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CTSA Subject Leader Network Meeting Spr 2024

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The Teach Computing curriculum is structured into units for each year group, and each unit is broken down into lessons.
Units can generally be taught in any order, with the exception of programming, where concepts and skills rely on prior knowledge and experiences.
Lessons must be taught in numerical order.

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Curriculum > KS2

The Teach Computing curriculum is structured into units for each year group, and each unit is broken down into lessons. Units can generally be taught in any order, with the exception of programming, where concepts and skills rely on prior knowledge and experiences. Lessons must be taught in numerical order.

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The Teach Computing curriculum is structured into units for each year group, and each unit is broken down into lessons. Units can generally be taught in any order, with the exception of programming, where concepts and skills rely on prior knowledge and experiences. Lessons must be taught in numerical order.

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For a while now I have been working on understanding problem solving attitudes that are useful in computing. This ideas is based on the work of Chris Stephenson & Joyce Malyn-Smith expressed through their blog on computational thinking from a disposition perspective.

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The deadline for UK primary school teachers to sign up for a free classroom set of 30 micro:bits was Monday 18 December at 5pm. If you didn't register, micro:bits are available to borrow from some libraries - check with your local library for further information - and you can also purchase them for your school.

Read on to find out more about the training available for teachers so they can teach coding with confidence, along with information on a range of free classroom resources.
Coming soon: Primary school pupils will have the chance to get involved in a large-scale playground survey in the summer term. The development of exciting lessons and activities around this survey will introduce children to machine learning and working with digital data. Check back on 20th February to find out how your school can take part! Please be aware that some of the links on this page will take you away from the BBC.

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Get started with BBC micro:bit - the next gen

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Want to know how to use the BBC micro:bit - the next gen in your lessons? Discover details of our micro:bit teacher training and classroom resources.

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First lessons with MakeCode and the micro:bit unit

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A unit of work for teachers introducing the micro:bit to students.

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Have you completed CS Fundamentals Course C, D, E or F with your students and are looking to continue your learning? We have partnered with micro:bit to offer four extension lessons for each course. These extension lessons allow students to try their hand at being a maker and learn about physical computing.

Each course has a guide which contains everything you need to use the BBC micro:bit to add the immersive power of physical computing to your teaching of Code.org's CS Fundamentals Course. You'll find:

An introductory exploration lesson to get familiar with the micro:bit's features and start making links with prior learning.

A guide to teaching the coding lessons.

Three coding lessons to choose from matched to relevant CS topics.

Key vocabulary relevant to CS Fundamentals Course and physical computing with the micro:bit.

About the micro:bit

The BBC micro:bit is a pocket-sized computer that introduces you to how software and hardware work together. It has an LED light display, buttons, sensors and many input/output features that, when programmed, let it interact with you and your world!

The micro:bit also helps students develop computational thinking skills. With it they can learn how to code and learn to think creatively in their application of digital technologies to problem-solving challenges and product design.

The micro:bit has additional teacher resources, which you can find on their website, including professional development courses, videos for your classroom, posters, and more.

Frequently asked questions

What is the micro:bit?

The BBC micro:bit is a pocket-sized computer that introduces you to how software and hardware work together. It has an LED light display, buttons, sensors and many input/output features that, when programmed, let it interact with you and your world.

For more information go to: https://microbit.org/get-started/first-steps/introduction/

Do I need to have taught all of Course C, D, E, or F to start using the micro:bit?

Nope! You can incorporate these extension lessons into your CS teaching at any point. Whether you want to match a particular concept in CSF to a set of the micro:bit lessons or teach the full CSF course before transitioning to physical computing the choice is yours.

Do I need to have the physical micro:bit devices in order to teach this?

Students do not need the micro:bit devices to use the coding platform in the classroom, they can program the simulator in MakeCode. The simulator lets you test code and see it working on the virtual micro:bit. This is also a useful teaching device when you want to share demo with your whole class when introducing and working on code projects together.

What coding language will I be using?

All of the micro:bit lessons and projects for the CS Fundamentals courses are created to use with the Microsoft MakeCode blocks-based editor.

The BBC micro:bit can be programmed using 2 code editors: Microsoft MakeCode a blocks-based code editor and the micro:bit Python, which offers text-based code.

