# data[].attributes.body
Over the years, Safer Internet Centres have developed various educational resources aimed at helping teachers, parents and carers, and children and young people, to discover the online word safely. Now you can access all of these resources in just one place via this resource gallery.

# data[].attributes.attachment_link.description
European Safer Internet Centres (SICs) develop various educational resources aimed at helping teachers, parents and carers, and children and young people, to discover the online world safely.

# data[].attributes.body
In order to complete this activity, please follow these steps:

1. Write your lesson plan using the Learning Designer. The lesson plan should integrate some of the ideas, tools, activities, etc. that have been covered on the course – essentially, it needs to address one or more aspects of online safety. Use these rubrics to guide your drafting of the lesson plan. Your lesson plan has to be in English, otherwise it will not qualify. (In case you do not usually plan lessons, use the Learning Designer as a planning exercise for any other educational work with students or adults, even if it does not follow a traditional lesson plan approach. Just explain this clearly as part of your submission in Step 2.)

2. Submit your lesson plan via the interface below. Use the “Share” button on the Learning Designer to receive a link to your lesson plan. Copy the link into the text box below. To provide some context to your lesson plan, also paste a link to your Learning Diary in the text box or write a short description of your school and class. Make sure you wait for the file to be fully uploaded before clicking the Submit button. The deadline to submit your file is Thursday, 15 March 2018 at 23:59 CET. *

3. Review three other people's development plans. Wait 24 hours and then return to this page, where you will see the other plans you are asked to review. Provide feedback for each lesson plan you have been assigned by completing this rubric document (Open Office version here). Remember that your review is not anonymous. Once you have uploaded your review, click the “Review” button for each review you have composed. The deadline to hand in your reviews is Thursday, 22 March 2018 at 23:59 CET. *

* This means + 1 hour if you are located in Eastern Europe, i.e. Bulgaria, Finland, Greece and – 1 hour if you are located in Western Europe, UK, Ireland, Portugal, etc. You can check the time conversion with this online tool.

Please recall that after the 22nd of March a "blackout" period of 1.5 weeks will follow, during which the course will not be accessible.

At the end of the course, you can return to this page to see the reviews that your fellow participants have written for your school plan.

# data[].attributes.body
The Learning Designer is a tool to help teachers and lecturers design teaching and learning activities and share their learning designs with each other. It was developed by a team led by Diana Laurillard at the UCL Knowledge Lab and is free for anyone to use.

# data[].attributes.attachment_link.readable_text
Adapt/Create

The Browser screen categorises existing designs according to pedagogic approach, education sector, topic area, and project needs. You can also search by keyword. When you select a design and turn editing on it becomes yours to edit and adapt, stored in 'My designs'. Or you go to the Designer screen to design from scratch.

Analyse/Review

As you design each step of the session you can specify the type of learning activity, duration, group size, teacher presence/or not, online/or not, synchronous/or not, and any resources to be attached. The 'designed time' is tracked, along with pie charts and bar charts showing the nature of the learning experience you're designing, in the Analysis tab. This helps you review and revise your design.

Share/Publish

Once drafted, you can share your design by sending its url to a colleague, or publish it by placing it in 'My designs public space', or export it to Word to share it with colleagues and students.

Try it out - see how you're supporting your students' learning

The pie-chart shows the relative study time proportions for the 6 types of learning you have designed into your session. They are derived from Laurillard's Conversational Framework (see Guide). The more types of learning, the more different ways students process the concepts and skills.

Ways of expressing the learning experience you created for your students

You build up your design for a set of intended learning outcomes, deciding for each step on the type of learning, its duration, the group size, teacher presence/or not, online/or not, synchronous/or not, the resources that need to be linked, and the guidance to the student.

Export to Word and share your design with colleagues

If you export the design to Word it is easy to discuss with colleagues, or give to students to show them what's coming, or invite their feedback on how it went - use the Notes in each panel, to ask them to comment on that part of the design.

Back to top
UCL Knowledge Lab, UCL Institute of Education 2013-2023 · Privacy · Cookie policy

I agree

By continuing to use this website, you accept that cookies will be stored on your device. Learn more

# data[].attributes.attachment_link.description
The Browser screen categorises existing designs according to pedagogic approach, education sector, topic area, and project needs. You can also search by keyword. When you select a design and turn editing on it becomes yours to edit and adapt, stored in 'My designs'. Or you go to the Designer screen to design from scratch.

