Activity 01
Role-Play: Permission Scenarios
Prepare cards with scenarios like 'Found a new game' or 'Friend shares a link'. Pupils work in pairs to act out asking an adult for permission, then switch roles and discuss outcomes. End with whole-class share of what felt right.
Why do grown-ups make rules about how we use computers and tablets?
Facilitation TipIn Role-Play: Permission Scenarios, assign clear roles so shy pupils can practice speaking behind an adult character’s permission line.
What to look forGive each student a card with a picture of a tablet. Ask them to draw one thing they should do before playing a new game on it, and one thing they should do after they finish playing.
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Activity 02
Sorting Game: Safe Rules
Print pictures of online actions: asking adult, clicking alone, sharing secrets. Pupils in small groups sort into 'Follow rules' and 'Stop and ask' piles, then explain choices to the class.
Why should you always ask a grown-up before starting a new game online?
Facilitation TipIn Sorting Game: Safe Rules, circulate while pupils group cards to listen for reasoning like ‘This game needs checking because it’s new.’
What to look forPresent a scenario: 'Leo sees a new game called 'Space Explorer' advertised. What should Leo do first? Why is this important?' Listen for students to mention asking an adult and explain the safety reasons.
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Activity 03
Class Rule Circle
Sit in a circle. Teacher models asking permission for a pretend app. Pupils take turns sharing one online rule they know and why it matters, passing a soft toy to speak.
What might happen if you used a tablet without following the rules?
Facilitation TipIn Class Rule Circle, keep turns short to maintain attention and call on quieter pupils first to build confidence.
What to look forHold up two cards: one with a picture of a child asking a parent for permission, and another with a child playing a game without asking. Ask students to point to the card that shows the 'ask first' rule. Ask: 'Why is this the right choice?'
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Activity 04
Poster Creation: My Rules
Pupils draw or write one rule for using tablets, like 'Ask grown-up first'. In pairs, they combine ideas into a shared poster, then display for class agreement.
Why do grown-ups make rules about how we use computers and tablets?
Facilitation TipIn Poster Creation: My Rules, provide pre-cut rule sentences so pupils focus on matching words to pictures rather than handwriting.
What to look forGive each student a card with a picture of a tablet. Ask them to draw one thing they should do before playing a new game on it, and one thing they should do after they finish playing.
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Generate Complete Lesson→A few notes on teaching this unit
Start with concrete examples pupils recognize, like playground safety, to explain why grown-ups create rules. Use short, repetitive phrases and visual cues to anchor understanding. Avoid abstract explanations; instead, let pupils experience the consequences of rule-breaking through role-plays where peers visibly react to unsafe choices. Research shows young children learn rules best when they see immediate, relatable outcomes in shared activities.
Successful learning shows when pupils explain why rules exist, apply the ask-first rule in new scenarios, and compare safe versus risky choices with peers. They should use the language of permission and consequences in discussions and activities, not just repeat phrases.
Watch Out for These Misconceptions
During Role-Play: Permission Scenarios, watch for pupils who treat rules as barriers rather than protections.
Pause the role-play after each scenario to ask: ‘What could happen if you skip asking?’ Have peers act out the unsafe outcome, then restart with the rule in place.
During Sorting Game: Safe Rules, watch for pupils who group rules based on fun rather than safety.
Have pupils explain their groupings aloud. If a pupil says ‘This one is fun,’ respond with: ‘Fun is important, but safety comes first. What safety word is on your card?’ Point to the word ‘ask’ or ‘grown-up’ to redirect.
During Class Rule Circle, watch for pupils who think rules only apply to certain games.
After each example, ask: ‘Does this rule work for all games?’ Use a whiteboard to list every game mentioned and draw a checkmark next to each if it follows the ask-first rule.
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