Safeguarding

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.

What we need to learn

• 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.

Skills we need

• 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

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

• 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.

Skills we need

• 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

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

• 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’.

Skills we need

• 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

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

• 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

Skills we need

• 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.

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

• 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

Skills we need

• 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 (sending nudes). 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