If you are looking for ideas for planning your e-safety activities throughout the year, this 2017/2018 academic year wall planner is an ideal tool. We have offered suggestions on how the E-safety Support resources can be used throughout the year as well as having space for you to insert your own activities. We also highlight some of the key e-safety events throughout the year.
Digital literacy is not simply maintaining and developing a familiarity with computers, the internet and the possibilities afforded by incorporating ICT – it is more about future proofing learning, keeping teaching accessible and relevant to pupils, and extending and embedding key skills and concepts into pupils lives – both in and out of school.
In the What Every Teacher Needs to Know About Digital Literacy report, find out how to use ICT, the internet and digital devices to enhance learning and also prepare students for a digital future.
This report begins with Ofsted's definition of e-safety, and explains why teachers should be concerned about it, both relating to their own online behaviour, and that of their students. The report includes some useful background statistics, and highlights things that teachers should look out for when it comes to e-safety, including content, contact and conduct issues. The document goes on to clarify the importance of the schools e-safety policy, and how to ensure that your web habits at home don't impact on your reputation at school. The report includes case studies and useful links.
Following the launch of the Friendly WiFi scheme, we are delighted to provide an essential guide for teachers.
Friendly WiFi is the world’s first accreditation scheme designed to verify whether a business’ public Wi-Fi service meets a minimum level of filtering to block out access to pornographic and child abuse websites.
This document gives guidance on helping students understand how Friendly WiFi can protect them and is also a useful tool to share with parents about the scheme.
Social media - interacting with other people online to exchange comments, ideas and innovations - is becoming an increasingly prevalent part of everyone's social life. But should it extend to the workplace, and when boundaries between professional and personal blur, how should we determine what is and is not acceptable? This report provides teachers with an overview of the key issues when it comes to teaching and social media. It clarifies how social media can be a useful educational tool, some useful statistics, safe usage tips and how to avoid being a victim of online abuse. The report includes two case studies and top tips.
This e-safety policy template provides a useful starting point for your e-safety strategy in school. The document has been saved in Word, meaning that it is fully editable by the user. You can cut, copy and paste your own requirements into the template, or choose to leave it largely as it stands, if it is suitable for your school. The policy includes a number of clear, easy to follow statements, as well as substantial guidance and support for everybody in the school.
This policy supports the PREVENT duty for schools as part of the Counter Terrorism and Security Act (2015).
The policy should be used as part of the overall safeguarding policy and it supports and complements the ‘British Values set out in the Department of Education guidance, ‘Promoting fundamental British values as part of SMSC in schools’
The policy is provided in Word format, so it can be modified to suit your own school.
This template document in Word allows you to create your own social media policy for teachers. Simply add your school name, the date, then cut and paste your own content into the document, or use it largely as it stands. The document includes guidance and policy notes, and is a useful reinforcement for a schools' e-safety policy, specifically about the use of social media.
This primary circle time resource allows teachers to focus on developing children’s awareness and knowledge of staying safe whilst using the Internet. The resource engages with the primary PSHE curriculum and teaches young children that there are adults, using the Internet, who pretend to be children to form inappropriate relationships with them.
Through engaging exercises, the circle time activity offers advice and explanation about staying safe whilst using the Internet without frightening primary-age children. The activity concludes with the children developing their own set of rules and turning them into a poster. This activity reinforces what they have learnt and allows them to recall the rules of safe Internet use when they are using the Internet at home.
This lesson plan is underpinned by teaching and learning activities related to the three areas of risk in e-safety: content, contact and conduct. Through discussion and activities, teachers explore the range of ways in which content can be shared via the Internet, specifically mobile devices. The lesson helps children understand how Wi-Fi and 3G- or 4G-enabled devices offer a range of ways to communicate with others and receive communications, and identifies the advantages, disadvantages and dangers associated with online communications while suggesting ways in which risks can be minimised.
The lesson also covers what is meant by communications ‘going viral’ and how this applies to text or multimedia messaging.
In this lesson children use a range of e-safety scenarios to help them recognise when the content of online communication might be suspicious and to identify signs that a communication may be malicious or from a stranger. The children are encouraged to develop their own suggestions for responses to inappropriate or potentially dangerous communications sent online or via mobile devices, and for understanding who to tell in the event of receiving suspect communications from another person.
