Online Research, Communication, Publishing and E ... - E-safety Matters [PDF]

Early Years Foundation Stage and Key Stages 1 and 2: E-Literacy and E-Safety Framework Early Years Foundation Stage and Key Stages1 and Key Stage 2 E-Literacy and E-Safety Framework Introduction This is a framework for Online Research, Communication, Publishing and E-Safety which links to both PHSE/SEAL and ICT objectives. The aim is to provide progression and continuity across the key stages. The key e-safety messages should be reinforced and embedded throughout the school curriculum and should become the responsibility of all staff. Links have been made to publically available resources, activities and lesson plans from a variety of sources and these are being regularly updated. This framework should sit within a whole school strategy for e-safety. Ofsted Expectations Within ‘The effectiveness of safeguarding procedures’, inspectors should evaluate how the school 

helps pupils to keep themselves safe, including encouraging pupils to adopt safe and responsible practices and deal sensibly with risk, for example: …. using the internet. (OFSTED Evaluation Schedule, August 2010)

Background reading, resources and guidance for teachers Teachers wishing to develop their own understanding and knowledge of new technologies and associated issues can find further information from the links below.  Teach Today website www.teachtoday.eu (which includes a glossary of terminology)  Know it All for teachers from Childnet www.childnet.com/kia/primary  UK safer Internet centre: www.saferinternet.org.uk Professional 24 hour helpline at [email protected] or by calling 0844 381 4772 NOTE: There are some references to resources available on sites such as Youtube. Teachers should always check resources before using them with pupils and be fully aware of the school’s e-safety policy. It is recommended that teachers embed Youtube clips within a LMLE page, applying changes to the code that strips out external links out to other Youtube clips. We would welcome comments and suggestions about further development of this document, particularly if you can contribute additional links to lesson plans or activities.

Page 1 of 21

November 2012 version

Early Years Foundation Stage and Key Stages 1 and 2: E-Literacy and E-Safety Framework Links to SEAL/PHSE/Citizenship SEAL Theme 3 - Say no to bullying SEAL Theme 6 - Relationships

EYFS

Objectives

Key Skills, Knowledge and Understanding







Children are aware that they can use the internet to play and learn, supported by a trusted adult/teacher. Children begin to understand the difference between real and online experiences.

 

Online Research



Children need help from their teacher or trusted adult before they go online. Children explore onscreen activities that mimic real life. Children talk about the differences between real and online experiences. Students learn that they can go to exciting places online, but they need to follow certain rules to remain safe (Common sense activity 1)

Example activities and resources Access online resources e.g.: Cbeebies; Little animals activity centre Numbertime PB Bear (LGfL) Magic School (LGfL) Busythings (LGfL) (Login required when not connected to the LGfL) I-board early years activities(LGFL) (Login required when not connected to the LGfL) Link to Literacy Framework: Listen to web based media e.g. use on-line audio library – LGfL Audio network, BBC podcasts e.g. Bob the builder 2Simulate – ‘Getting locked-in’ scenario activity common sense – going places safely activity 1 http://www.commonsensemedia.org/educators/lesson/goingplaces-safely-k-2

Page 2 of 21


Online Communication and Collaboration

Early Years Foundation Stage and Key Stages 1 and 2: E-Literacy and E-Safety Framework Objectives




 

SEAL 

Understand what is right, what is wrong and why.



Consider the consequences of their words and actions for themselves and others. Children know that pictures and messages can be shared safely with family using the school’s MLE.



Online Publishing

Children know that the Internet can be used to communicate with family and friends.

 

Children understand that information can be shared online. (Email, MLE) Children understand that there is a right and wrong way to communicate and this may be different depending on who you are communicating with.

Children share learning with families online. Children begin to become aware that we can upload pictures of our school into the MLE for our class only.

Example activities and resources Postman Pat card writing activity Email family with their teacher as scribe. Visualmail function in the MLE where appropriate

Use a forum within schools’ MLE, with adult supervision and support. With teacher, upload photos of what they like doing at school, photos of their work (model etc) to the MLE. School may use MLE to share the pupil profile, share work.

Page 3 of 21


Early Years Foundation Stage and Key Stages 1 and 2: E-Literacy and E-Safety Framework Links to SEAL/PHSE/Citizenship SEAL Theme 3 - Say no to bullying SEAL Theme 6 -Relationships

Year 1

We advise that the teacher directs children to specific content and that children do not undertake ‘open’ searching at this stage

Objectives






 

Children understand they can find a range of information from the internet. Children are able to navigate ageappropriate websites. Children know what to do if they find something inappropriate online.

