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Discuss with children how they would stay safe in the following examples:
• Taking cupcakes out the oven (wear oven gloves, be careful)
• On a public bus (stay with an adult, sit down or hold onto something when standing)
• When a stranger approaches you (don’t talk to them, tell an adult)
• When on an aeroplane (listen to safety announcements, remember where oxygen, life jacket etc is)
• On a car journey (wear a seatbelt)
• Before crossing a road (stop, look, listen)
• When riding a bike or scooter (wear a helmet)
Explain that just like in the real world, we have a responsibility to keep ourselves safe in the digital world.
Extension: Make this a competitive game in teams with children making up their own ‘buzzer’ noises.
Note: The first part of this activity serves as a baseline for teachers to ascertain how much their class know and what they might need to focus on. Depending on class knowledge, teachers might need to input more or less throughout ‘The Digital World’ section and therefore might prefer to cover this in a separate lesson before completing the rest of the session.
Ask children if they can explain what is meant by ‘the digital world’. After hearing some responses, click to reveal the three headings in bold below and ask the children to identify different uses for the internet within these categories. On a flipchart or whiteboard keep a list, for example (not exhaustive!):
• Communication –
o Sending and receiving emails.
o Facebook, Instagram, Twitter, Snapchat etc – using social media to keep in touch with friends or to follow celebrities and personalities.
o Grown ups might use online banking facilities to manage their money.
• Information –
o Search engines like Google are like an online encyclopaedia for us to find out huge amounts of information about nearly any topic we can think of.
o News websites share up to the minute news articles.
• Entertainment –
o Sites such as Netflix, NowTV, Amazon Prime etc allow users to stream TV and films online.
o Content sharing sites like Youtube allow users to make and share their own videos.
o Internet shops for browsing and purchasing.
o Playing games and competing with others around the world.
Discuss positives and negatives for each use of the internet identified, then ask children what steps they can take to make their internet usage safer. You might like to start this discussion as a class, then ask small groups to focus on one area each and present back to the class. Some examples are below:
Sending and receiving emails:
• Positive – Can communicate with friends and family all over the world.
• Negative – Emails can be hacked and could contain computer viruses or unwanted messages.
• Steps to Safety – Don’t open emails, downloads or attachments from people you don’t know and trust. Definitely don’t reply to them!
• Positive – Access to so many different films and TV shows in one place!
• Negative – Watching too much TV is bad for you, and also you might see something you don’t like or upsets you.
• Steps to Safety – Make sure an age limit is set on your Netflix account so only age appropriate material is shown. You can even set time limits too, so you don’t watch too much! If you ever do see something that you don’t like or upsets you, tell a trusted adult.
Explain that just like films are classified so that they are only watched by the right aged audience, some websites have age restrictions to help keep children safe. For each point below take guesses and then click to reveal the age limit:
• Facebook, Instagram, Twitter, Snapchat: 13
• WhatsApp: 16
• YouTube: 18 (or 13 with a parent’s consent)
Make sure that children are clear that even if they do visit or sign up to a site/game/app that isn’t designed for their age and they have an issue or bad experience there is always someone there to help – they shouldn’t be afraid to ask for help and it is not their fault.
Note: The Lower Key Stage Two sessions Sharing Online and Chatting Online contain animations of real life cyber safety stories made by the NSPCC which, if children have not previously completed these sessions, you might like to play these here instead or as well as the activity below.
Explain that there are some rules we should always follow to make sure we stay safe online. To find them out, children must first help to tell a story about a child their own age:
1. Option 1: Give each group Appendix 1: Frankie’s Story, cut into pieces. Each group must put the story pieces in the right order to tell the story. Read, or ask volunteers to read, the complete story.
2. Option 2: Simply read the story to the class.
3. Based on the story the group should come up with and write down a ‘rule’ to help children stay safe.
4. Ask the Discussion Questions below.
5. Use the Key Information to help enhance answers.
6. Then hear the ‘rules’ each group wrote and compile them together to make one class rule. Ask clarifying questions to improve this rule, e.g. ‘What else shouldn’t you share online?”
Discussion Questions (click to reveal each):
• Why did Frankie think it was OK to share the photo?
• How did the man know where and when to find Frankie?
• Frankie said she has learned to use the internet safely now. What do you think she has learned?
• Unfortunately, there are people in the world who want to harm others and we always have to be aware of this.
• That’s why we are teaching you ways to keep yourself safe online. People can harm us in real life but they can reach us easily online as well: sometimes people pretend to be someone they’re not.
• School procedures to keep children safe, e.g. children are not allowed to leave school without a parent/carer.
