Tag: cris curriculum

CRIS in Maths

Mind Your Money


When so much spending is done online, or digitally even when in-store, surely it makes sense that we explore how cyber resilience can help us look after our finances? The UK Strategy for Financial Wellbeing aims for more ‘children and young people getting a meaningful financial education’ and we believe that cyber resilience forms a significant part of this.

This presentation explores the links between financial education and cyber resilience and ideas, such as:

  • explore how to make better spending decisions
  • understand how advertisers and influencers encourage us to spend our money
  • learn effective strategies to keep our money as safe and secure as possible

By taking the time to understand how children and young people spend their time and money online, while reflecting on their own online habits, practitioners can make learning more reflective and representative of what their learners experience. By linking these curricular areas, the learning becomes more engaging, relevant and realistic.


is the study of constructing and analysing protocols that prevent third parties or the public from reading private messages. Encryption is used to secure our digital devices and services – whether that’s passwords, emails or social media – it takes information or data and disguises (encrypts) it, so that only the person who is supposed to access it can (be decrypting).

This wakelet contains links to cryptography resources that may be engaging for learners in numeracy and mathematics, computing science or social studies contexts – for example, Alan Turing and the mathematicians at Bletchley Park who decrypted hidden messages during WWII.

There are lots of other examples of encryption and cyphers throughout history – do you know of any?


Information Literacy and CRIS

What is information literacy?
“The ability to think critically and make balanced judgements about any information we find and use. It empowers us as citizens to reach and express informed views and to engage fully with society.”
CILIP Information Literacy Group

Why should I teach information literacy?

Almost three-quarters of young people say social media is an important source of news to them – although there is growing awareness of its trustworthiness only around a third of young people will question what they read. (Ofcom, 2019)

What can I do?

Educators have responsibility to teach digital literacy, as part of the Technologies curriculum:

  • Searching, processing and managing information responsibly, TCH x-02a
  • Cyber resilience and internet safety, TCH x-03a

and the literacy and English curriculum:

  • Recognise the difference between fact and opinion and progressing to evaluative comments about relevance reliability and credibility with appropriate justification, LIT x-18a

That’s why we’ve developed this page to support you as you teach more effective searching, increased awareness of platforms, and the ability to recognise the difference between fact and opinion. We believe it’s increasingly important that we educate children and young people about how the web works and how the information on it is created and manipulated. As learners increase their knowledge and understanding of the web and online platforms, they should be encouraged to apply the critical thinking skills they have learned in literacy lessons – leading to a healthier, happier and smarter online experience.

Who can help?
Hopefully we can. If you don’t find what you’re looking for, get in touch on twitter @DigiLearnScot.

Information literacy is also a key role of school librarians and they are always willing to support learning about it. Find out more about how school librarians can support information literacy learning. The literacy and English curricular team at Education Scotland have more on their national Professional Learning Community site:

Vibrant Libraries, Thriving Schools national strategy (sharepoint.com)

Information, Digital Literacy & Digital Creativity (sharepoint.com)

Spotting Fake News

In this blog post below, learners watched a ‘news story’ and, after evaluating it, wrote their response and justification on the blog page below.

Watch video with your own learners and see if they agree with the learners from Falkirk:


True story or fake news? | Falkirk Pupil Digital Leaders (glowscotland.org.uk)

This is an example of using digital literacy (blogs) to engage learners.

Digital Media Literacy by GCF Global

This site has lots of free lessons and resources, including this series of lessons on how to interpret and evaluate information online. The lessons are progressive, relevant and each one comes with activities that are easy to adapt for your learners’ needs.


The Detective Digiduck story and resources from Childnet, and author Lindsay Buck, are a great introduction to CRIS and information literacy. In this story Digiduck finds that not everything on the internet can be trusted and that you need to check the reliability of it from a range of sources.

Read the story, listen to the author read it, and access resources here: Detective Digiduck! – Childnet

Younger learners

Fact or fake – BBC Bitesize

This site has lots of information, videos and activities to support you develop your learners’ understanding of what fake news is and how it affects us.

All ages

National Literacy Trust

The NLT has a  fake news and critical literacy resources page with cross-curricular resources for learners of all ages.

They also have their Words for Life page that explains what fake news is, how to spot it and links to The Guardian NewsWise content and has a section on child-friendly news sites: Child-friendly news | NewsWise | The Guardian

All ages

YouTube | Moving Image Education

Moving Image Education has lots of resources and information to support you teach film literacy, including this activity that supports learners evaluate and analyse YouTube content. Let the learners lead the learning by selecting their own video and then analysing it with this scaffolded activity.

Older learners (YouTube appropriate)

Making Sense of Media

Ofcom hosts this site which contains information about media literacy – what it is and how to teach it – alongside reports that explain how, what and why children and young people are accessing media. Read the latest research on the impact of covid on children’s media lives here.

For educators

CRIS in Health and Wellbeing

Cyber Resilience and Internet Safety (CRIS) learning shares many links with Health and Wellbeing (HWB) and the experiences and outcomes can be bundled very neatly together in planning. Cyber Resilience learning explores themes such as keeping your device safe and overcoming setbacks to reputation and finance. Internet Safety develops learners knowledge and understanding of keeping themselves safer, making smarter decisions and being kinder to themselves and others. By planning CRIS and HWB learning that complements one another provides contextual, engaging and meaningful lessons for children and young people.

These are the slides from the HWB webinar:

These are the reports referenced in the presentation:

Internet safety resources from the presentation