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About young boys/teens being influences by algorithms on social media

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The rise of the aggro-rithm | Vodafone UK

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PEGI rating 12

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Palworld's cute creatures and similarities to Pokémon can make the game seem child-friendly. However, it does contain violence, weapons and interactions with strangers.

The PEGI 12 rating suggests that children 12 and over can play it, but this will vary from child to child. It's a good idea to play with your child and gauge whether it is appropriate yourself.

Available safety settings

Palworld is available for Xbox consoles and PCs with Windows installed. So, you can make use of Microsoft Family and console controls to manage screen time.

In-game, you have control over whether your gameplay is single player or multiplayer. When you start, you can create a new world with any name you like. Then, you can choose to keep it single player or set it to multiplayer. As such, you can control the element of contact in the game.

Taking breaks

The Palworld developers encourage its users to take breaks from the game. "Play lots of games, try different genres, and frequently flick through indie libraries to find hidden gems," they said in a statement following reports of a dwindling fanbase.

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What is Palworld? Safety guide for parents | Internet Matters. Learn about the Palworld video game to keep kids safe online.

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DfE Generative AI in Education March 2023

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DfE Generative AI in Education March 2023

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Generative artificial intelligence (AI) in education

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The Department for Education (DfE) is committed to supporting the AI Opportunities Action Plan. Generative artificial intelligence (AI) presents exciting opportunities to improve people’s lives, including by making our public services better. AI will support with the delivery of the Plan for Change and our opportunity mission.

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How can I teach my child the difference between fact and fiction?

As time moves on and technology evolves, so does the way technology is used. For example, AI (artificial intelligence) continues to change and find more use among all digital users.

Additionally, there are concerns around AI, CGI (computer generated images) and deepfakes, where images of individuals are mapped onto the face of an adult (pornographic) performer. These videos feel real, making it very difficult to tell if they are fake.

Within CGI, we also see a rise in fake influencers. For example, AI social media influencer, Lil Miquela, at one point had 1.6 million followers. It isn't difficult to see that Miquela was computer generated in videos. However, you may be forgiven for thinking the images are of a real person with over-used filters. What's more, advertising agencies are used the likes of Lil Miquela to 'influence' their products.

How can I help them think critically?

So, why use CGI? I'm sure there are many reasons (e.g. you don't have to pay a real influencer), but advertisers have also always used cartoons to engage children and young people. As such, this just seems a modern version of that, albeit more realistic.

Then, how do you teach your child what is and isn't 'real' online?

It all comes down to critical thinking - the same logic we apply to any area of our lives. Ask children:

What is the purpose of this image/video?

What is the social media influencer trying to persuade their followers to do?

Why is the influencer talking about this particular product?

What can parents do to help children think critically on YouTube?

YouTube and YouTube Kids offers amazing opportunities for children. However, there is always the potential for something unsavoury such as inappropriate content or people (real or virtual) trying to influence the children to say, do or buy something.

You can help them become critical thinkers while staying safe with the following actions:

Watch a few of their favourite channels with them and discuss why they favour those channels. Talk to them about critical thinking by using simple questions such as those above.

If they are using YouTube to view videos about their hobbies, search together and discuss why you feel certain videos or channels are inappropriate. Children need to know what the boundaries are, and they will only know if you tell them.

Browse through the history every now and again just to satisfy yourself that nothing is untoward.

Let them know to come to you if something isn't right; let them know that you won't judge them or take away their device if they ask for help.

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How can I help my child think critically about social media influencers?

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With the growth of online influencers, real and AI robots, our experts provide advice on how to help children think critically about what they see online.

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Artificial Intelligence - Staying Safe Online for Schools

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Guide for schools and staff

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AI guesses what you have drawn in 20 seconds

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Can a neural network learn to recognize doodles? See how well it does with your drawings and help teach it, just by playing.

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How schools can prohibit the use of mobile phones throughout the school day.

Details

This guidance explains how to develop, implement and maintain a policy that prohibits the use of mobile phones in school. It should be read alongside the guidance on:

It is for:

multi-academy trusts

trust boards and proprietors

governing bodies

school leaders and staff

local authorities

It applies to all:

maintained schools

academies

free schools

non-maintained special schools

independent schools

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How schools can prohibit the use of mobile phones throughout the school day.

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One hour recorded webinar which covers a range of things around AI including future careers

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2024 Safer Internet Day: Tech for Gen AI (Age 7-11)

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Are your students interested in AI, how it can be used in their daily lives and how it might develop in the future? Could they see themselves working in a future career using or designing AI? In collaboration with Accenture.

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We are pleased to announce that CyberSecure Check for Schools, a new tool developed by SWGfL for the Department for Education (DfE) has officially launched. This innovative new tool will help support schools with their cybersecurity practices and support policy development. CyberSecure Check for Schools works very similarly to our award-winning online safety self-review tool 360Safe, providing schools with a framework to self-assess against and work towards improvement. The CyberSecure Check for Schools framework has been developed in collaboration with the DfE and cyber security experts, transferring expertise into the hands of English schools.

What is CyberSecure Check for Schools?

CyberSecure Check for Schools is a comprehensive tool designed to assist schools in reviewing and enhancing their cyber and information security policies and practices. This tool is particularly relevant in the context of the increasing volume of cyber-attacks, such as ransomware, which has posed significant risks towards the education sector over many years. Here's an in-depth look at CyberSecure Check for Schools:

How Does it Work?: CyberSecure Check for Schools is a free self-assessment tool specifically for schools. It is designed to help school leaders be proactive and better informed about their institution's cyber resilience. The tool allows schools to self-assess their current cyber and information security provisions, providing a structure to categorise safety and security levels, ranging from level 0 (most basic) to level 5 (most aspirational)​​​​.

How Do I Navigate It?: The tool is organised into elements, strands, and aspects, with each aspect featuring six level statements. Users can select a rating from 0 to 5 for each aspect, with 5 indicating the highest level of achievement. The review dashboard offers an overview of progress, including a radar graph that shows selected levels for each aspect, the current national level, and recommended benchmark levels. This structure facilitates an instant assessment of areas needing improvement​​.
Access CyberSecure Check for Schools
Who is This For?: CyberSecure Check for Schools is suitable for any school setting, including multi-academy trusts, and is beneficial regardless of the establishment's size. By using this tool, schools can work to strengthen their defenses against cyber-attacks. It is designed to be accessible to both experts and non-experts, offering guidance and action plans for improvement based on the current assessment. The tool also emphasises the importance of evaluating the risk posed by supply chain attacks, where trusted suppliers may inadvertently become conduits for cyber threats​​​​.

