lead ▪ learn ▪ protect ▪ engage ict leader summer update 1.grapple: what can you score?!...

lead ▪ learn ▪ protect ▪ engage www.somersetelim.org

ICT Leader Summer Update

1. Grapple: What can you score?!2. e-safety: The Ofsted picture3. e-sense: The Whole picture4. Cyberbullying: What issues have arisen for you?5. Cyberbullying: Progression in personal responsibility6. 360degree safe review7. Developing Digital Literacy8. Conferences

Agenda


How ready are you to deal with the risks?

http://www.side.wa.edu.au/static/grapple


“Children and young people need to be

empowered to keep themselves safe – this

isn’t just about a top-down approach. Children

will be children – pushing boundaries and

taking risks. At a public swimming pool we have

gates, put up signs, have lifeguards and

shallow ends, but we also teach children how

to swim.”

Safeguarding Children in a Digital World Tanya Byron, 2008

Context for e-safety


Ofsted Inspection Framework Behaviour and safety of pupils at the school

Inspectors must consider:

• ‘pupils’ behaviour towards, and respect for, other young people and adults, including for example, freedom from bullying and harassment that may include cyber-bullying and prejudice-based bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability.’

•‘the extent to which pupils are able to understand and respond to risk, for example risks associated with extremism, new technology, substance misuse, knives and gangs, relationships (including sexual relationships), water, fire roads and railways.’


Possible Ofsted questions• How do you ensure that all staff receive appropriate online safety training

that is relevant and regularly up to date?

• What mechanisms does the school have in place to support young people and staff facing online safety issues?

• How does the school educate and support parents and whole school community with online safety?

• Do you have e-safety policies and acceptable use policies in place? How do you know they are clear, understood and respected by all?

• Describe how your school educates children and young people to build knowledge, skills and capability when it comes to online safety? How do you assess its effectiveness?


Cyberbullying: Personal Responsibility

1 in 13 children and young people experience persistent and intentional cyberbullying, with just under a quarter (23%) reporting that the bullying lasted for a year or more, and two in five (40%) said that it lasted for months or weeksVirtual Violence II Nominet study of 4065 children and young people across the UK February 2012

• Across Europe, 6 per cent of 9 to 16-year-old internet users report having been bullied online, and 3 per cent confess to having bullied others.• Far more have been bullied offline, however, with 19 per cent saying they have been bullied at all – and 12 per cent have bullied someone else. • UK 8% report having been bullied online and 21% report being bullied online or offlineEU Kids Online September 2011

Although relatively few children report being bullied, this is the risk that upsets them most, more than sexual images, sexual messages, or meeting online contacts offline EU Kids Online 2011


Cyberbullying is a form of bulling

•

3.1.3 There are particular features of cyberbullying that differ from other forms of bullying and need to be recognised and taken into account when determining how to respond effectively. The key differences are:Impact: the scale and scope of cyberbullying can be greater than other forms of bullying. Targets and perpetrators: the people involved may have a different profile to traditional bullies and their targets. Location: the 24/7 and any place nature of cyberbullying. Anonymity: the person being bullied will not always know who is attacking them. Motivation: some pupils may not be aware that what they are doing is bullying. Evidence: unlike other forms of bullying, the target of the bullying will have evidence of its occurrence.


Suffering in silence

http://www.teachersmedia.co.uk/videos/combating-cyberbullying-suffering-in-silence

Person outline

Person outlineChannel

4 newsChannel

4 news


Sexting

NSPCC Report http://www.nspcc.org.uk/inform/resourcesforprofessionals/sexualabuse/sexting-research_wda89260.html

For young people, the ‘stranger danger’ hyped by the media is not the primary technology related threat – it’s technology mediated sexual pressure from their peers. Children rarely express concern about inappropriate sexual approaches from strangers. When they did, they were quick to brush off the approach as from a “weirdo”, “pervert” or “paedo”.

The problems posed by sexting come from their peers – from ‘friends’ in their social networks. This means much of the typical advice about being careful who you contact, or keeping your profile private misses the point.

... often coercive, linked to harassment, bullying and even violence.

Megan’s story on YouTube

Megan’s story on YouTube


e-safety and e-sense

e-Safety

What the school does to protect me (teaching, modelling, policies, systems,

filtering)

e-Sense

What I do to protect myself (behaviour, developing skills, taking responsibility)


e-safety across the school

… the whole pictureQuick check

Quick check



The school has an active e-safety committee / group with wide representation from the SLT, staff (including Child Protection representative), governors and pupils / students. It has clear lines of responsibility and accountability.

