Safe Online, Smart Every Time wellbeing lesson plan
A primary wellbeing lesson for Years 5 and 6 that helps Australian teachers introduce safe, smart online behaviour through a structured, ready-to-teach lesson. Students learn to recognise things to watch out for online, think critically about what they see and share, and practise respectful, safe communication in their online relationships.
Online Safety, AI & Digital Literacy
Snapshot
Safe Online, Smart Every Time
This lesson gives teachers a structured way to introduce safe, smart online behaviour and everyday digital decision making.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising what to watch out for online and making safe, considered digital 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 situations online that may affect their safety or privacy
recognise signs of misleading or unreliable online content, including AI generated material
recognise behaviours that support or undermine respectful online relationships
Understand
understand how digital footprints are shaped by what is shared or posted online
understand why checking information before sharing or believing it matters
Practise
practise making safe choices about what personal information to share online
practise using respectful language and behaviour in online interactions
practise identifying who to talk to if something online feels unsafe or confusing
Who this lesson is for?
This lesson is designed for students in Years 5 and 6 who are becoming more independent in how they use devices and online platforms, and who are ready to think more carefully about their online choices.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
digital literacy or online safety units
pastoral care or advisory sessions
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 and digital choices Use when students are new to thinking critically about online risks and everyday digital decisions.
Building critical thinking about online content Use when introducing ideas about misinformation, AI generated content or checking information before sharing it.
Reinforcing respectful online communication Use when revisiting expectations for how students interact with others online.
Practising safe responses to online situations Use when students are learning what to do if something online feels unsafe, confusing or unfair.
Preparing for more independent online use Use when students are gaining more independence with devices or online platforms and need a refresher on safe choices.
Supporting help-seeking about online concerns Use when students need to understand who to talk to if they come across something worrying online.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students spend increasing amounts of time online, and they need practical language for noticing what feels off, questioning what they see and communicating safely with others. This lesson gives students tools to think critically rather than simply reacting to online content. Building digital literacy early helps students develop habits around privacy, respectful communication and checking information before acting on it. These are skills students can carry into more independent online use as they move through school. This lesson supports a proactive approach to online safety, helping students build confidence in making safe, considered choices rather than waiting until a problem arises.
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 learn to question and check online content before accepting it as true.
Privacy awareness Students consider what personal information is safe to share online.
Respectful communication Students practise respectful language and behaviour in online relationships.
Digital literacy Students build understanding of digital footprints and how online actions can have lasting effects.
Help-seeking Students learn who to talk to if something online feels unsafe or confusing.
Self-regulation Students consider how to make careful, considered choices rather than reacting quickly online.
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 share personal stories, usernames, platforms or specific online accounts during discussion
Frame examples around general scenarios 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 general examples of online situations rather than naming specific apps or platforms
Keep discussion focused on privacy, digital choices and respectful communication
Give students time to discuss and reflect on examples before moving to practical strategies
Reinforce that students do not need to manage unsafe online situations alone
Supporting safe discussion
Use privacy and respectful discussion norms rather than promising confidentiality
Remind students not to name classmates or share other people's online experiences
Encourage students to use general examples or scenarios rather than personal disclosures
Adaptation options
Use paired or small group discussion for confident classes
Use individual reflection or written responses for quieter groups
Spend more time on help-seeking pathways if students need support identifying who to talk to