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micro:bit resources for CS Fundamentals Classrooms

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Have you completed CS Fundamentals Course C, D, E or F with your students and are looking to continue your learning? We have partnered with micro:bit to offer four extension lessons for each course. These extension lessons allow students to try their hand at being a maker and learn about physical computing.

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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 | SWGfL

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

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Yr 5 -yr 10 so be selective

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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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The Bebras Computing Challenge introduces computational thinking to students.
It is organized in over 60 countries and designed to get students all over the world excited about computing.
Last November over 365,000 students took part in the UK, and over 3 million worldwide.
Each participant answer questions that focus on computational and logical thinking.
It is completed online in your own school.

What teachers say about the challenge:
"I just want to say how much the children are enjoying this competition. It is the first year we have entered, and I have students aged 8 to 11 participating in my Computing lessons, with some of our older students also taking on the challenges. It is really helping to challenge their thinking, and they are showing great determination to try and complete each task! Also fantastic to find something that works on our iPads, as most puzzles of this kind are flash based."

"Our students completed the challenge this morning, I just wanted to say thank you for running this. It's a brilliant idea!"

2023 Bebras Statistics

* As this is a challenge, the majority of older students are not expected to solve all of the problems in 40 minutes!
** Students in the top 10% of each age group indicated are invited via their school to enter OUCC.
*** Qualifying SVI students can take part in the normal Seniors and Elite OUCC Challenge or the beta OUCC SVI (10-14) challenge. The beta SVI challenge will use the same style as Seniors but with more age-appropriate questions.

The Challenge is available for the following age groups:

* Kits and Castors can enter individually or as a small team (up to 4)

Anyone within these groups can participate; it does not matter if they are language students or born mathematicians! The questions only require thinking skills.

The aim of the Challenges:

Solve as many problems as you can in 40 minutes.
You are not expected to finish!

The problems come in three levels of difficulty: A, B and C.
The "A" problems are the easiest. "C" problems the hardest.
You can find a problem's difficulty in the problem overview before you click on it.
The difficulty of a problem determines how it will be scored.

The scoring rules are as follows:

Our Carbon Footprint:

Our computing based system requires no paper to be posted between schools and our offices as everything is done electronically. The data centre that hosts UK Bebras obtains its electricity from wind farms. When the wind doesn't blow the energy comes from the grid but when it does blow there is more than enough for the servers and the excess is returned to the grid. The net result is that UK Bebras is using 100% wind energy overall. The heat from cooling the servers, when everyone is beavering away, is used to heat buildings in the neighbourhood.

[ terms and conditions | privacy policy | info@bebras.uk ]

© 2018 - 2023 UK Bebras

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The Bebras Computing Challenge introduces computational thinking to students. It is organized in over 60 countries and designed to get students all over the world excited about computing.Last November over 365,000 students took part in the UK, and over 3 million worldwide.Each participant answer questions that focus on computational and logical thinking.It is completed online in your own school.

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Inspection keyword searches at watchsted.com

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DL in the Computing Curriculum Skills and Knowledge

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DL in the Computing Curriculum Skills and Knowledge

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23 February 2021

Today the NCCE is sharing its first report focusing on teaching and learning within the computing curriculum, in particular exploring the role of "digital literacy". Through this report, we seek to better define digital literacy, highlight its presence and importance in the computing curriculum, and outline a progression for digital literacy modelled by the Teach Computing Curriculum.
If nothing else, this year has emphasised the importance of learners being digitally literate, not only to support their progress and performance in computing, but to help them engage with their education across the curriculum. The sudden switch to remote learning has demonstrated the gaps in some learners' digital literacy and challenged the idea that as "digital natives" they either already had or could easily develop these skills and knowledge.

Digital literacy: the skills and knowledge required to be an effective, safe, and discerning user of a range of computer systems.

Digital literacy is not a new aspect of the curriculum and neither is it a product of the 2012/2013 reform which saw the introduction of computing as a subject. The skills and knowledge that make up digital literacy have been integral to the programme of study since its previous incarnation as ICT. One impact of the curriculum reform that introduced more computer science has been the perception by some that digital literacy had been replaced. While this may be the case in how the curriculum has been interpreted and implemented in the past, this report shows that it was not the intent of the current curriculum in which digital literacy is not only present, but a priority.

