Category: consume teacher toolkit

cyber toolkit spending money online

Consume: spending money online

Overview

More and more of the money we spend is spent online or digitally. Whether that is debit card or Go Henry, mobile contactless with Google or Apple Pay, or online payments like PayPal and even cryptocurrency.
Learners need to understand the benefits and risks of using digital money and online accounts to make purchases. Do they understand the amount of targeted advertising that they are exposed to? Are they aware of when a social media ‘influencer’ is being paid to promote products to them?

 

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Internet safety risks and considerations

Access

In order to spend money online, learners usually need access to:

  • an internet-connected device
  • funds, such as a bank account, credit card or game funds card

 

When supporting learners with this area, it is important to consider who controls their access to these opportunities and resources:

  • Is there a risk of this occurring in school?
  • How is that enabled?
  • Are there steps that could be taken to reduce the risk of this?

 

If it is an out-of-school risk:

  • How can the school support with this?
  • Is support required for families or learners?
  • Who can support with this: Community Learning and Development or Police Scotland?
Potential risks

Being more cyber resilient reduces the risk of internet safety issues arising. We all want the internet to be a more welcoming space for children and young people and that is why we promote this positive message of safe, smart and kind.

Topics to explore with learners might include:

Cyber resilience guidance

Devices

The first potential vulnerability when spending online is the device not being securely set up. Check with learners that they have:

  • a screenlock that requires a passcode or biometric (face or fingerprint) to log in to stop unauthorised access (hacking)
  • the latest operating system (usually iOS, android or Windows) installed as this usually fixes potential security vulnerabilities
  • antivirus software installed, turned on and updated to reduce risk of viruses or ransomware
  • installed apps from approved providers, such as App Store or Play Store to avoid malicious content
  • only using secure websites that have the padlock symbol and https in the address bar
Accounts

When setting up and using accounts with access to funds, such as shopping, gaming or streaming, users should:

  • stick to well-known platforms that other people use regularly, such as supermarkets and apps from the app store or Play store
  • use review sites, such as Trustpilot, when using a new or less well-known app
  • consider using a separate email account form the one used to access their bank
  • use a stronger password including three random words and not share this with anyone
  • use 2FA or additional security features when available
Report and support

Anyone who believes they have been a victim of scams, fraud or theft should report it to Police Scotland by phoning 101.

Whether a victim or not, all potential scams should be reported to the National Cyber Security Centre (NCSC) who will investigate and then remove or block the scams so that others do not fall victim. 

If money has been stolen, or personal details accessed from a financial account, then contact the bank or service provider immediately and then update login details such as email address, password and 2FA.
call police on 101

Resources

Resources for younger learners

The National Cyber Security Centre infographic for Shopping Securely Online

There are downloadable resources on the MoneySense website about How to Pay for Things and How Can I Keep My Money Safe? – Money Sense Teaching Resources

The SQA Academy has FREE interactive tutorials on setting up accounts and spending money or booking events online: Digital Learning Guides (sqaacademy.org.uk)

Resources for older learners

All Scottish secondary schools received copies of the Your Money Matters textbook. These resources (chapters 5 and 6) can be used to cover the contexts of spending and managing money online. Your Money Matters Scotland – PowerPoints

Online course with badges – learn how to setup, spend and manage online spending Transacting | Digital Wings (uk.barclays)

Phishing: Spot and report scam emails, texts, websites and… – NCSC.GOV.UK

The SQA Academy has FREE interactive tutorials on setting up accounts and spending money or booking events online: Digital Learning Guides (sqaacademy.org.uk)

Consume – Reading

More and more of the information we read is read online. Social media and web pages have replaced newspapers, and even TV, for many of us and our learners. 
It is important to be critical of everything we read, whether it is online or not. Information can be misleading and we should support our learners to understand, analyse and evaluate all that they consume.

