What does Citizenship look like at Malpas Court Primary?

Identity, Image and Reputation

Progression Step 1:

I can distinguish between someone I know and someone I have never met. 

I can recognise data online with adult support, e.g. find images of myself and others on the school website/school social media page. 

I can recognise that actions have consequences and I can identify simple rules and strategies to keep myself safe online. 

Progression Step 2:

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. 

Progression Step 3:

I can understand how to protect myself from online identity theft, e.g. identifying secure sites, phishing, scam websites. 

I can identify the benefits and risks of mobile devices broadcasting the location of the user/device 

I can think critically about infomation shared online, e.g. the impact of sharing images and videos, metadata of images and videos 

I can identify the benefits and risks of giving personal information and device access to different software 

Health and Wellbeing

Progression Step 1:

I can identify and use a range of media and digital devices from familiar experiences. 

Progression Step 2:

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.

Progression Step 3:

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. 

Digital Rights, Licencing and Ownership

Progression Step 1:

I can add my name to digital work.

I can identify that work belongs to others.   

Progression Step 2:

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.

Progression Step 3:

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.

Online Behaviour and Cyberbullying

Progression Step 1:

I can make decisions based on what I like and dislike. 

I can communicate some of my feelings 

I am beginning to become aware of the feelings of others 

Progression Step 2:

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.

Progression Step 3:

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