# data[].attributes.body
INHOPE

# data[].attributes.attachment_link.description
INHOPE is a collaborative network of 46 hotlines in 40 countries worldwide, dealing with illegal content online and committed to stamping out child sexual abuse from the Internet.

# data[].attributes.attachment_link.description
We are a collective impact organisation with more than 160 child helpline members in over 140 countries and territories around the world. We coordinate information, viewpoints, knowledge and data from our child helpline members.

# data[].attributes.body
Contact

# data[].attributes.headline
5.4 Counterspeech and other forms of campaigning

# data[].attributes.subject
5.4 Counterspeech and other forms of campaigning

# data[].attributes.body
Other forms of campaigning

The No Hate Speech Movement

Giving youth the opportunity to have their say is crucial for youth participation and, here at BIK Youth, we made sure the voices of the young people attending the recent edition of the European Youth Panel were heard!

# data[].attributes.attachment_link.title
BIK Youth panellist testimonials at #SIF2017 : Kacper

# data[].attributes.attachment_link.description
What did our #BIKyouth panellist Kacper (PL) have to say about #YEP2017 and #SIF2017? Take a look! Watch the campaign video #TogetherforRespect For more information visit our website: https://www.betterinternetforkids.eu/youth

# data[].attributes.body
My well-being and yours: Respect… begins with me

# data[].attributes.body
"MIL for me" is an online training resource on media and information literacy containing a module for teachers and school-librarians, another module for students, lesson plans and suggested methods for working with Media and Information Literacy (MIL) in schools.

# data[].attributes.attachment_link.readable_text
10 December 2023 marks the 75th anniversary of commemorating the Universal Declaration of Human Rights (UDHR) adoption in 1948. This landmark document serves as a testament to the global commitment to protect the rights of every human being, regardless of race, colour, religion, sex, language, political or other opinion, national or social origin, property, birth or other status. As we mark this day in 2023, the theme underscores the need for "Freedom, Equality and Justice for All".

# data[].attributes.attachment_link.description
10 December 2023 marks the 75th anniversary of commemorating the Universal Declaration of Human Rights (UDHR) adoption in 1948. This landmark document serves as a testament to the global commitment to protect the rights of every human being, regardless of race, colour, religion, sex, language, political or other opinion, national or social origin, property, birth or other status.

# data[].attributes.body
Childnet has created a resource which is designed to support teachers in exploring critical thinking online.

The 'Trust Me' resource has been created with teachers in mind after hearing from schools that they wanted a resource which would start the conversations around extremism and extreme online content.  Packs containing lesson plans, worksheets and guidance

# data[].attributes.attachment_link.readable_text
Childnet has created a resource which is designed to support teachers in exploring critical thinking online.

The 'Trust Me' resource has been created with teachers in mind after hearing from schools that they wanted a resource which would start the conversations around extremism and extreme online content.

The main aim of this resource is to educate young people around inaccurate and pervasive information that they might come across online. This resource is by no means a solution to the issues that are facing young people online but is intended to stimulate and facilitate discussions around online risk.

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

We have also produced a set of teachers guidance which contains the appropriate background documents for schools and additional content to help you to deliver this resource to pupils. It will give you 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.

Packs containing lesson plans, worksheets and guidance

Any feedback from using the resource would be greatly appreciated and can be shared here: www.surveymonkey.co.uk/r/Trust-me

# data[].attributes.attachment_link.description
The 'Trust Me' resource has been created with teachers in mind after hearing from schools that they wanted a resource which would start the conversations around extremism and extreme online content. The main aim of this resource is to educate young people around inaccurate and pervasive information that they might come across online.

# data[].attributes.body
UNESCO has long promoted Global Citizenship education to nurture respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. More specifically:

In response to hate speech, citizenship education encompasses the knowledge and skills to identify hate speech, while enabling individuals to counteract messages of hatred.

To prevent and counter violent extremism, education can:

Help young people develop the communication and interpersonal skills they need to dialogue, face disagreement and learn peaceful approaches to change.

Help learners develop their critical thinking to investigate claims, verify rumours and question the legitimacy and appeal of extremist beliefs.

Help learners develop the resilience to resist extremist narratives and acquire the social-emotional skills they need to overcome their doubts and engage constructively in society without having to resort to violence.

# data[].attributes.attachment_link.readable_text
While the world may be increasingly interconnected, human rights violations, inequality and poverty still threaten peace and sustainability.

Global Citizenship Education (GCED) is UNESCO's response to these challenges. It works by empowering learners of all ages to understand that these are global, not local issues and to become active promoters of more peaceful, tolerant, inclusive, secure and sustainable societies.

