Evaluate what they see online
This will enable pupils to make judgements about what they see online and not always assume that what they see is true, valid or acceptable.
• Is this website/URL/email fake? How can I tell?
• What does this cookie do and what information am I sharing?
• Is this person who they say they are?
• Why does someone want me to see this?
• Why does someone want me to send this?
• Why would someone want me to believe this?
• Why does this person want my personal information?
• What’s behind this post?
• Is this too good to be true?
• Is this fact or opinion?
Recognising techniques used for persuasion
This will enable pupils to recognise techniques that maybe used to persuade or manipulate them.
• Can I recognise content that tries to make people believe something false?
• Can I understand techniques that companies use to try to persuade people to but something?
• Can I understand ways in which games and social media companies try to keep users online longer?
• Can I explore criminal activities such as grooming?
Pupils will explore what acceptable and unacceptable online behaviour looks like. Pupils will understand that the same standard of behaviour and honest apply on and offline, including the importance of respect for others.
• Why people behave differently online, for example how anonymity (you do not know me) and invisibility (you cannot see me) affect what people do?
• How can online emotions be intensifies which may result in mob mentality? • How might I be able to defuse or calm arguments online?
• Is my language acceptable online?
• How to discuss the risks vs the benefits of sharing information online?
• What might happen if I post something online?
• Who will see what I post online?
• Am I fully in control once I post online?
How to identify online risks
Pupils will be able to identify possible online risks and make informed decisions about how to act. As a school we will focus on giving pupils the tools to assess a situation, think through the consequences of acting in different ways and decide the best course of action for themselves.
• How might I put myself at risk online?
• What risks are posed by another person’s online behaviour?
• Can risk taking be positive?
• What is my online reputation?
• What is my digital footprint?
• How might my digital footprint have longer term considerations?
How and when to see support
Enabling pupils to understand safe ways in which to seek support if they are concerned or upset by something they have seen online.
• Who is a trusted adult that I can talk to?
• What can I do online to report when I feel unsafe