somerset · web view2019. 2. 1. · hectobyte scheme of work. these resources are a starting...
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HectoBYTE Scheme of WorkThese resources are a starting point for ongoing work around e-safety.
They will need to be reinforced with repeated practical activities tailored to meet individual needs.
Some learners may take messages literally. Care will have to be taken to customise messages according to learning needs
HectoBYTE award in e-sense – Older Students with Learning Difficulties
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These suggestions for teaching episodes are not prescriptive but show how the HectoBYTE objectives could be delivered. Educators should customize the teaching and learning to suit the needs of their learners.
The e-Safety Project team have also lots of material at: http://www.em-esafetyproject.co.uk/
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If you have any suggestions for resources or work to be added please send your ideas to [email protected]
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Passwords
Obj
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Bronze Silver Gold Keep their passwords private (g1) Keep personal information and passwords private
(t1) Know how to choose a secure password (p1)
Can recognise and explain the need for different passwords and can describe how passwords are sometimes broken (z1)
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Passwords
Obj
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Bronze Silver Gold
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BRONZEUse http://www.healthypasswords.com/content.Healthy_Passwords_Why_Are_Passwords_Important.html to inform your discussion as why passwords are important.At the simplest level learners could either set a PIN number on their phone or log onto the network/website.Discuss how they could remember their password and why they should not share it with anyone.
Look at the materials and lesson plans at http://www.childnet-int.org/kia/toolkit/ for other ideas
SILVERVisit How Strong is my password http://howsecureismypassword.net/ or https://www.microsoft.com/en-gb/security/pc-security/password-checker.aspx to find out the
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Personal Information
Obj
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Bronze Silver Gold Begin to understand what personal information is and
who you can share it with (g5) Understand that personal information they put online
can be seen and used by others (t8)
Keep personal information and passwords private (t1) Make sure a supporter knows what they are doing and
how to report concerns (t4)
Evaluate the risks associated with the sharing of personal information in a digital environment (yp4)
Identify and explain measures used to protect themselves against danger when using social media. (z5)
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BRONZEShow http://www.bbc.co.uk/cbbc/clips/p00nxz6y - Horrible HistoriesCreate cards with the words First name, surname, address, nickname, mobile phone number, user name, passwords things I like and other items of personal information. Distribute them to the learners and ask questions such as Which information could we share with family? Which information could I share with a friend? Which information could I share with a stranger? Which information could I share with an online contact?Have discussions about the issues and complete some role plays to reinforce (you might like to set up a private blog to see if they can work in an online environment).
Look at the materials and resources on http://www.thinkuknow.co.uk/11_16/new/social-networking/ for other ideasLook at the materials and resources on http://www.chatdanger.com/ for other ideas
SILVERShow the video at the bottom of the page at: http://www.em-esafetyproject.co.uk/tell. Follow the discussion points.
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Virus and malware protection
Obj
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Bronze Silver Gold Recognise warning messages that might appear
and how to report these (h1) Recognise risks when using technologies in an
online environment and the need for virus and malware checkers (e1)
Aware of the function of some common types of computer viruses and discuss the implications when failing to protect against them (yp3)
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BRONZEShow the video at http://www.youtube.com/watch?v=G-Mvh0I3mdw. Ask the question what is a virus?
SILVERLook at http://www.ehow.com/how-does_4672456_virus-affect-computer-functions.html. Get the learners to write a bit about the differences between a Trojan, Worm and email attachment.
Look at the materials and resources at http://www.childnet-int.org/sorted/ for other ideas.