GCED is a strategic area of UNESCO's Education Sector programme and builds on the work of Peace and Human Rights Education. It aims to instil in learners the values, attitudes and behaviours that support responsible global citizenship: creativity, innovation, and commitment to peace, human rights and sustainable development.

UNESCO's work in this area is grounded in its own Constitution which aims to 'build peace in the minds of men and women,' the Universal Declaration of Human Rights, the Education 2030 Agenda and Framework for Action, notably Target 4.7 of the Sustainable Development Agenda, the Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms (1974), and the World Programme for Human Rights Education (2005-ongoing).

Under the GCED umbrella, UNESCO has several special themes: Preventing violent extremism through education, Education about the Holocaust and genocide, Languages in education and and the promotion of the rule of law through global citizenship education

UNESCO collaborates with an extensive global network to disseminate GCED including its own Category 1 institutes, other UN agencies and inter-governmental organizations, including regional organizations, most notably: the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development ( MGIEP), the International Institute for Capacity Building in Africa ( IICBA), the UNESCO Institute for Statistic ( UIS), the Asia-Pacific Centre of Education for International Understanding ( APCEIU), the UNESCO Associated Schools Project Network (ASPNet) and UNITWIN/UNESCO Chairs.

# data[].attributes.attachment_link.description
While the world may be increasingly interconnected, human rights violations, inequality and poverty still threaten peace and sustainability. Global Citizenship Education (GCED) is UNESCO's response to these challenges. It works by empowering learners of all ages to understand that these are global, not local issues and to become active promoters of more peaceful, tolerant, inclusive, secure and sustainable societies.

# data[].attributes.headline
5.3 Educational approaches to promote critical thinking and mutual respect

# data[].attributes.subject
5.3 Educational approaches to promote critical thinking and mutual respect

# data[].attributes.body
This website gives teachers, parents and school leaders practical advice and information on protecting children from extremism and radicalisation

# data[].attributes.attachment_link.readable_text
Skip to content

Popular resources this month

Booklet and supporting slide pack to help parents and carers understand Prevent and combat extremism and radicalisation.

Subject area:

Prevent duty, Reporting concerns

Age group:

Early Years, KS 1, KS 2, KS 3, KS 4, KS 5

Resources:

Parent information

Format:

Pdf, Presentation slides

Resource pack for secondary pupils to support classroom discussions about fundamental British values.

Subject area:

Debate and discussion, Fundamental British Values, Let's Discuss

Age group:

KS 3, KS 4

Resources:

Lesson ideas, Teacher guidance

Format:

Pdf, Presentation slides, Videos

© 2023 educate.against.hate

# data[].attributes.attachment_link.title
Educate Against Hate - Prevent Radicalisation & Extremism

# data[].attributes.attachment_link.description
This website gives parents, teachers and school leaders practical advice on protecting children from extremism and radicalisation.

# data[].attributes.body
What is online radicalisation?

# data[].attributes.body
The No Hate Ninja Project - A Story About Cats, Unicorns and Hate Speech video below provides more background information on what online hate speech is, how it relates to freedom of speech, and how we can effectively respond to it

# data[].attributes.attachment_link.title
No Hate Ninja Project - A Story About Cats, Unicorns and Hate Speech

# data[].attributes.attachment_link.description
No Hate NInjas fighting hate speech and online bullying. This video talks about hate speech. voice: Liina Vaabel drawing: Eszter Drienyovszki music: Tied & Tickled Trio link to the source: http://youtu.be/QvItN299bFc No Hate Speech Movement www.nohatespeechmovement.org www.facebook.com/nohatespeech www.facebook.com/groups/combatinghatespeech

# data[].attributes.body
You will learn what online hate speech and radicalisation is – where does it come from? Why do we need to be concerned? Are there clear warning signs? And what can we do about it?

You will hear about educational approaches to promote critical thinking and mutual respect – we will talk about media literacy again, but also about digital citizenship and social and emotional learning.

Finally, we will explore some other strategies which have emerged in the fight against online hate speech and radicalisation. These will range from counterspeech to Community Standards on social media platforms like Facebook, Twitter and YouTube, to the importance of reporting harmful and possibly illegal content.

