pkrp-lp

>>> y4-6 | Y4-6 | 1 Lesson (Guided & Scaffolded)

If possible, consider spreading across two lessons, focusing on two habits in each. This gives learners time and space to become familiar with each habit before bringing all four together at the end.

Lesson 1 — Where Codes Come From & Where They Lead

• Introduction & Discussion — Ask learners how they decide whether something is safe in everyday life, like crossing the road. Connect that instinct to QR codes, explaining that a code isn’t good or bad on its own; it’s how it’s used that matters.

• Think Before You Scan — Introduce the idea of pausing, observing, and asking a few questions before scanning. Practise it as a class with a simple “stop, look, ask” routine.

• Habit 1: Know the Source — Show learners QR codes in different example real-world places, like a class handout, a museum display, and a random sticker.

  • Consider each of the focus questions from the guide.

  • Then, have learners sort each example into “trusted” or “not sure” categories.

• Habit 2: Know the Destination — Show one code with a clear label and one with none, and ask which one tells you what will happen when you scan it.

  • Consider why a code might not have an explanation and what it could mean about how trustworthy it is.

  • Discuss other ways of knowing or finding out where a code leads, and consider the consequences of each method.

Lesson 2 — Protecting Ourselves & Knowing When to Stop

• Recap & Discussion — Revisit the first two habits with a quick thumbs-up (“trusted” source or destination) or thumbs-down (“not sure”) on a few new scenarios, asking learners to explain their choices.

• Habit 3: Protect Private Information — Role-play opening links that asks for a name, email, or phone number.

  • Discuss why a destination might need this kind of information and what they might use it for (keeping the focus on assessing risk and raising awareness, rather than detailing harms and inciting fear. See the Digital Safety Wellbeing guidance for support with this).

  • Have learners practise combining the first two habits with this one to vet sources, destinations, the significance of information gathering, and checking with a teacher or trusted adult before sharing anything.

• Habit 4: Dodgy? Don’t Scan! — Show examples of codes that look damaged, out of place, or stuck over another code.

  • Discuss how these codes could have ended up like this. Who could have put them there and why?

  • Consider other clues about a code, it’s link, or even it’s destination content that might cause us to be suspicious or stop an interaction.

  • Discuss ways of disengaging from a code or its content at different stages and why it’s important to be cautious and safe.

• Reflection & Wrap-Up — Walk through a final scenario as a class using all four habits, then ask learners to share one question they’d ask first before scanning a QR code.

>>> y7-8 | Y7-8 | 1 Lesson (Guided Inquiry, Scenario-Based)

• Introduction & Discussion — Read “Are QR Codes Safe?” together and invite learners to agree or disagree with the idea that QR codes aren’t good or bad, only the way they’re used.

• Expert Groups — Break into small groups, and assign each group one of the four Safe Scanning Habits to become the “expert” on using the guide’s questions. Then have each group teach their habit to the class with a short presentation.

• Scenario Testing — Give groups a mixed set of safe, unsafe, and ambiguous scenarios, and have them apply all four habits to each. Ask them to justify every decision using specific questions from the guide.

• Debating & Reflecting — Facilitate a class discussion on the trickiest scenarios, such as a trusted source that asks for personal information. Draw out genuine disagreement in order to test and solidify understanding.

>>> y9+ | Y9+ | 1 Lesson (Critical Audit & Discussion)

• Our Criteria — Bring back the “what would make me sure a code is safe?” list from ‘Quick Response’ Codes, or run a quick habit check if starting fresh. Compare it with the guide’s four habits to gauge what learners already cover and what they may be missing.

• Interrogating the Framework — Break into groups, and have groups each take one habit to critique its questions, deciding which are easy to answer in the moment and which are harder in practice. Ask each group to propose one question they’d add.

• Applying to Realistic Scenarios — Work through higher-stakes scenarios drawn from the guide, such as a code stuck over another code on a public poster, a page asking for an email address, or a destination prompting an immediate download. Have learners apply all four habits.

• Knowing vs Doing — Facilitate a discussion on why safe habits are easy to know but harder to practise when you’re rushed or a code is convenient. Ask what would make pausing realistic in everyday life.