SESSION 1

SESSION 1

INTRODUCTION TO CYBERCRIME

Target Audience: Class 9–12 Students​

​
Goal: Students will understand cybercrime, recognize threats, learn safe practices, and know
how to report.

Pre Assessment (10)​

1: Pre-Assessment & Icebreaker

Duration: 10 minutes

Props can be used:

●​ Whiteboard/Blackboard or Flip Chart

●​ Marker/Chalk
●​ (Optional) Sticky notes or slips of paper for anonymous responses

Purpose of this Activity:

●​ To grab students’ attention from the start.

●​ To assess their existing awareness and misconceptions.
●​ To make the session interactive and engaging

Speaker Script:

Greeting (1 minute)​
Good morning, everyone! I hope you’re doing well. Today, we’re going to explore something
that has become part of all our lives – cybercrime. Whether you are on social media, playing
games online, or even just using your phone, this topic touches you directly.

Connect & Context (2 minutes)​

When you hear the word ‘cybercrime,’ what picture comes to your mind?

For many people, it’s the image of hackers sitting in a dark room. But cybercrime is much
broader—it could be someone creating a fake account in your name, sending threatening
messages, or even tricking you into sharing personal details.

That’s why this session is important: cybercrime is not far away, it’s right here in our daily
lives.”
 ●​ Relate it directly to students’ lives:
○​ “Imagine working hard to save money in your account, and suddenly someone
scams you and it’s all gone.”
○​ “Or, you log in one morning and find someone has made a fake profile with
your name and picture.”
●​ Reinforce: “That’s why it’s so important for us to understand what cybercrime is, and
how to protect ourselves.”

Warm-up Activity (5–6 minutes)​

“Before we dive into details, let’s do a quick activity to see what you already know or think
about cybercrime. There are no right or wrong answers—just share your thoughts.”

Activity Option A: Open Questions​

Ask students and note their responses on the board.

●​ Question 1: What comes to your mind when you hear the word cybercrime?
●​ Question 2: Do you think students your age are targets of cybercrime? If yes, how?
●​ Question 3: Have you ever come across a situation online that felt suspicious or
unsafe?

Activity Option B: Quick Poll with Hands Raised

●​ “Raise your hand if you think cyberbullying is a form of cybercrime.”

●​ “Raise your hand if you think only adults face cybercrime.”

(Optional: Ask: “How many of you know someone this has happened to?”​
Allow a few students to share short experiences.)

Tip for the Speaker:

●​ Nod and respond positively to every answer.

●​ Encourage students to respond freely.
●​ Write down their answers on the board (possible responses: hacking, fraud, bullying,
viruses, scams, password theft).
●​ If someone gives a vague response (like “computer stuff”), guide them:​
“Yes, computer-related… but can you give an example of what exactly could
happen?”
Wrap-up of Activity (2–3 minutes)​
“Thank you for sharing your thoughts! What we just saw is that everyone already has some
awareness of cybercrime, but there may also be some gaps or misconceptions. That’s
perfectly normal. The good news is, by the end of today’s session, you’ll have a clearer idea
of what cybercrime really means, what risks students like you face, and how you can protect
yourself.”

Trainer Notes:

●​ Encourage students to speak freely; avoid judgment or correcting immediately.

●​ Write down keywords from student responses—this validates their contribution.
●​ If students hesitate, share one example yourself to break the ice.
●​ Keep the activity light and interactive to set the tone for the rest of the session.

2: Explaining Key Concepts of Cybercrime

Duration: 15 minutes

Objective of this Chapter

●​ To introduce students to the definition of cybercrime.

●​ To break down cybercrime into categories for easy understanding.
●​ To give relatable examples of each category.
●​ To encourage student participation through guided questions.

Speaker Script (Introduction)

1: Introduction (2 minutes)

Now that we’ve warmed up and realized cybercrime can affect us, let’s try to understand
what it really means.

Give any one example of phishing, fraud calls, digital arrest etc. for better understanding

Cybercrime is any crime where computers, smartphones, or the internet are used to
cheat, harm, or harass people.

In simple words, if technology is used to do something wrong or illegal, it becomes a

cybercrime. (elaborate)
Categories of Cybercrime

●​ Three categories:
1.​ Against Individuals → cyberbullying, identity theft, blackmail.
2.​ Against Property → hacking, password theft, viruses.
3.​ Against Society → fake news, hate speech, phishing.

1. Cybercrimes Against Individuals

●​ Explanation for Students:​

These are crimes that target a person directly to hurt them, steal from them, or invade
their privacy. (elaborate)
●​ Examples:
○​ Cyberbullying: Posting indecent comments, spreading rumors, or sending
threats on social media.
○​ Identity Theft: Stealing someone’s personal details (like photos, Aadhaar
number, or passwords) and pretending to be them online.
○​ Online Blackmail: Forcing someone to do something by threatening to leak
their private pictures or messages.
●​ Speaker Script:​
“Imagine someone creates a fake account using your photos and starts posting
insulting things. That’s not only hurtful, it’s cyberbullying.​
Or, if someone hacks into your email or Instagram and pretends to be you, that’s
identity theft.​
If someone threatens to leak your private chats unless you send money, that’s online
blackmail.”
●​ Interactive Question:​
“Have you ever heard of someone in your school or neighbourhood facing
cyberbullying or fake accounts?”​
(Allow a few students to share. Assure them it’s okay if they don’t want to give names,
just general stories.)

2. Cybercrimes Against Property

●​ Explanation for Students:​

These crimes target data, money, or online property (like gaming coins, accounts, or
files). (elaborate)
●​ Examples:
○​ Hacking Accounts: Breaking into someone’s email, social media, or game
profile without permission.
○​ Password/OTP Theft: Stealing login details to misuse accounts.
○​ Viruses & Malware: Sending harmful files or apps that can damage your
computer or phone.
●​ Speaker Script:​
“Suppose someone hacks your mobile and steals all the data and delete it from your
account and later misuse it and blackmail you. That’s a crime against your online
 property.​
Or if someone sends you a file that crashes your phone, this is also a cybercrime
against property.”
●​ Interactive Activity:​
Ask: “Raise your hand if you’ve ever received a suspicious link saying something
like: ‘Click here for gift vouchers’. What did you do? Did you click, or did you delete
it?”​
(This will show how common scams are, and students can learn from each other’s
responses.)

3. Cybercrimes Against Society

●​ Explanation for Students:​

These crimes target a larger group of people, not just one person. They can harm
peace, create panic, or mislead society. (elaborate)
●​ Examples:
○​ Spreading Fake News: Sharing false information on WhatsApp or Instagram
that confuses or scares people.
○​ Phishing Campaigns: Large-scale scams where criminals send fake emails or
messages to many people at once.
●​ Speaker Script:​
“Imagine you see a WhatsApp forward that says ‘School will remain closed
tomorrow due to strike’, but it’s not true. That’s fake news, and it confuses everyone.​
Or if someone spreads rumors about a community to create fights, that’s a crime
against society.”
●​ Interactive Question:​
“How many of you have ever received a WhatsApp forward that later turned out to
be fake?”​
(Take a show of hands, then explain why it’s important to verify information before
sharing.)
Engagement Activity: Relatable Examples

Speaker Script:​
“Let’s connect this to your daily life with some examples. I’ll read them out, and you tell me
what type of cybercrime it is.”

1.​ “Someone hacks your WhatsApp and sends rude messages pretending to be you.”
○​ (Students respond: Identity theft – against individuals)
2.​ “A fake account spreads lies about your classmate.”
○​ (Students respond: Cyberbullying – against individuals)
3.​ “You see a pop-up saying ‘Congratulations! You won ₹10,000, click here.’”
○​ (Students respond: Scam – against property)
4.​ “A viral forward claims that a celebrity died, but it’s not true.”
○​ (Students respond: Fake news – against society)

Concluding Line:​
“See? Cybercrime has many faces, but they all affect us directly or indirectly. That’s why we
must stay alert.”

Trainer Notes:

●​ Encourage storytelling but don’t press students to share personal details.

●​ Validate responses: “Good point!” / “Yes, that’s common” to boost confidence.
●​ If students share sensitive incidents, acknowledge without going deep; redirect to
prevention tips later.
●​ Keep pace brisk but interactive to maintain energy.

3: Case Studies & Discussion

Duration: 10 minutes

Objective of this Chapter

●​ To help students relate to real-world incidents of cybercrime.

●​ To create empathy and awareness through storytelling.
●​ To guide students toward making safe and smart choices.
●​ To reinforce that reporting is always the best action.

Speaker Script
Case Study 1: Fake Account & Cyberbullying

Story (to be narrated slowly, like a story):​

“A 15-year-old student’s photos were stolen from her social media profile and used to create
a fake Instagram account. The fake account started posting hurtful messages and pretending
to be her. She was very upset and embarrassed, but with her parents’ help, she reported the
account to Instagram and the police. Within a short time, the fake account was removed.”

Interactive Question:​
“If this happened to your friend, what would you advise?

1.​ Stay silent,

2.​ Fight back online, or
3.​ Report it?”

Discussion & Guidance:

●​ Some students may say “fight back.” Acknowledge, but explain calmly why it’s
harmful.
●​ Emphasize that silence makes the bully stronger.
●​ Highlight that reporting is safe, legal, and effective.

Speaker Conclusion:​
“The safest and smartest choice is always to report. Fighting back only adds fuel to the fire,
and staying silent allows it to continue. Reporting protects you and others.”

Case Study 2: OTP Fraud (Cybercrime Against Property)

Story:​
“A student received a message from a number pretending to be her friend: ‘Send me your
OTP quickly, I need to recharge my phone.’ Without thinking, she shared it. Within minutes,
her UPI account was used to transfer money without her permission. She lost ₹2,000.”

Interactive Question:​
“What went wrong here? Could this happen to anyone? What should the student have done
instead?”

