What your child will learn, and why
Your school teaches digital life the way it teaches road safety: early, honestly, and in the open. This pack shows you every topic in the programme, what your child will be able to do after each lesson, and the question that comes home so the conversation continues at your table.
Our transparency promise
You can see any teaching material used with your child, at any time, just by asking the school. Our licence explicitly permits the school to share every lesson, worksheet and slide with you, and nothing in our terms restricts that. If a topic concerns you, ask to see the lesson first: we would rather you read it than worry about it.
The honest ground rules of every lesson
No scare tactics and no lectures: children learn judgement, not just rules. Every statistic shown on screen carries its real source. Sensitive topics for older pupils (like online pressure, scams and blackmail) are taught calmly, are never graphic, and always end with the same message: telling an adult means you are safe, not in trouble. Your child never gets an account or login, and the only detail the school enters is a first name and initial for printed worksheets.
Reception
Screens with a grown up, and the first seed of real versus made.
Screens and kindness, real and not real
Co viewing, gentle routines, and the very first seed of AI literacy.
Afterwards your child can say: “I can ask a grown up if something on a screen is real.”
Years 1 and 2
Kind screens, calm bodies, and spotting when a picture might not be real.
Kind screens, calm bodies
How screens make my body and mood feel, being kind, and who to tell.
Afterwards your child can say: “I can name how I feel after screen time and tell a grown up.”
Real, pretend, or made by a computer
Photos and videos can be changed or made up, and AI can make pictures.
Afterwards your child can say: “I can spot that a picture might not be real.”
Years 3 to 6
Routines, games, algorithms and the first habits of a careful mind.
Screen routines that work
After school, bedtime, mealtimes and homework, without the daily fight.
Afterwards your child can say: “One routine the child sets tonight.”
Gaming: time, intensity and spend
Loot boxes, in game spend, and the free that costs.
Afterwards your child can say: “I can spot when a game is trying to get me to spend.”
How algorithms work
Why the feed shows what it shows, with a paper algorithm and Scratch.
Afterwards your child can say: “I can explain why my feed keeps me watching.”
Privacy and digital reputation
What is private, what lasts, and your digital footprint.
Afterwards your child can say: “I can decide what not to share.”
Being kind and safe with others online
Group chats, fallout, and never being a bystander to online bullying.
Afterwards your child can say: “I know three things to do if someone is unkind online.”
My work and other people’s work
Owning what you make, using what others made, and where AI content comes from.
Afterwards your child can say: “I can credit work that is not mine.”
Years 7 to 9
The detective years: feeds, fakes, scams and honest self checks.
Mood and screens
The honest, mixed evidence on screens and mood, and agency over habits.
Afterwards your child can say: “One honest self check the pupil runs for a week.”
Social media, group chats and the workarounds
How platforms work, VPNs and borrowed accounts, and why the rules exist.
Afterwards your child can say: “I can explain the risk behind a workaround I might be tempted by.”
Misinformation, deepfakes and AI content
Spotting manufactured content with three checks that take under a minute.
Afterwards your child can say: “I can run three checks before I believe or share something.”
Scams, fraud and money online
Phishing, fake offers, get rich hype and account theft.
Afterwards your child can say: “I can spot a scam’s three tells.”
Bodies, image and pressure online
Edited and idealised bodies, healthy self image, handled with care.
Afterwards your child can say: “I can name one way images online are made to make me feel worse.”
Taught with additional safeguarding care · full materials available on request
Years 10 and 11
The serious cases: persuasion, consent, the law, and readiness at 16.
Manipulation and persuasion
Dark patterns, engineered outrage, and who profits.
Afterwards your child can say: “I can name the technique being used on me.”
Consent, images and the law
Consent, image sharing, pressure, and what the law actually says.
Afterwards your child can say: “I know the law and my options before anything is shared.”
Taught with additional safeguarding care · full materials available on request
Sextortion
Recognising, refusing, reporting, and the you are not in trouble message.
Afterwards your child can say: “I know exactly who to tell and that it is not my fault.”
Taught with additional safeguarding care · full materials available on request
Radicalisation and misogyny
Pipelines, extremist content and gendered harm, named plainly.
Afterwards your child can say: “I can recognise when content is grooming my beliefs.”
Taught with additional safeguarding care · full materials available on request
Readiness at 16: the ban world
The ban removes the apps, it does not build judgement. This module does.
Afterwards your child can say: “I can plan how I will handle full access when it arrives.”
Years 12 and 13
AI mastery, data rights and the working life ahead.
AI mastery and data rights
Prompts, verification, bias, agents, and your data rights.
Afterwards your child can say: “I can use an AI tool and defend where I checked its work.”
Digital identity and the future of work
Identity, portfolio, the jobs AI reshapes, and the skills that endure.
Afterwards your child can say: “I can name the human skills I am building that AI cannot replace.”
Questions about any lesson? Ask the school office to see the material, or send your question in and the PSHE lead will come back to you. This pack was generated from the live curriculum on 14/08/2026.