 

Online Research

  



  

Use simple navigation skills e.g. opening a teacher selected website from a favourite’s link or shortcut. Make choices by clicking buttons on a webpage, navigate forward and back using arrows on a browser. Talk about their use of ICT and other methods to find information (internet or book) and how ICT can give access quickly to a wide variety of resources. Begin to evaluate web sites by giving opinions about preferred or most useful sites. Know how to return to the home page when exploring away from the teacher directed sites so that they can keep safe. Know how to minimise a screen, or activate any special screen ‘protection’ such as Hector protector, if they see something inappropriate on a website AND tell a trusted adult. Students search for pictures online by clicking on letters of the alphabet. They learn that directory sites with alphabetical listings offer one way to find things on the Internet. (common sense activity 1 ) understand that being safe when they visit websites is similar to staying safe in real life. (common sense activity 2) learn to recognize websites that are good for them to visit. (common sense activity 2) recognize if they should ask an adult they trust before they visit a particular website. (common sense activity 2)

Example activities and resources When investigating for history topic i.e. old toys compare 2 sites as a class using BBC site or American toy seller site and identify which gives us most useful information. Museum of Childhood RBKC lesson – safe surfing with Dongle (links to several lesson plans). Dongle activity introduces pupils to the SMART rules and personal AUP (acceptable use policy) KS1 Pupil agreement on the LGfL. Use the hand poster to reinforce key safety message Use Dongle ‘BE SMART’SONG for Safer Internet Day assembly. Hector Protector to minimize screen – Details here MeOnline – twins party activity to select appropriate images. Lesson plan for twins activity Smartie the penguin story and resources from Kidsmart common sense – abc searching activity 1 http://www.commonsensemedia.org/educators/lesson/abcsearching-k-2 common sense - staying safe online activity 2 http://www.commonsensemedia.org/educators/lesson/stayingsafe-online-k-2

Page 4 of 21








Children understand that the internet can be used to communicate with other people.


     

Know that email is a way to send and receive messages, which is different to sending a letter. Participate in the sending of class emails. Understand the need for an email address. Understand that passwords should be kept private. Know that online communication is not always confidential and that it can be monitored. Add ideas to a forum on school MLE, supported by an adult. Students explore how they can use email to communicate with real people within their schools, families, and communities (common sense activity 1)

Example activities and resources RBKC lesson ‘email granny’ – how to write e mail suitable for granny – Bad example CEOP Thinkuknow resources: based on Hector’s World resources www.thinkuknow.co.uk/5_7/ London MLE – Visual mail tool. 2email simulation – 2Simple Museum of Childhood ( sending messages to the museum about toys and childhood) MeOnline – chatterbox activity to select inappropriate communications – Lesson plan for chatterbox Smartie the penguin story and resources from Kidsmart

Online Publishing

common sense – sending e mail activity 1 http://www.commonsensemedia.org/educators/lesson/sendingemail-k-2   

Children understand that we should respect the work of others stored or presented electronically. Children are aware that their work can be published/ shared online. Pupils consider ‘think before they click’, particularly regarding the implications of what the result of their actions are on others.

  

Learn to respect the work of others stored on a shared drive of a network or presented online. Participate in the creation / publishing of information on the school MLE. Understand that they are publishing work to the MLE to share with family.

MLE discussion forum – link to a relevant area within the curriculum e.g. designing a new playground. Use MLE to ask questions of an expert e.g. nurse or people who help us via a forum. Children view MLE web pages to which they have contributed ideas. RBKC lesson - Digiduck’s dilemma –

Page 5 of 21



Year 2


Objectives








Online Research



Children use the internet purposefully to answer specific questions. Children know that not everything on the internet is true. Students explore and evaluate an informational website.

      



Use a teacher selected search engine to find information using agreed key words to answer questions under the guidance of adults. Navigate to website by entering a simple web address into a browser. Understand the purpose of favourites/bookmarks. Know that you can be accidently diverted from a website through a link to a new website, advertising or pop-up. Be able to respond to this by using browser back arrow, or closing the new window. Understand what advertising is and learn to ignore embedded advertising. Understand that some information online may be untrue (spoof websites). Students search for pictures online by clicking on letters of the alphabet. They learn that directory sites with alphabetical listings offer one way to find things on the Internet. (Common sense activity) Identify and explore different features of an informational website. - Understand that not everyone will rate a website the same way evaluate whether they like or dislike features of a site. (common sense activity 1)

Example activities and resources Children explore a given webpage or section on MLE to find information about a class topic, eg an Island home - interactive map Isle of Coll Children use the Barnaby Bear website to find out about his visits and how he travels, Where in the World is Barnaby Bear . Children plan a trip using the i-board Barnaby Bear activities located in Geography, Year 2 Unit 5 – ‘where in the world is Barnaby Bear’ Flat Stanley http://www.flatstanley.com/ Teachers introduce spoof websites e.g. RBKC Red Tomato spider www.primaryschoolict.com http://www.commonsensemedia.org/educators/lesson/abcsearching-k-2 common sense – sites I like activity 1 http://www.commonsensemedia.org/educators/lesson/sites-i-k1

Page 6 of 21













Children know the difference between communicating using email and online in a discussion forum. Children are able to send suitable and purposeful emails. Children practise E-safety when communicating online.