In designing and producing the Teach Computing Curriculum, we took a holistic approach to the full programme of study for computing from key stage 1 to 4. All of our content is mapped to a ten-strand content taxonomy that covers the breadth of computing, across which we can identify elements of digital literacy. Using this taxonomy, we've been able to analyse the Teach Computing Curriculum materials, draw out the skills and knowledge that match our definition of digital literacy, and present these as a progression across key stages 1-4.

Although digital literacy is explicitly mentioned as part of the computing programme of study, its place shouldn't be limited to the subject of computing. It is our view that supporting learners to develop their digital literacy is the responsibility of all subjects and the school community as a whole. Learners should be able to exercise and demonstrate their digital literacy in all areas of their education.

Providing learners with this experience is of course highly dependent on the skills and confidence of their teachers, who in many cases may need support in how to effectively teach digital literacy within their subjects or in developing their own digital literacy and confidence.

The NCCE offers support to all teachers to either develop their own digital literacy through its various CPD offerings or incorporate digital literacy into their teaching through its high-quality and free curriculum. On top of that is the more individualised support offered by our Computing Hubs, Subject Matter Experts, communities, and more.

Read the report in full

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Digital literacy within the computing curriculum

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Through this report, we seek to better define digital literacy, highlight its presence and importance in the computing curriculum, and outline a progression for digital literacy modelled by the Teach Computing Curriculum.

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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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From KCSIE 2023, the DSL is asked to take lead responsibility for web filtering and consider the DfE standards. This page is to support your journey towards this - whether you are a beginner or have worked for years with your technical teams to better understand and effectively manage filtering - which is all about keeping children safe.

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What is Gaming?

Gaming refers to playing electronic games, whether through consoles, computers, tablets, smartphones or other devices. To this day, gaming remains one of the most popular forms of entertainment, attracting a wide range of age groups from all across the world. Gaming is always looking to develop, often improving on graphical features, accessibility and user engagement as years go by.

Much like music and film, gaming covers a wide variety of genres, appealing to an array of different audiences and interests. Many games allow users to interact with others online through competitive or cooperative play, as well as communication features to allow more sociable interactions.

In more recent years, gaming has extended into a more professional status with many gamers taking part in tournaments to compete for cash prizes. E-sports, a collective name for competitive gaming has seen a tremendous rise amongst children and young adults in recent years, even so that the Olympic games are considering adding E-sports to the Olympic roster in the future.

As of today, gaming is the biggest entertainment industry in the world. We must not forget that like music and film, it is classed as entertainment. Similar to those, it is important to recognize age appropriate content and consider how suitable it is for children.

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

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Gaming refers to playing electronic games, whether through consoles, computers, tablets, smartphones or other devices. To this day, gaming remains one of the most popular forms of entertainment, attracting a wide range of age groups from all across the world. Gaming is always looking todevelop, often improving on graphical features, accessibility and user engagement as years go by.

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Build & Talk
- Children
- Sustainability
- LEGO.com GB

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Our ideas this year are all about empowering schools, parents and pupils to have a conversation, make a change and ultimately stay safer online. In our top tips flyer we have ideas to help you remember every day is Safer Internet Day, from making your own videos, using ParentSafe and our Digital Family Agreement, or making the most of SafeSkills to discover where to focus your teaching efforts over the other 51 weeks of the year. There is also a template parent email to introduce the day and share key reminders.

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SWGFL Tik Tok Facebook Instagram Checklists

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SWGFL Tik Tok Facebook Instagram Checklists

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

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Downloadable booklets to guide you through your profile settings in Facebook, Twitter, Instagram, and Snapchat. It helps you control how your profile appears, what your friends and other people can see, and how to report problems.

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Snap Chat Parent tools for controlling AI

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Snap Chat Parent tools for controlling AI

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At Snap, we're committed to giving parents additional tools and resources to help them support their teens' safe use of Snapchat.

In 2022, we launched Family Center, our set of parental tools that allows parents to see which friends their teens are talking to on Snapchat, confidentially report any concerns, and set content controls - all of which are designed to help keep teens safe on Snapchat.

Snapchat was built to help people communicate with their friends in the same way they would offline, and Family Center reflects the dynamics of real-world relationships between parents and teens, where parents have insight into who their teens are spending time with, while still respecting the privacy of their personal communications. We worked closely with families and online safety experts to develop Family Center and use their feedback to update it with additional features on a regular basis.