How Does it Help Us to Improve?: After selecting a level for each aspect, the tool presents relevant improvement actions. Users can enter commentary on their current position, provide evidence, and outline an action plan for enhancements. Progress in each aspect is calculated based on the selected level and the commentary entered​​.

CyberSecure Check for Schools is a valuable, free resource for schools to assess and improve their cyber and information security practices, offering a structured approach to identify strengths and areas for development, and providing guidance on addressing emerging cyber threats. Make sure you take a look at how it can support your organisation and ensure your communities are kept safe online.

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Designed and Developed by Will Earp, South West Grid for Learning Trust Ltd

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CyberSecure Check for Schools - A Free Cyber Security Tool

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CyberSecure Check for Schools is an innovative new tool that will help support schools with their cybersecurity practices and support policy development

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Aimed at K2/3 pupils so not all lessons necessarily needed to be covered

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Artificial intelligence technology is evolving quickly. Use this short lesson to help students get acquainted with how AI works and consider some of its potential benefits and drawbacks.

For more AI-related lessons, check out the AI Literacy lesson collection.

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What is artificial intelligence and what are its potential benefits and drawbacks? Check out What Is AI?, a free digital citizenship lesson plan from Common Sense Education, to get your grade 6,7,8,9,10,11,12 students thinking critically and using technology responsibly to learn, create, and participate.

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Train a computer to recognize your own images, sounds, & poses. A fast, easy way to create machine learning models for your sites, apps, and more - no expertise or coding required.

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Some teacher tools are free

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TeachMateAI - The AI Assistant for Teachers

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What is Artificial Intelligence?

Artificial Intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. These processes include learning, reasoning, and self-correction. There are some really advanced AIs that can understand human speech, pictures, and even talk like a human. AI has been talked about a lot recently, but it was first introduced in the 1950's as part of machine learning, where scientists created intelligent computers and robotics that could learn from humans to increase their ability and accuracy.

With AI being talked about more and more, people have become concerned about how it will work and impact our use of technology. As with a lot of new innovations though, it's important that we don't worry. AI works by using special rules and patterns, much like how our brain works. It learns from lots of data and makes decisions based on what it has learned. The more data it gets, the better it becomes at making decisions, just like humans get better with practice.

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Designed and Developed by Will Earp, South West Grid for Learning Trust Ltd

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Artificial Intelligence and Online Safety

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Get information, guidance and support around the use of Artificial Intelligence in schools

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Machine Learning Video from Code Studio

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Using AI cross curricular link to diversity. Then questioning the results to see if it was accurate and a true reflection.

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KS1/LKS2 Cartoon explaining how it can be used to generate stories and images.

Also a cartoon on wearable tech which uses GPS

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Generative AI (Gen AI) is a type of artificial intelligence where computers can generate text, images or other media in response to a request. It can be used for many different things such as translating languages, creating music and helping write code for other computer programmes.

Gen AI learns from what humans input into it and the feedback it receives to continue to improve the accuracy and usefulness of the answers and solutions it provides. Gen AI is so powerful because it does not only learn from one user, it scans the internet to gather as much information as it can before providing an answer. The amazing thing is, this can be done much faster than a human, in most cases it takes only seconds.

We can’t predict exactly what Gen AI will look like in the future or how we will use it, but we do know that Gen AI is already super smart, and with time, it will only get better and will be used more and more in our everyday lives. It could be our personal assistant and help us with homework and planning holidays, or it could even help scientists discover new things.

Gen AI cannot totally replace humans because we have imagination and feelings which Gen AI does not. Although the accuracy of Gen AI is constantly improving, this doesn’t mean it will always get things right. This is why we should never assume that Gen AI will give us a perfect answer but it will often give us a great start which humans can then use their creativity and knowledge to build on.

The challenge

Tell the children that we are going to have a go at learning and improving as we are given more information - just like Generative AI does.

Ask the children to sit in pairs.

Child A: The Generative AI Computer - sits with their back to the board with something to draw on i.e. whiteboard and pen or paper and pencil.

Child B: The user/human - sits facing the board - no equipment needed.

On the board,  display a picture of a variety of shapes joined together. See example below:

Vary the complexity of the shape in relation to the children’s mathematical language ability.

Tell the users (child B) that they are going to tell their Gen AI computers (child A) how to draw the picture on the board as this is what they want them to create and would therefore be the perfect answer their computers could give them.

Give the children a set amount of time i.e. 3 minutes to ‘input into their computer’. To do this they will use verbal instructions only - THEY CANNOT USE THEIR HANDS TO DEMONSTRATE.

I.e: Draw a square in the middle of the page. Then draw another square around it.

The GEN AI computers (child A) must not show their user what they are drawing until the end time is up.

When the timer ends, Child A (who still needs to face away from the board) can show Child B their drawing and Child B needs to think about  how it can be improved to make it more like the original picture. They can’t speak to the computer at this point though.

Tell the users (child B) they are now going to help their Gen AI computers get even better by inputting more data to help them improve the picture.

Repeat with a set amount of time to allow the users to improve the data they input (what they verbally tell their partner).

After the time is up, Child A can show their drawing again and hopefully this time it is more accurate.

The children can then swap roles and repeat. If time, you could even swap partners.

Reinforce at the end that this is how Gen AI works, it learns from the input we give it. The more precise and accurate our input is, the better the result will be. Also, the more times we ask the same question or try to do the same task, the more information the Gen AI gets and therefore the better its answers will be.

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How It Works

Our AI detection tool analyzes images to determine whether they were likely generated by a human or an AI algorithm. The tool works by using machine learning models to examine various features of the image, such as color patterns, shapes, and textures, and then compares them to patterns typically found in human-generated images or AI-generated images.

The machine learning models were trained using a large dataset of images that were labeled as either human or AI-generated. Through this training process, the models were able to learn to recognize patterns that are indicative of either human or AI-generated images.

How to Use

Using our AI detection tool is simple and straightforward. All you need to do is upload an image to our website and click the "Check" button. Our tool will then process the image and display a set of confidence scores that indicate how likely the image is to have been generated by a human or an AI algorithm.

Try it Now

Ready to see our AI detection tool in action? Upload an image to give it a try. Keep in mind, however, that the results of this check should not be considered final as the tool could have some false positives or negatives. While our machine learning models have been trained on a large dataset of images, they are not perfect and there may be some cases where the tool produces inaccurate results.

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How It Works Our AI detection tool analyzes images to determine whether they were likely generated by a human or an AI algorithm. The tool works by using

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Anyone can learn computer science. Make games, apps and art with code.

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This non-statutory guidance outlines how schools can ensure their pupils understand how to stay safe and behave online as part of existing curriculum requirements.

It complements existing subjects including:

There are no additional teaching requirements.

This guidance is for school leaders, school staff and governing bodies. It applies to all local-authority-maintained schools, academies and free schools.

