03.01.

24 Online Safety / Passport Day

Purpose: To develop a deeper understanding of how we keep ourselves safe when engaging
with the online world.

The session outlines and resources are here to be a guide for the content and approach. You
are free to adapt and scale as needed for your cohort. Each year group has up to 3 sessions
planned, each session may take between 30-45 minutes, pace as needed.

Each year group is looking at online safety though a different lens:

Year Topic Technology needed

Elm Online Safety Stories Screen
EYFS Online Information Class iPads/Class Computer
Y1 - AM Online Bullying N/A Offline
Y2 - AM Online Reputation Computer Room
Y3 – PM Self-Image and Identify N/A Offline
Y4 - AM Online Reputation iPads or Laptops
Y5- PM Copyright and Ownership iPads or Laptops
Y6 – AM / PM Online Safety Reporters Group iPads x 6
Option: Camera
Tripod

You may need your National Online Safety login for linked videos. If you have misplaced
these details, I’ll be happy to resend them just let me know before the day.
Elm
Self Image video - https://nationalcollege.com/lesson-plans/lesson-plans-for-
early-years-age-0-4-2022-23#modules > Modules > Self Image and Identity

Goldilocks: A Cautionary Tale https://www.sjb.solihull.sch.uk/attachments/download.asp?

file=2209&type=pdf

EYFS - Managing Online Information

Please use this as a guide and adapt or pace as needed.

Additional resources: Staying Safe Online PPT (Introduction to Sessions?)

Session 1: Interactive video Session: Managing online information

Session Objectives:

• I can talk about how to use the internet as a way of finding information online.
• I can identify devices I could use to access information on the internet.

Resources:

• Managing online information video -

https://nationalcollege.com/lesson-plans/lesson-plans-for-early-years-age-0-4-
2022-23#modules > Modules > Managing Online Information

Introduction:

Tell the class that today they are learning about how to find out information from the
internet using devices, such as laptops, tablets and iPads.

Whole Class Learning:

Remind children of a recent topic they have been learning about and ask for ideas about
what else they might like to know. Share some ideas in a mini class discussion and make a
note of the things the children want to find out. Assure the children that our special visitor
today, Emma, is here to help us. She will show us a way that we can find out the answers to
some of our questions by going online and searching the internet.
Before starting the video, tell the children they have a special visitor on the video today who
is going to talk to them about finding information online using different devices. She might
need their help.

Show the class the video ‘Managing online information’.

Review:

After the video, ask children if they can remember what Emma has shown them to do
online. Ask them how they can use these tips in their setting and at home.

Session 2: What devices can I use to get on the internet?

Session Objectives:

• I can talk about how to use the internet as a way of finding information online.
• I can identify devices I could use to access information on the internet.

Key Words:

• Device
• Internet

Resources:
• Small pictures of devices that can be used to access the internet hidden in tough tray?

Introduction:

Explain that there are lots of ways that we can get on the internet and today we are going to
look at some.

Ask the children to name some ways that this could happen. Allow thinking or partner time
and discuss as a class.

Ask the children if they know what the word internet means. Ask what we can find on the
internet, if they use the internet at home, if anyone else in their house uses it, what devices
they use, and if they are allowed to use all of them whenever they want.

Whole Class Learning:

Share the definition of ‘device’ with the children – an object or a machine that has been
invented for a special job. Some devices can go onto the internet and we’re going to be
detectives to find them.

Show the children how to move the rice to reveal devices that can be used to get on the
internet. Allow children time to play with the bottles and then come back together as a
circle and list all of the devices we can use.

Review:

Ask children which of the devices from the Session they have at home and which room they
are in.

Session 3: How can I use the internet to find out information?

Session Objectives:

• I can talk about how to use the internet as a way of finding information online.
• I can identify devices I could use to access information on the internet.

Key Words:

• Device
• Internet

Resources:

• Animal book
• Kiddle – Safe, visual search for kids: https://www.kiddle.co/

Introduction:

Explain that there are many ways we can find out about things, such as reading a book or
asking a person. Another way is to find information on the internet. We’re going to find out
how we can do this today.