The lesson includes a resource sheet with scenario cards to cut out and distribute to children working in groups or pairs, and scenario worksheets.
Research shows that many children play console or online games and watch films that are classified as being suitable for older users. This lesson is designed to help children make more informed decisions about the games they play or the movies they watch. What are classifications and how do they work? What is the difference between movie and gaming classification systems? The lesson also tackles the issue of how to assess the risk of watching unrated video online, and how children can deal with something they have seen that upset them.
The lesson includes links to relevant multimedia online, so will work best if you are able to use a whiteboard or projector.
The ability to evaluate websites for their validity is highly important as children increasingly turn to online content for research purposes. In this lesson children understand that online content can be unreliable, and it can be used to pass on fiction and myths. The children use an example of a spoof website to help them identify suspicious information. Unreliable online information can compromise their ability to learn and understand the world, so it is important that they learn how to spot it, and check data. The lesson also explores how to spot scams or fraud, and what to look out for.
Included in this resource are a PowerPoint presentation and a website evaluation form template to be used by the children when examining online sources of information.
Anyone who has seen children merrily copying and pasting images from the Internet into their homework or searching Wikipedia for information on a topic, knows that knowledge and understanding of the concept of copyright needs to be absorbed very early on, to prevent plagiarism incidents at secondary school or university. As well as understanding that information online is not always correct, children also need to know that websites and the content of websites are protected by copyright, in just the same way as books are. Young people need to understand that taking information from the Internet can have legal implications and puts individuals at risk of breaking the law.
This lesson could form the basis for the next lesson, where children share their learning about e-safety and issues related to use of online content with a wider audience. It includes links to useful websites that can help with this potentially complex issue, a PowerPoint presentation and resource sheet.
This is the final lesson, which gives the class an opportunity to collate all their learning from previous lessons, all their e-safety knowledge, and create a display, presentation or factsheet summarising their knowledge for the rest of the school and potentially their parents too.
You could use the key messages from this session to create an e-safety charter, which feeds into the schools e-safety policy, which is “good or outstanding” practice according to Ofsted.
By the end of the unit, the children should be able to effectively communicate the following messages:
Cyber bullying is an issue that most young people will be familiar with. In this lesson, students consider the long term implications of cyber bullying. Using scenarios provided, they work in small groups to assess the risks associated with cyber bullying for everyone concerned. They summarise the risks, consequences and likelihood of these consequences for the parties involved and develop posters or display materials for use in the school.
This lesson is all about using Facebook, Twitter and social media networking sites. At the end of the lesson the students will be able to create a poster or display offering social media e-safety advice to other students.
The students are asked to consider the legal implications of the things that are written online by themselves or about themselves online, on social networking sites. Using scenarios, the students have to match the scenarios with the relevant law, and consider the outcomes from a legal perspective.
In this lesson, students are asked to consider how comments made online on social networking sites such as Facebook and Twitter may be perceived by others. It is designed to encourage them to “think before they post” online, and understand how easy it is to write something online that you may end up regretting. During the lesson they consider some quotes that people could post online, and explore how a comment can escalate into full blown cyber bullying.
This is followed by a group exercise with role play to understand how negative comments online develop into conversations. The students then consider how the victim of the bullying would feel, how their family would feel when they saw the comments, and what a stranger might think if they saw the conversation.
Cases have been documented where teachers, young people, parents and even schools have been the victims of impersonation online. In this lesson, students consider what to do if you are being impersonated on Facebook, what to do if you see a Facebook account which you think is impersonating someone you know and how to deal with the effects of being impersonated and seeing someone write unpleasant comments pretending to be you. Students are given a scenario, which they then use as the basis of an investigation into online impersonation, and how you can deal with an imposter account on Facebook. They then create a guide for dealing with impersonation which can be used by other students.
In this lesson, students learn about the risks of “Frape” where someone else uses your Facebook account to send malicious messages, indecent photos or to generally disrupt your online presence. The activity, while focused on Facebook, is helpful in that it is essential that young people understand how and why website security systems work, and how they can make their online behaviour more secure, and take effective steps to keep passwords and logins safe.
The lesson includes a number of relevant links, so having Internet access during the session is recommended.
