Current framework
Module 1
Age of Technology
Module Goal:
Module 1: Age of Technology introduces parents and guardians to the digital environment children are growing up in and provides a foundation for understanding the opportunities, challenges and realities of modern family life in an increasingly connected world. In this module, parents and guardians explore how technology, social media, online environments and emerging technologies such as artificial intelligence influence communication, relationships, identity, emotional wellbeing and everyday family life. The module encourages reflection on the importance of informed, engaged and balanced parenting approaches, including the development of healthy routines, open communication and practical Family Policies that support positive digital behaviours within the home.
1.1 Digital World
1.1.1
Understand that children and teenagers today grow up within a highly connected digital world where online interaction forms part of everyday life.
1.1.2
Recognise that smartphones, messaging platforms, gaming, video content and social media shape communication, entertainment and social interaction for children and teenagers.
1.1.3
Understand that digital environments influence how children and teenagers learn, communicate, socialise and spend their leisure time.
1.1.4
Recognise that children and teenagers move frequently between online and offline throughout the day, often with little separation between the two.
1.1.5
Recognise that constant digital access reduces opportunities for boredom, reflection, emotional processing and uninterrupted family interaction.
1.1.6
Understand that many online platforms are intentionally designed to encourage repeated engagement, prolonged interaction and continual attention.
1.2 Constant Connectivity
1.2.1
Understand that modern technology enables constant communication, accessibility and connectivity.
1.2.2
Recognise that children and teenagers may feel pressure to remain continually available through messaging, gaming and social media platforms.
1.2.3
Understand that constant notifications, updates and online interaction contribute to distraction and difficulty disengaging from devices.
1.2.4
Recognise that continual access to devices may affect concentration, emotional regulation and communication within the family.
1.2.5
Understand that highly connected digital environments contribute to emotional overstimulation, irritability and difficulty switching off.
1.2.6
Recognise that repeated device interruptions during meals, conversations, study time and family activities may affect attention and emotional connection within family life.
1.3 Online Impact
1.3.1
Be aware that children and teenagers today encounter large volumes of online content through social media, video platforms and messaging applications.
1.3.2
Recognise that online content influences attitudes, behaviour, identity and emotional wellbeing.
1.3.3
Be aware that children and teenagers may encounter content that is inaccurate, inappropriate or emotionally harmful.
1.3.4
Know that online platforms personalise content based on previous viewing, engagement and behavioural patterns.
1.3.5
Understand that algorithms design and shape the type of content children and teenagers repeatedly encounter online.
1.3.6
Recognise that highly stimulating, emotionally engaging or controversial content may be prioritised by online platforms to encourage continued interaction.
1.4 Emotional Impact
1.4.1
Understand that technology and online interaction may both positively and negatively affect emotional wellbeing.
1.4.2
Be aware that social media, gaming and online communication may influence confidence, mood and self-esteem.
1.4.3
Be aware that children and teenagers may experience pressure relating to online identity, popularity and validation.
1.4.4
Be aware that excessive digital engagement may affect sleep, emotional regulation and offline activities and participation.
1.4.5
Recognise that continual exposure to highly stimulating online environments may contribute to anxiety, emotional fatigue and difficulty disengaging from devices.
1.4.6
Be aware that online validation devices such as likes, streaks, notifications and follower counts may influence confidence, sense of self-worth and emotional wellbeing.
1.5 Family Life
1.5.1
Understand that technology increasingly forms part of everyday family life and the ways families communicate and interact.
1.5.2
Recognise that devices may positively support communication, learning and connection within families.
1.5.3
Understand that technology may also contribute to distraction, conflict or reduced face-to-face interaction when it is poorly managed witin the family.
1.5.4
Recognise the importance of maintaining healthy communication and family engagement alongside technology use.
1.5.5
Understand that healthy digital family needs to involves balance, predictability, and communication about shared expectations for technology use.
1.5.6
Know that observable device use within shared family spaces support healthier communication, as well as increased awareness and balance.
1.5.7
Understand that practical family routines such as device-free mealtimes, predictable technology-free periods and overnight charging outside bedrooms support healthier family balance and emotional wellbeing.
1.6 Awareness and Confidence
1.6.1
Understand the importance of parental awareness about the main technologies, platforms and applications children and teenagers commomly use.
1.6.2
Recognise that technology changes rapidly and it may feel difficult at times for parents and guardians to be up-to-date.
1.6.3
Understand that confident and engaged parenting remains important within new digital family life.
1.6.4
Recognise that open conversation and calm engagement help to strengthen trust and communication about technology use.
1.6.5
Appreciate that parents and guardians do not need to understand every platform or application in detail in order to establish healthy routines, boundaries and a supportive family life around technology use.
1.6.6
Recognise that gradual, realistic and consistent approaches to technology management are often much more effective than highly restrictive or reactive and frustrated responses.
1.6.7
Understand that parents and guardians may increasingly benefit from shared school-community approaches regarding smartphones, boundaries and technology expectations.
1.7 Emerging Technologies
1.7.1
Know that digital technologies including artificial intelligence (AI) continue to evolve rapidly.
1.7.2
Recognise that artificial intelligence influences online experiences and the digital platforms children and teenagers use.
1.7.3
Understand that AI technologies increasingly shape the recommendations, advertising, search results and generated content online that cildren and teenagers consume.
1.7.4
Recognise that emerging technologies may create new opportunities and challenges for families, schools and society.
1.7.5
Be aware that children and teenagers today engage with AI-generated content without always recognising how it has been created or personalised.
1.7.6
Recognise the importance of helping children and teenagers develop critical awareness regarding online information, recommendations and digitally generated content.
1.8 Family Culture
1.8.1
Understand that healthy digital family culture involves communication, emotional awareness, predictability and balanced technology habits.
1.8.2
Recognise that children and teenagers benefit from family environments where technology expectations are visible, consistent and openly discussed in the family.
1.8.3
Understand that parents and guardians model through their own behaviours what children and teenagers observe and imitate.
1.8.4
Recognise that healthy digital family life is not about perfection, but about ongoing awareness in the family, realistic implementation and supportive communication around technology use.
