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V26s4: E-safety KS4
Course information
This is one of the ‘project courses’ from Vital. It provides an opportunity for you to plan, carry out and evaluate a project in your classroom. It is supported by a set of resources and activities to give you ideas for possible projects. You are not expected go through every resource but to pick those which are most relevant to your interests, context and possible project.
You will need access to:
- a computer with a web browser
- headset (including microphone and speakers) for online tutorials (optional webcam)
- a class/group of students – groups could be within classes, whole classes, or groups across classes (e.g. clubs) and schools (e.g. clusters of schools or in collaborative projects).
Duration of the course: You should allow for about one to two hours per week for this on top of the time taken to do the project in your classroom or other setting.
Learning outcomes
N.B. The technology or technologies to be used are identified in the Resources section for the course.
Professional and reflective practitioner skills
At the completion of this course, you should be able to:
- identify areas within the curriculum where you can introduce e-safety learning activities
- reflect on and discuss the impact on e-safety of the use of technology to support learning
- select appropriate resources for the teaching of aspects of e-safety
- give advice on e-safety to pupils, fellow staff and parents
- share your learning with others in your field
- reflect on the importance of e-safety and how it fits into a whole-school approach to safeguarding.
Practical skills
At the completion of this course, you should be able to:
- use web 2.0 technologies, taking into consideration the risks to both children and adults in various online environments and applications
- teach issues of e-safety in the classroom to KS4 students
- access a range of e-safety education and awareness resources.
Knowledge and understanding
At the completion of this course, you should be able to demonstrate an understanding of:
- the range of e-safety risks which KS4 students could encounter
- the issues involved in both preventing and responding to e-safety incidents including cyberbullying
- the importance of anti-bullying, safeguarding and acceptable use policies (AUPs) and how to update these to include reference to e-safety risks and behaviour.
Cognitive skills
At the completion of this course, you should be able to:
- critically review various e-safety resources and approaches
- compare these reviews with others, constructively critiquing others’ views
- discuss different ways in which the school can develop a whole-school approach to e-safety including safeguarding and children’s use of technology at home.
Course schedule
| Week | Course activities | Type | Approximate duration |
| 1 | Activity 1 Getting to know others on the course | Online | 30 minutes |
| 1–2 | Activity 2 Exploring the resources | Online tutorial | 1 hour |
| Activity 3 Guidance on using resources and planning for project | 30 minutes | ||
| 3 | Activity 4 Drawing up course plans | Individual planning | 1 hour |
| Activity 5 Confirmation of course plans | Online tutorial | 1 hour | |
| 4–8 | Activity 6 Classroom project | Classroom | No extra time needed |
| Activity 7 Reflective journal | Individual | 30 minutes to 1 hour per week | |
| Activity 8 Keeping in touch with your cohort and facilitator | Online | 30 minutes to 1 hour per week | |
| 9 | Activity 9 Reflecting and reporting back | Online | 1 hour |
| Activity 10 Extracting our shared learning | Online | 30 minutes to 1 hour | |
| Activity 11 Course evaluation and certification | Online | 30 minutes to 1 hour | |
| Total | 9–12 hours over 9 weeks |
Introduction
The course applies a practitioner research model to look at how aspects of learning may be supported and enhanced through the use of technology. Your starting point is ‘a need’ within your practice, which you will investigate how to address. This will involve exploring how other people have already attempted to address a similar need in their practice (bringing in some practical examples of how particular technologies are used in schools), before you plan and implement their use in your school and reflect and discuss what worked and what needs further refinement.
At the heart of your learning is a project that you will carry out in your teaching and learning setting. These materials are written assuming that you have signed up for a course, although they can be followed in self-study mode. Where you have signed up for a course you will be carrying out a project with similar focus to others, both in terms of the phase of education, technology and the curriculum.
Throughout you have an opportunity to share experiences with other participants. Where you have signed up to use these materials as part of a course you will have a facilitator who will conduct tutorials and help support you in your learning and reflection.
The Practitioner Research Cycle
Vital courses are based on a Practitioner Research Cycle as shown in the diagram below.