SEAL:  I can tell you what bullying is.  I know what to do if I am bullied.

     

Send an email, using a subject heading within closed safe systems. Find and open mail, reply to email. Use a subject heading to tell the person what the message is about. Develop an awareness of text size and font for emails and appropriate language to use in an email. Keep their password secret. Contribute to class discussion forum. Students explore how they can use email to communicate with real people within their schools, families, and communities (common sense activity 1)

Example activities and resources Safe email system e.g. LMLE Visual mail, 2email, LGfL (Pupil) Londonmail, Where in the World is Barnaby Bear Yr2 Geography e mail Barnaby via the site Flat Stanley http://www.flatstanley.com/ Join in the project of Flat Stanley, sharing photographs, videos and podcasts of Flat Stanley around the world. CEOP Thinkuknow resources - Hector’s World Lessons 1-5 www.thinkuknow.co.uk/5_7/

PHSE

MeOnline – Jungle club activity to select appropriate name sand pictures and understand safe communication online – lesson plan for Jungle club

4e) that there are different types of teasing and bullying, that bullying is wrong and how to get help to deal with bullying.

MLE, e.g. use discussion forum set up by school for a purpose such as School Council. Use Dongle ‘BE SMART’SONG for Safer Internet Day assembly. Net Smartz. E mail the cartoon characters Activities to reinforce the SMART rules (AUP behaviours) so pupils see them in terms of personal and independent use such as KS1 Pupil agreement on the LGfL. Use the hand poster to reinforce key safety message Pupils decide who is telling the truth using the Cybersmart ‘Pic your friends’ activity common sense – sending e mail activity 1 http://www.commonsensemedia.org/educators/lesson/sendingemail-k-2

Page 7 of 21


Online Publishing







Children begin to publish information for others to view within the school MLE or in their own online document space.

 

Contribute/publish information to personal or group pages within the MLE, including text and pictures. Know that they need to check information before uploading. They know that the internet can be viewed by anybody and that an MLE can only be viewed by people connected to school.

Example activities and resources MeOnline – cooking up passwords activity to understand what makes a strong password – lesson plan for cooking up passwords LGfL JIT – (www.jit.lgfl.net) CEOP Thinkuknow resources: based on Hector’s World resources: www.thinkuknow.co.uk/5_7/ Class pages or project areas on the school’s MLE. Children take part in the survey in MeOnline LGFL Artisancam ‘Picture book maker’

Page 8 of 21


Early Years Foundation Stage and Key Stages 1 and 2: E-Literacy and E-Safety Framework Links to SEAL/PHSE/Citizenship Year 3

SEAL Theme 3 - Say no to bullying


Objectives


Example activities and resources





Cyberquests projects (teachernet)

Online Research

Children use the Internet to undertake independent purposeful research, gathering appropriate text and images, and attempt to distinguish between fact and fiction.

   

Use child-friendly search engines independently to find information by changing questions into key words. Be aware that taking lots of text from websites is stealing other people’s work. Add websites to bookmark / favourites. Copy and paste images/text from the internet. Understand Internet contains fact, fiction and opinion and begin to distinguish between them.

RBKC Fact or fiction activity (Rocks and soils) LGfL 12 rules for responsible use Tomato Spider spoof website Children’s search engines: http://www.kidsclick.org/ http://kids.yahoo.com/ http://www.askforkids.com/ On-line encyclopaedia: http://simple.wikipedia.org/ www.primaryschoolict.com www.searchypants.com

Page 9 of 21









RBKC Email activity – Lets e mail Fairy Periwinkle/ environmental issues resource

Children can begin to use a range of online communication tools e.g. forums, polls, instant messaging and e-mail to exchange and develop ideas with other learners and experts in a range of curriculum contexts.

 




SEAL  I can tell you what bullying is.  I can problem solve a bullying situation with others. PHSE 4d) to realise the nature and consequences of racism, teasing, bullying, and aggressive behaviours and how to respond to them and ask for help;

    

Understand how to use range of online communication tools, such as emails, forums, instant messaging. Explore the benefits and risks of communication tools. Know how to respond to unpleasant communications via mobile phone, text, IM or email, chat rooms. (Save the message and show to trusted adult.) Know how to respond when asked for personal details (Learn Five Finger rules, DO NOT give 1. Full Name, 2. Address and telephone number, 3. School name, 4. Photographs, 5. E-mail address). Forward an e-mail, save an e-mail to draft and then go back and edit it prior to sending it. Store e-mail addresses within an address book. Know when an email message should not be opened. Know the importance of not deleting upsetting emails – saving them for evidence purposes. Understand the need to keep personal information and passwords private.

