shared in relationship, tricked into sending (grooming/sextortion) or stolen from account
Category: Cyber Resilience and Internet Safety
curricular area and keeping learners safer online
Communicate – Grooming
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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
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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 – Childnet – guides for popular consoles and games
Staying-Safe-Online-advice-for-parents-and-carers.pdf (cyberscotland.com)
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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?
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 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)
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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?
Information:
Your Online Identity – Own It – BBC
“Someone posted my image on an inappropriate website!” – Own It – BBC
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
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
![](https://blogs.glowscotland.org.uk/glowblogs/public/digilearn/uploads/sites/6913/2021/09/10133520/8DFDBF26-F6D6-4049-B0FD-EC282AFDE166-1024x267.jpeg)
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?
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
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
![](https://blogs.glowscotland.org.uk/glowblogs/public/digilearn/uploads/sites/6913/2021/09/10142722/6768CD23-4ABA-4326-9E21-FDD91FFF2669-1024x267.jpeg)
Create – the Cyber Resilience Internet Safety Teacher Toolkit
![cyber toolkit spending money online](https://blogs.glowscotland.org.uk/glowblogs/public/digilearn/uploads/sites/6913/2023/02/27125839/Banner-Images.003-1024x267.jpeg)
Consume: spending money online
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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?
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