Citizenship

Hwb In the Know

This website creates guides for learners, teachers and parents. These guides are available to support with a breakdown of the App.

It is important that online safety messages are repeated and reinforced often throughout the school year.

Learners could...

...draw their attention to the digital world they are living in. Look at what devices they come across in their lives, they may not always be aware of items they take for granted. These could be computers/TVs/smartphones/smartwatches etc.

Learners could...

...find and add their work to apps like Seesaw, J2e, Osmo. Learners need to understand the purpose of naming digital work effectively to find it in the future.

...understand that digital work is no different to physical work, it should be treated with the same respect that they would expect others to have of their own work.

Learners could...

...make choices in the real world and explain their reasoning for these, e.g. choice of fruit or sandwich filling. Learners need to develop an understanding that different people have different likes and dislikes.

...explain how they feel after different activities, these can be both in their physical responses and their emotional responses. They need to develop the ability to express their feelings in acceptable ways. These could be through the use of emojis, colours or pictures.

...identify the emotions of others from images of facial expressions. Can learners explain what they think a person is feeling? development of empathy.

It is important that online safety messages are repeated and reinforced often throughout the school year.

Learners could...

...create a profile with information about themselves, then identify which pieces of information are personal (name, address, school name etc.), and which don't identify them (Man U fan, can swim etc.). Understand that they should only share information online with those people they also know offline. 

...see the browsing history of devices they use and know that login details can be stored. Learners need to understand that 'delete' does not mean permanently or for everyone. What we do online has a lasting legacy. 

...explore the types of images/messages/work that are shared with others, discuss these with learners and explore the idea that once shared with someone else, these items can then be shared with others without their consent.

...complete the Be Internet Legends game and understand the purpose of strong passwords. Learners need to understand that the password is the 'key' to accessing their work, keeping this safe is paramount and that others can use both their image and information about them to pretend to be them (catfishing).

Learners could...

...identify which films/games/apps they know to have age restrictions, do they know why these are in place? what reasons could they be? classroom discussions. What could the impact of not following these be? What films/games/apps do they want to use? Are they aware of the dangers? What could the impact of accessing these be on their lives? Discuss the misuse of these games/apps by adults who target younger people.

...make a list of devices/games/apps that they make use of (both in their age restrictions and those outside of those restrictions that they make use of). Discussions on how playing/using too long can affect them. Discussions on algorithms to keep them engaged in apps like YouTube/TikTok. Can learners identify the features which they notice? Short videos, increased danger/violence/rewards. Are they aware of how long they spend on devices? Do they set themselves downtime?

Learners could...

...be asked to copy a story down on paper and then be asked to go to show the headteacher, taking credit. Discuss with learners if this is an acceptable thing to do. Why can we not copy the work of others and take credit? Explain to learners how they can credit original authors within the work they have done.

...identify watermarks when searching for images and discuss the purpose of these. Start to understand how searches can be done to use images where usage has been given. e.g. In Images, select Tools, Usage Rights- Creative Commons Licenses can be used for non-commercial use.

Learners could...

...develop their understanding of who can see their work; if using Seesaw/ClassDojo identify who can see their portfolios. They could email their classmates through their school accounts. 

...send messages/letters/postcards through the post, attaching stamps and sending them home or a class learning partner. Then they can send a message digitally and discuss the differences in approach, what are the pros and cons of both?

...discuss the types of conversations that can be had online and reinforce the fact that online messages are there forever! Online life is still 'real life', with the added fact that online life can be seen by others and not everything will stay private.

...discuss what they consider bullying to be and develop their understanding of what constitutes bullying. How can this look online? Discuss their use of apps/games e.g. in Roblox/Minecraft, how do learners interact? Do they destroy builds? Do they 'chat' appropriately? Would they behave the same if they were in the same room on a physical task?

It is important that online safety messages are repeated and reinforced often throughout the school year.

Learners could...

...identify where sites start with https:// or have the padlock symbol. They can complete the Google Internet Legends activities about online security, identifying elements that support the recognition of a secure site and those which are scams. What tricks do scammers use?

...discussions on the use of social media apps and those which share their location e.g. Snapchat, Facebook etc. which share the location of where information has been shared from. When are these features a benefit? How could they be misused?