RBKC emailing for research (Greeks) via MLE forum RBKC lesson – safe surfing with Dongle (links to several lesson plans) Pupils decide what to pass on to friends and who to pass on to using the Cybersmart ‘Crowd surfing’ activity Pupils decide what to do with different resources and which to discuss, bin or are safe using the Cybersmart ‘drop box’ activity and the ‘flip and fix’ activity Horrible histories video here being aware of what you are receiving via e mail. (Lady Jane Grey receives an interesting e-mail!) KS1 and 2 Safer Internet Day Assembly video http://www.thinkuknow.co.uk/teachers/ ThinkUKnow Cybercafe Lessons: 1 - Using technology to communicate 2 – Introducing cybercafé 3 – Communication and information 4 – Using email safely

www.thinkuknow.co.uk/8_10/ - in resources area and registered. Logged in can download resources, one of which is ‘Lee and Kim’s Magical adventure’ Adding contacts into their own e mail address book Cyber café – Sunil activities Disney-based activities for safety issues www.disney.co.uk/DisneyOnline/Safesurfing Pupils introduced to the top tips poster and discuss the tips. Or use the top tips text style poster Know It All Primary Smart Crew Chapter 1 Accepting ( E mail ) Horrible histories video here importance of internet privacy settings. (Guy Fawkes has problems sharing personal information)

Page 10 of 21


Online Publishing








LGfL Podcasting MLE Video conferencing RBKC Podcasting activity

Children publish their work to a wider audience using for example the MLE or podcasting tools.

 

PHSE 3f) that pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know, and how to ask for help and use basic techniques for resisting pressure to do wrong;

  

Publish work to a wider audience using for example the MLE or podcasting tools. Develop their personal space on the school MLE using appropriate images and information for their class/school community. Understand the difference to publishing on the school MLE and an open public site and dangers of making their personal information available online. Understand some public sites may be OK to use, such as ClubPenguin, but that they must stay on the site and abide by the rules. Understand that some videogames are not appropriate for their age and know how to resist pressure to engage with them. Understand need to develop an alias for public online use.

Discuss / role play issues around people having websites such as ‘Rate my friend’ where all asked to write about each others positive and negative aspects of personality. Using an alias when signing up to things online e.g.– ClubPenguin, CBBC Play star riders www.j2e.lgfl.net – use the publish option when saving. Horrible histories video here importance of internet privacy settings. (Guy Fawkes has problems sharing personal information)

Page 11 of 21


Early Years Foundation Stage and Key Stages 1 and 2: E-Literacy and E-Safety Framework Links to SEAL/PHSE/Citizenship Year 4

SEAL Theme 3 - Say no to bullying


Objectives








 

Online Research

 

Children understand how they can use the internet for research by following lines of enquiry. Children understand the function of a search engine and the importance of using the correct search criteria. Children use web pages efficiently to find information. Children use the internet as a resource to support their work, and begin to understand plagiarism. Children know that not everything on the internet is true and know what to do if they access something inappropriate.

 

     

Use an internet search to answer questions on a specific topic, and to gather resources for their own work. Know there are different search engines available and that each has advantages and disadvantages. Discuss the different search engines and their features, e.g. search engine tools for different types of media, Google Image Search, video, sound, understanding that the results are not always what you expect. Make choices about which image and video material (including games) are suitable for their age and experience. Translate questions into search criteria and key words to search for text. Use summaries displayed within search results to choose which sites to explore further. Understand copyright issues – what images / videos / sounds are legal and safe to use. Be aware that web sites are not always accurate and that information should be evaluated and checked before it is used. Organise bookmarks / favourites using folders or tags

RBKC Safe Internet search activity Tree Octopus: spoof website for evaluation http://zapatopi.net/treeoctopus.html ThinkUKnow Cybercafe Lessons 5 ‘responsible use of the internet’ www.thinkuknow.co.uk/8_10/ go to resources area and once registered and logged in can download resources CyberQuoll Episode 2 – ‘Finding Stuff’ (safe searching) and lessons 2.1-2.5 from the teachers guide (PDF) cyberquoll Age appropriate websites related to topics Children’s search engines; http://www.kidsclick.org/ http://kids.yahoo.com/ http://www.askforkids.com/ www.primaryschoolict.com

Page 12 of 21















 

Children use a range of online communication tools to exchange information and collaborate with others within and beyond their school e.g. MLE, email, instant messaging, social networking, online gaming, and mobile phones. Students explore the similarities and differences between in-person and online communications, and then learn how to write clear and respectful emails. Children recognise the need to keep some information private in order to protect themselves when communicating online. Children begin to recognise how electronic communications may be used for manipulation or persuasion. Children understand that the information they put online leaves a digital footprint or trail Pupils learn that the Internet is a great place where online relationships can be developed. They compare and contrast online friends and real life, face-to-face friends and learn how to respond if an online friend asks them personal questions.

