HPE
Year 7
Lesson
Positive online communication
Lesson concepts
Example learning sequence
 language for interaction
 verbal and nonverbal
communication
 netiquette
 communication purpose and
audience
Explore methods of communication
Learning area specific
language:






Discuss the various modes of communication used in daily life.

Compile the results into a list using a digital concept map or graphic
organiser.

Compare modes of communication.

Discuss features of successful communication.
Determine successful communication

Create two cartoons: one depicting a successful method of
communication, the other depicting an unsuccessful method of
communication.

Share and explain illustrations.
Lesson objectives

Consider characteristics of successful communication.
Students will:

Summarise successful communication ‘must haves’.
 think critically about how they
might communicate while
engaging in online activities
 understand that online
communication will vary
according to intended
audience.
Understand the effects of language when communicating
netiquette
emoticons
online
face to face
blog
Evidence of learning

In role play scenarios demonstrate the roles of communicator and
listener.

Discuss the type of language appropriate to use for various audiences.

Summarise agreed protocols, considering slang, abbreviations and
inappropriate language.
Can the student:
Explore language used when communicating online
 describe the differences and
similarities between face-toface and online
communication?
 list several ‘netiquette’ tips?
 compose audience-appropriate
blogs using respectful,
appropriate and inclusive
language?
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
Discuss the various ways to communicate online.

Compare language used online compared to face-to face.

View online messages and consider the effect of punctuation, font,
spelling and emoticons.
Demonstrate understanding of the relationship between language and
audience when communicating online

Choose a topic and create three different online messages for three
different recipients (teacher, class peers and peers across the state).

Reflect on the choice of language within each message.
Ideas for monitoring
Resource examples
Monitor students’ ability to:
Learning Place edStudio: Graphic Organisers
(Access Key: S3347356)
 participate confidently in class
and peer discussions
 successfully complete cartoons
 demonstrate understandings
via role play scenarios
 use appropriate language when
creating online messages.
Learning alerts
Comic Creator
Cartoon Story Maker
Learning Place Help for students
Student space: How do I participate in a Studio discussion? (PDF, 482 KB)
Learning Place Help for teachers
Be aware of:
edStudio: What content can I add to my Studio? (PDF, 574 KB)
 inexperience in the use of
online communication tools
such as blogs and emails.
edStudio: How do I set permissions on my Studio? (PDF, 654 KB)
Ideas for differentiation
Teacher notes (DOC, 177 KB)
Support
 mixed ability groups
 literacy support given when
reading and creating online
messages.
Extension
 students communicate with a
global audience to locate new
information or to participate in
an online discussion
 students facilitate a web
conference program via the
Student Channel.
Helpful information
Learning Place: EQ’s secure eLearning environment
Staff access
Student access
These support materials could be used in the activities:

Cybersafety and schools (DETE)

Cybersafety and cyberbullying: A guide for parents and caregivers
(DETE) (PDF, 934 KB)

Cyber(smart:) (ACMA):
o
Tagged
o
Cyber smart quiz (junior)
o
Cybersmart quiz (teens)
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Take a stand together

stopbullying.gov: KB’s first day
QCAR references for this lesson
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HPE
By the end of Year 7
Knowledge and Understanding
Personal Development
 Beliefs, behaviour and social and environmental factors influence
relationships and self-management and shape personal development.
 Identity and self-image are influenced by environmental factors,
including the media, and social expectations of age, gender and culture.
Ways of Working
Students are able to:
 identify risks and justify and apply safe practices
 select and demonstrate appropriate personal development skills and
strategies in team and group situations.
Australian Curriculum references for this lesson
General capabilities
ICT capability:
Students will have opportunities to demonstrate Student ICT Expectations
in:
by the end of Year 7:
 use responsible and respectful ICT practices reflecting accepted values
including sharing materials responsibly, and respecting self and others
 understand the difference between ethical and unethical use of specific
communication tools
 practice appropriate codes of conduct for ICT communications and
consistently follow netiquette.
Ethical behaviour
Students will:
 ensure consistency between their words and actions associated with
rights when interacting in face-to-face and virtual situations e.g. role and
responsibility of bystanders in cyberbullying.
Personal and social competence
Students will:
 identify the differences between positive and negative relationships and
ways of managing these.
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