Module 2
Boundaries
Module Goal:
Module 2: Boundaries introduces parents and guardians to the importance of healthy boundaries in supporting emotional wellbeing, accountability and self-regulation in children and teenagers. It provides a foundation for understanding how clear, consistent and developmentally appropriate boundaries can positively influence behaviour, relationships and family life. In this module, parents and guardians examine different parenting approaches and consider how consistency, empathy, communication and predictable expectations can shape behaviour and strengthen family relationships. The module also encourages reflection on the practical implementation of healthy technology boundaries and how supportive guidance can help children and teenagers engage with digital environments more safely, responsibly and confidently.
2.1 Concept of Boundaries
2.1.1
Understand that healthy boundaries help children and teenagers develop accountability, self-regulation and contribute to emotional security.
2.1.2
Recognise that boundaries are important because they provide predictability and clarity within family life.
2.1.3
Understand that children and teenagers generally benefit from clear, consistent and age-appropriate expectations regarding technology use.
2.1.4
Recognise that boundaries are most effective when expectations are communicated calmly and consistently.
2.1.5
Understand that in today's world boundaries around technology use form part of everyday family wellbeing, as they help maintain good family communication and emotional balance.
2.1.6
Recognise that unclear, inconsistent or highly charged approaches to boundaries in the family often contribute to conflict, negotiation fatigue and uncertainty.
2.2 Parenting Approaches
2.2.1
Understand that different parenting approaches and styles influence how boundaries are introduced and maintained within family life.
2.2.2
Recognise that supportive and engaged parenting approaches often strengthen communication, trust and emotional wellbeing for the family.
2.2.3
Understand that permissive or very reactive parenting approaches can make technology boundaries more difficult to maintain consistently.
2.2.4
Recognise that calm, predictable and emotionally regulated parental responses often support healthier communication about technology use with children and teenagers.
2.2.5
Appreciate that effective boundaries are not based solely on restriction, but on good communication within the family, consistently applied approaches and incremental guidance.
2.2.6
Recognise that children and teenagers are more likely to engage positively with boundaries when expectations and reasoning are openly explained to them.
2.3 Consistency
2.3.1
Understand that predictable routines for children and teenagers support healthier technology habits and emotional wellbeing.
2.3.2
Recognise that consistent expectations help reduce conflict and uncertainty regarding device use.
2.3.3
Be aware that establishing routines around sleep, homework, family time and technology access support healthier balance within family life.
2.3.4
Recognise that sudden or inconsistent changes to rules may sometimes increase frustration or resistance.
2.3.5
Understand that practical routines such as overnight charging outside bedrooms, predictable gaming periods and device-free mealtimes support healthier family communication and emotional regulation.
2.3.6
Know that small, realistic and sustainable routines are often more effective than highly ambitious or overly restrictive rules about technology use.
2.3.7
Appreciate that gradual implementation of new routines reduces resistance and increase long-term consistency within the family.
2.4 Negotiation
2.4.1
Understand the importance of open and respectful communication regarding technology expectations.
2.4.2
Recognise that children and teenagers may test or challenge boundaries as part of normal development.
2.4.3
Understand that calm discussion supports healthy problem-solving and emotional regulation within family life.
2.4.4
Recognise that ongoing arguments regarding devices and screen time often create stress and tension within families.
2.4.5
Understand that highly emotional or reactive discussions regarding devices may unintentionally escalate conflict and reduce opportunities for cooperation.
2.4.6
Know that regular family conversations regarding routines, expectations and technology use strengthen shared understanding in the family.
2.4.7
Appreciate that listening to children and teenagers while maintaining clear boundaries support trusts and long-term cooperation.
2.5 Personal Responsibility
2.5.1
Understand that healthy boundaries help children and teenagers gradually develop self-regulation and personal responsibility.
2.5.2
Recognise that children and teenagers may require guidance and support in learning how to manage digital environments responsibly.
2.5.3
Understand that self-regulation for children and teenagers develops gradually over time and may vary according to age and maturity.
2.5.4
Recognise that consistent support and predictable expectations strengthen accountability and healthier decision-making.
2.5.5
Understand that children and teenagers may find it difficult to disengage from highly stimulating digital environments without supportive routines and firm boundaries.
2.5.6
Recognise that emotional regulation, sleep, concentration as well as offline activities may all be affected when boundaries around devices are inconsistent or unclear.
2.5.7
Appreciate that healthy technology habits are established and developed gradually through repetition, modelling and by setting consistent expectations.
2.6 Appropriate Guidance
2.6.1
Understand that technology boundaries should reflect the age, maturity and developmental stage of the child or teenager.
2.6.2
Recognise that younger children will require higher levels of supervision and structure regarding technology use.
2.6.3
Understand that teenagers benefit from collaborative discussion and gradual responsibility regarding devices and online activity.
2.6.4
Know that expectations and routines will evolve and change over time as children and teenagers mature.
2.6.5
Understand that children and teenagers require different levels of guidance, supervision and independence at different developmental stages.
2.6.6
Know that age-appropriate conversations about smartphones, gaming, social media and online communication support healthier behaviours over the long-term.
2.6.7
Appreciate that introducing or limiting technology use gradually and predictably supports healthier adjustment and reduces family conflict.
2.7 Family Policy
2.7.1
Understand the importance of clear family expectations regarding technology use and digital behaviour.
2.7.2
Recognise that agreed routines and boundaries support healthier communication and accountability within family life.
2.7.3
Understand that visible and observable technology use in open, shared family spaces supports signifcantly increased parental awareness and sets a foundation for healthy family habits.
2.7.4
Recognise that parents and guardians model the digital behaviours children and teenagers observe within family life.
2.7.5
Understand that good Family Policies often include practical device routines regarding bedtime, screen-free periods, gaming expectations and social media boundaries.
2.7.6
Recognise that shared school-community expectations about smartphones and technology use help reduce pressure and conflict for individual families.
2.7.7
Appreciate that healthy digital family life is rarely based on perfection, but on consistency in the parenting approach adopted, good communication in the family, and awareness about the issues involved.