Ask if any of the children have ever found any information on the internet. Ask what the
information was and the steps they took to find it.

Whole Class Learning:

Ask the students if they know what a weasel is, or another animal that the children might be
unsure of. This would be an ideal opportunity to introduce an animal or object that they will
be learning about in a different topic.

Ask children how we can find the answer. Maybe we can look in a book – demonstrate
looking at the index to find the word weasel. Conclude that there is no information about
weasels in the book.

It isn’t in the book, so ask what we could try next. Ask someone – model asking someone
else in the room about what a weasel is. Conclude that they didn’t really know either.

The didn’t know, so ask what we could try next. Some children might suggest going on the
internet or voice activated searching such as Siri or Alexa.

Demonstrate, using a child friendly search engine such as Google SafeSearch, Kidtopia or
Kiddle, typing into the search bar ‘What is a weasel?’. Click on one of the links that you have
already checked for suitability. Read some of the information and look at the pictures
together.

Review:

It was easy to find information about a subject on the internet but always remember to ask
an adult before you use the internet at home or at school.

Independent Activity: Can I search for information?

Activity:

Have the iPads and Class Computer set up on the Kiddle Search site in an area in the
classroom. Have a list of animals that they type into the search bar to find images of. Ask
them to show and tell an adult what they have found information about.

According to the children’s interest, ask them what they would like to find on the internet.
For example, a recipe for play dough or for cooking, how to build something, information
about sports or planets.
Y1 – Online Bullying
Session 1 – Ways people can be unkind online

Session Objectives:
• I can describe ways that some people can be unkind online.

Key Words:
• Kind
• Unkind
• Trusted adult

Resources:
• KS1 Online bullying video https://nationalcollege.com/lesson-plans/lesson-plans-for-year-1-
age-5-6-2022-23#modules > Modules > Online Bullying
• ‘Okay’ sign
• ‘I’ll tell’ sign

Recap:

Ask, ‘What does kindness look like?’.

Introduction:

Explain to the children that they are going to watch one of the virtual Sessions today. Have
children sit so they can all comfortably see the screen or board. Ensure children have their
key resources to participate in the class game.

Whole Class Learning:

Show students the video and encourage participation during the interactive parts.

Following the video, continue the conversation about what kind comments are and
encourage learners to say kind things about their classmates.

Independent Learning:
Organise names in a hat. Each child picks out a name and, keeping their person a secret,
independently writes something nice about that person. Put the pieces of paper back in the
hat, and the teacher draws names one by one to read aloud. Ask, ‘How did it make you
feel?’.

Review:

Ask, ‘How do you think it might have made that person feel when someone was being
unkind?’. Ask, ‘How did you feel when someone was kind to you?’.
Ask, ‘Which feeling do you think is better and helps you to love yourself? Why?’.

Session 2 – How being unkind can make people feel (30mins)

Session Objectives:

• I can offer examples of how being unkind can make others feel.

Key Words:

• Upset
• Unkind
• Behaviour
• Uncomfortable
• Nervous
• Embarrassed

Resources:

• Happy/sad face flashcards

• Online behaviour flashcards

Recap:

Ask the class if they remember what happened in the video with Kayy and Jen. Ask them if
they can remember some of the kind and unkind things that can happen online.

Introduction:
Today, we are going to look at some of the ways we can behave online and the impact it has
on how others feel.

Whole Class Learning:

Give each child a pair of cards – one showing a happy face, the other showing a sad face.
Read out the online behaviour flash cards. Give the children thinking time and then ask
them to show you either the happy or sad face depending on whether they think that online
behaviour would make someone feel happy or sad. Discuss each one in turn and decide, as a
class, if it is a kind or unkind thing to do. Ask, ‘Has anyone had any experience of these
behaviours that they would like to share with the rest of the class?’.