Independent schools and non-maintained special schools may also find this guidance helpful as they are required to teach relationships education, relationships and sex education, and health education.

Introduction

Today's pupils are growing up in an increasingly complex world, living their lives seamlessly on and offline. This presents many positive and exciting opportunities, but also challenges and risks.

We want schools to equip their pupils with the knowledge needed to make the best use of the internet and technology in a safe, considered and respectful way, so they are able to reap the benefits of the online world.

This advice brings together information that will help schools deliver online safety content within their curriculum and embed this within their wider whole school approach.

Refer to the education for a connected world framework for age-specific advice about the online knowledge and skills that pupils should have the opportunity to develop at different stages of their lives.

Curriculum context

As part of the statutory relationships and health education in primary schools and relationships, sex and health education in secondary schools, pupils are taught about online safety and harms. This includes being taught:

Throughout these subjects, teachers will address online safety and appropriate behaviour in an age-appropriate way that is relevant to their pupils' lives.

This complements the computing curriculum, which covers the principles of online safety at all key stages, with progression in the content to reflect the different and escalating risks that pupils face. This includes:

how to use technology safely, responsibly, respectfully and securely

where to go for help and support when they have concerns about content or contact on the internet or other online technologies

There are also other curriculum subjects which include content relevant to teaching pupils how to use the internet safely. For example, citizenship education explores:

Educate Against Hate has a full teaching pack dedicated to fundamental British values that includes class tasks, a class presentation, films and teaching guidance.

You should consider what you are already delivering through the curriculum, and build in additional teaching as required to make sure pupils know how to stay safe and how to behave online.

Underpinning knowledge and behaviours

The online world develops and changes at a great speed. New opportunities, challenges and risks are appearing all the time. This can make it difficult for schools to stay up to date with the latest devices, platforms, apps, trends and related threats.

It is important to focus on the underpinning knowledge and behaviours that can help pupils to navigate the online world safely and confidently regardless of the device, platform or app. This teaching could be:

Teaching must always be age and developmentally appropriate.

How to evaluate what they see online

Covering this content will enable pupils to make judgements about what they see online and not automatically assume that what they see is true, valid or acceptable.

You can help pupils to consider:

whether a website, URL or email is fake

what cookies do and what information they are sharing

if a person or organisation is who they say they are

why a person wants them to see, send or believe something

why a person wants their personal information

the reason why something has been posted

whether something they see online is fact or opinion

How to recognise techniques used for persuasion

Covering this content will enable pupils to recognise the techniques that are often used to persuade or manipulate others.

You can help pupils to recognise:

Online behaviour

Covering this content will enable pupils to understand what acceptable and unacceptable online behaviour look like. You should teach pupils:

that the same standard of behaviour and honesty apply on and offline, including the importance of respect for others

to recognise unacceptable behaviour in others

You can help pupils to recognise acceptable and unacceptable behaviour by:

looking at why people behave differently online, for example how anonymity (you do not know me) and invisibility (you cannot see me) affect what people do

looking at how online emotions can be intensified resulting in mob mentality

looking at the key principles behind a constructive discussion, including a willingness to listen to other opinions and a readiness to be educated on a topic

considering how to demonstrate empathy towards others (on and offline)

teaching techniques (relevant on and offline) to defuse or calm arguments, for example, a disagreement with friends, and disengage from unwanted contact or content online

considering unacceptable online behaviours often passed off as so-called social norms or just banter, for example, negative language being used as part of online gaming but would never be tolerated offline

How to identify online risks

Covering this content will enable pupils to identify possible online risks and make informed decisions about how to act. This should not be about providing a list of what not to do online. The focus should be to help pupils assess a situation, think through the consequences of acting in different ways and decide on the best course of action.

You can help pupils to identify and manage risk by discussing:

How and when to seek support

Covering this content will enable pupils to understand safe ways in which to seek support if they are concerned or upset by something they have seen online.

You can help pupils by explaining how to:

You should link this to wider school policies and processes around reporting of safeguarding and child protection incidents and concerns to school staff. Refer to keeping children safe in education for more information.

The online media literacy strategy sets out that the government will give internet users the knowledge and skills they need to make informed and safe choices online.

It sets out 5 principles to underpin delivery of media literacy education. These include understanding:

A list of media literacy resources for teachers and parents is available.

Teaching about harms and risks

Understanding and applying knowledge and behaviours will provide pupils with a solid foundation to navigate the online world in an effective and safe way. By understanding the risks that exist online, you can tailor your teaching and support to the specific needs of your pupils.

This section will help you understand some of the issues your pupils may be facing and where these could be covered within the curriculum. You should consider when it might be appropriate to cover these individual harms and risks.

Any activity that does look at individual harms and risks should be considered in the broader context of providing the underpinning knowledge and behaviours.

This section covers various technical aspects of the internet that could leave pupils vulnerable if not understood.

Age-specific advice on these potential harms and risks can be found in the following sections of the education for a connected world framework:

Age restrictions

Some online activities have age restrictions because they include content which is not appropriate for children under a specific age.

Teaching could include:

You could cover this content in the following curriculum areas:

How content can be used and shared

Knowing what happens to information, comments or images that are put online.

Teaching could include:

what a digital footprint is, how it develops and how it can affect future prospects such as university and job applications

how cookies work

how content can be shared, tagged and traced

how difficult it is to remove something a user wishes they had not shared

the risk of identity theft or targeted approach from fraudsters using information shared online

ensuring pupils understand what is illegal online, for example:

youth-produced sexual imagery (sexting)

sharing illegal content such as extreme pornography or terrorist content

the illegality of possession, creating or sharing any explicit images of a child even if created by a child

You could cover this content in the following curriculum areas:

Disinformation, misinformation, malinformation and hoaxes

Some information shared online is accidentally or intentionally wrong, misleading, or exaggerated.

Teaching could include:

disinformation and why individuals or groups choose to share false information in order to deliberately deceive

misinformation and being aware that false and misleading information can be shared inadvertently

malinformation and understanding that some genuine information can be published with the deliberate intent to harm, for example releasing private information or photographs (including revenge porn)

online hoaxes, which can be deliberately and inadvertently spread for a variety of reasons

explaining that the viral nature of this sort of content can often appear to be a stamp of authenticity and therefore why it is important to evaluate what is seen online

how to measure and check authenticity online

the potential consequences of sharing information that may not be true

You could cover this content in the following curriculum areas:

Fake websites and scam emails

Fake websites and scam emails are used to extort data, money, images and other things that can either be used by the scammer to harm the person targeted or sold on for financial, or another gain.

Teaching could include:

You could cover this content in the following curriculum areas:

Fraud (online)

Fraud can take place online and can have serious consequences for individuals and organisations.