PHSE 4a) that their actions affect themselves and others, to care about other people’s feelings and to try to see things from their points of view;

             

Use online communication tools with appropriate functionalities to exchange and develop ideas with other learners and experts in a range of curriculum contexts. Use email as a tool for communication. Send, open and save attachments to an appropriate place. Begin to identify emails that may be malicious or inappropriate to open. Begin to recognise when an attachment may be unsafe to open. Use sensitive and appropriate language when using email, stickies (MLE) and instant messaging. Develop an alias for online use and understand issues of appropriateness and sharing Learn that the information they put online leaves a digital footprint or trail. (common sense activity1) Explore what information is appropriate to be put online. (common sense activity1) Understand how to show respect in social situations. (common sense activity 2) recognize the importance of tone in both face-to-face and online communications.(common sense activity 2) learn rules for writing clear and respectful emails by editing an email message.(common sense activity 2) compare and contrast online-only friends and inperson, face to-face pals.( common sense activity 3) analyze why private information should not be given to anyone online without the permission of a trusted adult. (common sense activity 3) debate how to respond if an online-only friend asks them personal questions. (common sense activity 3)

Example activities and resources RBKC Design an e safety poster CyberQuoll Episode 3 – ‘Making Waves’ (cyber communication) and lessons from the teachers guide (PDF) cyberquoll KS1 and 2 Safer Internet Day Assembly video. http://www.thinkuknow.co.uk/teachers/ (register with site for access to materials)

LGfL 12 rules Know It All Primary Smart Crew Chapter 2 Reliable ( Websites) Chapter 3 Safe ( Gaming) www.j2e.lgfl.net – collaboration between individuals and groups working on the same document common sense – following digital trail activity 1 http://www.commonsensemedia.org/educators/lesson/followdigital-trail-2-3 common sense – show online respect activity 2 http://www.commonsensemedia.org/educators/lesson/showrespect-online-k-2 common sense – talking safely online activity 3 http://www.commonsensemedia.org/educators/lesson/talkingsafely-online-3-5

Page 13 of 21


Online Publishing








CyberQuoll Episode 4 – ‘Puttin’ stuff up’ (cyber publishing) and lessons 4.1-4.6 lessons from the teachers guide (PDF) cyberquoll

Children publish their work to a chosen audience using appropriate online tools such as MLE, podcasting, blogging

    

Understand that if they make their personal information available online it may be seen and used by others. Understand some of the risk and rewards involved in publishing online and know how to keep safe. Recognise the effect that their writing or images may have on others. Respect the ideas and communications of others/ they encounter online. Know that need to have appropriate permission for use of images of friends or those they have found online. Create online /MLE content, e.g. Quizzes, surveys, online polls.

Pupils discuss the top tips txt poster and whether useful – thinking of audience. Participate in work on the school’s MLE as a class or wider cross-school group, such as School Council, book club or project group etc.

Page 14 of 21



Year 5

Objectives








 

Online Research







Children use the internet as a resource to support their work Children recognise the need to ask appropriate questions to find answers. Students understand that keyword searching is an effective way to locate information on the Internet. They learn how to select keywords to produce the best search results Children understand that good online research involves processing the information (rather than copying) and interpreting it for others. Children recognise that not all information on the internet is accurate or unbiased (advertising) and develop strategies for identifying the origin of a website. Children recognise issues of copyright and the importance of acknowledging sources.

              

Choose to use the internet as a tool for own research , gathering text, images, videos and sound to use in their own work Choose the most suitable search engine for task, Ask questions carrying out complex searches refined using combinations of key words. Understand the function of keywords and keyword searches. (common sense activity 1) Learn a step-by-step procedure for selecting suitable keywords. (common sense activity 1) Apply chosen keywords to find the information on the Internet. (common sense activity 1) Evaluate search results efficiently and refine search criteria for more relevant results. Use skim reading to check relevance of information before reading for understanding. Evaluate information found online, considering plausibility and develop strategies to make judgements on the sources being used Recognise reasons that people might publish content that is not accurate and understand the need to check the validity of a website, Identify and ignore/cancel unwanted advertising etc in the form of, Popups, video, banners, Identify whether a file has copyright or can be legally downloaded free of charge from the internet and can be used in their own work. Acknowledge sources used in their work. Learn which information they should avoid sharing online. (common sense –activity 2) Understand which kinds of websites have privacy policies, and why. (common sense –activity 2)

practice checking websites they visit for privacy policies and privacy seals of approvals. (common sense –activity 2)