GOLDLet the learners at the desktop simulation ‘Take the Grapple Challenge at the bottom of the page at http://www.northerngrid.org/resource/take-the-grapple-challenge
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Obj
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Are aware that they can use the Internet to play and learn (m2)
Begin to recognize the need for responsible use of ICT equipment (k1)
Learn to share equipment and take turns (m7) Recognise the Internet as an exciting place to be
but understand the need for balance in how they spend their time and make good choices about age appropriate activities (g6) –especially with YouTube (h5)
Understand the need for rules to keep them safe when exchanging ideas online (t3)
Know that they can use online tools to collaborate with others and the importance of doing this responsibly, choosing age appropriate websites (t9)
Understand appropriate and inappropriate use of the Internet including excessive use (p2)
Recognise the risks and rewards of using Internet communication tools and understand how to protect themselves and the devices they use. (p3)
Recognise their own right to be protected from the inappropriate use of technology by others and their responsibility to report concerns. (p4)
Use technology equipment independently and safely without issue over a period of time (h3)
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BRONZEPlay games on the Internet e.g. http://www.bbc.co.uk/cbbc/games/Ask them to share their experiences: Was it fun? Did they share with others?Get them to come up with a set of rules that they should follow when on the internet.
What are their favourite types of videos that they watch on YouTube?What do they do if the come across a video that makes them feel uncomfortable?
SILVERExamine the resources at http://www.thinkuknow.co.uk/11_16/control/
Get the learners to create a survey of their friends on how much time they spend online and on their phones? From this discuss how time is too much?
Create a video about a topic.17 24/05/2023
Safe Communication
Obj
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Bronze Silver Gold Begin to be aware who it is safe to communicate
with (k6) Begin to recognize they can send information
about themselves to someone else (k9) – especially with VOIP (Skype) and Social Networks (h2)
Begin to recognize the need to know who it is they are sharing their learning online and recognize the difference between real and imaginary experiences (g2)
Recognize the need to know who it is they are sharing their online experiences with (h4)
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BRONZEUsing walkie talkies/mobile phones/Skype/webcam learner is involved in a role play conversation with a hidden supporter. Supporter attempts to get personal information from learner.
Look at the material at: http://www.childnet-int.org/kia/toolkit/ on Grooming and Jenny’s story.
SILVERPlay games where you are playing against real people eg http://www.arcademicskillbuilders.com/games/kitten-match/kitten-match.html or http://tutpup.com/ (easy peasy level). These games are okay but what about game such as World of Warcraft and other Multi Role playing games? Make a list of the dangers.
GOLDWatch the video at the bottom of the page at http://www.em-esafetyproject.co.uk/take-care Why did Zoe make the decision not to share her phone number?
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Plagiarism, copyright and Footprint
Obj
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es Bronze Silver Gold Recognise the effect their writing or images might
have on others (t10) Be aware of the how the sharing of files between
peers can contradict copyright restrictions (e8) Evaluate the benefits and dangers of having a
digital footprint. (yp9)
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BRONZEUse the Moral Compass materials at: https://slp.somerset.org.uk/sites/edtech/eSafety/Forms/AllItems.aspx?RootFolder=/sites/edtech/eSafety/Teaching%20and%20Learning/Moral%20Compass&InitialTabId=Ribbon.Document&VisibilityContext=WSSTabPersistence to explore the question of what is correct to post or text
SILVERUse the lesson plan at Copyright at http://www.childnet-int.org/kia/toolkit/ to explore copyright
GOLDDraw a foot on a piece of A4 paper and ask the learners to write down any place on the internet where there would be personal information about them. The discuss.Look at the resources on http://www.kidsmart.org.uk/digitalfootprints/
Look at the resources on http://www.kidsmart.org.uk/filesharing/Look at the resources on http://www.kidsmart.org.uk/music/
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Reporting Concerns
Obj
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Bronze Silver Gold Make sure a supporter knows what they are
doing and how to report concerns (t4) Recognise the behaviours that contribute to
cyber-bullying (e11) Describe the impact of cyber-bullying on the
recipient (e12)
Explain the variety of behaviours that contribute to cyber-bullying. (z10)
Explain the impact of Cyberbullying on the recipient and identify the media through which cyber-bullying often occurs (e.g. social networking, mobile phones). (z11)
Recognise and interpret the social impact of cyber-bullying and identify processes and support systems that exist to help reduce the harmful impact of cyber-bullying. (yp11)
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BRONZEMake a list of the things that the learner could do with technology. Divide these up into those that have no interaction with others and those that do.Add to the list the always in which the learner could report if there was something that made them feel uncomfortable. You might like to use http://www.thinkuknow.co.uk/11_16/report/
SILVERUse the resources at http://www.childnet-int.org/kia/toolkit/ Cyber Bullying to inform the learners about hurt and pain that can be caused by cyberbullying
GOLDExplore the idea of using learner voice to create an e-safety charter
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Excessive use of technology
Obj
ectiv Bronze Silver Gold
Recognise excessive use of computers and others devices and begin to consider the need to protect those devices (t6)
Can explain their use of technology and can rationalise the possible impact of excessive use (z12)
Identify and explain the consequences of excessive use of technology on themselves and others (yp12)
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BRONZEList all the items of technology that the learner uses. Ask the question which one could the learner not do without. How do they protect these devices, both physically and with virus checkers etc.
