Smart Gaming PSHE lesson plan
A primary PSHE lesson for Years 1 to 2 that helps UK teachers introduce safe and smart online gaming habits through a structured, ready-to-teach lesson. Pupils learn to recognise everyday choices they make when gaming online, understand simple ways to stay safe and respectful, and practise asking a trusted adult for help if something feels wrong.
Online Safety, AI & Digital Literacy
Snapshot
Smart Gaming
This lesson gives teachers a structured way to introduce safe online gaming habits using simple, age-appropriate language.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising safe and unsafe choices when playing games 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 online games can involve choices about what to share, click or agree to
recognise situations in a game that may feel confusing, uncomfortable or unsafe
recognise that some information, such as their name or address, should stay private
Understand
understand that games are designed for different ages and why this matters
understand that asking a trusted adult for help with gaming is a safe and sensible choice
Practise
practise simple phrases to use if something in a game feels wrong
practise identifying a trusted adult they could speak to about their gaming
practise making safe choices about what to click, share or agree to in a game
Who this lesson is for?
This lesson is designed for younger primary pupils in Years 1 and 2 who are beginning to play or encounter online games, either at home or with family and friends.
It is suitable for:
primary PSHE lessons
relationships education
pastoral care, circle time or form time
introducing online safety and digital habits
class discussions about screen use and gaming
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 need simple language for talking about safe and unsafe choices in online games.
Building digital literacy foundations Use when introducing early ideas about privacy, personal information and respectful online behaviour.
Revisiting class expectations around screen use Use when reinforcing safe habits for gaming and other online activities.
Supporting pupils new to online gaming Use when pupils are beginning to play games with others online and need guidance on safe choices.
Building help seeking confidence Use when pupils need to understand when and how to ask a trusted adult for help with something they saw or experienced while gaming.
Creating a structured PSHE 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 increasingly likely to play games online, whether alone, with friends or with family, and many will encounter moments that call for a simple safe choice, such as deciding what to share or who to talk to. Online safety is not only about avoiding risk. It also involves helping pupils build confidence to enjoy games while recognising when something feels wrong and knowing there is always an adult they can ask for help. This lesson supports a proactive approach to digital literacy by giving pupils early language and simple habits they can carry into other online activities as they grow.
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 notice choices they make while playing games online.
Privacy awareness Pupils learn why personal information should stay private.
Critical thinking Pupils consider whether something in a game feels safe or unsafe.
Communication Pupils practise simple phrases for asking for help.
Help seeking Pupils learn when and how to ask a trusted adult for support.
Self regulation Pupils reflect on their own feelings and reactions while gaming.
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 people they play with online
Frame discussion around general examples rather than personal stories
Make clear the lesson is about learning safe choices, not about specific pupils' gaming habits
Identify trusted adults pupils can speak to at school and at home
During delivery
Use simple examples such as a message popping up or a game asking for a name
Give pupils time to practise phrases aloud
Reinforce that pupils do not need to make decisions about unsafe situations alone
Allow pupils to respond through discussion or drawing depending on confidence
Supporting safe discussion
Use general examples or scenarios rather than personal disclosures
Avoid asking pupils to share specific details about their own gaming or apps used at home
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 drawing or partner reflection for quieter groups
Spend more time on trusted adults if pupils need support identifying help pathways
Use simple visuals or props to support understanding of privacy and personal information for this age group
