ICT Leader Summer Update
Agenda
1.
2.
3.
4.
5.
6.
7.
8.
Grapple: What can you score?!
e-safety: The Ofsted picture
e-sense: The Whole picture
Cyberbullying: What issues have arisen for you?
Cyberbullying: Progression in personal responsibility
360degree safe review
Developing Digital Literacy
Conferences
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
How ready are you to deal with the risks?
http://www.side.wa.edu.au/static/grapple
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Context for e-safety
“Children and young people need to be
empowered to keep themselves safe – this
isn’t just about a top-down approach. Children
will be children – pushing boundaries and
taking risks. At a public swimming pool we have
gates, put up signs, have lifeguards and
shallow ends, but we also teach children how
to swim.”
Safeguarding Children in a Digital World
Tanya Byron, 2008
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Context for e-safety
“Children and young people need to be
empowered to keep themselves safe – this
isn’t just about a top-down approach. Children
will be children – pushing boundaries and
taking risks. At a public swimming pool we have
gates, put up signs, have lifeguards and
shallow ends, but we also teach children how
to swim.”
Safeguarding Children in a Digital World
Tanya Byron, 2008
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Ofsted Inspection Framework
Behaviour and safety of pupils at the school
Inspectors must consider:
•
•
‘pupils’ behaviour towards, and respect for, other young people
and adults, including for example, freedom from bullying and
harassment that may include cyber-bullying and prejudicebased bullying related to special educational need, sexual
orientation, sex, race, religion and belief, gender reassignment
or disability.’
‘the extent to which pupils are able to understand and respond
to risk, for example risks associated with extremism, new
technology, substance misuse, knives and gangs,
relationships (including sexual relationships), water, fire roads
and railways.’
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Possible Ofsted questions
•
•
•
•
•
How do you ensure that all staff receive appropriate online safety
training that is relevant and regularly up to date?
What mechanisms does the school have in place to support young
people and staff facing online safety issues?
How does the school educate and support parents and whole school
community with online safety?
Do you have e-safety policies and acceptable use policies in place?
How do you know they are clear, understood and respected by all?
Describe how your school educates children and young people to build
knowledge, skills and capability when it comes to online safety? How do
you assess its effectiveness?
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Cyberbullying: Personal Responsibility
Although relatively few children report being bullied, this is the risk
that upsets them most, more than sexual images, sexual messages,
or meeting online contacts offline EU Kids Online 2011
1 in 13 children and young people experience persistent and intentional cyberbullying,
with just under a quarter (23%) reporting that the bullying lasted for a year or more,
and two in five (40%) said that it lasted for months or weeks
Virtual Violence II Nominet study of 4065 children and young people across the
UK February 2012
• Across Europe, 6 per cent of 9 to 16-year-old internet users report having been bullied
online, and 3 per cent confess to having bullied others.
• Far more have been bullied offline, however, with 19 per cent saying they have been
bullied at all – and 12 per cent have bullied someone else.
• UK 8% report having been bullied online and 21% report being bullied online or offline
EU Kids Online September 2011
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Cyberbullying is a form of bulling
•
3.1.3 There are particular features of cyberbullying that differ from other forms
of bullying and need to be recognised and taken into account when
determining how to respond effectively. The key differences are:
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.
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Suffering in silence
http://www.teachersmedia.co.uk/videos/combatingcyberbullying-suffering-in-silence
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Sexting
NSPCC Report
http://www.nspcc.org.uk/inform/resourcesforprofessionals/sexualabuse/sextingresearch_wda89260.html
For young people, the ‘stranger danger’ hyped by the media is
not the primary technology related threat – it’s technology
mediated sexual pressure from their peers. Children rarely express
concern about inappropriate sexual approaches from strangers. When they
did, they were quick to brush off the approach as from a “weirdo”, “pervert” or
“paedo”.
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.
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
e-safety and e-sense
e-Safety
What the school does to protect me
(teaching, modelling, policies, systems,
filtering)
e-Sense
What I do to protect myself
(behaviour, developing skills,
taking responsibility)
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
e-safety across the school
… the whole picture
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
e-safety across the school
Element:
Strand:
Aspect 2:
Policy and Leadership
Responsibilities
E-Safety Committee or Group
The school has an active e-safety committee / group with wide representation
from the SLT, staff (including Child Protection representative), governors and
pupils / students. It has clear lines of responsibility and accountability.
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Graffiti Wall
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
e-safety across the school
Element:
Strand:
Aspect 2:
Infrastructure
Services
Technical Security
The school meets the e-safety technical requirements outlined in regional (eg
SWGfL) and Local Authority Security Policies and Acceptable Usage Policies.
