Computing · Year 1

Active learning ideas

Recognizing Unsafe Content

Active learning works because young children learn best through movement, talk, and concrete examples when tackling safety topics. Handling digital content feels abstract, so sorting real-looking screenshots and acting out responses makes the rules memorable and actionable.

• National Curriculum Attainment Targets
• KS1: Computing - Online Safety
• KS1: Computing - Digital Literacy

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

Activity 01

• Mystery Object
• 30 min · Small Groups

Sorting Task: Safe or Not?

Prepare cards or printed images showing pop-ups, scary sites, and safe pages. In small groups, students sort them into safe and unsafe piles, then explain choices to the group. Conclude with a class vote on trickiest examples.

What might you see on a screen that tells you a website might not be safe?

Facilitation Tip

For the Sorting Task, provide large printed cards so students can physically move them to ‘Safe’ and ‘Unsafe’ zones, reinforcing decision-making with kinesthetic input.

What to look for

Show students images of different website screenshots or pop-ups. Ask them to give a thumbs up if they think it looks safe and a thumbs down if it looks unsafe, explaining their choice for one example.

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

Activity 02

• Mystery Object
• 25 min · Pairs

Role-Play: Spot and Stop

Pairs use toy laptops or drawings to act out seeing unsafe content like prize pop-ups. One student spots it and practices closing and telling an adult; switch roles. Debrief on what felt right.

What should you do straight away if you see something inappropriate online?

Facilitation Tip

During the Role-Play, supply simple props like toy phones or paper pop-ups to keep scenarios concrete and emotionally safe for young learners.

What to look for

Pose the question: 'Imagine you click on a link that shows a picture of a monster. What are the first two things you should do?' Listen for students to mention closing the page and telling an adult.

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

Activity 03

• Mystery Object
• 35 min · Pairs

Safety Rules Poster

Students draw or label three rules for unsafe content, such as 'Tell teacher now' or 'No clicks'. Pairs combine ideas on shared posters, then present to class for feedback.

What might happen if you click on a pop-up that says you have won a prize?

Facilitation Tip

When creating the Safety Rules Poster, assign each student a single rule to illustrate so every child contributes and rehearses the language aloud.

What to look for

Give each student a card with a scenario, e.g., 'A pop-up says you won a free toy!' Ask them to draw or write one thing they should do next and one person they should tell.

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

Activity 04

• Mystery Object
• 20 min · Whole Class

Circle Share: Key Signs

In a whole class circle, show example images one by one. Students raise hands to name signs of danger and say what to do next. Record class agreements on a chart.

What might you see on a screen that tells you a website might not be safe?

What to look for

Show students images of different website screenshots or pop-ups. Ask them to give a thumbs up if they think it looks safe and a thumbs down if it looks unsafe, explaining their choice for one example.

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

A few notes on teaching this unit

Present this topic in short bursts with high repetition—students need multiple chances to practice the same safe response. Avoid long explanations; instead, model actions first, then guide students through guided practice. Research shows young children learn safety behaviors most effectively when they mimic trusted adults and receive immediate, positive reinforcement for correct choices.

By the end of these activities, students will consistently identify unsafe pop-ups, links, and images, close the page immediately, and report to a trusted adult without prompting. Success looks like confident verbal justifications and clear safety steps in role-play.

---

Watch Out for These Misconceptions

• During the Sorting Task, watch for students who trust colorful or cartoonish pop-ups simply because they look fun.

  During the Sorting Task, pause the group and hold up two similar-looking pop-ups—one safe from a trusted site and one unsafe from an unknown source. Ask students to compare the sender’s name and any promises made before sorting.

• During the Circle Share, listen for students who assume any website with moving images or games is safe to explore.

  During the Circle Share, bring out the Safety Rules Poster and have students read each rule aloud. Then ask them to point to visuals on the poster that contradict the assumption before adding new observations.

• During the Safety Rules Poster activity, notice students who believe they should keep unsafe experiences private to avoid getting in trouble.

  During the Safety Rules Poster activity, model telling a short story about a time you saw something unsafe and told an adult. Ask students to share similar stories in pairs before contributing to the poster.

---

Methods used in this brief

• Mystery Object