Discussion Points:

●​ Students should say: She should not have shared the OTP.
●​ Reinforce: Banks, apps, and genuine companies never ask for OTPs.
●​ Advise: Never share passwords, OTPs, or PINs—even with close friends.

Case Study 3: Online Gaming Scam

Story:​
“A 16-year-old gamer loved buying skins and coins in his favorite online game. One day, he
got a message: ‘Get free coins, just share your game login and password.’ Thinking it was
genuine, he shared his details. His account was hacked, all his coins were stolen, and his ID
was sold online.”

Interactive Activity:​
“Raise your hand if you’ve ever seen a message offering free game coins or rewards. Did
you trust it?”

Discussion Points:

●​ Many students will relate to this.

●​ Emphasize: If it sounds too good to be true, it probably is.
●​ Advice: Only buy from official platforms, never trust random links.

Case Study 4: Fake News Forward (Cybercrime Against Society)

Story:​
“A WhatsApp forward claimed that exams were canceled due to a sudden strike. Students
got excited and didn’t prepare for their test the next day. But the forward turned out to be
fake. The exam happened, and many students were unprepared.”

Interactive Question:​
“How many of you have ever believed a WhatsApp or Instagram forward, only to later find
out it was fake?”​
(Encourage hands up. This usually sparks laughter and connection.)

Discussion Points:

●​ Fake news misleads and causes chaos.

●​ Always verify information from official sources—school, teachers, or news websites.

Speaker Script (Closing This Chapter)

“These stories show us how cybercrime can affect anyone, students just like you. Whether it’s
bullying, money loss, gaming scams, or fake news, the one lesson we must remember is:
Think before you react, and always report instead of ignoring or fighting back.”

Extra Interactive Aspect (Quick Role Play)

●​ Ask 3 volunteers: one plays the victim, one the bully/scammer, one the helper/friend.
●​ Give them a 1-minute scenario (fake account, OTP fraud, or game scam).
●​ Ask the class: “What advice should the friend give the victim?”
 ●​ This makes the learning more engaging and memorable.

4: Spot the Risk – Learning to Identify Online Threats

Speaker Script

“Now that we know what cybercrime is, let’s see how alert we are in real life. Cybercriminals
often trick people by making things look normal or exciting, like free prizes, gaming coins, or
urgent messages. We call these red flags.

So let’s play a game: Spot the Risk! I’ll show you a few online situations, and you tell
me—safe or unsafe? And most importantly, what would you do in that situation?”

Sample Scenarios (to show as screenshots or read aloud)

1.​ WhatsApp Message:​

‘Send me your OTP quickly, I’ll help you recharge.’
○​ Discussion: “What’s wrong here?”
○​ Explanation: OTPs (One-Time Passwords) are private. If shared, scammers
can log into your accounts and steal money or data.
○​ Case Study: A college student once shared his OTP with someone pretending
to be his friend. Within minutes, his UPI account was emptied.

2.​ Instagram DM:​

‘Click here to claim your free prize!’
○​ Discussion: “Would you click? Why or why not?”
○​ Explanation: Fake prize links often install malware or steal login details.
○​ Case Study: A teenager clicked a “You’ve won a free iPhone” link. Instead of
a phone, her Instagram was hacked, and the hacker demanded money to give it
back.

3.​ Gaming Chat:​

‘I’ll give you free coins, just share your password.’
○​ Discussion: “What’s the risk here?”
○​ Explanation: Sharing passwords means giving complete control of your
account. Your progress, purchases, and even personal chats can be stolen.
○​ Case Study: A 14-year-old lost his gaming account with skins worth
thousands of rupees because he trusted a “friend” in the game.

4.​ Random Friend Request:

 ○​ Discussion: “Should you accept? What could go wrong?”
○​ Explanation: Unknown accounts can be fake profiles. They may later harass,
scam, or blackmail.
○​ Case Study: A girl accepted a request from someone who seemed like a
classmate. Later, that fake profile started demanding personal pictures,
threatening to post edited images.

Engagement Questions

●​ “Have you ever seen messages like these?”

●​ “Why do you think people still fall for these tricks?”
●​ “If you got such a message, what exact steps would you take?”

Key Lessons (to write on the board)

✅ Never share OTPs or passwords.​

✅ Don’t click suspicious links.​
✅ Don’t trust strangers online.​
✅ Always remember: Stop, Think, and Report.
Interactive Activity Extension (Optional)

●​ Role Play: Divide students into pairs. One acts as the “scammer,” the other as the
“student.” Show them scenarios (e.g., scammer asks for OTP). The “student” must
respond safely.
●​ Group Challenge: Split into teams. Read out situations quickly, and teams must shout
“SAFE” or “UNSAFE.” Points for correct answers.

Speaker Script (Conclusion)

“As you saw, online scams are not always easy to spot, but they almost always have one thing
in common—they ask for something private or too good to be true. If you’re ever in doubt,
the safest move is to Stop, Think, and Report.

Remember: Staying alert is the first step to staying safe online.”

5: Wrap-Up & Closing the Session (5–7 minutes)

Prerequisite-

Small quiz questions prepared (verbal, no need for paper)

Speaker Script (Recap)

“Alright everyone, let’s quickly recap today’s session before we close.”

●​ Cybercrime = crimes that use technology like computers, smartphones, or the

internet.
●​ Common threats for teens = cyberbullying, fake accounts, online scams, phishing,
and gaming frauds.
●​ Awareness is the first defense – if you know the risks, you can protect yourself.
●​ Always report suspicious activities – staying silent only helps the criminal, but
speaking up helps you and others.

(elaborate)

Closing Thought (Motivational)

“Your online identity is as important as your real-life identity. Protect it the same way you
protect your house keys or your wallet. Remember, the internet is powerful—but only if we
use it wisely.”

Interactive Reinforcement

1.​ Reflection Question (Think-Pair-Share)

○​ Ask: “What’s one safety rule you will start practicing from today?”
○​ Students first think individually (30 seconds), then share with the whole class.
2.​ Quick Quiz (Rapid Fire)
○​ Ask 3–4 quick questions:
■​ “Should you ever share your OTP?” (No)
■​ “What’s the best way to respond to cyberbullying?” (Report)
 ■​ “If a stranger sends you a link promising money or gifts, what do you
do?” (Don’t click / Report)
3.​ Pledge Activity (Optional for Impact)
○​ Speaker asks students to raise their hands and repeat:​
“I pledge to be safe, smart, and kind online. I will protect my identity, respect
others, and report when something is wrong.”

Speaker Script (Closing Goodbye)

“Thank you all for your active participation today. Remember, you are the first line of
defense against cybercrime. The choices you make online matter. Your awareness is your
strongest shield against this. Stay safe, stay alert, and help your friends stay safe too. See you
in the next session!”

Trainer Notes:

●​ Choose one or two interactive reinforcements based on available time.

●​ Keep the tone light, positive, and encouraging.
●​ Reinforce that students are empowered, not just vulnerable.
●​ If using the pledge, say it slowly and confidently so students can follow.
SESSION 2
 SESSION 2
TYPES OF CYBERCRIMES
Target Audience: Class 9–12 Students​
​
Objective:​
Help students recognize the most common types of cybercrime, understand how they
happen, and learn what to do when they face them.

🕒 Session Duration: 50 Minutes

Segmen Activity Duration

1 Explanation with Stories 20 min

2 Group Activity – Scenario Cards 20 min

3 Reflection & Discussion 10 min

1. Explanation with Stories (20 minutes)

Facilitator Goal: Simplify cybercrimes using real and relatable stories. Each type should
feel like “something that could happen to me or my friend.”

1.​Cyberbullying & Online Harassment

Cyberbullying means using technology — like social media, messaging apps, or online
games — to intentionally hurt, embarrass, or threaten someone.​
It can happen through:

●​ Mean or insulting messages/comments

●​ Spreading fake rumors
●​ Sharing private photos without consent
●​ Excluding someone from online groups
●​ Posting memes or videos to shame someone

👉 The key difference between teasing and bullying is repetition and intention — if it
happens again and again, or is meant to cause emotional pain, it’s cyberbullying.
Online harassment goes one step further — it includes threats, stalking, or persistent
unwanted contact.

📖 Story: Riya’s Experience

“Riya was added to a class group where a few classmates began sharing memes about her
looks. At first, everyone laughed and thought it was harmless fun. But soon, more people
joined in, and it became a daily thing — jokes, emojis, edited photos.

Riya started skipping school because she felt embarrassed and scared to face her
classmates. She stopped using her phone and even deleted her social media accounts.”

Pause here and ask the class:

●​ “How many of you think what happened to Riya was just a joke?”
●​ “Do you think the people sending memes realized they were bullying?”
●​ “What kind of impact do you think this might have on her mental health?”

Observe the answers and correct them if they are going in the wrong way.

⚖️ Legal Angle (simplified)

Tell students in brief that cyberbullying is not just “online drama” — it can be a
punishable offence.​
In India:

●​ Section 67 IT Act: Punishes posting obscene or offensive material online.

●​ Indian Penal Code (IPC): Sections like 354D (cyberstalking) and 507 (criminal
intimidation) can apply.
●​ POCSO Act: Covers any sexual harassment or exploitation of minors online.

This makes them aware that law protects victims and punishes bullies.

🌍 Real Example
Several students in India have faced severe consequences of cyberbullying.

●​ In 2020, a case from Delhi known as the “Bois Locker Room” incident involved
teens sharing inappropriate posts about classmates — it led to legal action and
school suspensions.
●​ In other cases, students faced depression or even dropped out of school due to
continuous online teasing.

Use this sensitively — the goal is not fear, but awareness and responsibility.

🎯 Interactive Cue
Ask: “How do you think Riya should respond?”

Possible answers (guide students toward these):

●​ Block or mute the bullies.

●​ Take screenshots as evidence.
 ●​ Report the messages to the app (Instagram, WhatsApp, etc.).
●​ Talk to a trusted adult — teacher, parent, counselor.
●​ Never respond with anger or revenge messages (it can escalate or backfire).