Module 3
Gaming
Module Goal:
Module 3: Gaming introduces parents and guardians to the role gaming increasingly plays in the lives of children and teenagers and provides a foundation for understanding both the opportunities and challenges associated with modern gaming environments. In this module, parents and guardians examine how gaming has evolved into a highly immersive, interactive and socially connected activity shaped by online interaction, reward systems and commercial design features. The module also encourages reflection on the importance of balance, self-regulation, observable family environments and open conversation in supporting healthy gaming habits, positive wellbeing and constructive family relationships.
3.1 Modern Gaming
3.1.1
Understand that gaming increasingly forms part of modern childhood and teenage culture.
3.1.2
Recognise that gaming provides entertainment, creativity, a sense of achievement as well as social interaction for children and teenagers.
3.1.3
Understand that many games now operate as online social environments for children and teenagers rather than isolated activities.
3.1.4
Recognise that gaming involves collaboration, competition and identity formation within peer groups.
3.1.5
Know that modern gaming increasingly forms part of how children and teenagers socialise, relax and maintain friendships.
3.1.6
Recognise that gaming conversations, achievements and online identities may continue beyond gameplay into everyday school and social environments.
3.2 Immersion and Engagement
3.2.1
Be aware that many games are intentionally designed to encourage continued engagement and repeated interaction.
3.2.2
Recognise that reward systems, progression mechanics within games, as well as online competition, increases the emotional investment for children and teenagers in gaming.
3.2.3
Understand that children and teenagers may experience strong emotional attachment to their gaming environments, achievements and peer interactions.
3.2.4
Recognise that highly immersive gaming experiences may affect awareness of time and difficulty disengaging from gameplay.
3.2.5
Understand that highly stimulating gaming environments often contribute to emotional carryover, with frustration or irritability when gameplay ends suddenly.
3.2.6
know that transitions away from gaming can often create tension or conflict within family life, particularly where routines or expectations are unclear.
3.2.7
Understand that reward devices, as well as achievement and progression systems are all designed to encourage repeated engagement and extended gaming sessions.
3.3 Gaming Environments
3.3.1
know that online gaming environments often involve communication with other players.
3.3.2
Be aware that children and teenagers may experience both positive and negative interactions within gaming communities.
3.3.3
Understand that online gaming may expose children and teenagers to inappropriate language, bullying or harmful behaviour.
3.3.4
Be aware that voice chat, messaging and multiplayer interaction may increase emotional intensity within gaming environments.
3.3.5
Understand that online gaming may expose children and teenagers to peer pressure, toxic behaviour or emotionally intense interactions.
3.3.6
Recognise that children and teenagers may feel pressure to remain online in order to maintain friendships, team participation or their gaming status.
3.3.7
Appreciate the importance of calm and ongoing conversations with children and teenagers about their online gaming experiences, friendships and behaviour.
3.4 Balance and Self-Regulation
3.4.1
Understand the importance of balance between gaming, sleep, physical activity, school responsibilities and offline activities such as sports and hobbies.
3.4.2
Recognise that healthy gaming habits often require moderation by parents and guardians, based on clear expectations and predictable routines.
3.4.3
Understand that excessive gaming may negatively affect concentration, emotional wellbeing and offline engagement and activities.
3.4.4
Recognise that self-regulation around gaming may develop only gradually for children and teenagers and often requires support and guidance from parents or guardians.
3.4.5
Understand that children and teenagers may find it very difficult to disengage from gaming without clear routines and predictable boundaries.
3.4.6
Recognise that gaming immediately before bedtime may affect sleep quality, emotional regulation and the ability to switch off mentally.
3.4.7
Appreciate that healthy gaming habits are supported through consistency, good communication with realistic expectations set, rather than highly reactive restriction.
3.5 Family Communication
3.5.1
Understand the importance of open communication about gaming habits and expectations.
3.5.2
Recognise that conflict in relation to gaming will often increase where boundaries are unclear or inconsistent.
3.5.3
Understand that children and teenagers may respond negatively to sudden interruption or abrupt removal from gaming environments.
3.5.4
Recognise that calm discussion and predictable expectations support healthy cooperation about gaming routines and boundaries.
3.5.5
Understand that repeated conflict about gaming sometimes reflects wider difficulties around routines, predictability and emotional regulation within family life.
3.5.6
Know that warnings, transition time and agreed stopping points help reduce conflict when gaming sessions are ending.
3.5.7
Understand that children and teenagers are more likely to respond positively to gaming boundaries where expectations are explained calmly and applied consistently.
3.6 Awareness and Engagement
3.6.1
Recognise the importance of parental awareness about the games, platforms and online environments children and teenagers increasingly use.
3.6.2
Know that gaming culture and terminology may feel unfamiliar or overwhelming for some parents and guardians.
3.6.3
Understand that calm interest and engagement helps strengthen communication and trust about gaming.
3.6.4
Know that parents and guardians do not need to become gaming experts in order to support healthy gaming habits in their children and teenagers.
3.6.5
Appreciate that asking children and teenagers about the games they play, who they play with and what they enjoy strengthens family communication as well as developing parental awareness.
3.6.6
Understand that establishing observable gaming spaces within shared areas supports healthy awareness, safety and balance for the family.
3.6.7
Understand that gradual, realistic and collaborative approaches to gaming boundaries are often more effective than punitive or inconsistent and frustrated responses.
3.7 Healthy Culture
3.7.1
Understand that healthy gaming culture for taday's children and teenagers needs to be founded on balance, emotional awareness, and with predictable and practical routines.
3.7.2
Recognise that gaming can form part of healthy childhood and teenage life when balanced appropriately alongside sleep, school, family relationships and offline activities.
3.7.3
Understand that children and teenagers benefit from gaming where expectations, routines and boundaries are openly discussed and consistently applied.
3.7.4
Recognise that healthy digital family life involves helping children and teenagers enjoy gaming positively without allowing it to dominate family wellbeing, routines or relationships.
