An Internet Safety Lesson & Resource Pack For SPHE Teachers
//:Be SAFE Be WEBWISE://An Internet Safety Lesson & Resource Pack for SPHE TeachersNCTEICT in Schools ProgrammeT:F:E:W:Copyright National Centre for Technology in Education 2007.Permission granted to reproduce for educational use providing the source isacknowledged. Copying for any other purposes prohibited without the priorwritten permission of the publisher.SPHE Inservice InformationSPHE Support ServiceT:F:E:W:01 805 771801 853 5113sphe@mie.iewww.sphe.iedesign by roomthree.comDisclaimerWhile every effort has been undertaken to make this publication as completeand as accurate as possible, the author and the publisher does not acceptany liability or responsibility for any person or entity with respect to any loss ordamages arising from the information contained in this publication. Inclusion ofproducts and company names does not imply the endorsement by the NCTEof a product or company, nor does exclusion imply the reverse. The NCTE doesnot accept responsibility for any opinions, advice or recommendations on theexternal web sites mentioned in this publication.01 700820001 7008210info@ncte.ie, internetsafety@ncte.iewww.ncte.ie
ContentsForeword. 02Introduction & Guidelines . 03Topic 1: Secret Codes. 06i.Secret Codes Worksheet . 08ii.Responsible Use Rules . 09iii. Responsible Use Worksheet . 10Topic 2: Identity Parade. 12i.My Profile Worksheet . 16ii.Debate Marking Sheet . 17Topic 3: Cyberbullying. 18i. Cyberbullying Jigsaw . 21ii. ‘Everyone Hates U’ Posteriii. ‘Think before you Upload’ PosterTeacher Resource Notes and Background Information . 25Topic 4: Asking for Help – On My Own Two Feet . 28i.‘I just don’t know what to do’ Worksheet . 31ii.Helping Agencies . 32iii. Situations Handout . 33Topic 5: Internet Decisions . 34Teacher Resource Notes and Background Information . 37Safer Internet Day Project Guide. 38Glossary of Internet Terms . . 39PostersCyberbullying Jigsaw‘Everyone Hates U’‘Think before you Upload’
ForewordWe live in a time when, due to influences of information and communications technology, the way our children live their lives isconstantly changing. Nowhere is this more evident than with young people’s use of the Internet. The ease of access to powerfulcommunication tools such as social networking websites, video and photograph sharing sites, and camera-phones means that,all over the world, various people are saying new things in new ways to new audiences. Individuals are sharing ideas and viewson a panoramic scale in ways that, until recently, were only open to broadcasters.However, alongside the tremendous opportunities provided by technology, there are also challenges. Many young peopleapproach online content in the same way that they read a book - they believe most of what they look-up online. In schools weneed to foster the critical and analytical skills that can harness the positive aspects of the information media we now have accessto at the click of a mouse. In short, we need to promote digital literacy.Digital literacy is not simply about developing skills to use technology or to validate online content. Email, instant messaging,texting, and Bebo are allowing Irish children to connect with each other and engage with society in ways that were unimaginabletwo years ago. We are also seeing how the anonymous, instant, and far reaching communication capabilities of the Internet havebrought a new dimension to child protection issues such as bullying, anorexia, suicide, and sexual exploitation.Consequently, young people children need to develop skills to establish supportive relationships, to enjoy the company of others,and to resolve conflicts in appropriate ways. They need to be aware of and sensitive to their role in influencing the behaviour ofothers through their online lives. Students require the skills to identify when they are subject to influence or manipulation, whetherovert or subtle, and the self-confidence to resist these pressures.Through discussion and group techniques this programme addresses the life-skills associated with personal safety, socialresponsibility, ethical and human rights in the context of the wide use of the Internet by young people. This approach enablesstudents to learn from their peers and establish ethical codes of practice for themselves by themselves.The NCTE is the