Smart Gaming wellbeing lesson plan
A primary wellbeing lesson for Years 1 and 2 that helps Australian teachers introduce smart, safe choices in online gaming through a structured, ready-to-teach lesson. Students learn to recognise safe and unsafe situations in online games, understand simple rules for protecting personal information, and practise asking a trusted adult for help when something online feels wrong or confusing.
Online Safety, AI & Digital Literacy
Snapshot
Smart Gaming
The lesson gives teachers a structured way to introduce safe, smart online gaming habits using simple, age-appropriate language.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising safe and unsafe choices in online gaming
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 safe and unsafe situations that can happen while playing games online
identify examples of personal information that should stay private, such as their name, address or school
recognise messages or requests from unknown players as something to tell a trusted adult about
Understand
understand that not everyone online is who they say they are
understand why taking breaks and following game time rules helps keep gaming enjoyable and safe
Practise
practise saying no to sharing personal information online
practise simple phrases to use when something online feels confusing or unsafe
practise asking a trusted adult for help when they are unsure what to do
Who this lesson is for?
This lesson is designed for younger primary students who are beginning to play games online and are learning simple rules for staying safe. It suits students with little to no prior discussion of online safety as well as those with some early gaming experience.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
introducing online safety and digital citizenship
class discussions about screen use and technology at home
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 starting to use devices or play games online and need foundational language for staying safe.
Building classroom culture around technology use Use when setting shared expectations for respectful and safe online behaviour.
Practising safe responses Use when students are learning what to do if a game or message makes them feel uncomfortable.
Building help-seeking confidence Use when students need to understand when and how to ask a trusted adult for help.
Supporting inclusion in online play Use when reinforcing kind, respectful communication with other players.
Preparing for increased device use Use when students are beginning to use devices more independently at home or school.
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 playing games that involve chatting, sharing and interacting with other players, often before they have had much guidance on how to do this safely. Teaching smart gaming habits early helps students build simple, usable language for noticing when something feels wrong and knowing that asking a trusted adult for help is always a safe choice. This lesson supports a proactive approach to online safety, helping students build confidence in making safe choices rather than only reacting after a problem occurs.
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 situations in online games that may be unsafe or unfair.
Critical thinking Students consider whether messages or requests from other players seem safe or trustworthy.
Self regulation Students recognise the value of taking breaks and following game time rules.
Communication skills Students practise respectful language when playing with others online.
Help-seeking Students learn when and how to ask a trusted adult for support.
Protective behaviours Students recognise that personal information and unsafe situations should be shared with a safe 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 specific games, apps or people, and to use general examples instead
Frame the discussion around safe choices, not personal stories or accusations
Identify the trusted adults students can speak to at school and at home
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 from someone I don't know or a game that makes me feel worried
Give students time to practise simple phrases aloud
Reinforce that students do not need to solve an unsafe situation alone
Allow students to respond through discussion, drawing or role-play depending on confidence and maturity
Supporting safe discussion
Keep examples general rather than tied to specific games or platforms
Reinforce that asking for help is a responsible and expected choice
Avoid framing all online gaming as risky, focusing instead on safe choices and confident responses
Adaptation options
Use simple drawing tasks for students who are still developing verbal confidence
Use partner talk before whole class discussion for quieter groups
Spend more time on trusted adults if students need support identifying who to ask for help