Facilitator follow-up:

“If you ever see someone being bullied online — even if it’s not you — what can you do?”​
Encourage active bystander behavior: report, support, speak up, or privately check on the
victim.

2.​ Fake Accounts & Identity Theft

Fake accounts and identity theft happen when someone pretends to be another person
online — using their name, photo, or personal details — to mislead others, spread false
information, or gain something (like money, attention, or trust).

It’s like someone wearing your face as a mask on the internet.

Common forms include:

●​ Creating fake Instagram or Facebook profiles.

●​ Using your name or number on WhatsApp or Telegram.
●​ Pretending to be a friend or teacher to get information.
●​ Using your photos or videos without permission.

👉 Even if it seems “harmless” or “for fun,” it can cause serious harm — emotional distress,
reputational damage, or even legal consequences.

📖 Story: Aarav’s Experience

“Aarav was a popular student and often posted photos from school events.​
One day, his friend sent him a screenshot — someone had made a fake Instagram
account with his name and profile picture.​
The fake account was messaging classmates, asking for money for a ‘charity drive,’ and
even posting edited images of Aarav.

Aarav was shocked — people thought he was doing all this. It took him weeks to clear the
misunderstanding and report the account.”

🌍 Real Example
There have been numerous real-life cases:

●​ In 2023, a fake account pretending to be an actress scammed fans into sending

money for “charity.”
●​ In several Indian colleges, fake student accounts have been created to spread

⚠️
rumors or post edited photos.
●​ Even celebrities regularly post “ Beware of fake accounts!” messages because
identity misuse is so common.

👉 The key lesson: If it can happen to public figures, it can happen to anyone.
⚖️ Legal Angle (Simplified for Students)
Tell them that Indian law recognizes identity theft as a cybercrime.​
Under the Information Technology Act, 2000:

●​ Section 66C – Punishes identity theft (using someone else’s password, photo, or
signature).
●​ Section 66D – Punishes cheating by personation using computer resources (e.g.,
pretending to be someone online).

👉 Offenders can face imprisonment up to 3 years and/or a fine up to ₹1 lakh.

Also, if someone uses another person’s photos or personal information to defame or harass,
IPC sections on defamation and harassment may apply

💡 Safety & Prevention Tips

1️⃣ Check before you connect:​
Don’t accept friend requests from accounts that look suspicious — few posts, new account,
no mutual friends.

2️⃣ Use privacy settings:​

Keep your social media profiles private, share photos only with people you trust.

3️⃣ Enable two-factor authentication (2FA):​

This adds an extra layer of protection to your accounts.

4️⃣ Report fake accounts immediately:​

Every platform (Instagram, Facebook, X, etc.) has a “Report” or “Impersonation” option.​
If serious, inform cyber police or the National Cybercrime Reporting Portal
([Link]).

5️⃣ Think before posting:​

Once your photo is online, it can be copied easily — be mindful about what you share
publicly.

🎯 Interactive Cue

Ask: “If you saw a fake account pretending to be your friend, what would you do?”​
Guide answers toward:

●​ Verify with your friend (offline or on a known number).

●​ Report the fake account (don’t message it directly).
●​ Warn others not to interact with it.
●​ Help your friend gather screenshots as proof.

Facilitator add-on:

“Remember, ignoring it allows the impersonator to keep acting as someone else. Reporting
protects not just one person, but everyone connected.”
🧩 Mini Activity: “Spot the Fake” (2–3 minutes)
How to Play:​
Show (or describe) two social media profiles:

●​ One is real (has older posts, verified followers, consistent activity).

●​ One is fake (recently made, very few posts, odd captions, wrong spellings).

🧐
Ask students:​
“Which one do you think is real, and how can you tell?”

Debrief:​
Highlight red flags — no mutuals, copied bio, new account, strange messages, or
inconsistent photos.

💬 Wrap-Up Key Messages

✅ Never pretend to be someone else online — it’s illegal.​
✅ Protect your photos and personal info — they are your digital identity.​
✅ Always report fake accounts, don’t ignore them.​
✅ Awareness is the first step to staying safe and authentic online.

3.​ Gaming Frauds

Gaming frauds happen when someone tricks players in online games to steal accounts,
money, or personal information.

Common tactics include:

●​ Fake websites or apps claiming free coins, skins, or in-game rewards.

●​ Phishing messages asking for login credentials.
●​ “Cheat codes” or hacks that require sharing account info.
●​ Fake tournaments or giveaways promising rewards if you pay a small fee.

👉 These scams target emotions — excitement, greed, or fear of missing out — to make
players act without thinking.

📖 Story: Rohit’s Experience

“Rohit loved playing Free Fire and had spent time leveling up his account. One day, he
received a message from a ‘pro gamer’ offering free diamonds if he logged in through a
special link. Excited, Rohit entered his login details. Within minutes, his account was hacked,
and all his in-game items were gone.

The scammer even tried to ask for money to ‘return’ the account. Rohit was devastated —
not only did he lose virtual items he had worked for, but he also felt betrayed and angry.”

🌍 Real Example
●​ In 2022, players of popular games like PUBG, Free Fire, and Mobile Legends
reported hacked accounts via fake reward links.
 ●​ Many scams are advertised on social media: “Claim free skins now!” — users who
click can lose accounts or personal data.

Lesson: If it looks too good to be true, it usually is.

⚖️ Legal Angle (Simplified)

Gaming frauds fall under IT Act 2000 and sections of IPC related to cheating:

●​ Section 66C IT Act: Identity theft, using login credentials of others.

●​ Section 66D IT Act: Cheating by personation using computer resources.
●​ Section 420 IPC: Cheating and dishonestly inducing delivery of property (can apply
if money is involved).

Even if it’s ‘just a game,’ hacking accounts or tricking someone into giving money is illegal.

💡 Safety & Prevention Tips

1️⃣ Never share login credentials:​
Your username/password is like a key to your house — keep it private.

2️⃣ Only trust official sources:​

Use the game’s official website, app store, or verified social media pages.

3️⃣ Enable two-factor authentication (2FA):​

Adds an extra layer of security for your gaming accounts.

4️⃣ Don’t click suspicious links:​

Even if it promises free items or rewards — check with a friend or verify online first.

5️⃣ Report scams immediately:​

Notify the game’s support team if someone tries to hack your account or cheat you.

🧩 Mini Activity: “Would You Click?” (2–3 minutes)

How to Play:

●​ Show students 3 short examples of gaming messages:

1.​ “Free 500 diamonds! Click here!”
2.​ “Congrats! You’ve won a tournament — login to claim.”
3.​ “Hey, do you want tips for level 20? Here’s a verified tutorial link.”

🧐
Ask students:​
“Which messages are scams, and which is safe?”

Debrief:

●​ 1 & 2 → scams (check official sources, never click).

●​ 3 → safe (link is verified and doesn’t require credentials).

💬 Wrap-Up Key Messages

✅ If it’s free and too good to be true — it probably is.​
✅ Protect your account credentials like your wallet.​
✅ Scammers exploit excitement — pause, verify, and report.​
✅ Share your knowledge with friends — awareness prevents hacks.

4. Online Grooming
Online grooming happens when a stranger builds trust with someone online—usually a
child or teen—with the goal of manipulating, exploiting, or harming them emotionally,
sexually, or financially.

Key points:

●​ Groomers often pretend to be friendly or supportive.

●​ They may flatter, compliment, or share secrets to build trust.
●​ Over time, they try to get private information, photos, or even money.
●​ Victims may feel special, pressured, or confused, which is why grooming works.

⚠️ Grooming is illegal and dangerous — it can lead to exploitation or blackmail.

📖 Story: Sneha’s Experience
“Sneha joined a fan group on Instagram. One user started messaging her privately,
complimenting her work and talking about shared interests.​
After weeks, he asked Sneha to send pictures of herself, saying it was ‘just for him.’ Sneha
felt conflicted and worried, but he kept pressuring her.​
She finally told her older brother, who helped report the account. The stranger was blocked
and reported, preventing further harm.”

🌍 Real Example
●​ Cases reported in India show that minors were groomed through social media
platforms, messaging apps, and online gaming chats.
●​ Quick reporting prevented exploitation in many cases.
●​ Awareness campaigns often use the message:

“Not everyone online is your friend — think before you trust.”

⚖️ Legal Angle (Simplified for Students)

●​ POCSO Act 2012: Protects minors from sexual exploitation and harassment online.
●​ Section 66E IT Act: Punishes the capture, publishing, or sharing of private images
without consent.
●​ Sections 67 & 67B IT Act: Punish obscene content or child pornography shared
online.
●​ IPC Sections 354D & 507: Cyberstalking, criminal intimidation, and harassment.

Emphasize: Grooming is serious criminal behavior, and victims are protected under Indian
law.
💡 Safety & Prevention Tips
1️⃣ Never share personal information:​
Avoid giving out phone numbers, address, school details, or photos to strangers.

2️⃣ Be cautious with compliments:​

Strangers praising or flattering excessively can be grooming.

3️⃣ Verify online friends:​

Ask a trusted adult before interacting with unknown online contacts.

4️⃣ Block and report suspicious users:​

All major platforms allow reporting accounts that behave inappropriately.

5️⃣ Talk to someone you trust:​

Parents, guardians, teachers, or counselors — don’t keep uncomfortable messages a
secret.

🎯 Interactive Cue
Ask students:

●​ “What would you do if a stranger keeps messaging you privately online?”

Expected responses:

●​ Stop replying.
●​ Take screenshots.
●​ Block the account.
●​ Inform a parent, teacher, or guardian.

Facilitator add-on:

“Even if the stranger seems nice or shares personal stories, don’t share your personal life
online. Trust offline verification over online familiarity.”

💬 Wrap-Up Key Messages

✅ Not all online friends are safe.​
✅ Groomers manipulate emotions and trust — stay alert.​
✅ Never share personal or private details online.​
✅ Block, report, and tell a trusted adult if someone is making you uncomfortable.​
✅ Awareness and open communication protect you from online predators.
 5. Phishing & Scams
Phishing is when cybercriminals pretend to be someone trustworthy—like a bank,
government agency, or online service—to trick you into sharing personal information,
passwords, or money.