Element: Policy and LeadershipStrand: ResponsibilitiesAspect 2: E-Safety Committee or Group

Terms of reference

Terms of reference

Graffiti

wallGraffiti

wall


Graffiti Wall



The school meets the e-safety technical requirements outlined in regional (eg SWGfL) and Local Authority Security Policies and Acceptable Usage Policies. There are regular reviews and audits of the safety and security of school ICT systems.

Element: InfrastructureStrand: ServicesAspect 2: Technical Security

Technical document

Technical document



The impact of the e-safety policy and practice is monitored through the review / audit of e-safety incident logs, behaviour / bullying logs, surveys of staff, students / pupils, parents / carers. The school reviews the effectiveness of e-safety support received from external agencies. There is balanced professional debate about the evidence taken from the data ie the logs/ audits and the impact of preventative work ie e-safety education, awareness and training.

Element: Standards and InspectionStrand: MonitoringAspect 2: Monitoring the impact of the e-safety policy and practice

surveyssurveys


e-sense Primary Progression … the whole picture

Safety

Collaborating

Effectiveness and Evaluation

Copyright

UpdatedUpdated



The school provides opportunities for parents to receive regular education or information about e-safety. Parents and carers are aware of and endorse (by signature) the Pupil / Student Acceptable Use Agreement. All parents have access to current e-safety materials through the website or other means. The school understands the importance of the role of parents and carers in e-safety education and in the monitoring / regulation of the children’s on-line experiences (particularly out of school). Parents and carers know who to contact if they are worried about e-safety issues.

Element: EducationStrand: Parents and CarersAspect 1: Parental Education

Parent Leaflet

Parent Leaflet

Byte AwardByte Award



A planned programme of formal e-safety training is made available to staff. E-safety training is an integral part of Child Protection / Safeguarding training and vice versa. An audit of e-safety training needs is carried out. E-safety training is included in the induction programme for new staff. Designated staff have attended e-safety conference or update sessions. An e-safety inset session has been held.

Element: EducationStrand: StaffAspect 1: Staff Training

Presentations in the Blog document libra

ry

Presentations in the Blog document libra

ry



A planned e-safety education programme takes place through PHSE / ICT / other lessons / assemblies and across the curriculum, for all children in all years and is regularly revisited. There is breadth and progression. Pupils / students are aware of e-safety issues and understand and follow the e-safety and acceptable use policies. Appropriate e-safety resources are used. The school is effective in the education and protection of vulnerable children who may be put at particular risk from their and others’ actions on-line. The school regularly evaluates the effectiveness and impact of e-safety

Element: EducationStrand: Children and Young PeopleAspect 1: E-Safety Education


Explore the whole picture of e-sense

Not just the risks... also the responsibility


Resources for the Primary Classroom

Year 1 / 2

www.thinkuknow.co.uk/5_7

Year 3 / 4

www.childnet-int.org/kia/primary/smartadventure

Year 5 / 6

www.thinkuknow.co.uk/8_10

http://kidsmart.org.uk/teachers/ks1/

http://www.bbc.co.uk/cbbc/topics/stay-safeHorrible Histories and Tracy Beaker


e-Sense BYTE awards

KILOBYTE Vulnerable learners on p scales

MEGABYTE Foundation

GIGABYTE Year 1 and 2

TERABYTE Year 3 and 4

PETABYTE Year 5 and 6

Consider implementation across your school



Pupils / students are taught in all lessons to be critically aware of the materials / content they access on-line and are guided to validate the accuracy of information. Staff and pupils / students are aware of “Creative Commons” licensing. There are many opportunities for them to develop a good understanding of research skills and the need to avoid plagiarism and uphold copyright regulations, across all media (eg music / video / games etc).

Element: EducationStrand: Children and Young PeopleAspect 2: Information Literacy


Digital LiteracyDigital literacy is the combination of skills, knowledge and understanding that young people need to learn in order to participate fully and safely in an increasingly digital world. It builds the capabilities for an individual to live, learn and work in a digital society.

Confidence online Competence onlinemay not =

Becta / Future Lab

‘Very confident but not particularly competent’

•Demos ‘Truth, Lies and the Internet: Sep 2011 report argues that the amount of material available at the click of a mouse can be both liberating and asphyxiating. Knowing how to discriminate between different information/misinformation is fundamental to education.

•Jamie Bartlett, author of the report said: “We can't teach children what to think, but we must ensure that young people can make careful, skeptical and savvy judgments about the internet content they encounter.”


Functional technology skills

+Critical thinking

+Collaboration skills

+Social awareness

Functional technology skills

+Critical thinking

+Collaboration skills

+Social awareness

• The functional skills of knowing about and using digital technology effectively

• The ability to analyse and evaluate digital information

• Knowing how to act sensibly, safely and appropriately online

• Understanding how, when, why and with whom to use technology.

