Progression Step 2

Identity, image and reputation

Statement

I can identify the differences between private and personal information and know when to disclose it.

I can understand that providing information leaves a digital footprint.

I am aware of simple rules for sharing images and data.

I can identify and use strategies for protecting personal data and hardware, e.g. using secure passwords.

Skills

Understand why sharing personal information online could be harmful

Understand the differences between safe and unsafe online practices

Know and identify trusted adults.

Understanding of browsing the internet safely.

Use positive and safe behaviours when using a range of digital tools

Rights to images and being aware of referencing images used when creating digital media.

Find, upload and use a range of copyright-free images in our work

Understanding of what makes a “good” password

Where documents can be stored safely and securely.

Privacy regarding personal accounts etc.

Knowledge

What is their personal information and what can/can’t be shared safely?

Understand what to do if you feel unsafe or have encountered a danger – Know who you can talk to.

Understand that online avatars and characters could be another real person

Knowing that information you place online is stored.

Knowing what information is gathered and stored about you when you use any digital tools

Know the potential impact and future implications associated with your digital footprint

Basic understanding of plagiarism (not allowed to copy anyone else’s work and say that it’s yours)

Basic understanding of copyright

Understanding that your password should be kept to yourself.

Knowing where files are stored and how to access them.

Experiences

Social stories, role play opportunities.

Discussing what websites/apps are accessed.

Any learning opportunities involving.

Discussions and talks from community officers who visit schools/classes.

Vocabulary

Safe, personal, private, share, block, report, check, belongs, risks, options.

Digital, footprint, social, data, internet, website, information.

Belongs to others, owned, others, rights, ownership, permissions, data, images, gifs, jpeg.

Hardware, personal, information, hardware, privacy, protection, password.

Health and well-being

Statement

I can acknowledge age restrictions and suitability of digital media and devices, e.g. understand PEGI ratings, playing/watching inappropriate content/games, in-app purchases

I can identify and explain the advantages and disadvantages of digital media and devices, e.g. well-being effects of screen time

Skills

Understanding of why ratings exist and why they are enforced - content, language etc.

Understand that too much screen time can have a negative effect on wellbeing.

Explore the benefits of using digital media and devices.

Knowledge

Discussing why apps have ratings and how to keep safe.

Link to brain development in HWB lessons- brains maturing.

Differences between peers in terms of maturity/access allowed or disallowed.

Internet can mislead.

Mistakes happen and what to do when things go wrong- flowchart of trusted adult etc..

Knowing appropriate level of access to digital media and devices.

Recommendations for physical health.

Experiences

Sorting activities into ratings

Pros and Cons of internet

Favourite games and in app purchases- Project Evolve.

Know rules of AUP – minimise, don’t share with other pupils and inform teacher/trusted adult.

Social Stories.

Involve parents in workshops with their child about risks and ways to protect them using HWB app guidance.

Discussions about how children feel after having screen time for a long period of time.

Compare to reading

Debate about advantages and disadvantages (Literacy)

Project Evolve Lessons on screen time.

Survey screen staff of whole school and share data and action plan HWB.

Introduce tech free days?

Vocabulary

Appropriate and inappropriate, age rating, information, PEGI rating, content, saftey, rules, responsibilities, rights

Digital, wellbeing, appropriate, inappropriate, age rating, digital citizen, rights, responsibilities, e-safety, connect, present

Digital rights, licencing and ownership

Statement

I can explain when and how it is acceptable to use the work of others and why giving credit is a sign of respect.

I can recognise watermarks and copyright symbols and understand why they are used.

Skills

Discuss the work of others and why it is important to acknowledge it as their work.

Identify work belongs to others, look for names, owner etc.

Recognise own work

Know the difference between watermarks and copyrights symbols and what they mean, and why they are used by companies.

Knowledge

Looking at copyrighted images they may use e.g. from Google.

Also looking at not copyrighted images e.g. Britannica images via Hwb

Knowing what a watermark is and why it Looking at copyrighted images they may use e.g. from Google.

Also looking at not copyrighted images e.g. Britannica images via Hwb is used.

Experiences

Explore looking at photos/items with copyright or water marks,

Link to own personal belongings and belongings of others e.g. spiderman water bottle

Claiming someone else’s work (e.g. Artwork) is your own; is this fair?

Explore looking at photos/items with copyright or water marks,

Link to own personal belongings and belongings of others e.g. Spiderman water bottle.

Vocabulary

Owner, fair, unfair, respect, copyright, rights, responsibilities, hallmark,

Online behaviour and online bullying

Statement

I can use digital technology to communicate and connect with others locally and globally.

I can explain the differences between offline and online communication.

I can compose clear and appropriate messages in online communities and interact appropriately.

I can identify different forms of bullying, including online bullying, and suggest strategies for dealing with it, e.g. follow the same rules when communicating face to face and online.