Technologies · Year 3

Active learning ideas

Staying Safe Online

Active learning helps Year 3 students internalise online safety by letting them test real-world scenarios in a controlled setting. Role-plays and games turn abstract rules into memorable, child-centred experiences that build confidence in identifying risks and responding appropriately.

• ACARA Content Descriptions
• AC9TDI4P07

• 20–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Mystery Object
• 30 min · Pairs

Role-Play: Safe Chat Scenarios

Prepare cards with online chat scenarios, some safe and some risky. In pairs, students act out responses, then switch roles and discuss better choices. Debrief as a class to highlight key strategies.

Evaluate which personal information should always remain private online.

Facilitation Tip

During the role-play, assign roles with clear but subtle differences so students notice how easily identities can be misrepresented.

What to look for

Present students with several scenarios, such as 'A stranger asks for your favourite colour' or 'A game asks for your home address to send a prize.' Ask students to identify which scenarios involve sharing private information and explain why.

• Understand
• Analyze
• Evaluate
• Self-Management
• Social Awareness

Activity 02

• Mystery Object
• 25 min · Small Groups

Sorting Game: Private or Public?

Create cards listing personal details like age, school name, or favourite game. Small groups sort them into 'private' or 'shareable' piles, justifying choices. Display and review class sorts.

Assess the reliability of online identities and information sources.

Facilitation Tip

For the sorting game, use real examples like school photos or cartoon avatars to help students focus on the information being shared, not the image itself.

What to look for

Ask students: 'Imagine you see a profile online that looks like a kid, but they are asking for your phone number. What should you do?' Facilitate a discussion about identifying potential risks and reporting concerns to a trusted adult.

• Understand
• Analyze
• Evaluate
• Self-Management
• Social Awareness

Activity 03

• Mystery Object
• 40 min · Whole Class

Rule Design: Class Digital Code

Brainstorm rules for safe online behaviour in whole class discussion. Groups illustrate one rule each on posters, then vote to finalise the class code. Display it near computers.

Design a set of rules for safe and responsible online behavior.

Facilitation Tip

When designing the class digital code, provide sentence starters on the board to support students who struggle to formulate rules independently.

What to look for

Provide students with a slip of paper and ask them to write down two things they will do to stay safe online and one person they can talk to if they feel unsafe. Collect these to gauge understanding of key safety practices.

• Understand
• Analyze
• Evaluate
• Self-Management
• Social Awareness

Activity 04

• Mystery Object
• 20 min · Individual

Detective Challenge: Spot Fakes

Show sample online profiles, some real and some fake. Individually, students note clues like mismatched details, then share findings in small groups to assess reliability.

Evaluate which personal information should always remain private online.

Facilitation Tip

In the detective challenge, give each pair only three clues so they must evaluate each piece carefully rather than guessing randomly.

What to look for

Present students with several scenarios, such as 'A stranger asks for your favourite colour' or 'A game asks for your home address to send a prize.' Ask students to identify which scenarios involve sharing private information and explain why.

• Understand
• Analyze
• Evaluate
• Self-Management
• Social Awareness

A few notes on teaching this unit

Start with physical actions: have students stand on a line marked ‘safe’ or ‘unsafe’ to categorise statements before discussing. Use peer teaching—let students explain their reasoning to each other—to strengthen understanding. Avoid lengthy lectures; instead, keep conversations short and connected to the activities. Research shows that when children teach others, their own learning deepens, so pair strong and developing students for reflection after each task.

Students will confidently distinguish between private and public information, demonstrate how to verify online identities, and articulate clear rules for safe digital behaviour. Their actions and discussions should show they understand the importance of protecting personal details and seeking adult help when unsure.

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Watch Out for These Misconceptions

• During Role-Play: Safe Chat Scenarios, watch for students who treat online friends the same as in-person ones without questioning differences in behaviour or identity.

  Use the role-play cards to highlight inconsistencies, such as mismatched interests or sudden requests for personal details, then pause to ask students what they notice and why it matters.

• During Sorting Game: Private or Public?, watch for students who dismiss sharing photos or locations as harmless because they cannot see immediate harm.

  Ask students to imagine the photo being printed and shown to someone they don’t know, then have them move the card to ‘private’ while discussing how strangers could use the image.

• During Rule Design: Class Digital Code, watch for students who believe passwords only need to be hidden from strangers outside the family.

  Guide students to include rules about not sharing passwords even with siblings or family friends, using examples like shared tablets or school devices to highlight risks.

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Methods used in this brief

• Mystery Object