Technologies · Year 2 · Safe Travels in Cyberspace · Term 2

Asking for Help: When Things Go Wrong Online

Students learn to identify situations where they need to ask a trusted adult for help when encountering uncomfortable or confusing online content.

• ACARA Content Descriptions
• AC9TDI2S01

About This Topic

Year 2 students explore the crucial skill of seeking assistance when navigating the digital world. This unit focuses on recognizing online situations that feel uncomfortable, confusing, or unsafe, and understanding that asking a trusted adult is the correct and brave response. Students will learn to identify who these trusted adults are, such as parents, caregivers, teachers, or other familiar grown-ups, and practice communicating their concerns clearly.

The curriculum emphasizes that encountering unexpected or upsetting content online is not their fault and that help is always available. Through scenario-based learning, students develop critical thinking skills to assess online interactions and content, differentiating between everyday online experiences and those requiring adult intervention. They will also learn strategies for responding to unfamiliar or potentially risky online communications, reinforcing the importance of not engaging with strangers or sharing personal information.

Active learning is particularly beneficial for this topic as it allows students to practice these skills in a safe, simulated environment. Role-playing scenarios and group discussions provide concrete experiences that build confidence and reinforce the message that seeking help is a sign of strength, not weakness, when dealing with online challenges.

Key Questions

1. Explain when it is important to tell an adult about something seen online.
2. Assess different scenarios to determine if adult help is needed.
3. Design a plan for what to do if a stranger tries to talk to you online.

Watch Out for These Misconceptions

Common Misconception

It's my fault if I see something bad online.

What to Teach Instead

Students need to understand that they are not to blame for encountering inappropriate content. Role-playing scenarios where they practice telling a trusted adult helps them internalize that seeking help is the right action, not a sign of personal failure.

Common Misconception

I should just ignore strange messages online.

What to Teach Instead

Ignoring potentially harmful online interactions can be risky. Through guided discussions and scenario sorting, students learn to identify when ignoring is not enough and why reporting to a trusted adult is a more effective and safer strategy.

Active Learning Ideas

Scenario Sorting: Safe or Needs Help?

Present students with various online scenarios on cards (e.g., seeing a funny video, receiving an odd message, a game asking for personal details). Students work in small groups to sort these into 'Safe to Continue' and 'Needs Adult Help' categories, discussing their reasoning for each.

30 min·Small Groups

Trusted Adult Role-Play

Students practice approaching a designated 'trusted adult' (teacher or aide) to report a simulated online issue. They focus on using clear language to explain what happened and what made them uncomfortable, receiving constructive feedback on their communication.

20 min·Pairs

Digital Safety Pledge Creation

As a whole class, brainstorm key safety rules for online interactions. Students then individually illustrate or write one rule they will commit to, creating a class display of their digital safety pledges.

25 min·Whole Class

Frequently Asked Questions

Why is it important for Year 2 students to learn about asking for help online?

At this age, children are increasingly independent online but may lack the judgment to identify risks. Learning to ask for help builds essential digital citizenship, equipping them with the confidence and knowledge to navigate online spaces safely and seek support when needed, preventing potential harm.

What are 'trusted adults' in the context of online safety?

Trusted adults are reliable grown-ups children feel comfortable talking to about anything, including online issues. This typically includes parents, guardians, family members, teachers, school counselors, or other familiar adults they know will listen and help them.

How can teachers assess if students understand when to ask for help?

Teachers can use scenario-based activities and role-playing to observe students' decision-making processes. Listening to their explanations during sorting tasks and their communication during practice conversations provides insight into their understanding of online risks and their willingness to seek adult assistance.

How does active learning support teaching online safety to young children?

Active learning, through role-playing and scenario-based games, allows Year 2 students to practice seeking help in a safe, simulated environment. This hands-on approach makes abstract concepts concrete, builds their confidence in communicating with adults, and reinforces the importance of not handling potentially upsetting online situations alone.