Online Explorers wellbeing lesson plan
A primary wellbeing lesson for Years 1 and 2 that helps Australian teachers introduce safe, confident online exploration through a structured, ready-to-teach lesson. Students learn what it means to explore the internet safely, including checking with a trusted adult, noticing when something feels confusing or unsafe, and thinking carefully about what they see and share online. The lesson gives teachers simple, age-appropriate language for early digital literacy, without needing prior online safety teaching experience.
Online Safety, AI & Digital Literacy
Snapshot
Online Explorers
This lesson gives teachers a structured way to introduce early online safety and digital thinking skills to young students.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Exploring the internet safely and thinking carefully about online choices
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 not everything found online is true or helpful
recognise the difference between exploring safely and sharing personal details
recognise when something online feels confusing, upsetting or unsafe
Understand
understand why it is important to check with a trusted adult before clicking on unfamiliar links or sharing information
understand that being respectful applies to online spaces as well as everyday situations
Practise
practise simple phrases for asking a trusted adult for help online
practise making safe choices when exploring websites, apps or games
practise identifying who they can ask for help if something online feels unsafe
Who this lesson is for?
This lesson is designed for younger primary students who are beginning to use digital devices and explore online spaces, either independently or with adult support.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
early digital literacy or online safety introductions
pastoral care or advisory sessions
classroom culture and digital expectation work
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 online safety Use when students are beginning to use digital devices, apps or websites at school.
Building digital literacy foundations Use when students need early language for exploring online spaces safely and thinking critically about what they see.
Reinforcing safe online habits Use when revisiting expectations for safe and respectful online behaviour.
Preparing for increased device use Use before students take on more independent online activities at school or at home.
Supporting classroom digital culture Use when building shared expectations for respectful and safe use of shared devices.
Creating a structured digital literacy discussion Use when you want a calm, teacher-led discussion about safe online choices.
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 increasingly exploring apps, websites and games, often before they have the language to think critically about what they see or share. Building this understanding early gives students a foundation they can build on as their online use grows. Online safety is not only about avoiding risk. It also involves helping students notice when something feels confusing or unsafe, think carefully about information they come across, and know that a trusted adult is there to help. This lesson supports a proactive approach to digital literacy by giving students simple, usable habits for exploring online spaces with confidence rather than fear.
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 consider whether online information is always true or helpful.
Privacy awareness Students learn what personal information should not be shared online.
Help-seeking Students practise asking a trusted adult for support with online concerns.
Digital confidence Students build simple language for exploring apps, websites and games.
Respectful online behaviour Students consider how to behave respectfully in shared or online spaces.
Safety awareness Students recognise when something online feels confusing or unsafe.
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, games or websites in a way that singles out classmates
Frame discussion around general examples rather than personal online experiences
Identify trusted adults students can speak to at school about online concerns
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe
During delivery
Use simple examples such as checking with an adult, not sharing personal details or noticing something confusing online
Give students time to practise phrases aloud for asking for help
Reinforce that students do not need to handle confusing or unsafe online situations alone
Allow students to respond through discussion or drawing depending on confidence and maturity
Supporting safe discussion
Reinforce that asking for help online is a responsible choice
Use general examples rather than personal disclosures
Follow school child safety procedures if concerns arise during discussion
Adaptation options
Use partner discussion for confident groups
Use drawing or simple sentence starters for quieter groups
Spend more time identifying trusted adults if students need extra support with help pathways