There are regular reviews and audits of the safety and security of school ICT
systems.
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
e-safety across the school
Element:
Strand:
Aspect 2:
Standards and Inspection
Monitoring
Monitoring the impact of the e-safety policy and practice
The impact of the e-safety policy and practice is monitored through the review /
audit of e-safety incident logs, behaviour / bullying logs, surveys of staff, students /
pupils, parents / carers. The school reviews the effectiveness of e-safety support
received from external agencies. There is balanced professional debate about the
evidence taken from the data ie the logs/ audits and the impact of preventative
work ie e-safety education, awareness and training.
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
e-sense Primary Progression
… the whole picture
Safety
Collaborating
Effectiveness and Evaluation
Copyright
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
e-safety across the school
Byte
Award
Parent
Leaflet
Element:
Strand:
Aspect 1:
Education
Parents and Carers
Parental Education
The school provides opportunities for parents to receive regular education or
information about e-safety. Parents and carers are aware of and endorse (by
signature) the Pupil / Student Acceptable Use Agreement. All parents have
access to current e-safety materials through the website or other means. The
school understands the importance of the role of parents and carers in e-safety
education and in the monitoring / regulation of the children’s on-line experiences
(particularly out of school). Parents and carers know who to contact if they are
worried about e-safety issues.
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
e-safety across the school
Element:
Strand:
Aspect 1:
Education
Staff
Staff Training
A planned programme of formal e-safety training is made available to staff. Esafety training is an integral part of Child Protection / Safeguarding training and
vice versa. An audit of e-safety training needs is carried out. E-safety training is
included in the induction programme for new staff. Designated staff have attended
e-safety conference or update sessions. An e-safety inset session has been held.
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
e-safety across the school
Element:
Strand:
Aspect 1:
Education
Children and Young People
E-Safety Education
A planned e-safety education programme takes place through PHSE / ICT / other
lessons / assemblies and across the curriculum, for all children in all years and is
regularly revisited. There is breadth and progression. Pupils / students are aware
of e-safety issues and understand and follow the e-safety and acceptable use
policies. Appropriate e-safety resources are used. The school is effective in the
education and protection of vulnerable children who may be put at particular risk
from their and others’ actions on-line. The school regularly evaluates the
effectiveness and impact of e-safety
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Explore the whole picture of e-sense
Not just the risks... also the responsibility
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Resources for the Primary Classroom
Year 1 / 2
http://kidsmart.org.uk/teachers/ks1/
www.thinkuknow.co.uk/5_7
Year 3 / 4
www.childnet-int.org/kia/primary/smartadventure
Year 5 / 6
http://www.bbc.co.uk/cbbc/topics/stay-safe
Horrible Histories and Tracy Beaker
www.thinkuknow.co.uk/8_10
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
e-Sense BYTE awards
Consider implementation across your school
KILOBYTE
Vulnerable learners on p scales
MEGABYTE
Foundation
GIGABYTE
Year 1 and 2
TERABYTE
Year 3 and 4
PETABYTE
Year 5 and 6
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
e-safety across the school
Element:
Strand:
Aspect 2:
Education
Children and Young People
Information Literacy
Pupils / students are taught in all lessons to be critically aware of the materials /
content they access on-line and are guided to validate the accuracy of
information. Staff and pupils / students are aware of “Creative Commons”
licensing. There are many opportunities for them to develop a good understanding
of research skills and the need to avoid plagiarism and uphold copyright
regulations, across all media (eg music / video / games etc).
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Digital Literacy
Digital literacy is the combination of skills, knowledge and understanding
that young people need to learn in order to participate fully and safely in an
increasingly digital world. It builds the capabilities for an individual to live,
Becta / Future Lab
learn and work in a digital society.
‘Very confident but not particularly competent’
•
•
Demos ‘Truth, Lies and the Internet: Sep 2011 report argues that the
amount of material available at the click of a mouse can be both
liberating and asphyxiating. Knowing how to discriminate between
different information/misinformation is fundamental to education.
Jamie Bartlett, author of the report said: “We can't teach children what to
think, but we must ensure that young people can make careful,
skeptical and savvy judgments about the internet content they
encounter.”
Confidence online
may not =
Competence online
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Digital
Literacy
Functional technology
skills
+
Critical thinking
+
Collaboration skills
+
Social awareness
• The functional skills of knowing about and using digital technology
effectively
• The ability to analyse and evaluate digital information
• Knowing how to act sensibly, safely and appropriately online
• Understanding how, when, why and with whom to use technology.
