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.
To set up Parental controls on your home computers and mobiles then please see this website for advice: | https://www.childnet.com/resources/parental-controls |
For all the latest on new platforms that students are using such as snapchat, particularly on mobile devices, then please visit: | https://www.childnet.com/resources/parental-controls |
If you are worried about online sexual abuse then please contact both the Academy and CEOP: | https://www.ceop.police.uk/safety-centre/ |
If you are concerned about any cyber-bullying then please contact the safeguarding team at Willenhall. | Safegaurding@willenhalle-actacademy.org.uk
|
The UK Safer Internet Centre also has some useful information and can be accessed on: | https://www.saferinternet.org.uk/safer-internet-day/safer-internet-day-2019/education-packs/activities-parents-and-carers |
O2 and the NSPCC have come together to offer some really helpful advice on internet safety and the address is listed below: | https://www.o2.co.uk/help/nspcc |
Some useful advice for parents/carers on internet safety | https://www.internetmatters.org/schools-esafety/parent-online-support-pack-teachers/ |
Further advice for parents/carers on internet safety | https://www.thinkuknow.co.uk/parents/ |
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
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
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
Ages | Our internet, our choice – | consent in a digital world |
Quick | ||
11– | ||
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
Our internet, our choice Page 1 of 2 |
#SaferInternetDay2019
www.saferinternetday.org.uk
Co-financed by the Connecting Europe Facility of the European Union
5 February 2019
Ages | Our internet, our choice – | consent in a digital world |
Quick | ||
11– | ||
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.
- Sharing a screen shot with your friends of a conversation with another friend
- Sharing an image that has been going round school of someone in your year group that spilt food down themselves and didn’t realise
- Sharing an image you know your friend doesn’t like of themselves but you look good in it
- Sharing a link with your friends to a website which has information that could upset people or cause offense
- Sharing your opinion online about a controversial subject
Online vs Offline | n | ff |
Using Appendix 4, reflect and discuss how likely you are to do something | ||
online compared to offline. Discuss why certain things are more likely to | ||
happen online than others and why this might be. |
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
Our internet, our choice Page 2 of 2 |
#SaferInternetDay2019
www.saferinternetday.org.uk
Co-financed by the Connecting Europe Facility of the European Union
5 February 2019
Ages
11-14
many | people | |||||||||||||||||
day? | ||||||||||||||||||
do | ||||||||||||||||||
How | ||||||||||||||||||
you | online | 3 | every | |||||||||||||||
have? | How | . | stories | |||||||||||||||
profiles | use | 100million | ||||||||||||||||
Answer3: | ||||||||||||||||||
video | many | |||||||||||||||||
every | ||||||||||||||||||
uploaded | ||||||||||||||||||
second? | of | 6 | ||||||||||||||||
to | How | . | Answer 6: | |||||||||||||||
YouTube | are | |||||||||||||||||
many | ||||||||||||||||||
hours | over 400 hours | |||||||||||||||||
4 | |||||||||
. | |||||||||
emails | |||||||||
How | |||||||||
minute? | |||||||||
aremany | phone? | ||||||||
sent | open | ||||||||
spam | timesyou | ||||||||
every | |||||||||
103,447,520 | doyour | ||||||||
4:Answer | many | day | |||||||
How | |||||||||
a | |||||||||
first | |||||||||
called | |||||||||
social | it | ||||||||
when | |||||||||
Answer 7: | was | launched? | |||||||
popularapp | |||||||||
Pictaboo | |||||||||
Whichmedia | |||||||||
. | |||||||||
Snapchat | 7 | ||||||||
49,380
1,388,889
photos on | |||||||||
minute? | Answer 5: | ||||||||
many | |||||||||
posted | |||||||||
every | 2: | ||||||||
Howare | |||||||||
Answer | |||||||||
. | |||||||||
5 | 7 | ||||||||
How | |||||||||
you | long | ||||||||
2 | |||||||||
had | |||||||||
have | . | ||||||||
media | How | ||||||||
social | are | ||||||||
# | for? | ||||||||
second?created | many | ||||||||
profilesnew | |||||||||
every | |||||||||
8: | ||
40,000 | 1:Answer | |
second? | ||
every | do searches | |
How | ||
does | ||
many |
Answer | new | by | |||||||
many | minute? | ||||||||
. | How | created | |||||||
every | |||||||||
8 | gifs are | ||||||||
Giphy | |||||||||
many | day | ||||||||
How | a | ||||||||
send? | |||||||||
messages | |||||||||
do | you | ||||||||
1 | |||||||||
. | |||||||||
Instructions to make your chatterbox:
- Cut out the black square
- Fold the square in half lengthways and across the middle.