Module 4
Pornography
Module Goal:
Module 4: Pornography introduces parents and guardians to the growing accessibility of online pornography and highlights the potential impacts exposure may have on children, teenagers, relationships and emotional development. In this module, parents and guardians consider how pornography may influence expectations regarding intimacy, consent, sexuality and human relationships, particularly where exposure occurs without guidance, context or developmental understanding. The module also encourages calm, age-appropriate and non-judgemental approaches to conversation, helping parents create safe and supportive family environments where online issues and concerns can be discussed openly, appropriately and constructively.
4.1 Online Pornography
4.1.1
Understand that online pornography has become increasingly accessible through smartphones, social media, messaging platforms and internet-connected devices.
4.1.2
Recognise that today's children and teenagers may encounter pornographic content intentionally or accidentally.
4.1.3
Understand that pornography exists within a broad range of online ecosystems including social media, video platforms and based on algorithm-driven recommendation systems.
4.1.4
Recognise that exposure to pornography may occur at younger ages due to wide online access with smartphones and increasing connectivity.
4.1.5
Understand that highly connected online environments increase the likelihood of accidental exposure to explicit or sexualised content.
4.1.6
Understand that children and teenagers may encounter explicit material through peer sharing, messaging groups, social media feeds or online recommendations.
4.2 Developmental Impact
4.2.1
Understand that children and teenagers do not possess the emotional or developmental maturity to understand pornography.
4.2.2
Recognise that pornography adversely influences expectations regarding relationships, intimacy, consent and body image.
4.2.3
Understand that repeated exposure to unrealistic or highly sexualised pornographic content may adversely affect attitudes and emotional development.
4.2.4
Know that pornography often presents unrealistic representations of relationships, behaviour and emotional connection.
4.2.5
Understand that exposure to highly sexualised online content is harmful to children and teenagers, and may adversely influence expectations regarding intimacy, self-image and relationships.
4.2.6
Recognise that pornography often presents distorted or unrealistic portrayals of communication, consent, emotional connection and healthy relationships.
4.2.7
Appreciate that children and teenagers may require calm, age-appropriate guidance to understand the difference between online sexual content and healthy real-world relationships.
4.3 Emotional Impact
4.3.1
Recognise that exposure to pornography may create confusion, curiosity, embarrassment or emotional discomfort for children and teenagers.
4.3.2
Recognise that shame, secrecy or fear may discourage children and teenagers from discussing online experiences openly.
4.3.3
Understand that emotionally charged responses may increase anxiety or reduce the possibility for communication with children and teenagers about sensitive online experiences or concerns.
4.3.4
Recognise that children and teenagers may require reassurance and support when discussing difficult or uncomfortable online content.
4.3.5
Understand that secrecy surrounding online behaviour may reduce openness and trust within the family communication.
4.3.6
Recognise that calm, emotionally regulated parental responses help children and teenagers feel safer discussing accidental exposure or online concerns.
4.3.7
Appreciate that emotionally safe family environments increase the likelihood that children and teenagers seek guidance when exposed to upsetting or inappropriate content.
4.4 Algorithmic Exposure
4.4.1
Understand that online platforms often personalise recommendations and content based on previous viewing and interaction patterns, age and gernder.
4.4.2
Be aware that social media platforms, video platforms and online searches often expose children and teenagers to sexualised or explicit material.
4.4.3
Understand that in-built platform algorithms often encourage engagement with provocative content for children and teenagers.
4.4.4
Understand that online platforms often seek to normalise sexualised imagery or behaviour.
4.4.5
Understand that some online platforms often seek to progressively expose children and teenagers to more extreme and inappropriate content.
4.4.6
Recognise that curiosity, accidental exposure and algorithmic recommendations may all contribute to exposure to pornography for children and teenagers.
4.5 Communication and Guidance
4.5.1
Understand the importance of calm, age-appropriate and developmentally appropriate communication about concerning online content and real relationships.
4.5.2
Recognise that children and teenagers often benefit from opportunities to ask questions and discuss concerns about online experiences openly.
4.5.3
Understand that emotionally safe communication strengthens trust and openness within family life.
4.5.4
Recognise that supportive discussion helps children and teenagers develop a healthy understanding about relationships, consent and online behaviour.
4.5.5
Understand that avoiding conversations about pornography and online sexual content, while understandable, may serve to increase confusion, secrecy or misinformation.
4.5.6
Recognise that regular and non-judgemental conversations and questions about any concerning online experiences supports healthy long-term communication and trust in the family.
4.5.7
Appreciate that children and teenagers are more likely to seek support where parents respond calmly rather than with panic, shame or immediate punishment.
4.6 Awareness and Confidence
4.6.1
Understand the importance of parental awareness about the online platforms, applications and devices children and teenagers increasingly use.
4.6.2
Appreciate that broaching conversations about pornography or online sexual content may feel uncomfortable or intimidating for many parents and guardians.
4.6.3
Know that parents and guardians do not need to approach sensitive topics perfectly in order to convey meaningful support and guidance to their children and teenagers.
4.6.4
Recognise that openness, calm communication and gradually opening discussion, or probing for concerns by asking questions, strengthens trust and approachability about sensitive online topics.
4.6.5
Appreciate that many parents and guardians feel uncertain about how or when to begin conversations about pornography, relationships and online exposure.
4.6.6
Recognise that supportive family routines, with open and observable spaces for devices, as well as healthy communication reduces secrecy and strengthens parental awareness.
4.6.7
Appreciate that practical, calm and continung conversations and dialogue are often more effective than highly reactive or one-off responses regarding sensitive online content.
4.7 Healthy Relationships
4.7.1
Understand that healthy relationships involve communication, respect, emotional safety and appropriate boundaries both for online and offline.
4.7.2
Recognise that children and teenagers benefit from guidance that distinguishes between highly sexualised online content and healthy real-world relationships.
4.7.3
Understand that emotionally supportive family environments strengthen resilience, openness and healthy understanding about relationships and online experiences.
4.7.4
Recognise that a healthy family life involves creating environments where sensitive conversations can occur calmly, safely and without shame.