Scams include:

●​ Fake emails or SMS messages claiming you’ve “won a prize”

●​ Pop-ups asking for login credentials
●​ Links to fake websites mimicking real ones
●​ Phone calls asking for OTPs, card details, or passwords

⚠️ The goal is usually stealing money, accounts, or identity. Even smart people can fall
for phishing because it looks official and urgent.

📖 Story: Mehak’s Experience

“Mehak received an email from what looked like her bank: ‘Your ATM card will be blocked.
Verify your details immediately.’​
Panicked, she clicked the link and entered her card number and OTP. Within minutes, her
bank account was emptied.

Later, she realized it was a phishing email — the sender’s email looked real but had a tiny
difference, like [Link] instead of [Link]. She had to report the
fraud to her bank and cyber police.”

🌍 Real Examples
●​ RBI and banks regularly warn about fake SMS/WhatsApp messages claiming
‘account blocked’.
●​ Many people lose money daily due to UPI, net banking, or payment app scams.
●​ Some phishing scams even look like Instagram, Amazon, or PayTM messages —
visually identical to real platforms.

⚖️ Legal Angle (Simplified for Students)

●​ Section 66C IT Act: Identity theft.
●​ Section 66D IT Act: Cheating by impersonation using computer resources.
●​ IPC Sections 420 & 468: Cheating and forgery.

Even if the scam is via email or SMS, it’s punishable by law.

💡 Safety & Prevention Tips

1️⃣ Verify before clicking:​
Check sender email or phone number. Official banks never ask for OTPs or passwords via
SMS/email.

2️⃣ Don’t share sensitive info:​

Passwords, PINs, OTPs, card numbers — never share online or over phone with strangers.
3️⃣ Look for signs of fake websites:​
Check URL spelling, HTTPS lock symbol, and site design.

4️⃣ Report suspicious messages:​

Banks have official “report fraud” numbers; social media platforms allow reporting phishing
attempts.

5️⃣ Pause before acting:​

Scammers thrive on urgency. Take a moment to verify before clicking or responding.

🎯 Interactive Cue
Ask:“You receive a message: ‘You’ve won ₹50,000! Click here to claim.’ What will you do?”

Expected answers:

●​ Don’t click the link.

●​ Verify the source with friends or official website.
●​ Report as spam.
●​ Never share personal/financial information.

Facilitator tip: Encourage students to think critically before responding to any urgent
online message.

🧩 Mini Activity: “Phishing or Legit?” (2–3 minutes)

Show two URLs — one real, one fake (e.g., [Link] vs
[Link]) and ask which looks suspicious.

💬 Wrap-Up Key Messages

✅ Phishing is designed to trick you emotionally — urgency, fear, or excitement.​
✅ Always verify the sender, link, and request.​
✅ Never share passwords, OTPs, or card details.​
✅ Reporting suspicious messages protects you and others.​
✅ Awareness is the best defense against online scams.

6. Financial Frauds
Financial frauds are scams where someone tries to steal your money or trick you into
sending money.

Common examples include:

●​ Fake payment screenshots to trick sellers or buyers.

●​ UPI or bank transfer scams — calls or messages claiming you owe money or “won
a prize.”
●​ Online shopping scams — fake websites or fake sellers.
●​ Loan or investment frauds — “Get instant loan” or “Double your money” schemes.

⚠️ These scams often rely on trust, greed, or fear, making people act without thinking.
📖 Story: Neha’s Experience
“Neha sold her old phone online. A buyer sent her a screenshot claiming payment was
done via UPI. Trusting the screenshot, Neha shipped the phone.​
Later, she realized the payment never went through — the screenshot was fake. She had
lost both the phone and potential payment.​
Neha reported the scam, but unfortunately, she couldn’t recover the phone.”

🌍 Real Examples
●​ Many people lose money every day due to fake UPI/Paytm/Google Pay messages
claiming prizes or refunds.
●​ Fake sellers on marketplaces like OLX or Facebook Marketplace often send fake
payment screenshots.
●​ RBI and banks regularly issue alerts about these scams, especially during festive
seasons.

⚖️ Legal Angle (Simplified)

●​ Section 66D IT Act: Cheating by personation using computer resources.
●​ Section 420 IPC: Cheating and dishonestly inducing delivery of property (applies to
money or goods).
●​ Section 66C IT Act: Identity theft — if someone uses your UPI or bank info.

Financial frauds are criminal offences, and reporting quickly can help prevent further
losses

💡 Safety & Prevention Tips

1️⃣ Always verify payments:​
Check your bank account before sending goods or confirming transactions.

2️⃣ Be skeptical of “too good to be true” offers:​

High discounts, free gifts, or large prizes often signal scams.

3️⃣ Never share UPI PIN or OTP:​

Banks will never ask for these via phone, SMS, or social media.

4️⃣ Use secure payment platforms:​

Stick to official apps and avoid direct transfers to unknown accounts.

5️⃣ Report fraud immediately:​

Notify your bank, platform (like OLX or Amazon), or the National Cybercrime Reporting
Portal.

🎯 Interactive Cue
Ask students:

●​ “You’re selling a phone online, and the buyer sends a screenshot claiming they’ve
paid. What will you do?”

Expected answers:
 ●​ Check the actual bank account balance.
●​ Verify the UPI transaction.
●​ Don’t ship before confirming.
●​ Report suspicious buyers.

Facilitator tip: Emphasize verification is your first defense.

💬 Wrap-Up Key Messages

✅ Always verify payments before sending goods or services.​
✅ Never share your UPI PIN, OTP, or banking details.​
✅ Scammers rely on trust and excitement — pause and check first.​
✅ Reporting fraud helps protect you and others.​
✅ Awareness is the strongest protection against financial scams.

🗣️ Transition Line:​
“Now that we know how these crimes look, let’s see if you can spot them in real-life-like
situations.”

2. Group Activity: “Scenario Cards” (20 minutes)

Setup:

●​ Divide the class into groups of 5.

●​ Give each group a Scenario (oral or displayed on screen).
●​ Scenario includes short situation and 2 tasks:
1.​ Identify the type of cybercrime.
2.​ Suggest what to do next (report, ignore, block, etc.)
🎯 Scenarios
Scenario Expected Answer Correct Action

A stranger with many mutual Possible Online Don’t accept. Verify mutuals,
friends sends a friend request. Grooming / Fake Profile report if suspicious.

Gaming buddy offers free coins Gaming Fraud / Phishing Never share login credentials;
if you share your login. report the user.

WhatsApp message: “Send Financial Fraud / Scam Ignore, report as spam.

₹100 to win ₹10,000.” Never share UPI info.

A fake account posts rumors Cyberbullying / Report, take screenshots,

about a classmate. Defamation inform teacher or authority.

Email asks for bank details “to Phishing / Financial Delete email; banks never
verify your account.” Fraud ask for details online.

Instructions for Groups:

1.​ Discuss type of crime.

2.​ Decide what action to take.
3.​ Present findings to the class.

Facilitator Role: Correct misconceptions, add legal context, emphasize prevention.

💡 Facilitator Tip:
To make it more fun, turn it into a mini quiz:

●​ Award stickers/stars to groups for correct answers.

●​ Use “buzzer” rounds if you’re using slides (e.g., show screenshots and ask
“Cybercrime or Not?”).
3. Reflection & Discussion (10 minutes)
🪞 Ask Students
​ 1. “Have you ever seen or experienced something similar?”

Encourage sharing personal experiences or incidents they’ve witnessed among

peers, in school, or online.

Facilitator tips:

●​ Validate responses — avoid shaming anyone for falling victim or making mistakes.
●​ Emphasize learning from each other’s experiences.

2. “Why do you think people fall for scams even when they know they look fake?”

Expected responses:

●​ Curiosity – wanting to see what happens.

●​ Greed – excited by “free rewards” or prizes.
●​ Lack of awareness – they don’t know what signs to look for.
●​ Trust in friends or peers – someone shared it, so it must be safe.
●​ Peer pressure – everyone else is participating, so they join in.

Facilitator cue: Highlight that scammers exploit emotions, trust, and social influence,
which is why even smart students can get tricked.

🎯 Key Takeaways
●​ Cybercrime is not always done by strangers — sometimes peers, classmates, or
online contacts are involved.
●​ Think before you click, post, or share — pause and ask: “Is this safe? Could it
harm me or someone else?”
●​ Always verify, report, and talk to someone you trust — parents, teachers, or
friends can help.
●​ Awareness is your first firewall — the more you know, the harder it is for
cybercriminals to trick you.

Facilitator tip: Use a visual metaphor like a firewall on a laptop — awareness and
caution are your strongest protection against attacks.

📢 Closing Script

“Cybercriminals use tricks — emotional, visual, and social — to fool you. They create
urgency, excitement, fear, or even peer pressure to make you act without thinking.
But when you learn to spot these tricks, when you pause before clicking, sharing, or trusting,
you’re already one step ahead.

Stay alert, stay kind, and stay cyber smart!”

🌟 Optional Add-ons (If Time Permits or for Extended Sessions)

​ 1. Mini Quiz (5 mins):

●​ Format: “Which type of cybercrime is this?”

●​ Give short scenarios and ask students to vote: Cyberbullying, Fake Account,
Phishing, Gaming Fraud, etc.
●​ Tools: Kahoot, Mentimeter, or simple hand-raise votes.
●​ Example scenario: “A WhatsApp message says: ‘Send ₹50 to win ₹10,000.’” →
Students identify it as Financial Fraud / Scam.

​ 2. Visual Game:

●​ Show screenshots of real vs fake profiles, URLs, or payment confirmations.

●​ Ask students: “Which one is real? Which one is fake?”
●​ Debrief: Discuss red flags like misspellings, suspicious URLs, new accounts with few
posts, or fake payment screenshots.

