Staying Safe and Kind Online

• newEditor
• Computing
• Primary Education

Staying Safe and Kind Online

Open by linking the lesson to pupils' everyday use of tablets, games and videos. Keep the tone calm and positive: the internet can be useful and fun, and we can learn rules to stay safe and kind.

Our learning goal

I can spot personal information, keep it private, and ask a trusted adult for help if something online feels wrong.

What rules help us stay safe online?

Use this as a quick prior-knowledge activation after the learning goal. Expect simple words or phrases such as ask, stop, kind, adult, private, safe or do not share.

About this lesson

This KS1 computing lesson explores Staying Safe and Kind Online. Pupils recognise personal information, understand why it should be protected and practise asking a trusted adult for help when something online feels wrong. It is suitable for classroom teaching, independent practice or a clear recap of the topic.

This slide is included verbatim from the teacher request. Treat it as an introductory overview for adults or older readers in the room; keep spoken explanation pupil-friendly.

What do we already know?

We already use rules to stay safe.

• We look before crossing a road

• We wash hands before eating

• We ask an adult when we are unsure

Online safety is another set of safety rules.

This serves as prior knowledge without using an activity format. Connect online rules to familiar safety routines so pupils see that digital safety is part of everyday safety.

Being online

Being online means using the internet on a device, such as:

• a tablet

• a computer

• a phone

• a games console

We can watch, play, learn and talk online.

Keep examples concrete and familiar to six-year-olds. The aim is not technical detail, but recognising that many devices connect to the internet.

Online can be fun and useful

Online spaces can help us:

• learn new things

• watch stories and songs

• play games

• talk to family or friends

Because online spaces matter, we need safe habits.

Start with the positive. This prevents online safety sounding frightening and supports balanced teaching in line with KS1 computing.

What is personal information?

Personal information is information about you.

It can include:

• your full name

• your home address

• your phone number

• your school name

• photos of you

Use the exact term personal information consistently. Clarify that not all information is secret, but personal information should not be shared freely online.

Why keep it private?

Personal information should be kept private online.

• Not everyone online is someone we know

• We may not know what they will do with it

• Keeping it private helps keep us safe

Avoid alarming language. The key idea is uncertainty: online we cannot always tell who someone is or what will happen to shared information.

Share or do not share?

These are do not share online:

• full name

• address

• phone number

• school name

If you are not sure, stop and ask a trusted adult.

This is a core summary slide. You may mention that some games or apps ask for details, but children should not enter them on their own.

Which one is personal information?

A

home address

B

favourite colour

C

best game

D

pet name

Checks the key idea from slides 6 to 8. The distractors are pieces of information about a child that are less sensitive, while home address is clearly listed as personal information that should not be shared online.

Finish the safety rules

Personal information should stay private online. If you are not sure, stop and ask a trusted adult.

private

sure

adult

public

friend

fast

teacher

Reinforces the summary wording from slides 7 and 8: keep it private, if unsure stop, and ask a trusted adult.

When something feels wrong

Sometimes online things can feel strange, unkind or upsetting.

You might see:

• a rude message

• a pop-up asking for details

• something that makes you worried

Keep examples age-appropriate and simple. The aim is to help pupils notice the feeling of worry or uncertainty as a signal to seek help.

What to do next

If something online feels wrong:

Stop → Do not click or reply → Tell a trusted adult

A trusted adult could be:

• a parent or carer

• a teacher

• another safe adult who helps you

Model the exact response sequence several times. 'Do not click or reply' is more useful at this age than technical steps like blocking or reporting.

What should you do first if online something feels wrong?

A

reply quickly

B

tell a friend

C

stop

D

click again

Tests recall of the exact response sequence from slide 10: Stop, do not click or reply, tell a trusted adult.

Who can help if something online feels wrong?

Look for the taught sequence from slides 9 and 10: stop, do not click or reply, tell a trusted adult. Accept short child-friendly phrasing that matches the lesson idea.

Being kind online

We should be kind online, just as we are in class.

• use polite words

• send friendly messages

• think before we share

• tell an adult if someone is unkind

Link online behaviour to classroom behaviour and PSHE expectations, but keep the lesson rooted in computing through digital communication and online conduct.

Words can travel fast

Online messages can be seen quickly and shared again.

That means kind words help people feel good, but unkind words can hurt feelings. Being careful with words is part of staying safe and kind online.

This slide builds the reason for kindness online without introducing complex ideas like digital footprints in formal terms unless helpful for the class.

Good choices online

• Use polite words

• Be friendly

• Do not send hurtful messages

Safe choices

Kind choices

• Keep personal information private

• Ask before sharing

• Tell a trusted adult if worried

Use this as the main application summary. If desired, give brief verbal scenarios and point pupils back to the two columns: safe choice or kind choice.

Help for different learners

Some pupils may use picture prompts and simple rules such as stop, do not share, tell.

Some pupils may explain why personal information stays private and give examples of kind online messages.

Everyone is learning to make safe, kind choices online.

This slide carries the differentiation requested by the teacher in a pupil-safe way. In delivery, support pupils who need concrete examples and extend others with simple reasons.

Which message is kind to send online?

A

Go away

B

You are silly

C

You can play

D

I will be mean

Checks understanding of the kindness rules on slides 11 to 13. The correct option models a friendly message; the others are clearly unkind.

Complete the good choices

Good choices online help us stay safe and kind. We keep personal information private and use polite words.

safe

kind

private

loud

public

cross

worried

This echoes the application summary on slide 13 and supports the final differentiated recap on slide 14.

What will you remember most from this lesson?

1

keep details private

2

ask an adult

3

be kind online

4

stop if worried

What is one thing you learned today?

Reflection only. Invite pupils to share one clear takeaway from the lesson in their own words.

Glossary

online - using the internet on a device

internet - a way devices connect to share information

personal information - information about you that should be kept private

private - not for everyone to see or know

trusted adult - a safe grown-up who helps you

share - to send or show something to someone else

kind - friendly and caring in words and actions