Increased online safety

During this time of school closures, students may have increased use of the internet.

Willenhall Academy recommend the following resources to support parents in keeping their children safe online.

PARENTS HELPSHEET: SECONDARY

Thinkuknow: keeping your child safe online while they are off school

Thinkuknow is the national online safety education programme from CEOP, the online child protection command of the National Crime Agency.

Thinkuknow helps parents, carers, teachers and others keep children safe from sexual abuse, offering learning activities, advice and support for children and young people aged 4-18 and their families.

While school is closed, here’s what you can do to keep your child stay safe while they are learning, staying in touch with family and friends, and having fun online.

8 steps to keep your child safe online this month

1. Explore together: Ask your child to show you their favourite websites and apps and what they do on them. Listen, show interest and encourage them to teach you the basics of the site or app.

2. Chat about online safety little and often: Young people are likely to want to explore new apps and websites this month, whether that’s for learning or for fun. Take this opportunity to talk to them about how to stay safe on these new services, and in general. Ask if anything ever worries them while they’re online. Make sure they know that if they ever feel worried, they can get help by talking to you or another adult they trust.

3. Help your child identify trusted adults who can help them if they are worried: This includes you and other adults at home, as well as adults from wider family, school or other support services who they are able to contact at this time. Encourage them to draw a picture or write a list of their trusted adults.

4. Be non-judgemental: Explain that you would never blame them for anything that might happen online, and you will always give them calm, loving support.

5. Talk about how their online actions can affect others: If your child is engaging with others online, remind them to consider how someone else might feel before they post or share something. If they are considering sharing a photo/video of somebody else, they should always ask permission first.

6. Parental controls: Make use of the parental controls available on your home broadband and any internet enabled device in your home. You can find out more about how to use parental controls by visiting your broadband provider’s website.

7. Direct your child to age appropriate information about relationships and sex: It’s natural for young people to start exploring their sexual feelings online and adolescents are more inclined to take risks. It’s important to understand this and to talk to your child in a positive way. Thinkuknow, Brook, The Mix and Childline all provide age appropriate information about relationships and sex that you can signpost your child to.

8. Make sure they know about CEOP: Young people can report a concern about grooming or sexual abuse to CEOP at ceop.police.uk/safety-centre/ and get support from a specialist Child Protection Advisor.

PARENTS HELPSHEET: SECONDARY

Support your child with Thinkuknow websites

The age-appropriate Thinkuknow websites are a great way to start and continue chats about online safety.

• 11-13s Thinkuknow website – https://www.thinkuknow.co.uk/11_13/

• 14+ Thinkuknow website – https://www.thinkuknow.co.uk/14_plus/

Our websites provide open and honest guidance for young people on friends, relationships and the internet, covering topics like dealing with pressure; consent; and getting support when you’re worried.

You’ll find lots more advice on keeping your child safe online at www.thinkuknow.co.uk/parents.

If you’re worried that a child or young people can make a report to CEOP at

person is at risk of harm online, you should call the police. Young https://www.ceop.police.uk/safety-centre/.

Other recommended resources

Parent Info – Expert information for parents about building their child’s resilience both online and off. Produced by NCA-CEOP and Parent Zone. This free service can be embedded on to your child’s school website. www.parentinfo.org

Brook – Information and advice for young people on sexual health and wellbeing, including staying safe

online. https://www.brook.org.uk

The Mix – Support service for young people with information and advice on sex and relationships.

https://www.themix.org.uk

Internet Matters – A useful tool showing how to set parental controls across a range of devices and websites. http://www.internetmatters.org/parental-controls/interactive-guide/

NSPCC Net Aware – Provides reviews and guidance on the most popular social networks, apps and games that children use. https://www.net-aware.org.uk/

Childnet – Information and advice for parents and carers on supporting people online. https://www.childnet.com/resources/supporting-young-people-online

CEOP social media:

For up to date information and advice:

• @CEOPUK on Twitter

• ClickCEOP on Facebook

Below you will find quick activities to accompany our in-depth lesson plan to support the theme of ‘Our internet, our choice – Understanding consent in a digital world.’ The activities are designed to draw out a range of themes which are touched on in both the lesson plan and assembly including: supporting one another online, the importance of consent and permission online and the nature of the internet.

App attack

Use this Safer Internet Day as a chance to go through your current apps, online accounts

and subscriptions. Clear out any old posts or contacts you no longer wish to keep and

spend 10 minutes having a closer look at those terms and conditions and privacy policies. It’s a

great time to go through your privacy settings and ensure everything is in order. It might even be

the time to deactivate any old accounts that are still lingering.

You can find out more on how to control your settings and keep your information safe by visiting www.saferinternet.org.uk/advice-centre/young-people/resources-11-19s

SID TV

Watch the SID TV video for 7-11 year olds. Discuss the themes mentioned in the film about consent and sharing information online.

www.saferinternet.org.uk/sid-tv

Chatter Box origami

Using Appendix 1, print off the origami template and follow the instructions to making your Safer Internet Day 2019 ‘Chatter Box’.

You could also print out a blank ‘Chatter Box’ and encourage the young people to design their own using the logos of apps and emoji they like the most and their own questions about online experiences.

When the Chatter Boxes are finished it’s time to get those conversations started so encourage the young people to use them with their friends, teachers and families.

 Doodle and colour

Get creative and doodle your way to making a masterpiece! Check out Appendix 2 for some inspiration. Design your own by drawing the apps, websites, games, or even emoji you like the most, make sure you have a #SaferInternetDay2019 message in the middle.

You could even colour code the doodles based on how those online experiences make you feel, e.g. blue = calm, yellow = happy, purple = angry, green = entertained.

Why not get involved in our social media campaign for Safer Internet Day by showing your support and sharing your doodles online with the hashtag #SaferInternetDay2019 and

#OurInternetOurChoice @UK_SIC

Safer Internet Day 2019 – Together for a better internet

#SaferInternetDay2019

www.saferinternetday.org.uk

Co-financed by the Connecting Europe Facility of the European Union

5 February 2019

Moral Compass – To share or not to share

Using Appendix 3 print off the compass points and put them up around the room. Then read each dilemma below to the young people, and ask them to move to the point which best suits how they feel about the dilemma. Discuss their reactions to the dilemmas as a group and use the ‘things to consider’ sheet in Appendix 3 to support with discussion questions.

1. Sharing a screen shot with your friends of a conversation with another friend

2. Sharing an image that has been going round school of someone in your year group that spilt food down themselves and didn’t realise

3. Sharing an image you know your friend doesn’t like of themselves but you look good in it

4. Sharing a link with your friends to a website which has information that could upset people or cause offense

5. Sharing your opinion online about a controversial subject

Online Consent Unpacked

Consent can be particularly tricky online as there are many different situations which require it but no one set way of obtaining it. Consent can be broken down into active, passive, and assumed consent. Use Appendix 5 to explore these different forms of consent and ask learners to identify when it has been given.

Follow up by asking learners to consider how they would classify consent and regroup the scenarios. This might be by situations they would/ wouldn’t be comfortable with or those which should/ shouldn’t obtain consent.

Data Jargon Buster

Provide learners with a copy of Appendix 6. Ask learners if they have seen any of the words listed on the left before. If so, where did they see them? Did they know what they meant?

Challenge them to match up the data and permission related jargon with the appropriate definition. Finish by asking learners what they could do if they see a word online which they don’t understand.

Safer Internet Day 2019 – Together for a better internet

#SaferInternetDay2019

www.saferinternetday.org.uk

Co-financed by the Connecting Europe Facility of the European Union

5 February 2019

Ages

 11-14

49,380

1,388,889

Instructions to make your chatterbox:

1. Cut out the black square

2. Fold the square in half lengthways and across the middle.

3. Turn the square over so the writing is facing down. Fold the four corners in to the middle.

4. Turn the square over again and fold the new four corners into the middle.

5. Fold in half so the questions face in

6. Put your fingers in the pockets and now you’re ready to

Instructions to use your chatterbox:

1. Ask someone one of the questions on the outside. The answer should be a number.

2. Open and close the chatterbox the amount of times from the answer above.

3. Then ask them to choose a number 1-4/5-8 and then ask that question.

4. Lift up the question to reveal the answer.

Co-financed by the

Connecting Europe Facility of the European Union

Ages

 11-14

openphone?

timesyou

manydoyour

day

Howa

Answer 7:

