Tag: cris

Consume – Spending

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?

The risks:

  • pressurised into purchases by targeted advertising, influencer promotions, or in-app/in-game microtransactions
  • fake or misleading listings on apps such as eBay and Amazon
  • cyber scams, such as phishing and ransomware

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:

  • do accounts have secure passwords with THREE RANDOM WORDS or are they using 2-factor authentication (2FA)?
  • are they storing payment details on online accounts? This increases risk of overspending or impulse buying and also increases risk of having card details stolen if an account is hacked
  • learners should be aware of cyber risks, such as phishing, hacking and malware (ransomware)

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 scams and cyber crime to their finances and impact on their wellbeing if they lose money
  • explore the pitfalls of overspending and how advertising and influencers work, and how to be smarter about their spending
  • explain that cyber crime and scams hurt people and that they should be kind enough not to harm others this way

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

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

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?

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.

Esports Parents and Carers Guide with NSPCC and British Esports Association

The British Esports Association (@British_Esports) has developed a new Parent & Carers Guide in collaboration with the NSPCC, which aims to educate parents and carers about esports and online safety.

This guide has been created to provide information to help parents understand more about the esports industry.

The contents of the guide include:

  • Information about the British Esports Student Champs
  • Benefits of esports
  • Esports in education
  • Academic pathways
  • Inclusivity and diversity in esports
  • How you can get involved with your child
  • Parents testimonials
  • Online safety

 

Tom Dore, Head of Education at British Esports Association, said:

“At British Esports we’re helping to establish industry standards for safeguarding and keeping young people safe online. Developing the Parent & Carers guide in collaboration with NSPCC has allowed us to celebrate many of the positives around esports, and also highlight important issues around safeguarding and online safety.

It is crucial as an industry that we’re doing everything we can to keep young people safe while participating in esports. We should look to traditional sport, and other established industries, to learn from their ongoing work. British Esports strongly encourages all stakeholders in the esports industry to scrutinise their own practise around their work with young people and prioritise safeguarding and online safety throughout their organisations.’

 

Find out more about the guide

 

View the guide

26 May, 16:00 – 17:00, CRIS webinar – Mind Your Money

In the UK in 2018:
• Almost 190,000 case of identity fraud were recorded.
• Nearly 30,000 victims of fraud were under the age of 30.
• Over 80% of identity frauds were committed online.
• There was a 26% increase in fraud victims who were aged under 21.

Money Matters

BEFORE YOU ATTEND

It might be useful to review the information on these pages before attending:

A Glow login is required.

This session aims to raise your awareness of the opportunities to incorporate cyber resilience with numeracy and mathematics in your planning. There will be examples of resources and activities for use in your classroom. The session will explore opportunities to assess CRIS learning in the context of numeracy and mathematics. 

It will:

  • Explore online spending habits 
  • Identify the risks of online spending
  • Suggest Cyber Hygiene best practice

There will be an opportunity to share your ideas on financial education and cyber resilience learning.

There will be an evaluation at the end of the session.

SIGN UP HERE

This session is part of a series that interconnect but are not interdependent. Each session needs to be booked separately.   

Information Literacy (19th May)   

HWB (10th June)

19 May, 16:00 – 17:00, CRIS webinar – Information Literacy

“Information literacy is 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

A Glow login is required.

This session aims to raise your awareness of the opportunities to plan for, and teach, internet safety with literacy and English. It will explore why we need to develop learners’ Internet Safety awareness of information literacy so that they can interpret the web in a Safer, Smarter and Kinder way.

It will:

  • explore what we see, read, and hear online
  • suggest resources and activities that you can use in your class
  • identify the links between information literacy skills, such as analysing and evaluating, and internet safety and opportunities to assess the learning

There will be an opportunity to share your ideas on information literacy and internet safety learning.

There will be an evaluation at the end of the session.

SIGN UP HERE

 

BEFORE YOU ATTEND

It might be useful to review the information on these pages before attending:

YOU MAY ALSO BE INTERESTED IN:

This session is part of a series that interconnect but are not interdependent. Each session needs to be booked separately.   

Mind Your Money (26th May)   

HWB (10th June)

03 June, 16:00 – 17:00, CRIS webinar – Health and Wellbeing

“To enable all schools and local authorities to develop an ethos of digital citizenship that leads to safe and responsible use of mobile technology. This will encourage schools to positively embrace mobile technology to enhance learning now and in the future whilst helping them protect staff, children and young people from possible harmful consequences of misuse.”

Scottish Government

BEFORE YOU ATTEND

It might be useful to review the information on these pages before attending:

A Glow login is required.

This session aims to raise your awareness of the opportunities to incorporate internet safety with health and wellbeing in your planning. There will be examples of resources and activities for use in your classroom. The session will explore opportunities to assess CRIS learning in the context of health and wellbeing. 

It will:

  • explore our SAFE SMART KIND message and how it fits into HWB
  • identify the risks to our health and wellbeing when we are use online platforms and services
  • suggest better practices for digital wellbeing

There will be an opportunity to share your ideas on HWB and internet safety learning.

There will be an evaluation at the end of the session.

SIGN UP HERE

 

This session is part of a series that interconnect but are not interdependent. Each session needs to be booked separately.   

Information Literacy (19th May)   

Mind Your Money (26th May)   

 

digital schools cyber award

Special Recognition for Cyber Resilience and Internet Safety – Digital Schools Award Scotland (DSAS)

The Special Recognition Badge for Cyber Resilience and Internet Safety is designed to provide education professionals with the resources and support required to help pupils safely navigate the digital world.

This stand-alone badge will be available to all schools that demonstrate a strategic approach to cyber resilience and internet safety.

Sign up here

Have you seen the Digital Schools Award videos on our Empowering Leaders of Change page?

google interlands

5. Google Interlands

Google Interlands is the game that goes along with the Google: Be Internet Legends lesson plans. Both the game and lesson plans can be accessed from Glow’s app library – they can also be added to you and your learners’ launch pads for quick and easy access.

Make sure to look at our ‘An Effective CRIS Lesson’ page for ideas on how to plan, deliver and assess your CRIS lesson with Interlands and Be Internet Legends.

Here is a short tutorial on how to add the Interlands and Be Internet Legends tiles to your Glow launch pad: