Lesson Plan - My Digital Life Document

About Us
The Diana Award is a legacy to Princess Diana’s belief that

young people have the power to change the world for the
better. We identify and develop young people, then
engage them in social action.
We are proud to have the enthusiastic support of HRH

Prince William and HRH Prince Harry and their team at the
Royal Charities Forum of The Duke and Duchess of
Cambridge and Prince Harry.
Our Mission
Our mission is to inspire and recognise social action in young people. We do
this by:
 empowering young people to make a difference and achieve their full
potential
 engaging young people in programmes that allows them to make a
difference through social action
 encouraging young people for their contribution to their communities
We achieve our Mission through our four core programmes which are:
1. The Diana Award Programme 3. The Diana Award Anti-

- giving young people value. Bullying Campaign –
gives young people, professionals and
parents the skills and confidence to
2. The Diana Award Network tackle all forms of bullying.
Programme –
supports social mobility and furthers 4. The Diana Award Mentoring
social action for young people. Programme –
supports at risk young people.
My Digital Life Lesson Plan for Be Strong Online Ambassadors
Welcome to Digital
Footprint!
As a Be Strong Online Ambassador YOU
will be talking to younger students about
their digital footprint in an interactive
20-30 minute session to help them to Be
Strong Online. By running this session
you will be improving your skills in
presentation, public speaking,
mentoring, and more – just look out for
the skills icons next to each activity.
In your training session with the staff

leader, you will go through this Lesson
Plan and practice running the activities
and leading a discussion.
After your training, this Lesson Plan will

act as a guide for you to use with your Be
Strong Online Ambassador team in your
session with students.
The Digital Footprint session you will be

running is split into four parts:
1. Intro
2. Introductory activity
3. One activity from a choice of four
4. Follow-up activities to take home and

feedback
3
Preparation
Your session with younger students will last for around 20 minutes. This guide
is designed to be flexible, so tailor the session to the time you have available.
When deciding which activity to choose out of the four make sure you take the
difficulty level into consideration. Each activity will have a level 1,2 or 3
badge on the top right depending on the difficulty level ( ). Ask your staff
leader to help you decide which one would work best for the group you will be
working with.
1. Level 1: A straightforward, structured activity to use if you want the

group you will be working with to understand the issue quickly
2. Level 2: Moderately challenging activity which may need some extra
time to practice and research
3. Level 3: If you have more time and feel the students you will be working
with are more advanced in this area, use this activity
Look at the ‘preparation’ section of the activity you choose, find out how
many students will be in your session and make sure you have all the
materials you need. There may be activity sheets to print out or you may need
to use slides on the PowerPoint Presentation for your activity.
Make sure you arrive 10-15 minutes early to set up in advance if possible.
Load the presentation on a computer and set up an overhead projector or large
computer screen so that the class can see it.
There should always be a staff member present during your session. Find
out who this will be – the Lead Staff Member for Be Strong Online, the form
tutor, subject teacher or someone else – and talk to them in advance about
your session. Let the teacher know which activity you will be running as they
may have some recommendations about which activities would work well with
that particular group.
4
Top Tips!
Here is an activity below for you to complete in advance with your Be Strong Online
Ambassador group to help you start a conversation with students when you run
the lesson:
How to get students talking

If none of the class wants to talk, you could try…
 Getting the group into pairs to discuss with their partner before coming
back to a group discussion
 Asking ‘ the students to describe in one word how you feel about this’.
Students could even write answers on a piece of paper and hold them up
 Having a box at the front for questions and reading them out at the end
 Asking students to elaborate: ‘that’s interesting, why do you say that?’ ‘Can
you tell me more about that?’
Have you got any other ideas to help start conversations? Write your ideas below…
My Ideas:
Winning the class over

The session works best when students feel open and comfortable talking
about their thoughts and experiences. You can try the following tips to get
students talking:
 You could start the session with a ‘Yes Set’: three things that
students can say ‘yes’ to before the session has started. This way
they get used to responding in a positive way. For example: “is
everyone having a good day?” “We’re here today to talk about our
digital lives. Are you ready?” “Are you looking forward to taking part
in some fun activities?”
There may be students who deliberately say ‘no’ to try to disrupt the
class – but don’t worry, move on and remember that the teacher will be
there to help if any students misbehave.
 Use humour and think about ways to make the topic light-hearted.
 Where possible seat the class in a circle to encourage open
discussion. It’s great for students to feel like they’re not in a normal
school lesson as they’re more likely to take part and have fun.
5
Positive ways to use technology

There are lots of ways technology can help people connect, create, learn and have fun.
Use the ideas below and come up with your own ideas to help you get students talking
during the lesson:
Connecting
◯ Staying in touch with people you can’t be with in person

◯ Making new friends with similar interests
◯ Finding support from people online who have experienced the same things as you
Creating
◯ Being creative – from music and sport to art, filmmaking, and vlogging, the internet
provides infinite opportunities to practice and share your creative skills
◯ Fun! - When used responsibly and in moderation, the online world can be a great
source of engaging, creative entertainment
Education
◯ Researching and revising using the internet

◯ Supporting your learning with educational programmes and apps
◯ Using technology helps you to learn about computing, which is a key skill
employers will be looking for when you apply for jobs
Staying Organised
◯ From contacts and calendars, to notes and reminders, having useful apps at your
fingertips can help people stay organised and develop timekeeping skills
What are some other positive aspects of technology? Discuss with your fellow Be Strong
Online Ambassadors and write notes below:
_____________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
_________________________________________________________________________
_
_________________________________________________________________________
_
6
__________________________________________________________________________
My Digital Life – Lesson Plan

1. Intro (2 minutes)
Preparation: Load the video ‘See Kids Review 1980s Mobile Phones’:
https://www.youtube.com/watch?v=jcw_ZFxAR6g
Load slide 4 on the PowerPoint
Introduce yourselves as the Be Strong Online Ambassadors and explain that

a
today you’ll be running a short session on My Digital Life as part of the Be Strong
Online programme from The Diana Award charity and Vodafone.
Before you start, explain that there will be a staff member present. There
a
are some things to bear in mind to make sure everyone feels happy talking
in the session:
- Everyone has the right to ‘pass’ on a question if they don’t want to answer
- Everyone has the right to be listened to
- There should be no shouting out
- Everyone should feel comfortable asking questions
Show the learning objectives slide and read these out:

- You will be able to identify the upsides and downsides of the internet
- You will be able to show an understanding of positive and negative online
behaviour
- Add in the learning objective from the activity you choose
2. My Digital Life Video (3 minutes)

First, ask: how would life be different if there was no internet?
Possible answers: harder to make plans, talk to people in different countries, have fun
Play the video
Ask: thinking about that video, how has the internet and technology changed
the way people behave and communicate?
Explain that technology has changed our lives in a huge way and that comes
a
with upsides and downsides. In the next activity we will look at our digital
lives and things to bear in mind when online.
Now it’s time for the 10 minute activity!
7
3. Activity (10 minutes)

There are four activities to choose from. During your training with the staff
leader you will practice these activities and choose your favourite.
A. Sharing Content Online B. Role Plays
C. World Wide Web D. Phone Bill Board Game
A. Sharing Content Online (10 minutes)

Skills:
Summary: In this exercise you will be working in a team using the activity sheet
to reflect on how we share our personal information online and offline
Learning objective:
Preparation:
◯ You will identify who we share our
information with 1. A3 activity sheets (see
◯ You will understand that information appendix)
should be shared the same way online 2. Pens
as we would offline
8
Running the activity:
STEP 1
OBJECTIVE: ACTION: QUESTIONS TO REFLECT ON:
◯ Students will ◯ Put the students into groups  What is meant by ‘personal
understand what of around 5-6. information’?
we mean by ◯ To begin this activity ask the
‘personal students to answer about the  What are the details about
information’ following questions yourself which are unique
to you? (e.g. name,
address, age, birthday,
bank details…)
STEP 2
◯ Reflect on who we ◯ Next hand out an Activity Sheet

trust most OFFLINE to each group
◯ Ask them to write the names of

every team member in the
central small blue circle
◯ Then fold the paper in half down

the dotted line
◯ First, we will work on the side

with the GLOBE icon (this
represents the OFFLINE world)
-------------------------------------------
◯ Work together to fill in the GREEN ◯ Who would you trust

circle answering the following enough OFFLINE to share
question your PASSWORD AND
NAME / SCHOOL with?
◯ Write down their names in the

GREEN circle (e.g. family
members, best friends…)
9
STEP 3
◯ Reflect on who we ◯ Work together to fill in the -------------------------------------------

do trust OFFLINE YELLOW circle answering the
following question ◯ Who would you trust
enough OFFLINE to share
YOUR NAME / SCHOOL with
but not your PASSWORD?
YELLOW (e.g. school friend,
teacher, neighbour…)
STEP 4
◯ Reflect on who we ◯ Work together to fill in the RED ◯ Who would you NEVER
don’t trust OFFLINE circle answering the following share your NAME /
question SCHOOL OR PASSWORD
with?
RED circle (e.g stranger, someone
you’ve only spoken to once …)
STEP 5
◯ Reflect on who we ◯ Once the offline side is ◯ GREEN circle: Who would
do and don’t trust completed, turn the activity you trust enough ONLINE
ONLINE sheet over (to the side with the to share your PASSWORD
computer icon) AND NAME / SCHOOL with?
Repeat the above steps 2-4 (filling YELLOW circle: Who would
out the GREEN, YELLOW or RED you trust enough ONLINE
circles) but this time answer the to share YOUR NAME /
following question SCHOOL with but not your
PASSWORD?
◯ RED Who would

you NEVER share your
NAME / SCHOOL OR
PASSWORD with?
STEP 6
10
◯ Looking at the ◯ Finally, open up the Active Sheet ◯ Are there any dots in the
similarities and and draw a dot next to any GREEN or YELLOW circle?
differences between person who you haven’t met in
ONLINE and OFFLINE real life or don’t know very well ◯ If yes, what does that
worlds mean?
◯ Highlight the ◯ Are there any differences

importance of between the dots on the
interacting with and left hand side of the paper
sharing information (ONLINE) and the right
with people ONLINE, (OFFLINE)?
as you would
OFFLINE ◯ If yes, why do you think
that is?
KEY MESSAGES
Only share personal information with people you know and trust both online
and offline
Think about what you post online and who can indirectly see it
Adjust your privacy settings on social media sites to ensure that only people
you know and trust can view your information
You should only become friends with people online that you know and trust
11
B. Role Plays (10 minutes)

Skills:
Summary: In this exercise you will be working in a team to come up with role
plays based on different online scenarios
Learning objective: Preparation:
◯ You will identify possible actions 3. Print activity sheet and cut out
to take in difficult online situations the scenario cards
4. Show the scenario slide on the
PowerPoint
STEP 1
OBJECTIVE: ACTION: QUESTIONS AND INFO :
◯ Put the students into four

◯ Prepare the activity groups
and explain how it
works ◯ Hand out one scenario card to
each group
◯ Explain: you have been given

a
a scenario which looks at a
difficult online situation.
You have five minutes to
prepare a 30-second role
play based on your scenario.
STEP 2
12
◯ Encourage groups ◯ While groups are working on

while they work on their scenario, go round and
their role plays Think about what you would
help them. Remind them of
do in this scenario and what
these points:
the best action to take would
be
Try to include everyone in

your group in the role play
Be creative! Feel free to add

extra bits to your scenario
STEP 3
◯ Discuss the ◯ After 5 minutes, groups should

scenarios perform their role plays at the
◯ Encourage students front of the class -------------------------------------------
to think honestly After each role play, ask the
◯ ◯ Do you think the people
about how you rest of the class these in this role play handled
would act in certain questions: the situation well?
situations online
Why/why not?
◯ What would you do
◯ There are no right or wrong differently if you were
answers to these questions. them?
Instead you’re encouraging the
group to reflect on their own
online behaviour and discuss it.
KEY MESSAGES
You should never feel pressured to look at things online you don’t want to see
Don’t meet up with someone you’ve met online without checking with an adult
it’s OK first
You can always talk to a parent or trusted adult, such as a family member or
teacher, about any concerns you have
13
C. World Wide ‘Web’ (10 minutes)

Skills:
Summary: In this exercise you will be asking the students to throw a ball of
string around a circle to show how information can be shared beyond your
control online.
Learning objective Preparation
◯ You will identify that things posted 1. Ball of string

online are hard to delete definitively 2. Large space
◯ You will discuss possible
consequences of sharing sensitive
information online
STEP 1
OBJECTIVE: ACTION:
QUESTIONS AND INFO:
◯ Set the scene for the ◯ Make the students
World Wide Web activity stand up in a circle
◯ Ask them the following

◯ Do you ever think about
questions:
who – apart from your
friends – can see the things
you post online?
◯ How far do you think things

can be shared online?
14
STEP 3
OBJECTIVE: ACTION: QUESTIONS AND INFO:
◯ Show how far things can ◯

a Hold up the ball of string.
be shared online in a Say: This ball of string
visual way represents an online post
(for example, a photo)
◯ Hand the ball of string to

one person in the group
◯ They should hold on to

the end of the string and
throw the ball to someone
else in the group
◯ That person should keep
hold of their part of the
string and throw the ball to
someone else, and so on…
◯
a Explain that this
represents the photo being
shared to lots of different
people online
STEP 4
◯ Show the team how ◯ Once everyone in the circle

difficult it is to take things is holding the string, ask
back once they’ve been the person who threw the
shared online. ball first to step out of the
circle
◯
a Explain: you stepping out
of the circle symbolizes you -------------------------------------------
trying to delete the photo
you posted online ◯ Is taking an online post
back as easy as dropping
◯ Ask the following questions the string?
◯ What does the web of

string show you?
15
Hint: the post might have

been shared further than
you thought, and it’s difficult
to delete things entirely
online if they’ve been shared
STEP 5
◯ Explore how when you ◯ Remain in the circle

share something you (holding onto the string)
might not mean for it to
be spread far and wide ◯
a Say: the string represents
something personal that
wasn’t meant to be shared
that far.
-------------------------------------------
◯ Ask the following questions
◯ How do you think the
person who shared it
feels now that it’s been
shared far and wide?
◯ Can they tell who the

people in the web are?
Why/why not?
KEY MESSAGES
Only share things online which you’d be happy for everyone to see
Manage your digital reputation and think about how the things you post online
could reflect on you in the future
Treat others online as you would wish to be treated
16
D. Phone Bill Board Game (10 minutes)

Skills:
Summary: In this exercise you will be working in groups to play a board game
to look at how costs can add up online
Learning objective: Preparation:
◯ You will explore the costs involved when 5. Load the activity slide on the
using internet-connected devices PowerPoint
◯ You will understand what in-app 6. You will need: a pair of dice, calculator,
purchases are Post-It notes, whiteboard and pen
STEP 1
◯ Set up the board ◯ Show the Board Game slide

game ◯ Place two different-coloured
Post-Its, one for each team, on
the start square
◯ Write two columns on the
board with ‘Team 1’ and ‘Team
2’ to keep track of costs in the
board game
Set the scene Everyone at school is

◯ ◯
a Read out the following
before playing the scenario: playing a new game. You download
board game it and play the first three levels like
a pro – but to advance to the next
level you either need to wait for 18
hours OR pay £2.99. All of your
friends are paying for the ‘speed
up’ option.
17
STEP 2
◯ Encourage students ◯ Ask the following questions: ◯ What would you do in this
to think about the situation?
costs involved when
using the internet ◯ What could be the impact
on a device of spending money on apps
◯ Explain: even if apps and or games?
a
services are free, there are
often add-on costs which can
get expensive.
◯ Explain: we’re now going to
a
play a game to show how
quickly spending on apps can
get out of control.
STEP 3
◯ Define ‘in-app ◯ Ask for a show of hands to the ◯ Who has ever played a
purchase’ following questions: free game on their phone
or device?
◯ Who has ever come
across an ‘in-app
purchase’? Can you
explain what it is?
See the box at the end of

the next page
STEP 4
◯ Explain the board ◯ Split the class into two teams

game activity and ◯ Hand out the two dice. One
play the activity person from each team is the
dice master ◯ Each team will take it in turn
to roll the dice and move
◯
a Explain the rules: their Post-It along the board
◯ When you land on a
square, the Be Strong
Online Ambassador will
18
write the amount of money

spent in that team’s column
◯ There are some squares
which say ‘move forwards’
or ‘move backwards’. If that
happens, your team will
move forward/back. But that
square’s amount of money
WON’T be added to the
team’s total.
◯ The team which finishes
◯ Once everyone is clear on the with the lowest amount of
rules, start the game! money spent wins
STEP 5
◯ Lead the group into ◯ Wrap up by declaring the

a discussion about winner and asking what the
the key messages group has learned from this
activity.
KEY MESSAGES
Be aware of costs when using your internet-connected device
Remember that texts, downloads, apps and in-app purchases can all add up
What is an in-app purchase?
Some apps offer you the chance to buy subscriptions and extra content once you’re in the app –
these are called in-app purchases.
Bonus game levels, maps, upgrades, tokens, subscriptions and clothes or equipment for
characters in a game are examples of things you might be asked to pay for once you are using
an app (even if the app was free to download in the first place).
When you make an in-app purchase, you’ll see the name and cost of the item on your screen.
In-app purchases are charged directly to the credit card that has been assigned to the app store
in question, charged to your monthly phone bill or ‘Pay as you go’ credit, or deducted from the
app store allowance or gift card. Remember that they cost real money!
19
4. Follow-Up & Feedback (10 minutes)
Finally, hand out the following to students;
◯ Follow-up activity sheet

◯ Student information sheet
◯ Parent information sheet to take home
Go over
a the follow-up activity:
◯ Explain the activity to the group

◯ Let students know when and how you will get their feedback on the
activity
To complete the session, ask for feedback to see what went well and what
could be improved next time.
You could cut out the following sheet and ask students to complete this
anonymously:
What I enjoyed about the session: What could have been better:
___________________________________ ________________________________
___________________________________ ________________________________
___________________________________ ________________________________
___________________________________ ________________________________
We would love to have your feedback! Ask the staff lead to send your responses
___________________________________ ________________________________
to antibullying@diana-award.org.uk.
Well done, that’s the end of the session!

___________________________________ ________________________________
20
Appendix
ACTIVITY A WORKSHEET
ACTIVITY B WORKSHEET
FOLLOW-UP ACTIVITY SHEET
21
Activity A. Worksheet – Sharing Content Online
People you talk to but wouldn’t tell any of your

personal information to
People you would tell some, but not all your

From The
Diana Award personal information to
Anti-Bullying
Campaign
People who you would tell

anything to
YOU
Activity B. Role Play Cards
Follow-Up Activity Sheet
Keep a diary of how much you access the internet over 24 hours. Fill in the
timetable below and answer the questions below!
Time What I used the internet for

07.00 –
10.00
10.01 –
13.00
13.01 –
16.00
16.01 –
19.00
19.01 –
22.00
How would your day have been different if the internet didn’t exist?
How would you have communicated with your friends over this time if you didn’t
have access to the internet?
How much of your time awake did you spend on the internet?
C120 Moorgate, London EC2M 6UR
The Di ana Award is a registered charity (1117288 / SC041916)
a nd a company l imited by guarantee, registered in England a nd Wales number 5739317

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About Us

The Diana Award is a legacy to Princess Diana’s belief that

We are proud to have the enthusiastic support of HRH

1. The Diana Award Programme 3. The Diana Award Anti-

In your training session with the staff

After your training, this Lesson Plan will

The Digital Footprint session you will be

3. One activity from a choice of four

4. Follow-up activities to take home and

1. Level 1: A straightforward, structured activity to use if you want the

How to get students talking

Winning the class over

Positive ways to use technology

◯ Staying in touch with people you can’t be with in person

◯ Researching and revising using the internet

My Digital Life – Lesson Plan

Load slide 4 on the PowerPoint

Introduce yourselves as the Be Strong Online Ambassadors and explain that

Show the learning objectives slide and read these out:

2. My Digital Life Video (3 minutes)

Now it’s time for the 10 minute activity!

3. Activity (10 minutes)

A. Sharing Content Online B. Role Plays

C. World Wide Web D. Phone Bill Board Game

A. Sharing Content Online (10 minutes)

Running the activity:

OBJECTIVE: ACTION: QUESTIONS TO REFLECT ON:

OBJECTIVE: ACTION: QUESTIONS TO REFLECT ON:

◯ Reflect on who we ◯ Next hand out an Activity Sheet

◯ Ask them to write the names of

◯ Then fold the paper in half down

◯ First, we will work on the side

◯ Work together to fill in the GREEN ◯ Who would you trust

◯ Write down their names in the

OBJECTIVE: ACTION: QUESTIONS TO REFLECT ON:

◯ Reflect on who we ◯ Work together to fill in the -------------------------------------------

OBJECTIVE: ACTION: QUESTIONS TO REFLECT ON:

OBJECTIVE: ACTION: QUESTIONS TO REFLECT ON:

◯ RED Who would

OBJECTIVE: ACTION: QUESTIONS TO REFLECT ON:

◯ Highlight the ◯ Are there any differences

B. Role Plays (10 minutes)

Learning objective: Preparation:

Running the activity:

OBJECTIVE: ACTION: QUESTIONS AND INFO :

◯ Put the students into four

◯ Explain: you have been given

OBJECTIVE: ACTION: QUESTIONS AND INFO :

◯ Encourage groups ◯ While groups are working on

Try to include everyone in

Be creative! Feel free to add

OBJECTIVE: ACTION: QUESTIONS AND INFO :

◯ Discuss the ◯ After 5 minutes, groups should

C. World Wide ‘Web’ (10 minutes)

Learning objective Preparation

◯ You will identify that things posted 1. Ball of string

Running the activity:

◯ Ask them the following

◯ How far do you think things

OBJECTIVE: ACTION: QUESTIONS AND INFO:

◯ Show how far things can ◯

◯ Hand the ball of string to

◯ They should hold on to

OBJECTIVE: ACTION: QUESTIONS AND INFO: