Get ready for e-Safety!
www.northerngrid.org/content/grapple
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e-Safety in the Primary Classroom
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E-safety resources
http://bit.ly/somersetesafety
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e-safety in the Primary Classroom
Purpose of today
Build your confidence in using technology to:
•
•
•
Provide excellent educational experiences
Generate high levels of engagement and
commitment to learning
Help learners acquire knowledge and develop
understanding across the curriculum
“Create a culture of e-safety”
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e-safety in the Primary Classroom
9.15: e-Safety - what’s happening?
•Audit and test your knowledge!
•What do Ofsted say?
•What is the experience of your learners? What are the risks?
•What are your priorities?
11am: Break
11.15: Planning a curriculum for e-sense
•Computing curriculum, new e-Sense progression and BYTE
Awards
•Digital literacy
12.30pm: Lunch
1.30pm: The whole—school picture
•Evaluation and planning for school improvement 360safe
•Protecting your professional identify and data protection
•Working with parents
•Action planning – Safer Internet Day 2014
4.00pm: finish
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e-Safety – what’s happening?
Complete audit
What do I know?
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e-Safety and e-Sense
e-Safety
What the school does to protect me
Staff: teach, listen, model
School: policies, systems, filtering
e-Sense
What I do to protect myself
behaviour: develop skills,
resilience and responsibility
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What do Ofsted say?
Three areas of risk:
content
being exposed to illegal,
inappropriate or harmful material
contact
being subjected to harmful
online interaction with other
users
conduct
personal online behaviour that
increases the likelihood of, or
causes, harm.
Inspecting e-safety, Sept 2012
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Ofsted Inspection Framework Sept 2012
Quality of leadership in, and management of the school
includes
The effectiveness of safeguarding arrangements to ensure that
there is safe recruitment and that all pupils are safe.
This includes the promotion of safe practices and a culture of
safety, including e-safety.
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lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
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What do you
think your children are
doing online?
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28% of 9-10 year olds in
the UK have a social
networking account.
This rises to 59% of 1112 year olds.
EU Kids Online 2012
8-11 year olds have an average of 92
friends on their social networking site.
They are unlikely to have met 11 of these.
The average number of friends for 12-15
year olds is 286. Ofcom 2012
52% of 9-16 year olds go online in their
bedroom. (59% of 11-12 year olds)
EU Kids Online 2012
8% of 5-7year olds are mostly
using the Internet alone.
Ofcom 2012
102 minutes is the average time
spent online each day by children in
the UK. EU Kids Online 2012
33% of 3-4 year olds have a
TV in their bedroom.
Ofcom 2012
Nearly 50% of children aged 5–7
have a games console in their
bedroom, rising to 70% of those
aged 8–15 Ofcom 2012
Call of Duty is the favourite game for
5-16 year olds.
Childwise Monitor Survey 2011-12
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What about your learners?
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The new Facebooks
Instagram
SnapChat
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e-Safety – what’s happening?
What are our concerns? What are the concerns of children?
Label ▪P engage
(Parent)www.somersetelim.org
C (Child) T (Teacher)
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‘The Digital Darkness’
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‘The Digital Darkness’ - Sexting
http://www.telegraph.co.uk/tech
nology/internet/10595049/Tallul
ah-Wilson-death-bright-futuresextinguished-in-digitaldarkness.htmla
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‘The Digital Darkness’ -Cyberbullying
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‘The Digital Darkness’ -Cyberbullying
Key differences: How do these alter an effective response?
Impact: the scale and scope of cyberbullying can be greater than other forms of
bullying.
Targets and perpetrators: the people involved may have a different profile to
traditional bullies and their targets.
Location: the 24/7 and any place nature of cyberbullying.
Anonymity: the person being bullied will not always know who is attacking them.
Motivation: some pupils may not be aware that what they are doing is bullying.