This cycle draws on, and develops, personal and professional knowledge bases. The latter may be seen in the literature, resources, policies and other materials that are used to inform practice.
Throughout the course small icons will indicate the stage of the cycle being addressed.
NB Prof/Pers KB = Professional/Personal knowledge base
Introducing ourselves
For the purposes of clarity the activities from this point on assume that you are on a course with others. If you are in self-study mode then some activities will not be applicable.
This part of the course provides an introduction to each other, to get a feel for the contexts others are working in. This may allow for cross-fertilisation of ideas in projects and for supported reflection.
Activity 1 Getting to know others on the course
The objective of this course activity is to get to know the other participants on this course
Task 1 Go to the course forum and the ‘Introductions’ thread. There it will explain how these introductions will be done – e.g. face-to-face, online, using a forum.
Task 2 Where a forum is used, introduce yourself, and your context, telling the other course members what you hope to get out of the course. Reply to some of these messages, identifying areas of overlap with your own context and interests.
Using the course resources in your project
These materials, are complemented by supporting resources and activities, which you can use to support your project. Your facilitator, and others on the course, will help to you to plan and refine your ideas for this project.
Activity 2 Exploring resources
The objective of this course activity is to develop your understanding of the resources provided to support this course.
Go to the Resources section, explore what is there and reflect on how might use them in your classroom or other setting. You are not expected to look at all of the resources, but to choose those which seem to be of most interest and relevance to you. In Activity 4, you will develop a project of your own and these resources are designed to help frame that project. As you explore you might want to make notes that you discuss with your facilitator in Activity 3.
Activity 3 Guidance on using resources and planning for project
The objectives of this course activity are:
- to develop your understanding of the resources available
- to develop a shared understanding of suitable project resources.
Go to the course discussion forum and to the thread ‘Tutorial: Resource and project guidance’. This will contain guidance on how the tutorial will be conducted – for example, it may be online or face-to-face. The tutorial will be supported by discussion in the forum. When you attend the tutorial, online, you should be prepared to discuss initial ideas for your project.
Activity 4 Drawing up course plans
The objective of this course activity is to plan your use of the resources and associated technology in a project in your setting.
You will need to consider:
- how your plan fits with your performance management or other targets
- the classes or groups of learners to be used in the project
- the learning gains or learning intentions
- the intended purposes for using the technology and resources
- what evidence you will look for of the impact of the resources and technologies on learning and teaching
- how you will share your findings with others in your setting.
Activity 5 Confirming course plans
The objectives of this course activity are to:
- develop your understanding of the resources available
- develop a shared understanding of suitable project activities.
Go to the course forum and to the thread ‘Confirming plans’. You should go to this thread and outline what you plan to do. Comment on others’ plans looking, in particular, for plans which are similar to your own so that you may share ideas and findings.
The project
Having developed your plan on how to use the supporting resources in your classroom you now need to carry out the project. This will last for about half a term. Each week, as you work through the project, you should reflect on what you have learnt and the impact it is having on learners. You should be prepared to share your thoughts and reflections with others. 
Activity 6 Classroom project
The objective of this course activity is to carry out your plan for the use of the resources and technology in your classroom. It is not intended that, in doing so, you spend any extra time over and above your normal teaching and preparation time.
Activity 7 Reflective journal
The objective of this course activity is to reflect systematically on what you have learnt.
Each week you should note down what you have learnt from the project. This might take the form of reflection on your plans in Activities 3 and 4. These reflections may be kept in a blog or some other electronic journal. You will need to use these reflections to inform Activities 8 and 9.
Activity 8 Keeping in touch with your cohort and facilitator
The objectives of this course activity are
- to share your learning as the project progresses
- to gain support from colleagues on the course
- provide support for others in the cohort.
Each week you will receive a message from your facilitator to support your progress through the course and project.
Go to the course forum and to the thread ‘Project discussions’. Share how your project is going, what you are learning and any other resources that you have found to be of use. Respond to the message sent by your facilitator.
You can also use the forum to ask for support and guidance and to support and guide others. You should check back into the forum regularly – little and often is probably the best method here (15 minutes every other day is likely to be much more useful than a one hour block once a week).
