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Supporting Strategic Reading on Screen
Supporting Strategic Reading on Screen, January 2021
This professional learning model was developed by the Perth and Kinross Education Support Officer Team and shared with us. They have created a pathway to explore reading on screens: identifying challenges, solutions and ideas to develop your practice. The Sway below can also be expanded to view in full screen.
Literacy and English – Digital Playlist
Developing Literacy and English Through Digital Skills, YouTube playlist
We developed and delivered two series of professional learning with our literacy and English colleagues last year and theses webinars have been curated in this playlist. The playlist has now had several more videos relating to literacy and English added to it, and it continues to grow.
5. Google Interlands
What is Internet Safety?
Share what internet safety looks like in your setting Please fill out this form
The Scottish Government (2017) states: “Every child and young person has an age appropriate and evolving understanding of the opportunities and risks which exist in the online world.”
This is defined within these outcomes:
- Children and young people are aware of their rights and responsibilities in the online world
- Children and young people are resilient and are equipped to help themselves and their peers
- Children and young people are able to identify when they, or their peers, are at risk, and know what to do if they spot something
Have you tried these free internet safety resources?
Upcoming CRIS Webinars
Cyber Resilience and Internet Safety
3. What Makes an Engaging CRIS Lesson?
“Ensuring the elements of effective teaching are present – for
example clear explanations, scaffolding and feedback – is more
important than how or when they are provided.” Education Endowment Foundation (2020)
A good lesson is a good lesson, regardless of curricular area. HGIOS (4th edition) makes clear that high engaging learning, quality teaching and effective assessment, will improve educational outcomes for all learners.
As with any other area of the curriculum, in CRIS learning the context should be meaningful and relevant to the leaders – for many children and young people the internet and web are routine aspects of their lives already. Therefore, learners should be given the opportunity to share what they already know about the internet and web and the educators can use effective questioning and engaging activities to spark the learners curiosity about CRIS even further.
As educators we may need to develop our own knowledge and understanding of CRIS in order to support and challenge our learners’ thinking, and to make the contexts relevant and meaningful.
Finally, assessing the learners’ progress is vital to identify next steps and improve their educational outcomes. There is certainly scope to use formative assessment as learners learn, summative quizzes to check their knowledge and understanding recall but also to assess their ability to apply their learning in new contexts, such as with new apps, devices or curricular areas.
This lessons explains what the internet and world wide web are, with opportunities for learners to engager with research, share opinions and apply their learning.
[slideshare id=242270965&doc=historyoftheinternetandworldwidewebfirst-210204170152]
Cyber in Health and Wellbeing
This page is designed to help teachers plan learning that covers aspects of cyber resilience and internet safety and health and wellbeing (HWB).
Why cyber resilience and internet safety?
The Internet safety for children and young people: national action plan, from the Scottish Government, states the aim of: “[…] children and young people to be protected, safe and supported in the online world and for them to be able to enjoy the internet, show resilience and take advantage of the opportunities it has to offer.”
The plan has three broad aims but the first two certainly fall into the remit of educators:
- Giving everybody the skills, knowledge and understanding to help children and young people stay safe online: we will help parents, carers and people who work with children and families to understand how to help children stay safe online and how to deal with problems if they occur.
- Inspiring safe and responsible use and behaviour: we will make it clear that individuals, including children and young people themselves, need to take responsibility for their own online behaviour.
Education Scotland’s HWB guidance defines a resilient child as one who can:
“resist adversity, cope with uncertainty and recover more successfully from traumatic events or episodes.”
Mental, emotional, social and physical wellbeing
The Cyber Toolkit for Teachers can support teachers to understand how children and young people use the internet and the potential risks of doing so. This focuses on how devices and accounts are used to consume, create and communicate.
Social wellbeing may focus on aspects of citizenship and values: how they participate and interact with others online – are they respectful to others?
Mental and emotional wellbeing may focus on aspects of interactions with others and how the behaviour of others may affect them – how do they manage these interactions and develop resilience to overcome them?
Any learner who potentially experiences harm in these areas should contact Childline.
There are aspects of the 5 RIghts Digital Childhood report (2017) that may be useful to consider, particularly the age-group developmental milestones. These provide a useful reference to what behaviour and potential risks might be expected at each age and stage.
‘Screen time’ is often spoken about in terms of children and young people’s health and wellbeing but the OECD (p42, 2019) states that such studies have ‘weak findings, are correlational and an unwarranted moral panic.’ Therefore, teachers may avoid teaching the harms of ‘too much screen time’ and focus on other aspects of cyber resilience.
read the OECD report: Emotional Well-being in the Digital Age
Relationships, sexual health and parenthood
Children and young people should learn about relationships that are healthy, respectful, and based on trust and respect. However, there may also be a need to support them when this is not the case.
The NSPCC defines Technology-Assisted Harmful Sexual Behaviour (TAHSB) as: “a range of behaviour including the developmentally inappropriate use of pornography, online sexual abuse, grooming, sexting.”
Education Scotland have collaborated with Stop It Now to create guidance and support for teachers on Technology-Assisted Harmful Sexual Behaviour (TAHSB). The TAHSB programme is free and can be delivered in any local authority.
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The Hackett continuum is used across Scotland, by the NSPCC, Education Scotland and the Scottish Government, to evaluate the sexual behaviours of children and young people.
What is Cyber Resilience?
Share what cyber resilience looks like in your setting Please fill out this form
The Scottish Government (2015) states that: “Cyber resilience is being able to prepare for, withstand, rapidly recover and learn from deliberate attacks or accidental events in the online world. Cyber security is a key element of being resilient, but cyber resilient people and organisations recognise that being safe online goes far beyond just technical measures. By building understanding of cyber risks and threats, they are able to take the appropriate measures to stay safe and get the most from being online.”
Cyber Advice
Passwords and 2FA
Cyber threats
Supporting Financial Education
In the UK, we spend more money online per capita than any other nation. So, if our learners are spending money online – how are you supporting them to be as safe and secure as possible? What threats are they likely to face when spending money online?
Your Money Matters is a FREE financial education textbook for Scottish schools – chapter 6 looks at cyber resilience in financial education.
This page has more cyber resilience in financial education, as well as other numeracy and mathematics contexts.
Barefoot Computing Resources
These lessons plans with activities were created by Barefoot Computing. They are free to access from Barefoot Computing and link to CfE.
You’re the Cyber Security Expert
Upcoming CRIS Webinars
Microsoft Innovative Educators in Scotland
MIE Scotland Blog
Microsoft Innovative Educators in Scotland
Grow your professional learning network with a likeminded community who understands and supports you.
The community comprise of all sectors of education with Regional Improvement Collaborative (RIC) members, technical support specialists and Glow key contacts from local authorities around Scotland.
You can read the PDF embedded (best on desktop browsers) or download the PDF via the button.
https://blogs.glowscotland.org.uk/glowblogs/public/myexampleblogversion2/uploads/sites/9784/2021/01/04120920/PDF-Blog-MIEE-Scotland.pdf