Independent Learning:

Draw a picture of a time someone was unkind to you. Around it, write down words to
describe how you felt. Ask, ‘Who helped you to feel better? What did they do?’.

Review:

We all know what behaviours are unkind and yet, still some children might choose to do it.
Ask, ‘Why do you think this is?’. Quite often, it is because they are upset/feel left out
themselves, and they want to make someone else feel the same as they do. It is still,
however, unacceptable. Ask, ‘What is the correct thing to do if we ever feel like someone is
being unkind to us online?’. Always go and tell a trusted adult.

Session 3 – Kind behaviour online (30mins)

Session Objectives:
• I can describe how to behave online in ways that do not upset others and can give
examples.

Key Words:
• Positive
• Negative
• Behaviour
• Effect

Resources:
• Picture stimulus for re- cap
• White boards and pens
• Set of behaviours for independent activity
(positive and negative behaviours online)

Recap:

Picture stimulus of someone being mean online. Ask, ‘How do you think the person receiving
is feeling? Why might the other person be being unkind?’.

Introduction:

Today, we’re going to explore different ways to behave in a positive way online. We can use
the internet to uplift people and make them feel good! Let’s work together to think about
how we can do that.

Whole Class Learning:

Children to work in pairs and write their responses on whiteboards/share verbally (could be
in table groups, pairs or whole class).

 Jamie has posted a photo of his colouring online. How could we respond?
 You’re playing Roblox with Sasha. It’s Sasha’s birthday today! What should we say?
 Tamir has fallen off his bike, he posted a photo of his cut. What can we do?
 Your friend Eliza calls you at the weekend. Eliza worked so hard for her gymnastics
competition, but she fell half-way through her routine and came last. What could we
say to help her to feel better?
 Ambouka’s Grandad is feeling unwell. He has written you a message about visiting
him in the hospital. How could we respond?
 Sophie seems sad on FaceTime, what could we do?

This is amazing! How do you think these people are feeling to receive these messages
and support? By treating people with kindness, we are helping them to love themselves.

Independent Learning:

Sort behaviours into two pile: positive behaviours and negative behaviours. Class discussion,
choose children to justify why they chose positive/negative for that behaviour.
Review:

Create a class set of rules showing how we can ensure that we are being kind or act out
ways we can be kind to each other! Thinking about the scenarios we looked at as a class –
record on iPad as evidence.
Y2 – Online Reputation
Session Objectives:

• I can explain how information put online about someone can last for a long time.

Key Words:

• Online
• Search
• Forever
• Digital
• Content
• Tab

Resources:

• Tablets or computers
• Search engine
• Local school website
• ‘My School’ worksheet: questions about the school

Cyril Jackson Website 2019:

https://web.archive.org/web/20190806150011/https://www.cyriljackson.towerhamlets.sch
.uk/

Cyril Jackson Website Timeline:

https://web.archive.org/web/20190815000000*/cyriljackson.towerhamlets.sch.uk

Mr Sheldon: Use this to show a photo that was uploaded to a digital newsletter in 2016 is
still online: https://issuu.com/campemerson/docs/camp_emerson_newsletter_-_january_2

Nov 2013: https://www.eastlondonadvertiser.co.uk/news/education/20968531.guests-fit-

snugly-east-ends-new-creepy-crawlies-bug-ridden-hotel-limehouse/

Dec 2013: https://www.eastlondonadvertiser.co.uk/news/20968254.proud-limehouse-

mums-watch-cyril-jackson-nursery-kids-stage-nativity/

Feb 2014: https://www.eastlondonadvertiser.co.uk/news/education/20968040.east-end-

schoolkids-get-real-roman-london-experience/

Recap:

Ask, ‘Can anyone remember who your trusted adults are?’. Gather ideas from the class
about who they are. We also learnt about what information should not be shared online.
Ask, ‘Can anyone remember this too?’. Gather ideas from the class. If they cannot
remember, a quick recap is needed to re-activate prior knowledge.

