e-Safety Toolkit
Version 1.00
Key Stage 1
© ICT Inspires Ltd. 2014 All rights reserved.
e-Safety Toolkit - Overview
Year Internet and Gaming
Privacy and Security
Relationships and Communication
Digital Footprint and Reputation
R
Exploring and using ICTs in a safe, monitored environment.
1
Unit 1a: Websites I like – being safe
Unit 1b: Usernames and Passwords
Unit 1c: Being friendly – knowing
the rules
Unit 1d: Stranger Danger
Unit 2a: Choosing where to go and
what to play
Unit 3a: What’s yellow and
dangerous?
Unit 2b: Why do they want to
know?
Unit 2c: Who is my friend?
Unit 2d: Jigsaw Pieces
Unit 3b: What’s an avatar?
Unit 3c: Why did you say that?
Unit 3d: Who wants to know?
Unit 4b: Downloads and Viruses
Unit 4c: Who are you talking to?
Unit 4d: Did I say too much?
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3
4
Unit 4a: Games I like – being safe
5
Unit 5a: Blocking and Reporting
6
Unit 6a: Respect and Responsibility
Unit 5b: Scams and Scammers
Unit 5c: The power of Words
e-Safety Progression by Unit - Success Criteria
Unit 1a - Websites I like – being safe
o I understand that rules are made for a reason – to help people stay safe.
o I understand that I can go to exciting places online, but that I need to follow certain rules to stay
safe.
o I can make links between online and offline behaviour.
Unit 1b - Usernames and Passwords
o
o
o
I understand why we need usernames and passwords.
I can identify strategies for creating and protecting secure passwords.
I can create my own secure passwords.
Unit 1c - Being friendly – knowing the rules
o
o
o
I understand how to show respect in social situations.
I recognise the importance of tone in both face-to-face and online communications.
I can agree rules for both face-to-face and online communications.
Unit 1d – Stranger Danger
o
o
o
I understand that a stranger is someone I don’t know.
I know how to recognise who is a stranger.
I understand that not all strangers are dangerous but it is better to be safe than sorry.
Unit 2a - Choosing where to go and what to play
o
o
o
I understand that being safe when I visit websites or play a game is similar to staying safe in real life.
I know how to recognise websites and games that are suitable for me.
I know when I should ask an adult I trust for help or advice.
Unit 2b – Why do they want to know?
o
o
o
I understand what adults mean when they say ‘private or personal information’.
I understand that I should never give out private or personal information on the Internet without checking
with an adult I trust first.
I know how to protect my private and personal information.
Unit 2c – Who is my Friend?
o
o
o
I recognise that my true friends are those I know well and can trust.
I understand the difference between online and offline friendships.
I can make links between online and offline behaviour.
Unit 2d – Jigsaw Pieces
o
o
o
I understand that rules are made for a reason – they exist to help us to remain safe.
I understand that what people post online can affect offline relationships both now and in the future.
I can make links between online and offline behaviour.
e-Safety Toolkit Unit 2c
Who is my friend?
Learning Objectives:
•
•
•
to recognise that true friends are those you know well and can trust
to understand the difference between online and offline friendships
to make links between online and offline behaviour
Success Criteria
•
•
•
I recognise that my true friends are those I know well and can trust
I understand the difference between online and offline friendships.
I can make links between online and offline behaviour.
Key Points:
•
•
•
•
•
Some children do not fully understand the concept of friendship and can, therefore, find
themselves in dangerous situations.
Friendships made online are made by clicking a button rather than talking to people face-to-face
and sharing experiences offline. Children need to understand that without those elements (talking
and sharing) the friendship can't be 'real'.
Children MUST be helped to understand that they should never agree to meet up with anyone
they only know online without consulting their parents/carers.
You can easily fall out with an online ‘friend’ because of a misunderstood comment (because they
don’t really know you).