Reflect, evaluate and share with others
Having carried out a classroom project, you will share your reflections of what you learnt from it.
Use the key questions below to help evaluate your project. Use your initial planning sheet and the reflections you have captured as a source of data to help you do this.
- What did the learners do? This is a descriptive activity that explains your action with the learners.
- What did they learn and how do you know? This is an issue of assessment including observation, discussion, question and answer, testing, etc
- Was it worthwhile, i.e. did it succeed in meeting your targets? This question relates to your purposes and intended learning outcomes.
- What did I do? Practitioner research is often done by individuals in their own work. This question requires a description of your own actions.
- What did I learn? This requires analysis of your data and reflection on your answers.
- What do I intend to do next? This relates to your next steps for action. This is where you will try to do things to achieve an improvement and to make the work you do with learners more worthwhile in your terms.
Adapted from Open University Curriculum in Action materials (1981)
Activity 9 Reflecting and reporting back
The objectives of this course activity are
- to share your reflections on the project
- give feedback to others as they reflect on their projects.
Make a brief presentation to share your findings – maybe as a couple of slides, short video, images etc. Go to the forum, in the thread ‘Reflections’ upload your presentation, and discuss:
- the extent to which your intended learning outcomes were achieved
- the evidence you have for this
- the ways in which you shared your project with others in your setting
- key reflections emerging from the consideration of the key questions for evaluation (listed above).
The use of technology in learning and teaching will provide you with evidence that may be useful when considering the Professional Standards for Teaching. You will have collected evidence from planning through to your notes and evaluation to discussion in the forum. Such evidence may be useful to you when demonstrating ways in which you have met the standards.
Depending on the stage of your career, certain Training and Development Agency for Schools TDA standards may be more relevant than others. Click the ‘Discussion’ button to reveal a possible set of standards. If appropriate you can reflect on these in your feedback to this activity.
Discussion
TDA standards relevant to you might include the following:
- C7 Evaluate their performance and be committed to improving their practice through appropriate professional development.
- C8 Have a creative and constructively critical approach towards innovation; being prepared to adapt their practice where benefits and improvements are identified.
- C17 Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities.
- C27 Design opportunities for learners to develop their literacy, numeracy, ICT and thinking and learning skills appropriate within their phase and context.
- P10 Contribute to the professional development of colleagues through coaching and mentoring, demonstrating effective practice, and providing advice and feedback.
- E2 Research and evaluate innovative curricular practices and draw on research outcomes and other sources of external evidence to inform their own practice and that of colleagues.
- E14 Contribute to the professional development of colleagues using a broad range of techniques and skills appropriate to their needs so that they demonstrate enhanced and effective practice.
Shared learning
The reflective practitioner cycle is based on developing the professional knowledge base. We have come to the end of the personal reflection phase and will now develop a common understanding of what we have learnt. We will share the key learning points as a group so that these may be collated and added to the community knowledge.
Activity 10 Extracting our shared learning
The objectives of this course activity are to discuss and agree what we have learnt as a group.
Go to the course forum and, in the Discussion called ‘Shared Learning’, post the key learning points that have emerged for you during the course. With your facilitator, agree on the common shared learning from the group.
Evaluation
This final section allows for evaluation.
Activity 11 Course evaluation
The objectives of this course activity are to complete an evaluation form and rate and review the course.
Your task is to complete the evaluation questionnaire, which can be found on the course page. There are also links there to print a certificate and rate the course. The certificate will be ‘released’ by your facilitator.
Resources
You do not need to do all the activities contained in this Resources section. Select those that are most appropriate to your context, interests and possible projects.
Where possible we provide links to materials hosted by Vital. However, this is not always feasible so please bear in mind that over time material from external websites may become unavailable or obsolete.
Introduction
By the time young people reach Key Stage 4, most will already be very confident in using web 2.0 technologies and mobile applications. Indeed, for many young people the online world is very much their real world.