Irish Internet Safety awareness and is responsible for the Webwise Internet Safety awareness campaign inschools (www.webwise.ie). In partnership with Childline and the National Parents Council Primary, it operates an Internet Safetyhelpline for children and provides a panel of experts to parents associations and schools across the country to deliver informationseminars and training to parents. Continuing professional development in Internet Safety is also provided to teachers through thelocal ICT Advisory Service.The NCTE and the SPHE Support Service have worked together, in a very positive way to develop these Internet Safetyeducation educational resources to be used by schools in implementing the SPHE curriculum in the Junior Cycle. This learningprogramme empowers students to reflect upon their own safety, read, analyse, and decode Internet content, it also promotesthe use of Internet technologies as instruments of self-expression and creativity, and equips adolescents to use the Internet toengage safely, effectively and responsibly with their local, national and global communities.I would like to thank and acknowledge the work, enthusiasm and expertise of the of the Be SAFE Be WEBWISE team,Anne Potts and Nodlaig O’Grady, SPHE and Gráinne Walsh, NCTE, in the creation and compilation of these learning materials.Our collaborative project was aided by the support and assistance of the former SPHE National Coordinator John Lahiff and,since September 2007, by Sharon McGrath SPHE National Coordinator.This teachers’ resource pack will provide practical guidance on the embedding of Internet Safety messages in classrooms.I believe that the exemplar lessons, the resources and teaching materials will provide comprehensive support for teachers to helpthem guide and protect their students and to enable our young people to be wiser and safer Internet users.Jerome MorrisseyDirector, National Centre for Technology in Education
Introduction & GuidelinesIn an age where the Internet plays an increasingly important role in the education, development and socialisation of our children,the National Centre for Technology in Education (NCTE) in cooperation with the Social, Personal and Health Education (SPHE)Support Service have designed this resource to empower young people to be safe, effective and autonomous users of theInternet for life.This teachers’ booklet is designed as a resource for SPHE teachers to assist them with classes and discussions on InternetSafety. The resource has been designed to give students the opportunity to explore their attitudes and their safety when usingthe Internet. Personal safety issues in regard to Internet use have emerged as an area of concern for Junior Certificate students.Risk behaviour and awareness needs were identified through large-scale surveys of children’s use of the Internet in 2003 and2006 conducted by the NCTE’s Internet Safety initiative Webwise. Risks identified include the disclosing of personal information;cyberbullying; Internet literacy needs and social influencing online. The workshops and lessons are designed to address theseissues in the context of the child’s right to personal safety.Safer Internet Day is celebrated each year during the second week in February and some of these materials and the workproduced by students during the workshops could be used in preparation for a whole-school Internet Safety awareness project.Topic OverviewThe lessons are designed to be delivered as part of the Junior Cycle SPHE Programme. In deciding what year group wouldbenefit from a particular lesson teachers are free to use their professional judgement, keeping in mind the stage of developmentand background of their class group. The teacher will also know the developmental learning needs of individual students and canmake appropriate adaptations to suit their requirements. As SPHE is designed as an enabling curriculum some of the lessonsaddressing Internet Safety issues could be used in the context of a variety of topics and modules in SPHE. Some suggestions areoutlined below.LESSONYEARMODULETOPICSecret Codes1Personal SafetyLooking after myselfExploring my rights and responsibilitieswhen onlineIdentity Parade1Personal SafetyLooking after myselfRecognising that the Internet is not aprivate place2Emotional HealthRespecting my feelings and thefeelings of othersCyberbullying1Personal SafetyDeveloping strategies to recognise andavoid online bullying2Bullying is everyone’s business.Recognising unsafe situations3Belonging and IntegratingFriendshipAsking for Help3Personal SafetyHelp agenciesRelationships and SexualityEducationFinding supportMaking a good decisionKnowing where to get helpInternet Decisions2Personal SafetyDeveloping students’ critical awareness inregard to the Internet3Influences and DecisionsThe changing nature of friendship