- Turn the square over so the writing is facing down. Fold the four corners in to the middle.
- Turn the square over again and fold the new four corners into the middle.
- Fold in half so the questions face in
- Put your fingers in the pockets and now you’re ready to
Instructions to use your chatterbox:
- Ask someone one of the questions on the outside. The answer should be a number.
- Open and close the chatterbox the amount of times from the answer above.
- Then ask them to choose a number 1-4/5-8 and then ask that question.
- Lift up the question to reveal the answer.
Co-financed by the
Connecting Europe Facility of the European Union
Ages
11-14
4 | ||||||
. | ||||||
do | ||||||
you | online | 3 | ||||
have? | How | . | ||||
profiles | ||||||
many | Answer3: | 4:Answer | ||||
6 | ||||||
. | Answer 6: | |||||
openphone?
timesyou
manydoyour
day
Howa
Answer 7:
.7
Answer 5: | ||||
you | 2: | |||
Answer | ||||
. | ||||
5 | ||||
How | ||||
long | . | |||
had | have | |||
media | 2 | |||
# | social | |||
for? | ||||
Answer 1: |
Answer 8: | |||||
. | |||||
8 | |||||
many | day | ||||
How | a | ||||
send? | |||||
messages | |||||
do | you | ||||
1 | |||||
. | |||||
Instructions to make your chatterbox:
- Add your own questions to the outside triangles and add answers to the triangles within the diamond.
- Cut out the black square
- Fold the square in half lengthways and across the middle.
- Turn the square over so the writing is facing down. Fold the four corners in to the middle.
- Turn the square over again and fold the new four corners into the middle.
- Fold in half so the questions face in
- Put your fingers in the pockets and now you’re ready to go.
Instructions to use your chatterbox:
- Ask someone one of the questions on the outside. The answer should be a number.
- Open and close the chatterbox the amount of times from the answer above.
- Then ask them to choose a number 1-4/5-8 and then ask that question.
- 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:
Dilemma… | Things to consider… | |||
XX How would the friend feel knowing a screenshot of their | ||||
Sharing a screen shot with your | conversation had been shared? | |||
XX Is it ok to share screenshots of private conversations? | ||||
friends of a conversation with | ||||
another friend | XX Who owns the content in the screenshot? (You, the friend or joint?) | |||
XX What might your other friends do with the screenshot? | ||||
Sharing an image that has been | XX How might that person feel if they hear the photo is being shared | |||
going round school of someone | around? | |||
in your year group that spilt food | XX Just because others have shared it, does that make it ok for you to? | |||
down themselves and didn’t | ||||
XX Why do these sorts of images get shared around? | ||||
realise | ||||
Sharing an image you know your | XX How might it make your friend feel? | |||
XX What could you do instead? | ||||
friend doesn’t like of themselves | ||||
XX How could you compromise in this situation? (cropping the image, | ||||
but you look good in it | ||||
taking another image) | ||||
XX Will you friends want to see the content of this link? | ||||
Sharing a link with your | XX How might it make them feel? | |||
friends to a website which has | ||||
XX Do they know what they will see when they click on the link? | ||||
information that could upset | ||||
people or cause offense | XX What impact might it have on someone if they see something | |||
upsetting or offensive that they weren’t prepared to see? | ||||
XX How might your opinion be received by others? | ||||
Sharing your opinion online | XX Are you sharing your opinion or stating it as a fact? | |||
about a controversial subject | XX How will you respond if others disagree with you? | |||
XX How can you respond if you disagree with others? | ||||
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?
Most likely | Least likely | Most likely | ||||||||||
NLINE | FFLINE | |||||||||||
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
ACTIVE | PASSIVE | ASSUMED |
(also known as explicit consent) | (also known as opt-out consent) | (also known as implicit consent) |
Means that an individual is clearly | Means that an individual is given the | Means that consent has been inferred |
given an option to agree or disagree | option to decline consent. If they do | from an individual’s actions, current |
to something happening and | not do so within a set timeframe then | situation or relationship to |
understands fully what they are | consent is granted by default. | person/organisation. |
agreeing to. | ||
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.