As the recent ‘Youth safety on a living internet’ report states:
To youth, social media and technologies are not something extra added on to their lives; they’re embedded in their lives. Their offline and online lives have converged into one life.
As these young learners have grown up with digital technology many of them may also have had to navigate a range of online risks and dangers. Schools therefore have a vital responsibility not only to provide a safe online environment, but also have effective safeguarding policies and a strong commitment to educating and empowering young people in all aspects of e-safety.
At Key Stage 4 most young learners will already know the basic internet safety advice about not meeting up with strangers they’ve ‘met’ online, or not believing everything they read. However, there are very many other issues including the importance of privacy, the dangers of peer abuse and cyberbullying as well as the issues of information security and viruses.
Following are a set of resources which will give you a good introduction to the subject of e-safety at this key stage and which you can use to support your project. We have included a short reflection exercise after each resource which will help you reflect on the issue specifically for Key Stages 4 and 5.
Please note some of these website resources (especially those posted on YouTube) may change or be removed over time.
1 Why is e-safety important?
- Videos from Childnet, http://www.childnet.com/kia/secondary/film.aspx
- E-safety flyer from Becta,
- A clear breakdown of what teachers need to do – written for trainee teachers but useful for current practitioners, http://www.childnet.com/kia/traineeteachers/
Watch the Childnet introductory video clips and think about whether you already feel confident with the training they are offering.
Download and fill in the ‘Is your school e-safe?’ form on Becta’s e-safety flyer.
Reflection
Are you and is your school e-safe?
Are there things that you could improve upon and change?
Add your thoughts to the forum and ask how others have made changes. Can you adopt any ideas that are already there?
It’s important to learn from students at this key stage, many of whom may be more confident than you in using some of the new applications and interactive environments. Take the time to ask your students how they use some of the new social media to aid them in their homework and study.
2 Explicit photos and ‘sexting’
- ‘Sexting’ could land kids in trouble with the law, http://www.youtube.com/ watch?v=8YdqeGjp3S0
- ‘Sexting’ teenagers risk child-porn charges, http://www.youtube.com/ watch?v=0mEky0KdHPk
- Bulletin board, http://www.youtube.com/ watch?v=tT_ZHWd40r8&e
- Choose what happens next, http://www.youtube.com/ watch?v=pGkaw44-Ql4
- Everyone – think before you post, http://www.youtube.com/ watch?v=4w4_Hrwh2XI
‘Sexting’ refers to teens sharing nude or semi-nude photos via mobiles and the web. The practice can have serious legal and psychological consequences.
In 2009, the Daily Mail newspaper reported that one-third of young adults and 20% of teens had posted nude or semi-nude photos or video of themselves and 90 young people have been cautioned as a result of posting sexual material of themselves or their underage friends online or on their mobile (Daily Mail, 2009).
Do you know and understand what sexting is?
Discuss with your head of department or headteacher to review whether cases of sexting have arisen in your school. Is it as prevalent as these videos make it appear? Watch the films listed above and decide whether you could use any of them in your curriculum.
Reflection
How can you help your students to understand the issues and dangers?
What advice would you give to a young person who is anxious that an inappropriate photo was being circulated by others?
3 Texting
- Give it a ponder: Catfight, http://www.youtube.com/GiveItaPonder#p/a/u/0/_CoAQkK8NCE
- Give it a ponder: Locker room, http://www.youtube.com/GiveItaPonder#p/a/u/1/x8H4CB6ok4E
- Give it a ponder: Angry, http://www.youtube.com/GiveItaPonder#p/a/u/2/_iPrHJPi07o
- Give it a ponder: Unicorn, http://www.youtube.com/ watch?v=9vZfdj8alhk
E-safety does not just relate to the internet. As more and more young people use their mobile phone to access social networking sites and send multiple texts, it’s really important to help young learners consider the seriousness of sending or forwarding messages impulsively or without due care and thought about how these messages may be viewed by the recipient.
There’s nothing happy about the phrase ‘happy slapping’. It is vital to teach young people that if they forward messages which are offensive or could be deemed to be harmful or malicious they could face prosecution for aiding and abetting.
