Technologies · Foundation · Digital Systems in Our World · Term 1

Staying Safe Online: Personal Safety Basics

Practical steps for personal safety and asking for help when using digital tools, focusing on privacy and responsible use.

• ACARA Content Descriptions
• AC9TDEFK03

About This Topic

Staying Safe Online: Personal Safety Basics introduces Foundation students to essential habits for using digital tools responsibly. They learn to seek permission before accessing devices, protect personal details like names and addresses, and respond to uncomfortable content by telling a trusted adult. This content aligns with AC9TDEFK03 in the Australian Curriculum, emphasising safe and ethical interactions with digital systems present in classrooms and homes.

The topic connects digital technologies to everyday decision-making, building early digital citizenship. Students explore why some information stays private and practice strategies like closing screens or walking away from unsafe situations. These skills lay groundwork for future units on data and collaboration, while reinforcing whole-school values around respect and care.

Active learning suits this topic perfectly, as young children grasp rules best through practice. Role-plays of online scenarios let them rehearse responses without risk, while group discussions clarify boundaries. Sorting activities make abstract ideas visual and memorable, helping students internalise safety as personal agency.

Key Questions

1. Explain appropriate actions to take when encountering unfamiliar or uncomfortable online content.
2. Justify the importance of seeking permission before engaging with digital devices.
3. Analyze strategies for safeguarding personal information in digital environments.

Learning Objectives

• Identify trusted adults who can provide help when encountering uncomfortable online situations.
• Explain why personal information, such as a full name or address, should be kept private online.
• Demonstrate appropriate actions to take when seeing unfamiliar or uncomfortable content on a digital device.
• Justify the importance of asking permission before using digital devices.

Before You Start

Identifying People and Places

Why: Students need to be able to identify familiar people (like parents and teachers) and places (like home and school) to understand the concept of 'trusted adults' and safe environments.

Following Simple Instructions

Why: Understanding and following instructions is fundamental to learning and practicing safety rules, including asking for permission and knowing what to do when encountering uncomfortable content.

Key Vocabulary

Personal Information	Details about you that should be kept private, like your full name, address, or phone number.
Trusted Adult	A grown-up, like a parent, teacher, or family member, who you can talk to if something makes you feel worried or uncomfortable online.
Permission	Asking and getting approval from a grown-up before using a digital device, like a tablet or computer.
Uncomfortable Content	Anything you see or hear online that makes you feel confused, scared, sad, or worried.

Watch Out for These Misconceptions

Common Misconception

The internet is always safe, like watching TV.

What to Teach Instead

Children often think screens mean no real risks. Role-plays show consequences of unsafe choices, helping them see digital spaces as places needing caution. Group sharing corrects this by building shared understanding of rules.

Common Misconception

Sharing my name or photo online is fun and okay with anyone.

What to Teach Instead

Privacy concepts confuse young learners who see sharing as friendly. Sorting activities visually separate personal info from public shares, while discussions reinforce trusted circles. Hands-on practice builds habits over time.

Common Misconception

I can fix any online problem alone without telling adults.

What to Teach Instead

Independence leads some to hide issues. Scenario rehearsals emphasise seeking help as a strength, with peer modelling in groups reducing embarrassment and clarifying steps.

Active Learning Ideas

Role-Play: Online Scenarios

Prepare cards with simple scenarios like 'a stranger asks for your photo' or 'a game asks for your address'. In small groups, students act out the situation, choose a safe action such as telling a teacher, then share with the class. Debrief by listing class rules on chart paper.

30 min·Small Groups

Sorting Game: Safe or Not

Print pictures of actions like sharing a photo, asking permission, or clicking unknown links. Students sort them into 'safe' and 'not safe' hoops. Discuss choices as a class and create a visual safety chart for the classroom wall.

20 min·Pairs

Personal Safety Pledge

Students draw or dictate their own safety pledge, such as 'I ask first' or 'I tell if scared'. Share pledges in a circle, then display them near devices. Follow up by practising pledges during device time.

35 min·Individual

Discussion Circle: Trusted Helpers

Sit in a circle and pass a talking stick. Each child names one trusted adult for online help and why. Teacher models responses to sample issues, then children practise saying 'stop' to pretend uncomfortable content.

25 min·Whole Class

Real-World Connections

• School librarians and teachers guide students on safe internet use, showing them how to find reliable information and report issues, similar to how a librarian in a public library helps patrons navigate resources.
• Parents and caregivers often set up parental controls on devices like iPads or gaming consoles, creating safe digital environments for their children at home, much like a security guard monitors a public space.

Assessment Ideas

Quick Check

Present students with three scenarios on cards: 1) Seeing a picture they don't understand, 2) A stranger asking for their name online, 3) Wanting to play a game on a tablet. Ask students to point to or name the 'Trusted Adult' they would tell for scenario 1 and 2, and to 'Ask Permission' for scenario 3.

Discussion Prompt

Ask students: 'Imagine you are playing a game online and a pop-up asks for your name and where you live. What should you do?' Guide the discussion to include not typing the information and telling a trusted adult.

Exit Ticket

Give each student a small piece of paper. Ask them to draw one thing they can do to stay safe online and write one word to describe how they feel when they use technology safely (e.g., happy, safe, smart).

Frequently Asked Questions

How to teach online safety basics to Foundation students?

Start with familiar devices and simple rules like 'ask permission first'. Use visuals and stories of characters facing choices. Build routines by practising responses daily during tech time, reinforcing through class charts and parent notes for home consistency.

What activities work best for digital privacy lessons?

Sorting games with pictures of info types help children distinguish private details. Follow with pledges where they draw 'mine only' items like photos. These visual, creative tasks make privacy concrete and tie to curriculum standards effectively.

How can active learning help teach online safety?

Active approaches like role-plays let students practise safe responses in low-stakes settings, making rules stick better than lectures. Group sorts and discussions build peer reinforcement, while pledges personalise learning. This hands-on method boosts confidence and recall for real situations.

Common challenges in Foundation online safety lessons?

Young attention spans limit long talks, so keep sessions short with movement. Abstract privacy confuses, addressed by concrete examples. Involve families via shared pledges to extend learning, ensuring consistent messages across home and school.