Your partner posts a photo of you | You send your cousin a funny photo of | You suddenly notice that your profile | |||||||||||
One of your parents asks, “Can I send | has been changed to public. You | ||||||||||||
together online saying | you both together in a private message. | did notice a notification about this | |||||||||||
“Never been happier!” | this photo of you to Grandad?” | One of their friends shares it online and | happening but you hadn’t got round to | ||||||||||
it goes viral. | |||||||||||||
changing your settings. | |||||||||||||
A friend tells you they saw you on the | Last time you went to the beach you | ||||||||||||
agreed that your friend could post | |||||||||||||
Your sister takes a photo of you asleep | side of a bus. Someone took a photo | ||||||||||||
A friend adds you to a group chat. | photos of you together. You go to the | ||||||||||||
on the sofa. | of you at a Council event and they have | ||||||||||||
beach again, take some photos and | |||||||||||||
put you on their adverts. | |||||||||||||
they post these too. | |||||||||||||
You have started receiving newsletters | You fell over in the corridor at school | ||||||||||||
When you are buying some trainers the | from a company that you bought some | Your school posts a photo of you on the | and someone took a photo without | ||||||||||
attendant asks for your email address in | clothes from. When you check their site | you realising. Later that day it has been | |||||||||||
school’s social media. | |||||||||||||
order to send you the receipt. | the box was pre-ticked for receiving the | turned into a meme and shared around | |||||||||||
newsletter. | school. | ||||||||||||
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
Answers | |||||||
ACTIVE | PASSIVE | ASSUMED | NO CONSENT GIVEN | ||||
(also known as explicit consent) | (also known as opt-out consent) | (also known as implicit consent) | Consent has not been | ||||
Means that an individual is clearly given an | Means that an individual is given the option | Means that consent has been inferred from | considered or requested in a situation and | ||||
the individual is most likely not aware of the | |||||||
option to agree or disagree to something | to decline consent. If they do not do so within | an individual’s actions, current situation or | |||||
situation. | |||||||
happening and | a set timeframe then consent is granted by | relationship to | |||||
understands fully what they are agreeing to. | default. | person/organisation. | |||||
When you are buying some trainers the | A friend tells you they saw you on the | Your partner posts a photo of you | Your sister takes a photo of you asleep | ||||
attendant asks for your email address in | side of a bus. Someone took a photo | together online saying | on the sofa. | ||||
order to send you the receipt. | of you at a Council event and they have | “Never been happier!” | – You weren’t aware of the situation | ||||
– They asked you so you have a choice | put you on their adverts. | and didn’t have a choice. | |||||
– They assume that as you are in | |||||||
to say no. | – It may be that by attending the event | ||||||
relationship this will be ok. | |||||||
you consented to being in images. This | |||||||
would have been written in the terms | |||||||
and conditions. | |||||||
Your school posts a photo of you on | You suddenly notice that your profile has | A friend adds you to a group chat. | You send your cousin a funny photo of | ||||
the school’s social media. | been changed to public. You did notice | – They assume that they know you will | you both together in a private message. | ||||
– They will have done so after obtaining | a notification about this happening but | enough to know that this will be ok. | One of their friends shares it online and | ||||
permission to share images. | you hadn’t got round to changing your | it goes viral. | |||||
settings. | – You only gave permission for your | ||||||
– The timeframe given for changing | cousin to share it. | ||||||
settings for yourself has most likely | |||||||
passed so this has been done for you. | |||||||
One of your parents asks, “Can I send | You have started receiving newsletters | Last time you went to the beach you | You fell over in the corridor at school | ||||
this photo of you to Grandad?” | from a company that you bought some | agreed that your friend could post | and someone took a photo without | ||||
– They asked you and gave you a | clothes from. When you check their site | photos of you together. You go to the | you realising. Later that day it has been | ||||
choice. | the box was pre-ticked for receiving the | beach again, take some photos and | turned into a meme and shared around | ||||
newsletter. | they post these too. | school. | |||||
– The company have left it for you | – They have assumed that as it was ok | – You weren’t aware of the photo being | |||||
to change this and if you don’t then | last time, it will be ok again this time. | taken so could not choose how it would | |||||
consent is automatically granted. | be used. |
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
Answers | |
Terms and | Rules you agree to when you sign up to an app or create an online account. Often includes a list of |
Conditions | 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 | |
Cookies | 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. | |
GDPR | 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. | |
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 | |
Third Party | 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. | |
Restrictions | 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. | |
Modify | To make a change to something. This could be online or offline. |
Breach | You could use this word to say when someone breaks an agreement they’d made or breaks a rule. |
Copyright | The form of protection given to something by its creator which would stop someone else using it and |
claiming it as their own work. | |
Consent | Giving/ gaining permission for or from someone, an organisation, app or service to do something. |
Advertising | The promotion of a product or service. |
Licence | A legal document giving official permission to do something. |
Rights | Something which we all have as human beings. It means you can expect certain things in life, e.g. freedom |
of expression. | |
Affiliates | When two things are closely connected or join together for one cause. |
Trademark | A formally registered symbol which identifies the manufacturer or distributor of a product. |
Disclaimer | A statement provided by a company which denies responsibility for something, e.g. denying |
responsibility for the view shared on a forum. |