.7

Instructions to make your chatterbox:

1. Add your own questions to the outside triangles and add answers to the triangles within the diamond.

2. Cut out the black square

3. Fold the square in half lengthways and across the middle.

4. Turn the square over so the writing is facing down. Fold the four corners in to the middle.

5. Turn the square over again and fold the new four corners into the middle.

6. Fold in half so the questions face in

7. Put your fingers in the pockets and now you’re ready to go.

Instructions to use your chatterbox:

1. Ask someone one of the questions on the outside. The answer should be a number.

2. Open and close the chatterbox the amount of times from the answer above.

3. Then ask them to choose a number 1-4/5-8 and then ask that question.

4. Lift up the question to reveal the answer.

Co-financed by the

Connecting Europe Facility of the European Union

Ages

 11-14

#SaferInternetDay2019

Co-financed by the Connecting Europe Facility of the European Union

Ages

 11-14

#OurInternetOurChoice

Co-financed by the Connecting Europe Facility of the European Union

Ages

 11-14

Co-financed by the

Connecting Europe Facility of the European Union

Ages

 11-14

Co-financed by the

Connecting Europe Facility of the European Union

Ages

 11-14

Co-financed by the

Connecting Europe Facility of the European Union

Ages

11-14

Things to consider:

Co-financed by the

Connecting Europe Facility of the European Union

Ages

 11-14

Online vs Offline

How likely would you be to do the following things online and offline?

Finding out something new

Giving away personal information

Complimenting someone

Finding out what someone did at the weekend

Accidently offending someone

Sharing your opinion

Being aware of a private conversation

Knowing what someone had for breakfast

Speaking to a friend

Inviting people to a party

Standing up for someone

Co-financed by the Connecting Europe Facility of the European Union

Ages

 11-14

Online Consent Unpacked

Ways we consent and give permission

NO CONSENT GIVEN

Consent has not been

considered or requested in a situation and the individual is most likely not

aware of the situation.

All of these cards are mixed up and need sorting into the correct columns.

Once you have sorted them into the correct columns consider how you would sort the scenarios?

Would you group consent differently? What would you call each group?

Co-financed by the Connecting Europe Facility of the European Union

Ages

11-14

Co-financed by the Connecting Europe Facility of the European Union

Ages

 11-14  Data Jargon Buster     

Terms and

Conditions

Cookies

GDPR

Third Party

Restrictions

Modify

Breach

Copyright

Consent

Advertising

Licence

Rights

This stands for General Data Protection Regulation and is a law that protects the personal information of people living in the European Union. It’s a list of rules for all companies and organisations about what personal information they can collect, store and use and how they do these things.

To make a change to something. This could be online or offline.

Rules you agree to when you sign up to an app or create an online account. Often includes a list of things that you agree to do and a list of things the people running the app or service must do.

Not the chocolate chip kind! This is information recorded by a website when you visit it about what you saw or did on the site. This information is stored on your device. Next time you go back to the website it checks for the information it recorded last time and uses this to make the website work best for you, e.g. by showing you content that is similar to things you have viewed before.

Giving/ gaining permission for or from someone, an organisation, app or service to do something.

A statement provided by a company which denies responsibility for something, e.g. denying responsibility for the view shared on a forum.

A formally registered symbol which identifies the manufacturer or distributor of a product.

Something you can’t do. Think of the ‘Restricted Section’ in Harry Potter – that was where the books students weren’t allowed to read were kept. If you agree to anything under this heading, you’re agreeing to not do them.

Something which we all have as human beings. It means you can expect certain things in life, e.g.

freedom of expression.

The form of protection given to something by its creator which would stop someone else using it and claiming it as their own work.

You could use this word to say when someone breaks an agreement they’d made or breaks a rule.

You could use this to describe someone not directly involved in something. For example, an agreement between two people has a first and second party (the two people directly involved). This term describes anyone outside of that agreement who are not involved. Websites you go to can connect with other websites and share your habits and choices too. These websites are outside the agreement between you and the website you visited because you did not visit them but they are still able to track what you are doing.

Affiliates

Trademark

Disclaimer

Termination

To end an agreement.

A legal document giving official permission to do something.

When two things are closely connected or join together for one cause.

The promotion of a product or service.

Ages

 11-14