Module 5
Bullying
Module Goal:
Module 5: Bullying introduces parents and guardians to the emotional, relational and behavioural impact bullying and cyberbullying may have on children and teenagers and provides a foundation for understanding how these behaviours can affect wellbeing, relationships and a young person's sense of safety and belonging. In this module, parents and guardians consider how bullying behaviours may influence confidence, emotional wellbeing, self-esteem and social development. The module also encourages calm, supportive and emotionally aware parental responses, helping families develop open communication, relational resilience and healthy values that support respectful behaviour across both online and offline environments.
5.1 Bullying and Cyberbullying
5.1.1
Understand that bullying and cyberbullying can occur across both offline and online environments.
5.1.2
Recognise that bullying behaviours may include exclusion, intimidation, humiliation, manipulation, repeated criticism or harmful online interaction.
5.1.3
Understand that cyberbullying may occur through messaging platforms, gaming environments, social media, group chats and through shared online content.
5.1.4
Recognise that online bullying may continue beyond school hours and enter family and home environments through connected devices.
5.1.5
Know that digital devices may increase the speed, visibility and emotional intensity of bullying experiences.
5.1.6
Recognise that for today's children and teenagers bullying may involve social exclusion, indirect behaviour or ongoing online pressure rather than any obvious physical confrontation.
5.2 Emotional Impact
5.2.1
Know that bullying and cyberbullying negatively affect emotional wellbeing, confidence and self-esteem.
5.2.2
Recognise that children and teenagers who experience bullying may feel anxiety, embarrassment, shame or emotional isolation.
5.2.3
Understand that ongoing bullying experiences may affect concentration, sleep, school participation and emotional regulation.
5.2.4
Recognise that children and teenagers may not always openly disclose bullying experiences immediately.
5.2.5
Be aware that with continual online connectivity it is often very difficult for children and teenagers to emotionally disengage from bullying experiences.
5.2.6
Understand that fear of embarrassment, social exclusion or escalation often discourages children and teenagers from seeking help or discussing bullying openly.
5.2.7
Be aware that emotional withdrawal, sudden behavioural changes, school avoidance or increased anxiety may indicate distress relating to bullying or conflict.
5.3 Culture and Peer Dynamics
5.3.1
Know that social media and online communication often increase social comparison, peer pressure and the fear of exclusion or missing out.
5.3.2
Recognise that online group dynamics may sometimes encourage impulsive, harmful or emotionally charged behaviour.
5.3.3
Understand that communication online may be less empathetic among children and teenagers and there is often an increased likelihood of behaviour that would not occur face-to-face.
5.3.4
Recognise that children and teenagers may experience pressure relating to online popularity, peer approval and their social status.
5.3.5
Understand that group chats, social media interactions and online sharing sometimes intensify friendship difficulties, exclusion or conflict.
5.3.6
Be aware that screenshots, shared content and ongoing online visibility may increase the emotional impact of bullying experiences.
5.3.7
Recognise that children and teenagers may require support in appreciating the need for empathy, respect and healthy behaviours within online settings or platforms.
5.4 Family Support
5.4.1
Understand the importance of calm, supportive and emotionally safe communication regarding bullying and online conflict.
5.4.2
Recognise that children and teenagers may be more likely to discuss difficult experiences where they feel listened to and supported.
5.4.3
Understand that highly charged or emotionally escalated responses may only discourage ongoing communication and dialogue.
5.4.4
Recognise that reassurance, listening and emotional support often help to strengthen trust and confidence within the family when dealing with difficult issues or concerns.
5.4.5
Understand that when bullying has happened children and teenagers may initially seek reassurance and emotional safety before any practical solutions are discussed.
5.4.6
Recognise that calm listening and emotionally regulated parental responses help children and teenagers feel safer discussing bullying experiences.
5.4.7
Appreciate that ongoing and supportive conversations strengthen resilience, emotional wellbeing and trust following difficult experiences with peers.
5.5 School and Family
5.5.1
Understand the importance of collaboration between the family and the school about a bullying incident in order to protect student wellbeing.
5.5.2
Know that schools and families both play important roles in supporting children and teenagers experiencing bullying or online conflict.
5.5.3
Understand that clear communication between home and school will support more consistent responses to bullying concerns.
5.5.4
Recognise that bullying situations may sometimes require ongoing support, monitoring and communication over time.
5.5.5
Understand that cyberbullying blurs the boundaries between school life, online life and home.
5.5.6
Recognise that shared expectations about acceptable behaviour and respect support both a healthy school and family culture.
5.5.7
know that children and teenagers benefit where parents, guardians and schools respond calmly, consistently and collaboratively to bullying concerns.
5.6 Resilience and Empathy
5.6.1
Confirm the importance of empathy, kindness and respectful communication within relationships and online environments, to children and teenagers.
5.6.2
Recognise that emotional resilience helps children and teenagers respond more positively to social challenges and peer difficulties.
5.6.3
Understand that healthy friendships and supportive relationships strengthen confidence and emotional wellbeing.
5.6.4
Recognise that parents and guardians are the first model for the relational behaviours that children and teenagers observe within family life.
5.6.5
Understand that emotionally supportive family environments strengthen confidence, resilience and a sense of safety during difficult social experiences.
5.6.6
Recognise that children and teenagers benefit from opportunities to develop conflict resolution, empathy and respectful communication skills.
5.6.7
Appreciate that healthy digital family life iinvolves calm communication, emotional regulation and respectful online behaviour.
5.7 Healthy Relationships
5.7.1
Understand that healthy online and offline relationships involve empathy, communication, emotional safety and mutual respect.
5.7.2
Recognise that children and teenagers benefit from family environments where difficult experiences with peers and online concerns can be discussed openly and calmly.
5.7.3
Understand that social media, messaging and online communication intensify emotional experiences and friendship dynamics for children and teenagers.
5.7.4
Recognise that healthy digital family life involves helping children and teenagers navigate friendships, peer relationships and online communication with confidence, empathy and emotional awareness.
Module 6
Social Media and Anxiety
Module Goal:
Module 6: Social Media and Anxiety introduces parents and guardians to the growing influence social media has on the emotional wellbeing, confidence and everyday experiences of children and teenagers and provides a foundation for understanding some of the opportunities and challenges associated with life in an increasingly connected digital world. In this module, parents and guardians examine how social comparison, online validation, persuasive platform design and constant connectivity may contribute to anxiety, pressure and unhealthy digital habits. The module also encourages balanced, emotionally aware and developmentally appropriate approaches to social media use, helping families support moderation, resilience, self-awareness and healthier online behaviours within everyday family life.
