Level 8 - Internet Safety
Level 8 - Internet Safety
Embedded Files
How to identify online risks
How to identify online risks
I can identify the ways in which someone may put themselves at risk online.
I can recognise the risks posed by another person’s online behavior.
I can distinguish between positive and negative risk-taking, both online and offline.
I can understand the concept of online reputation and evaluate the positive and negative aspects of a digital footprint.
I can make informed judgments about when, how, and with whom to share information online.
I can understand the risks associated with cybercrime, online fraud, and identity theft, and learn strategies to protect myself.
L/O To Identify Online Risks
What is considered harmful content?
What is considered harmful content?
In simple terms, harmful content is anything online which causes a person distress or harm. This encompasses a huge amount of content and can be very subjective depending on who is doing the viewing; what may be harmful to one person might not be considered an issue by someone else.
We studied the community guidelines of several different platforms and concluded that the following areas of content are likely to violate terms
1) List all the identified risks (Remember to look at font, style and layout)
Online Risk Categories
Report Harmful Content lists many categories of online harm, including:
Threats
Impersonation
Bullying or harassment
Self-harm or suicide content
Online abuse
Violent conduct
Unwanted sexual advances
Pornographic content
2) Complete an Online Safety Poster: Students create a poster promoting internet safety tips to display in the classroom or school.
Google Slides
Google Docs
3) Idea - Safe Online Badge
4) Click on the link attached - Childnet Reel
Fake websites and scam emails
Fake websites and scam emails
I can identify fake URLs and websites.
I can ensure pupils understand what secure markings on websites are and how to assess the sources of emails.
I can explain the risks of entering information on a website that isn’t secure.
I can explain what to do if someone is harmed, targeted, or groomed as a result of interacting with a fake website or scam email.
I can identify who to go to and the range of support available in such situations.
I can explain the risks of "too good to be true" online offers, advertising, and fake product sales designed to persuade people to part with money for products and services that do not exist.
L/O To identify Fake Websites and Scam Emails
1) Watch the slides and complete the activities (Worksheets) research reliable websites (BBCNEWS) and record your findings
In the UK, several news organisations are widely regarded as trusted sources of information. Here are some prominent examples:
BBC News: The British Broadcasting Corporation is known for its comprehensive and impartial news coverage. It's one of the most well-respected and widely consumed news outlets in the UK and around the world.
The Guardian: Offers extensive coverage of national and international news with a reputation for investigative journalism and in-depth reporting.
The Times: A longstanding British newspaper known for its thorough journalism and coverage of a broad range of topics.
The Daily Telegraph: Provides national and international news with a focus on thorough reporting and analysis.
The Independent: Known for its independent and often critical perspective on news and current affairs.
Sky News: Offers 24-hour news coverage with a focus on breaking news and live updates. It’s part of Sky Group, which has a broad media presence.
Financial Times: Specializes in business and financial news but also covers a wide range of other topics with in-depth analysis.
ITV News: Provides national and regional news coverage with a focus on breaking news and current affairs.
In the UK, several reputable fact-checking organisations help verify the accuracy of information and combat misinformation. Here are some trusted fact-checking sites:
Full Fact: An independent fact-checking organisation that investigates and corrects misinformation on a wide range of topics including politics, health, and social issues.
BBC Reality Check: A part of the BBC, Reality Check focuses on analyzing and verifying news stories and claims to provide accurate information.
The Poynter Institute: While based in the US, Poynter offers valuable resources and tools for fact-checking and media literacy that are also relevant to UK audiences.
FactCheckNI: A fact-checking organization that provides verification of claims in Northern Ireland, offering insights that can be relevant to broader UK contexts.
Snopes: Although based in the US, Snopes is widely used internationally to debunk myths, rumors, and misinformation. It often covers topics relevant to the UK audience.
In the realm of journalism, there are several respected figures known for their credibility, in-depth reporting, and contributions to trusted news sources. Here are some notable names linked to reputable news organisations:
David Dimbleby: A veteran broadcaster and journalist known for his long association with the BBC, including presenting "Question Time" and "The News at Ten."
Hugh Edwards: A well-known BBC news presenter who has covered a wide range of major news events and is respected for his professionalism and clarity.
Clive Myrie: A BBC news presenter and foreign correspondent with extensive experience in international reporting and a reputation for thorough journalism.
Emily Maitlis: Formerly a lead presenter on BBC’s "Newsnight," she is known for her insightful interviews and investigative reporting.
Jon Snow: A prominent former presenter of Channel 4 News, known for his incisive journalism and coverage of major global events.
2) Write whether you think DHMO should be banned, list the Pro's or Con's when making your decision.
3) Create a "Scam Awareness" poster that highlights the red flags of fake websites and scam emails.
4) Complete the Fake News Badge
Before the video:
Do you know what online phishing is?
If you do, what examples of phishing are there?
How might phishing try to trick us into giving our personal information away?
How might someone feel if they are tricked by phishing?
What should you do if you think you’ve seen phishing?
What should you do if you think you’ve been tricked by phishing?
After the video:
What does the first email that the character receives say?
What is it telling the character to do?
How does the email nearly persuade the character to change their password?
Why does the character begin to feel suspicious and unsure about the email?
What does the character do to check if the email is trustworthy?
