Smart Screens, Safe Kids wellbeing lesson plan
A primary wellbeing lesson for Years 1 and 2 that helps Australian teachers introduce safe, positive screen habits through a structured, ready-to-teach lesson. Students learn to recognise everyday online situations, understand simple ways to stay safe while using screens, and practise asking a trusted adult for help when something online feels confusing or uncomfortable.
Online Safety, AI & Digital Literacy
Snapshot
Smart Screens, Safe Kids
This lesson gives teachers a structured way to introduce screen time safety and early digital literacy in age-appropriate language.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Building safe, confident screen habits
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 everyday situations where they use screens, such as games, videos or learning apps
Recognise when something online feels confusing, upsetting or not meant for them
Recognise personal information, such as their name, address or password, as private
Understand
Understand that screen time works best when it is balanced with other activities
Understand that trusted adults can help them make safe choices about screens
Practise
Practise simple phrases for telling a trusted adult when something online feels wrong
Practise asking permission before using a device or app
Practise identifying safe, age-appropriate screen choices from everyday examples
Who this lesson is for?
This lesson is designed for younger primary students who are beginning to use screens independently and are developing early digital literacy skills.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
early online safety or digital literacy programs
classroom routines around device or screen use
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 basics Use when students are new to talking about screen use, apps or online safety in a structured way.
Reinforcing classroom digital habits Use when reinforcing existing class expectations around device use, breaks and screen time balance.
Building critical thinking about screen content Use when students need support recognising the difference between age-appropriate and non-age-appropriate content.
Practising safe responses Use when students are learning what to do if something online feels confusing or uncomfortable.
Building help-seeking confidence Use when students need to understand who they can ask for help with screens at school or at home.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led discussion about safe and balanced screen habits.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Screens are part of everyday life for most young students, at school and at home. Early digital literacy is not only about avoiding risk, it is also about helping students build simple habits that support safe, balanced and enjoyable screen use. Students benefit from early language for noticing when something online does not feel right, and understanding that trusted adults are there to help. This supports confident decision making rather than fear of technology. This lesson supports a classroom culture where screen use is talked about openly. Students learn that asking questions or seeking help about something online is a sensible, everyday choice rather than something to feel unsure 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
Self awareness Students notice how different screen activities make them feel.
Critical thinking Students consider whether online content or requests seem safe or age-appropriate.
Digital literacy Students build early understanding of screens, apps and online content.
Self regulation Students think about balancing screen time with other activities.
Help-seeking Students learn who to ask for help with confusing or uncomfortable screen situations.
Personal safety Students recognise that personal details, like names and passwords, are private.
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 personal experiences that identify family members
Frame the discussion around general examples rather than personal disclosures
Identify trusted adults students can speak to at school about screen 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 watching videos, playing games or using learning apps
Give students time to practise phrases for asking an adult for help
Keep the tone balanced, screens can be enjoyable when used safely
Allow students to respond through discussion or drawing depending on confidence
Supporting safe discussion
Reinforce that asking for help with something online is a sensible choice
Explain that trusted adults can help sort out confusing or uncomfortable screen situations
Avoid singling out any specific app, platform or family situation
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-seeking