6.1 Social Media Environments
6.1.1
Understand that social media forms part of everyday communication, entertainment and social interaction for many children and teenagers today.
6.1.2
Recognise that social media platforms are intentionally designed to encourage ongoing engagement and repeated interaction.
6.1.3
Understand that children and teenagers may wish to spend significant periods of time interacting with highly engaging online content.
6.1.4
Recognise that for children and teenagers today social media increasingly influences their identity, friendships, and self-expression.
6.1.5
Be aware that highly connected social media environments contribute to continual distraction, emotional interruption and difficulty disengaging from devices for children and teenagers.
6.1.6
Know that social media interaction can occur throughout the day, and even extend into bedtime, study time and family activities.
6.2 Comparison and Validation
6.2.1
Understand that social media platforms are intentionally designed to encourage comparison between individuals, and lifestyles and appearance.
6.2.2
Recognise that children and teenagers using social media platforms often experience pressure about popularity, appearance, followers and online approval.
6.2.3
Understand that online content is often highly edited, selective and carefully curated.
6.2.4
Recognise that repeated exposure to idealised content may negatively affect confidence, self-esteem and emotional wellbeing in children and teenagers.
6.2.5
Understand that online validation systems such as likes, streaks, comments and follower counts may influence mood, confidence and feelings of self-worth.
6.2.6
Recognise that children and teenagers may compare their everyday lives against stylized and quite unrealistic online portrayals.
6.2.7
Appreciate that continual social comparison may contribute to anxiety, insecurity, pressure and emotional exhaustion over time.
6.3 Emotional Over-Stmulation
6.3.1
Understand that smartphone and social media platforms often encourage constant accessibility and interruption with default notification settings.
6.3.2
Recognise that continual notifications, messaging and online interaction may contribute to distraction and emotional fatigue for children and teenagers.
6.3.3
Understand that highly stimulating social media environments may affect concentration, emotional regulation and the ability to switch off mentally.
6.3.4
Recognise that constant connectivity reduces opportunities for rest, boredom, reflection and uninterrupted family interaction.
6.3.5
Understand that repeated checking of devices and social media may gradually become habitual or emotionally driven.
6.3.6
Recognise that emotional overstimulation may contribute to irritability, overwhelm, reduced concentration and difficulty disengaging from social media platforms.
6.3.7
Appreciate that healthy emotional wellbeing for children and teenagers should include opportunities for rest, offline activities such as sports or hobbies, and predictable breaks away from social media platforms.
6.4 Sleep, Wellbeing and Routines
6.4.1
Understand that excessive social media use may negatively affect sleep quality, family routines and emotional wellbeing.
6.4.2
Recognise that late-night scrolling, messaging and device use affects the ability of children and teenagers to relax and fall asleep.
6.4.3
Understand that disrupted sleep may affect concentration, mood, resilience and emotional regulation during the day.
6.4.4
Recognise that healthy routines with firm boundaries support emotional wellbeing and healthy technology habits.
6.4.5
Understand that overnight access to smartphones and social media contributes to interrupted sleep and emotional overstimulation.
6.4.6
Know that predictable routines such as overnight charging outside bedrooms and technology-free wind-down periods support healthy sleep and emotional balance for children and teenagers.
6.4.7
Appreciate that healthy digital family life requires balancing online engagement with sleep, offline activities such as sport or hobbies and emotional recovery.
6.5 Anxiety and Pressure
6.5.1
Understand that social media experiences may positively and negatively affect emotional wellbeing.
6.5.2
Recognise that children and teenagers may experience anxiety relating to online identity, peer approval and social visibility.
6.5.3
Understand that fear of exclusion, pressure to respond and continual social comparison contribute to emotional stress.
6.5.4
Recognise that emotional wellbeing may be affected by continual exposure to highly engaging social media platforms.
6.5.5
Understand that children and teenagers may feel pressure to remain continually available, responsive or socially active online.
6.5.6
Recognise that emotionally intense online environments may increase nervous system fatigue, overwhelm or emotional exhaustion.
6.5.7
Appreciate that calm routines, predictable boundaries and emotionally supportive family environments serve to strengthen resilience and emotional wellbeing.
6.6 Awareness and Support
6.6.1
Understand the importance of open and supportive communication about social media experiences and emotional wellbeing.
6.6.2
Recognise that children and teenagers may not always wish to openly discuss anxiety, pressure or difficult online experiences.
6.6.3
Understand that calm and emotionally safe conversations strengthen trust and communication about social media use.
6.6.4
Recognise that parents and guardians do not need to understand every platform in detail in order to support healthy digital habits and emotional wellbeing.
6.6.5
Appreciate that regular conversations about online experiences, friendships and wellbeing enhance communication and parental awareness.
6.6.6
Recognise that emotionally charged responses may discourage children and teenagers from discussing concerning online experiences openly.
6.6.7
Understand that gradual, realistic and collaborative approaches to social media boundaries are often more effective than very restrictive or punitive responses.
6.7 Healthy Digital Wellbeing
6.7.1
Understand that healthy digital wellbeing for families requires balance, emotional awareness, self-regulation and predictable technology routines.
6.7.2
Recognise that children and teenagers benefit significantly from opportunities to rest, disengage from online platforms and participate in offline relationships and activities.
6.7.3
Understand that emotionally supportive family environments enhance resilience, confidence and healthy digital habits.
6.7.4
Recognise that healthy digital family life involves helping children and teenagers engage with social media thoughtfully, confidently and in moderation rather than through continual emotional dependence.
Module 7
Technology and Devices
Module Goal:
Module 7: Technology and Devices introduces parents and guardians to the practical management of devices, smartphones and digital environments and provides a foundation for implementing healthier technology practices within everyday family life. In this module, parents and guardians learn how to establish healthy technology routines, configure practical safeguards, review device settings and implement developmentally appropriate digital boundaries. The module is designed as a practical implementation workshop, helping parents confidently apply healthier digital family management strategies across modern devices, platforms and online environments while supporting healthier technology use within the home.