Sexting, also sometimes called ‘taking selfies’ is an activity which some children consider safe due to a range of incorrect assumptions based on anonymity, depersonalisation, and the abstract, intangible nature of the Internet. None of these assumptions are necessarily true, and the myths should be challenged. If each aspect of the ‘sexting’ behaviour is compared to the same behaviour in ‘public’ or ‘real life’ pupils normally react to the effect that such behaviour would be unsafe or embarrassing in ‘real life’ – this is why it is essential to break down the myths that anonymity provides any layer of safety.
In this lesson, groups of students produce a poster or guide to display advice on what sexting is, how it happens, and how to avoid unsafe situations online, how to deal with the effects of pictures published on the Internet without permission, and how to remove both the images and unpleasant comments caused by the sexting.
The lesson includes practical advice for dealing with sexting, including reporting procedures and the law.
As part of our anti-radicalisation and extremism resources, this lesson focuses on critical thinking and will encourage students to check that content on the Internet is true.
Students will understand why the Internet might not always offer true information and will learn skills to check if a website offers valid and accurate information. They will examine websites for well grounded and genuine information.
Many young people are unclear about the law relating to file sharing, even in years 9 and 10. This lesson explains exactly what “peer to peer” or “p2p” file sharing is, and which sites are legal. Students learn why p2p networks can be dangerous facilitators of malware and viruses, why p2p networks can facilitate copyright infringement, and how illegal downloads can be traced. An important element of this learning is the understanding of what the potential consequences of illegal downloading can be.
The lesson plan involves a mock trial, where students role play the opposing sides in a case where a student is being prosecuted for illegal file sharing. It also includes useful links for reference, and background information for the teacher.
A digital footprint, also known as a digital shadow, is the trace of a person’s online activity visible on search engines such as Google, social media platforms such as Facebook and Twitter, and image searches such as Google images and Flickr. We all have digital footprints these days, the important thing is to manage them, remembering that the things that we post online, are often difficult to remove.
This lesson reminds students that future employers and universities may search the social media profiles of applicants. The students access the Internet to search online for anything relating to them, to see what their digital footprint is currently like. The pupils develop advice on which websites users need to be wary of and carefully consider what information they upload. They can then develop a series of guidelines aimed at Y7-8 designed to minimise the possibility of negative search results in future.
Certain websites are more likely to foster negative online behaviour than others, and those that encourage Q&A or ratings are often sources of concern for young people who have been targeted with abuse or inappropriate approaches from people they know who are posting anonymously, from people they know who are quite open about their identity or from complete strangers. This lesson shows users how to avoid cyber bullying situations on ratings and response sites, what to be aware of when posting personal comments and the dangers of material being copied across sites and devices.
Using scenarios and role play, students develop strategies for dealing with this kind of cyber bullying and for reporting incidents. The lesson includes opportunities for the students to develop materials for their peers, younger students and the wider school community.
Copyright infringement is common in schools amongst pupils – normally because of ignorance regarding copyright law and the relative ease to find and copy images without considering copyright licenses. Creative Commons is a system of licensing which allows use, reuse, remixing with permission, and legally – provided the user attributes the author in the manner defined in the license. Pupils need to know where to find appropriate content, and how to select material based on a suitable license for their intended use. They also need to be aware of the potential consequences of copyright infringement.
This lesson enables the students to discover how they can use images, information and other media in their own work without breaching copyright rules.
In this lesson students learn how to avoid fraud, phishing, viruses and malware by email. They also learn how to effectively report spam. This is a useful lesson for those students less familiar with email, who may be using it on work placement or in the workplace.
The lesson gives the class an understanding of what spam is and how it works, as well as how to avoid it. Using a number of example emails, the students examine them to see which they think are spam, and why. They then create a display or presentation on the topic for other students, giving their top tips.
Video hijacking, also sometimes called ‘videojacking’ describes a situation where a video has been taken of someone in an embarrassing situation, a situation likely to provoke negative responses, or where a video has been copied, stolen and edited to portray the subject victim in a negative or derogatory light. In this lesson students understand the implications of video hijacking, and the risks of posting video on YouTube. They use real life scenarios to explore the ramifications of the issue, then develop approaches to dealing with it.
The lesson plan also gives them practical strategies for removing video content from YouTube, and asks them to create resources that share their learning with others.
In this lesson students explore different sources of information about sex and relationships and understand the advantages and disadvantages of each. They will be able to define pornography and understand what is, and is not, legal. The lesson helps students understand why people use pornography, issues of consent and respect and dealing with the prevalence of online pornographic content. The lesson includes a quiz, discussion sheet, scenarios and a lengthy PowerPoint presentation to guide teachers through these sensitive issues.