# data[].attributes.attachment_link.description
"If you want to build a ship, don't drum up people to collect wood and don't assign them tasks and work, but rather teach them to long for the endless immensity of the sea." - Antoine de Saint-Exupery

# data[].attributes.body
To hear from anti-bullying ambassadors and online safety experts

To learn more about the European Network Against Bullying in Learning and Leisure Environments (ENABLE)

To understand how to develop social and emotional learning skills

To discover how to set up an effective peer-support scheme

To discuss your own role with others

To think about your own well-being and that of others online

# data[].attributes.body
Guide to online services – This is part of the Better Internet for Kids website and contains detailed information about over 100 of the most popular apps and platforms used by children and young people. It also includes links to privacy settings, guides for teachers and parents, and other useful resources.

# data[].attributes.attachment_link.title
Guide to apps - BIK Portal - BIK Community

# data[].attributes.attachment_link.description
The Better Internet for Kids (BIK) guide to online services aims to provide key information about some of the most popular apps, social networking sites and other platforms which are commonly being used by children and young people (and adults) today.

# data[].attributes.body
Say no ( campaign) 10 min video

# data[].attributes.attachment_link.title
Say No! - A campaign against online sexual coercion and extortion of children

# data[].attributes.body
Online sexual coercion and extortion is a crime – Europol’s site

# data[].attributes.attachment_link.readable_text
Offenders may try and approach you online to get sexual photos or videos of you. To achieve this, they will try to make you feel special by pretending to be your friend. They might say nice things to you to gain your trust. They may also lure you into sexualised conversation and performing sexual acts online. Once they get hold of your sexual photos or videos, they may demand you send more, or ask you for money, threatening to post the images on the internet or share them with your friends and family if you don't do as they say. They can be very clever at making you feel guilty about what has happened to stop you from getting help.

Although this behaviour can also exist in a peers' environment, this advice focuses on criminal activities conducted by adults. This person is not someone you should trust. This is an offender and should be prosecuted. Many victims don't seek help or report it to the police as they are embarrassed about the material the perpetrator has, or because they are unaware that they are victims of crime.

How the crime works

When targeting a minor, offenders have two main motivations:

A sexual interest in children, where the objective of the extortive exchange is the procurement of sexual material (photos and/or videos depicting the child) or a sexual encounter offline.

An economic interest, where the objective is to gain financially from the extortion.

Disclaimer: Key content on this site has been drawn together from the UK NCA CEOP Commands education programme which specifically addresses the risk of online child sexual abuse and exploitation via their Thinkuknow website for children and young people.

# data[].attributes.attachment_link.title
Online sexual coercion and extortion is a crime

# data[].attributes.attachment_link.description
Has someone you have only met online asked you to send them sexual photos and/or videos, or perform sexual acts via webcam? This is a crime. It is called online sexual coercion and extortion. If this happens to you: #SayNo! Look for help. Tell a friend or an adult you trust or report it to the police.

# data[].attributes.body
A guide for teachers on how to deal with sexting when it has taken place – the poster aims to limit possible emotional damage for those involved and restore calm and social safety in school.

# data[].attributes.body
Sexting
So you got naked online – this resource was created by SWGfL (part of the UK Safer Internet Centre) and is available in Danish and English.

# data[].attributes.body
Resources for teachers on body image from Dove – this is a set of 3 downloadable lessons which include videos, worksheets and activities aimed at boosting young people’s body confidence.

# data[].attributes.attachment_link.readable_text
We believe every young person should grow up feeling confident about their looks. That's why we've developed Confident Me, a set of evidence-based resources for teachers and schools aimed at 11-14 year olds

Aligned to promote adolescent body confidence, the free downloadable tools are designed to allow teachers and schools to run body-confidence workshops. The workshops allow teachers and pupils to explore the impact that image ideals portrayed through the media have on young people's self-esteem.

Low body confidence and self-esteem affect young people's learning. Anxiety about appearance has been linked to poorer concentration and less engagement in class, resulting in worse academic performance. Globally, 8 out of 10 girls admit to opting out of important everyday activities, such as engaging with friends or loved ones, because of concern about their looks.

There are single- and five-session tools designed to adapt to your time frame. Both tools have been proven to make a positive impact on improving body confidence. The workshops explore how society, professional and social media promote an unrealistic 'ideal' body, and learn strategies to protect and build self-confidence in themselves and others.

References:
The Dove Global Beauty and Confidence Report, 2016 (PDF)(1MB)
Reframing Beauty - Unlocking the Potential of Young Girls. Commissioned by Dove, 2014

Discover more

# data[].attributes.attachment_link.title
Dove Self-Esteem Project workshops for schools - Dove

# data[].attributes.attachment_link.description
Dove's teacher resource Confident Me helps young people explore the impact of 'ideal' bodies in society, professional & social media on body image.

