eSmart Digital Licence+ | Alannah & Madeline Foundation Skip to main content

Digital technology is part of everyday life for children and young people as they live, learn and play.

By developing their digital literacy, young people can harness the opportunities and overcome the challenges they face in a digital world. These skills can help to develop the foundations they need to thrive as they continue their learning journey.

The eSmart Digital Licence+ modules cover topics including self-regulation, kindness, vigilance and empathy, helping students gain knowledge, skills, attitudes and beliefs to become positive digital citizens in their class and community.

Helping children safely learn in a digital world

Funded by the Australian Government, eSmart Digital Licence+ is a curriculum-aligned, interactive online learning tool that helps build digital intelligence in students in Years 4-6.

What is eSmart Digital Licence+

eSmart Digital Licence+ is an interactive online learning tool that helps build digital intelligence for students in Years 4-6.

Digital Licence+ is free to access for Australian schools and is also available in New Zealand, Indonesia and the Philippines.

Students are engaged with learning materials, relatable scenarios and guided reflections of their own experiences with technology to support them to building their digital intelligence. By completing each milestone, students earn badges towards the attainment of their Digital Licence+.

The Alannah & Madeline Foundation partnered with the DQ Institute to align Digital Licence+ with the DQ global standard to deliver engaging, high-quality, evidence-based learning experiences for users.

Digital Intelligence – or DQ – is a comprehensive set of skills needed for young people to thrive in the digital age. The DQ framework developed by the DQ Institute is the global standard related to digital literacy, digital skills, and digital readiness as approved by the IEEE Standards Board (IEEE 3527.1™).

Australian Curriculum Alignment

To support you delivering DL+ to your students, we have provided a brief overview of each module within the tool. DL+ is suitable for students aged 10–14 years, however we have identified the modules best suited to the age groups within that range below. If you have any further questions regarding the best way to teach DL+, please do not hesitate to contact your eSmart Advisor.

Modules suitable for students aged 10-12


Supports students to understand the importance of balancing their technology use with other things in their life and know how to achieve balance through cognitive self-regulation and the application of strategies.

Student outcomes:

  • Balance in technology use: Balancing our technology use is important for our health, wellbeing and lifestyle, and understanding that it looks different for everyone.
  • Impacts of imbalance: How we decide to use technology is important because that choice will influence relationships, physical health, mental wellbeing, sleep, school and play.
  • The role of self-regulation: Self-regulation gives us a vital set of skills that we can use to balance technology use in our lives. Self-regulation means you think about how you really want to use technology in your life and decide on strategies that can help you to use technology in a balanced way.


Supports students to understand the many types of cyber risks (e.g., cyberbullying) and how kindness can be practiced helping create a positive and supportive online community. Students know the strategies to deal with cyber risks as they encounter them, and know how to behave like an upstander to help others.

Student outcomes:

  • Behavioural cyber risk awareness: If we don’t treat each other well, then there is a risk of harm. In the online world, there are many antisocial behaviours that present a risk of harm to others, including cyberbullying, harassment, exclusion, cyberstalking, impersonation, outing and manipulating images.
  • Upstanding and positive online cultures: The way we behave online creates the culture we experience online. As a collective, the more kindness we give, the more we create a positive online experience for everyone.
  • Dealing with antisocial behaviours: When we encounter antisocial behaviour, we understand how to cope with it, using cognitive, communication and technical skills. Whilst relationships can be a vehicle for harm, trusted relationships are where we can seek help for issues that we, and others, encounter online.


Supports students to understand the attributes or ‘red flags’ of a cyber threat (particularly phishing scams), and know the strategies to identify, deal with, report and remain vigilant to cyber threats.

Student outcomes:

  • Identifying cyber threats: The internet is used by people to try and access the information of others.
  • Protecting against phishing: Phishing scams have common attributes or 'red flags' that we can identify, and there are things we can do to protect ourselves if we come across these red flags.
  • Responding when scammed: The impacts of cyber threats are serious, and it is hard to know what to do if you have been scammed.


Supports students to understand what empathy is and why it is important. Students learn about the challenge of online disinhibition and the strategies to demonstrate empathy online.