Evidence: unlike other forms of bullying, the target of the bullying will have
evidence of its occurrence.
http://mashable.com/2012/08/24/children-cyberbullying
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‘The Digital Darkness’ -Cyberbullying
http://www.childnet.com
http://www.teachersmedia.co.uk/video
s/combating-cyberbullying-sufferingin-silence
http://www.childnet.com/kia/primary/smarta
dventure/chapter4.aspx TELL
http://www.bbc.co.uk/cbbc/
games/beaker-you-choose
http://www.digizen.org/resources/cyberbul
ying/overview
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‘The Digital Darkness’ -Cyberbullying
http://www.bbc.co.
uk/news/magazine25120783
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‘The Digital Darkness’ – pupil
motivations
NSPCC Report
http://www.nspcc.org.uk/inform/re
sourcesforprofessionals/sexualab
use/sextingresearch_wda89260.html
55% of 11-16 year old internet users
say they find it easier to be themselves
online.
EU Kids Online Oct 2012
The problems posed by sexting come from
their peers – from ‘friends’ in their social
networks. This means much of the typical
advice about being careful who you
contact, or keeping your profile private
misses the point.
... often coercive, linked to harassment,
bullying and even violence.
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‘The Digital Darkness’ pupil
motivations
What am I doing?
Watch Jigsaw video
from Think U Know
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What are your priorities?
Consider Ofsted
Consider trends
Consider risks
Consider your learners /
parents
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Break
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Developing an e-safety curriculum
What do you
do already?
http://www.teachersmedia.co.uk/videos/teaching-esafety?utm_source=Teachers+Media+List&utm_campaign=6cae4
f0a71-email_14_Jan_2013&utm_medium=email
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Developing an e-safety curriculum
What do you do
already?
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Developing an e-safety curriculum
Safety
Collaborating
Effectiveness and
Evaluation
©Copyright
Key features of Outstanding and Good practice (Ofsted 2012)
• A progressive curriculum that is flexible, relevant and engages pupils
interest; that is used to promote e-Safety through teaching pupils how to
stay safe, how to protect themselves from harm and how to take
responsibility for their own and others safety.
• Positive sanctions are used to reward positive and responsible use.
• Peer mentoring programmes.
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Developing an e-safety curriculum
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The new Computing POS
At the end of key stage one:
•Use technology safely and respectfully,
keeping personal information private.
•Know where to go for help and support when
they have concerns about content or contact on
the internet or other online material.
At the end of key stage two:
•Use technology safely, respectfully and
responsibly; recognise acceptable/unacceptable
behaviour, identify a range of ways to report
concerns and inappropriate behaviour.
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The new Computing POS
At the end of key stage one:
• recognise common uses of information technology
beyond school
• use technology purposefully to retrieve digital content
At the end of key stage two:
• understand computer networks including the internet;
how they can provide multiple services, such as the
world wide web; and the opportunities they offer for
communication and collaboration
• use search technologies effectively, appreciate how
results are selected and ranked, and be discerning in
evaluating digital content
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Technology in our lives – digital literacy
Frame your question
THEN
choose your key words
Questions:
What is Harry Styles’ favourite
colour?
My cat has blisters on its tongue –
what’s wrong with it?
What’s the name of that thing
below your nose and above your
lip?
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Technology in our lives – digital literacy
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Technology in our lives – digital literacy
Know the author
Know the history
Know the validity
https://www.easywhois.co.uk
https://archive.org
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Technology in our lives – digital literacy
https://slp.somerset.gov.uk/cypd/elim/somersetict/
Site%20Pages/Computing%20Curriculum%20Pri
mary/Technology_in_our_lives.aspx
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Lunch
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e-safety – whole school picture
•
•
•
•
Indicators of inadequate practice
Personal data is often unsecured and/or leaves school site without
encryption.
Password security is ineffective - passwords are shared or common with all
but the youngest children.
Policies are generic and not updated.
There is no progressive, planned E-Safety education across the curriculum,
for example there is only an assembly held annually.
•
There is no internet filtering or monitoring.
•
There is no evidence of staff training.
•
Children are not aware of how to report a problem.
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e-safety – whole school picture
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e-safety – whole school picture
SafetyNet 4
Managing Internet filtering in your school.
‘Where the provision for e-safety was outstanding, the schools
had managed rather than locked down systems. In the best
practice seen, pupils were helped, from a very early age, to
assess the risk of accessing sites and therefore gradually to
acquire skills which would help them adopt safe practices even
when they were not supervised.’ (Page 8, The Safe Use of New
Technologies – Ofsted Ref No 090231).