Digital Literacy


Finding things out

• Handling data

• Research

Exchanging and sharing information

• Presentation

• Collaboration

Developing ideas and making things happen

• Control and monitoring

• Modelling and simulation

Thinking about Digital LiteracyPla

nn

ing

, d

evelo

pin

g a

nd

evalu

ati

ng e-sense


FINDFIND

EVALUATE

EVALUATE

CREATECREATE

COMMUN-ICATE

COMMUN-ICATE

DEFINEDEFINE

REFLECT AND

PROGRESS

Planning for Digital Literacy

Becta: Digital Literacy Planning Tool

Direct

Guide

Facilitate

Direct

Guide

Facilitate


Digital Literacy

• e-sense progression

• Finding things out progression

• Exchanging and sharing information progression

• Simon Haughton Internet Research Progression

• Somerset Digital Literacy Planner

http://bit.ly/somersetdigitalliteracy


Digital Literacy: Appropriate search engines

www.kids.yahoo.com

www.askkids.com

www.kidsclick.org

www.searchbox.co.uk/kids

www.bbc.co.uk/cbbc/find

http://primaryschoolict.com

Search

tips for

kids

Search

tips for

kids

www.swiggle.org.uk


Digital Literacy Foundation Stage

•Know they can find information from different sources.

•Children recognise they can use ICT to explore things (FTO)

© Children know that things they create belong to them and can be shared with others.


Digital Literacy Year 1 and 2

•Understand there are a variety of sources of information and begin to recognise the differences. (and FTO)

•Recognise different types of content on websites (e.g. adverts, links) and know that some things may not be true or safe.


Minimise and Tell

http://www.cybersmart.gov.au/cyberquoll


Digital Literacy Year 1 and 2•Understand there are a variety of sources of information and begin to recognise the differences.


http://www.earlylearninghq.org.uk/http://www.familylearning.org.uk/phonics_games.html




http://webfronter.com/rbkc/tomatospider/

© Children know that sometimes pictures and words on the Internet cannot be copied because they belong to someone else.



•Recognise that information on websites may not be accurate or reliable and may be used for manipulation, persuasion or promote bias.

http://www.thedogisland.com/http://zapatopi.net/treeoctopus/



•Recognise that information on websites may not be accurate or reliable and may be used for manipulation, persuasion or promote bias.

http://pbskids.org/dontbuyit/advertisingtricks


Digital Literacy Year 3 and 4•Children recognise appropriate sources of information and follow lines of enquiry (FTO)

•© Children understand the need to identify whether material can be shared before using it in their work.



•Recognise that websites have an author and an audience and some people may publish content that is not accurate. They understand reasons why people might publish content that is not reliable and know they need to check and critically evaluate information.

•Recognise the consequences of using unreliable information.

http://www.cybersmart.gov.au/cyberquoll


Digital Literacy Year 5 and 6•Children consider plausibility of information and begin to recognise how information may be used for bias, manipulation or persuasion (yr 4/5 FTO)

•Children recognise the need to critically evaluate information and understand that it can be interpreted in different ways (yr 6 FTO)

•©Children recognise the material on the Internet which belongs to someone else and know what can be downloaded to use in their own work.

http://www.digizen.org/digicentral/plagiarism.aspx


Consider protecting your professional identity

friendbook

pdffriendbook

pdf


What are your expectations for each classroom in your school?

What are key actions for your school?


Conferences

West of England ICT Conference – 4th July 2012, UWE

‘Shout IT Out’: Somerset ICT Conference – 16th October 2012, Dillington


Conference Competition

Win a Learnpad 2:android tablet designed for education.https://slp.somerset.gov.uk/cypd/elim/

somersetict/Shout%20IT%20Out%20Conference%202012/Shout%20IT

%20Out%20competition.pdf

Shout Out how your learners are using technology


WorkshopsCourse Venue, Date and Timing Course Code

Smartnotebook Workshop Oaklands Primary School9.15am - 12noon

with an optional afternoon session for individual

workingFriday 29th June

ELIMAYB006 206

Textease Studio CT Workshop Oaklands Primary School9.15am - 12.00noonTuesday 10th July

ELIMJDB006 207

Creating games in the Primary Curriculum

Oaklands Primary School9.15am - 12noon

Wednesday 11th July

ELIMAYB004 207

Computer Programming in the Primary Curriculum

Oaklands Primary School13.30 - 16:30

Wednesday 11th July

ELIMAYB005 207


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lead ▪ learn ▪ protect ▪ engage ict leader summer update 1.grapple: what can you score?!...

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