CCE · Primary 2

Active learning ideas

Combating Cyberbullying and Online Harassment

Active learning works well for this topic because young students learn best through interaction and real-life examples. Role-plays and scenarios help them connect abstract concepts to feelings they can recognize and respond to.

• MOE Syllabus Outcomes
• MOE CCE 2021 Primary: Cyber Wellness, Be kind and respectful online.
• MOE CCE 2021 Primary: Cyber Wellness, Know what to do when encountering unpleasant content online (e.g., tell a trusted adult).
• MOE CCE 2021 Primary: Core Value Respect, Treating others with respect, both online and offline.

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

Activity 01

• Role Play
• 35 min · Small Groups

Role-Play: Online Scenarios

Present three short scenarios of cyberbullying via printed chats or drawings. In small groups, students act out the bullying, then switch to show kind responses like reporting or comforting. Debrief as a class on what worked best.

Analyze the various forms and impacts of cyberbullying and online harassment.

Facilitation Tip

During Buddy Pledge: Support Network, encourage students to name specific adults they trust, not just 'teacher' or 'parent.'

What to look for

Present students with a scenario: 'Someone is posting mean comments about your friend on a game. What are two things you could do?' Facilitate a class discussion, guiding students to identify safe and helpful responses, emphasizing telling a trusted adult.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 02

• Role Play
• 30 min · Pairs

Poster Design: Kind Words Online

Pairs brainstorm three rules for safe online talk, such as 'Think: Is it true, kind, helpful?' They draw posters with examples and share with the class for a hallway display. Vote on the class favorite rule.

Evaluate effective strategies for preventing and responding to cyberbullying.

What to look for

Ask students to draw a picture showing one way to be kind online and one way to get help if they see or experience cyberbullying. Have them label their drawings with a simple sentence.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 03

• Role Play
• 25 min · Whole Class

What Would You Do?: Decision Cards

Distribute cards with cyberbullying situations. Whole class discusses in a circle: identify the problem, choose responses from options, and explain why. Teacher notes common ideas on the board.

Explain the importance of seeking help and supporting victims of online harassment.

What to look for

On a small card, ask students to write down one form of cyberbullying they learned about and the name of one trusted adult they can talk to if they need help. Collect these as students leave the class.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 04

• Role Play
• 20 min · Pairs

Buddy Pledge: Support Network

Students write personal pledges to help friends facing online meanness, then pair up to share and sign each other's. Collect pledges for a class 'Safe Net' wall to revisit weekly.

Analyze the various forms and impacts of cyberbullying and online harassment.

What to look for

Present students with a scenario: 'Someone is posting mean comments about your friend on a game. What are two things you could do?' Facilitate a class discussion, guiding students to identify safe and helpful responses, emphasizing telling a trusted adult.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

A few notes on teaching this unit

Teach this topic with clear examples and repeated practice. Avoid abstract lectures because young children need concrete, relatable situations to grasp the impact of words. Research shows that guided role-plays and peer discussions build both understanding and confidence. Always connect actions to emotions to help students see why kindness online matters.

Successful learning looks like students confidently identifying harmful behaviors, practicing safe responses, and expressing empathy during discussions. They should also collaborate to create supportive messages and agree on steps to help peers.

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Watch Out for These Misconceptions

• During Role-Play: Online Scenarios, watch for students who dismiss the feelings of others by saying 'It's just a game.' Redirect by asking, 'How would you feel if someone said that to you in real life?'

  During Role-Play: Online Scenarios, guide students to describe the emotions in the scenario using emotion cards or word banks to connect messages to feelings.

• During What Would You Do?: Decision Cards, listen for students who say, 'I wouldn’t report it because it’s not my problem.' Pause the discussion and ask, 'What could happen if no one reports it?'

  During Buddy Pledge: Support Network, have students share why they chose specific adults and write their reasons on the pledge poster to reinforce responsibility.

• During Poster Design: Kind Words Online, notice students who write vague statements like 'Be nice.' Ask, 'What is one specific kind thing you can say to someone online?'

  During What Would You Do?: Decision Cards, ask students to explain their choices by pointing to the 'tell an adult' or 'block' options and describing why each step matters.

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Methods used in this brief

• Role Play