The Dangers Of Your Internet Algorithm PSHE lesson plan
A secondary PSHE lesson for Years 7 to 9 that helps UK teachers introduce how personalised content and internet algorithms can shape what pupils see online, through a structured, ready-to-teach lesson. Pupils learn to recognise how tailored content works, understand how it can narrow the range of views and information they encounter, and practise ways to think critically about what appears in their feeds and search results.
Online Safety, AI & Digital Literacy
Snapshot
The Dangers Of Your Internet Algorithm
This lesson gives teachers a structured way to introduce how internet algorithms work and why that matters for the content pupils see every day. Feedback: 4.0/5 from 68 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising how personalised content and algorithms can shape what pupils see 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 content on social media, search engines and recommendation systems is often personalised rather than neutral
identify signs that their online feed or search results may be shaped by an algorithm
recognise examples of a filter bubble, such as repeatedly seeing similar opinions or content
Understand
understand why algorithms are designed to keep people engaged with tailored content
understand how a narrow range of content can limit exposure to different views and information
Practise
practise questioning where online content or recommendations may be coming from
practise language for discussing algorithms and personalised content with others
practise simple strategies for seeking out a wider range of information online
Who this lesson is for?
This lesson is designed for secondary pupils in Years 7 to 9 who are becoming more independent users of social media, search engines and online platforms.
It is suitable for:
secondary PSHE lessons
digital literacy or computing-linked wellbeing sessions
pastoral care, form time or advisory discussions
citizenship or media literacy teaching
wider online safety or respectful online behaviour 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 algorithms and personalised content Use when pupils have little prior understanding of how social media and search algorithms decide what they see.
Building critical digital thinking Use when pupils need practice questioning online content rather than accepting it at face value.
Supporting media and information literacy Use when pupils are learning to recognise bias, repetition or narrow viewpoints online.
Reinforcing respectful online behaviour Use alongside wider online safety or digital citizenship teaching to build a fuller picture of online experience.
Preparing for greater online independence Use as pupils take on more unsupervised device use or move into new social media spaces.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about digital choices rather than a reactive response to a specific issue.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils use algorithm-driven platforms every day, often without realising how much of what they see has been personalised for them. Helping pupils understand tailored content is not about warning them away from technology. It is about building the critical thinking skills to question what they see, notice when their view might be narrowing, and make more informed choices about the content and platforms they use. This lesson supports a wider culture of digital literacy by helping pupils see algorithms as something to understand and question, rather than something to fear or ignore.
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 question why certain content or recommendations appear in their feeds.
Digital literacy Pupils build understanding of how algorithms and personalisation work.
Information literacy Pupils consider how a narrow range of content can limit what they know.
Self-awareness Pupils reflect on their own online habits and how these shape what they see.
Respectful online communication Pupils discuss differing online content and views without personalising the debate.
Informed decision-making Pupils practise strategies for seeking out a wider range of information.
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 to use general examples rather than naming specific apps, platforms or personal accounts they use
Frame the discussion around how algorithms work generally, not around individual pupils' online activity
Make clear that the lesson is about understanding and questioning online content, not blaming pupils for what they see
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 everyday examples such as social media feeds, search results and recommended videos to keep the discussion grounded
Encourage pupils to share observations about online content in general terms rather than personal browsing history
Reinforce that noticing a filter bubble is a useful skill, not something to feel embarrassed about
Allow pupils to respond through discussion or written reflection depending on confidence and group dynamics
Supporting safe discussion
Remind pupils not to share other people's personal online activity or private messages
Keep the focus on how algorithms work rather than on specific pupils' online behaviour
Signpost pupils to a trusted adult if a discussion raises a concern about their own or someone else's online safety
Adaptation options
Use small group discussion for pupils who are more confident sharing observations
Use individual reflection or written tasks for quieter groups
Spend more time unpacking examples of algorithms for pupils with less prior digital literacy knowledge