Facilitator Notes:

●​ This section should be interactive and reflective, allowing students to connect the
content to their real-life experiences.
●​ Keep energy high at the end — aim for a mix of discussion, fun visuals, and
action-oriented takeaways.
●​ Reinforce that cyber safety is ongoing, not just a one-time lesson.
SESSION 3
 Session 3
Safe Practices & Digital Hygiene
Duration: 40 minutes​
Target Group: Students of Class 9th–12th​
Objective:​
To help students understand and adopt safe online habits in their daily digital life — from
setting strong passwords to protecting personal data — through fun, relatable, and
interactive activities.

Session Flow at a Glance

Segment Duration Format Focus

1. Warm-up Icebreaker 5 min Interactive game Set mood & curiosity

2. Interactive Talk 20 min Discussion + Teach core safe

Examples practices

3. Activity: “Digital Safety 10 min Group Activity Reinforce learning

Checklist” creatively

4. Roleplay: “Defend Yourself 10 min Fun enactment Practice real-life

Online” responses

5. Wrap-up & Charter Display 5 min Discussion Reflection & commitment

Detailed Module Plan

1. Warm-Up Icebreaker (5 minutes)

Objective: Grab attention and make students comfortable talking about online behavior.

Activity: “Truth or Trap?”

●​ Ask 4–5 quick questions and tell students to shout “SAFE” if it’s a good practice or
“TRAP” if it’s unsafe.
 ●​ Sample prompts:
○​ “Sharing your password with your best friend!”
○​ “Using your pet’s name as your password!”
○​ “Logging out after using a public computer!”
○​ “Clicking a link saying you won ₹10,000!”
○​ “Enabling 2FA on your Instagram!”

Facilitator Cue:​
“See? You already know a lot about staying safe online! Now let’s learn how to make it a
daily habit.”

Props Needed:

●​ A bell or buzzer for “SAFE” vs “TRAP” responses (optional but fun)

●​ Slides or posters showing each statement

2. Interactive Talk – “Your Online Armor” (20 minutes)

Goal: Explain the key safe practices in simple, relatable language with examples.

Key Topics to Cover:

1.​ Strong Passwords

○​ Ask: “Who here uses their birthday or name as a password?”
○​ Explain why it’s risky- “When you use simple passwords like your name,
phone number, or date of birth — you make it very easy for someone to
guess. Hackers today use software that can try thousands of passwords per
second.​
If your password is short or predictable, it’s like giving them the answer key!”

Example:

Weak: rahul2008 (easy to guess, based on DOB)

Strong: R@h!L_playsGtr2025 (mix of cases, symbols, and personal creativity)

○​ Tip: How to Create a Strong Password (Interactive Explanation)

Trainer:​
“Let’s make a strong password together!​

✅
You just need three things:​

✅
At least 12 characters​

✅
A mix of letters (A–Z), numbers (0–9), and symbols (!, @, #, $)​
Something only you can remember”

Example Activity:​
“Think of a sentence you’ll never forget.​
For example:​
‘I love cricket and my team CSK rocks!’ → becomes →
ILuvC&myTmCSK#2025!​
That’s long, strong, and still easy to recall for you!”
 ○​ Explain to them about tools to check whether their passwords are strong or
weak- tools like Bitwarden

🪥
○​ Fun analogy: “Your password is like your toothbrush —​

🪥
Don’t share it with anyone.​

🪥
Change it regularly.​
And keep it clean — no common names or birthdates!”
○​ Mini Game – 2 minutes

Trainer says:​
“Alright, I’ll read out a few passwords — you tell me if they’re Strong or
Weak!”​
Examples:

Anshita123 → Weak

ILuvMyDog@2024 → Strong

password → Very Weak

Th!nkSm@rt#09 → Strong

Students respond loudly (“Weak!” “Strong!”) — keeps the energy high.

2.​ Two-Factor Authentication (2FA)

○​ Demonstrate using a slide or image.​
Trainer says:​
“Imagine your front door has one lock. If someone steals your key, they can
easily get inside, right?”

Pause for students to nod or respond.

“Now imagine you add a second lock — one that needs your fingerprint or
face.​
Even if they get your key, they still can’t enter!”

Trainer continues:​
“That’s exactly what Two-Factor Authentication, or 2FA, does for your online
accounts.”

○​ Explain: “Even if someone knows your password, they can’t enter without the
OTP or app code. When you log in to an app or website with your password,
it asks for a second step — maybe an OTP, a verification code, or a
face/fingerprint scan. That second factor proves it’s really you trying to log in
— not a hacker pretending to be you!”
○​ Example: “Think of it as a lock and key system — your password is the lock,
OTP is the key.”​
Trainer:​
“Let’s say your Instagram password accidentally got leaked or someone
guessed it.​
If your 2FA is ON, Instagram will ask for a special code sent to your phone or
 🚫📱”
email.​
The hacker doesn’t have your phone — so they’re locked out!

Ask students:​
“How many of you have ever received an OTP while logging into Instagram,
Gmail, or WhatsApp?”​
(Let them raise hands. Encourage them to share experiences.)

○​ Fun analogy:​
“Think of 2FA as the seatbelt for your password!​
You might not need it every day, but when there’s a crash — it saves you!”

🔑
Or​

🚪
“Your password is your house key .​
2FA is the guard at your door who says,​
‘Wait, let me check if you really live here!’

Trainer concludes:​

✅
“So, remember —​

✅
Password = your first lock.​
2FA = your second lock.​
Together, they make your account hacker-proof!”

“When you turn on 2FA, you’re not just logging in — you’re locking out the
bad guys.”

3.​ Beware of Unknown Links

○​ Start with asking questions like:​

🎁
“Has anyone here ever received a message that said —​

🎮
‘You’ve won a free iPhone!’​

💰
‘Click this link to get free game coins!’​
‘Your bank account will be blocked unless you verify now!’”

continues:​
“Those are traps — digital traps — made to make you click without thinking!
These fake links are one of the easiest ways hackers steal your information.”

○​ Explain- “When you click a fake link, it can:

Steal your personal information, passwords, or OTPs

Install viruses or spyware on your device

Or even make you send money to fraudsters without realizing it!”

“Basically — one wrong click, and boom! 💥 — your data, your photos, or
your money could be gone.”

○​ Key elements to share​

“To stay safe from fake links, follow these rules:”
○​ Check before you click:​
Hover or hold on a link — see if it looks strange or has spelling errors.
 ○​ Don’t trust offers that sound too good to be true.​
If someone promises a free phone or lottery, it’s usually a scam.
○​ Never click on random links sent via DM, email, or WhatsApp — even if
it looks like it’s from a friend.​
Their account could be hacked!
○​ Always go directly to the official app or website instead of clicking links.
○​ Interactive Mini-Demo

Option 1 – Visual (if using projector):​

Show two links side by side:

[Link] ✅ (Real)
[Link] ❌ (Fake)
Ask: “Which one would you click?”​
​

○​ Option 2 – Roleplay (if offline):​

Have one student play the “Phisher” sending a message:

§ “Click this link to win ₹10,000 recharge!”​

Another plays the “Victim.”​
Ask the class: “Should they click or ignore?”​
Let students discuss — then explain the safe choice.

○​ Fun analogy:​
“Imagine someone knocks at your door saying,​
‘I’m from your school, please give me your house keys!’​
Would you open the door? Of course not!​
Then why would you open strange links online?”

💡 “Links are like doors — open only the ones you trust.”
○​ Explain phishing— “Phishing means when someone tries to trick you into
giving personal information — like passwords, OTPs, or bank details — by
pretending to be a trusted person or company.”

“They ‘fish’ for your information — like how we fish for fish — by using bait.​
The bait could be a fake message, a fake website, or an exciting offer.”

“If it sounds too good to be true, it probably is!”

4.​ Privacy Settings

○​ Ask: “How many of you have your social media set to the public?”

Go like- “Alright! Now imagine this — a stranger you’ve never met is scrolling
through your photos, watching your stories, and knows what school you go to,
what your dog’s name is, and even where you hang out after class.”

“That sounds a bit creepy now, doesn’t it?”

 ○​ Show how strangers can misuse information.

When your account is public, anyone — even people you don’t know — can:

○​ Screenshot and misuse your pictures

○​ Create fake accounts using your photos
○​ Track your location through tags or posts
○​ Send you spam or harmful links”

“Keeping your account private doesn’t mean you’re boring — it means you’re
smart!

Practical Tips to Share

✅ Keep your account private.​

✅ Approve followers carefully — if you wouldn’t talk to them in real life, don’t
✅ Turn off location tagging in posts.​
follow them online.​

✅ Don’t overshare personal details (address, phone, school, etc.).​

✅ Review your followers every few months.
○​ Activity: Have students check their privacy settings later as homework.

🏠
○​ Fun analogy:​
“Your social media account is like your house .​
Would you leave your door open for anyone to walk in and look around? No!​
So, don’t leave your account open for strangers either.”

💬 “Lock your digital doors — keep your account private!”

5.​ Think Before Sharing
○​ Ask:

“Who here loves posting pictures or stories online?”​

(Wait for raised hands — most will!)​
“Now tell me — would you post your home address, ATM PIN, or school ID
online?”

Let them respond “No way!”​

Then say:

“Exactly! But sometimes, without realizing it, we actually share that kind of
information through our photos, captions, or check-ins.”

“Would you post your home address or school ID online?”

○​ Explain with real examples​

Example 1:

“Let’s say you post a picture outside your school gate with the board visible —
anyone online can know where you study.”

Example 2:
 “If you post ‘Heading to Goa tomorrow!’ – you’ve just told strangers your
home will be empty.”

Example 3:

“If you upload your report card, it shows your full name, roll number, school
name — all details that can be misused.”

○​ Explain- “Every photo, comment, or check-in you share online becomes part
of your digital footprint, a trail that’s hard to erase, just like footprints in sand.
Even deleted posts can resurface through screenshots or backups. For
instance, sharing a picture with your school badge or posting your location
reveals personal details to strangers. Together, these clues build your online
identity and can be misused. So, always think before you share, once it’s
online, it’s rarely truly gone.