# data[].attributes.body
Is my image edited? A tool to test whether images have been edited or photoshopped. You can just drop any image or photo into the tool and find out if the original has been altered in any way.

# data[].attributes.body
Sextortion is a relatively new phenomenon which is causing a great deal of concern. It involves individuals being persuaded to share sexual content, often believing that they are in a relationship (albeit online) with the other person. Once images or videos have been shared, the individuals are asked either to pay a certain amount of money in order to prevent the images being shared publicly, or to send more content, often more extreme. This video provides a brief overview of sextortion and highlights the key issues.

# data[].attributes.attachment_link.description
CNNMoney Senior Technology Corespondent Laurie Segall explores sextortion, a form of online harassment that extorts victims for money or explicit images

# data[].attributes.body
Polish resources

# data[].attributes.body
Poniższy plakat pokazuje inny sposób podejścia do tematu seksu. Niektórzy eksperci zauważają, że mówienie młodym ludziom, aby tego nie robili, wydaje się nie działać - więc być może powinniśmy przyjąć inne podejście i powiedzieć im, jak to zrobić bezpiecznie. Rzeczywiście, podczas warsztatów poświęconych edukacji seksualnej niektóre 16-letnie dziewczynki powiedziały , że jeśli zamierzasz przesyłać nagie zdjęcia swojemu chłopakowi, upewnij się, że głowa nie jest na obrazie i nie ma tatuaży ani kolczyki, które mogłyby cię zidentyfikować - w ten sposób nikt nie może udowodnić, że to ty.

# data[].attributes.attachment_link.description
The team at Webwise has put together a series of videos on internet safety addressing a range of topics for both primary and post-primary level.

# data[].attributes.body
Research found that 6% of 13- to 17-year-olds had had their nude or nearly nude image shared with other people without their permission.

# data[].attributes.body
Lockers is a new information and education resource. It assists schools in coping with and preventing the sharing of explicit self-generated images of minors. Intended for use with Junior Cycle SPHE classes, Lockers is supported by a newly developed animation and six lesson plans. Also included in Lockers is an information section for school leaders.

This 25-page section informs principals on the context for sexting among young people, the laws that can come into effect when underage sexting occurs and the implications for school policy.

# data[].attributes.attachment_link.description
Lockers is a FREE information and education resource. It assists schools in coping with and preventing the sharing of explicit self-generated images of minors.

# data[].attributes.body
Sexting is a word which describes the sending of personal sexual content, most commonly nude or nearly nude images.

# data[].attributes.attachment_link.title
8 Things You and Your Teen Need to Know About Sexting

# data[].attributes.attachment_link.description
Twenty percent of teens admit to texting nude or semi-nude photos of themselves to others. Get information and tips for discussing sexting with teens, whether they're sending or receiving -- or both.

# data[].attributes.body
Try scrolling down the Pipl results – were they surprised at how much information was there, or wasn’t there anything? Try the activity yourself first and see how much the internet knows about you! Also, watch this video, which highlights the importance of online reputation.

# data[].attributes.attachment_link.title
Attention young professionals! What's in your digital baggage?

# data[].attributes.attachment_link.description
AVG's latest study Digital Diaries study called Digital Baggage reveals that many 18 to 25-year-olds don't audit their digital footprint or manage their social networks, which may be harming their careers or job prospects.

# data[].attributes.body
One of the challenges with technology today is that it’s very easy to manipulate images. Have a look at this site and see whether you can spot when images have been photoshopped. Was it easy?

# data[].attributes.headline
4.2 The net effect and online reputation

# data[].attributes.subject
4.2 The net effect and online reputation

# data[].attributes.body
One thoughtless tweet can have long-lasting and potentially devastating consequences. We have all made a careless or ill-chosen comment at one point or another during our lives, but when such comments or statements are made online using social media, the possibility grows exponentially that lots of people will be aware of it, rather than simply our own small circle of friends and acquaintances.  There are six key areas to consider:Disinhibition, Persistence and searchability,Replicability, Scalability , Invisible audiences, Blurring of public and private.All of this complicates how we communicate and gives us much more to think about than when we use traditional methods of communication. Unfortunately, many people don’t think critically about any of this until it is too late.A good activity to help students have a better understanding of online reputation is to ask them to Google their own name and use the people search engine https://pipl.com to see how much information there is online about them.

