Teaching Online Safety Year 1 to Year 6

online-safety-pic

Year 1 – Online Safety        

National curriculum:

  • Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

 

Pillar from ‘Google Be Internet Legends: Sharp – Think Before You Share

What we need to learn: Skills we need: Lesson Ideas:
  • Know that almost all devices, websites, apps and other online services come with privacy setting that can be used to control what is shared.
  • Knowing different strategies for staying safe when communicating with others, especially people they do not know/have never met.
  • To access and use basic privacy settings
  • To understand what communication is and how certain forms of communication can be unsafe
  • Provide children with three written privacy scenarios – pupils discuss which scenarios are ok to share
  • Play Interland: Mindful Mountain – an online game navigating the world of online privacy
  • Children create a poster or leaflet of 2 things they should and 2 things they should not share online.
  • Children imprint their footprints onto large paper to show that once something is posted, it is difficult to remove
Suggested resources:

Google Be Internet Legends (p.54), Smartie the Penguin online resources.

 

Year 2 – Online Safety        

National curriculum:

  • Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

 

Pillar from ‘Google Be Internet Legends: Secure – Protect Your Stuff

What we need to learn: Skills we need: Lesson Ideas:
  • That online platforms and search engines gather personal data. This is often referred to as ‘harvesting’ or ‘farming’.
  • That Online challenges acquire mass followings and encourage others to take part in what they suggest.
  • To understand that some online behaviours are abusive. They are negative in nature, potentially harmful and in some cases can be illegal.
  • To know what personal data means and to know who to talk to if something goes wrong
  • To understand what online challenges are
  • To recognize what is meant by online abuse

 

  • Provide chn with template of accessing / downloading an app for the first time – chn pay particular attention to boxes they tick.
  • Provide chn with example of previous online challenges (e.g. water bucket, mannequin, bottle-flipping, Kylie Lip challenge etc.) and they identify and explain which are fun and harmless, and which may be dangerous and or even illegal.
  • Being clear what good online behaviours do and don’t look like.
  • Make a poster with a drawing of a ‘Kindness Superhero’ who treats others kindly online – around the outside children draw or write what this person is thinking, saying and doing to demonstrate this.

 

 

Suggested resources:

Google Be Internet Legends (p.59)

 

Year 3 – Online Safety        

National curriculum:

  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
  • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

 

What we need to learn: Skills we need: Lesson Ideas:
  • That many devices / apps / games are designed to keep users online for longer than they might have planned or desired.
  • Understand that online activities have age restrictions because they include content which is not appropriate for children under a specific age.
  • To know and understand what live streaming is (showing a video of yourself in real-time online either privately or to a public audience) can be popular with children but it carries risk when carrying it out and watching it.
  • To know how to identify when online behaviours stop being fun and begin to create anxiety.
  • To understand persuasive advertising techniques
  • Know the importance of age restrictions
  • Explain what live streaming is
  • Understand the impact on quality of life that games can have, as well as physical and mental health and relationships
  • Chn invent a computer game, based on one they know / like (e.g. Fifa) whereby the user is encouraged be online for as long as possible to encourage them to spend money (e.g. through rewards, points, ‘Ultimate Team’ etc.)
  • Chn go online to a website which uses cookies to see how they work
  • Chn practice recording their own ‘live streams’ using recording device on iPad.
  • Chn create an ‘online diary’ that they can use both at home and school helping them to evaluate critically what they are doing online, why they are doing it, and for how long (screen time). This could include monitoring their usage of different apps etc.
Suggested resources:  @pixomatic_app, ‘News Booth’ app

 

Year 4 – Online Safety        

National curriculum:

  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
  • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

Pillar from ‘Google Be Internet Legends: Alert – Check It’s For Real, Sharp – Think Before You Share, Secure – Protect Your Stuff

What we need to learn: Skills we need: Lesson Ideas:
  • To know and understand fake websites and scam emails.
  • What fraud means.
  • The process by which people try to find out your passwords so they can access protected content.
  • How online platforms and search engines gather personal data. This is often referred to as ‘harvesting’ or ‘farming’.

