Digital Reputation wellbeing lesson plan
A primary wellbeing lesson for Years 5 and 6 that helps Australian teachers introduce digital reputation and the permanence of online actions through a structured, ready-to-teach lesson. Students learn to recognise how online actions can last and be shared beyond their original context, understand how a digital reputation builds over time, and practise thoughtful, respectful choices in online interactions and relationships.
Online Safety, AI & Digital Literacy
Snapshot
Digital Reputation
This lesson gives teachers a structured way to introduce digital reputation and help students think critically about their online choices.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Understanding the permanence of online actions and building a positive digital footprint
Lesson Format
Teacher-led discussion and structured activities
What students will learn
By the end of the lesson, students will be supported to:
Recognise
recognise that online actions such as posts, comments and messages can be seen, saved or shared beyond their original context
recognise examples of digital footprints in everyday online activity
recognise that online relationships involve the same reputation considerations as face to face interactions
Understand
understand that digital reputation can build up over time from many small online choices
understand why online actions can be difficult to fully remove or take back
Practise
practise thinking critically before posting, sharing or commenting online
practise using respectful language in online interactions and relationships
practise pausing to consider how an online action might be seen by others, now or later
Who this lesson is for?
This lesson is designed for upper primary students in Years 5 and 6 who are beginning to use online platforms, apps or messaging more independently and are developing an understanding of how their online actions can be seen by others.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
digital citizenship or online safety programs
pastoral care, circle time or advisory sessions
classes preparing for greater independent device or social media use
Suitability should be based on more than age alone. Teachers should consider the lesson focus, student 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 students are starting to explore online safety, digital footprints or responsible technology use.
Building classroom culture around respectful online behaviour Use when reinforcing expectations for how students communicate and interact online.
Preparing for increased online independence Use when students are beginning to use social media, messaging apps or online games more independently.
Practising critical digital thinking Use when students need support pausing and thinking before posting, sharing or commenting online.
Supporting inclusion in online relationships Use when discussing how respectful communication applies to online friendships and group interactions.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led discussion about digital choices and online reputation.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students are spending more time interacting, sharing and communicating online, often without fully realising how long those actions can last or how far they can travel. Understanding digital reputation early gives students a foundation for making thoughtful choices, rather than only reacting after something has already been posted or shared. It also supports critical thinking about how online actions, including within online relationships, can be seen differently by different audiences over time. This lesson supports a proactive approach to digital literacy by helping students understand that they have some control over their online reputation through the choices they make, and that thinking before posting is a practical, everyday skill rather than a one off rule.
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 Students pause and consider consequences before posting, sharing or commenting online.
Digital literacy Students build understanding of digital footprints and how online actions can persist over time.
Self awareness Students reflect on how their own online choices contribute to their digital reputation.
Respectful communication Students consider how language and tone in online relationships affect others.
Decision making Students practise weighing up online choices before acting.
Help seeking Students recognise when to speak with a trusted adult about an online situation that feels unsafe or difficult.
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 students not to name classmates or share stories about other people's online accounts or posts
Frame discussion around general examples and scenarios rather than personal experiences
Make clear that the lesson is about building thoughtful online habits, not blaming past online actions
Identify trusted adults students can speak to about online situations at school
During delivery
Use general examples such as posts, comments, photos and group chats rather than specific apps or platforms
Give students time to discuss how an online action might be seen by different people over time
Reinforce that digital reputation can be shaped through everyday choices, not only fixed after a problem
Allow students to respond through discussion, written reflection or partner talk depending on confidence
Supporting safe discussion
Keep examples general rather than referring to real online accounts or profiles
Reinforce that students can talk to a trusted adult if an online interaction feels unsafe or uncomfortable
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe.
Adaptation options
Use partner discussion for students who are less confident speaking in a whole class setting
Extend discussion into misinformation or AI generated content for classes ready for more complex digital literacy concepts
Spend more time on trusted adults and support pathways if students need extra support identifying help options
