Technologies · Foundation

Active learning ideas

Advanced Netiquette and Online Communication

Active learning works for this topic because children ages 5 to 7 learn best when they can move, speak, and see consequences in real time. Role-plays and card sorts turn abstract rules into concrete actions, so students feel, rather than just hear, what polite digital communication looks like.

• ACARA Content Descriptions
• AC9TDIK03

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Numbered Heads Together
• 25 min · Pairs

Role-Play: Polite Chat Buddies

Pairs use paper screens and markers to act out online chats. One student sends a message, the other responds kindly or fixes an unkind one, then both discuss how it feels. Rotate roles twice and share one takeaway with the class.

Explain appropriate netiquette for different online platforms and audiences.

Facilitation Tip

During Role-Play: Polite Chat Buddies, model the first exchange aloud with exaggerated tone so students notice how words feel when read by others.

What to look for

Provide students with two scenarios: one showing polite online behavior (e.g., waiting their turn in a game) and one showing impolite behavior (e.g., yelling in a chat). Ask students to circle the polite example and draw a smiley face next to it, then write one word explaining why it is polite.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 02

• Numbered Heads Together
• 30 min · Small Groups

Sort and Share: Netiquette Cards

Prepare cards with scenarios like 'Use all caps' or 'Say thank you.' Small groups sort into 'Digital Do' and 'Digital Don't' piles, justify choices, then present one example to the class for agreement.

Analyze the impact of online communication styles on digital relationships.

Facilitation Tip

When facilitating Sort and Share: Netiquette Cards, have students justify each placement to the group, building language around consent.

What to look for

Show students a picture of a friendly avatar and a not-so-friendly avatar. Ask: 'Which avatar looks like someone you would want to play with? Why? How can we make our own online 'faces' (our avatars and usernames) look friendly and kind?'

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 03

• Numbered Heads Together
• 35 min · Small Groups

Puppet Show: My Online Self

Students craft paper puppets as their digital identities with positive traits like 'kind smiler.' In small groups, puppets perform short skits showing good netiquette, followed by group applause and feedback.

Justify strategies for maintaining a positive and responsible digital identity.

Facilitation Tip

In Puppet Show: My Online Self, provide simple props (hats, scarves) so shy students can step into the role without pressure.

What to look for

During a simulated online chat activity, observe students' responses. Ask: 'Did you think about who was reading your message before you typed it? How did your words make your partner feel?'

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 04

• Numbered Heads Together
• 20 min · Whole Class

Emoji Circle: Feelings Check

Whole class sits in a circle. Teacher shows an online message with emojis, students mirror the feeling with faces or gestures, then suggest kinder alternatives. Pass a talking stick for shares.

Explain appropriate netiquette for different online platforms and audiences.

Facilitation Tip

Lead Emoji Circle: Feelings Check by showing your own emoji first so children feel safe naming their emotions.

What to look for

Provide students with two scenarios: one showing polite online behavior (e.g., waiting their turn in a game) and one showing impolite behavior (e.g., yelling in a chat). Ask students to circle the polite example and draw a smiley face next to it, then write one word explaining why it is polite.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

A few notes on teaching this unit

Teachers approach this topic by starting with what students already know about classroom courtesy and mapping it directly to online spaces. Keep language simple, use visual timers for waiting in games, and avoid abstract terms like ‘digital footprint.’ Research shows that modeling and immediate feedback are more effective than lectures for this age group.

Successful learning looks like students using kind words in their pretend chats, pausing to decide if sharing a photo is okay, and noticing when a message might upset someone. You will see these behaviors become automatic in follow-up activities.

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Watch Out for These Misconceptions

• During Role-Play: Polite Chat Buddies, watch for students who say, 'Words online do not hurt feelings like real words.'

  Use the role-play script to pause after each message. Ask the receiver to show how their face changes. Guide the group to notice that emojis and capital letters change the feeling of the words, just like tone of voice does in the classroom.

• During Sort and Share: Netiquette Cards, watch for students who claim it is fine to share anyone's photo online without asking.

  Hand out two photos: one with a smiley sticker and one crossed out. Ask each pair to decide whose permission they need before placing the photo in the ‘share’ pile. When a student says it’s okay, prompt them to explain why consent matters, connecting it to classroom sharing rules.

• During Puppet Show: My Online Self, watch for students who say all caps shows excitement, not shouting.

  Give each puppet a speech bubble with a message in all caps and another in normal text. After the puppet speaks, ask the audience to vote with thumbs up or down. Then have students suggest a friendlier alternative together, recording it on a chart labeled ‘Polite Power Words.’

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Methods used in this brief

• Numbered Heads Together