Following on from the previous lesson, this plan continues young people's exploration of the ways in which sources of information about sex can affect values, attitudes and beliefs. The students consider ad campaigns and how they are sold products through sexual imagery and connotation. They are encouraged to focus on how the prevalence of this kind of imagery shapes our beliefs, values and attitudes. The lesson includes two worksheets, useful links and a PowerPoint presentation.
"Sexting" is an increasingly common problem for young people, with pressure to look and behave certain ways from their peers and the media, and a celebrity culture that promotes attention-seeking behaviour. In this lesson, students consider different scenarios involving sexting, and understand the social and legal implications. The lesson includes worksheets, quiz, information sheet and PowerPoint.
Many young people may exhibit inappropriate sexual behaviour, or experience it at the hands of their peers. This lesson plan explores how and why this may happen, and helps young people to deal with it. It considers such behaviour as part of a spectrum, ranging from sexual jokes and bullying through to harassment and sexual exploitation. Students explore the wider social contexts and influences in society and culture. The lesson includes worksheets, role plays for students and a comprehensive PowerPoint presentation.
In this lesson on anti-radicalisation and extremism, students will think about their likes and dislikes in life and who influences their choices.
Students will learn to look at how individuals and groups radicalise others using the Internet. They will understand what is meant by online radicalisation and why people are targeted. They will also learn to be aware of the ‘push’ and ‘pull’ factors related to victims of extremists and know how to support someone who is being targeted by extremists.
Since 1st July 2015, all schools have a duty under the Counter Terrorism And Security Act to keep children safe from harm, especially from the risks of radicalisation and extremism.
This checklist will help identify the key elements your school should have in place.
CSE is an important area for all schools to include as part of their safeguarding policy. This checklist is a self-review tool to support the school in ensuring that it has robust policies and procedures in place to deal with any risks associated with CSE.
The role which the school governor plays in not only developing, but also implementing an e-safety strategy in school is vital.
The Department for Education have highlighted a number of key features of effective practice in relation to online safety in schools and Ofsted have placed greater emphasis on inspecting the effectiveness of the governing body in ensuring that schools meet all of these criteria.
This checklist can be used by school governors as a starting point for assessing the provision in your school.
A key element of e-safety provision in schools is the clear and effective use of reporting procedures. Ofsted will expect all staff and students to know how to report e-safety incidents, and how to recognise when an incident has occurred. The guidance document starts from a common sense approach which is easy for all schools to implement, and helps teaching staff understand what constitutes illegal or inappropriate content. They are then given instructions as to the appropriate response and reporting mechanism. Recommendations are made as to best practice and the protection of children and staff in case of an e-safety incident.
What makes a password strong? The key to creating a strong password is to understand how your password might be stolen, hacked or guessed. This guidance document gives teaching staff an overview of how this is done, and how you can protect yourself. The information can easily be edited and reproduced for the benefit of students or younger pupils. The guidance includes tips for strong passwords, what to avoid doing when you create a password, and useful links for secure password generation, remembering passwords, and creating an encrypted text file to store your passwords. Password security is a key issue in e-safety for everybody, so it is vital that teaching staff understand this and are able to prove to Ofsted that password security is taken seriously in school
A useful assembly for an e-safety recap or introduction, this assembly raises key online safety issues such as cyber bullying, security, inappropriate content, trolls, plagiarism and bogus websites. The teacher takes the children through each issue and helps them to understand how they can avoid it, or deal with it. The assembly includes a script for the teacher, and a PowerPoint presentation for the children.
Sexting is when sexually explicit text messages are sent from mobile phones or tablets. These could be text or image based. This assembly clarifies what sexting is, what the risks are, and what the law says about sexting. It uses two case studies that have been in the press to illustrate key points and dangers. The assembly includes a teacher script and a PowerPoint for display.
This important and relevant secondary assembly resource allows key stage 3 and 4 teachers to raise their students’ awareness and understanding of the issue of ‘Digital Media Piracy’ and supports the delivery of ICT, PSHE and citizenship.
The assembly plan begins by testing the students’ knowledge of the subject by asking them various questions associated with ‘Digital Media Piracy’. This is to raise their awareness that some of the practices they may carry out such as copying music or films for friends may be breaking the law without them realising it.