Introduction:

Explain that when information is uploaded to the internet, it then stays there for a very long
time, usually permanently. Today, we are going to look at some examples of this. Ask, ‘Think
of a time you have looked for information online. What did you find out?’.

Whole Class Learning:

Put the name of your school into a search engine and then click on the ‘images’ tab (do this
before the Session to make sure that nothing inappropriate appears). The images returned
are very often photos of previous students that have been used by a local newspaper or
social media websites, such as Twitter. Clicking on these links will navigate to the original
page that usually has a date on it. For example, a photo of a group of children from your
school who dressed up for world book day was used in a local newspaper article that dated
back to 2011. Point out that 10 years later, that information is still there and is very unlikely
to go away unless that is requested.

Demonstrate right-clicking and copying the picture. Now that the image has been copied,
even if the original image were taken away, the copy would still remain. Ask, ‘If the photo
has already been there for 10 years, how many times could people have copied it?’. Before
the Session, it can also be useful to navigate to your local newspaper’s website and put your
school’s name inside a pair of inverted commas. Then, order the search results so that the
oldest report is shown first. These articles can date back to the mid-90s (over 20 years ago),
and the information is still available for anyone to see it.

Independent Learning:

Hand out the ‘My School’ worksheet, and, in pairs, students complete the answers. They can
use tablets to search for information or ask their teacher or classmates.

Review:

Ask, ‘Can you think about what the problem may be with information staying on the internet
forever?’. Remind them that both good and bad information stays. Ask, ‘Would you like your
photo to be on the internet forever? Would you like strangers to be able to copy and save it
onto their computer?’.
Session 2 – My profile

Session Objectives:

• I can describe how anyone’s online information could be seen by others.

Key Words:

• Information
• Profile
• Safer
• Username

Resources:

• PowerPoint
• ‘My Profile’ worksheet

Recap:

Ask, ‘Can anyone remember what information we found about the school online?’. Discuss
how long ago this information was uploaded online. Remind the class that the information
uploaded online lasts a long time.

Introduction:

Today, we are going to look at information which can be found online by others by
searching for their profiles.

Whole Class Learning:

Open the PowerPoint. __________ decides he/she wants to find out about their favourite
book character. So he/she decides to use a search engine to find the information.

They go onto a search engine and type in the character’s name. Now we can see the results
of the search.

They choose one of the top results. _____ checks to see if it is a reliable URL and has the
padlock sign to show that it is trustworthy.
They collect all the information from the website. The information is highlighted on the
website, and the information has been written down. Information found is name, location,
date of birth, hobbies, early life, blurb of information, etc.

Independent Learning:

Replicate a scenario where you could be playing a game and searching for a certain
username. Or you search for that username in an online search engine. This shows what can
be seen by others when searched for.

Hand out the ‘My profile’ worksheet. The information sheet will have their name, location,
date of birth, pictures and blurb of information. Children then need to complete key
information on the profile sheet and discuss with a partner which pieces of information
should not be shared online and why.

Review:

Ask, ‘Do we think your profile is safe? How do you think we could make this profile safer?’.
Use different usernames and information which does not show identity. Make sure that the
profile is not visible to everyone.

Session 3 – Speaking to trusted adults

Session Objectives:

• I know who to talk to if something has been put online without consent or if it is incorrect.

Key Words:

• Trusted adult
• Sign up
• information
• Online

Resources:

• Strips of coloured paper (Optional)

Recap:
Ask, ‘Who do you speak to if you need help with something online?’. Explain that these
people are some of their trusted adults.

Introduction:

Today, we are going to decide who our trusted adults are so we know who to talk to if
something happens online or offline.

Whole Class Learning:

Open the PowerPoint. Each slide will play out a story of a character who has signed up for a
game. Go through the scenario with the students.

Character signing up for a game and inputting their personal information into the game.

A friend is playing the game and searches for their information and finds all their
information can be seen by others.

Friend goes into school the next day and tells them what they have seen online.

They both go to a different trusted adult, a parent and a teacher, and engage in
conversation with them about what they have found online.

