Level 9 - Internet Safety

I can explain that age verification exists and why some sites require users to verify their age, such as for online gambling or purchasing age-restricted materials like alcohol.

I can explain why age restrictions exist, including that they serve as a warning that the site may contain disturbing material unsuitable for younger viewers.

I can help others understand how age-inappropriate content can be damaging to under-age consumers.

I can explain what the age of digital consent means, including that it is the minimum age (13) at which young people can agree to share information and sign up for social media without parental consent under General Data Protection Regulations.

I can explain the types of online abuse, including sexual abuse, harassment, bullying, trolling, and intimidation.

I can explain when online abuse can cross a line and become illegal, such as in cases of hate crime and blackmail.

I can describe how to respond to online abuse, including how to access help and support.

I can explain how to respond to online abuse when it is anonymous.

I can discuss the potential implications of online abuse, including its impact on victims.

I can be clear about what good online behaviors do and don’t look like.

I can explain disinformation and why individuals or groups choose to share false information to deliberately deceive others.

I can describe misinformation and understand that false and misleading information can be shared inadvertently.

I can explain malinformation and understand that some genuine information can be published with the deliberate intent to harm, such as releasing private information or photographs (including revenge porn).

I can identify online hoaxes and understand that they can be spread deliberately or inadvertently for various reasons.

I can explain that the viral nature of content can often make it appear authentic, and therefore, I can explain why it is important to evaluate what is seen online.

I can demonstrate how to measure and check authenticity online.

I can explain the potential consequences of sharing information that may not be true.

I can identify trusted adults in my community, such as parents, teachers, and school staff.

I can access support from my school, the police, and organisations like the National Crime Agency's Click CEOP reporting service, Childline, and the Internet Watch Foundation.

I can report cybercrime, fraud, and suspicious online activity through organisations such as Action Fraud and the Advertising Standards Authority.

I can report inappropriate contact or content on various platforms and apps.

I can explain what identity fraud, scams, and phishing are.

I can explain that online fraud can be highly sophisticated and that anyone can be a victim.

I can describe how to protect yourself and others against different types of online fraud.

I can identify ‘money mule’ schemes and recruiters.

I can explain the risk of online social engineering to facilitate authorised push payment fraud, where a victim is tricked into sending a payment to a criminal.

I can explain the risk of sharing personal information that could be used by fraudsters.

I can explain that children are sometimes targeted to access adults’ data, such as passing on their parent or carer’s bank details, date of birth, or national insurance number.

I can describe what good companies will and won’t do when it comes to personal details, for example, explaining that a bank will never ask you to share a password or move money into a new account.

I can explain how to report fraud, phishing attempts, suspicious websites, and adverts.

I can explain the dangers of sharing personal and private information