The assembly then turns it’s attention to the argument that pirating digital media is impacting the creation of new music and other media. Various facts are presented for discussion with the students and although both sides to the argument is offered, great care has been taken not to reduce the seriousness of committing digital piracy, which obviously remains illegal.
In this assembly, children at key stage 2 are encouraged to think critically about information they source online. Using an excellent spoof website about the endangered “tree octopus”, the teacher demonstrates how young people can tell that information is incorrect.
They are also introduced to the idea that Wikipedia isn’t always the best source of information, and that communications such as chain emails or texts should be ignored. The assembly closes with a number of top tips for helping children to decide if a website is genuine or not. This assembly includes a PowerPoint presentation for displaying at the assembly and a script for the teacher.
This stimulating secondary assembly resource allows secondary school teachers to use the assembly to highlight the dangers of spyware and raises the students’ awareness and understanding of this important subject. The assembly commences by highlighting that spyware is one of the biggest problems on the Internet and is, and will continue to be, a serious threat to the security of both personal and business data.
The students are asked to attempt to define what spyware is and then invited to provide explanations as to why anyone would want to create spyware. The assembly also draws the students attention to the fact that once the information has been gathered it is then free to be passed on with the potential of getting into the wrong hands and leading to fraud or identity theft.
Students learn how to protect their computers against infection from spyware by emphasizing that the best approach is to prevent spyware getting onto machines in the first place. The assembly concludes by emphasizing that by preventing spyware infection the students are ensuring that both their data and their computer will be much safer and secure.
This assembly helps young people to understand the risks and consequences of illegally listening to music online, of downloading music illegally and copying downloaded files. It also touches upon the illegality of uploading copyrighted content. The teacher explains the risks, the possible consequences, and how to avoid illegal downloads. The assembly comes with a script for the teacher and a PowerPoint presentation to use with the children.
Young people spend increasing amounts of time online, as well as watching TV and instead of playing outdoors. This assembly raises the issue of being addicted to using the Internet, whether it is for social networking, gaming or research. The teacher explores possible consequences of Internet addiction, including social and health impacts, and offers advice on reducing time spent online. The assembly includes a PowerPoint and a script for the teacher.
This engaging secondary assembly resource allows secondary school teachers to raise the students’ awareness and understanding of the issue of Malware. The associated presentation starts by asking the students to provide their own definition of what Malware is, followed by an official definition.
Students take part in a quiz where definitions of different categories are provided and the students guess what type of malware is being described.
After the quiz, the presentation looks at some of the methods that malware writers use to infect peoples’ computers with their malicious code. The assembly then turns to the best ways to stop malware getting into the students’ computers. It informs them that prevention is better than cure and offers various suggestions to prevent infection such.
This fascinating secondary assembly resource gives secondary school teachers the opportunity to use the assembly to explain what is meant by the term ‘digital footprint’ and raises the students’ awareness and understanding of why it is important.
The assembly commences by giving the students an opportunity to explain what they think is meant by the phrase ‘digital footprint’. The assembly then explains that whenever we subscribe or sign up to a website, we are encouraged to post aspects of our lives online and that worryingly, most of this information is freely available for anyone to view and collect.
The presentation then moves onto describe what methods the students can deploy to uncover their own ‘digital footprint’, such as simply searching for their own name on Google and other search engines. The assembly then shift to the reasons why we should take care with what we contribute to our ‘digital footprint’ highlighting issues such as the increasing number of employers who are searching the Internet for the ‘digital footprints’ of potential job applicants. The assembly concludes by describing some of the things students can do to capitalise on their ‘digital footprint’ by showcasing work that demonstrates their skills, experience and knowledge.
Many younger children are exposed to film, TV and gaming content that is certified as being suitable for much older young people. Younger boys in particular will be keen to play online or console games that have a 15 or even 18 certificate. These games will have violent or sexual content that is entirely inappropriate for younger children. In this assembly children learn about the BBFC and PEGI classifications, why they exist, and how they work. They also consider the implications of watching films or TV shows that have been illegally downloaded. The assembly includes a PowerPoint and a script for the teacher to read from, or use as a starting point.
This stimulating secondary assembly resource allows KS3 and KS4 secondary teachers to focus on developing students awareness and understanding of cyber bullying as part of the PSHE/Citizenship curriculum. This assembly plan sets out to provide advice, awareness and explanation about what cyber bullying is and the many forms it can take.