Teaching could include:

what identity fraud, scams and phishing are

explaining that online fraud can be highly sophisticated and that anyone can be a victim

how to protect yourself and others against different types of online fraud

how to identify 'money mule' schemes and recruiters

the risk of online social engineering to facilitate authorised push payment fraud, where a victim is tricked into sending a payment to the criminal

the risk of sharing personal information that could be used by fraudsters

explaining that children are sometimes targeted to access adults' data, for example, passing on their parent or carer's bank details, date of birth or national insurance number

what good companies will and won't do when it comes to personal details, for example, a bank will never ask you to share a password or move money into a new account

how to report fraud, phishing attempts, suspicious websites and adverts

You could cover this content in the following curriculum areas:

Password phishing

Password phishing is the process by which people try to find out your passwords so they can access protected content.

Teaching could include:

You could cover this content in the following curriculum areas:

relationships education core content (all stages) - online relationships topic

computing (all key stages)

Personal data

Online platforms and search engines gather personal data. This is often referred to as 'harvesting' or 'farming'.

Teaching could include:

You could cover this content in the following curriculum areas:

Persuasive design

Many devices, apps and games are designed to keep users online for longer than they might have planned or desired.

Teaching could include:

explaining that the majority of games and platforms are businesses designed to make money - their primary driver is to encourage users to be online for as long as possible to encourage them to spend money (sometimes by offering incentives and offers) or generate advertising revenue

how designers use notifications to pull users back online

You could cover this content in the following curriculum areas:

health education core content (all stages) - internet safety and harms topic

computing (all key stages)

Privacy settings

Almost all devices, websites, apps and other online services come with privacy setting that can be used to control what is shared.

Teaching could include:

how to find information about privacy setting on various sites, apps, devices and platforms

explaining that privacy settings have limitations, for example, they will not prevent someone posting something inappropriate

You could cover this content in the following curriculum areas:

relationships education core content - online relationships topic

computing (all key stages)

Targeting of online content (including on social media and search engines)

Much of the information seen online is a result of some form of targeting.

Teaching could include:

You could cover this content in the following curriculum areas:

How to stay safe online

This section covers elements of online activity that could adversely affect a pupil's personal safety or the personal safety of others online.

Age-specific advice on these potential harms and risks can be found in the following sections of the education for a connected world framework:

Abuse (online)

Some online behaviours are abusive. They are negative in nature, potentially harmful and in some cases can be illegal.

Teaching could include:

You could cover this content in the following curriculum areas:

Online radicalisation

Children, young people and adult learners are at risk of accessing inappropriate and harmful extremist content online. This could include downloading or sharing terrorist material, which could be a criminal act.

The internet and social media make spreading divisive and hateful narratives easier. Extremist and terrorist groups and organisations use social media (for example, apps, forums, blogs, chat rooms) to identify and target vulnerable individuals.

Teaching could include:

All education settings have a responsibility under the Prevent duty. This includes building your students' resilience to extremism and ensuring staff are adequately trained to spot the signs of radicalisation.

Guidance, teaching resources and tools to help you teach young people about extremism, radicalisation and staying safe online are available on Educate Against Hate.

Challenges

Online challenges acquire mass followings and encourage others to take part in what they suggest.

Teaching could include:

You could cover this content in the following curriculum areas:

Content which incites

Knowing that violence can be incited online and escalate very quickly into offline violence.

Teaching could include:

You could cover this content in the following curriculum areas:

Fake profiles

Not everyone online is who they say they are.

Teaching could include:

explaining that in some cases profiles may be people posing as someone they are not (such as an adult posing as a child) or may be bots (which are automated software programs designed to create and control fake social media accounts)

how to look out for fake profiles, for example:

profile pictures that don't like right, for example, of a celebrity or object

accounts with no followers or thousands of followers

a public figure who doesn't have a verified account

You could cover this content in the following curriculum areas:

relationships education core content (all stages) - online relationships topic

computing (all key stages)

Grooming

Knowing about the different types of grooming and motivations for it, for example:

Teaching could include:

See the National Crime Agency's think u know website for further information on keeping children safe from sexual abuse and exploitation.

At all stages it will be important to balance teaching children about making sensible decisions to stay safe whilst being clear it is never the fault of a child who is abused and why victim blaming is always wrong.

You could cover this content in the following curriculum areas:

Live streaming

Live streaming (showing a video of yourself in real-time online either privately or to a public audience) can be popular with children but it carries risk when carrying it out and watching it.

Teaching could include:

You could cover this content in the following curriculum areas:

relationships education core content (all stages) - online relationships topic

health education core content (secondary) - internet safety and harms topic

Pornography

Knowing that sexually explicit material presents a distorted picture of sexual behaviours.

Teaching could include:

You could cover this content as part of the relationships and sex education core content (secondary), online and media topic.

Unsafe communication

Knowing different strategies for staying safe when communicating with others, especially people they do not know or have never met.

Teaching could include:

You could cover this content in the following curriculum areas:

Wellbeing

This section covers the elements of online activity that can adversely affect a pupil's wellbeing.

Age-specific advice on these potential harms and risks can be found in the following sections of the education for a connected world framework:

Impact on confidence (including body confidence)

Knowing about the impact of comparisons to 'unrealistic' online images.

Teaching could include:

You could cover this content as part of the health education core content (secondary), internet safety and harms topic.

Impact on quality of life, physical and mental health and relationships

Knowing how to identify when online behaviours stop being fun and begin to create anxiety, including that there needs to be a balance between time spent on and offline.

Teaching could include:

helping pupils to evaluate critically what they are doing online, why they are doing it, and for how long (screen time)

helping pupils to consider quality versus quantity of online activity

explaining that pupils need to consider if they are actually enjoying being online or just doing it out of habit, due to peer pressure or the fear of missing out

helping pupils to understand that time spent online gives users less time to do other activities - this can lead to some users becoming physically inactive

exploring the impact that excessive social media usage can have on levels of anxiety, depression and other mental health issues

explaining that isolation and loneliness can affect pupils and that it is very important for pupils to discuss their feeling with an adult and seek support

where to get help

You could cover this content as part of the health education core content (secondary), internet safety and harms topic.

Online versus offline behaviours

People can often behave differently online to how they would act face to face.

Teaching could include:

how and why people can often portray an exaggerated picture of their lives (especially online) and how that can lead to pressure

discussing how and why people are unkind or hurtful online, when they would not necessarily be unkind to someone face to face

You could cover this content as part of the relationships education core content (all stages), online relationships topic.

Reputational damage

What users post can affect future career opportunities and relationships - both positively and negatively.

Teaching could include:

looking at strategies for positive use

how to build a professional online profile

You could cover this content as part of the relationships and sex education core content (secondary), online and media topic.