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Working with parents
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Developing your knowledge –
professional responsibility
•Data Protection
•School practices with technology
•Protecting your professional identity
•Protecting yourself from bullying
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Developing your knowledge –
personal data
http://www.ico.gov.
uk/enforcement/un
dertakings.aspx
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Developing your knowledge –
personal data
•What kinds of data does the school keep about children?
•Where is it kept?
•What kind of security measures are there?
•What kind of data does the school have about you?
Photos of
children
with
allergies
Photos of
School
IEPs school
Parents’ reports
trips /
phone
Teacher
events
numbers
mark book
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Developing your knowledge –
school practices with technology
Mobile
phones
Locking
screens
Using an
iPad
Using
memory
sticks
Acceptable use
policies – staff and
visitors
Use of email
Strong
passwords
Use of school
laptop
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Developing your knowledge –
protecting professional identity
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The New Standards for Teachers (September 2012)
Part 2: Personal and Professional Conduct
A teacher is expected to demonstrate consistently high standards of
personal and professional conduct.
Teachers must have proper and professional regard for the ethos,
policies and practices of the school in which they teach, and maintain
high standards in their own attendance
and punctuality.
Teachers must have an understanding of, and always act within, the
statutory
frameworks which set out their professional duties and responsibilities.
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Physical Safety
Freedom from physical harm
Psychological
Safety
Freedom from cruelty,
harassment and exposure to
potentially harmful material
Reputational and
legal safety
Freedom from unwanted
social, academic, professional
and legal consequences that
might affect you for a lifetime
Identity, property
and community
safety
Freedom from theft of identity
and property and attacks
against networks and online
communities at local, national
and international level
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Developing your knowledge –
protecting professional identity
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Developing your knowledge –
123people.co.uk
protecting professional identity
How do you use the Internet
socially?
How do you share information
about yourself?
Do you know what your online
reputation is?
What would you do if...
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Spezify
Google
Developing your knowledge –
protecting professional identity
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Check the terms of service!
http://vine.co/terms
“Content submitted to or through
the Services available to other
companies, organizations or
individuals who partner with Vine
for the syndication, broadcast,
distribution or publication of such
Content on other media and
services, subject to our terms and
conditions for such Content use.
Such additional uses by Vine, or
other companies, organizations or
individuals who partner with Vine,
may be made with no
compensation paid to you “
https://www.facebo
ok.com/policies/
Your photos and
profile pictures
may be used to
advertise products
to other users.
Facial recognition
tagging using
profile pics not
allowed in EU.
August 2013 changes to
Facebook T&C
https://twitter.com/tos
“This license is you
authorizing us to
make your Tweets
available to the rest of
the world and to let
others do the same.”
The price of entry
to free social
networks is the
use of your data.
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Reduce
vulnerability
Manage visibility
Caution in the
subjects you
discuss
lead
Let your
colleagues know
your
▪ learn expectations
▪ protect ▪ engage
•Learn how to set privacy settings
eg Facebook
•Do you have a legacy?
•Limit social networking search
results
•Google your own name or use
Spezify, 123 people
•Limit SN site Google searches
•Compromise your professional
identity
•Inappropriate site membership
•Discussing pupils, parents or
colleagues on publicly available sites
•Tagging staff outings
•Avoid embarrassing wall posts and let
colleagues know you will not respond
•Email funnies on official email
www.somersetelim.org
Developing your knowledge –
protecting yourself from bullying
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e-safety in the Primary Classroom
SWGfL e-Safety Live 2014
http://www.swgfl.org.uk/News/E-Safety-Live/Home
• 25th February 2014
Safer Internet Day 2014
•
Tuesday 11th February 2014
•
Take the Somerset e-Pledge
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e-safety in the Primary Classroom
Have you built your confidence in using technology to...?
•
Provide excellent educational experiences
•
Generate high levels of engagement and
commitment to learning
•
Help learners acquire knowledge and develop
understanding across the curriculum
Evaluation: http://bit.ly/esafetyevaluation
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org