Digital Citizen Badge

Tier 1

Complete every task to achieve Tier 1, showing that you have thought about the potential risks and how to stay safe for each activity.

1. In a creative way of your choice, map out your regular digital actions, such as searches, clicks or posts. Discuss with other young people the information you leave behind as a result of these digital actions, and whether that’s OK or not. (Privacy Management)

2. Learn how to create a secure password and make one of your own. Always do this with a trusted adult. (Privacy Management)

3. Share three ways young people can respond positively when someone’s being unkind or dishonest, including telling an adult if someone’s making you feel uncomfortable. (Online Harm)

4. Use an online service to learn a new skill and show others what you’ve learnt.

5. Share with at least 10 classmates/family members how they can report unkind/dishonest/unwanted activities online (New community engagement component)

Tier 2

Complete every task to achieve Tier 2, showing that you have thought about the potential risks and how to stay safe for each activity.

1. Create a list of rights that you think you should have as a young person when online. Find online examples of where you think these rights are respected.
   
   

2. For a week, keep track of how much time you spend online and what you’re doing. Looking back over the week, discuss with someone if you’re happy with how you spent your time or not.
   
   

3. Show that you can spot the difference between facts and opinions posted online. (Online Harm)
   
   

4. Investigate how people from different backgrounds interact online. Share how you’d act differently because of these differences. People might be from different countries, be of different ages, have different abilities or amounts of money, etc.
   
   

5.  In a team, volunteer as a “Digital Literacy Ambassador” in your school. Share with your class or cohort about what you have learnt about protecting yourself and others online. You must use a mixture of online and offline tools and discuss which you preferred and why. (New community engagement component)

Tier 3

Complete every task to achieve Tier 3, showing that you have thought about the potential risks and how to stay safe for each activity.

1. In a creative way of your choice, map out what digital actions other people take which makes information about you public. (Privacy Management) Discuss with other young people what the positive and negative consequences of this might be, and what actions you can take to protect yourself. (Online Harm)
   
   

2. Create something that helps other young people to know what they should do if they’re made to feel uncomfortable online, and where they can find support.
   
   

3. Investigate if the people you interact with most online are similar to you, or different to you (i.e what are their ages, genders, ethnicities, hobbies etc?). What impact might that have on the views and opinions you see and believe?
   
   

4. Use several online services to research a personal opportunity that excites you but you know little about (such as a new hobby, studying at college or university, or a specific career).
   
   

5. In a team, use a digital collaboration tool of your choice to achieve ONE of the following (New community engagement component):

a) Organize a local community project e.g., using digital media/platform to organize and promote a community event.

b) Organize a local community project which promotes digital literacy amongst the youths.

Tier 4

 Complete every task to achieve Tier 4, showing that you have thought about the potential risks and how to stay safe for each activity.

1. Show that you understand your rights regarding online information by completing one of the following:

a) In a creative way of your choice, show all the information someone could find about you online and how you’d hide that information if you wanted to.
Leave out anything you’re uncomfortable with. (Privacy Management)

b) Research different ways in which your personal information can be used by algorithms or targeted advertising and create an activity to show other young people what you found out.

2. Take part in a debate on a topic that you think there may be lots of misinformation about online. Use evidence you’ve found online only. After the debate, discuss how easy it was to know if the evidence you found was reliable or not. (Online Harm)
   
   

3. Create a digital version of the Scout Law which shows how each law can be followed when online.
   
   

4. Complete an online training course of your choice and share some of what you learned with other young people.
   
   

5. In a team that includes young people from other Scout Units in your area, use a digital collaboration tool of your choice in a community project to achieve ONE of the following (New community engagement component):

a)  Something that benefits a charity or causes you all care about.

b) Something that promotes digital literacy amongst the Seniors within your community.