Acceptable Use PolicyIt is recommended that teachers using this resource are familiar with the school’s Acceptable Use Policy (AUP) and its ICTResponsible Use Rules. The Webwise Internet Safety Pack for Schools contains information, advice and AUP templates whichcan be used as a basis for whole school ICT policy development. Adopting a whole school approach and linking to other policyareas such as the school’s Anti-Bullying Policy and Child Protection Policy will allow the school to deal with any wider issueswhich may arise following these Internet Safety SPHE sessions.Workshop/Lesson DeliveryWhile the lessons are designed to be used in a classroom suitable for discussion and debate, all offer opportunities to integrateICT into SPHE. Teachers of SPHE may like to liaise with the students’ ICT teacher who could extend the learning into thestudents’ ICT class time.The SPHE lessons are part of the NCTE’s Internet Safety continuing professional development course for primary and postprimary teachers: Integrating Internet Safety into Teaching Learning, details available at www.ncte.ieLearning ResourcesWebwise, the Internet Safety initiative of the NCTE was established in 2005 and is the Irish node of the EU InformationSociety’s Safer Internet Network. Webwise.ie is the Internet Safety site in Ireland which shares good practice, promotes safe andresponsible use and develops awareness of Internet Safety risks and issues. It provides information, advice and tools to parentsand educators to teach children and young people to be responsible Internet users and to reduce online risk behaviour. Webwisepromotes Safer Internet Day, celebrated in February each year and offers online interactive resources and classroom-readydownloadable activities for teachers.Its advice and support site for teenagers www.watchyourspace.ie offers practical tips and advice on social networking andpicture-sharing websites. It is integrated with the Childline online helpline service.The Webwise Learning Resources section works to provide primary and post primary teachers with appropriate curriculumsupport materials to enable them to deliver effective education programmes so that our young people can become skilled,confident, responsible and autonomous ICT users. All Internet Safety teaching and learning resources and classroom activitiescan be found at: www.webwise.ie/LearningResources. Downloadable copies of the Internet Safety Education Pack forSchools, delivered to schools in March 2007, are available at www.webwise.ie
Secret CodesYear: 1stSubject: SPHESubject Links: ICTDuration: 1-2 class periodsTopic OverviewThis lesson is designed to help students discuss and understand some of the issuesrelated to disclosing personal information online. It explores how to be moreresponsible online and develops their understanding of the school’s Acceptable UsePolicy (AUP) and its ICT Responsible Use Rules.SPHE Curriculum MappingModulePersonal SafetyICT Framework Links: Level 3 demonstrate an awareness of and comply withresponsible and ethical use of ICT respect the rights and feelings of others whenworking in an electronic environment. discuss, develop, implement and evaluate theschool’s AUP regarding the Internet, email, mobilephones and other ICT devices recognise the need for, contribute to and adhere toclassroom and school rules in relation to use of ICTTopicLooking after myselfAims To help students develop an awarenessof the potential risks in disclosingpersonal information online. To reinforce the basics of Internet safetyand how to practise safety strategies. To realise and understand that AUP Rulesare necessary in order to protect studentsand the schoolMaterials/Resources1. Secret Codes Worksheet2. Responsible Use Rules (in students’ SchoolJournals if available or Sample provided)3. Students’ Responsible Use Rules WorksheetLearning OutcomesRelevant websitesAfter completing this lesson the student urspace.ie be able to identify the potential hazardsof disclosing personal information online. have developed their skills in ways ofkeeping safe when using ICT. have practical knowledge of responsibleuse procedures.Some SPHE teachers may like to work with the ICTteacher when preparing to deliver this lessonFurther Resources Glossary of Internet Terms Webwise ‘Internet Safety Pack for Schools’Differentiated Learning Resource Chatwise Learning Module nal copies of resources: www.webwise.ie/LearningResources
