Scam Spotters wellbeing lesson plan
A primary wellbeing lesson for Years 1 to 2 that helps Australian teachers introduce safe online gaming habits and simple scam recognition through a structured, ready-to-teach lesson. Students learn to recognise common tricks they may come across in games or apps, such as offers that seem too good to be true or requests for personal details, and practise safe responses like pausing and asking a trusted adult for help.
Online Safety, AI & Digital Literacy
Snapshot
Scam Spotters
This lesson gives teachers a structured way to introduce safe online gaming habits and simple scam recognition skills for younger students.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising online scams and tricks in gaming and making safe 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 common tricks or scams they may come across in online games or apps
identify requests for personal information as something to pause and check
recognise when an online message or offer feels confusing, too good to be true or unsafe
Understand
understand why some online messages or offers are not what they seem
understand that trusted adults can help when something online feels unsafe or confusing
Practise
practise pausing before clicking, sharing or accepting something online
practise simple phrases to ask a trusted adult for help
practise making safe choices when playing games or using apps online
Who this lesson is for?
This lesson is designed for younger primary students in Years 1 to 2 who are beginning to use online games or apps and are starting to learn about safe online choices.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
digital citizenship or online safety units
early online gaming safety discussions
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 gaming safety Use when students are starting to use games or apps and need simple language for noticing tricks or scams.
Building digital citizenship skills Use when reinforcing safe, sensible online behaviour as part of broader digital literacy teaching.
Revisiting class expectations for device use Use when reinforcing expectations around safe online choices at school or at home.
Practising safe responses Use when students are learning how to pause, check and ask for help before sharing information online.
Building help seeking confidence Use when students need to understand when and how to ask a trusted adult for help with something online.
Preparing for increased online or gaming access Use when students are gaining more independence with games, apps or devices.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students are using games and apps earlier and more often, and they benefit from simple, usable language for noticing when something online does not feel right. Scam Spotters gives teachers a calm, structured way to introduce this before students encounter these situations independently. Online safety is not only about avoiding harm. It is also about helping students build early critical thinking skills, so they can pause, question and check before sharing information or accepting an offer in a game or app. This lesson supports safer digital habits by helping students understand that noticing a trick and asking for help are sensible, everyday skills, not something to feel worried about.
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 awareness Students notice examples of tricks or scams in games and apps.
Critical thinking Students learn to pause and question offers or requests before acting.
Self regulation Students practise stopping to check before clicking, sharing or accepting something online.
Help seeking Students learn when and how to ask a trusted adult for support.
Protective behaviours Students recognise that confusing or unsafe online requests should be shared with a safe adult.
Respectful online communication Students consider how to interact safely and sensibly when playing games with others 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 name classmates, specific games or apps, and to use general examples instead.
Frame the discussion around noticing tricks and making safe choices, not personal accounts of online experiences.
Identify trusted adults students can speak to at school and at home about anything confusing online.
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 a message offering a free prize or asking for personal details.
Give students time to practise pausing and asking for help aloud.
Reinforce that students do not need to work out if something is a scam on their own.
Allow students to respond through discussion, drawing or partner talk depending on confidence.
Supporting safe discussion
Reinforce that asking for help with something online is a responsible choice.
Explain that confusing or unsafe online requests should be shared with a trusted adult.
Keep examples general rather than tied to specific games, apps or personal stories.
Adaptation options
Use partner talk or drawing for students who need more support with discussion.
Spend more time on trusted adults if students need help identifying who to ask.
Extend discussion for students ready to consider more examples of online requests.