6.​ Never Share OTP or Banking Info

○​ Start with questions- “Has anyone ever received a call, message, or
WhatsApp saying:

‘Hello, we’re from your bank. Please share your OTP to verify your account.’​
What would you do?”

○​ Explain- “Banks, UPI apps, or payment systems never ask for OTPs, PINs, or
passwords over a call or message.​
Sharing even a single OTP can let someone steal money from your account
immediately!”

Example:

“Rahul got a call claiming to be from his bank. He shared his OTP — in 5
minutes, Rs. 5,000 was withdrawn from his account. All because he trusted
the caller.”

○​ Roleplay small scenario:​

Setup:
○​ Ask for 2–3 volunteers.
○​ Give one student the role of the “cybercriminal” and the other the “victim.”

Scenario:

○​ Cybercriminal: “Hello, we’re from your bank. Please share the OTP sent to
your phone.”​
Victim: Must respond safely.

Guidance for Students:

○​ Don’t share OTP.

○​ Ask for proof of identity.
○​ Hang up and report suspicious calls/messages.
 Repeat with 2–3 different scenarios:

○​ “Click this banking link to verify your account.”

○​ “Send me your UPI PIN; I need to help you recover your account.”
○​ Facilitator Explains Correct Responses after each roleplay.
○​ Fun Analogy- “Your OTP is like a magic key that opens your money.​
Would you give your house key to a stranger over the phone? No!​
Then why share your OTP?”

✅
○​ Key points​

✅
Banks never ask for OTPs or passwords.​

✅
Always verify calls/messages independently.​
Report suspicious messages immediately.

“Remember: OTPs are private, just like your wallet or PIN. Keep them safe!”

3. Activity: “Digital Safety Checklist” (10 minutes)

Objective: Reinforce safety practices through a creative class activity.

Setup:

●​ Divide class into small groups (4–5 students each).

●​ Give each group chart paper or sticky notes and markers.

“Now that we’ve learned about passwords, 2FA, privacy, and safe sharing, it’s time to
put it all together!​
We’ll create our very own Class Cyber Safety Charter — a list of tips and promises
we all agree to follow.”

Explain:

●​ Each student will write one online safety tip they already follow or will start following.
●​ We’ll collect all tips and display them as a big Charter on the classroom wall.

Materials Needed:

●​ Chart paper, markers, sticky notes, tape

●​ Stickers/stamps for best tips (optional reward)

Instructions:

1.​ Each student writes one online safety tip they personally follow or will start on sticky
note or small card.
○​ Examples:
■​ “Never share passwords.”
■​ “Use strong passwords.”
■​ “Don’t share OTPs.”
■​ “Check URLs before clicking.”
 2.​ Collect all notes and make a big chart titled:​
“Our Class Cyber Safety Charter”
3.​ Stick it on the classroom wall.

Facilitator Task:

●​ Students vote for the most practical or clever tip — winner gets a sticker or small
prize.
●​ Read out 3–4 best/funniest/most creative tips aloud.
●​ Encourage applause and participation.

4. Roleplay: “Defend Yourself Online” (10 minutes)

Objective: Let students act out cyber risk situations and learn safe responses.

Setup:

●​ Ask for 3–4 pairs of volunteers.

Instructions:

●​ One student plays a Cybercriminal, the other a Victim.

●​ Give each pair a short situation (you can whisper or hand them cue cards).

Sample Scenarios:

1.​ “Hi, I’m from your bank. Please share your OTP to verify your account.”
2.​ “Click this link to claim your prize money.”
3.​ “Hey, send me your exam login password, I’ll help you.”
4.​ “Let’s meet — I’m your online gaming friend.”

Task:​
Victim must respond safely (by refusing, reporting, or verifying).​
After each, facilitator pauses and explains the correct response.

Example Facilitator Debrief:​

“Great! The victim didn’t share their OTP and reported the fake call — that’s exactly what a
cyber smart student would do!”

Props Needed:

●​ Cue cards with scenario prompts

●​ Optional costume props (cap for “cybercriminal,” badge for “cyber defender”)​
(Kids love it!)

5. Wrap-Up & Commitment (5 minutes)

Activity: “One Promise for My Online Safety”

 ●​ Ask each student to stand and say one sentence starting with:​
“From today, I will…”​
(e.g., “From today, I will not click unknown links.”)

Facilitator Summary:​
“Online safety isn’t just about tools — it’s about habits.​
Remember: Protect your password, stay alert, and think before you click!”

End with:

“Be Cyber Smart, Be Cyber Safe!”

Trainer Tips for Engagement

●​ Keep a friendly and energetic tone — not lecture-style.

●​ Use real-life relatable examples (Instagram, UPI scams, gaming invites).
●​ Encourage students to share personal experiences of spam or scams.
●​ Conclude with group selfie under the “Cyber Safety Charter” banner.
SESSION 4
 Session 4
Laws, Reporting & Wrap-up (75 Minutes)
Objective:

To build awareness among students about existing cyber laws, empower them to report
online crimes confidently, and ensure they understand the importance of responsible and
safe online behaviour.

NOTE: For this session, it is important that you go through the laws and reporting
portals yourself to gain hands-on understanding of all the components covered.

Session Breakdown

Sectio Activity Duration

n

1 Awareness Talk – Laws & Reporting 20 min

2 Demonstration – Cybercrime Reporting Portal 15 min

3 Mock Reporting Activity 20 min

4 Q&A + Reflection 15 min

5 Closing Pledge 5 min

1. Awareness Talk: Laws & Reporting (20 minutes)

Purpose:

To make students aware that the internet is not a lawless space — legal frameworks exist to
protect them. This section helps them understand the main laws that cover online safety, the
importance of reporting cybercrime, and where to seek help.
A. Understanding Cyber Laws

1. The Information Technology (IT) Act, 2000

The Information Technology Act, 2000 is India’s main law governing digital activities, online
communication, and electronic records.​
It was enacted to promote safe use of technology and to ensure that the internet, emails,
and digital transactions are used responsibly and lawfully.

The IT Act defines what is considered a cybercrime, lays down the responsibilities of internet
users, and specifies penalties for violations. It empowers authorities to investigate, prevent,
and punish crimes committed through computers, smartphones, or the internet.

Purpose of the IT Act:

1.​ To provide legal recognition to electronic records, emails, and digital signatures.
2.​ To protect individuals and organizations from misuse of technology.
3.​ To ensure accountability for actions taken in the digital world.
4.​ To punish offenders who use computers or the internet for unlawful activities.

Major Areas Covered Under the IT Act

1. Hacking

Definition:​
Hacking means unauthorized access to someone’s computer, social media account, or
email system, often with the intention to steal, damage, or misuse information.

Example:

●​ Logging into someone else’s Gmail, Instagram, or WhatsApp without permission.

●​ Modifying or deleting someone’s data or photos from their device.

Punishment:​
Under Section 66 of the IT Act, hacking is punishable with imprisonment up to 3 years, a
fine up to ₹5 lakh, or both.

2. Data Theft

Definition:​
Data theft means stealing, copying, or transferring personal or confidential information
without the owner’s consent. This could include passwords, bank details, documents, or
even photos.

Example:
 ●​ Taking screenshots of private messages or photos and sharing them without
permission.
●​ Copying someone’s business data or project files without authorization.

Punishment:​
Under Section 43(b) and 66, offenders can face fines and imprisonment up to 3 years.

3. Online Fraud

Definition:​
Online fraud includes any deceptive activity conducted over the internet to cheat people
or organizations, often involving money or sensitive information.

Common types include:

●​ Phishing: Fake emails or messages that trick users into sharing passwords or
OTPs.
●​ Fake job offers or lotteries: Asking for “registration fees” for a fake job or prize.
●​ E-commerce scams: Taking money for products that are never delivered.
●​ Investment frauds: Promising unrealistic profits through fake online schemes.

Example:

●​ Receiving an email saying “Your bank account will be blocked, click this link to verify.”
●​ Getting a call offering a part-time job but asking you to pay first.

Punishment:​
Depending on the nature and value of the fraud, imprisonment can go up to 7 years under
Sections 66D (cheating by impersonation) and 420 of the Indian Penal Code (when
linked with the IT Act).

4. Identity Theft

Definition:​
Identity theft means using someone else’s personal information, photos, or identity
without permission — usually to deceive or defame them.

Example:

●​ Creating a fake Instagram or Facebook account using someone else’s name and
photos.
●​ Pretending to be someone online to send messages, threaten, or trick others.
●​ Using another person’s digital signature or Aadhaar for fraudulent purposes.

Punishment:​
Under Section 66C, offenders can face up to 3 years imprisonment and a fine up to ₹1
lakh.
Other Important Sections of the IT Act

Section Offence Punishment

Section Tampering with computer source code Imprisonment up to 3 years / fine

65 up to ₹2 lakh

Section Violation of privacy (sharing private Up to 3 years imprisonment / ₹2

66E photos/videos without consent) lakh fine

Section Publishing or transmitting obscene material Up to 5 years imprisonment /

67 in electronic form ₹10 lakh fine

Section Power to block websites that promote illegal Government authority provision
69A or harmful content

In Summary

The IT Act ensures that:

●​ All online activities are accountable.

●​ Every individual’s privacy and data are protected.
●​ Digital crimes are punishable just like crimes in the physical world.

Facilitator Talking Points:

●​ “The IT Act is like a rulebook for our digital world — it keeps the internet safe and
fair.”
●​ “Even a simple act like using someone’s photo without permission can be legally
punishable.”
●​ “When we post, share, or forward something online, we must act responsibly —
because laws apply there too.”

2. The Protection of Children from Sexual Offences (POCSO) Act,

2012
The Protection of Children from Sexual Offences (POCSO) Act, 2012 is a special law
designed to protect children (anyone below 18 years) from sexual abuse and exploitation —
both offline and online.

