I can distinguish between someone I know and someone I have never met.

I can recognise data online with adult support, e.g. find images of myself and others on the school website/school social media page.

I can recognise that actions have consequences and I can identify simple rules and strategies to keep myself safe online. 

Understanding of who is important to them and why 

Think about differences between knowing someone and knowing of someone 

Those who help them in society (emergency services etc.) 

What is their personal information and what can they share 

Stranger danger – able to identify the differences between knowing someone well e.g. family/close friend as opposed to an unknown person or someone who they may not know well. 

Understand the differences between safe and unsafe online practices 

Know and identify trusted adults 

Understand what to do if you feel unsafe or have encountered a danger 

Understand that online avatars and characters could be another real person.

Use of search tools – google etc. 

Looking for (finding and accessing) specific websites 

How to use a QWERTY keyboard, mouse, etc. - Lower case 

Use dictation tools 

An awareness of pictures/sources are safe or not. 

Blogging/Vlogging 

Content for

Understand how to stay safe both on and offline 

Understand what to do if feeling unsafe 

An understanding of what being safe means and who they can go to in different settings

Know that there are people who they do not know, meaning they are a stranger 

Risks of sharing personal information 

An understanding of what information is considered personal. 

How to stop someone – Blocking/Trusted Adults who are they?

To know what they look like, recognising themselves and their peers in an image. 

Online – what does it mean? How is it there? How does it change? SIMPLY.

Rules and consequences in real life as well as online 

How to stay safe and who can help you 

Identify different apps that are appropriate for their age 

Asking permission to use websites/apps/devices 

Know and follow AUP in schools and that it applies outside of school.

Flash card – sorting activities (family members, emergency services etc.) 

Family trees 

Identifying characters from well-known stories and putting them self in characters scenarios 

Authentic recognition of people they may consider as knowing/not knowing 

Modelling how to respond to risks 

Avatars are people

Explore images of what they may be looking for, how to navigate the school website, using the device to scroll/open tabs etc.   

Stories – making learners aware of who to inform and not to click on any adverts, etc  

Sorting – safe and unsafe scenarios on apps  

People they can trust in different scenarios 

Use Project Evolve where needed.

Who is this? What do they do? What is their job?  

Friend, stranger, family, trust, safe, safety, 

Avatar, Gaming, chatrooms

Search engine, keyboard, mouse, image, source,  

Picture, friend, me, you, school

“Internet safety”,  

Safe, unsafe, permission, trust, danger 

Responsibility, digital footprint, right, wrong, feelings, consequence, decision.

I can make decisions based on what I like and dislike.

I can communicate some of my feelings.

I am beginning to become aware of the feelings of others.

Awareness of similarities and differences within groups of people (opinions)  

Emotional literacy and oracy skills  

Turn taking   

Awareness of what apps/software is appropriate for their age (PEGI ratings etc.)

Have a bank of basic feelings to communicate with. 

Zones of Regulation- colours associated with feelings. E.g. Red - angry

Have a bank of basic feelings to communicate with. 

Zones of Regulation- colours associated with feelings. E.g. Red = angry 

Appropriate usage of age-related games  

Circle time  

Circle time/HWB Lessons 

Assembly Social Stories. 

I like... I love... I dislike... I really don’t like...  

I feel... because...I need/want...  

Feelings,