The teacher reacts positively and decides to discuss it with their parents. Parents react
positively and decide to make sure the account is secure.

Children feel happy about telling a trusted adult and their account is now secure.

Independent Learning: (Optional)

Give the children several strips of brightly coloured paper. On each strip, they draw their
trusted adult who they would talk to if they were unhappy about something that had been
posted about them online – if it had been done without their consent or if it was incorrect.
They then write the trusted adult’s name and their relationship to the child (e.g. uncle,
mother, teacher). Once the strips have been completed, they can then be linked together to
make a paper chain that the children can then hang in the computer room as a display.

Review:
Now that they know fully who their trusted adult is, highlight the importance of telling a
trusted adult if there is something, they are worried, unsure or confused about. If they don’t
tell an adult, then that worry will increase and the situation will not be sorted.
Year 3 - Self-image and identity
Session 1 – Avatars

Session Objectives:

• I can explain what is meant by the term ‘identity’.

• I can explain how people can represent themselves in different ways online.

Key Words:

• Identity = who a person is or the qualities of a person that makes them different from
others
• Online
•Avatar = an image that represents you online
•Reputation

Resources:

• Presentation

Recap:

Remind children that in previous Sessions, they will have talked about how to be safe online.
As a class, discuss some of the rules and ideas that they remember.

Introduction:

Explain to the children that we are going to learn what the word ‘identity’ means and how
people can represent themselves differently online. Ask, ‘Has anyone ever heard of the
word ‘identity’?’. Allow thinking or partner time and discuss as a class.

Whole Class Learning:

Show the children the dictionary definition of what ‘identity’ means:

(Noun) Who a person is or the qualities of a person that makes them different from others.

Explain to the children what the word ‘avatar’ means: (Noun) an image that represents you
online.
Open the PowerPoint to the first slide displaying a person in the middle. Click on each box to
reveal something about their identity. Discuss each one in turn and then talk about how
these parts of their identity may be represented online using the second reveal box.

Go to the next slide. Repeat the activity, instead revealing the online presence boxes first
this time. Ask, ‘What do these things tell you about their identity? and then ultimately what
might he look like?’.

Ask, ‘How do you choose to represent yourself online? If you have an avatar, what does it
tell people about you and your identity?’.

Independent Learning:

Explain to the children that their identity is made up of lots of different information. The
children should record all the things that make up their identity (e.g. name, address, family
members, age, hobbies, interests, appearance, gender). This could be done on a piece of A4
divided into 16 small sections – and could be recorded with a combination of words and
pictures.

Once the children have completed their 16 pieces of information, they should colour code
each one, depending on whether it should be shared as part of their online identity or not.
The purpose of this activity is to demonstrate to the children that their online reputation is
partly made up by the way that they choose to represent themselves online and that some
of the elements that make up their identity are not safe to share.

Review:

Share colour coded pictures and discuss with the children the elements of their identity that
are not safe to share online. This could be done with a thumbs up/thumbs down response
to the teacher calling out different elements of an identity.

Session 2 – Usernames online

Session Objectives:

 I can explain what is meant by the term ‘identity’.

 I can explain how people can represent themselves in different ways online.

Key Words:
• Username

Resources:

• List of usernames

Recap:

Ask, ‘What elements of your identity should not be shared online?’

Introduction:

Ask, ‘When might you need to create a username? What do you already know about safe
usernames?’ Teacher to record answers and display them for the duration of the Session.

Whole Class Learning:

Show the children a list of usernames.

Sort the usernames into ‘safe’ and ‘unsafe’.

Focusing on the ‘unsafe’ list, ascertain why each username could be deemed as unsafe. 1.
laurasmith222
2. frazzlecrisp
3. balletgirl888

4. daisydaisy;)
5. 2016LukeHaynes
6. StAnnesSchool22
7. Sleepy-panda
8. LucyGLondonSW6
9. megaMax123
10. coolCallumJenkins14

Explain to the children that their usernames can be used by people to collect information
about them that they should not have.