# data[].attributes.body
The more time that children chat on social media, the less happy they feel.

Some young people can feel pressure to look and behave a certain way when they are online. A recent research report surveyed young people in Denmark, Hungary and the UK and found that 32% of girls and 18% of boys sometimes didn’t post images on social media sites because they were worried about body-shaming. This video clearly shows how images often portray an unrealistic ideal:

# data[].attributes.body
-To gain a better understanding of what it’s like to grow up in this digital age/environment and consider the pressures facing young people
-To explore the impact that technology can have on relationships
-To raise awareness of the challenges associated with sexting, something most schools have to deal with, and try to understand why young people engage in this risky practice and what can be done to support them (and also their families)
-To share information about some of the resources that can be used to educate pupils and parents about sexting and associated issues such as sextortion

# data[].attributes.body
How can media literacy contribute to a participatory culture?

# data[].attributes.attachment_link.description
In chapter six young people learn more about copyrights and how to be creative online. The according lesson plans to this chapter are provided on this page as well.

# data[].attributes.body
“On Facebook we’re not the customers. We are the product.”

Douglass Rushkoff, 2011
Who owns your date ?

# data[].attributes.attachment_link.title
Who owns your data? (Hint: It's not you)

# data[].attributes.attachment_link.description
PRE-ORDER our new book: http://bit.ly/WeHaveNoIdea Irene Ng and David Reynolds talk about privacy and ownership in the digital age. Learn more about the HAT project at: http://hubofallthings.com/iwantahat Subscribe: http://www.youtube.com/subscription_center?add_user=phdcomics More at: http://phdcomics.com/tv Recorded and Animated by Jorge Cham: http://jorgecham.com Featuring: Irene Ng and David Reynolds Credits: University of Warwick, University of Cambridge, Surrey University, University of West England, University of Nottingham, The University of Edinburgh, Research Councils UK.

# data[].attributes.body
The five C'S  of Critical Consuming
1. Context
2.Credibility
3. Construction
4. Collaboration
5.Compare

# data[].attributes.body
-To consider the various dimensions of media literacy.
-To understand why media literacy and its different dimensions are important for children and young people.
-To understand how media literacy links to some topical issues such as fake news, data privacy, and copyright.
-To come up with ideas on how to develop media literacy with your students.

# data[].attributes.headline
The SWGfL Digital Literacy resource includes a curriculum overview with suggestions on how to implement the various online safety/media literacy topics mentioned, in an age-appropriate way.

# data[].attributes.subject
The SWGfL Digital Literacy resource includes a curriculum overview with suggestions on how to implement the various online safety/media literacy topics mentioned, in an age-appropriate way.

# data[].attributes.attachment_link.title
SWGfL Digital Literacy - Curriculum Overview

# data[].attributes.body
The module's learning objectives are:

To understand the main risks faced by children and young people when they go online

To discover how schools can support pupils and their parents and staff

To understand what teachers need to take into consideration with regard to managing their own online reputation

To discover whether there are any statutory requirements with regard to the teaching of online safety in schools

# data[].attributes.body
The online safety MOOC will enable participants to gain a better understanding of new and old risks and challenges that young people face when they go online
Key Objectives

To understand the importance of providing a safer and better internet for children and young people

To explore the opportunities that the internet provides to access knowledge, communicate and develop skills and creativity

To learn about online safety challenges and how to support children and young people if they encounter difficulties - including practical tips on how to handle cyberbullying, fake news, sexting and online hate speech

To raise awareness of, and signpost to, resources for teaching online safety in schools

To raise awareness of the Better Internet for Kids (BIK) strategy and Insafe network, as part of the network of Safer Internet Centres (SICs) in Europe, and associated resources

# data[].attributes.body
materiały, scenariusze lekcji

# data[].attributes.attachment_link.readable_text
Pliki cookies
Gdy korzystasz z naszych serwisów, gromadzimy informacje o Twojej wizycie i sposobie poruszania się w naszych serwisach. W tym celu stosujemy pliki cookies. Plik cookies zawiera dane informatyczne, które są umieszczone w Twoim urządzeniu końcowym - przeglądarce internetowej, z której korzystasz.

Pliki cookies używane w naszych serwisach wykorzystywane są między innymi do bieżącej optymalizacji serwisów oraz ułatwiania Twojego z nich korzystania. Niektóre funkcjonalności dostępne w naszych serwisach mogą nie działać, jeżeli nie wyrazisz zgody na instalowanie plików cookies.

Instalowanie plików cookies lub uzyskiwanie do nich dostępu nie powoduje zmian w Twoim urządzeniu ani w oprogramowaniu zainstalowanym na tym urządzeniu.