Produce own presentation using the Internet for some of the sources for work in another subject, such as History, geography, RE, English etc. Us Online -‘Boggle’ activity –web research and making decisions about quality and accuracy of searched information.NB pupils need to log on using their USO log in details. Lesson plan for Boggle Us Online – ‘Bug catcher’ activity to identify and stop unwanted security threats like viruses and malware and begin to understand threats. Lesson plan for Bug catcher Spoof site activity –RBKC Victorian robots Victorian Robots: spoof website for evaluation www.bigredhair.com/robots/index.html RBKC All about explorers common sense – using keywords activity 1 http://www.commonsensemedia.org/educators/lesson/usingkeywords-k-2 common sense – privacy rules activity 2 http://www.commonsensemedia.org/educators/lesson/privacy-rules3-5 Teacher resource: Information Literacy materials on analysing websites, understanding web-extensions from http://novemberlearning.com/resources/information-literacyresources/ Note: you will need management permission to have the example site unblocked.

Page 15 of 21















Children use online tools to exchange information and collaborate with others within and beyond their school and begin to evaluate their effectiveness. Children understand the potential risks of providing personal information in an increasing range on online technologies both within and outside school. Children recognise their own right to be protected from the inappropriate use of technology by others and the need to respect the rights of other users. Analyze online behaviours that could be considered bullying

SEAL  I understand how rumourspreading and name-calling can be bullying behaviours.  I can explain the difference between direct and indirect types of bullying.  I can explain some of the ways in which one person (or group of people) can have power over another.

PHSE 2c) to realise the consequences of anti-social and aggressive behaviours, such as bullying and racism, on individuals and communities; 4d) to realise the nature and consequences of racism, teasing, bullying, and aggressive behaviours and how to respond to them and ask for help; 4f) that differences and similarities between people arise from a number of factors, including cultural, ethnic, racial and religious diversity, gender November 2012 version and disability;

 

      

Use a discussion forum / poll within the school’s MLE, making purposeful contributions eg responding to another pupil’s question and suggesting ways to develop a project further. Discuss the differences between an open blog and a MLE forum for a closed community. Discuss the potential benefits for communication and what the risks might be of sharing personal details online from mobile devices and consoles via Bluetooth and internet (eg PSP, DS Lite, videophones etc). Be able to explain how they would respond to an online request for their personal details. Understand the importance of appropriate online behaviour and that online (cyber-) bullying is unacceptable and will be sanctioned. Know the importance of not deleting inappropriate electronic communications – saving them for evidence purposes. Send and receive group e-mails and be aware of the risk in accidentally ‘replying to all’. Become aware that file sharing is usually illegal due to copyright laws and can also spread viruses. Be able to think about strategies to deal with cyberbullying (common sense activity1) Learn what they can do to be an upstander when cyberbullying occurs (common sense activity1)

Example activities and resources KS 2 Safer Internet Day Assembly video. More explicit http://www.thinkuknow.co.uk/teachers/ (register with site for access to materials) ThinkUKnow Cybercafe activities: Downloaded from the teachers area – Please note you will need to be registered and logged in to download these resources. Lesson plan 6 – chatting with care Use ‘Sam’ Chat room activity within Cybercafe Lesson plan 7 – Using text and picture messaging Use ‘Chloe’ text and SMS activity within Cybercafe Lesson plan 8 – behaving responsibly Use ‘ Ali’ online personal space activity within Cybercafe

Us Online -‘CUL8ER’ –with what to do with nasty texts NB pupils need to log on using their USO log in. Lesson plan for CUL8ER Create a ‘Stay safe online’ advice sheet for peers. RBKC design an e safety poster Use Publish+ resource to decide on suitable format for advice/leaflet [Re-visit LGfL 12 rules] Pupils use Digital safety scenario cards for class discussion OR use MLE to set up forums for pupils to add ‘what would you do’ conversations based on scenario cards Us Online -‘Chatterboxes’ – activity dealing with netiquette and knowing what’s appropriate to say to others online NB pupils need to log on using their USO log in. Lesson Plan for Chatterboxes Know It All Primary Smart Crew Chapter 4 Tell ( Social Network Site) Chapter 5 Meeting (Bullied on MSN) http://www.bbc.co.uk/cbbc/tracybeaker/youchoose/ Use Beg, Borrow or steal’ to discuss issues with illegal music/ copyright laws Jigsaw assembly video from CEOP (links to CEOP via youtube)

Digizen cyberbullying game common sense screen out the mean activity 1

http://www.commonsensemedia.org/educators/lesson/screenPage 16 of 21 out-mean-2-3







Children evaluate their own use of web-publishing tools and how they present themselves online.



