These evaluations help inform policy and develop practice. The views and experiences of students are used to inform this process also. Section C. Education C.1.1 E-Safety Education Whilst regulation and technical solutions are very important, their use must be balanced by educating students to take a responsible approach. The education of students in E-Safety is therefore an essential part of NCW’s E-Safety provision. Children and young people need constant help and support to recognise and avoid E-Safety risks and build their resilience. This is particularly important for helping them to stay safe out of school where technical support and filtering may not be available to them. E-Safety education will be provided in the following ways: A planned E-Safety programme is provided as part of IT, PSHCE and other lessons. This is regularly revisited, covering the use of IT and new technologies both at NCW and beyond. Key E-Safety messages will be reinforced through further input via assemblies and Form Group activities, as well as informal conversations when the opportunity arises. Students will be helped to understand the need for the pupil Acceptable Use Agreement (see Appendix 1) and encouraged to adopt safe and responsible use of IT both within and outside NCW. In lessons where internet use is pre-planned, it is best practice that younger students should be guided to sites checked as suitable for their use. Processes should be in place, and known to students, for dealing with any unsuitable material that is found in internet searches. Where students are allowed to freely search the internet, staff should be vigilant in monitoring the content of the websites the young people visit, encouraging students to discuss anything of which they are unsure and implementing the NCW behaviour policy where appropriate. Students will be made aware of what to do should they experience anything, while on the Internet, which makes them feel uncomfortable. C.1.2 Information Literacy
D Appendix 2 E-Safety Curriculum E-safety curriculum Autumn 1 privacy/security Autumn 2 cyberbullying Spring 1 relationships/communications Spring 2 self-image and digital identity, online reputation and digital footprint Summer 1 information literacy Summer 2 creative credit/copyright strand privacy/security cyberbullying internet safety, relationships, communication digital footprint reputation, information literacy creative credit copyright When Autumn 1 Autumn 2 Spring 1 spring 2 Summer 2 Summer 2 Components managing online information and keeping it secure from online risks, how to avoid scams and schemes and how to analyse privacy policies What to do if they are involved in a cyberbullying situation. Explore the roles people play and how individual actions, both positive and negative, can impact their networks. Students are encouraged to be upstanders and to build positive and supportive online relationships distinguishing between inappropriate contact and positive connections. Explore how the internet offers an amazing way to collaborate with others worldwide Reflect on how intrapersonal and interpersonal skills to build and strengthen positive online communication and communities. considering how what is shared online can impact self and others. helping students explore their own digital lives. The benefits and risks of personas and the effect on their sense of self, their reputation and their relationships Finding, identifying, evaluating and using information effectively. responsibilities and rights as creators in the online spaces in which consumption, creation and sharing of information takes place
the distinction between good-natured teasing and bullying (FT/HOKS) resist online peer pressure (FT/HOKS/CARE) (IT) sites (SCIENCE) DRAMA, MUSIC) strand privacy/security cyberbullying internet safety relationships, communication digital footprint reputation self-image/identity information literacy creative credit copyright Year 10 turn down the dial – learning that cruelty can escalate quickly online – anonymity and lack of responsibility (FT/HOKS) Gender stereotyping – dress up your avatar – virtual world for kids for evidence of stereotypes about boys and girls. (PSHCE) oops I put it online – introduction to the benefits of sharing online and the risks of sharing inappropriate information. Digital life – the role digital media plays in your life (PSHCE) PSHCE unit on information retrieval concept of creative commons (?) Year 11 exploring the concept of privacy in their everyday lives and as it relates to using the internet (PSHCE) thinking critically about developing relationships online my online code – ethical behaviour online. Romantic relationships online – risks and responsibilities (PSHCE) who are you online – how people represent themselves online and the relationship between online and offline selves (PSHCE) building online communities – websites that foster positive community (PSHCE) strand privacy/security cyberbullying internet safety relationships, communication digital footprint reputation self-image/identity information literacy creative credit copyright quality
Year 12 perspectives on cyberbullying – the dynamics of online cruelty and how it affects all the people involved (FT/HOKS) college bound – everything they or anyone else posts about them becomes part of a public online presence known as a digital footprint (FT/HOKS) learning the difference between getting inspiration from the creative work of others, and appropriating that work without permission. (ENHANCEMENT) Year 13, 13+ Does it matter who has your data? Considering the ways in which websites and companies collect data online and personalise it for their users, and considering companies’ motives for doing so (FT/HOKS) learning the definition of hate speech and understand how it affects individuals, groups and communities (ENHANCEMENT) reflecting on the responsibility to protect the privacy of others when posting information about them online (FT/HOKS) considering the benefits and drawbacks of using collective intelligence in different contexts (FT/HOKS)
D Appendix 3 Supporting Resources and Links The following links may be helpful: General South West Grid for Learning “SWGfL Safe” - http://www.swgfl.org.uk/Staying-Safe Child Exploitation and Online Protection Centre (CEOP) ThinkUKnow ChildNet InSafe Byron Reviews (“Safer Children in a Digital World”) - http://www.education.gov.uk/ukccis/about/a0076277/the-byron-reviews Becta – various useful resources now archived National Education Network NEN E-Safety Audit Tool - WMNet – http:// EU kids Online - Cyber Bullying Teachernet “Safe to Learn – embedding anti-bullying work in Colleges” (Archived resources) Anti-Bullying Network - Cyberbullying.org - East Sussex Council - Cyberbullying - A Guide for Colleges: CyberMentors: young people helping and supporting each other online - Social Networking Digizen – “Young People and Social Networking Services”: Ofcom Report: Engaging with Social Networking sites (Executive Summary) Connect Safely - Smart socialising: Mobile Technologies “How mobile phones help learning in secondary schools”: “Guidelines on misuse of camera and video phones in Colleges” Data protection and information handling Information Commissioners Office - Data Protection: See also Becta (archived) resources above Parents’ guide to new technologies and social networking