7.1 Devices and Family Life
7.1.1
Be able to configure screen time settings, downtime schedules and app usage controls across commonly used devices and operating systems.
7.1.2
Be able to review installed applications, app permissions and device settings with children and teenagers in age-appropriate ways.
7.1.3
Be able to activate content restrictions, age ratings and safe browsing settings across commonly used devices, operating systems (OS), and platforms.
7.1.4
Establish visible and observable device and console environments at home within shared open family spaces.
7.1.5
Establish practical family device routines including overnight charging outside bedrooms, predictable technology-free periods, and device-free mealtimes.
7.1.6
Adjust notification settings, app alerts and device interruptions in order to support concentration, sleep and emotional wellbeing.
7.1.7
Introduce shared device expectations using a Family Policy about where, when and how devices may be used within family life.
7.2 Smartphones
7.2.1
Implement age-appropriate smartphone routines and guidance to help set expectations for children and teenagers.
7.2.2
Be able to configure app approval checks, download permissions and purchasing restrictions on smartphones and connected devices.
7.2.3
Be able to review messaging applications, privacy settings and communication permissions regularly with children and teenagers.
7.2.4
Establish predictable smartphone and technology boundaries for sleep, school, study time and family time.
7.2.5
Apply gradual smartphone introduction with good boundaries that will help support responsibility, visibility and healthy long-term habits.
7.2.6
Monitor smartphone accessibility and overnight access routines to support uninterrupted sleep patterns, emotional wellbeing and healthy balance.
7.2.7
Create collaborative family discussions about smartphone and device expectations, messaging behaviour and online communication using a Family Policy.
7.3 Safeguards
7.3.1
Understand the purpose and role of parental controls and safeguards across commonly used operating systems, applications and online platforms.
7.3.2
Be abel to set content filtering, search restrictions and age-based settings across smartphones and devices using parental control apps and tools.
7.3.3
Apply age-appropriate supervision to device activity, app usage and online behaviours.
7.3.4
Review and update technology safeguards regularly as devices, applications and online platforms evolve.
7.3.5
Be able to implement practical safeguards that support healthy digital behaviour without relying solely on restriction or punishment.
7.3.6
Evaluate the effectiveness of parental controls, visibility systems and family routines in supporting healthy technology habits.
7.3.7
Apply collaborative approaches to device supervision that strengthen communication, trust and accountability within family life.
7.4 Confidence and Awareness
7.4.1
Develop basic skills in using commonly used device operating systems including iOS, Android and web-based family management systems.
7.4.2
Be abel to configure screen time using Family Link tools and family supervision features for commonly used devices.
7.4.3
Be abel to review privacy settings, location sharing permissions and communication controls across apps and platforms.
7.4.4
Be abel to apply device management tools and features that support safer browsing, healthy downtime routines and balanced technology use.
7.4.5
Compare different operating system (OS) approaches to supervision, restrictions and family device management.
7.4.6
Adjust account settings, family sharing tools and security controls across connected family devices.
7.4.7
Be able to respond to common family technology challenges relating to settings, restrictions and device supervision.
7.5 Family Implementation
7.5.1
Create practical family technology routines that support sleep, communication, study and emotional wellbeing.
7.5.2
Implement predictable technology boundaries using calm, consistent and age-appropriate routines.
7.5.3
Know how to apply transition routines and technology wind-down periods that support healthy disengagement from devices.
7.5.4
Establish practical implementation approaches that reduce conflict and increase predictability about device use.
7.5.5
Review and refine family technology routines and guidelines regularly in response to changing developmental and family needs.
7.5.6
Implement realistic and sustainable technology and device guidelines that can be maintained consistently within everyday family life.
7.5.7
Develop collaborative plans for technology and devices in the family and reflect these within a Family Policy document.
7.6 Family Support and Awareness
7.6.1
Conduct regular family conversations about devices, online behaviour and healthy technology use.
7.6.2
Review online environments, applications and digital habits with children and teenagers in supportive and age-appropriate ways.
7.6.3
Use calm and emotionally regulated language when addressing technology conflict or device misuse.
7.6.4
Be able to recognise behavioural changes, emotional withdrawal or unhealthy device patterns, that may indicate wider wellbeing concerns.
7.6.5
Establish regular review routines with children and teenagers about permitted apps, messaging, gaming and photos.
7.6.6
Adopt a supportive supervision approach with children and teenagers that balances safety, healthy communication and growing independence.
7.6.7
Create an emotionally safe family environment where children and teenagers feel comfortable discussing online concerns or experiences.
7.7 School and Community
7.7.1
Try to encourage and use shared school-family expectations about smartphones, devices and online behaviour within everyday family life.
7.7.2
Collaborate with schools, other parents and wider communities about healthy technology and device routines and expectations.
7.7.3
Implement consistent approaches about technology and devices throughout home, school and social environments where possible.
7.7.4
Recognise the impact of differing expectations at school, among peers and in different families about technology and device use.
7.7.5
Develop collaborative approaches with other parents and guardians about smartphones, messaging and social media.
7.7.6
Apply practical strategies that reduce negotiation fatigue and social pressure for smartphones and devices.
7.7.7
Create shared family-community routines and expectations about smartphones and devices that support wellbeing and balanced technology use.
7.8 Healthy Family Management
7.8.1
Implement practical family management systems that support balance, visibility, predictability and emotional wellbeing.
7.8.2
Apply healthy technology routines that balance online engagement with sleep, and offline activities such as sport or hobbies and family communication.
7.8.3
Model balanced and emotionally aware device behaviours as a parent or guardian within everyday family life.
7.8.4
Review and refine family digital management regularly in order to support healthy long-term habits and family wellbeing.