When choosing a username:

• avoid using your real name

• avoid using meaningful numbers (e.g. any part of your address or your location e.g. school,
your phone number, your age or date of birth)
• change your username for each site/app that you use.
Independent Learning:

Children create usernames for other class members. NordPass can be a fun and safe starting
point... https://nordpass.com/username-generator/ Focus on the list created in the whole
class learning session which states what not to use in a safe username.

Usernames can include nicknames and hobbies/interests

Review:

Children read out one of their usernames and others try to guess whose username it might
be.

Session 3 – Changing identity online

Session Objectives:

• I can explain ways in which someone might change their identity depending on what they
are doing online (e.g. gaming, using an avatar, social media) and why.

Key Words:

• Reputation
• Online reputation

Recap: Ask, ‘What is your online identity?’.

Introduction:

Explain to the children that we have already discussed their online identity and how to
create avatars to protect their identity, and safe usernames. Today, we are going to think
about online reputation and what that means.

Ask the children, ‘What does the word reputation mean?’. Check that all children have an
understanding of this before asking, ‘What does online reputation mean?’.

Collect responses and record for reference during the Session.

Whole Class Learning:

Explain to the children that every time we use the internet, we have the power to connect
with people from all over the world. What we say and how we behave towards those people
can have an impact on them. We want our impact to be positive, so we need to think
carefully about what we say, write and post online. When we are online, it is very easy to
forget that lots of people will see what we post and that some of them could be impacted in
a negative way.

Behind each username and avatar is a real person with feelings, just like us.

In some cases, people – even people we know and trust – might change their identity so
that they can be mean to others online without being found out.

Share the following scenarios with the children and ask them to offer advice to the children
involved.

SCENARIO 1: Kavir has sent a video to the class group chat. It shows a member of their class
eating some chips. Kavir has commented underneath, ‘Fatty’.

SCENARIO 2: Shona thought that her username and password were safe but someone must
have found out what they are. They have been posting very mean things online, pretending
to be her.

SCENARIO 3: Gavin keeps receiving prank calls and mean text messages from lots of the
children in his class at school.

Independent Learning:

Create a poster which shows at least six positive things we can do to be kind online. Ideas
might include:

 Posting an uplifting photo of something you love doing

 Sharing a funny meme or GIF
 Messaging a friend to tell them they make you happy
 Commenting positively under a friend’s selfie picture
 Sharing an inspiring story, photo, video or article

Review:
Children share posters and feedback with a positive comment.
Remember – always call out strange or mean online behaviour. Tell a trusted adult.
Year 4 - Online Reputation
Celebrity profile to be created and saved on Google Classroom (Tommy to support)

Session 1 – Tips for searching online

Session Objectives:

• I can describe how to find out information about others by searching online.

Key Words:

• Websites
• Information
• Search
• Search Engine

Resources:

• PowerPoint
• Devices
• ‘Alien’ Worksheet

Recap:

Ask, ‘Can you remember who your trusted adults are?’. This is revisiting previous learning
and will support the top tip in the instructions task.

Introduction:

Today, we are going to learn how to find information about others by searching online.

Whole Class Learning:

Open the PowerPoint. Re-visit websites which have information about a celebrity or certain
person. Reminding the class about the blue tick being a trusted source of information.

Show students the example of a Wikipedia page so the children can recall that there is
information which is often incorrect. Ask, ‘How do you think we would go about finding
these websites and information about celebrities? What steps would we take?’. The children
discuss with their partners.
Show the picture of Ariana Grande, or feel free to show a celebrity that is popular with the
class. Now we are going to look for information about this person. The teacher models how
to use Google or any other search engine to find information about a person such as the
Ariana Grande.

Independent Learning:

Hand out the Alien worksheet. The instructions need to be given to an alien who has landed
on earth and has never seen a computer before. Children cut out and stick instructions in
the correct order to show the alien how to find information about a celebrity online.

Top tip: Ask a trusted adult if you spot a URL which you are unsure about or a website
without a padlock.