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Planning, developing and evaluating
Thinking about Digital Literacy
Finding things out
• Handling data
• Research
Exchanging and sharing information
• Presentation
• Collaboration
Developing ideas and making things happen
• Control and monitoring
• Modelling and simulation
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Planning for Digital Literacy
Direct
FIND
Guide
DEFINE
EVALUATE
Facilitate
CREATE
REFLECT
AND
PROGRESS
Becta: Digital Literacy
Planning Tool
COMMUN
-ICATE
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
•
•
•
•
•
Digital Literacy
e-sense progression
Finding things out
progression
http://bit.ly/somersetdigitalliteracy
Exchanging and sharing
information progression
Simon Haughton Internet
Research Progression
Somerset Digital Literacy
Planner
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Digital Literacy: Appropriate search engines
www.kidsclick.org
www.askkids.com
www.kids.yahoo.com
www.searchbox.co.uk/kids
www.swiggle.org.uk
www.bbc.co.uk/cbbc/find
http://primaryschoolict.com
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Digital Literacy Foundation Stage
•
•
Know they can find information from different sources.
Children recognise they can use ICT to explore things (FTO)
© Children know that things they create belong to them and can be shared
with others.
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Digital Literacy Year 1 and 2
•
•
Understand there are a variety of sources of information and begin to
recognise the differences. (and FTO)
Recognise different types of content on websites (e.g. adverts, links) and
know that some things may not be true or safe.
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Minimise and Tell
http://www.cybersmart.gov.au/cyberquoll
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Digital Literacy Year 1 and 2
•
•
Understand there are a variety of sources of information and begin to
recognise the differences.
Recognise different types of content on websites (e.g. adverts, links)
and know that some things may not be true or safe.
http://www.familylearning.org.uk/phonics_games.html
http://www.earlylearninghq.org.uk/
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Digital Literacy Year 1 and 2
•
Recognise different types of content on websites (e.g. adverts, links) and
know that some things may not be true or safe.
http://webfronter.com/rbkc/tomatospider/
© Children know that sometimes pictures and words on the Internet cannot
be copied because they belong to someone else.
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Digital Literacy Year 3 and 4
•
Recognise that information on websites may not be accurate or
reliable and may be used for manipulation, persuasion or promote bias.
http://zapatopi.net/treeoctopus/
http://www.thedogisland.com/
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Digital Literacy Year 3 and 4
•
Recognise that information on websites may not be accurate or reliable
and may be used for manipulation, persuasion or promote bias.
http://pbskids.org/dontbuyit/advertisingtricks
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Digital Literacy Year 3 and 4
•
•
Children recognise appropriate sources of information and follow lines of
enquiry (FTO)
© Children understand the need to identify whether material can be
shared before using it in their work.
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Digital Literacy Year 5 and 6
•
•
Recognise that websites have an author and an audience and some
people may publish content that is not accurate. They understand
reasons why people might publish content that is not reliable and know
they need to check and critically evaluate information.
Recognise the consequences of using unreliable information.
http://www.cybersmart.gov.au/cyberquoll
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Digital Literacy Year 5 and 6
•
•
•
Children consider plausibility of information and begin to recognise how
information may be used for bias, manipulation or persuasion (yr 4/5 FTO)
Children recognise the need to critically evaluate information and
understand that it can be interpreted in different ways (yr 6 FTO)
©Children recognise the material on the Internet which belongs to
someone else and know what can be downloaded to use in their own
work.
http://www.digizen.org/digicentral/plagiarism.aspx
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Consider protecting your
professional identity
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
What are your expectations for
each classroom in your school?
What are key actions for your
school?
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Conferences
West of England ICT Conference – 4th July 2012, UWE
‘Shout IT Out’: Somerset ICT Conference –
16th October 2012, Dillington
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Conference Competition
Win a Learnpad 2:
android tablet designed for education.
https://slp.somerset.gov.uk/cypd/elim/som
ersetict/Shout%20IT%20Out%20Confere
nce%202012/Shout%20IT%20Out%20co
mpetition.pdf
Shout Out how your learners
are using technology
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Workshops
Course
Venue, Date and Timing
Course Code
Smartnotebook Workshop
Oaklands Primary School
9.15am - 12noon
with an optional afternoon
session for individual
working
Friday 29th June
ELIMAYB006 206
Textease Studio CT Workshop
Oaklands Primary School
9.15am - 12.00noon
Tuesday 10th July
ELIMJDB006 207
Creating games in the Primary
Curriculum
Oaklands Primary School
9.15am - 12noon
Wednesday 11th July
ELIMAYB004 207
Computer Programming in the
Primary Curriculum
Oaklands Primary School
13.30 - 16:30
Wednesday 11th July
ELIMAYB005 207
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org
Set up alerts for the blog
Complete an evaluation of the
ICT update. Go to blog:
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org