Online Publishing

  

Construct pages within MLE to publish their work for a chosen audience Understand that you should not publish other peoples’ material on the Internet without their permission but you can hyperlink to their websites. Select appropriate images and information for their personal profile / homepage on the MLE Compare and discuss publishing a ‘personal homepage’ on the internet e.g. via Bebo/ Myspace with the security of their MLE Be aware that people may not create honest profiles of themselves

Example activities and resources Us Online -‘Whose tube activity – activity dealing with ownership of material and copyright if creating online. NB pupils need to log on using their USO log in details. Lesson plan for Whose Tube Us Online -‘My Face’ activity – selecting appropriate profile information for safe behaviour. NB pupils need to log on using their USO log in details. Lesson plan for My Face Pupils decide who is telling the truth using the Cybersmart ‘Pic your friends’ activity (activity for younger pupils but good discussion starter for thinking about how to find out who is telling the truth online) Set up a School Council/ class information page considering audience and its needs and visibility of the site. Use NEN gallery as safe searching image bank using the search functionality Use the horrible histories video located here to demonstrate awareness that people might not create honest profiles. In this example a Victorian gentleman finds out the hard way why it's not a good idea to lie about your age online

Page 17 of 21



Year 6

Objectives







Use hoax wiki contribution about helicopter shark



Online Research







Children confidently and efficiently use the internet as a tool for research and critically evaluate web sites Children recognise that not all information on the internet is accurate or unbiased (advertising) and develop a range of strategies for identifying the origin of a website. Children understand the issues of plagiarism, copyright and data protection in relation to their work. They understand that the resources they find may be covered by copyright. They understand that not all information on the internet is legal to use or copy, even if sources are acknowledged. Through online observations, students record and compare the features of different search sites. They learn to choose the best site or sites to suit their purposes.

 

 

     

Search sensibly for images and video online with awareness that filtering can vary depending on setting in school and at home, avoiding advertising popups and other distractions Select UK or INTERNATIONAL search option as appropriate to the task. They use a range of sources to check validity and recognise different viewpoints. Understand Wikis are multi-author web documents which have not always been verified. Describe possible impact of published content to an audience e.g. the use of advertising and how sites designed to persuade and influence Use clues for where web content might originate from by looking at web address, author, other linked pages and domain ownership (e.g. easy who is) Know the meaning of some common website extensions –such as .org, .net, ac, .gov,.co.uk, .fr, .com etc Know that https is used for secure transaction such as on-line banking and see a padlock Select copyright free images and sounds from sources such as LGFL audio network and NEN image gallery. Compare and contrast features of children’s search sites. (common sense activity 1) Understand that they can choose the best sites for each of their searches. (common sense activity 1) Explain why it is best to use multiple sites when doing research. (common sense activity 1)

Us Online -‘Megabyte’– activity dealing with downloading and checking sites are safe, reliable and appropriate to task. NB pupils need to log on using their USO log in. Lesson plan for Megabyte RBKC validating websites resource Us Online -‘Whose tube activity’ – activity dealing with ownership of material and copyright if creating online. (If not done in year 5) NB pupils need use USO log in. Lesson plan for Whose Tube Dog Island spoof website for evaluation www.thedogisland.com CyberQuoll Episode 5– ‘Trying it on’ (cyber marketing) and lessons 5.1-5.6 lessons from the teachers guide (PDF) cyberquoll CyberQuoll Episode 5– ‘Kids in cyberspace’ (the big picture) and lessons 6.1-6.4 lessons from the teachers guide (PDF) cyberquoll Teacher resource: Information Literacy materials on analysing websites, understanding web-extensions from http://novemberlearning.com/resources/information-literacy-resources/ Note: will need management permission for example site unblocked. Cyberquests projects (Teachernet) Search.creativecommons.org – search using the creative commons licensing Digizen cyberbullying game Common sense choosing search site activity 1

http://www.commonsensemedia.org/educators/lesson/choosingsearch-site-4-5

Page 18 of 21







Children select appropriate tools to collaborate and communicate confidently and safely with others within and beyond their school. Students consider that they may encounter online messages from other kids that can make them feel angry, hurt, sad, or fearful. They explore ways to handle cyberbullying and how to respond in the face of upsetting language online



Create a guide sheet on how to present yourself online.

PSHE 4a) that their actions affect themselves and others, to care about other people’s feelings and to try to see things from their points of view; 4d) to realise the nature and consequences of racism, teasing, bullying, and aggressive behaviours and how to respond to them and ask for help;








 

 

 

Learn how to use the cc facilities when sending an e-mail and discuss when these should be used. Develop their search skills so that they can find an e-mail that may have been stored or accidentally deleted. Decide which online communication tool to use to best suit the purpose. (Email, discussion forums, Wikis, multi user documents in the MLE, stickies and instant messenger, pictochat in Nintendo). Understand the different email formats – web mail vs official school email accounts. Be aware of the risks of ‘grooming’ and the way these people present themselves. Be able to empathize with those who have received mean and hurtful messages.( common sense activity 1) judge what it means to cross the line from harmless to harmful communication online.(common sense activity 1) generate solutions for dealing with cyberbullying. (common sense activity 1)