...identify what digital footprint they have. What platforms do they already use? Which do they know of? Learners could create a piece of media which shares the dangers of apps/games they know, what are they? how can users make them safer? what are the things parents should know about those apps/games, which they may not know?

...understand why a site may need personal information. What information should you share/keep private? Discuss what they are willing to share with strangers on the street. Introduce the idea that online surveys/games are also collecting information to build a profile of you...favourite colour, first school etc. all security questions from banks.

Learners could...

...Do learners know how long they spend on digital devices? What is the make-up of their day/weekend/week? Learners could identify which activities they do which are physical and which are sedentary. What emotions have they experienced when playing online? Explore both positive and negative. Are learners able to identify the reasons for both positive and negative emotions? Bring their reasoning to their conscious. What activities away from digital do learners wish they were better at? Would time spent allocating time to this be wise? Do learners consider adding time-management systems to their digital use?

...where has technology enhanced our lives? How has it done this? Look at the three elements of self, society and environment. How has it harmed these? Are learners aware of the term 'echo chamber'? what does this mean to them? What stories have they heard of the negative impact of digital on the lives of children and adults? What changes would they like to see put in place? 

...why are apps addictive? what are the benefits to the app owners if you spend more time on them? Discuss the way apps like YouTube keep showing the next video, how long videos tend to last, and what actions are 'creators' using to get you to subscribe to their channel. Discuss algorithms and how apps are manipulating them to make them watch more. Bring this to their attention and see if they can think of examples where they know this has happened.

Learners could...

...what is plagiarism? Would learners copy the written work of others and pass it off as their own? Do they copy in maths? Is the digital world any different? Teachers can get pupils to make notes on things they are researching, then learners use the notes to create their work. Adding this step removes the ability to copy and paste.

...explain that you can use the work of others, but, give credit to the author. Their work can be used to support what is being created. This could be images that are used. Quotes from others. When researching make a list of the sites that are used when making their bullet points and understand how to reference this at the end of their work.

...what does digital image editing look like? what editing features are learners aware of? Discuss the filters in different apps and the message this portrays to younger users, misunderstanding of life and their expectations. Look at advertising by influencers, and how this affects the user. Should people viewing edited images be aware of the edits? Should they be able to see the original? 

Learners could...

...do learners have action plans in place? What should they do if something makes them feel uncomfortable? What does online bullying look like? What incidents do they know of that have happened online? Discuss a person's digital footprint, and know that everything typed in online is there forever. What actions do websites have to support you feeling safe? Look at the platforms which are used by learners. 

The sooner they report issues to a trusted adult the sooner any issues being experienced will be stopped. Behave online as they would offline.

...do learners know that sending images of themselves to others their age is still classed as distributing images of a child, if under 16? What is safe to share? What happens online does not always stay online. Relationships ending. Revenge images.

...look at incidents that have happened where people have lost their jobs. What did they do? How old were they when it happened? The internet has a history and sharing an opinion today can cost jobs. What is considered to be racist, sexist, homophobic and transphobic? 

Inform learners of incidents where jobs and university places have been lost due to messages in 'private' chats. Once sent it can be shared beyond. 

NOTHING IS 'SAFE' ONLINE. Only as safe as we can make it.

It is important that online safety messages are repeated and reinforced often throughout the school year.

Learners could...

...discuss what their digital footprint currently looks like, and list the apps they use with accounts. What information does each app have about them? Discuss how companies make money from sharing the information that you share with them.

...look at their accounts and discuss any avatars they have chosen, why have they done this? How should you present yourself? Remember that what you do and say is recorded on your digital footprint. What does this mean if others do not present themselves in a true representation of themselves? Catfishing.

...look at how they share information, what do they share? who do they share it with? Do learners know how to identify safe sites? What types of passwords do they use? Do they make use of 2-Factor-Authentification (2FA)

Learners could...

...identify which apps they use and estimate their use, they can also then look at their screen time and see if their estimations are accurate. Create a digital journal.

...identify online behaviours which are positive and negative, and which behaviours they have examples of from their own lives. What actions do they know others for certain and what do they know as an 'urban myth'?

...look at websites and identify the reporting procedures. Can learners identify where the CEOP reporting tools are? Can they identify where in the apps they use the reporting tools?