What else does the character notice about the email that makes them feel suspicious and unsure?
What does the character decide to do when they realise that the email is fake?
Activities
Activities
Write and design a pretend example of phishing, then swap your example with your partner. How is your partner’s example trying to trick you into giving your personal information?
Create a mind map of the different types of phishing someone your age needs to look out for when they are online.
Create a top tips poster, advising other young people about how to keep themselves safe from phishing.
Additional Resources
Privacy settings
Privacy settings
I can find information about privacy settings on various sites, apps, devices, and platforms.
I can explain that privacy settings have limitations and will not prevent someone from posting something inappropriate.
L/O To be able to manage Privacy Settings Effectively
1) Create a poster giving tips on how to keep yourself with your Privacy Settings
2) Complete the Social Media Set up badge
3) Complete the E-Safety Badge
Fact or Opinion
Fact or Opinion
I can identify the difference between fact and opinion.
I can describe what information bias is.
I can check if information on a website is real
L/O To be able to tell the Difference Between Facts and Opinions
Bias / Reliability
Bias / Reliability
L/O To be able to Identify Bias and check Reliability
What is Ai?
What is Ai?
I can define Artificial Intelligence (AI) and explain its basic concepts.
Students will be able to articulate what AI is and understand its core principles, such as learning, reasoning, and problem-solving.
I can identify different examples of AI in everyday life.
Students will recognise how AI is used in various applications, such as virtual assistants, recommendation systems, and self-driving cars.
I can differentiate between Narrow AI and General AI.
Students will understand the difference between AI designed for specific tasks and the concept of AI that could perform any intellectual task a human can.
I can describe the benefits of AI in various fields, such as healthcare, education, and entertainment.
Students will be able to explain how AI improves efficiency, enhances user experiences, and solves complex problems in different sectors.
I can identify potential ethical concerns related to AI, such as privacy, bias, and job displacement.
Students will recognise the ethical challenges that AI presents and discuss the implications of these issues on society.
I can discuss how AI might impact the future, including both opportunities and challenges.
Students will think critically about the role of AI in shaping future industries, job markets, and ethical standards.
I can engage in discussions and activities related to AI, sharing my thoughts and ideas with my peers.
Students will participate in group activities and discussions, expressing their opinions and learning from others about AI.
I can evaluate the role of AI in a specific scenario or industry and present my findings.
Students will analyse the use of AI in a given context and communicate their understanding through presentations or essays.
L/O To be able to understand what Ai is
Connected World
Connected World
How can I stay safe online?
How can I stay safe online?
Key learning points
Online bullying is often linked to discrimination.
Discrimination could be about any of the protected characteristics, as well as lifestyle choices and financial status.
Online bullying can take the form of threats, harassment, humiliation, cyberstalking, exclusion or impersonation.
Online bullying can take place anywhere online.
Keywords
Discrimination - when people are treated unfairly or differently because of things like their race, gender or beliefs
Harassment - when someone repeatedly bothers, bullies, or disturbs another person, making them feel unsafe, uncomfortable or upset
Humiliation - making someone feel embarrassed, ashamed or unimportant
Exclusion - being purposefully left out of a group
Impersonation - pretending to be another person
Key learning points
Online bullying is just as serious as in-person bullying.
Online bullying can affect people's mental and physical health in numerous ways.
The impacts of online bullying on the victim can be serious and long-lasting.
Keywords
Mental health - the health of our minds and emotions
Physical health - the health of our bodies
Anxiety - a state of unease, worry or nervousness about uncertain outcomes, often accompanied by physical sensations
Depression - a persistent feeling of sadness and loss of interest that affects how you think and feel; it can make daily activities hard and may include physical symptoms
Common misconception
Online bullying isn't as serious as in-person bullying because the victim can just log out of their digital devices.
Cyberbullying can have a lasting impact on a person's health and just because you turn off your digital device, doesn’t mean the feelings associated with the bullying go away. Bullying online or in-person is never ok.
Key learning points
It is good to be an active bystander in order to reduce online bullying.
It is not acceptable to ignore online bullying if we witness it.
We can report our concerns to the website or app that we are using.
We can report our concerns to trusted adults and the police.
If we are the victim of bullying, we will need support from trusted people.
Keywords
Bystander - someone who witnesses something
Active bystander - someone who takes action when something bad happens
Passive bystander - someone who does nothing when something bad happens
Ignore - to pretend that something is not happening or not important
Common misconception
If I am not the bully, I've done nothing wrong.
Witnessing bullying and doing nothing is also a serious problem. Bystanders often have the power to report or challenge harmful behaviour and protect those around them.
Key learning points
There are many motivations to take part in online bullying.
Some people are insecure and look to put other people down.
Some people enjoy being hurtful to others.
Some people are passive bystanders, who say nothing when they witness bullying.
Some people don't realise how much they've upset someone if they are unkind online.
Keywords
Motivation - the reason why someone does something
Insecure - feeling unsure about yourself or worried about what others think
Secure - feeling confident about yourself
Passive bystander - someone who does nothing when something bad happens
Active bystander - someone who takes action when something bad happens
Common misconception
People bully each other online because they are bad people.
Though some people are unkind online because they want to inflict pain, most do not realise the full consequences of their actions. Because people cannot see the impact they have on others, they can be less sensitive online than they are in person.
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