It was created because children often do not know how to protect themselves or report such
incidents, and they need a law that ensures confidentiality, safety, and swift justice.
Purpose of the POCSO Act

1.​ To protect children from all forms of sexual abuse, whether physical or digital.
2.​ To punish offenders who exploit, harass, or harm children online or offline.
3.​ To ensure that children are supported, respected, and not blamed if they experience
abuse.
4.​ To make the reporting process child-friendly and confidential, so children feel safe
coming forward.

Who is Protected Under POCSO

●​ Any person below the age of 18 years, regardless of gender.

●​ The law applies to all — boys, girls, and gender-diverse children.
●​ Protection covers all spaces — home, school, internet, mobile, and social media.

Forms of Offences Covered Under POCSO

1. Physical Abuse

Any unwanted or forced physical contact of a sexual nature is a serious offence.

●​ Examples: Touching private parts, inappropriate touching, or forcing physical acts.

2. Verbal or Non-Physical Abuse

Using sexually suggestive or inappropriate language, jokes, or comments toward a child.

●​ Example: Making indecent remarks online, in person, or over calls/messages.

3. Online or Digital Abuse

This includes all forms of sexual exploitation or grooming through the internet.

●​ Sending obscene photos or videos.

●​ Asking for inappropriate pictures.
●​ Making threats or blackmailing with private photos.
●​ Creating fake profiles to harass or exploit minors.

4. Showing or Circulating Obscene Content

Sharing, forwarding, or showing any pornographic or indecent images/videos of minors is

strictly punishable.​
Even saving or sharing such content, even “as a joke,” is a serious offence.
How POCSO Protects Children Online

Under the POCSO Act:

●​ Any form of online sexual communication, grooming, or exploitation is treated as

serious criminal behaviour.
●​ The law applies even if the abuse happens through text messages, video calls, or
social media.
●​ Both the person committing the act and anyone helping them (by sharing or
encouraging) can be punished.

Punishments Under the POCSO Act

Type of Offence Punishment

Showing or sending obscene material to a Up to 3 years imprisonment and fine

child (Section 11)

Using a child for pornographic purposes Up to 5 years imprisonment (first offence), 7

(Section 13–15) years for repeat offence

Sexual assault or harassment (Section 3 to 7 years imprisonment and fine

7–10)

Aggravated sexual assault (by a teacher, 5 years to life imprisonment

relative, or police officer)

Failing to report an offence (Section 21) Up to 6 months imprisonment or fine

Important Safeguards Under POCSO

1. Confidentiality

●​ The child’s name, photos, or details cannot be revealed in media or public.

●​ All reports and investigations are conducted discreetly to protect the child’s identity.

2. Mandatory Reporting

●​ If any adult, teacher, or parent becomes aware of a child being abused, they are
legally required to report it to the authorities or the cybercrime portal.
●​ Failure to do so can result in punishment under the Act.
3. Child-Friendly Process

●​ Police must record the child’s statement in plain language and in a safe space.
●​ The child does not need to go to a police station if it makes them uncomfortable.
●​ Courts must ensure that cases are resolved quickly and respectfully.

Example Scenarios to Discuss with Students

1.​ Example 1: Online Grooming​

A stranger sends friendly messages to a 14-year-old, slowly gaining trust and asking
for personal photos.
○​ This is online grooming and is punishable under POCSO.
○​ The child should stop communication immediately and report via
[Link].
2.​ Example 2: Sharing Photos Without Consent​
A classmate shares another student’s edited or private photo in a group chat.
○​ This is sexual harassment and image misuse under POCSO and the IT Act.
○​ The incident can be reported anonymously and handled confidentially.
3.​ Example 3: Inappropriate Messages on Social Media​
If a minor receives obscene messages or content from anyone, even a known
person,
○​ It must be reported immediately to parents/teachers and through the
cybercrime portal.

B. How to Report a Cybercrime

Encourage students to take action if they or their friends face any form of cyber abuse.

Reporting Options:

1.​ National Cybercrime Reporting Portal:

○​ Website: [Link]
○​ This is a government-managed, safe, and confidential platform to report
all online crimes — from financial fraud to online harassment.
2.​ Local Police or Cyber Cell:
○​ Every district has a Cyber Cell within the police department.
○​ Victims can visit in person, even if they don’t have full evidence.
3.​ Trusted Adult or Teacher:
○​ Always inform a parent, guardian, or teacher before or after reporting.
○​ Adults can help with filing the report and keeping records safely.
Facilitator Script Example:

“Laws exist to protect you. No matter what happens online — whether someone makes fun
of you, steals your photos, or spreads rumours — you can report it safely. Reporting helps
you and prevents others from being hurt too. Remember: reporting is confidential, and you
are never alone.”

2. Demonstration: Cybercrime Reporting Portal (15

minutes)
Purpose of this Segment

The goal of this session is to familiarize students with the national cybercrime reporting
system, so they know how to act if they or someone they know faces cyber harassment,
fraud, or online abuse.

Students will learn to navigate the official government portal, understand what kind of
evidence to collect, and recognize that reporting is simple, confidential, and safe.

Facilitator Preparation

Before the session:

●​ Visit [Link] to understand the portal’s layout.

●​ Take screenshots of key steps (avoid submitting any live reports).
●​ Prepare a step-by-step slideshow or printed visuals to show students.
●​ Keep examples ready: fake social media accounts, online scams, or offensive
messages.

Facilitator Opening Script

“Many people think that reporting cybercrimes is complicated or risky.​

But the truth is, India has a secure online portal that anyone — including students — can
use to report online abuse safely and confidentially.​
Let’s see how it works step by step.”
Step-by-Step Demonstration Guide

🔹 Step 1: Open the Website

Website: [Link]

Explain:

●​ This is India’s official National Cybercrime Reporting Portal, launched by the Ministry
of Home Affairs under the Government of India.
●​ It is meant for citizens to report any kind of cybercrime, especially those affecting
women and children.

Facilitator Tip:​
Show the homepage

🔹 Step 2: Choose the Type of Crime

The homepage gives two main options:

1.​ “Report Women/Child Related Crime”​

→ Use this option if the case involves harassment, abuse, or sexual exploitation
online.​
Examples:
○​ Someone sends obscene photos or videos.
○​ A fake account is spreading indecent content of a girl or a child.
2.​ “Report Other Cyber Crimes”​
→ Use this for crimes like fraud, hacking, fake profiles, identity theft, or phishing.​
Examples:
○​ Someone hacked your email or Instagram.
○​ You were tricked by an online shopping scam.

Facilitator Note:​
Explain that selecting the correct category helps the system forward the complaint to the
right police department faster.

🔹 Step 3: Read the Guidelines

Before filing a complaint, a short advisory appears.​
It explains:

●​ Your information will be kept confidential.

●​ You should provide accurate and truthful details.
●​ Submitting a false complaint is a legal offence.

Encourage students to read carefully and click “I Accept” to proceed.

Facilitator Note:​
Reassure students that “confidential” means their name and personal details will not be
disclosed publicly.

🔹 Step 4: Create an Account / Log In

You must log in to file a complaint.​
The process is quick and secure.

Steps:

1.​ Click “File a Complaint”.

2.​ Enter your mobile number or email ID.
3.​ An OTP (One-Time Password) will be sent.
4.​ Enter the OTP to log in.

Why this step?​

It ensures that the person submitting the report can be contacted for updates and to prevent
spam or false reports.

Facilitator Tip:​
Emphasize that you don’t need to share personal data like Aadhaar or PAN — only contact
details for verification.

🔹 Step 5: Select the Type of Incident

Once logged in, the portal will display a menu with various categories of cybercrimes, such
as:

●​ Cyberbullying / Stalking / Harassment

●​ Fake Profile / Impersonation
●​ Hacking / Data Theft
●​ Online Financial Fraud
●​ Online Trafficking / Exploitation
●​ Obscene Content / Child Pornography

The user must select the category that best matches their problem.

Example for students:

“If someone created a fake profile using your photo, you should select Fake Profile / Identity
Theft.”

🔹 Step 6: Fill in Complaint Details

Students should be shown how to write a short, clear, factual description of what happened.​
Encourage them to avoid emotional or vague language and instead provide clear
information.
Details to include:

1.​ Incident Description:

○​ What happened
○​ When (date/time)
○​ On which platform (Instagram, WhatsApp, YouTube, etc.)
2.​ Victim Details:
○​ Only if you’re comfortable (name, age, contact email/number)
3.​ Suspect Information:
○​ If known (username, profile link, or email address)

Facilitator Example:

“On 18 October, someone created a fake Instagram account using my name and photos.
They are sending messages to my friends pretending to be me.”

Facilitator Tip:​
Remind them: Be honest, accurate, and specific — short statements are more effective.

🔹 Step 7: Attach Supporting Proof

The portal allows you to upload digital evidence.​
This helps police verify the incident faster.

Proof can include:

●​ Screenshots of the fake account, messages, or posts

●​ Links (URLs) to the offending content
●​ Copies of emails or chats

File formats supported: JPG, PNG, PDF, MP4, etc.

Facilitator Guidance:

●​ Tell students never to edit or delete messages before taking screenshots.

●​ Always include timestamps or profile names in the image.
●​ If they can’t upload immediately, they can note down the links.

🔹 Step 8: Submit the Complaint

After filling in all the fields and uploading proof:

1.​ Click “Submit”.

2.​ The system will generate a Complaint Reference Number (Complaint ID).
3.​ This ID allows the complainant to track the status of their case.

Facilitator Tip:​
Tell students to write down or take a screenshot of their Complaint ID — it’s like a digital
receipt for their report.
🔹 Step 9: Track the Complaint
Later, users can log in again to the same portal and:

●​ Click “Check Status”

●​ Enter the Complaint ID
●​ View the progress or any follow-up messages from authorities

Facilitator Reminder:​
Explain that cybercrime cases may take time because they involve technical investigation,
but every registered complaint is officially recorded and traceable.