This could be explored through Literacy and English LIT x-18a – Recognise the difference between fact and opinion and progressing to evaluative comments about relevance reliability and credibility with appropriate justification

The risks:

  • believing false reporting or ‘fake news’ – especially harmful if it relates to health or wellbeing
  • spreading misinformation – social media makes it easier to share a story to a large audience than ever before
  • going down a ‘rabbit hole’ of misinformation, where one piece leads to another, that can lead to extremist views and content

Becoming cyber resilient is the first step to being safer online. Talk to your learners about the devices and accounts that they use to access online information:

  • If they are accessing their information on social media, are they using filter settings in the security and privacy settings for the platform, such as NSFW (not suitable for work), to reduce the chances of inappropriate material
  • If they are accessing news or information through a web browser, does it have safe searching setup?
  • If content is harmful or malicious – do they know how to report it?

Being more cyber resilient reduces the risk of internet safety issues arising. We all want the internet to be a more welcoming space for children and young people and that is why we promote this positive message of safe, smart and kind.

With your learners:

  • Make them aware of the dangers of believing and sharing ‘fake news’ or deliberate misinformation – how could false medical information be harmful? Explain to them the benefits of using the NHS site for more accurate information, and the risks of ‘googling’ medical information
  • Teach them how to understand, analyse and evaluate information they read online. You may already be doing this with physical texts, such as books, but it is important to make the learning contextual.
  • Explore the motives for fake news and misinformation – are they kind? Who’s benefitting form it? Are they able to tell when words may be unkind when they aren’t obviously harmful?

Resources for information literacy:

Free Digital Media Literacy Tutorial at GCFGlobal

Critical Thinking – Childnet

Trust Me – Childnet

Going Too Far? A New Resource For Teachers to Tackle Online Harms and Extremism – Educate Against Hate

Media Smart – Digital Advertising (upper primary)

Digiduck Stories – Childnet (younger learners)

Fake news and critical literacy resources | National Literacy Trust

Information:

Helping kids understand the news | Words for Life

Fake news – Own It – BBC

What is fake news and how do I spot it? – Own It – BBC

Get away from gender stereotypes and toxic masculinity – Own It – BBC

Consume – Social Media

More and more of the information we read is read online. Social media and web pages have replaced newspapers, and even TV, for many of us and our learners. 
It is important to be critical of everything we read, whether it is online or not. Information can be misleading and we should support our learners to understand, analyse and evaluate all that they consume.

This could be explored through Literacy and English LIT x-18a – Recognise the difference between fact and opinion and progressing to evaluative comments about relevance reliability and credibility with appropriate justification

 

The risks:

  • believing false reporting or ‘fake news’ – especially harmful if it relates to health or wellbeing
  • spreading misinformation – social media makes it easier to share a story to a large audience than ever before
  • viewing inappropriate or harmful content
  • targeted advertising or influencer ‘promotions’ 
  • ‘rabbit holes’, ‘echo chambers’ and other behaviours linked to viewing linked posts that lead to other
  • viewing misrepresented or ‘photoshopped’ images that may impact on body image

Becoming cyber resilient is the first step to being safer online. Talk to your learners about the devices and accounts that they use to access online information:

  • Ensure they have a secure login, such as password or 2-factor authentication
  • Have they set up account recovery details in case their account is hacked
  • Explore their social media profile – what is public and private? Are they aware of any risks or benefits?
  • Make them aware of any potential risks, such as clicking links in posts and on web pages – these could lead to phishing or malware
  • If they are accessing their information on social media, there are usually filter settings in the security and privacy settings for the platform – these can be used to reduce the content from certain sources, sites or profiles
  • If content is harmful or malicious – do they know how to report it?

Being more cyber resilient reduces the risk of internet safety issues arising. We all want the internet to be a more welcoming space for children and young people and that is why we promote this positive message of safe, smart and kind.

With your learners:

  • Ensure that learners are aware of the risks of social media content – it could be offensive, harmful or bullying
  • Teach them how to understand, analyse and evaluate information they read online. You may already be doing this with physical texts, such as books, but it is important to make the learning contextual.
  • Explore the motives for social media content – who has created it and for what purpose?