...look at online games and how they try to get you to buy them, what 'tricks' do they use? Time-limited opportunities, loot boxes, streaks etc. Do learners take the time to think about their purchases? Do they look at digital currency the same as money? Games that use their own currency to buy things, V-bucks, Robux etc. Look at how advertising is used to exploit the user, links to searches or things you have looked at for longer on social media.

Learners could...

...look into copyright law, what is the difference between Creative Commons licenses and Commercial & other licenses? What are the results of breaking copyright law? What could the impact of plagiarism be on learners in school? Find examples of 'cheating' within education, and the long-term implications of that. Look at the ethical choices of passing the work of others off as their own, how would they like credit for their work being passed off as that of someone else's? What examples from history are there of plagiarism? When is it okay to make use of the work of others? What steps need to be taken to credit the source?

...look at the impact their work could have on others. Look at the creative work of others from the past, what impact has it had? When has work been controversial? How do artists create work to evoke emotions? When creating something what aspects do learners look at? What is the target audience, who will see it, how can it be misconstrued? 

Learners could...

...create a list of actions they feel are important when behaving online, which they feel are the most important and which they follow. What precautions do they take when working online? 

...do learners know that sending images of themselves to others their age is still classed as distributing images of a child, if under 16? What would you say is safe to share? What happens online does not always stay online. Relationships ending. Revenge images. 

How does their digital footprint reflect them and who they want to portray online? Discuss the actions of 'famous influencers' and their need to create new and possibly, more extreme content and views.

...what information is stored when things are created digitally? What is Metadata? Look at the data stored on images taken on phones, in what situations is this data used? Identifying the activities of criminals, children posting their illegal activities on social media for likes.

It is important that online safety messages are repeated and reinforced often throughout the school year.

Learners could...

...look at examples in the media where past social media posts have harmed the life of the person who posted. Learners can identify issues which have caused controversy, then look back at their social media history and identify if they have posted potentially harmful posts.

...discuss with learners how companies can track the digital footprint of their employees. Look at the information that could be collected, what are the benefits to the company, and what are the negatives?

...analyses the data protection policies of several companies and identifies the rationale for their need. What are the consequences of breaking/twisting the rules of an organisation?

...look at how companies collect data, and what they do with it in the future. Which services do learners sign up to without reading the terms and conditions?  

What is the reason why companies need to collect data on their users? Look at examples where their data is collected, shopping receipts, attending concerts, train tickets etc. What is the benefit to the companies in doing this?

Learners could...

...look at examples where images have been edited, within these look at the rationale behind the edits. Is there a difference between having wedding photos edited to seem like a sunny day, to holiday companies editing the weather to seem nicer? 

Within social media what is the effect of photo editing? How does this affect the viewer? Unrealistic view of the lives of others? Should altered images be identifiable online? Look at the social media content of 'influencers' who 'keep it real' with unaltered images.

...look at how a digital presence has impacted the lives of some, learners will likely be aware of the lives that have been taken by the impact of social media. Identify trends which start online, and what impact can this have on the victim and the perpetrator? What can learners do to support the balance between their real and digital lives? Are these the same thing? What steps can be taken to support a healthy balance between the two? Who can be contacted for support?

...develop an understanding of why technology will need to be disposed of, what data is still stored on a device even when 'reset'? Gain an understanding of the finite resources used within a digital device. Understand that there is a legal requirement to dispose of devices safely in several situations.

Learners could...

...look at identifying why the work of others needs to be protected. Who benefits from using the work of others? What is the impact of using others' work without permission or paying for the work used? 

If using the work of others, what considerations should be given?  Develop an understanding of commercial and non-commercial copyrights. 

...create a for and against list of using the work of others. This can be used to create debates taking one side or the other. Learners could create video posts to support harsher consequences for those who break copyright laws. Create social media content which shares what they have learnt about digital ownership.

...research what is 'fair use'? What is the impact of using the work of others? Does this change if used for commercial/non-commercial use? 

How should creators be credited when their work is used? Look at the different referencing systems that can be used. 

Understand that in the future they may need to support their ideas with supporting evidence and this will need to be documented within the work they produce.

...have a class debate about being able to use the work of others, they can be split into groups to take one of each side. Learners can identify the different roles involved in the creation, copying, and consumption of digital work, and then look at the impact each has on the other. They could roleplay a situation where one has taken advantage of the other, what are the consequences by law in doing this?