Today, we're introducing expanded Family Center features to give parents more visibility and further empower them to have productive conversations about online safety. In the coming weeks, we're rolling out:

Visibility into Their Teens' Settings: We default key safety and privacy settings for teens to the strictest standards by default . Now, parents will be able to view:

Their teens' Story settings: Teens have the ability to share their Story with their friends, or choose a smaller group of close friends and family.

Their teens' contact settings: Snapchatters can only be contacted by people they have added as a friend or, optionally, their phone contacts.

If their teen is sharing their location with friends on the Snap Map: The Snap Map allows Snapchatters to see where their friends are and what they're up to, discover interesting places, and view content submitted by Snapchatters around the world. Snapchatters must opt in to share their location - and only have the option to share their location with friends.

Parental Controls for AI: Parents will now be able to restrict the ability for My AI, our AI-powered chatbot, to respond to chats from their teen. This feature builds on the safeguards already built into My AI , including protections against inappropriate or harmful responses, temporary usage restrictions if Snapchatters repeatedly misuse the service, and age-awareness.

Easy Access to Family Center: For parents who may be unfamiliar with Snapchat, we're making Family Center easier to find. Now, parents can access Family Center right from their profile, or by heading to settings, located in the top-right corner of the parent's profile. Our goal is to help both parents and teens who may be new to Snapchat find and join Family Center with ease.

We look forward to continuing to work closely with parents and online safety experts to help make Snapchat a fun and safe environment for our entire community.

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Think Critically about Social Influencers

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Think Critically about Social Influencers

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Aimed to support parents/guardians

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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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You can find a range of dossiers which will dive deeper into the evolving range of opportunities and risks of the online world. More deep-dive articles will be added soon, so please check back regularly for the latest topics.

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Against the worsening backdrop, the IWF warns moves like Meta's decision to prevent the blocking of child sexual abuse imagery on Facebook's Messenger service are 'utterly incomprehensible'.

IWF removed a record-breaking amount of child sexual abuse imagery in 2023.

Under tens increasingly targeted by groomers, with a growing number of younger children being coerced into performing sexually online.

UK Security Minister says all tech companies must do more to prevent the spread of abuse, but decisions like those of Meta will 'provide a safe space for heinous predators'.

A "shocking" number of under 10s are being manipulated into performing sexual acts online, as experts discover more child sexual abuse imagery online than ever before.

New data from the Internet Watch Foundation (IWF) today (January 17) shows a dramatic rise in the number of webpages on the open internet showing children under 10 being groomed, manipulated, or coerced into performing sexually by a predator.

The Government said the findings are "alarming" and warned that the planned roll out of end-to-end encryption on Facebook Messenger will have a "catastrophic" effect on law enforcement's ability to bring perpetrators to justice.

The IWF has found there is now more child sexual abuse imagery being discovered on the open internet than ever before - with almost every webpage (92%) it worked to remove in 2023 including "self-generated" material extorted from children who have been groomed or coerced by predators using webcams.

A "shocking" number of under 10s are being manipulated into performing sexual acts online, as experts discover more child sexual abuse imagery online than ever before.

Of the sites containing "self-generated" imagery, more than one in five (21%, or 54,250 webpages) contain the most severe abuse (known as Category A). This can include penetration, bestiality, and sexual torture.

Younger children are also at more risk of grooming and abuse, with the data showing a dramatic rise in the number of images or videos featuring under 10s where they have been coerced into performing sexually via a webcam or handheld device.

Against this backdrop, the IWF says all tech companies must play their part in making the internet hostile to groomers and abusers, and warns it is "utterly incomprehensible" that Meta is choosing to introduce end-to-end encryption to Facebook's Messenger service.

This move will disable its existing measures for detecting and preventing the spread of child sexual abuse and make children less safe at a time when more should be done to improve safety.

Today's data shows:

In 2023, the IWF investigated a record 392,660 reports of suspected child sexual abuse imagery. This is 5% more than were assessed in 2022 (375,230).

Of these, a record 275,655 webpages were confirmed to contain child sexual abuse - an 8% rise on the 255,570 detected the year before. Each webpage can contain hundreds, or even thousands, of images or videos of child sexual abuse.

In 2023, 92% (254,070) of all webpages the IWF took action to remove from the internet contained "self-generated" images or videos where a child is coerced, blackmailed, tricked, or groomed into performing sexually via a webcam. This material is now being shared widely by criminals on dedicated child sexual abuse sites and forums.