Stosujemy dwa rodzaje plików cookies: sesyjne i trwałe. Pliki sesyjne wygasają po zakończonej sesji, której czas trwania i dokładne parametry wygaśnięcia określa używana przez Ciebie przeglądarka internetowa oraz nasze systemy analityczne. Trwałe pliki cookies nie są kasowane w momencie zamknięcia okna przeglądarki, głównie po to, by informacje o dokonanych wyborach nie zostały utracone. Pliki cookies aktywne długookresowo wykorzystywane są, aby pomóc nam wspierać komfort korzystania z naszych serwisów, w zależności od tego czy dochodzi do nowych, czy do ponownych odwiedzin serwisu.
Do czego wykorzystujemy pliki cookies?
Pliki cookies wykorzystywane są w celach statystycznych oraz aby usprawnić działanie serwisów i zwiększyć komfort z nich korzystania, m.in:

pozwalają sprawdzić jak często odwiedzane są poszczególne strony serwisów - dane te wykorzystujemy do optymalizacji serwisów pod kątem odwiedzających;

umożliwiają rozpoznanie rodzaju Twojego urządzenia, dzięki czemu możemy lepiej dopasować sposób i format prezentowania treści oraz funkcjonalności serwisów;

poprawiają wydajność i efektywność serwisów dla korzystających.

W jaki sposób możesz nie wyrazić zgody na instalowanie plików cookies za pomocą ustawień przeglądarki?
Jeśli nie chcesz, by pliki cookies były instalowane na Twoim urządzeniu, możesz zmienić ustawienia swojej przeglądarki w zakresie instalowania plików cookies. W każdej chwili możesz też usunąć z pamięci swojego urządzenia pliki cookies zapisane w trakcie przeglądania naszych serwisów. Pamiętaj jednak, że ograniczenia w stosowaniu plików cookies mogą utrudnić lub uniemożliwić korzystanie z tych serwisów.

Wykorzystywane narzędzia firm trzecich
Niektóre pliki cookies są tworzone przez podmiot, z usług których korzystamy, np.

Google Inc.
W naszych serwisach wykorzystujemy narzędzie Google Analytics do analizy ruchu na stronie internetowej oraz aktywności dotyczących jej przeglądania. Wykorzystujemy je w szczególności do celów statystycznych, aby sprawdzić jak często odwiedzane są poszczególne serwisy. Dane te wykorzystujemy również do optymalizacji i rozwoju serwisów. Więcej informacji na temat narzędzia Google Analytics znajdziesz na stronie: https://policies.google.com/technologies/cookies

Facebook
Więcej informacji o zasadach plików cookies możesz znaleźć na:
https://pl-pl.facebook.com/policies/cookies/

Youtube
Więcej informacji o zasadach plików cookies możesz znaleźć na:
https://policies.google.com/privacy?hl=pl&gl=pl

# data[].attributes.attachment_link.description
Pliki cookies Gdy korzystasz z naszych serwisów, gromadzimy informacje o Twojej wizycie i sposobie poruszania się w naszych serwisach. W tym celu stosujemy pliki cookies. Plik cookies zawiera dane informatyczne, które są umieszczone w Twoim urządzeniu końcowym - przeglądarce internetowej, z której korzystasz.

# data[].attributes.body
BIK portal provides access to hundreds of SIC resources in different languages.

# data[].attributes.headline
Just to remember                Safer Internet Day 2019, 5 February 2019

# data[].attributes.subject
Just to remember                Safer Internet Day 2019, 5 February 2019

# data[].attributes.attachment_link.readable_text
As a young person, you are the main target of Safer Internet Day, but that does not mean you are a passive recipient of the collective effort towards the promotion of a better internet that takes place every February. In fact, there are a wealth of opportunities for young people to make their voices heard on matters relating to their safety and wellbeing in the online world, from contacting your national Safer Internet Centre or Safer Internet Day Committee and getting involved in their youth participation schemes, to becoming an advocate of Safer Internet Day on social media by sharing your experience of the digital environment and your aspirations for a better internet - take a look at our social media plans for inspiration. You can also be the change you want to see in the (online) world by being kind and respectful to others online, by protecting your online reputation and that of others, and by seeking out positive opportunities to create, engage and share online.