Suicide, self-harm and eating disorders

Pupils may raise topics including eating disorders, self-harm and suicide. Teachers must be aware of the risks of encouraging or making these seem a more viable option for pupils and should take care to avoid giving instructions or methods and avoid using emotive language, videos or images.

Guidance on teaching about mental health and emotional wellbeing provides useful support for teachers in handling this material.

Vulnerable pupils

Any pupil can be vulnerable online, and their vulnerability can fluctuate depending on their age, developmental stage and personal circumstance.

However, there are some pupils, for example, looked after children and those with special educational needs, who may be more susceptible to online harm or have less support from family or friends in staying safe online. You should consider how you tailor your offer to make sure these pupils receive the information and support they need.

The following resources can help schools consider how best to support their most vulnerable pupils stay safe online:

Use of external resources

Schools are best placed to make their own decisions about which resources are educationally appropriate for their pupils. This includes reviewing resources, even when from a trusted source, as some will be more appropriate to their cohort of pupils than others.

Before using any resource, you should check:

Use of external visitors

Online safety can be a difficult and complex topic which changes very quickly. Therefore, schools may want to seek external support who have expertise, up to date knowledge and information.

The right external visitors can provide a useful and engaging approach to deliver online safety messages, but this should enhance a school's offer rather than be delivered in isolation.

Guidance for schools on using external visitors to support online safety education is available.

Safeguarding

As with any safeguarding lessons or activities, it is important that schools consider the topic they are covering and the potential that a child (or more than one child) in the class may be suffering from online abuse or harm in this way.

It is important to create a safe environment in which pupils feel comfortable to say what they feel. If a pupil thinks they will get into trouble or be judged for talking about something which happened to them online they may be put off reporting it and getting help.

Where schools are already aware of a child who is being abused or harmed online they should carefully plan any lesson to consider this, including not drawing attention to that child in a way that would highlight or publicise the abuse. It is good practice to include the designated safeguarding lead (or a deputy) when planning any safeguarding related lessons or activities (including online). They will be best placed to reflect and advise on any known safeguarding cases, and how to support any pupils who may be especially impacted by a lesson.

In some cases, a pupil will want to make a disclosure following a lesson or activity. The lesson may have provided the knowledge that enabled the pupils to realise they are being abused or harmed or give them the confidence to say something. This is why it is essential all pupils are clear what the school's reporting mechanisms are.

As per keeping children safe in education your reporting mechanisms should be child friendly and operate with the best interests of the pupil at their heart.

Whole school approach

Whole school approaches are likely to make teaching more effective than lessons alone. A whole school approach is one that goes beyond teaching to include all aspects of school life, including:

We recommend that schools embed teaching about online safety and harms within a whole school approach.

Incorporating the principles of online safety across all elements of school life

You should reflect the principles of online safety in the school's policies and practice where appropriate, and communicate this with staff, pupils and parents. This could include, for example:

having clear processes for reporting incidents or concerns in the child protection policy

reflecting online behaviours in the school's behaviour and bullying policies

Keeping children safe in education provides advice for schools on embedding online safety into their broader safeguarding and child protection approach.

Pupils should be just as clear about what is expected of them online as offline.

Engaging staff, pupils, parents and carers

Proactively engage staff, pupils, parents and carers in school activities that promote the agreed principles of online safety. This could include, for example:

co-designing programmes to reflect any emerging issues parents and pupils are hearing about or facing online

peer-to-peer support - consider implementing a scheme which supports pupils to help their peers stay safe online

Reviewing and maintaining the online safety principles

This includes making sure that school staff have access to up to date appropriate training and resources so that they are confident in covering the required content in a way that is relevant to their pupils' lives.

It could also include using information available to the school to review practices and ensure the issues facing their pupils are covered in a timely manner.

Embedding the online safety principles

Reinforce what is taught in lessons by taking appropriate and consistent action when a pupil:

makes a report of unacceptable online behaviours from another pupil, including cyberbullying

shares a concern about something they have seen online

Modelling the online safety principles consistently

This includes expecting the same standards of behaviour whenever a pupil is online at school - be it in class, logged on at the library or using their own device in the playground.

Schools should also ensure they extend support to parents, so they are able to incorporate the same principles of online safety at home.

Further sources of information

This list provides links to relevant government guidance and a range of national organisations who can offer support to schools.

Related guidance is available on:

Support and resources are also available from:

Schools can also get advice from national organisations such as:

You can refer parents to the following national organisations for support:

You can refer pupils to the following national organisations for support:

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This non-statutory guidance outlines how schools can ensure their pupils understand how to stay safe and behave online as part of existing curriculum requirements. It complements existing subjects including: There are no additional teaching requirements. This guidance is for school leaders, school staff and governing bodies.

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Tailored for each key stage, you will find a range of quick activities to choose from including short interactive stories, worksheets, group discussions, assemblies, with supporting slides. You will also find activities designed for those with Special Educational Needs and Disabilities (SEND) and Additional Learning Needs (ALN).

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Education Resources - UK Safer Internet Centre

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Tailored for each key stage, you will find a range of quick activities to choose from including short interactive stories, worksheets, group discussions, assemblies, with supporting slides. You will also find activities designed for those with Special Educational Needs and Disabilities (SEND) and Additional Learning Needs (ALN).

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Free Online Safety Scheme of Work

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Designed and Developed by South West Grid for Learning (https://swgfl.org.uk/)

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ProjectEVOLVE resources each of the 330 statements from UK Council for Internet Safety's (UKCIS) framework "Education for a Connected World" with perspectives; research; activities; outcomes; supporting resources and professional development materials.

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Free Online Safety Scheme of Work

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Digital Citizenship for Early Years and Primary Learners (UK) | Common Sense Education

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Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

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Range of themes and some SEND resources

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Be Internet Legends - A Program to Teach Children Internet Safety

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Be Internet Legends - A Program to Teach Children Internet Safety

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Be Internet Legends is a multifaceted program that includes a fun and free of charge web-based game called Interland and an educational curriculum to teach children how to be safe and responsible explorers of the online world.

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KS2 and KS3/4 resources covering multiple topics

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Questions, answers and tools to help you make the most of your time online.

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Jessie and Friends R/KS1 SEND Version

Play Like Share KS2 SEND Version

Live Skills (KS2)

Band Runner KS2

Connect (New June 24)

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A library of free online safety education resources for use with children and young people on topics such as live streaming, image sharing and online relationships. a

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Celebrating 10 years of Talk PANTS!

Pantosaurus has helped 1.5 million parents Talk PANTS and keep their children safe from sexual abuse.