Lesson 1 Secret CodesActivity/TasksStudents will consider what information should not be shared, on the Internet or elsewhere. They willexplore the rights and responsibilities they have in relation to using ICT in the school and they will discusstheir role in the school’s Acceptable Use Policy.MethodologyA.Students are provided with of copy of the Secret Codes Worksheet. They are invited toplace a check mark beside each item for which they have a code or pin number.B.The following questions are then posed:1. How many of you would give out your passwords/codes for your house alarm?2. Why not? What difficulties could arise from giving out any private passwords?(Feedback is taken on blackboard)3. How can one make a secure password? (lead into a discussion of alpha-numeric,6 characters, not using a known name e.g. pet’s name)C.Students open the Responsible Use Rules in their school-journals (if not availablean individual copy should be handed to each student). The following questionsare then posed:1. Why do we need an AUP?2. Which of the rules relates to passwords or codes?3. Why should we keep our login or password private?4. Why should we never open or interfere with, the work or folder of another student?D.In groups of 4 students examine the list of AUP Responsible Use Rulesand are asked to either1. Add another rule, and if so state why?2. Leave out, or change a rule, and if so state why?Feedback is taken on blackboardE.In pairs, students are asked to consider one of the Rules.Each pair will study the code and identify rights and responsibilities that relate to that rule.A sample is provided on the Student’s Responsible Use Rules Worksheet.Feedback is then taken so all rules can be discussed.Assessment/EvaluationStudents retain a copy of their Worksheets in their folders.Students record some item of ‘new’ learning for them, as a result of participating in thislesson, in their SPHE Journal.Students identify and list ways in which they might be more responsible in their use of theInternet in their SPHE Journal.
WorksheetSecret CodesPlace a check mark beside each item for which you have or know a code or pin number:Mobile Phone.ATM.House Alarm.PC.Website.Email.Voice Mail.Instant Messaging.Locker Combination.Skype.eBanking.Other .
SampleResponsible UseRules for our SchoolThe computer system is owned by the school. These rules will help us to be fair to othersand keep everyone safe.1.I will only use my own network login and password2.I will not look at, change or delete other people’s files.3.I will not bring in my personal software, disks, memory sticks, MP3 player,mobile phone, PDA, laptop or personal digital devices into the computer room.4.I will ask permission before using the Internet.5.I will tell the teacher if I see a problem with any computer.6.I will not download software from the Internet.7.I will obey copyright rules.8.I will not give my address or phone number online.9.I will only e-mail people my teacher has approved.10.I will be respectful of the feelings of other users.11.I will not use Internet chat.12.I will tell a teacher immediately if I see anything I am unhappy with or Ireceive messages I do not like.13.I understand that the school may check my computer files and the Internet sites I visit.14.I understand that if I deliberately break these rules, I may not be allowed touse the computers or the Internet.The school may exercise its right to monitor the use of the school’s computer systems, includingaccess to web-sites, the interception of e-mail and the deleting of inappropriate materials where itbelieves unauthorised use of the school’s computer system is or may be taking place, or the system isor may be being used for harmful or criminal purposes or for storing harmful, unauthorised or unlawfultext or imagery.