See http://www.dailymail.co.uk/ news/ article-519314/ Net-firms-face-happy-slapping-prosecution.html
Do you always think before you act when you are sending text messages?
Watch the PHSE videos linked above and think about how you could add them to your lessons.
Reflection
Is texting something nasty worse than saying something to one’s face? Why? Can it ever be ‘just a joke?’
How would the person receiving it feel about the joke? Add your thoughts to the wiki.
These examples help students think about the importance of having empathy for others. The phrase ‘if you laugh at it you’re part of it’ can help students appreciate the responsibility they have for not being an accessory or assisting in inappropriate communication.
How could you develop this idea in a PSHE lesson for KS4 students?
4 Strangers online
- CEOP resources area, http://www.thinkuknow.co.uk/teachers/resources.aspx, register to use the CEOP education resources and review the film ‘Matt thought he knew’ before using this resource with KS4 students.
- ID the creep, http://www.inc.com/ staff-blog/ 2007/ 03/ 28/ id_the_creep.html
- Consequences: Assembly for 11–16 year olds, http://www.youtube.com/ watch?v=hK5OeGeudBM
Many students at KS4 will be familiar with the ‘stranger danger’ message. They might feel that they would never be fooled into meeting up with someone who could harm them. However, it does happen and it’s vital that students of all ages know not to meet up with anyone they’ve only met online – no matter how much they feel they really ‘know’ the person.
A key question for people using the web is who is a friend and who is a stranger. Choose one or more of these videos and describe in the forum how you would use them to improve your students’ understanding of who is a stranger.
Reflection
Would you use these games with your students?
Could you incorporate them into your curriculum?
How do you decide that people you meet online are friends? Have you ever been wrong? Add your thoughts to the wiki.
5 Cyberbullying
Research by the University of London Goldsmiths college (cited at http://old.digizen.org/ cyberbullying/ fullguidance/) found that 22% of young people aged 11–18 reported being the target of cyberbullying.
This type of abuse is particularly distressing for young people because it can be constant, and may involve a wide range of other people. Furthermore they may not know who has sent a message, who else has seen it, or how to respond.
It’s really important that as a teacher you know how to help students who report having been the target of cyberbullying and that your school has updated its anti-bullying policy to include a reference to cyberbullying.
Take the time to read Government guidance to schools on how to prevent and respond to incidents of cyberbullying in schools.
See also a very powerful film which shows the consequences of cyberbullying on young people at http://www.digizen.org/ cyberbullying/ film.aspx.
Remember too that teachers can be victims of cyberbullying and again there is important advice produced by the Government on how teachers can protect themselves from cyberbullying. See Cyberbullying: Supporting school staff,
Reflection
From reviewing these resources do you feel equipped to be able to support a KS4 pupil if they told you that they were being cyberbullied?
What role should the school play if cyberbullying was between two pupils in the same school?
Would you involve the student’s parents?
The Childnet film ends with the police coming to the school. What legal issues arise in cyberbullying?
Does your school have a local community police officer?
Having read the advice about teachers not ‘friending’ pupils on social networking sites such as Facebook have you reviewed your friends and privacy settings if you have a Facebook account?
The book Google bomb gives a very comprehensive review of the range of online harassment, cyberbullying, privacy invasion, and Googlebombs (the practice of manipulating the ranking of web pages). It’s important to prepare KS4 students for some of these wider cyberbullying issues such as misrepresentation and reputation abuse online.
6 Reliability of information
- Feline reactions to bearded men, http://www.improbable.com/airchives/classical/cat/cat.html
- BoilerPlate, http://www.bigredhair.com/boilerplate/
- Martin Luther King, http://www.martinlutherking.org/, Warning: this site contains swearing and offensive comments about Martin Luther King
- California's Velcro crop under challenge (1993), http://www.homekb.com/ Uwe/ Forum.aspx/ rural/ 637/ California-s-Velcro-Crop-under-Challenge
- The Final Curtain, http://www.finalcurtain.com/
Look through all of the above websites and choose one to examine closely, studying the quality of the information given there. Is the information good? Accurate? Would you use any of these with your students? How?
