Not Everything is True wellbeing lesson plan
A primary wellbeing lesson for Years 1 to 2 that helps Australian teachers introduce early media and digital literacy through a structured, ready-to-teach lesson. Students learn that not everything they see online or in adverts is true, and begin to build simple habits for questioning information before accepting it. Through simple discussion and guided questions, students practise recognising when something online or in an advert might not be accurate, and learn who they can ask when they are unsure.
Online Safety, AI & Digital Literacy
Snapshot
Not Everything is True
The lesson gives teachers a structured way to introduce early media literacy concepts to young students using simple, age-appropriate language.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising that online information and adverts are not always accurate
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 some information online or in adverts may not be true
recognise examples of information that might be exaggerated or made up
recognise when they feel unsure about something they have seen or heard
Understand
understand that adverts are designed to make products seem appealing
understand that it is okay to ask questions about information they see or hear
Practise
practise asking simple questions to check if information seems accurate
practise identifying a trusted adult to ask when unsure
practise using simple language to describe why something might not be true
Who this lesson is for?
This lesson is designed for younger primary students who are just beginning to encounter online content, adverts and digital information in their daily lives. It suits students who are developing early questioning and thinking skills, with no prior knowledge of media literacy required.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
early digital literacy or online safety programs
class discussions about screen time and information
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 early digital literacy Use when students are beginning to explore online safety, AI or digital literacy topics for the first time.
Building classroom culture around questioning information Use when reinforcing that it is okay to ask questions rather than accept everything at face value.
Supporting inclusion in digital literacy learning Use when helping all students build confidence to speak up when something seems confusing or untrue.
Introducing the topic of adverts and persuasion Use when students are learning why adverts are made and how they try to appeal to viewers.
Practising safe and thoughtful online habits Use when students need structured practice questioning what they see on screens.
Preparing for increased digital access Use when students are beginning to use devices, apps or websites more independently at school or home.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Young students are encountering online content, adverts and digital information earlier than ever, often without the skills to question what they see. Building early habits of curiosity and healthy questioning helps students approach information more thoughtfully as they grow. This lesson supports students to understand that being curious about information is a normal and useful skill, not something to feel unsure about. Rather than teaching students to distrust everything they see, the lesson helps them build simple, calm ways to notice when something might not be accurate and know who to ask. Introducing these ideas early gives students a foundation for more confident digital literacy and critical thinking as they progress through school.
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 practise questioning whether information seems accurate.
Digital literacy Students build early understanding of how online content and adverts are created.
Curiosity Students learn that asking questions about information is a normal and useful habit.
Communication Students practise describing why something might not be true using simple language.
Help-seeking Students learn who they can ask when they are unsure about information.
Confidence Students build assurance in noticing and speaking up about confusing content.
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 specific apps, shows or people they have seen online, to keep discussion general
Frame the discussion around noticing and questioning, not around blaming or worrying students about technology
Prepare simple, familiar examples students may recognise, such as toy or food adverts
Identify trusted adults students can speak to if they are unsure about something they see online
During delivery
Use simple language such as “not always true” rather than technical media terms
Give students time to share examples of adverts or online content they may have seen
Reinforce that asking questions is a normal and helpful habit, not something to worry about
Allow students to respond through discussion, drawing or simple role-play depending on confidence
Supporting safe discussion
Keep examples general rather than personal, so no student feels singled out
Reinforce that it is okay to ask a trusted adult if something online feels confusing or unsure
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 drawing or simple sorting activities for younger or less confident groups
Extend discussion with more examples for students who are ready for deeper questioning
Spend more time identifying trusted adults if students need extra support with help-seeking
