Fraud and Theft PSHE lesson plan
A secondary PSHE lesson for Years 7 to 9 that helps UK teachers introduce fraud, theft and scam awareness through a structured, ready-to-teach lesson. Pupils learn to recognise common warning signs of scams and fraud, build practical decision making skills around money and consumer choices, and practise ways to respond safely and ask for help when something feels wrong. The lesson keeps the focus practical, using everyday examples pupils may recognise from school, home or part time work, and builds confidence in questioning pressure tactics and offers that seem unrealistic.
Financial Literacy
Snapshot
Fraud and Theft
This lesson gives teachers a structured way to introduce scam and fraud awareness alongside broader financial literacy learning. Feedback: 4.6/5 from 43 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising warning signs of scams and fraud
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 common warning signs of scams and fraud, such as urgent requests, unrealistic offers or requests for personal or financial details
recognise situations where pressure or urgency is being used to influence a decision
recognise that scams and fraud can happen in different everyday situations, not only one type of contact
Understand
understand why scams can appear convincing and how this can affect anyone
understand the possible impact of fraud on money, personal information and trust
Practise
practise pausing and checking information before making a decision about money or personal details
practise using simple questions to assess whether an offer or request seems trustworthy
practise identifying a trusted adult or safe option when something feels wrong
Who this lesson is for?
This lesson is designed for secondary pupils in Years 7 to 9 who are building early financial understanding and starting to make more independent decisions about money, purchases or online activity. It works well for pupils with a range of prior knowledge about money and scams, from limited exposure to some existing awareness of online or consumer risk.
It is suitable for:
secondary PSHE lessons
financial education or financial capability sessions
citizenship or careers related learning
form time or pastoral care discussions
early consumer awareness or digital literacy 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 financial literacy or consumer topics Use when pupils are starting to learn about money management and need practical language for spotting risk.
Building on existing money lessons Use to extend prior learning about budgeting, saving or spending into scam and fraud awareness.
Supporting pupils starting part time work or earning money Use when pupils are beginning to manage their own money and may encounter scams or unsafe offers.
Reinforcing safe decision making Use when pupils need practical steps for checking information before acting on an offer or request.
Preparing for increased independence Use during transition points when pupils are gaining more independence with money, technology or purchases.
Creating a structured PSHE or citizenship discussion Use when you want a calm, teacher led session on recognising and responding to scams and fraud.
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 come across scams and fraud attempts, whether through messages, calls, online offers or everyday situations, and they need practical language for recognising warning signs early. Financial literacy is not only about budgeting and saving. It also includes building the confidence to pause, question and seek help when a money related decision feels rushed or too good to be true. This lesson supports safer decision making by helping pupils understand that spotting a scam is a skill that can be learned and practised, rather than something that only matters after a problem has already happened.
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
Financial confidence Pupils build practical language for making informed decisions about money and offers.
Critical thinking Pupils learn to question unrealistic offers, pressure tactics and requests for personal information.
Risk awareness Pupils recognise situations where money or personal details could be at risk.
Consumer understanding Pupils consider how scams and fraud can affect everyday purchases, services and communication.
Help seeking Pupils learn when and how to ask a trusted adult for support with a money related concern.
Personal safety Pupils recognise that sharing personal or financial information should be done carefully and thoughtfully.
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, family members or share personal financial stories
Frame the discussion around general examples and scenarios rather than personal experiences
Make clear that the lesson is about building decision making skills, not personal financial advice
Identify trusted adults pupils can speak to at school if they have concerns about money or a scam
During delivery
Use general examples such as unexpected messages, unrealistic offers or urgent requests for money or details
Give pupils time to discuss and question examples rather than rushing through content
Reinforce that anyone can be targeted by a scam and that recognising warning signs is a skill
Allow pupils to respond through discussion or written reflection depending on confidence
Supporting safe discussion
Use privacy focused language rather than asking pupils to share personal or family financial situations
Encourage pupils to use general examples rather than naming specific people or businesses
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 discussion for pupils who prefer talking through examples with a partner
Use written reflection for pupils who are less comfortable speaking in front of the class
Spend more time on trusted adults and reporting options if pupils need extra support identifying help pathways
