I can understand the importance of balancing game and screen time with other parts of my life, e.g. explore the reasons why I might be tempted to spend more time playing games or find it difficult to stop playing and the effect this has on my well-being.

I can identify the wider positive and negative influences of technology, e.g. on my life, on society, on the environment.

I can identify marketing elements designed to draw my attention. 

Learn to regulate my screen time (independently where possible) 

Recognise health concerns because of screen time, e.g. difficulty sleeping

Learn how to use technology in a positive way  

Learn how technology has improved healthcare 

Learn marketing techniques

Understanding of the potential health implications associated with this 

Understanding the recommended time using screens. 

How their digital footprint affects what media they’re exposed to – algorithms and the “for you page” 

Explore sites associated with health and wellbeing. 

Digitally altered images/Photo shopping 

 
Exploration of scenario cards- responding- listening to other people’s opinions.

Understanding of features designed to ‘lure’ consumers in. E.g. offers, discount codes etc.

App – screen time 

SurveysCreating a ‘ways to well-being' poster. 

Evolve lesson calculate screen time effects. Make a timetable of screen time V non- screen time- what is the difference? How can you minimise screen time? 

Tech free weeks.

Show a collection of different videos and discuss what language etc is being used to engage the consumer – clickbait. 

Dove campaign – positivity. 

Beauty across the world youtube video Beauty Standards Photoshopping Worldwide 

Use a range of different websites to compare prices of items and allow children the opportunity to ‘market research’ different products – linked to budgeting

Screentime, blue light exposure, gaming addiction

Algorithms

Marketing, consumers

I can understand that copying the work of others and presenting it as my own is plagiarism.

I can cite sources when researching and explain the importance of this, e.g. create simple lists for the referencing of digital and offline sources.

I can understand that images can be edited digitally and can discuss rights and permissions associated with this.

Knowing you should reference sites used.  

Knowing that we shouldn’t just ‘copy and paste’ information from online sources. 

Knowing how to cite sources and understanding what types of media requires citation – google images, Britannica for kids.  

Understanding of the range of different tools that can be used to alter images – generative fill, green screen, removal of features and backgrounds, text to image

Citing sources when carrying out research.  

Citing sources when carrying out research.  

Sort between digitally altered images and discuss how the editing can fool the consumer  

Citing, plagiarism,   

Citing, plagiarism,   

AI, Generative Fill  

I can demonstrate appropriate online behaviour and apply a range of strategies to protect myself and others from possible online dangers, bullying and inappropriate behaviour, e.g. turn off comments on digital media, reporting, block users.

I can understand the risks and legal consequences of sending intimate images and content/sexting.

I can recognise language that could be deemed to be offensive (including racist, sexist, homophobic and transphobic language) in online activities.

Recognising inappropriate online behaviours 

I know how to report inappropriate behaviour and who to report it to. CEOP

I can understand there is a digital record of what I post online.  

I know who to contact and what to do in the event of receiving intimate images.  

I am aware that I should not forward any intimate images if I receive them.

Recognising and understand the definition of language and words that may be deemed offensive.

Understanding what appropriate and inappropriate online behaviour is and strategies for concerns. 

Understanding of Digital Footprint and how many apps and pieces of software store messages and pictures even if they are deleted on the device.

Understanding of the language and what is deemed inappropriate

Safety awareness poster 

Group scenario cards 

School police liaison officer talk/workshop 

Common Sense lesson 

Talks from school links to Gwent Police etc. 

Presentations from Heddlu Bach 

Commonsense.org lessons delivered 

Show racism the RED card. 

Presentations from Heddlu bach,  

Seeing it from someone else's point of view.  

Using celebs and sharing their experiences with such behaviours and how it was overcome.  

Appropriate / inappropriate, protection, reporting, privacy

Storage, encrypted, consent, sexting, consequences, legal, reporting   

Racist, sexist, homophobic, transphobic, offensive