You will learn
- Use respectful language.
- Protect personal information.
- Think before posting.
- Respond to bullying.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Think before posting.
- Be kind.
- Protect privacy.
- Tell a trusted adult about problems.
Words to know
the trail of information you leave online
keeping personal information safe
bullying using digital devices
good manners online
1. Discover: Online choices
Lola is about to post a photo of a classmate making a funny face without asking. She stops. Her digital footprint stays online, and her classmate’s privacy matters. She deletes the draft.
She sees a group chat where someone is being teased: cyberbullying. She does not join in, supports the person privately and tells a teacher. Her messages follow netiquette: polite, no capitals shouting, no sharing of addresses.
Think: What should be asked before posting?
2. Understand: Be kind and safe online
Idea 1: Footprint and privacy
Your digital footprint lasts. Protect your privacy and others’.
Idea 2: Cyberbullying
Do not join cyberbullying. Support the target and tell a trusted adult.
Idea 3: Netiquette
Follow netiquette: be respectful, think before posting.
3. Worked examples
Example 1 (I show you): Footprint
What is a digital footprint?
- Trail.
Answer: the trail of information you leave online
Example 2 (We do it together): Bullying
What did Lola do?
- Supported and told.
Answer: did not join in, supported the person and told a teacher
Example 3 (You try): Privacy
What should not be shared?
Show the steps and answer
- Addresses.
Answer: personal information such as addresses
Did you know?
Many things posted online can be copied and kept even after you delete them.
Why this matters
Responsible communication keeps you and others safe.
4. Explore: Post check
Think before posting.
- Write a post.
- Ask is it kind, true, necessary?
- Check privacy.
- Decide to post or not.
Think about it: what did you notice?
You can communicate responsibly.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- Before posting I ask ___.
- This is / is not respectful because ___.
- The private information is ___.
- If I see bullying I will ___.
Guided practice
Question 1. The trail you leave online is your digital ___.
footprint
Question 2. Keeping personal information safe is ___.
privacy
Question 3. Bullying using digital devices is ___.
cyberbullying
Independent practice
Level 1: Start
- The trail you leave online is your digital ___.
- Keeping personal information safe is ___.
- Bullying using digital devices is ___.
- Good manners online are ___.
- Lola told a ___.
Level 2: Grow
- What did Lola almost post?
- What did she do with the draft?
- What should not be shared in messages?
Level 3: Stretch
- Should you post without asking?
- Can online posts last?
- Should you report bullying?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write five rules for responsible online communication.
Show a sample answer
five rules
Another one. Make family rules for online posting with a family member.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can use respectful language.
- I can protect personal information.
- I can think before posting.
- I can respond to bullying.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Think before posting.
- Be kind.
- Protect privacy.
- Tell a trusted adult about problems.
11. Next lesson
Next lesson: Multimedia messages. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Define digital footprint. [1 mark]
- Why did Lola delete her draft? [2 marks]
- What should you do if you see cyberbullying? [2 marks]
- Name two rules of netiquette. [2 marks]
- Explain how to communicate responsibly online. [3 marks]
Total: 10 marks.
Marking guide and model answers
- the trail of information you leave online [1]
- she had not asked her classmate [1]; privacy and footprint matter [1]
- do not join in and support the person [1]; tell a trusted adult [1]
- be respectful [1]; think before posting [1]
- think before posting [1]; protect privacy and be kind [1]; report bullying [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- The trail you leave online is your digital ___.
- Keeping personal information safe is ___.
- Bullying using digital devices is ___.
- Good manners online are ___.
- Lola told a ___.
- What did Lola almost post?
- What did she do with the draft?
- What should not be shared in messages?
- Should you post without asking?
- Can online posts last?
Homework
Make family rules for online posting with a family member.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. The trail you leave online is your digital ___. | footprint | 1 |
| 2. Keeping personal information safe is ___. | privacy | 1 |
| 3. Bullying using digital devices is ___. | cyberbullying | 1 |
| 4. Good manners online are ___. | netiquette | 1 |
| 5. Lola told a ___. | teacher | 1 |
| 6. What did Lola almost post? | a photo of a classmate | 1 |
| 7. What did she do with the draft? | deleted it | 1 |
| 8. What should not be shared in messages? | addresses | 1 |
| 9. Should you post without asking? | no | 1 |
| 10. Can online posts last? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 footprint; 2 privacy; 3 cyberbullying; 4 netiquette; 5 teacher. Level 2: 1 a photo of a classmate; 2 deleted it; 3 addresses. Level 3: 1 no; 2 yes; 3 yes.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Use respectful language | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Protect personal information | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Think before posting | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Respond to bullying | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: use respectful language; protect personal information; think before posting; respond to bullying.
Prerequisite knowledge. Misleading information.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 6 » Writing; Grade 6 » Reading: Informational Text; Grade 6 » Speaking & Listening. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core SL.6.1 and W.6.6 (collaborative discussions; use technology responsibly); Cambridge Primary English Stage 6 (digital communication). These sources informed the lesson.