Reflection
How do you verify information found on the internet?
What advice would you give to KS4 students to help them to check the quality or veracity of information they find?
7 Social networking
- Bebo safety, http://www.bebo.com/Safety.jsp
- My footprints, http://myfootprintsd.com/
- Protecting reputations online in plain English, http://www.commoncraft.com/protecting-reputations-video
- Myspace, Facebook: employers are watching, http://www.youtube.com/ watch?v=ddZWkhItPuI&feature=related
Because sites such as Facebook are very popular with young people it is really important that you discuss with your students the importance of privacy settings and how to use these sites responsibly.
There is some very helpful advice about Facebook’s privacy settings on the page A summary of the new Facebook privacy controls.
There is also a very clear video at http://www.connectsafely.com/ Videos/.
Reflection
Watch the Bebo safety and My footprint videos linked above. Think about how you could introduce them into your tutor group. Are your students aware that their profiles could affect their chances at college or of getting a job?
It’s easy to search for people on Facebook and it’s possible to find examples of things which someone might not want their future employer to see. You can discuss examples with students and then go through the privacy settings. If you show examples it is vital that you make them totally anonymous and don’t use anyone that may be recognised by the students.
Ask your students what a future employer or university admissions staff member might find if they searched for them on the internet. What sort of issues could this question raise?
8 Other issues – viruses and malware
- Spams & scams, http://www.breakthechain.org/ss.html
- Phishing, http://www.commoncraft.com/phishing
- GetNetWise, http://www.getnetwise.org/, advice about different software protection
- Sorted, http://www.childnet.com/sorted/, advice written by a young person for other young people on information security issues
Access to the internet in most schools is managed, filtered and safe. There will be anti-virus and firewall protection in place to ensure that users are protected. However, young people can find that their home computer becomes infected with viruses and malware and it’s really important to include the importance of securing their computer as part of e-safety.
What resources do you have in schools to stop anyone introducing viruses into the system? What about adware or malware? Where does adware or malware come from?
Do you have very tightly controlled web filtering so that you cannot access many of the sites that would give you the opportunity to download music, for instance?
Is your computer use monitored? If you visited a shopping site and bought shoes whilst you are in school would anyone know?
Teachers have a duty to teach children how to keep themselves safe – not only personally, but legally and financially too. It’s therefore increasingly important to teach young people about financial literacy, how they can be a victim of fraud and the dangers of copying material which is copyrighted.
See http://www.ictineducation.org/ home-page/ 2010/ 4/ 13/ 11-essential-elements-of-a-digital-financial-literacy-course.html for a good summary of online financial issues with 11 helpful suggestions.
Reflection
Filtering means various sites are blocked – this may be on the basis of words, domains, image colouring and more. Monitoring, however, is just that. Sites are monitored and hopefully any troublesome behaviour is spotted and visits to those sites stopped before it became a problem.
Which would you prefer?
Which would be best for your children? Why?
Write your thoughts in the forum and see how others feel. Respond to other teachers’ thoughts.
Are any of the things that you try to download illegal, such as music or images?
What dangers do illegal music or video downloads pose?
Do you understand the copyright rules?
Are memory sticks, external hard drives and similar allowed in school?
Investigate Dropbox as an alternative, http://www.dropbox.com. Dropbox is a free (up to 2 GB capacity) resource that allows users to have a folder where they can save their own files on a server accessible from anywhere at any time. A person who uses it can open their folder on any computer to access their files. Users can also share those files by giving access to a web link.
9 Policies and protecting yourself
Study this website, http://www.fluidoldham.co.uk/ esafety/ charter.php. It shows an e-safety charter, developed by pupils, of their rights when using the internet. How does that compare with your school’s acceptable use policy (AUP)?
This website, http://www.blackburn.gov.uk/ server.php?show=ConWebDoc.51178 , shows another charter but adds to the rights by outlining the responsibilities that go alongside.
Watch the following videos.