Developed in consultation with children, parents, carers and teachers, Talk PANTS is here to help children understand their body belongs to them, and they should tell a safe adult they trust if anything makes them feel upset or worried.

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Our PANTS activity pack makes it easy to talk to your child about staying safe from harm. With a word search, dot-to-dot and maze game, you can help them learn without using any scary words.

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Sexting KS1

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R/KS1 Range of themes Cyberbullying App purchasing ...

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Join in with Mummy Penguin's song and follow the adventures of Smartie the Penguin as he learns how to be safe on the internet.

We provide two versions of the story each for EYFS, Year 1 and Year 2.

The first version of story covers the following themes:

1. Pop ups and in app purchasing

2. Inappropriate websites for older children

3. Cyberbullying

The second version of the story covers the following themes:

1. Upsetting images

2. Unreliable information

3. Talking to strangers online

For

Topics

Type

Donate

Even a small donation can support the development of our online safety resources and help our Education Team to connect with more children and young people.
Donate

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LKS2 Reliable Information, who to tell etc

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These cartoons illustrate 5 online safety SMART rules and include a real life SMART Crew of young people, who guide the cartoon characters in their quest, and help them make safe online decisions.

The video below contains all chapters.

For

Type

Donate

Even a small donation can support the development of our online safety resources and help our Education Team to connect with more children and young people.
Donate

Co-financed by the Connecting Europe Facility of European Union

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The Adventures of Kara, Winston and the SMART Crew | Childnet

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5 fantastic cartoons to illustrate e-safety SMART rules for 7 to 11 year olds.

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Childnet International and the Phone-paid Services Authority (PSA) have worked together to create a lesson called Being Smart with Your Smartphone.

The lesson is designed for teachers to use with 8-11 year olds to help them understand that it is possible to spend real money through their phones, recognise how this can happen and avoid being caught out.

With the number of 8-11 year olds owning their own smartphone on the rise (up from 32% in 2016 to 39% in 2017, Ofcom) it is important that they are able to do so without losing credit or racking up expensive phone bills. This lesson takes them through the ways they can spend money through their phones and teaches them about the key terms to look out for.

There is plenty of help for you to deliver the session in the Teacher Pack and there are lots of useful pieces of advice from the character Bill Shock during the presentation.

The lesson pack is split into 3 parts:

1. Teacher Pack (including the detailed lesson plan and extension activities)

2. Student pack (all the resources the students will need including a help sheet with key terms)

The lesson will help young people to answer these questions;

How can you spend money on a free app?

Is text voting through your phone free?

What terms and conditions should we look out for?

What can we do to stop ourselves being caught out and accidentally buying something?

For

Type

Donate

Even a small donation can support the development of our online safety resources and help our Education Team to connect with more children and young people.
Donate

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Being Smart with Your Smartphone | Childnet

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Childnet International and the Phone-paid Services Authority (PSA) have worked together to create a lesson called Being Smart with Your Smartphone. The lesson is designed for teachers to use with 8-11 year olds to help them understand that it is possible to spend real money through their phones, recognise how this can happen and avoid being caught out.

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Range of Themes 5 stories positive use of the Internet, being a good friend...

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Skip to content

Resources

A collection of five stories created to help parents and teachers educate children aged 3-7 about online safety, with accompanying teaching activities.

We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking "Accept All", you consent to the use of ALL the cookies. However, you may visit "Cookie Settings" to provide a controlled consent.

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The Digiduck® collection has been created to help parents and teachers educate children aged 3 - 7 about online safety. The collection includes a ebooks, PDFs, a poster and an interactive app.

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Game which involves making decisions about being cyber smart.

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Exciting interactive online security resources for 7 - 11 year olds.

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Online quiz to provoke classroom discussions.

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RSHE is the new home of online safety in the curriculum as it becomes statutory from September 2020. To help you make a start with some of the issues, we have made these two quizzes to help pupils and teachers explore some of the issues.

Why not use one or both quizzes to start the new term...and then revisit or do the other one at the end of term. They address similar themes but with different scenarios.

Each quiz has 25 questions and can be completed individually, in groups or as a class - then discuss why each answer is correct, using the score and feedback you see for each question when you click submit.

The questions are deliberately simple and are designed to make pupils think about WHY each answer is correct - ideal to provoke class discussions, with explanations that will be just as useful for teachers as for pupils. Click one of the red buttons to see the quizzes now.

We would love to hear your feedback - let us know what you think at safeguarding@lgfl.net. Find this page again by visiting digisafedigest.lgfl.net

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RSHE is the new home of online safety in the curriculum as it becomes statutory from September 2020. To help you make a start with some of the issues, we have made these two quizzes to help pupils and teachers explore some of the issues.

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Creating strong passwords

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About Dino's Passwords

What does 'Simple password' mean?

Simple passwords only have lower case letters and numbers. They are easier to remember but might also be easier for someone else to guess.

What does 'Strong password' mean?

Strong passwords have mixed upper and lower case letters, a special character (like @, $, ! and so on) plus some numbers. They are best to use for important things like email accounts.

Are these passwords OK for kids?

Absolutely! The passwords are generated from a large set of preselected words. Dino has gone to some effort to ensure there are no offensive words and no possible offensive combinations. However, if you notice any password not up to the Dino standard please let us know.

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Password generator for creating simple, memorable and kid-friendy passwords

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Meeting up with Strangers

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Internet safety: Caught in the Web - a Newsround Special

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Caught in the Web is the latest Newsround special programme, and it's all about staying safe on the web.

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Critical thinking skills, is it real or a trick?

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This resources aims to educate young people on inaccurate and pervasive information that they might come across online.

Developed in partnership with the London Grid for Learning (LGfL) Safeguarding Board, the resource contains lesson plans for both primary and secondary level that discuss how to think critically around the areas of content, contact, and propaganda material that may seek to persuade or change young people's views.

We have also produced guidance for educators which contains additional content to help you to deliver this resource. It includes an overview of the relevant laws online and definitions to support you in answering any questions which may arise during these sessions.

We hope that teachers will adapt these packs to suit their pupils and have created all the content under a creative commons licence so any changes can be made so they fit the specific needs of each school.

Download the packs containing lesson plans, worksheets and guidance

For

Topics

Type

Donate

Even a small donation can support the development of our online safety resources and help our Education Team to connect with more children and young people.
Donate

As part of our work in the UK Safer Internet Centre

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A resouce designed to educate young people around inaccurate and pervasive information online and open up discussions in order to devevlop their critical thinking skills.

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Privacy Settings

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Below (in red) you will find links to Own It content - near the top of each of these pages you will find a link to a downloadable teacher resource document with lesson ideas, discussion points and potential homework activities.

