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Section Title Primary information Description and Notes Suggested resources
Lesson Length The expected lesson length will be approximately one hour

Some variation possible.

Assessment Level 1

Students The lesson is suitable for KS3 and KS4 students Since this is a new specification, the lesson is suitable for Year 7 to 9 students and differentiated by outcome  
Overall Focus The lesson focus, as part of a series, will be introducing and consolidating the student's knowledge and practical application of e-safety principles and good Internet practice. This lesson will be more more practical with aspects to reinforce the learning and understanding introduced in the previous lesson

Lesson Links: 1, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39

Key words e-safety, data, information, acceptable use policy, strong password, malware, permissions These words need to be reinforced throughout the series of lessons  BBC bitesize for 10-12 year olds

Using e-safety principles on work

Using strong passwords

Evidence could be provided from a blog entry on what they have learnt about e-safety and/or answers to a safety quiz demonstrating knowledge of key issues. Further evidence from use of passwords and responsible use of the school equipment.  
Key Questions Some questions to get learners thinking about the topics

Some questions can be embedded into the class and group activities, or put on the board:

What does it mean to be "safe" on-line?  Can people get into our homes and schools?  Who is more vulnerable?  How can people be protected?  How can we protect ourselves?  What are the main dangers?

Why is it good to listen to more experienced people?  What can they do to help us or guide us?

What makes a "good" password?  Who should you share passwords with?  What makes a good password practice?   Is password a good password to use?

Who should you be aware of on-line?  What are the dangers?   Some examples of Malware and Phishing would be good to show.  Have they really won £10,000,000 from an African mining company?

What is cyber bullying?  What are the signs?  How can it be prevented? 

Who knows what you do on-line?  How can they use the information?

How reliable is the Internet?  How do you know what is good or bad information?  How can you check?

Learning Objectives
  • To describe and explain some of the key aspects of e-safety.  How does this affect individuals or society?
  • To describe and explain their own personal responsibility in relation to e-safety and passwords
The students need to be introduced to a range of e-safety issues and discussion points and allowed to form opinions about these in groups and as a whole class.  If you are using the Learning Machine learning system, students can add their comments and material to this site as evidence of their growing understanding.  The site, if used consistently, will show progression via charts of activity and outcomes.
Teaching and Learning Elements
  • Introduction to some high profile problems with security.  Some discussion of data and information.  What is important, how can it be protected.
  • A teacher led discussion with some examples of good and bad practice.  Get students to give examples.
  • Students can break into groups and work on how they protect their data and information.  Where is their data, how can it be accessed, can it be accessed without them knowing.
  • Class discussion and evaluation of the school/college's AUP (Acceptable Use Policy).
  • Summarize the key points and reinforce the importance of being safe on-line.

Mush of the teaching and learning will be carried over from the previous lesson.

There could be some cross reference to tutor groups and PSHE.

Various sites can be used to show the effectiveness of good and strong passwords

For a plenary, have a few students in the class give examples of how they were unsafe before (with examples) and what they would now do as a result of their understanding.

Refresh again the story of Little red training shoe. Opportunity to work with the English department. Go to the Guttenberg Project . Here there are tens of thousands of free classic texts now out of copyright including Grimm's Fairy Tales. Use the Little Red Training Shoe model to re-write a classic story or extract from a book to illustrate an aspect of e-safety. Combine the old style of writing with new  technology and social circumstances to get humour.

It might be good to have the network manager or a local police officer experienced in cyber crime come to the class for some first hand examples

There are numerous sites that talk about good password practice.  This wiki site shows the why, and this password generator site shows the how.  It also shows some bad practices that they probably all use.  The WikiHow site also has good tips to prevent Spam.

You can spend some time discussing their previous homework.

Lesson Structure Possible timings
  1. refresh their minds the topic as introduced previously
  2. check pupils understanding, perhaps a quick quiz (handout or VLE based)
  3. go over the key terms again and how they understand them in practice
  4. class based instruction and discussion on password practice using the password generator
  5. group work to brainstorm some of the dangers of the Internet, such as excessive gaming: social isolation, RSI etc
  6. small groups or individually to begin planning their Infogram which will be their homework
  7. discuss what they have learned and what they can apply
  8. highlight next week's focus and issue homework

As previously referenced.

This article shows that gaming does not necessarily lead to isolation.  Quite good for discussion.

Homework Create their own e-safety Infogram Get the students to create their own Infogram on either paper or computer This is a very good Infogram on good use of the Internet as well as the pain of cyber bullying.  Students could create their own and they can be displayed in the IT rooms.


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