Social media resources:

Critical Thinking – Childnet

Trust Me – Childnet

Media Smart – Digital Advertising 9-11 yrs teaching resources

Digiduck Stories – Childnet

Media Smart Body Image 9-11 yrs / Key Stage 2 / PSHE

Body Image & Advertising 11-14 yrs – Media Smart

IntoFilm – Digital Wellbeing

Information:

In the know – Social Media Guides

Social media guides | Safer Internet Centre

Apps guide for parents | Internet Matters

Social Media Checklists | SWGfL

 

Toolkit – information literacy resources

Social media myths – Own It – BBC

Joe Tasker Down The Rabbit Hole: social media viewing habits. – Own It – BBC

When people’s posts are getting you down – Own It – BBC

 

cyber toolkit inappropriate content

Consume: inappropriate content

Almost half (47%) of internet users report coming across a potential harm while using social media, as opposed to news services (3%) and gaming platforms (2%) with these harms being the most reported (in terms of potential consumption harms):

  • hateful, offensive or discriminatory content (64%)
  • animal cruelty (62%)
  • generally offensive or ‘bad’ language (62%)
  • content which negatively impacted on a user’s self-esteem (61%)
  • and misinformation (61%)

(Ofcom, 2022)

 

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There is a disparity between the ‘harms that people are most concerned about and the actual incidence of them occurring’.
Although people say they are concerned about some potential online harms, the harms which most internet users are concerned about tend to be those with the lowest incidence.

Users are most concerned about content depicting the sexual abuse or exploitation of children (86%) and content encouraging extremism, radicalisation or terrorism (79%) but less concerned about generally offensive or ‘bad’ language (41%) and
unwelcome friend/follow requests or messages (42%).

 

Read Life on the small screen: What children are watching and why (ofcom.org.uk)

Internet safety risks and considerations

Access

In order to consume online content and potentially inappropriate or harmful content, learners usually need access to:

  • an internet-connected device
  • platforms or services, providing the content

When supporting learners with this area, it is important to consider who controls their access to these opportunities and resources:

  • Is there a risk of this occurring in school?
  • How is that enabled?
  • Are there steps that could be taken to reduce the risk of this?

If it is an out-of-school risk:

  • How can the school support with this?
  • Is support required for families or learners?
  • Who can support with this: Community Learning and Development or Police Scotland?
Potential risks

Being more cyber resilient reduces the risk of internet safety issues arising. We all want the internet to be a more welcoming space for children and young people and that is why we promote this positive message of safe, smart and kind.

Topics to explore with learners might include:

  • the types of content they intend to view and how to judge if it is potentially inappropriate
  • the risks of unintentionally accessing and consuming inappropriate content and how to reduce the risk of this with cyber resilience
  • are the potential risks, and associated harms, the same for everyone – why are they different, and why does this matter?
App settings guides

YouTube and TikTok are the two most popular video content platforms for children and young people, while Instagram is the most popular social media platform to consume content, such as posts, images and videos.

These guides offer an overview of each app:

Instagram

TikTok

YouTube

Cyber resilience guidance

Devices

The first potential vulnerability when consuming online content is the device not being securely setup. Check with learners that they have:

  • a screenlock that requires a passcode or biometric (face or fingerprint) to log in to stop unauthorised access (hacking)
  • apple devices have a content filter, called communication safety in Messages, in their ‘screen time’ settings that blocks potentially nude content from children’s phones
Accounts

Being more cyber resilient reduces the risk of internet safety issues arising.

  • If they are accessing their information on social media, there are usually filter settings in the security and privacy settings for the platform – these can be used to reduce the content from certain sources, sites or profiles
  • Having a profile to view online content means that the platform can tailor suggested content for the user. Not using ana ccount will mean the platform suggets its most popular content, irrespective of who may be viewing it
  • YouTube https://support.google.com/youtube/answer/6342839?hl=en&co=GENIE.Platform%3DAndroid
  • TikTok https://www.tiktok.com/safety/en/content-controls/ 
  • Instagram https://about.instagram.com/blog/tips-and-tricks/control-your-instagram-feed

there is the possibility that content creators may attempt to manipulate this process and label their content for an audience it may not be sutiable for. however, online platforms do work to reduce this risk.

Report and support

This is where knowledge of the platforms is useful for teachers. Each platform or provider will have its own reporting and settings systems. Having an idea of the platforms your learners are using allows you to better understand and support them with settings and reporting controls.

