Year 7 · RSHE (PSHE) · beta

Our online lives: How do I report and find support for things I see online?

This unit helps pupils navigate online safety by recognising harmful content, understanding when and how to report concerns, and accessing appropriate support. Pupils explore both the benefits and risks of online activity whilst learning their role in creating safer digital communities.

This is an attributed Oak National Academy lesson sequence, not a completed or academically approved DASKEREL course. Supporting transcripts may depend on video, images, practical equipment or teacher explanation. Follow each lesson’s supervision guidance. For religious education and RSHE, follow the school’s syllabus, policy and safeguarding procedures.

Prior knowledge

  • Pupils should understand basic online safety rules, including not sharing personal information with strangers and telling a trusted adult if something makes them uncomfortable.
  • Pupils should be familiar with common online platforms and activities such as social media, gaming and messaging, and understand that online actions have real-world consequences.
  • Pupils should recognise from previous units that not all online content is true or safe, and that people can behave differently online than they would face-to-face.

Source curriculum references

  • Online risks, including the importance of being cautious about sharing personal information online and of using privacy and location settings appropriately to protect information online.
  • That the internet contains inappropriate and upsetting content, some of which is illegal, including unacceptable content that encourages misogyny, violence or use of weapons.
  • Pupils should be taught where to go for advice and support about something they have seen online.
  • That criminals can operate online scams, for example using fake websites or emails to extort money or valuable personal information, which can be used to the detriment of the person or wider society.
  • Pupils should learn ways of seeking help when needed and how to report harmful behaviour.
  • The benefits of limiting time spent online.
  • The impact of positive and negative content online on their own and others’ mental and physical wellbeing.
  • How to identify harmful behaviours online (including bullying, abuse or harassment) and how to report, or find support, if they have been affected by those behaviours.
  • How to be a discerning consumer of information online, understanding the prevalence of misinformation and disinformation online, including conspiracy theories.
  • The serious risks of viewing online content that promotes self-harm, suicide or violence, including how to safely report this material and how to access support after viewing it.

Oak source metadata. DASKEREL has not independently verified school-level coverage.

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