WorksheetStudent’s ResponsibleUse RulesRule 1I will only access my own work; never interfere with the work or computer of another studentand I will keep my logon password secure.ResponsibilityTo keep my password secure. To respect the privacy of others.Rule 2ResponsibilityRule 3ResponsibilityRule 4ResponsibilityRule 510
ResponsibilityRule 6ResponsibilityRule 7ResponsibilityRule 8ResponsibilityRule 9ResponsibilityRule 10Responsibility11
Identity ParadeYear: 1st or 2ndSubject: SPHESubject Links: ICT/EnglishDuration: 3 class periodsTopic OverviewThese lessons are designed to help students discuss and recognise the appropriate forumfor sharing personal information and expressing feelings and emotions.SPHE Curriculum MappingModulePersonal Safety / Emotional HealthTopicLooking after myself / Respecting my feelings and thefeelings of othersICT Framework Links: Level 3 demonstrate an awareness of and complywith responsible and ethical use of ICT discuss and demonstrate appropriate carewhen using social networking websites. discuss and agree the consequences ofinappropriate and irresponsible use of ICT.(e.g. accessing or posting inappropriate or harmfulmaterial, inappropriate interference with the workof other students etc.)Aims To help the students to be conscious of their ownemotional responses and the feelings of others. To help the students to recognize appropriate andinappropriate fora and ways of expressing emotions. Lesson 1My Profile Worksheet To help students develop an awareness of thepotential risks in disclosing personal informationonline. Lesson 2The ICT Room and the Internet To explore with the students procedures forprotecting their personal safety and securitywhen onlineLesson 3Debate Marking CardLearning OutcomesAfter completing this lesson the student should: be aware of the appropriate ways of and fora forexpressing their emotions. be able to identify the potential hazards ofdisclosing personal information online. have developed their skills in ways of keeping safewhen using ICT.Materials/ResourcesRelevant rceswww.watchyourspace.ieFurther Resources Glossary of Internet Terms Webwise ‘Internet Safety Pack for Schools’Differentiated Learning Resource: Chatwise Learning Module dable copies of resources: www.webwise.ie/LearningResources12
Lesson 1 Identity ParadeActivity/TasksIn Lesson 1 the students will explore the issue of posting personal information on the InternetMethodologyA.Students are provided with a copy of the My Profile Worksheet. They are invited to completethe open ended sentences.B.When most have almost completed the sentences, the teacher asks if students would becomfortable to have them displayed on the classroom-notice board.Would they be comfortable posting them to the Staffroom noticeboard? The local LibraryNoticeboard? Shopping Centre Noticeboard?Discuss why it would not be appropriate to post it to any of these places.What about posting it to the school website? Reactions?Ask how many have posted this kind of personal information on their ownwebsites/social netsites?Should one? Why/ Why not? What are the risks involved? Discuss.Feedback is taken on blackboardAssessment/EvaluationStudents begin initial preparations in small groups for a debate, for and against the motionTHAT THIS CLASS BELIEVES THAT MY SPACE ON THE INTERNET IS MY PRIVATE SPACE.Each student writes the debate motion in his/her SPHE Journal and notes one point ‘For’ the motion andone point ‘Against’ the motion.13
Lesson 2 Identity ParadeActivity/TasksStudents will prepare for the debate by researching on Webwise.ie and Watchyourspace.ie in theICT Room. They will examine and research the issue of personal safety online and draft their debatespeeches.SPHE teachers may like to work with the students’ ICT teacher when preparing to deliverthis lesson.MethodologyRecap on the motion of the debate to be researched.THAT THIS CLASS BELIEVES THAT MY SPACE ON THE INTERNET IS MY PRIVATE SPACE.Divide the class into two groups ‘For’ and ‘Against’ the motion and bring the students to the ICT Room.Ask the students to open www.webwise.ie and explore the Surfwise and Chatwise Topic Areas.They should take notes in their SPHE Journals on the Technologies/Risks/What can you do? areasrelevant to the debateTechnologiesRisksWhat can you do?Each debate team works together to prepare their speeches for the debate while the rest of the studentsexplore www.watchyourspace.ieAssessment/EvaluationEach team member will write a 2 minute speech for the debate which will take place inthe next class period.Additional copies of resources: www.webwise.ie/LearningResources14
Lesson 3 Identity ParadeActivity/TasksStudents will debate the issue of posting personal information on the Internet. Personal learning will berecorded in SPHE Journals.MethodologySet the room up for the Debate. Briefly recap on the issues raised on the previous class.Distribute the Debate Marking Sheets. Each team speaker should speak for 2 minutes each. The otherstudents mark each speaker as they deliver their prepared speech.The chair can take questions from the floor while the marks are totaled to decide the winning team.Assessment/EvaluationStudents write a paragraph on their new learning by completing the following in their SPHE Journal:‘What I have learned about ‘my space’ on the Internet is ’and‘I have learned to be safe online I should ’15
WorksheetIdentity ParadeMy Profile SheetaFill the blank spaces:aMy name isand I amaI live atand I go to school ataaI would describe myself asaI amaI thinkaI feelaI hope toaI feel angry whenaI intend toaI feel saddest whenaI loveaI hateaaaaSigned:aDate:aa16years old.
