Category: Cyber Resilience and Internet Safety

curricular area and keeping learners safer online

Communicate – Direct Messaging (DM) Apps

Communicating online carries greater risk than just consuming or creating content because it involves other people and their ability to influence or affect our behaviour.

This page looks exclusively at direct messaging (DM) apps, such as Snapchat and Whatsapp, not social media or gaming which also have messaging features. Dating apps, such as Grindr and Tinder may also be considered as Messaging apps but we do not currently have age appropriate content on those platforms.

The risks:

  • sharing private information
  • sharing or receiving content that is inappropriate, offensive or harmful
  • reading unreliable, or false, information
  • being groomed or exploited
  • being bullied
  • receiving inappropriate images or messages 
  • phishing scams

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 sure that platforms are protected by stronger passwords and 2FA is enabled to stop others from accessing the account without permission
  • Ensure they are aware of privacy settings, such as who can see or share your messages, media or location (Snapchat Snapmaps are enabled by default and allow other users to see your exact location)
  • Check that they are aware of the risks of grooming, cyberbullying and scams
  • Show them how to report concerns on the platform
  • Forward phishing messages to NCSC on 7726

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:

  • Are they aware of the risk of grooming – what it looks like, how it happens and how to report it?
  • Ensure that learners are aware of the risks of direct messaging (DMs) – could they be offensive, harmful or bullying to someone else?
  • Even though it may created and shared privately, it probably won’t stay private after you share it so, what does your content say about you?

Messaging (social media) resources:

Critical Thinking – Childnet

Trust Me – Childnet

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

Digiduck Stories – Childnet

 

Information on behaviours:

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

I want to know more about Cyberbullying – Childnet
Just a joke? – Childnet

I want to know more about Sexting – Childnet

Bullying or Harassment (reportharmfulcontent.com)

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

Information on apps:

Social networking and messaging apps guide | Internet Matters

Snapchat Checklist – Download or Buy Snapchats Checklist | SWGfL

WhatsApp | Safer Internet Centre

Kik | Safer Internet Centre

Communicate – Livestreams

Livestreaming is an increasingly popular method of communicating with people across the world. They can be based on any sort of content but often centre around sports and gaming.
Learners should be aware of the risks of inappropriate content in livestreams, the pressure to provide tips, subscriptions or sponsorship, and the risks associated with talking to others on streams, whether friends or strangers.

The risks:

  • pressurised into purchases, tips, sponsorships or subscriptions
  • inappropriate 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:

  • Make them aware of any potential risks, such as inappropriate content and costs
  • Ensure they have privacy and security settings enabled on their streaming platforms and consider where and what they film
  • If content is harmful – 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 watching inappropriate streams
  • Ask them to explore and recommend smarter choices for more appropriate streams – this could be class stream reviews alongside book reviews
  • Look at how they can be kinder when streaming or commenting on others’ streams

 

 

resources:

NSPCC Esports Guide

Livestreaming – Childnet

To stream or not to stream? – Childnet

Need answers? – Own It – BBC

 

 

information:

Cyberbullying guidance for schools – Childnet

Video Chat and Webcams – Childnet

Bullying or Harassment (reportharmfulcontent.com)

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

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

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

Communicate – 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.

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.

 

The risks:

  • sharing or receiving content that is inappropriate, offensive or harmful
  • being groomed or exploited
  • being bullied
  • sharing private information

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 grooming or cyberbullying and greifing
  • Ensure they have privacy and security settings enabled on their games consoles and apps when playing online
  • If content is harmful – 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 with inappropriate players, such as randomly matched adults
  • What is the difference between trolling, griefing and bullying?
  • Look at how they can be kinder when playing cooperatively

Gaming resources:

Games Consoles | Safer Internet Centre – questions for engaging with gamers

information:

Gaming – Own It – BBC

Gaming – Childnet – guides for popular consoles and games

Home | Pegi Public Site

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

Communicate – Social Media

Communicating online carries greater risk than just consuming or creating content because it involves other people and their ability to influence or affect our behaviour.
Platforms such as social media are designed for communicating with others, inviting them to comment on your posts, pictures and videos.

The risks:

  • sharing content publicly with no restriction on who can see, share or comment on it
  • sharing or receiving content that is inappropriate, offensive or harmful
  • being groomed or exploited
  • being bullied
  • receiving inappropriate images or messages 

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 sure they are aware of how to create a stronger password and enable 2FA
  • Ensure they are aware of privacy settings, such as who can see and comment on posts, or how many notifications they receive
  • Ensure that only people they follow/friend are able to direct message (DM) them
  • Check that they are aware of the risks of grooming, cyberbullying and scams
  • Show them how to report concerns on the platform

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:

  • Are they aware of the risk of grooming – what it looks like, how it happens and how to report it?
  • Ensure that learners are aware of the risks of social media comments and posts – could they be offensive, harmful or bullying to someone else?
  • What does your content say about you – are you creating a smart and kind public presence?