Each has been mapped to particular learning outcome statements from the Education for a Connected World framework for ages 7-11 set out by the UK Council for Internet Safety. This is a cross-curricular framework, designed to be particularly useful for PSHE, RSHE and Computing. It highlights what a child should know at each educational stage in terms of current online technology, its influence on behaviour and development, and what skills they need to be able to navigate it.

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Age 7-11 Teaching Resources - Privacy and Security

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Find content that will help you teach lessons on Privacy and Security for age 7-11 classes.

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UKS2 also covers mis information and disinformation and checking sources of information

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Home

News

Sport

Weather

iPlayer

Sounds

Bitesize

CBeebies

CBBC

Food

Home

News

Sport

Reel

Worklife

Travel

Future

Culture

TV

Weather

Sounds

What’s so bad about fake news?

Fake news has been around for many years, but with the explosion of the internet and social media it is getting harder and harder to know what can and can’t be believed.

Does this matter?

Radio and TV presenter Vick Hope gives the lowdown on different types of fake news, who is behind it and why it helps to take a moment to pause before we post rather than just sharing what we see.

Student: I get most of my news on social media.

Student: Instagram

Student: Just watch it on TV.

Student: Facebook.

Student: Snapchat. Even Tiktok if you get someone rambling on about something for a minute.

Vick Hope: News. It is everywhere.

Student: Celebrity news. Political news.

Student: Sport news.

Student: Boring news.

Student: But then it’s also just anything that happens.

Student: Falling over in a funny way.

Student: A lot of fake news.

Student: Fake news, there’s a lot of that.

Student: You can’t avoid it.

Vick Hope: It’s switched on twenty four hours a day and with the mega fast rise of social media, it is constantly pumped into your feeds.

Donald Trump: It’s fake news. It’s fake. I’m telling ya, it’s just fake news.

Vick Hope: We’ve all heard the phrase “fake news”, but what does it actually mean and does it matter? Latest research shows that only two percent of young people can spot it and over 60 percent say that fake news stories make them trust all news less. If we don’t trust the news, how will we know what’s really going on?

Student: I’d say that fake news has definitely left me confused.

Student: It’s kind of like Chinese whispers, you know what I mean?

Student: Anyone can make anything and they can be totally anonymous for what they’ve created and what they’ve put out into the world.

Student: You can’t even have a proper opinion on something because you don’t know what’s real or fake.

Student: It can ruin people’s lives.

Student: It does confuse me quite a lot. When you share it then you’re spreading that as well.

Vick Hope: It doesn’t have to be like that. With a little bit of knowledge, you can be the generation that got smart about fake news. We’ll show you the different types and who’s behind it. Most of the fakes created are deliberate, now this is known as disinformation, some though are mistakes and this is called misinformation.

James Ball: Journalists get a load of training in how to find out what’s true and they have lots of checks and editors to try and make sure when they tell you something they’ve got good reason to believe it. And crucially, if a journalist does make a mistake, they say sorry and they fix it because they have to.

Vick Hope: Light hearted stories that make humour from real news and situations can sometimes be mistakenly shared as real.

Alastair Reed: Satirical website The Onion wrote an article about Kim Jong-un, the North Korean dictator, which said that he was the sexiest man in the world – and this is a joke website in the US. People in China and in North Korea didn’t realise that is was a joke and shared it, believing it was true.

Vick Hope: One of the most wide spread types of fake news is clickbait.

James Ball: We’ve all seen that sort of headline that looks great, “Hey you’re the millionth person to this site, claim your free iPad”. It’s never true and that’s a kind of fake information that can leave you really disappointed.

James Ball: There’s a trick on the internet where you’ll also see a really intriguing news story. “The Pope endorses Donald Trump”. And it’s something that makes you go, whoa, what’s that about and click. They’re giving you a story that looks sensational so that millions of people click it. And then they run loads of adverts next to them and so for each click they might get half a penny or even less than that but if you can get tens of thousands of people to click your really exciting looking headlines then you’re going to make a lot of money from them.

Vick Hope: But not all clickbait is fake news and money isn’t the only motivation for people who create it. The oldest type of fake news is propaganda. Now it’s been around for years but because of the internet, so many more of us see it these days.

Alastair Reed: Previously politicians and powerful people used propaganda to push their ideas and their politics onto the wider population and that might be through leaflets or a TV broadcast. The thing is what social media has done is to allow anybody to use those same tools and those same tactics to push their ideas onto others. It can affect the future of a whole country, if lots of people are making decisions and voting based off things that aren’t true.

Vick Hope: We all need to think about fake news and its consequences. How would you feel if someone made up a rumour about you? Think how bad you’d feel if someone important lied to you and you only found out later that it wasn’t true. Why not pause before you share and think if what you’re sharing is fact or fake.

What are the different types of fake news?

1. Satire – made-up stories that aren’t meant to be taken seriously, written to joke about the news or famous people

2. Clickbait – eye-catching but misleading headlines, designed to get people to click on links to make money or views for a website

3. Propaganda – false facts which are written to promote a political agenda or a set of ideas

4. Mistakes – sometimes accidents can happen, but a trusted source will always correct errors in their stories and say when they’ve got things wrong.

Different types of false facts you find online can also be described as...

1. Disinformation – fake or misleading stories created and shared deliberately, often by a writer who might have a financial or political motive, e.g. propaganda

2. Misinformation – this also means fake or misleading stories, but in this case the stories may not have been deliberately created or shared with the intention to mislead.

Where next?

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Vick Hope gives the lowdown on different types of fake news and how they affect us.

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Online hacks tried and tested: Jamie tries a social media zombie banana trick

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Jamie's back to test another internet hack - bringing a banana back to life?! Will he be able to turn a rotten banana into a fresh banana?

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Latest Government updates  on digital standards

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Latest Government updates  on digital standards

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Cyber security standards for schools and colleges

The cyber security standards have been updated to address tasks that should be completed by both the senior leadership team (SLT) and IT support. Cyber security is not something that IT teams can carry out alone, it is a shared responsibility between multiple roles and teams.

The new cyber security standards contain the same key information that the previous cyber security standards held, but the format of this has changed to make them more accessible to staff without cyber expertise.

The previous cyber security standards have been mapped to the new ones below, so that you can see where the previous information now lies.