WorksheetIdentity ParadeDebate Marking SheetMotion:Team ASPEAKERSCONTENT - 50 MARKSPRESENTATION - 30 MARKSOVERALL IMPRESSION1.2.3.4.SUB-TOTALOVER-ALL TEAM A TOTALTeam BSPEAKERSCONTENT - 50 MARKSPRESENTATION - 30 MARKSOVERALL IMPRESSION1.2.3.4.SUB-TOTALOVER-ALL TEAM B TOTALEach team has three speakers; they speak for 2 minutes each. Please mark each speaker as they speak.The marks will be added up to decide the winning team17
CyberbullyingYear: 1st, 2nd or 3rdSubject: SPHESubject Links: CSPE/ICT/ArtDuration: 3-4 class periodsTopic Overview: 3 Topics1. What is Cyberbullying?2. Text & Chat Bullying3. Posting inappropriate photosNote: All 3 lessons are accompanied by Teacher Resource Notes & Background Information on Cyberbullying.These lessons are designed to be integrated into a preventative programme for bullying in post-primary schools.The students will have previously learned that bullying is always wrong and what to do if one is bullied.The lessons propose the use of the visual arts to help the class to define cyberbullying. The lesson outputs(i.e. posters) will provide an effective way to disseminate anti-bullying messages in the school environment andfoster an ethos of a ‘telling school’ – one that clearly sends out the message that bullying will not be tolerated.The posters and the use of online photos will also allow for discussion and reflection of the issue of postinginappropriate photos to the Internet.Curriculum MappingModulePersonal Safety / Friendship/ Influences and DecisionsTopicThe changing nature of friendship be aware of the damaging impact of cyberbullyingon its victims have developed their skills for dealing with bullyingbehaviourICT Framework Links: Level 3 demonstrate an awareness of and comply withresponsible and ethical use of ICT discuss and demonstrate appropriate carewhen using social networking websites. respect the rights and feelings of otherswhen working in an electronic environment discuss and agree the consequences ofinappropriate and irresponsible use of ICT.(e.g. accessing or posting inappropriate or harmfulmaterial, inappropriate interference with the work ofother students etc.)Aims To enable students to recognise cyberbullyingbehaviour and the damaging impact thatcyberbullying can have on its victims.To enable students to identify situations in whichtheir safety might be compromised.To enable students to develop strategies and skillsfor use when confronted with bullying behaviourand to learn where to go for help and advice.Learning OutcomesAfter completing this lesson the student should: be able to identify the characteristics ofcyberbullyingAdditional copies of resources: www.webwise.ie/LearningResources18
Materials/ResourcesLesson 1: CyberbullyingLarge A3 ‘jigsaw’ template for classroom display1. Photocopied A4 jigsaw worksheet per student.2. Teacher Resource Notes & Background Information:What is Cyberbullying?Lesson 2: Text & Chat Bullying1. WatchYourSpace Poster: Don’t Accept Bullying‘Everyone hates u’ Poster2. Teacher Resource Notes & Background Information:What is Cyberbullying?Lesson 3: Posting Inappropriate Photos1. WatchYourSpace Poster: ‘Think Before You Upload’ Poster2. Teacher Resource Notes & Background Information:What is Cyberbullying?Relevant Websiteswww.watchyourspace.iewww.webw
Webwise, the Internet Safety initiative of the NCTE was established in 2005 and is the Irish node of the EU Information Society’s Safer Internet Network. Webwise.ie is the Internet Safety site in Ireland which shares good practice, promotes safe and responsible use an
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Webwise, the Internet Safety initiative of the NCTE was established in 2005 and is the Irish node of the EU Information Society's Safer Internet Network. Webwise.ie is the Internet Safety site in Ireland which shares good practice, promotes safe and responsible use and develops awareness of Internet Safety risks and issues.
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