Important DOs and DON’Ts While Reporting

DOs DON’Ts

Collect and save all screenshots or URLs Don’t delete the offensive content — it’s
before reporting. your evidence.

Inform a trusted adult or teacher before filing. Don’t confront or reply to the abuser
directly.

Use accurate and respectful language in the Don’t exaggerate or guess unknown details.
report.

Keep your complaint ID safe. Don’t share your login or OTP with anyone.

Check the portal for updates. Don’t lose patience — investigation takes
time.

Facilitator Talking Points

●​ “This reporting process is completely free, safe, and confidential.”

●​ “Every complaint is automatically forwarded to the nearest police cyber cell for
action.”
●​ “Even if you make a mistake in the report, you can edit or clarify it later.”
●​ “Don’t be scared to report. The portal exists to protect, not punish.”
Optional Mini-Activity (5 minutes)

Ask students:

“If you had to report a fake profile, what 3 pieces of information would you include in your
complaint?”

Expected answers:

●​ Username of the fake account

●​ Screenshot of the account/profile
●​ Link to the page or post

Use this to reinforce how evidence supports their report.

Facilitator Wrap-Up Script

“The internet should never be a place of fear.​

If someone misuses your photos, threatens you, or cheats you online — speak up and
report.​
The government’s cybercrime portal is here to protect you.​
You don’t have to face it alone — report, record, and reach out.”

3. Mock Reporting Activity (20 minutes)

Purpose:

To help students practice identifying a cybercrime, collecting evidence, and outlining correct
steps to report it confidently.

Facilitator Introduction (2 minutes)

“We’ve just seen how the cybercrime reporting portal works.​

Now, let’s practice what you would do if something like this happened in real life.​
Remember, this is a mock exercise — no real data will be used. The goal is to learn the
process, step by step.”
Scenario for the Activity

Scenario Title: “Someone made a fake account of you.”

Situation:

A student discovers that a fake social media account has been created using their name and
photos. The fake account is sending inappropriate messages to friends and classmates,
causing embarrassment and confusion.

Goal for each group:​

To outline what steps they would take to handle this cybercrime safely and correctly.

Activity Instructions (3 minutes)

Step 1: Divide students into small groups of 4–5 members.​

Each group will receive chart paper or notepad to write their response.

Step 2: Read the scenario aloud.

“Imagine someone created a fake Instagram or Facebook account using your photos and
name.​
That account is messaging people pretending to be you.​
What would you do next? List all the steps you would take.”

Step 3: Task for Groups

Each group must discuss and write:

●​ What immediate actions they would take.

●​ What proof they would collect.
●​ How and where they would report it.
●​ Whom they would inform for help.

Expected Group Responses

Facilitator should circulate among groups and encourage them to think logically:​
Use the “3Rs Framework” → Record – Report – Reach out.

✅ 1. Record (Collect Proof)

Encourage responses like:

●​ Take screenshots of the fake account and messages.

●​ Note down usernames, profile links, and dates/times.
●​ Do not delete any messages — they are evidence.
Facilitator script:

“Evidence helps the police verify your complaint. Always keep screenshots and links before
reporting.”

✅ 2. Report (Use Official Systems)

Students should identify correct reporting options:

1.​ National Cybercrime Reporting Portal:​

[Link]
○​ Select ‘Report Other Cyber Crimes’
○​ Fill in details, upload screenshots
○​ Receive Complaint ID
2.​ Local Police Cyber Cell:
○​ Visit the nearest police station or cyber cell.
○​ File a written complaint and attach your screenshots.
3.​ Social Media Platform:
○​ Use “Report” or “Block” feature on Instagram/Facebook.
○​ Provide proof of impersonation to have the fake account removed.

Facilitator note:

“Reporting helps stop further harm. You don’t need to fear — complaints can be filed
confidentially and without revealing your identity publicly.”

✅ 3. Reach Out (Inform Trusted Adults)

Encourage students to mention:

●​ Inform parents, guardians, or teachers.

●​ If in school, report to the Principal, school counselor, or digital safety
coordinator.

Facilitator note:

“You are never alone in such situations. Trusted adults can guide you through the process
and help ensure your safety.”

Optional Add-on: Step-by-Step Reporting Flow Example

Display or write this flow on the board:

Ste Action Example / What to Do

p
1 Notice fake account A classmate sends you a screenshot of the fake
profile.

2 Collect proof Take clear screenshots, copy URL of the fake

account.

3 Do not engage Don’t message or reply to the fake account.

4 Inform trusted adult Tell your parent or class teacher.

5 Visit [Link] Click “Report Other Cybercrimes”.

6 Fill complaint details Write a short description and upload screenshots.

7 Submit and save Complaint ID Note down the reference number.

8 Track your case Revisit the portal using your Complaint ID.

Group Presentations (8 minutes)

Each group presents their action plan briefly (2–3 minutes each).​
Encourage creative formats — they can roleplay, read aloud, or use a chart.

While groups present, the facilitator should note:

●​ Did they include proof collection?

●​ Did they mention official reporting platforms?
●​ Did they mention trusted adult involvement?

Facilitator’s Debrief and Feedback (5 minutes)

After all groups present, summarize key takeaways.​

Add or correct missing points using this wrap-up guide:

✅ Always record proof before deleting or blocking.​

✅ Always report using [Link] or local police.​
✅ Always inform a trusted adult — don’t keep it secret.​
❌ Never try to contact or threaten the offender.​
❌ Never share OTPs, passwords, or personal data while reporting.
Facilitator’s Wrap-up Script

“Well done, everyone! You now know how to act responsibly in a cybercrime situation.​
Remember, panic or silence only helps the offender.​
The right action — collecting proof, reporting safely, and seeking help — can stop
cybercrimes early.​
You have the knowledge and the tools. Use them wisely and help your friends stay safe
too.”

Extension (Optional)

If time permits:

●​ Conduct a 5-minute roleplay where one student plays the victim, one plays a
teacher, and another plays the cyber officer receiving the report.
●​ This adds realism and boosts confidence in real-life reporting.

4. Q&A + Reflection (15 minutes)

Objective:

To allow students to clarify doubts, express what they’ve learned, and strengthen their
confidence in using cyber safety and reporting mechanisms.

Facilitator Introduction (2 minutes)

“We’ve learned about important laws like the IT Act and POCSO Act, how to report
cybercrimes, and even practiced a real-life scenario.​
Now, let’s take a few minutes to clear up any doubts you might have — and then reflect on
what we’re taking away from today’s session.”

Step 1: Open Q&A (8 minutes)

Encourage students to ask any questions about laws, reporting, or real-life situations.​
Keep the tone encouraging and non-judgmental, so everyone feels comfortable speaking.
✅ Facilitator Prompts
Use these prompts to start the discussion if students hesitate:

●​ “If you see someone getting bullied online, what can you do?”
●​ “Can someone under 18 report a cybercrime?”
●​ “What kind of proof should you save before reporting?”
●​ “Who can help you if you don’t want to talk to parents directly?”

✅ Sample Student Questions & Model Answers

Student Question Facilitator Response

“If I’m under 18, can I file a “Yes, absolutely. You can report through the portal or inform a
report?” trusted adult who helps you submit it. The system accepts
complaints from minors, especially under POCSO provisions.”

“Will everyone know that I “No. Reports are confidential. Only authorized officers see
reported?” your information — it’s not made public.”

“What if someone is using “That’s still identity misuse — you can report it. Using your
my photo but not saying image without permission is a violation under the IT Act.”
bad things?”

“Can we report messages “Yes. Take screenshots with date and number visible.
we got on WhatsApp?” WhatsApp chat screenshots are valid digital evidence.”

“How long does it take for a “It depends on the case type, but once you file online, you get
complaint to be solved?” a Complaint ID. That means your case is officially registered
and traceable.”

Step 2: Reflection Round (5 minutes)

Facilitator says:

“Let’s pause for a moment and think about what we’ve learned today.​
I want each of you to share one thing you learned or one action you’ll take to stay safe
online.”

Go around the room — each student speaks one short sentence.​

Encourage everyone to participate.
✅ Examples of Student Reflections
●​ “I learned that we can report fake profiles through a government portal.”
●​ “I’ll always save screenshots if I see cyberbullying.”
●​ “I didn’t know about the POCSO Act — now I do.”
●​ “I’ll talk to my teacher or parent if something happens online.”
●​ “I learned that reporting is confidential and safe.”
●​ “I’ll help my friends if they face cyber issues.”

Facilitator’s Wrap-Up Summary (End of Reflection)

“It’s great to see how much awareness you’ve gained today.​

Remember — cyber safety is not just about protecting yourself, but also about helping
others.​
Be alert, be kind online, and use what you learned to create a safer digital space for
everyone.”

5: Closing Pledge (5 minutes)

Objective:

To end the session on an empowering and responsible note by having students take a
collective cyber safety pledge.

Facilitator Introduction (1 minute)

“You are now more informed and capable digital citizens.​

The internet gives us amazing opportunities — but also requires responsibility.​
Let’s all take a pledge together to use the internet wisely and safely.”

Facilitator Instructions

●​ Ask all students to stand up.

●​ Tell them to raise their right hand or place a hand on their heart.
●​ Read the pledge line by line, and have the group repeat after you in a clear voice.

Encourage energy and sincerity — this moment should feel meaningful and unifying.

Cyber Safety Pledge (Repeat-Aloud Version)

“I pledge to use the internet wisely and responsibly.

I will protect my personal information and respect others’ privacy online.

I will not share, forward, or post harmful content.

I will report any cyberbullying or fake accounts that I see.

I will help my friends stay safe from online frauds and abuse.

I will always remember — the internet is powerful, and so am I.”

Facilitator’s Closing Words

“Thank you, everyone!​

You’ve taken an important step toward becoming a responsible digital citizen.​
Keep learning, keep helping others, and remember — awareness and action can prevent
cybercrimes.​
Together, we can make the internet a safer space for all.”