The students are then informed about the people that may get involved in cyber bullying such as the person who is retaliating on behalf of a wronged friend, the bully who wants to exert his/her authority, those who just do it for entertainment and the ones who cyber bully just because they can and they want to appear tough online.
This cyber bullying assembly plan offers secondary school teachers the opportunity to give the students the information, awareness and knowledge to know if someone is trying to cyber bullying them or if a friend is being targeted. Through the assembly, the students will learn how to react to cyber bullying and where to find information on what actions they should take to stop it.
By key stage 2, pupils should be well aware of the risks of stranger danger online. This assembly reinforces understanding and awareness about grooming and inappropriate contact. The assembly concludes with a fun "Who wants to be a Millionaire" style quiz.
This primary assembly resource, which engages with the PSHE curriculum, allows a KS2 primary teacher to focus on developing children’s awareness and understanding of cyber bullying and the importance of staying safe when using technology to communicate.
The assembly aims to provide advice and explanation about cyber bullying without frightening primary-age children. The assembly then develops the primary children’s awareness of the issue by explaining how varying forms of cyber bullying occurs through different technologies such as mobile phones, social-networking and online gaming.
Primary school teachers will be able to use this idea for an assembly to give the children the information, awareness and capability to know if someone is cyber bullying them or if a friend is being targeted. Through the assembly, the children will know how to react to cyber bullying and the appropriate actions to take.
This secondary school assembly engages with the ICT, PSHE and citizenship curriculum and allows a secondary teacher to raise their students’ awareness and understanding of ‘Safer Internet Day’, which occurs on the 7th February 2017 and is the 14th Anniversary of the event.
Using the associated presentation, teachers can use the assembly and this year’s event theme of 'Be the change: Unite for a better Internet’, to talk to the students about the opportunities to do wonderfully creative things within a safe online environment.
Students are informed how they can get involved in ‘Safer Internet Day 2017’ and where they can visit online to find further details of what is happening on the 7th February 2017 and keep up-to-date with build-up to the event.
This excellent secondary assembly resource allows secondary teachers to raise their students’ awareness and understanding of the phenomena of internet trends, which became popular due to their proliferation over social networks.
Using the associated presentation, teachers can use the assembly to talk to the students about both the positive outcomes that can be achieved by online trends and also the risks that can become part of certain internet crazes.
The presentation also talks about the peer pressure associated with participating in crazes and the potential for bullying.
This assembly replaces the previous assembly on Neknomination - this can still be downloaded for reference
This primary assembly resource engages with the ICT, PSHE and Citizenship curriculum allowing KS1 and KS2 teachers to raise children’s awareness and understanding of ‘Safer Internet Day’. This is the 14th ‘Safer Internet Day’ and occurs on 7th February 2017.
The assembly plan addresses the theme of ‘Safer Internet Day’ for 2017: 'Be the change: Unite for a better Internet’. This assembly presentation highlights the positive ways in which the online world can be used. As part of this primary assembly, children are given examples of how to use the Internet in a constructive way.
Towards the end of this assembly for primary schools, children are given the opportunity to suggest how they might use the Internet in a positive way.
The main focus of this secondary assembly is to encourage pupils to think critically when using the internet and consider that bias and opinion is an intrinsic part of the internet.
It will cover a number of key areas:
• Is everything on the internet true?
• How do people use the internet to attract attention to their cause
• Tips on how to evaluate web information
Some of our assemblies are replaced over time, however, you may still find the material they contain useful.
The assemblies that are contained in this section are no longer updated, but can still be downloaded.
Archive Assembly: 1 Neknominate
This document is an Acceptable Usage Policy (AUP) suitable for primary school pupils and parents. Young people need to understand the basic rules for using ICT in school and for school purposes, which is where the AUP comes in. The document can be used as is, or it can be adapted for your own use. It covers the use of school IT systems, email and social media, privacy, Data Protection, use of images and more.
This Acceptable Usage Policy (AUP) is suitable for secondary pupils and parents. It covers important e-safety topics and fosters an understanding of the key issues surrounding usage of ICT and the Internet in and out of school. These include use of school IT systems, email and social media, privacy, Data Protection, use of images and more. The policy can be used as it is, or adapted for your particular requirements. It encourages responsibility from parents as well as students.