1. 'Conduct a cyber risk assessment annually and review every term'. This new standard addresses:

- elements of the previous standard titled 'Your business continuity and disaster recovery plan should include a regularly tested contingency plan in response to a cyber attack'
- the importance of risk assessments; helping users understand where they are now and where they need to go next to improve their cyber security

2. 'Create and implement a cyber awareness plan for students and staff'. This standard addresses:

- the previous standard titled 'Train all staff with access to school IT networks in the basics of cyber security'
- the importance of students and staff understanding the risk of cyber security as your first line of defence against cyber incidents and attacks - this includes both training students and staff, as well as developing and implementing an acceptable use policy

3. 'Secure digital technology and data with anti-malware and a firewall'. This standard addresses the previous standards titled:

- 'Protect all devices on every network with a properly configured boundary or software firewall'
- 'Network devices should be known and recorded with their security features enabled, correctly configured and kept up-to-date '
- 'You should use anti-malware software to protect all devices in the network, including cloud-based networks'
- 'An administrator should check the security of all applications downloaded onto a network'

4. 'Control and secure user accounts and access privileges'. This new standard addresses the previous standards titled:

- 'Accounts should only have the access they require to perform their role and should be authenticated to access data and service'
- 'You should protect accounts with access to personal or sensitive operational data and functions by multi-factor authentication'

This standard covers password security, multi-factor authentication and account management.

5. 'License digital technology and keep it up to date'. This new standard addresses the previous standard titled:

- 'All devices and software must be licensed for use and should be patched with the latest security updates'

6. 'Develop and implement a plan to backup your data and review this every year'. This new standard addresses:

- the previous standard titled 'You should have at least 3 backup copies of important data, on at least 2 separate devices, at least 1 must be offsite'
- the need to analyse what your current backup plan looks like
- the need to plan and action how to backup and restore your data

7. 'Report cyber attacks'. This new standard addresses:

-  the previous standard titled 'Serious cyber attacks should be reported'
- reporting a cyber attack both internally within your school or college and to external bodies

In addition to the above changes, the DfE have also removed the below standards and have explained why.

'Your business continuity and disaster recovery plan should include a regularly tested contingency plan in response to a cyber attack'.

- This has been removed as it is now addressed in the DfE's new digital leadership and governance standards under the title 'Include digital technology within disaster recovery and business continuity plans'. It is also referenced throughout the new standards.

'You must conduct a Data Protection Impact Assessment (DPIA) by statute for personal data you hold as required by General Data Protection Regulation'. This has been removed because:

- this is included in the existing 'servers and storage' and 'cloud solution' standards
- DPIA is now mentioned throughout the new cyber security standards

'Network devices should be known and recorded with their security enabled, correctly configured and kept up-to-date'.

- The important content from this is now within the relevant sections in the new standards.

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Updates - Meeting digital and technology standards in schools and colleges - Guidance - GOV.UK

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List of updates to 'Meeting digital and technology standards in schools and colleges - Guidance'.

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Find out more about digital skills and teaching children to learn how to code with the BBC micro:bit

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This page focuses on the features of our official editors that support coding in your classroom, including approaches to easily share and save code.

For details of all our recommended code editors visit Let's Code.

micro:bit classroom

You can use micro:bit classroom to run a live code session with your class using Microsoft MakeCode or the micro:bit Python Editor. No registration or accounts are necessary for either teacher or student.

Microsoft MakeCode

Microsoft MakeCode, our official block-based coding editor, offers tools to support teachers working with a class of students including:

micro:bit Python Editor

The micro:bit Python Editor, our official text-based coding editor, is designed for use in the classroom.

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Tools to support class teaching with the micro:bit, including micro:bit classroom, MakeCode and the micro:bit Python Editor.

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Not only are they learning to communicate with each other online, but they're also making important decisions on how to present themselves to the world.

As such, it's important to children that they have the right smartphone, use the popular apps and take part in the latest trends to feel like they 'fit in'.

That means helping children find the balance between connecting with friends online and managing their safety and wellbeing.

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Make the transition to secondary school safer

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Get advice on how to support children digital development as they make the transition from primary school to secondary or senior school.

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Kapow through PSHE and PM during computing curriculum

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Join in with Mummy Penguin's song and follow the adventures of Smartie the Penguin as he learns how to be safe on the internet.

We provide two versions of the story each for EYFS, Year 1 and Year 2.

The first version of story covers the following themes:

1. Pop ups and in app purchasing

2. Inappropriate websites for older children

3. Cyberbullying

The second version of the story covers the following themes:

1. Upsetting images

2. Unreliable information

3. Talking to strangers online

For

Topics

Type

Donate

Even a small donation can support the development of our online safety resources and help our Education Team to connect with more children and young people.
Donate

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Yearly CPD for teachers and parents. zoom session for key stages with up to date risks explained from ex police officers

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Project evolve

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Safer Internet Day Resources through

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Over the years, Safer Internet Day has become a landmark event in the online safety calendar. Starting as an initiative of the EU SafeBorders project in 2004 and taken up by the Insafe network as one of its earliest actions in 2005, Safer Internet Day has grown beyond its traditional geographic zone and is now celebrated in approximately 170 countries worldwide.

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Safer Internet Day 2024 - UK Safer Internet Centre

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Over the years, Safer Internet Day has become a landmark event in the online safety calendar. Starting as an initiative of the EU SafeBorders project in 2004 and taken up by the Insafe network as one of its earliest actions in 2005, Safer Internet Day has grown beyond its traditional geographic zone and is now celebrated in approximately 170 countries worldwide.

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Jigsaw PSHE has excellent coverage for the online safety objectives in Relationships Education. Great coverage documents including Education for a Connected World - but it's expensive to subscribe to!

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Catchy songs the children love.

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Meet your statutory requirements in online safety

All of our training and resources have been designed in line with the latest DfE, Ofsted and wider government guidance around online safety

Keeping children safe in education

Statutory safeguarding guidance which states all staff should have online safety training and schools should implement a whole-school approach

Teaching online safety in schools

Guidance which support schools to teach pupils how to stay safe online within existing subjects across the curriculum

Relationships education, relationships and sex education (RSE) and health education

Statutory curriculum guidance which states that children should be taught about the rules and principles for staying safe online

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Online Safety Training For Schools | National Online Safety

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Our online safety training courses, webinars and resources enable schools to keep children safe online and meet statutory online safety requirements.

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project evolve, SCARF, teach computing, Alan mackenzie email updates, clare kershaw email updates. Rach from galleywood

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project evolve, SCARF, teach computing, Alan mackenzie email updates, clare kershaw email updates. Rach from galleywood

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Assemblies that use E-Safety books to explain risks in a child-friendly story

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PowerPoints , worksheets and interactive

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Be Internet Legends - A Program to Teach Children Internet Safety

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Be Internet Legends - A Program to Teach Children Internet Safety

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Be Internet Legends is a multifaceted program that includes a fun and free of charge web-based game called Interland and an educational curriculum to teach children how to be safe and responsible explorers of the online world.

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a gingerbread house made of sweets in a dense forest

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a cat parachuting out of a fighter jet with a fishing rod in his paws

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linnet flying over the amazon rainforest

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CTSA Subject Leader Network Meeting Summer 2024