact of sharing personal information.
It is suitable for:
secondary PSHE lessons
relationships education
digital literacy or digital citizenship teaching
pastoral care, form time or advisory sessions
respectful relationships units that include online contexts
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 citizenship Use when pupils need a structured introduction to privacy, consent and safe sharing online.
Building classroom culture around respectful online behaviour Use when reinforcing expectations for how pupils communicate and share information online.
Supporting a wider online safety or digital literacy unit Use as part of a broader sequence covering social media, privacy and critical thinking about information.
Reinforcing consent and boundaries Use when connecting online sharing decisions to consent, respect and personal boundaries in relationships.
Practising safe responses to online pressure Use when pupils need language and strategies for situations where they feel pressured to share information or images.
Preparing for greater independence online Use when pupils are gaining access to new devices, accounts or social platforms and need clear 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 making decisions about what to share online well before they fully understand how that information can travel, be saved or be used by others. Building the skills to pause, think critically and make informed choices helps pupils manage their privacy and relationships with more confidence. This is not only about avoiding risk. It is about helping pupils build judgement they can use across social media, group chats, gaming platforms and AI tools, so they can weigh up what feels appropriate to share and with whom. The lesson supports a school culture where pupils understand that consent, respect and boundaries apply online as much as offline, and that asking for support is a sensible response, not a sign of failure.
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 literacy Pupils build skills to evaluate information, including AI generated content, before sharing or trusting it.
Privacy awareness Pupils recognise how sharing personal information can affect their digital footprint over time.
Consent and boundaries Pupils understand that consent and personal boundaries apply to online sharing and relationships.
Critical thinking Pupils practise pausing and thinking through the consequences of sharing information online.
Respectful communication Pupils practise using respectful language in online interactions.
Help-seeking Pupils learn when and how to seek support from a trusted adult about an online situation.
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 personal stories about their own or others' online activity
Frame discussion around general examples and scenarios, not personal disclosures
Make clear that the lesson is about building safe decision making, not judging past choices
Identify trusted adults pupils can speak to at school about online concerns
During delivery
Use general examples such as sharing photos, location or personal details, rather than specific pupil situations
Give pupils time to discuss and practise language for setting boundaries online
Reinforce that pupils do not need to manage an unsafe online situation alone
Allow pupils to respond through discussion, written reflection or paired talk depending on confidence
Supporting safe discussion
Reinforce that asking for help with an online situation is a sensible, responsible choice
Explain that pupils can seek support after the lesson if something comes up they want to talk through
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.
Adaptation options
Use paired or small group discussion for pupils who are less confident speaking in front of the whole class
Spend more time on digital footprints and AI generated content for cohorts less familiar with these ideas
Adjust scenario complexity depending on pupils' existing experience with social media and online platforms