YouTube Report inappropriate videos, channels, and other content on YouTube – Android – YouTube Help (google.com)

TikTok Report a video | TikTok Help Center

Instagram How to report things | Instagram Help Centre

Resources and information

General and younger learners

This activity from Screen Scotland helps learners analyse and evaluate the purpose and content of videos, like they might do with a book in class: YouTube questions

This page from Internet Matters further explores and explains the potential issue of inappropriate content: What parents need to know about inappropriate content | Internet Matters

This video from BBC Own It explores the reasons that certain content may be suggested on platforms: Joe Tasker: why am I being suggested weird videos? – Own It – BBC

Older learners

Inappropriate content is subjective to the user and learners may feel that something is offensive or inappropriate because it seems unfair or untrue. There are several fact-checking websites and services, but these are a few reputable ones:

There is also a section on information literacy and tackling misinformation on this section of the site:

Information Literacy – critical thinking online

Gaming

Video gaming, consoles and platforms parental controls | Internet Matters

| Pegi Public Site

Online gaming | Digital Wings (uk.barclays)

Platform settings

Account & Security (playstation.com)

Manage Xbox online safety and privacy settings | Xbox Support

Security and your Apple ID – Apple Support (UK)

Consume – Gaming

Gaming is one of the most popular past times in the world. The amount of money spent playing games is more than that spent on video-on-demand (VOD), such as Netflix, or music streaming like Spotify combined. There are many aspects to gaming beyond playing the games, including livestreaming, esports or gambling.

Modern online gaming requires an account, with profiles, direct messages (DMs) and livestreams similar to the features on social media. 
Learners should be aware of the risks of inappropriate content in games, the pressure to make purchases (lootboxes, FUT, skins), and the risks associated with playing multiplayer online games whether friends or strangers.

This could be explored through Literacy and English LIT x-18a – Recognise the difference between fact and opinion and progressing to evaluative comments about relevance reliability and credibility with appropriate justification

The risks:

  • pressurised into purchases by targeted advertising, influencer promotions, or in-app/in-game microtransactions
  • inappropriate content – in games or livestreams
  • receiving unwanted DMs

Becoming cyber resilient is the first step to being safer online. Talk to your learners about the devices and accounts that they use to access online information:

  • Ensure they have a secure login, such as password or 2-factor authentication
  • Have they set up account recovery details in case their account is hacked
  • Explore their gaming account profile – what is public and private? Are they aware of any risks or benefits?
  • Make them aware of any potential risks, such as clicking links in DMs that could lead to phishing or malware
  • If content is harmful or malicious in games, streams or DMs – do they know how to report it?

Being more cyber resilient reduces the risk of internet safety issues arising. We all want the internet to be a more welcoming space for children and young people and that is why we promote this positive message of safe, smart and kind.

With your learners:

  • Discuss the risk of playing inappropriate games or viewing streams
  • Ask them to explore and recommend smarter choices for more appropriate games – this could be class game reviews alongside book reviews
  • Look at how they can be kinder when playing cooperatively

Gaming Resources:

 

 

Gambling Resources

 

Information:

In the know – Games Guide

Account & Security UK (playstation.com)

Manage Xbox online safety and privacy settings | Xbox Support

Apple Arcade: Security and your Apple ID – Apple Support (UK)

Gaming consoles and platforms – Internet Matters

Gaming – Own It – BBC

Gaming – Childnet

Games Consoles | Safer Internet Centre

Home | Pegi Public Site

Staying-Safe-Online-advice-for-parents-and-carers.pdf (cyberscotland.com)

Home (askaboutgames.com)

NSPCC Esports Guide

Barclays Digital Wings – Gaming

Consume – Gambling

More and more of the money we spend is spent online or digitally and that includes gambling. Learners need to understand the benefits and risks of using digital money and online accounts to make purchases. Do they understand the amount of targeted advertising that they are exposed to? Are they aware of when a social media ‘influencer’ is being paid to promote products to them?