Every school needs to have an Acceptable Usage Policy (AUP) for their staff and other stakeholders. This document is suitable for use by staff, support staff, governors, visitors, wider stakeholders with access and external contractors. It encourages responsibility for e-safety and clearly outlines how ICT can be used safely in and out of school.
This document contains a number of questions that can be used as part of an audit or survey to get an idea of the current levels of parental awareness when it comes to e-safety. The result will help schools to plan their e-safety content and strategy. You can use the survey as it is, or cut and paste to create a shorter version to suit your requirement. You can then send it by post or by email to parents, or ask the questions face-to-face at presentations.
Child sexual exploitation is when a child or young person is in an exploitative situation and receives gifts or other items as a result of performing sexual activities to the abuser. It can also occur through technology when a child or young person is persuaded to post images on the Internet.
It is vital that parents play a role in identifying if their child may be a victim of CSE. This checklist will help them become aware of some of the signs to look out for.
This factsheet gives parents a general overview of e-safety. Schools can email it to parents, hand it out at parents evening or incorporate it into your newsletter to help raise awareness of e-safety issues for children and how these affect parents. It gives parents an overview of the positive and negative aspects of the Internet, some key statistics, tips and useful links.
It seems that there is a whole new language developing in the digital landscape - LOL!. But while many are playful and literal abbreviations, some are more potent.
To help make parents (and teachers) aware of some of the sexting abbreviations, we have compiled a short glossary. This is by no means exhaustive, but will help to educate parents about this new form of communication.
Providing a presentation to parents on e-safety, as a standalone event or as part of wider activities, is a great way to raise awareness, encourage discussion and promote good practice. However, it can take a lot of work to organise. That's why we have created this PowerPoint for you. It covers all the areas you'll want to cover, but can easily be adapted for your individual needs. You can also make it available online for parents to recap or who may have missed the event. The PowerPoint contains links to video in the notes sections of relevant slides.
This guidance document is for teachers to help them engage parents with e-safety. The document has been written by an experienced ICT teacher who has worked successfully with parents and schools on e-safety. The guidance will help you plan content and activities for parents around e-safety and make sure you get maximum impact and engagement. It includes advice and tips on planning your content and activities, delivering them and following up.
The Parent Pack of resources includes factsheets, an audit questionnaire, a PowerPoint presentation and guidance for teachers. This document explains how each of these resources can be used by teachers and e-safety co-ordinators to improve communications between parents and schools.
The internet brings marvellous opportunities to children and young people with the ability to learn new skills and visit websites which engage and enrich their lives. However, the internet also brings dangers such as online predators who will try and contact children through websites and software applications.
This guide will help parents and carers learn more about the danger of their children being targeted by online extremists. The guide provides information to help them identify the issue of online radicalisation and gives suggestions on how to support their children with the threat of online extremism.
These E-safety Support resources offer simple questionnaires that you can use with your key stage 1 and key stage 2 pupils to learn how they are using the Internet and to gauge their understanding of appropriate use. Both questionnaires are in multiple choice format, with more detailed questions for the older students. You can use the results to assess the e-safety learning requirements in your class and identify areas where they are potentially at risk.
As pupils become more advanced users of the Internet, it is important to understand how they interact with other users and also how they perceive the online actions of themselves and their peers. The E-safety Support audit for key stage 3 and key stage 4 offers a detailed self-assessment for pupils, which will help you to understand not only the actions of your pupils but also the thoughts and behaviours associated with their Internet use.
Ensuring that the whole school is familiar with e-safety issues extends from the students to the staff, the senior leadership team and through to the governors. These E-safety Support audit surveys are designed to help ensure that your school is making everyone aware of their responsibilities in delivering a comprehensive e-safety strategy. The multiple choice questionnaires will monitor the awareness of e-safety issues and the schools’ policy in practice among this key stakeholder group.
When it comes to e-safety at home, it is important that parents can educate themselves and their children about e-safety, take steps to prevent risks and ensure they know what to do if they notice a risk or there is an e-safety incident involving their child.
The purpose of this short practical guide is to encourage parents to look at how children use the Internet, to raise their awareness of online safety and to provide guidance on online safety and privacy for their children.
Prepared in PowerPoint format, this training module can be used be individuals or presented to a group at a parents' evening for example.
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