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Section Title Primary information Description Suggested resources and links
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 students' knowledge and practical application of e-safety principles. Overview to find out what they know and set the scene. 

Lesson Links: 2, 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. Ensure all know and can explain their meaning.  BBCbitesize e-safety for 10-12 year olds
Assessment apply e-safety principles to projects 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,  put on the board/display:






The terms can be discussed in more detail in following lessons, but need to be introduced here to check for current understanding.

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?  Who should you give your private details like email and phone too?






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

Who should you be aware of on-line?  What are the dangers? 

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?  When should you put personal data on the web?  Is it safe to meet people in person who you have only met on the web?  Why not?

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.  This could be used in conjunction with students being allowed onto the network for the first time if Year 7 lesson.  For Year 8 or 9, a re-introduction to password security. If you are using the Learning Machine learning system, students can be introduced to this to start generating evidence and comments.
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).
  • Summarise the key points and reinforce the importance of being safe on-line.

It would be useful to have a range of examples to give the students a broad sweep of the issues in order to foster some more in-depth discussions once they are in their groups.  There are plenty of examples of recent problems with security, especially people leaving laptops on trains or other security breaches.

Some personal examples, if not too sensitive, will show how close this issue is and how everyone IS affected.  You can ask students to find examples, such as their parent's on-line banking procedures.

The groups can be supported and can feedback to each other on their findings, or this can be teacher led.  Some of the more controversial findings might be good for class based discussions.

Use of projector would be useful to discuss the organisation's AUP policy.  See if students can find any issues.  What are their objections (usually about their own phones not being allowed etc).

Get students to research various high street company web sites to check for their on-line security options.

The story of Little Red Training Shoe is an up to date version of Little Red Riding Hood. Use as a stimulus for discussing trust and identities.. 

You could start the lesson, after the introduction, with a quiz to see what they know already.

There is a useful e-safety guide downloadable from our partner organisation NAACE.

This news article would be useful to introduce how serious it can be.

We have produced our own basic guide here.

The "20 Commandments" article would be useful to condense and use as a hand-out for reference.

Use something like this West Sussex AUP to show the depth and scope of the issue.

This extensive list shows all of the ways criminals try to steal money from us and the government.


Lesson Structure Possible timings
  1. introduce the topic
  2. check pupils access
  3. check they have the required system access, such as TLM Learning Site.
  4. small groups to brain-storm e-safety, what they know, what they think they know.  Have some key words on the board for reference.  Have groups work on one of the 6 definitions in the key notes above
  5. class work to discuss and elaborate with examples on what they found and share
  6. group work to discuss "good" passwords
  7. class based discussion and school practice (even if Year 8/9)
  8. discuss what they have learned and what they can apply
  9. highlight next week's focus and issue homework

This is not meant to be completely prescriptive, but might give you a working model of how time can be used for the various parts of this topic.  It will be good to check as you go along how students are dealing with the information and perhaps stop if need be to emphasize misinformation where present, without stifling their creativity.

One key aspect here is to find out what they know and to what degree.  Try to use it to enforce school AUP and more widely accepted uses of the internet, such as good manners and support.

One other driver here is to get them started on the notion of documenting what they are doing, what they know, what they are referencing and being generally critical of what they see and what they do.  This will then be supportive of your work when you come to awarding assessment on the material.

Homework Create their own "Commandments" Get the students to create their own 5-10 (depending on Level of students) DOs and DON'Ts of internet use It would be good to use a blog for this, to allow others to see their work.  Possibly on their ePortfolio


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