Module 8
Thriving as a Family
Module Goal:
Module 8: Thriving as a Family introduces parents and guardians to the principles of building healthy, balanced and emotionally supportive digital cultures within everyday family life and provides a foundation for promoting long-term digital wellbeing across the home. In this module, parents and guardians reflect on communication, connection, routines, modelling behaviour and shared family values in increasingly connected digital environments. The module also encourages practical and sustainable approaches to digital wellbeing, helping families develop healthier habits, strengthen relationships and create more intentional and balanced approaches to technology use throughout family life.
8.1 Family Culture
8.1.1
Understand that healthy digital family life involves balanced expectations, open communication, emotional awareness and predictable routines.
8.1.2
Recognise that technology habits and routines significantly influence family relationships, communication and emotional wellbeing.
8.1.3
Understand that healthy digital family culture is not based on perfection, but on ongoing awareness, consistency and practical implementation.
8.1.4
Recognise that balanced digital environments maintain healthy communication, emotional connection and family participation.
8.1.5
Be able to create a family culture where technology expectations, access and usage routines and boundaries are openly discussed, and then consistently applied.
8.1.6
Be able to implement healthy family technology routines that support communication, emotional wellbeing as well as healthy offline activities such as sport or hobbies.
8.1.7
Review and refine family digital habits regularly in response to changing family, developmental or emotional needs.
8.2 Communication and Connection
8.2.1
Understand the importance of emotionally safe and supportive communication within family life.
8.2.2
Recognise that constant digital interruption reduce opportunities for conversation, connection and shared family experiences.
8.2.3
Understand that children and teenagers benefit from predictable opportunities for offline communication and engagement.
8.2.4
Recognise that healthy family relationships are strengthened through attention, listening and emotional availability.
8.2.5
Establish regular opportunities for device-free conversation, shared activities and family interaction within everyday life.
8.2.6
Apply calm and emotionally regulated approaches during family discussions regarding devices, routines and online behaviour.
8.2.7
Create predictable family routines that support communication, emotional connection and shared participation.
8.3 Modelling and Leading
8.3.1
Understand that children and teenagers observe and often imitate adult technology behaviours within family life.
8.3.2
Recognise that parents and guardians are in a position to model emotional regulation, calm communication and balanced technology habits through their own everyday behaviours.
8.3.3
Understand that inconsistent adult technology habits serve to reduce the effectiveness of agreed family routines and boundaries.
8.3.4
Recognise that healthy digital family culture involves shared responsibility and visible modelling across family life.
8.3.5
Review your own personal device habits and digital behaviours in order to support healthy family modelling and communication.
8.3.6
Apply consistent approaches to family technology expectations across both adult and child device use where appropriate.
8.3.7
Implement visible and observable technology habits that support trust, accountability and balanced digital engagement within family life.
8.4 Balance and Wellbeing
8.4.1
Understand the importance of balancing digital engagement with sleep, offline activities such as sport or hobbies, and relationships and emotional wellbeing.
8.4.2
Recognise that healthy routines around technology and devices support concentration, emotional regulation and healthy technology habits.
8.4.3
Understand that offline experiences, hobbies and relationships remain hugely important for healthy development and for family wellbeing.
8.4.4
Recognise that unrestricted online routines reduce the opportunity for rest, boredom, creativity and emotional recovery.
8.4.5
Create balanced family routines that support sleep, offline activities such as sport or hobbies, emotional wellbeing and healthy digital habits.
8.4.6
Implement practical technology-free periods that encourage family interaction, outdoor activity and offline activities.
8.4.7
Review the impact of digital routines on sleep, emotional wellbeing and family balance within everyday life.
8.5 Wellbeing and Resilience
8.5.1
Understand that emotionally supportive family environments strengthen resilience, confidence and emotional wellbeing.
8.5.2
Recognise that children and teenagers may require parental support in managing pressure, constant comparison and emotional overload.
8.5.3
Understand that calm and predictable family environments help support healthy emotional regulation and communication.
8.5.4
Recognise that resilience develops gradually through supportive relationships, communication and healthy routines.
8.5.5
Apply supportive and emotionally aware approaches when responding to digital stress, online conflict or emotional overwhelm within family life.
8.5.6
Create emotionally safe environments where children and teenagers feel comfortable discussing online experiences, mistakes and concerns.
8.5.7
Implement realistic and sustainable wellbeing routines that support emotional balance and healthy engagement online.
8.6 Values and Expectations
8.6.1
Understand the importance of shared family values about communication, respect and healthy online behaviour.
8.6.2
Recognise that clear expectations and predictable routines strengthen accountability and consistency within family life.
8.6.3
Understand that children and teenagers benefit from visible and developmentally appropriate expectations about device use and online behaviour.
8.6.4
Recognise that healthy digital family life often involves cooperation, communication and shared responsibility.
8.6.5
Develop practical Family Policies for devices including access routines, and information about online behaviour within everyday family life.
8.6.6
Apply collaborative family approaches when reviewing expectations, boundaries and digital wellbeing routines.
8.6.7
Review and adjust family expectations or routines about technology and devices regularly in response to changing developmental and family needs.
8.7 Long-term Wellbeing
8.7.1
Understand that digital wellbeing is based on developing healthy long-term habits rather than short-term restriction.
8.7.2
Recognise that children and teenagers gradually develop healthy digital behaviours through repetition, modelling and consistent support.
8.7.3
Understand that healthy digital family life evolves over time as children, teenagers and technologies change.
8.7.4
Recognise that sustainable approaches to digital wellbeing are based on consistency, flexibility and ongoing communication.
8.7.5
Implement sustainable long-term family routines that support healthy digital habits and emotional wellbeing.
8.7.6
Review family technology systems, routines and safeguards regularly in response to changing technologies and new online platforms or environments.
8.7.7
Create long-term family approaches that balance participation online with emotional wellbeing, communication as well as with a healthy offline life.
8.8 Thriving
8.8.1
Create healthy digital family environments that support balance, emotional wellbeing, communication and strong family relationships.
8.8.2
Apply practical family strategies that strengthen healthy technology habits, emotional resilience and balanced digital participation.
8.8.3
Model calm, balanced and emotionally aware approaches to technology use within everyday family life.
8.8.4
Review and refine aspects of family digital culture in order to support healthy long-term family wellbeing and positive digital engagement.