Online risks:

  • pressurised into spending by targeted advertising, influencer promotions, or in-app/in-game microtransactions – such as gambling offers and promotions on social media
  • not saving payment details on games consoles, devices or gambling apps can reduce the convenience of spending too much
  • cyber scams, such as phishing and ransomware, linked to gambling

 

The Scottish Gambling Education Hub (@GamblingEduHub)

Fast Forward (@fastforwardorg)

Becoming cyber resilient is the first step to being safer online. Talk to your learners about the devices and accounts that they use to access online information:

  • Make them aware of any potential risks, such as clicking links in posts and on web pages – these could lead to phishing or malware
  • If they are accessing their information on social media, there are usually filter settings in the security and privacy settings for the platform – these can be used to reduce the content from certain sources, sites or profiles
  • If content is harmful or malicious do they know how to report it?

Being more cyber resilient reduces the risk of internet safety issues arising. We all want the internet to be a more welcoming space for children and young people and that is why we promote this positive message of safe, smart and kind.

With your learners:

  • Discuss with learners what gambling is and the risks it carries to wellbeing – an dhow to report a problem
  • Explore the safety features of online gambling – account settings, information literacy to better understand deals, offers and promotions
  • Investigate the need for support from friends and family to deal with gambling – would they report or support their friends or family?

Resources:

Resources | Fast Forward

Information:

What we do – Gambling Education Hub (fastforward.org.uk)

Gambling-Education-Toolkit-Gambling-An-Overview-March-19.pdf (fastforward.org.uk)

Your Recovery Toolkit – GamCare

Consume – the Cyber Resilience Internet Safety Teacher Toolkit

Our aim

This page aims to provide clear and concise information about popular platforms where children and young people consume online content. It is intended to provide knowledge and understanding for educators, so that they are more confident planning, delivering and assessing cyber resilience and internet safety learning.

How to use this page

Children and young people do not see the internet as a separate thing from ‘real life’ and it is important to understand the role of online devices and platforms in their lives. The internet is part of their cultural capital and key to engaging them with meaningful and relevant learning contexts.

  • Ask them about their online activities and behaviours – what do they consume?
  • Let them lead the learning – can they teach you something?
  • Engage with their ideas and answers – how can you use their knowledge and experiences to inform their learning?

Once you know what they consume online, you can use find ideas, information and resources on this page to support your planning.

cyber toolkit spending money online
cyber toolkit inappropriate content

Consume – Searching

More and more of the information we read is read online. Social media and web pages have replaced newspapers, and even TV, for many of us and our learners. 
Learners will likely use apps, such as TikTok or YouTube, to find information rather than a traditional web browser. However, web browsers and search engine apps, such as Google, will usually have more safety and security features to make searching more accurate and more accurate or reliable search results will help learners avoid ‘fake news’ or malicious/harmful content.

This could be explored through Literacy and English LIT x-18a – Recognise the difference between fact and opinion and progressing to evaluative comments about relevance reliability and credibility with appropriate justification

The risks:

  • Learners may follow in-app or social media links which may be targeted advertising or a ‘rabbit hole’ of misinformation
  • Without appropriate search settings, learners may find inappropriate or harmful content
  • Learners are probably unaware that the first results returned in a web search are usually adverts linked to shopping sites, and feel pressured into making a purchase

Becoming cyber resilient is the first step to being safer online. Talk to your learners about the devices and accounts that they use to access online information:

  • Make them aware of any potential risks, such as unreliable webpages or targeted advertising
  • Explain the advantages of using a web browser to find information over social media apps – a search engine, such as Google, will allow users to use filter settings that reduce the risk
  • If search results are harmful or malicious do they know how to report it?

Being more cyber resilient reduces the risk of internet safety issues arising. We all want the internet to be a more welcoming space for children and young people and that is why we promote this positive message of safe, smart and kind.

With your learners:

  • Make them aware of the dangers of clicking the first results returned or searching without filters, like SafeSearch, enabled
  • Teach them how to use settings, advanced search or keyword parameters to increase the relevance of search results
  • Discuss how to understand, analyse and evaluate search results. You may already be doing this with physical texts, such as books, but it is important to make the learning contextual.

Resources for more effective searching and finding:

Free Search Better Tutorial at GCFGlobal

Information:

Filter explicit results using SafeSearch – Computer – Google Search Help

 

Top tips for seeing something scary or upsetting online – Own It – BBC

Upsetting, anxious, worried, inappropriate, social media – Own It – BBC