Social media resources:

Critical Thinking – Childnet

Trust Me – Childnet

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

Digiduck Stories – Childnet

Teaching resources and lesson plans | NSPCC Learning

PSHE Toolkits – Childnet

Educator-guidance.pdf (childnet.com)~~

Resource – Staying safe online 11-16 – Into Film

IntoFilm – Digital Wellbeing

Information on settings and safer use:

Social media myths – Own It – BBC

Don’t Feed the Trolls | Center for Countering Digital Hate (counterhate.com)

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

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

Social-Media-Guide-teachers-and-support-staff.pdf (childnet.com)

Information on popular platforms:

Social media guides | Safer Internet Centre

Apps guide for parents | Internet Matters

The TikTok Checklist | SWGfL

Facebook Checklist – Download or Buy Facebook Checklist | SWGfL

Twitter Checklist – Download or Buy Twittter Checklist | SWGfL

Instagram Privacy Checklist | SWGfL

Information on online harms and risks:
I want to know more about Cyberbullying – Childnet
Just a joke? – Childnet

Cyberbullying guidance for schools – Childnet

Video Chat and Webcams – Childnet

I want to know more about Sexting – Childnet

Bullying or Harassment (reportharmfulcontent.com)

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

Social media – Childnet

Create – Images and Video

It is possible to create content that isn’t shared online but more of our images and video is shared online. Sharing content publicly has higher risks than private content. If it is shared publicly then there is greater risk of images being shared without permission or commented negatively on.

Privately created content has less inherent risk – if it is private to your device or account and no one can access it, then it is less likely to be shared against your wishes, or commented on negatively. However, even private and un-shared content can still be stolen from hacked accounts – a suitably strong password, 2-factor authentication, or even biometric security should be used to keep the account as secure as possible.

The risks:

  • feeling pressured to create content – appropriate or not
  • creating content that is inappropriate, offensive or harmful
  • having media, private or not, shared without permission

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?

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:

  • If the content is being created in response to someone else’s content or request – what are their motivations; is there a potential for harm?
  • Ensure that learners are aware of the risks of social media content – could it be be offensive, harmful or bullying to someone else?
  • What does your content say about you – are you creating a smart and kind public presence?

Images and video resources:

Critical Thinking – Childnet

Trust Me – Childnet

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

Body Image & Advertising 11-14 yrs – Media Smart

Media Smart – Digital Advertising 9-11 yrs teaching resources

Digiduck Stories – Childnet

Information:

Need answers? – Own It – BBC

Your Online Identity – Own It – BBC

Vlogging – Own It – BBC

“Someone posted my image on an inappropriate website!” – Own It – BBC

Livestreaming – Childnet

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

Social media guides | Safer Internet Centre

Social-Media-Guide-teachers-and-support-staff.pdf (childnet.com)

Apps guide for parents | Internet Matters

The TikTok Checklist | SWGfL

Facebook Checklist – Download or Buy Facebook Checklist | SWGfL

Twitter Checklist – Download or Buy Twittter Checklist | SWGfL

Instagram Privacy Checklist | SWGfL

Snapchat Checklist – Download or Buy Snapchats Checklist | SWGfL

Create – Social Media

It is possible to create content that isn’t shared online but more of our images and video is shared online. Sharing content publicly has higher risks than private content. If it is shared publicly then there is greater risk of images being shared without permission or commented negatively on.

Privately created content has less inherent risk – if it is private to your device or account and no one can access it, then it is less likely to be shared against your wishes, or commented on negatively. However, even private and un-shared content can still be stolen from hacked accounts – a suitably strong password, 2-factor authentication, or even biometric security should be used to keep the account as secure as possible.

 

The risks:

  • feeling pressured to create content – appropriate or not
  • creating content that is inappropriate, offensive or harmful
  • having media, private or not, shared without permission

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?

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:

  • If the content is being created in response to someone else’s content or request – what are their motivations; is there a potential for harm?
  • Ensure that learners are aware of the risks of social media content – could it be be offensive, harmful or bullying to someone else?
  • What does your content say about you – are you creating a smart and kind public presence?

Social media resources:

Critical Thinking – Childnet

Trust Me – Childnet

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

Body Image & Advertising 11-14 yrs – Media Smart

Media Smart – Digital Advertising 9-11 yrs teaching resources

Digiduck Stories – Childnet

Information:

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

Social media guides | Safer Internet Centre

Social media guides | Safer Internet Centre

Social-Media-Guide-teachers-and-support-staff.pdf (childnet.com)

Apps guide for parents | Internet Matters

The TikTok Checklist | SWGfL

Facebook Checklist – Download or Buy Facebook Checklist | SWGfL

Twitter Checklist – Download or Buy Twittter Checklist | SWGfL

Instagram Privacy Checklist | SWGfL

Snapchat Checklist – Download or Buy Snapchats Checklist | SWGfL

Create – 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 create 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

For children and young people, the internet is an important part of their daily lives and educators need 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 create?
  • 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?