Review:

Discuss as a class if the instructions are in the correct order and which order they should be
in. Or they can practically follow the instructions on a device they have in class to see if the
instructions are in the correct order.

Session 2 – Finding reliable information online

Session Objectives:

• I can explain ways that some of the information about anyone online could have been
created, copied or shared by others.

Key Words:

• Websites
• Information
• Search
• Search Engine
• Trustworthy
• Source

Resources:

• PowerPoint
• ‘Social media post’ Worksheet
Recap:

Ask, ‘Can we remember ways in which information is shared online? Which websites can we
use to find information?’. Discuss with your partner.

Introduction:

Today, we are going to discuss how information is created online on different websites.
Then we are going to create our own information and share it with the class.

Whole Class Learning:

Open the PowerPoint. Ask, ‘Can we remember how we can find a reliable source of
information online?’. Discuss with their partner. Show the blue tick to recall the information
that can be trustworthy.

Ask, ‘Can we remember a website that we have seen that may not have trustworthy
information on it?’. Feedback as a class. Show a website that might be untrustworthy e.g.
Wikipedia, and discuss why it might be untrustworthy.

Show the children the worksheet that they are going to complete with information. The
teacher models a post which the children can post.

Independent Learning:

Hand out the ‘Social media post’ worksheet for the students to complete using the steps
seen in the Session today. Posts can be about a celebrity, their topic in the class of their
choosing, what they did today, what they’ve learnt in school, sport, etc without giving
personal information.

Children then pass their posts around the room, modelling sharing information online.

Tips: 1. Think before you speak. 2. Treat others as you would like to be treated. 3. Be
mindful of what you’re posting. 4. If you haven’t anything nice to say, don’t say anything at
all.

Review:

Ask, ‘Can you remind us of the top tips before creating information online?’. Discuss as a
class the top tips and ask the class to come up with a top tip of their own.
Session 3 – Researching a celebrity

Session Objectives:

 I can describe how to find out information about others by searching online.

 I can explain ways that some of the information about anyone online could have been
created, copied or shared by others.

Key Words:

• Websites
• Information
• Online
• Profile

Resources:

• PowerPoint
• Tablets or computers

Recap:

Ask, ‘Can we remember what we need to look out for when trying to find trustworthy
information online?’. Discuss with the class how to search for information.

Introduction:

Now that we have found information about celebrities, it is time to put those skills into
practice. We will create an online profile of a celebrity of your choice.

Whole Class Learning:

The slide should have a template of the profile. The teacher models finding information
about the celebrity, and the students find the information to build a full picture of the
person.

Independent Learning:

The students research a celebrity and create a profile for them. The profile needs to include
information about the celebrity, such as their profession, hobbies and birthday. Students
can draw or print out the picture and include information about them.

Review:

Share profiles with the class to generate class discussion. Ask, ‘How did you find the
information? Is all of this information safe to share?’.
Y5 - Copyright and Ownership
Session 1 – Using online content

Session Objectives:

• I can give examples of content that is permitted to be reused and know how this content
can be found online.

Key Words:

• Content
• Usage rights
• Permission

Resources:

 A child friendly search engine such as Kiddle

 ‘How to search for content that can be used by others’ help sheet.

 ‘Topics and Facts’ worksheet

Recap:

Ask, ‘Are we allowed to use all content published online?’. Remind the children that there
are different licences which determine which images we are allowed to use. Ask, ‘Can
anyone recall the licences or any explanations?’. Copyright is also important to remember.
Copyright is a form of protection given to the authors or creators of ‘original works of
authorship,’ including literary, dramatic, musical, artistic and other intellectual works.

Introduction:

Today, we are going to learn how to use a search engine to find online content that can be
used by others. Ask, ‘What have you used search engines for in the past? Was it easy to find
information?’. Allow thinking or partner time and discuss answers as a class.