• Even if requested directly, never share passwords, address, phone number, photos of you (including in school uniform), what school you go to, any other personal information etc.
• You are responsible for the content you share online, even if the image is of or belongs to someone else.
• If you see anything shared that upsets or confuses you, always tell a trusted adult.
This roleplay activity enables children to put into practice what they have learned about sharing online. It also highlights the pressure tactics people might use online and why sharing things can be tempting. Through this exercise, children will learn how to talk themselves down when they are in those situations.
1. Click to reveal a scenario on screen and read it aloud.
2. ‘To Share …Or Not to Share’ – Ask for two volunteers to come to the front and try to persuade the class why they should share or not. For example:
• Scenario – Someone online asks for your home address because they want to drop round a present for your birthday. You think you know who they are, but you’re not sure because they’re using a username.
• To Share – You think you know who they are! You want the present and you wouldn’t want them to think you’re rude and don’t want to accept their present.
• Not to Share – You don’t know exactly who they are! And you should never, ever share personal information online. If you do know them, they can ask your parents for your address in person. And they shouldn’t know it’s nearly your birthday anyway, that’s personal information too!
3. Take a vote on what children think the right thing to do is in each scenario and why.
4. To help broaden the discussion beyond the immediate share/don’t share question, ask children about what consequences there might be for sharing or not, and how they might make them or others feel. The point here is to help children understand why they shouldn’t share personal or sensitive information online, rather than just knowing that they shouldn’t. These discussions should also suggest alternatives – e.g. asking a parent to share a photo in a closed family WhatsApp group and show you the comments.
Extra scenarios on slides 6-15, choose which you want to use and ‘skip’ the other slides:
• You are having a great time with your family on holiday and take a selfie of yourself and your little sister both in your swimming gear. You want to share it to show your friends what a great time you’re having.
• A boy/girl you fancy asks you to send them a picture of you in the shower.
• You want your friends to join you at the park, so you want to share a Google pin online so that they know where to find you.
• You won a medal at sports day and are rightly proud of yourself. You want your aunts and uncles and grandparents to know, so you want to share a picture of you in your PE kit with the medal around your neck.
• You see a picture of someone in your class with the caption ‘Alien spotted in town’. Everyone is sharing it, you want to feel part of the group and share it too.
• You went for a nice birthday meal with your family and want to share a picture of you all around the table to say thank to everyone on social media for their nice birthday messages.
• Someone shares a post with a horrible picture of an injured dog that says ‘if you don’t share this in the next three minutes, your dog will die.’ You love your dog Pedro and don’t want anything to happen to him.
• You feel a bit lonely, everyone is out doing things on a hot sunny day, but your parents are at work so you’re stuck at home. You want to share your phone number, email address and home address online so that people can get in contact with you and drop round if they are passing.
• Your family have set time limits on how much time each day you can use social media. You’ve already used up all your time, but you’re desperate to share something with your friends. It would be easy to sneak on to the iPad when your Mum’s back is turned…
If deemed appropriate, invite children to discuss in groups whether they have seen anything that has upset them online. What did they do about it? In hindsight was that the right thing to do?
NB. Ensure children are sensitive with how much they tell other children about what they saw that upset them before group sharing starts.
Remind children that:
• Just like what we eat can make us healthy or make us ill, the things we read, see and hear online can make us feel all sorts of things (e.g. happy, hurt, excited, angry, curious).
• Our feelings can influence what we do and say online and can cause us to forget the consequences of our actions.
• We all have to be responsible and think about what we are doing and what the impact of our actions could be on ourselves, and on other people.
Children should complete the Sharing Online activity in their Module 2 Activity Workbook.
Today’s activities helps children to consolidate learning and to write personally about their own online experiences.
It is advisable for children to complete these workbook activities independently. You might like to play music in the background to encourage focus, before bringing the class back together to conclude.
The last exercise in today’s workbook section is to write a list of rules specifically about sharing online. Children can do this independently or in groups as you wish. An example list is below:
• Don’t share personal information online – ever!
• Don’t share anything at all when you’re upset or angry – feelings can affect your judgement, just like in real life.
• Every time you go to share something, ask yourself if anyone would be upset if you did.
• Talk to someone about anything you see that upsets or confuses you.
Read out loud the phrase on the screen which is also written at the bottom of their workbook pages, ‘Take care when you share. If in doubt, speak out.’
Remind pupils that if they ever need to speak to someone about something that is bothering them they should talk to a trusted adult. If for some reason they feel they can’t talk to someone they know, they could always phone Childline for a chat 0800 1111 or contact Childline online.
Click to play the song for this Unit: Be My Stronghold