These three websites give information about creating a school’s AUP:
- http://webarchive.nationalarchives.gov.uk/ 20110113101521/ http:/ nextgenerationlearning.org.uk/ safeguarding-learners/ Case-studies/ E-safety-and-Ofsted-inspections/
- http://www.lgfl.info/ esafety/ policy/ Pages/ ESafetyPolicyStrategyResources.aspx
- http://www.nen.gov.uk/ esafety/ 13/ nen-e-safety-audit-tool.html
An AUP outlines acceptable and unacceptable behaviours when using technology and network resources provided by the school, both on and off site, or when using personal technologies on school premises or networks.
A good AUP should protect staff as well as learners. The principles and sanctions for misuse should be clearly communicated to parents so they can support the school in the policy and mirror good use of the internet at home. An AUP is not a legal requirement for school but something which is seen as good practice.
Reflection
Has your school got an AUP?
Did you sign it?
Can you remember what it says?
Have you reminded the pupils about it frequently?
Is it based on rules? Or rights?
Is your on-line life professional?
Can your pupils, parents, employers find out about your lifestyle, immediate family, holidays or hobbies from your web persona?
Do you abide by the rights and responsibilities?
Would it be possible for your class, school or partnership to create its own charter?
If you used the AUP audit tool on the NEN website how did you get on?
Do you think having looked at the resources you could produce an AUP for your school?
Further reading
General
The Byron Review, http://tna.europarchive.org/ 20081202015242/ dcsf.gov.uk/ byronreview/
Every Child Matters, http://webarchive.nationalarchives.gov.uk/ 20100113205514/ dcsf.gov.uk/ everychildmatters/
The Children Act 2004, http://www.opsi.gov.uk/ acts/ acts2004/ ukpga_20040031_en_1 , pages 13–16 in particular
What is social networking?, http://www.whatissocialnetworking.com/
CEOP – for teachers, http://www.thinkuknow.co.uk/ teachers/
Safeguard learners online: How are you safeguarding next generation learners? http://webarchive.nationalarchives.gov.uk/ 20100113205514/ dcsf.gov.uk/ everychildmatters/
Safeguarding in a digital world: Guidance for learning providers, http://teachfind.com/ becta/ about-becta-publications-safeguarding-digital-world-guidance-learning-providers-bect
How e-safety fits the PHSE and citizenship curriculum, http://www.childnet.com/ kia/ primary/ Curriculum.aspx
An overview of the kinds of technology currently being used by children, http://www.childnet.com/ kia/ primary/ Technology.aspx
The pupil view
2,800 Kids worldwide speak out on cyber safety: not all fun and games online, http://www.symantec.com/ about/ news/ release/ article.jsp?prid=20100614_01
Next generation learning – safeguarding, http://webarchive.nationalarchives.gov.uk/ 20110113101521/ http:/ nextgenerationlearning.org.uk/ safeguarding or http://webarchive.nationalarchives.gov.uk/ 20110113101521/ http:/ nextgenerationlearning.org.uk/ At-Home/ Internet-safety/
Viruses
Computer viruses, http://www.kidsturncentral.com/ topics/ computers/ virus.htm
Virus, malware, adware, spyware, is there a difference? http://www.kotoritechnologies.com/ component/ content/ ?task=tag&tname=malware&type=blog
Computer viruses, http://www.newton.dep.anl.gov/ teachers/ compvir.htm
How do computer viruses work? http://www.albion.edu/ it/ software/ 51-how-do-computer-viruses-work
Cyberbullying
Cyber bullying of teachers – a growing problem for schools? http://www.teachingtimes.com/ articles/ cyber-bullying-teachers.htm
Social networking
Social networking in schools: incentives for participation http://thejournal.com/ Articles/ 2009/ 09/ 16/ Social-Networking-in-Schools-Incentives-for-Participation.aspx?Page=1
Colleges scan Facebook during admissions, http://www.eschoolnews.com/ 2009/ 05/ 12/ colleges-scan-facebook-during-admissions/
Copyright
Intellectual property rights for creative businesses, http://own-it.org
References
Acknowledgements
Authors: Carol Rainbow, Stephen Carrick-Davies
Reviewers: Terry Freedman, Pete Bradshaw
Editor: Matthew Driver