Student outcomes:

  • Thinking empathetically: Sometimes it's easy to do or say things online that might not be said or done in person (face-to-face). We need to think empathetically to understand others.
  • Behaving empathetically: We can demonstrate empathy through perspective taking.
  • Building positive online cultures: The things that we do and say online have consequences and contribute to online cultures.

Modules suitable for students aged 12-14


Supports students to understand the connection between how technology is designed and their ability to achieve a balanced and healthy use of technology. Students can use cognitive self-regulation and apply strategies to overcome the challenges presented by the attention economy.

Student outcomes:

  • Countering persuasive design: Technology is designed to hold our attention in various ways, which makes it hard to achieve a healthy and balanced use of technology.
  • Strategies for achieving balance: We can each take control and use technology in ways that are healthy and balanced – using knowledge and strategies.
  • The role of self-regulation: Self-regulation gives us a vital set of skills that we can use to achieve a balanced and healthy use of technology. Self-regulation is when you can set goals for yourself, put in place strategies to achieve those goals, think about how well your strategies are working, and adjust them if they do not work.


Supports students to understand what hateful and/or discriminatory content and image-based abuse are. Students understand how to enact kindness in dealing with harmful content.

Student outcomes:

  • Content cyber risk awareness: People and organisations create digital content that can be both beneficial and harmful. Some user generated content can be damaging, such as racist, discriminatory content/ images, and image-based abuse.
  • Mitigating content cyber risks: In our daily lives we all have a part to play to reduce harmful content through our own self-management, reporting content as we come across it. When we create content, we need to ensure that it is NOT unkind.
  • The role of kindness: Value: kindness – is an intentional prosocial action that, above all, promotes positive outcomes for others


Supports students to understand how to practice good network cyber security by exploring the Internet of things (IoT). Students will learn how IoT works, including the benefits and risks it presents, and how to stay safe when using IoT devices.

Student Outcomes:

  • Network technology concepts: The Internet of Things (IoT) is a complex network of connected technologies. The real benefits of the Internet of Things are that everyday devices are connected to each other and the internet, but that is also a key risk.
  • IoT risks: Preventing your exposure to IoT cyber-threats requires you to identify the weaknesses within a network.
  • The role of vigilance: Protecting yourself from cyber-threats involves managing your own use of technology.


Supports students to understand the connections between their experience with technology, their emotions, their behaviours and their values. Students develop strategies to regulate their emotions when using technology, enabling them to act in a way that best represents prosocial values.

Student Outcomes:

  • Link between emotions and behaviours: Technology can affect our moods. Our emotional responses to technology can shape our behaviours.
  • Prosocial personal values: How we behave online is seen as a reflection of what we stand for. It is important to make sure that our online behaviour is consistent with our personal values, and that these values are prosocial.
  • Emotional regulation: Emotional self-regulation involves understanding our emotions and managing how we react to the situations we find ourselves in online. The better our emotional self-regulation is, the more likely it is that we will respond in a way that reflects our values.

Supporting resources

The following resources are available within the eSmart Digital Licence+ and will assist and support you to deliver the teachings available with each module in your classroom. You can access these resources once you are logged into Digital Licence+. If you require any assistance in accessing these resources, please reach out to your eSmart Advisor.

Classroom connections

The classroom connection resource is available for teachers to implement in the classroom before, during and after the student interacts with the DL+ program on their device. This resource will assist to cement learnings within each module.

Teacher professional readings

Feel confident that you understand and are supported in knowing the messaging and learnings delivered in DL+ by accessing this our Teach Professional Readings.

'Teach'gether activity

Students can use this resource to share their learnings with their parent, grandparent or carer to cement learning and to share their knowledge with their family.

Curriculum alignment

Access this resource to understand how each of the three student outcomes have been aligned to the capabilities of the Australian curriculum.

Contact us

Contact us to learn how your school can get involved.

This will ensure that you receive support from the appropriate organisation.

Funded by the Australian Government.

You may also be interested in...

Sign up to the eSmart newsletter

Receive updates six times a year on eSmart tips, advice and industry insights that can help teachers and school leaders enhance online safety education within their community.