Of the sites containing "self-generated" imagery, more than one in five (21%, or 54,250 webpages) contain the most severe abuse (known as Category A). This can include penetration, bestiality, and sexual torture.

Imagery of under 10s feature in 107,615 of these webpages containing "self-generated" imagery. This is a 66% increase on the 64,735 URLs including this material seen in 2022.

In December, Meta announced it intends to roll out end-to-end encryption on its platforms, beginning with Facebook Messenger*.

The IWF, which is the UK's front line against child sexual abuse imagery online, says that with more child sexual abuse being discovered online than ever before, companies must be proactive in detecting it and helping to be part of the solution.

According to US hotline NCMEC (National Centre for Missing and Exploited Children), Meta reported more than 20 million incidents of people sharing child sexual abuse imagery on Facebook Messenger in 2022**.

End-to-end encryption will mean Meta's current apparatus for detecting known child sexual abuse imagery will be rendered useless and the company will be unable to spot criminal material being spread through its channels.

The IWF says introducing this technology without first putting in place a solution to prevent the abuse of its service will provide a safe space for criminals to spread abuse imagery with impunity.

Susie Hargreaves OBE, Chief Executive of the IWF, said: "The imagery extorted or coerced from primary school-aged children is now finding its way onto the most extreme, dedicated child sexual abuse sites in shocking numbers.
"What starts in a child's bedroom, over a webcam, is shared, traded, and harvested by committed and determined sexual predators. The IWF is seeing the results in unprecedented numbers. These criminals are ruthless. "Now, with so many organisations looking to do the right thing in the light of new regulations in the UK, it is incomprehensible that Meta is deciding to look the other way and offer criminals a free pass to further share and spread abuse imagery in private and undetected. "Decisions like this, as well as Apple opting to drop plans for client-side scanning to detect the sharing of abuse, are baffling given the context of the spread of this imagery on the wider web. "Children are falling victim like never before. There really has never been a worse time to be a child on the internet, and Meta's decision to bring in end-to-end encryption appears to be wilfully making this worse, not better, ignoring the evidence, and rewarding criminals with safe spaces at children's expense."
Security Minister, Tom Tugendhat said: "This alarming report clearly shows that online child sexual abuse is on the rise, and the victims are only getting younger. And yet, despite warnings from across government, charities, law enforcement and our international partners, Meta have taken the extraordinary decision to turn their backs on these victims, and provide a 'safe space' for heinous predators.
"The decision to roll out end-to-end encryption on Facebook Messenger without the necessary safety features, will have a catastrophic impact on law enforcement's ability to bring perpetrators to justice. "It isn't too late to work with us to keep children safe online. As Meta begins to implement default end-to-end encryption in the UK, they can and must ensure that robust safeguards are implemented at a time when children are at a greater risk online than ever before."
Ian Critchley QPM, NPCC National Lead for Child Protection and Abuse Investigation said: "Online spaces continue to provide predators with the opportunity to initiate contact with children that can often lead to grooming , manipulation, extortion for both financial gain and extorting indecent images and also to facilitate appalling acts of contact abuse. As outlined last week in the Police Recorded Crime analysis, we are seeing the huge harm being caused every single day to young people across the country harm which has a lifelong impact.
"Our focus working with the NCA, valued partners and policing colleagues is to identify and bring to justice those committing these abhorrent offences. But it is also essential that we educate young people around harmful sexual behaviours to prevent child abuse and that is the role of us all including parents , carers, and education establishments. "Whole scale use of smart devices by teenagers and now under 10s, gives them increased access to harmful material including violent pornography and indecent images of children, as well as ease of access to offenders who seek to connect with them including in the virtual reality space, often portraying as other young people. Thank you to the IWF who undertake this crucial work and help keep thousands of children safe and identify offenders across the UK and globally. "This is also why the Online Safety Act is so crucial - it is the most important piece of legislation for a whole generation of young people. It must provide the strongest protections for children and should ensure social media and tech companies are held to account for the appalling scale of child sexual abuse occurring on their platforms."

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Under 10s groomed online 'like never before' in 2023 find IWF

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Alarming increase in online grooming and child sexual abuse imagery, particularly among under 10s, in 2023 as reported by the IWF.