Sometimes people pretend to be your friend but aren't really. It is easier to recognise this in the
offline world that in the online world. This is because offline you have more information to go on
e.g. facial expressions, context and background information.
Key Vocabulary:
•
•
•
•
online: connected to the Internet
offline: the real world
friend: someone you know well and can trust
acquaintance: someone you sort of know, but not well - someone you don’t have any strong
feelings about, usually
Background Information:
Many children by Year 2 will have had some experience of online ‘friendship’ e.g. via games sites, social
networks etc. In most cases these will be with people they know offline too but not always.
In this unit we are beginning to look at the nature of friendship and to discuss ideas such as ‘trust’.
Cross-curricular Links:
•
PSHE – rules and being safe, friendship, trust
1
e-Safety Toolkit Unit 2c
Session 1 – Who is my friend?
Introduction:
Show the children a picture of your best friend.
Main Activities:
•
•
•
class – talk about the nature of ‘friendship’. What makes a person your friend? How did they
become your friend? Establish that there has to be a history of shared experiences, chat and that
this leads to trust and familiarity
group/pair – talk about friends and friendships
individual – complete worksheet ‘My Best Friend’: can the pupil draw a picture of their best
friends and write about some things they do together?
Homework:
•
talk to a parent/carer about their best friend.
Support and Extend:
•
•
support – provide scaffolding e.g. word bank, adult support
extend – introduce the word ‘acquaintance’
Resources Required:
•
•
word banks
‘My Best Friend’ worksheets
2
e-Safety Toolkit Unit 2c
Session 2 – Is this person truly a friend?
Introduction:
Revision – what did we say were the ingredients that made a good friend(ship)?
Main Activities:
•
•
•
class – (re)introduce the word ‘acquaintance’ – what does this mean? Establish the key differences
between a friend and an acquaintance
group/pair – discussion: who might be an acquaintance rather than a friend? Does this change how
you talk to/interact with them?
individual – identify people in another class or someone they see regularly (e.g. someone who
serves them in a shop) who might be an acquaintance but not actually a friend
Homework:
•
ask parents/carers if they have any ‘acquaintances’ e.g. work colleagues. Do they interact
differently with them than they would their friends?
Support and Extend:
•
•
support – provide scaffolding e.g. adult support
extend – develop a ‘Friendship Test’
Resources Required
•
N/A
3
e-Safety Toolkit Unit 2c
Session 3 – Internet Friendships
Introduction:
Introduce the idea of an Internet friend e.g. someone you might chat to in the course of a game or via
comments – do they pass the real friend test or are they actually acquaintances?
Main Activities:
•
•
•
class – watch http://downloads.bbc.co.uk/cbbc/staysafe/pop_video.swf and/or talk about how
sometimes people try to make friends with you when you don’t want them to
group/pair – discuss: what would you do if you felt an online acquaintance was being too friendly
or trying to be your offline friend too?
individual – complete worksheet ‘What should I do?’: can the pupil answer the questions to help
them identify some strategies when communicating online with someone they do not know?
Homework:
•
talk to parent/carer about staying safe online – do we have any rules at home about online
friendships?
Support and Extend:
•
•
support – provide scaffolding e.g. word bank, adult support
extend – invite pupils to talk about how they use the Internet: What do they do? Who do they talk
to?
Resources Required:
•
•
word banks
‘What should I do?’ worksheets
4
Name
Date
My Best Friend
Teacher Comment
o
o
o
I recognise that my true friends are those I know well and can trust.
I understand the difference between online and offline friendships.
I can make links between online and offline behaviour.
Name
Date
What should I do?
What should you do if…
1. someone you don’t know well asks personal or private
questions?
2. someone you don’t know sends you a message?
3. an online acquaintance asks if you can meet up?
Teacher Comment
o
o
o
I recognise that my true friends are those I know well and can trust.
I understand the difference between online and offline friendships.
I can make links between online and offline behaviour.