Smart Screens, Safe Kids PSHE lesson plan
A primary PSHE lesson for Years 1 and 2 that helps UK teachers introduce screen time safety and sensible online habits through a structured, ready-to-teach lesson. Pupils learn to recognise safe and unsafe screen time choices, understand simple online safety ideas, and practise speaking up when something online feels confusing or unsafe.
Online Safety, AI & Digital Literacy
Snapshot
Smart Screens, Safe Kids
The lesson gives teachers a structured way to introduce early online safety habits without extra preparation.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Staying safe and making sensible choices during screen time
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 everyday screen time choices, such as what to watch or play and when to ask an adult first
recognise when something on a screen feels confusing, upsetting or unsafe
recognise that screen time can be both enjoyable and something to manage carefully
Understand
understand that not everything seen online is true or accurate
understand why checking with a trusted adult before sharing information online matters
Practise
practise simple phrases for asking a trusted adult for help with something online
practise making sensible choices about what to watch, play or share on a screen
practise talking about screen time habits in a calm, everyday way
Who this lesson is for?
This lesson is designed for younger primary pupils in Years 1 and 2 who are beginning to use screens and devices at home and school, and who are starting to learn simple online safety habits.
It is suitable for:
primary PSHE lessons
relationships education
pastoral care, circle time or form time
digital literacy and online safety programmes
class discussions about screen time and technology use
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 learning about screen time, apps or basic online safety habits.
Building digital literacy skills Use when pupils need support understanding that not everything they see on a screen is true.
Reinforcing class expectations around technology Use when revisiting agreed rules about screen time and device use.
Supporting pupils after a screen time concern Use to guide structured discussion if a pupil has raised a question or worry about something they saw online.
Preparing for increased device use Use when pupils are starting to use new apps, devices or websites at home or school.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about safe and sensible screen habits.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Screens are part of everyday life for young pupils, so they need simple, practical language for making safe choices early rather than only responding once a problem has come up. Online safety is not only about avoiding risk. It is also about helping pupils build confidence to enjoy screen time sensibly, ask questions when something feels unclear, and know that trusted adults are there to help. This lesson supports a balanced approach to technology by helping pupils understand that screens can be both enjoyable and something to manage thoughtfully, building habits they can carry into more independent device use as they get older.
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 early understanding of how apps, websites and screens work.
Critical thinking Pupils consider whether something seen on a screen is true or trustworthy.
Self-regulation Pupils think about managing screen time in a balanced, everyday way.
Help-seeking Pupils practise asking a trusted adult when something online feels confusing or unsafe.
Privacy awareness Pupils consider why checking before sharing information matters.
Confidence with technology Pupils build confidence to enjoy screens while making sensible choices.
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 apps, games or people when sharing examples
Frame discussion around general screen time situations rather than personal stories
Identify trusted adults pupils can speak to at school about online concerns
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, familiar examples such as choosing what to watch or asking before downloading an app
Give pupils time to practise phrases for asking an adult for help
Balance safety messages with the positive, everyday value of screen time
Allow pupils to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Reinforce that asking for help with something online is a sensible, responsible choice
Keep examples general rather than tied to specific pupils or households
Encourage privacy by avoiding personal disclosures about home device use
Adaptation options
Use partner talk or drawing for pupils who are less confident speaking aloud
Spend more time on trusted adults if pupils need support identifying who to ask for help
Extend discussion with simple examples of checking whether something online is true, for more confident groups