Age appropriate websites related to topics. KS 2 Safer Internet Day Assembly video. http://www.thinkuknow.co.uk/teachers/ ‘You never know who you are talking to’ video http://www.youtube.com/watch?v=xZHq4CQekTY Revist LGfL 12 rules use and discuss in terms of school use and home use. Claire’s story from CEOP (11-16) http://www.thinkuknow.co.uk/teachers/ Please note teachers need (CEOP or LA supported) training and support to deliver this. Know It All Primary Smart Crew - Full Video http://www.childnet-int.org/kia/primary/smartadventure/default.aspx http://www.bbc.co.uk/cbbc/tracybeaker/youchoose/ Use Come alone Carmen’ to discuss grooming and people pretending to be not what they really are online.

Digizen cyberbullying game

common sense power words activity 1

http://www.commonsensemedia.org/educators/lesson/powerwords-4-5

Page 19 of 21








Online Publishing



Children exchange and share ideas with a wider audience. Children evaluate their use of technology including the use of email, social networking, online gaming, and mobile phones and how they present themselves online.

 



 

Demonstrate safe practice in selecting and uploading appropriate images, text, sound and video to the school MLE. Extend online publishing to using Podcasting sound and video, creating forums, polls and selecting / setting up RSS feeds. Understand that anything uploaded to the internet is there forever Understanding severity of the Impact on an individual of sending or uploading unkind or inappropriate content particularly when a wider audience views the content. Understand and discuss the need to use privacy settings on SNS. Understanding the pitfalls of your site being linked from your friends’ sites. Understand that you should not publish other peoples’ pictures or tag them on the Internet without their permission. Understand malicious adults use the internet to make contact and groom” young children“and how to report any suspicions (Think You Know REPORT ABUSE page).

Example activities and resources ‘Let’s fight it together -Cyberbullying’ Childnet comprehensive teaching resources and video : http://www.digizen.org/ Transition project supported by online publishing; e.g. saying goodbye saying hello - the best of my primary learning? Use the horrible histories resource located here to demonstrate longevity of content uploaded to the internet – in this clip old embarrassing videos come back to haunt Saxon Monk, as he applies for an Abbotship Horrible histories video located here which demonstrates importance of internet privacy settings. In this example Guy Fawkes finds sharing personal information on the internet can get you in trouble

Digital dirt clip located here shows how social network postings and discussions can be used by future employers to find out about you. Us Online -‘Battle of the bands’ – activity dealing with keeping personal information private and thinking about what you post online and tagging/inappropriate photo images. NB pupils need to log on using their USO log in details . Lesson plan for battle of the bands http://www.bbc.co.uk/cbbc/tracybeaker/youchoose/ Use ‘Cyber bullying’ to discuss bullying using technology. ThinkUKnow Cybercafe Lesson 9: Social Networking – Safe Profiling www.thinkuknow.co.uk/8_10/

Page 20 of 21


Early Years Foundation Stage and Key Stages 1 and 2: E-Literacy and E-Safety Framework ICT National Curriculum References Key Stage 1 Finding things out 1a) gather information from a variety of sources 1b) enter and store information in a variety of forms 1c) retrieve information that has been stored Developing ideas and making things happen 2b) how to select from and add to information they have retrieved for particular purposes Exchanging and sharing information 3a) how to share their ideas by presenting information in a variety of forms 3b) to present their completed work effectively Reviewing, modifying and evaluating work as it progresses 4a) review what they have done to help them develop their ideas 4b) describe the effects of their actions 4c) talk about what they might change in future work Breadth of study 5a) working with a range of information to investigate the different ways it can be presented 5b) explore a variety of ICT tools 5c) talking about the uses of ICT inside and outside school

Key Stage 2 Finding things out 1a) to talk about what information they need and how they can find and use it 1b) how to prepare information for development using ICT, including selecting suitable sources, finding information, classifying it and checking it for accuracy 1c) to interpret information, to check it is relevant and reasonable and to think about what might happen if there were any errors or omissions Developing ideas and making things happen 2a) how to develop and refine ideas by bringing together, organising and reorganising text, tables, images and sound as appropriate Exchanging and sharing information 3a) how to share and exchange information in a variety of forms, including e-mail 3b) to be sensitive to the needs of the audience and think carefully about the content and quality when communicating information Reviewing, modifying and evaluating work as it progresses 4a) review what they and others have done to help them develop their ideas 4b) describe and talk about the effectiveness of their work with ICT, comparing it with other methods and considering the effect it has on others 4c) talk about how they could improve future work Breadth of study 5a) working with a range of information to consider its characteristics and purposes 5b) working with others to explore a variety of information sources and ICT tools 5c) investigating and comparing the uses of ICT inside and outside school

Page 21 of 21
