Online Safety wellbeing lesson plan
A primary wellbeing lesson for Years 5 and 6 that helps Australian teachers introduce online safety, including how to block, report and stay persistent when something feels unsafe online, through a structured, ready-to-teach lesson. Students learn practical steps for managing unwanted contact or hurtful behaviour online, and practise the language and actions they can use to stay safe, report concerns and keep asking for help until the problem is resolved.
Online Safety, AI & Digital Literacy
Snapshot
Online Safety
The lesson gives teachers a structured way to teach students practical steps for staying safe online, including how to block, report and keep asking for help. Feedback: 4.2/5 average rating from 277 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Blocking, reporting and staying persistent when something feels unsafe online
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 unwanted contact, hurtful comments or unsafe situations online
recognise blocking and reporting as available tools for managing unsafe online contact
recognise when an online situation needs support from a trusted adult
Understand
understand why staying persistent matters if reporting or blocking does not resolve a problem straight away
understand that online actions can affect privacy, digital footprints and how others feel
Practise
practise the steps involved in blocking or reporting unwanted contact or content
practise describing an online problem clearly to a trusted adult
practise respectful online communication and safe digital choices
Who this lesson is for?
This lesson is designed for upper primary students in Years 5 and 6 who are building independence online and need practical strategies for managing unwanted contact or hurtful behaviour.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
digital literacy and online safety programs
class discussions about respectful online behaviour
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 need simple language and steps for blocking and reporting unwanted contact online.
Building digital literacy skills Use when reinforcing safe, respectful and thoughtful online behaviour alongside blocking and reporting.
Revisiting class expectations Use when reinforcing expectations for respectful communication and safe digital choices.
Supporting students after online difficulties Use to support structured discussion after students have experienced hurtful behaviour or unwanted contact online.
Practising safe responses Use when students are learning how to block, report and stay persistent without responding to the person online.
Preparing for increased device use Use when students are gaining more independence with devices, apps or online platforms.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students need practical, repeatable steps for managing unsafe or hurtful contact online, not just a general reminder that online safety matters. Online safety is not only about avoiding risk. It is also about teaching students to use the tools already available to them, including blocking, reporting and following up, so that problems do not go unresolved or unnoticed. This lesson supports a safer online culture by helping students understand that a single report or block is a valid, sensible response, and that staying persistent and asking a trusted adult for help is a sign of good judgement, not weakness.
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
Digital resilience Students learn to use blocking and reporting tools rather than ignoring or escalating unsafe contact.
Help-seeking Students practise describing an online problem clearly and asking a trusted adult for support.
Privacy awareness Students consider how sharing information or content online can affect their digital footprint.
Respectful communication Students reflect on how their own online behaviour affects others.
Critical thinking Students consider how to check information and respond thoughtfully to what they see online.
Protective behaviours Students recognise that unsafe or hurtful online behaviour should be reported and shared with a trusted adult.
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 describe specific personal experiences
Frame discussion around general examples and scenarios rather than personal disclosures
Identify the 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 everyday examples such as unwanted messages, hurtful comments or unknown contacts
Explain blocking and reporting as practical, available steps rather than a punishment or last resort
Reinforce that staying persistent, such as reporting again or telling another trusted adult, is a reasonable response if a problem is not resolved
Allow students to respond through discussion or partner talk depending on confidence
Supporting safe discussion
Reinforce that asking for help online is a responsible choice, not an overreaction
Explain that a single unsafe or hurtful message or contact is enough to justify blocking, reporting or asking for help
Encourage students to use agreed school support options if they want to talk about something after the lesson
Adaptation options
Use paired or small group discussion for confident classes
Use individual reflection or written responses for quieter students
Spend more time on reporting pathways if students are less familiar with the platforms discussed