SILVERComplete a survey of the time that the learners spend on technology. Highlight those that take the largest amount of time. If the use is excessive what could be the dangers. Discuss
GOLDResearch and make a presentation on the effects that the introduction of mobile phones have had on society.
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Health and Safety at Work
Obj
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Bronze Silver Gold Follow a set of guidelines to access technology
comfortably with adult support (h6) Follow a set of guidelines to access technology
comfortably with increased independence (h7) Know the health risks associated with prolonged
use of computers in the work environment (RSI, posture, work-space design, impact on vision and time spent at a computer). (ym10)
Examine the use of ICT in different business settings and the health implications associated with this. (yd10)
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It is very important that the individual’s needs are taken into consideration when dealing with this section.
BRONZEIndividual’s are involved in constructing their own set of guidelines.
SILVERInvestigate the assistive technologies for others. How could they help.
GOLDUse the information at http://www.bbc.co.uk/schools/gcsebitesize/ict/implications/3healthandsafetyrev1.shtml to explore what the Health and Safety at Work. Get the learners to make suggestions for their learning space.
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Reliability, Validity and Bias
Obj
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Bronze Silver Gold Know they can find information from different
sources (k10) Are aware of some sources of information and
preferred activities (k11) Recognise different types of content on websites
(e.g. adverts, links) and know that some things may not be true or safe (g10)
Recognise that information on websites may not be accurate or reliable and may be used for manipulation, persuasion or promote bias (t11)
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. (p8)
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BRONZEAll sit around and design a personal webpage that has some untruths. People have to identify the lie.
SILVERLook at http://zapatopi.net/treeoctopus Investigate website and discuss reliability. How can we check whether a website is reliable?Use a games website which contains adverts or YouTube. Can the children recognise what to click on to play a game/video and what is an advert? eg http://www.earlylearninghq.org.uk/
GOLDUse the resources at http://www.digitaldisruption.co.uk/ to explore propaganda on the web
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Commercial Use of Data
Obj
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Bronze Silver Gold Experience methods used by commercial sites used
to collect data (h8) Describe and explain an awareness of methods
used by commercial sites to collect and store information about users to help them target their business activities. (e.g. Facebook, YouTube and Google) (e16)
Demonstrate an understanding of how illegal activity such as phishing and email scams can extract personal information from legitimate websites (ym13)
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BRONZEFind out what a cookie is? How does they work?
SILVERUse the ideas in lesson 1 from teach-ict http://www.teach-ict.com/ks3/year9/impact_ict_society/ict_society.htm to explore the use of loyalty cards in supermarkets.
GOLDUse the material at http://www.childnet.com/sorted/spamphishing.aspx to explore Spam and Phising. Make a list of the things that the learners should look for in a spam email.
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