Tag: cyber

Introduction to Cyber Security for Teachers

Introduction to Cyber Security for Teachers – Funded places available!

The CPD award Introduction to Cyber Security, jointly funded by Education Scotland, was created for ALL primary and secondary teachers and designed to give background knowledge and understanding related to teaching basic cybersecurity and configuring an environment suitable for cybersecurity education.

The module allows you to get a basic practical understanding of cybersecurity and cyber resilience and the relationship between these two areas of security. This will enable you to have the awareness and confidence to support pupils and create practical activities and content. The module content is levelled at SCQF 7 however is appropriate for teachers delivering to BOTH primary and secondary pupils.

The module will be delivered over 14 weeks and the semester will start Week beginning 29th August 2022 with an online induction with the course commencing week beginning 5th September 2022.

With the support of Education Scotland, we have funding for teachers to enrol on the module. The usual cost of the module would be £215. It is recommended you apply as soon as possible as the funding will be allocated on date of application.

The courses are open to any teacher with the relevant entry qualifications (degree and existing teaching qualification) who have an interest in computing or cyber security.


There is normally a weekly lecture and support session that lasts for approx. an hour, or more if required, with further e mail support available. The sessions are certainly beneficial as they allow you to ask questions there and then. However, the course is designed to be taught when is convenient for all the students and all lectures and tutorial session are recorded for viewing at your leisure.

No time off will be required during the school day. The lectures are recorded for students unable to attend in person. All activity is carried out online the majority of which happens asynchronously. The modules have a notional 200 hours per module over the semester. It would depend on your previous experience on whether you needed all that time. If you were able to set aside a day at the weekend or a couple of evenings for study, you would not be far off what is required for achieving the award.


You can apply for the course with this link:

Please get in touch if you have any further questions:


03 March 1100 – 1200, LIVE Lesson with Tech We Can – Tech for Safety and Security Careers

Join us for this live lesson with Becky from Tech She Can who will lead their Tech for Safety and Security lesson with your learners. The lesson is based around tech used for security and safety both online and offline and the careers in this field. This lesson is all about learning what our learners think tech careers are and who works in tech, before helping them challenge and change those perceptions.


Preview the lesson online here

Sign up now!

01 March, Cyber Scotland Week 2022 #CSW2022

Cyber Scotland Week 2022 will kick off on the 28th February and we’ve got lots of activities lined up for you this year. Keep up-to-date with all things #CSW2022 on twitter:



Below are our DigiLearnScot events for #CSW2022, including prior information webinars in the run-up:

Capture the Flag with Try Hack Me: teacher information page


28 February 11am, LIVE Read-a-long story – Monkey Cow (ELC/First level)

01 March 1.30pm, LIVE Lesson with Barefoot Computing – Be Cyber Smart – (First Level)

02 March 11am, LIVE Code-a-long with micro:bit – Making a Password Generator (Second and Third level)

03 March 11am, LIVE Lesson with Tech We Can – Tech for Safety and Security Careers (Second, Third and Fourth level)

* This list will update as events are added/amended

** If links are not active, then signup details are not yet available – check back soon

Cyber Scotland Week 2022 – Capture the Flag with Try Hack Me for Secondary Schools

This page is for secondary teachers interested in entering teams into a FREE cyber security Capture the Flag event on TryHackMe.

The challenges will be suitable for complete beginners as well as experienced tech-savvy students. Try Hack Me will support teachers with three recorded lessons. This information might be useful to know before starting with the recorded lessons and the Capture the Flag event:
TryHackMe | Network Fundamentals

This video from TryHackMe gives an overview of the platform to get you started




Recorded Lessons

lesson 1


lesson 2

lesson 3

Room for them to follow along: https://tryhackme.com/jr/introdigitalforensics

Room to complete after https://tryhackme.com/jr/windowsforensics1

Cyber Resilience and Internet Safety Resources for Primary Schools

To more effectively support our learners with their online lives it is important to understand their behaviour as consumption, creation or communication. The apps and platforms they use may be ever-changing but their behaviours are not. Understanding the behaviour will help educators make more effective use of our Teacher Toolkit which has ideas, information and resources to support with cyber resilience learning and teaching.

Monkey Cow read-along for Early and First level learners

cyber resilience: recognise react recover

Passwords are really important because they tell our accounts and devices that it is us accessing them and stops others from accessing them – like the key to your front door.

Learners should RECOGNISE the need for passwords (and other security features, such as face and fingerprint recognition). The National Cyber Security Centre (NCSC) recommends passwords should be made of three random words.

Learners should be able to REACT to any threats to their device or account, including phishing, hacking or malware.

Finally, they should know how to RECOVER their account or device from any potential cyber attack, including running antivirus on devices, resetting passwords for accounts, and backing up and restoring accounts or devices.

internet safety: safe smart kind

Learners should be aware of the behaviour of others and themselves online. Teachers should promote positive behaviours and discussing how learners may develop these, while supporting them to overcome challenges they face online.

Learners should be SAFE when online. In order to do this they need to understand the potential risks to their safety, such as grooming, harassment or threatening behaviour. 

Learners should be SMART online. They should be aware of scams, consider how much personal information they share online, and be developing confidence to question online media.

Finally, they should be KIND to others online. It is more likely that learners have been exposed to unkind behaviour online and tackling this should lead them to identifying more positive behaviours and also how to deal with cyberbullying, griefing, trolling and other online behaviours.

Level 4 Resources for Cyber Fundamentals and Internet Safety

Education Scotland have collaborated with Girvan Academy in South Ayrshire to produce a set of resources that combine the SQA level 4 units in Cyber Security Fundamentals and Internet Safety.  These resources reinforce our belief that every learner should have the knowledge and skills to use the internet and online services safely, allowing them to spot potential risks and recover from any potential harm, they face while using online services. 



The following teaching resources have been created:


Assessment evidence  

The assessor will use the portfolio approach to generate evidence that learners have achieved these units. 

A learner must complete the Getting Started with Online Accounts booklet, one of the relevant ”Getting Started with Chromebook/iPad’ booklets (depending on what device they have set up), and then the assessor must complete an observation checklist for every learner:

  • Assessor answer booklet  
  • Observation checklist  
  • Learner profile  


The teacher answer booklet and prior verification certificate can be downloaded from the SQA secure site.

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.