 

  • To know how fake websites and scam emails can be used to extort data, money, images and other things that can either be used by the scammer to harm the person targeted or sold on for financial, or other gain.
  • To be aware how fraud can take place online and have serious consequences for individuals and organisations
  • To understand what is meant by Password Phishing
  • Why it is important to keep personal data private

 

  • Divide class into groups and give each group an example from the activity booklet. Pupils decide which are real and reliable and which are fake and untrustworthy, giving reasons why.
  • Role-play activity – chn invent their own “good” companies and research and decide what they will and won’t do when it comes to personal details.
  • Chn to discuss what they think is meant by a ‘strong’ password – they then create their own and improve weak passwords to make them stronger
  • Chn create a guide on how they can protect themselves, including what to do if something goes wrong (for example data being hacked) and that acting quickly is essential

 

Suggested resources:

Google Be Internet Legends p18-19, p58, @pixomatic_app, ‘News Booth’ app

 

Year 5 – Online Safety        

National curriculum:

  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
  • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

Pillar from ‘Google Be Internet Legends: Alert – Check It’s For Real, Sharp – Think Before You Share

What we need to learn: Skills we need: Lesson Ideas:
  • That online activities have age restrictions because they include content which is not appropriate for children under a specific age.
  • How content can be used and shared
  • Understand that much of the information seen online is a result of some form of targeting.
  • Understand that some information shared online is accidentally or intentionally wrong, misleading, or exaggerated.
  • To know that fraud can take place online and can have serious consequences for individuals and organisations.
  • To know that violence can be incited online and escalate very quickly into offline violence.
  • To understand that not everyone online is who they say they are.
  • To know that what users post can affect future career opportunities and relationships – both positively and negatively

 

  • To understand what age restrictions are
  • To understand what is meant by the term ‘Content’.
  • To be aware of targeting of online content includes those on social media and search engines
  • To be aware of the terms ‘Disinformation’, ‘misinformation’ and ‘hoaxes’ and ‘fraud’ (online)
  • To be aware of content which incites
  • How to spot a fake profile
  • To understand the term ‘Reputational damage’.
  • Ensuring pupils know how and where to get help if worried about involvement in violence.

 

  • Create a web page with age verification and explore why some sites require a user to verify their age. For example, online gambling and purchasing of certain age restricted materials such as alcohol
  • Chn create a fake social media profile with 4 lies / negative comments they have written. Explore what a digital footprint is, how it develops and how it can affect future prospects such as university and job applications
  • Demonstrate to chn using a fake profile (e.g. Instagram) to show how adverts seen at the top of online searches and social media feeds have often come from companies paying to be on there and different people will see different adverts
  • How to look out for fake profiles. This could include: profile pictures that don’t like right, for example of a celebrity or object, accounts with no followers or thousands of followers; and a public figure who doesn’t have a verified account.
  • Chn create their own CV using word processing so they know how to build a professional online profile

 

Suggested resources:

Google Be Internet Legends p80, @pixomatic_app, ‘News Booth’ app

 

Year 6 – Online Safety        

National curriculum:

  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
  • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

Pillar from ‘Google Be Internet Legends (GBIL): Sharp – Think Before You Share, Kind – Respect Each Other

What we need to learn: Skills we need: Lesson Ideas:
  • To understand that online activities have age restrictions because they include content which is not appropriate for children under a specific age.
  • How content can be used and shared
  • To know that some information shared online is accidentally or intentionally wrong, misleading, or exaggerated.
  • To know that some online behaviours are abusive. They are negative in nature, potentially harmful and in some cases can be illegal.
  • To know about the different types of grooming and motivations for it, for example radicalisation, and gangs (county lines).
  • To know about the impact of comparisons to ‘unrealistic’ online images.
  • To understand that people can often behave differently online to how they would act face to face

 

  • To understand what age restrictions are in relation to the age of digital consent (13) at which young people can sign up to social media without parental consent
  • To understand what is illegal online, especially what may in some cases be seen as “normal” behaviours e.g. youth-produced sexual imagery (sexting). This could also include copyright and sharing illegal content
  • To define the following terms: ‘Disinformation’ and why individuals or groups choose to share false information in order to deliberately deceive, misinformation and hoaxes; ‘misinformation’ and ‘online hoaxes’
  • To know the different types of Abuse (online) including sexual harassment, bullying, trolling and intimidation
  • To know who to speak to and how to disengage contact with unwanted individuals
  • To understand the impact online images have on confidence (including body confidence)
  • To understand the difference between Online vs. offline behaviours

 

  • Create a newspaper report which contains misinformation
  • Create a cartoon strip of an online hoaxes, and how it can be deliberately and inadvertently spread for a variety of reasons
  • Chn study a collection of online personal information about 3 fictitious characters to see what it tells them about each one. Chn then rank digital footprint (p63 Be Internet Legends)
  • Turning negative into positive activity (p73)
  • Reacting to role models activity (p74) – chn discuss how some celebrities sometimes behave unkindly towards others when using social media. Chn prepare a blog on how to be kind online for a publication on the school website.
  • Explore the use of image filters and digital enhancement
  • Explore the role of social media influencers , including that they are paid to influence the behaviour (particularly shopping habits) of their followers
  • Chn look at examples of photo manipulation including discussions about why people do it and how to look out for it

 

Suggested resources:

Google Be Internet Legends p63, 73-74, @pixomatic_app, ‘News Booth’ app