Parents and carers, you play a crucial role in empowering and supporting children and young people to use digital technologies responsibly, respectfully, critically and creatively. Indeed, parental influence, guidance and education have a significant and long-lasting impact on children's safety and wellbeing in the online world. Therefore, there are plenty of ways for you to participate in Safer Internet Day, whether it is by ensuring an open dialogue with your children, educating them to use digital technologies safely and positively, or acting as digital role models. To help you achieve that, you may want to have a look at the SID resource gallery, where you'll find a range of resources to use with your children, from information sheets on various online opportunities and risks to conversation starters and even games, which are available in a variety of languages and for a variety of age groups. If you would like to find out more about specific actions and resources in your country, you can get in touch with your local Safer Internet Centre or Safer Internet Day Committee.

As a teacher or educator, there are various ways in which you can get involved in Safer Internet Day. Firstly, the most important way is to raise awareness - talk to your colleagues to plan whole-school actions, and provide a real focus with a day, week or even a month of safer and better internet activities. If you're looking for resources to support you in this, check out the SID resource gallery. Here, you'll find a range of resources from assembly and lesson plans, to printable games to use in the classroom, in a variety of languages and for a variety of age groups. You may also wish to make contact with your local Safer Internet Centre or Safer Internet Day Committee to find out about specific actions in your country. They may also be able to assist with more targeted resources. If your school has a social media account, you can support SID by tweeting and posting about your actions, and sharing our posts too. You can find suggested posts, visuals and covers in our social media plans.

As a representative of an organisation and industry, you are in a direct position to design, shape and adapt the platforms, services and content children and young people interact with on a daily basis. In doing so, you have the power to make a safer and better internet a concrete reality. You may get involved in Safer Internet Day by creating and promoting positive content and safe services online - to support you in doing so, we have designed a best practice guide on positive online content for children which you may find useful. You may also participate in Safer Internet Day by empowering your youngest users to respond to any issues by providing clear safety advice, a range of easy-to-use safety tools, and quick access to support if things do go wrong. Finally, we also encourage you to express your support for Safer Internet Day by posting about your actions on social media and by sharing our posts. You can find suggested posts, visuals and covers in our social media plans which will be published in the autumn of each year as we countdown to the day.

Policy makers and politicians can promote a safer and better internet by putting in place the conditions for the emergence of a culture in which all stakeholders are encouraged and empowered to make the choices that will guarantee that children and young people have the best possible online experiences. As a representative from policy, you may support Safer Internet Day by (re)affirming the need to provide opportunities in the national or local curriculum for children and young people to learn about online safety, digital and media literacy, by ensuring that parents and carers have access to appropriate information and sources of support, and that industry is encouraged to self-regulate its content and services. To make a long-lasting change to the digital environment, you also need to take the lead in governance and legislation in order to ultimately ensure the safety and wellbeing of children and young people through effective child protection strategies for the digital world.

Every February, Safer Internet Day is an opportunity for millions of people around the world to raise awareness of children and young people's online safety and wellbeing. For this reason, media outlets can truly help multiply the global reach of Safer Internet Day by using this occasion as an opportunity to explore the importance of online safety and digital literacy for children and young people in your media production. To support you in doing so, for each campaign we develop a range of promotional materials - to begin with, take a look at the Safer Internet Day key messages. As the day approaches, we'll provide an infographic and other media assets, and publish a number of news articles about Safer Internet Day celebrations and activities around the world. If you would like to become an advocate of Safer Internet Day, have a look at our social media plans, which are full of inspiration for posts and visuals to lend your support to the day.

Tuesday, 7 February, marked the 20th edition of the global Safer Internet Day under the motto "Together for a better internet". More and more schools, parents and young people contact Child Focus' helpline for questions about online safety or call specialised centres to guide them in their media use. Professionals and parents need tips and tools to assist children and young people in their digital exploration.

Safer Internet Day (SID) has become a global landmark event in the online safety calendar with 2023 being its 20th year. Safer Internet Day is an EU wide initiative to promote a safer internet for all users, especially young people.

iSIGURT.al, the national platform for a safe internet in Albania, which also functions as the national line for children's internet safety, is a national service established by CRCA/ECPAT Albania in 2015. It has as its main mission the reporting and removal of harmful materials on the internet, social networks and online media that contain sexual violence against children and adolescents, bullying and extreme violence against children and young people, as well as the language of hate crimes.

# data[].attributes.attachment_link.title
Home - Safer Internet Day - BIK Community

# data[].attributes.attachment_link.description
Safer Internet Day (SID) is organised by Insafe in February of each year to promote safer and more responsible use of online technology and mobile phones, especially among children and young people in Europe and across the world.