Spark
ClickToReveal
Routine: See, Think, Wonder
Look at examples of usernames, passwords, and personal details. What looks private, what should be kept secret, and what do you wonder about staying safe online?
Student strand
Online Safety
This strand helps students build safe, thoughtful, and responsible digital habits. Across the years, students move from basic privacy and password ideas to online reliability, digital footprints, wellbeing, and ethical choices in more complex digital spaces.
Year 1
About privacy.
Content
BeforeAfterSlider
Method: Guided explanation
Teach students what personal information is, why passwords should be kept private, and how to log on independently using simple secure routines. Keep the focus on safe habits rather than technical complexity.
Plenary
InstantFeedbackQuiz
Task type: Quick check
Students identify personal information, recognise a simple safe password habit, and choose the correct action when logging in.
Overview
In Year 1, students begin by learning that some information is private and should be protected. They start to use simple passwords, identify personal information, and understand that logging in safely is part of being responsible online.
Achievement pathway
- Level 1: Use a simple password.
- Level 2: Identify personal information.
- Level 3: Log on independently.
- Level 4: Explain why a password should stay secret.
Independent task
Sort examples into private information and information that is safe to share in school.
Year 2
About safety rules.
Spark
ClickToReveal
Routine: Think, Puzzle, Explore
What should someone do if they see something online that feels wrong, confusing, or upsetting? What puzzles you about deciding what is safe and true?
Content
BeforeAfterSlider
Method: Guided explanation
Model the class safety rules, emphasising trusted adults, careful online choices, and the idea that not everything online is accurate. Begin linking safety to wellbeing by discussing sensible screen time habits.
Plenary
InstantFeedbackQuiz
Task type: Quick check
Students choose safe responses to common situations and identify who they should tell if a problem appears online.
Overview
In Year 2, students build a clearer set of rules for safe online behaviour. They learn who to tell if something worries them, begin to question whether online information is always true, and think about healthy screen habits.
Achievement pathway
- Level 1: Know who to tell.
- Level 2: Understand that online information is not always true.
- Level 3: Apply basic safety rules.
- Level 4: Show awareness of screen time habits.
Independent task
Create a short class poster showing three important online safety rules.
Year 3
About ratings and risks.
Spark
ClickToReveal
Routine: See, Think, Wonder
Look at age ratings, strong passwords, and examples of fake content. What do you notice, what might these warnings tell us, and what do you wonder about staying safe?
Content
BeforeAfterSlider
Method: Guided explanation
Teach students how to recognise simple signs of online fakes, understand age ratings on games or media, and create stronger password habits. Reinforce why sharing personal information can create problems.
Plenary
InstantFeedbackQuiz
Task type: Quick check
Students identify safer password choices, recognise age ratings, and explain why some online content or messages should not be trusted.
Overview
In Year 3, students begin to recognise that digital spaces carry different kinds of risk. They learn to spot fake information, understand age ratings, and strengthen their ideas about passwords and sharing information carefully.
Achievement pathway
- Level 1: Recognise online fakes.
- Level 2: Identify age ratings.
- Level 3: Create a stronger password.
- Level 4: Explain the risks of sharing information.
Independent task
Review a sample online situation and explain which risks are present and what the safe response would be.
Year 4
About digital footprints.
Spark
ClickToReveal
Routine: Zoom In
Zoom in on websites, pop-up messages, privacy symbols, and examples of online posts. What clues suggest trust, danger, or a lasting digital footprint?
Content
BeforeAfterSlider
Method: Guided explanation
Introduce the term digital footprint and show how actions online can leave traces. Teach students to recognise more trusted sites, understand simple device security routines, and avoid risky pop-ups or suspicious prompts.
Plenary
InstantFeedbackQuiz
Task type: Quick check
Students identify signs of a trusted site, explain what a digital footprint is, and choose a safe response to a pop-up or warning message.
Overview
In Year 4, students begin thinking about what their actions leave behind online. They explore trusted websites, device security, and the idea that online choices can shape a person’s digital footprint over time.
Achievement pathway
- Level 1: Define digital footprint.
- Level 2: Identify trusted sites.
- Level 3: Describe basic device security.
- Level 4: Avoid unsafe pop-ups.
Independent task
Write or discuss three ways to create a more positive digital footprint.
Year 5
About VR safety and digital wellbeing.
Spark
ClickToReveal
Routine: See, Think, Wonder
Look at examples of immersive digital experiences, public profiles, and wellbeing reminders. What do you notice about how safety changes in more interactive spaces?
Content
BeforeAfterSlider
Method: Guided explanation
Teach students about private and public data, revisit digital footprints, and introduce safe behaviour in VR or immersive spaces. Encourage them to think about how online tools affect concentration, comfort, and emotional wellbeing.
Plenary
InstantFeedbackQuiz
Task type: Quick check
Students identify which information should remain private, explain one VR safety rule, and evaluate whether a website or source seems reliable.
Overview
In Year 5, students extend safety thinking into newer digital spaces and more complex decisions. They reflect on private versus public information, digital footprints, immersive technology, and how online choices affect wellbeing.
Achievement pathway
- Level 1: Recognise activities that affect a digital footprint.
- Level 2: Distinguish private and public data.
- Level 3: Explain VR or immersive wellbeing needs.
- Level 4: Evaluate web reliability.
Independent task
Create a short guide for safe and healthy behaviour in immersive or interactive digital spaces.
Year 6
About ethics.
Spark
ClickToReveal
Routine: Think, Puzzle, Explore
How do digital choices affect reputation, ownership, and fairness? What puzzles you about doing the right thing online when the answer is not always simple?
Content
BeforeAfterSlider
Method: Guided explanation
Explore the permanence of digital footprints, the laws and expectations around image production and sharing, and safe behaviour in immersive spaces. Encourage students to analyse online actions not only for safety, but also for fairness, respect, and long-term consequences.
Plenary
InstantFeedbackQuiz
Task type: Quick check
Students explain ethical choices in digital contexts, identify risks to reputation, and justify safe and respectful online behaviour.
Overview
In Year 6, students bring together safety, responsibility, and ethics. They consider reputation, image use, long-term digital consequences, and how thoughtful choices matter in both everyday digital life and immersive environments.
Achievement pathway
- Level 1: Explain that digital footprints can be permanent.
- Level 2: Recognise rules around image production and sharing.
- Level 3: Apply VR safety protocols.
- Level 4: Analyse the effect of digital actions on reputation.
Independent task
Respond to a digital ethics scenario and explain the safest and most responsible action.