Whole Class Learning:

Online content has been created by a person, and therefore this content belongs to them.
Emphasise the importance of the fact that everything online belongs to someone. In class,
we would put our names on our work. However, doing this online is much more difficult
than that.

Model, using a children-friendly search engine such as Kiddle, finding some images that link
to a topic you are currently studying. Click on the photo so that it takes you to the website it
came from. Ask, ‘Does it say who took the photo or who the photo belongs to?’. Sometimes
it provides a name or says ‘image source’. Click on ‘image source’ or on the photo again.
Eventually, the owner of the photo will be revealed.

Explain to the children that we have to be very careful when using other people’s content
online because it belongs to someone. Equate this to real life: in an English Session, you
couldn’t take someone else’s story and say it was yours – you would get into trouble. It is
exactly the same online. If you use someone else’s content without the owner’s consent,
you could get into a lot of trouble.

Luckily, there are websites that only have content that the person who created it has said
that other people can have and not get in trouble for it. We are going to learn how to use
Google search safely to find content that is free to use. Use the help sheet to model using
‘SafeSearch’ on Google and how to set the usage rights. Go through each of the usage rights
options, explaining what each one means and giving examples.

Independent Learning:

Go through the Google SafeSearch step by step with the class in front of computers or
tablets. Guide them through the process as a group.

Now that we have been through SafeSearch and understand how it works, let’s have a race.
You need to search for one fact for each of these topics and write the fact in the box. Ideas
for things to search could be: colours of the Japanese flag, a fact about the President of the
USA, name a dish from Thailand, find one player who plays for Leeds Utd, who created the
internet?, who founded Apple?, what was the enigma machine?

Compare answers as a class and talk about how the children each found their information.

Review:

Reiterate how important it is to only use content (photos, videos, written content, etc.)
when the owner has given permission to do so. It isn’t fair on the person who created it for
someone to use it without asking.

Session 2 – Google SafeSearch

Session Objectives:

• I can assess, and justify when it is acceptable to use, the work of others.

Key Words:

• Acceptable
• Rights
• Copy
• Paste

Resources:

• Tablets or computers
• ‘How to search for content that can be used by others’ help sheet

Recap:

Ask the class if they remember how to use Google SafeSearch. Go through the steps as a
group without devices and then go through the steps again with computers or tablets so the
pupils are set up to use SafeSearch for the class.

Introduction:

Today, we are going to look at how we can find information and work online that it is okay
for us to use in our own projects.

Whole Class Learning:

Show the children the ‘How to search for content that can be used by others’ help sheet.
The children then use this help sheet to find images about a relevant topic that you are
studying in class. For the first example, tell pupils what to search for and guide them
through the steps to copy and paste three images onto a document.

Independent Learning:

The pupils now choose three searches that link with the theme of the topic during the class
learning and copy and paste their three images onto their document. Go around the room
and help pupils resize images so they fit onto one or two pages. Extension work can be to
explain why they chose those pictures or which image rights that picture has. At the end,
direct the students to save their work in their named folder.
Review:

Ask the students to repeat the steps for setting up Google SafeSearch and then the steps for
creating a document with pictures found online, including saving the work at the end.

Session 3 – Copyright rules

Session Objectives:

• Review rules about using other people’s work online.

Key Words:

• Content
• Permission

Resources:

• ‘Using other people’s online content’ worksheet

Recap:

Ask, ‘What did we use SafeSearch to look up in the previous Sessions? How did we know it
was okay for us to use the information and images we found?’.

Introduction:

Today, we are going to review all of the rules we have looked at about using information we
find online to make sure that we don’t plagiarise anyone’s work. Ask, ‘Can anyone explain
what plagiarism means?’. Discuss as a class.

Whole Class Learning:

Go through the PowerPoint, discussing each of the rules and deciding as a class whether
they are true or false.

1. You can use any image you find online. False, lots of images online are protected by
copyright and you need the owner’s permission to use it.
2. If an image doesn’t have a name next to it, you can use it. False, it could still be
protected by copyright, or even already shared by someone else not crediting the
original creator.
 3. You can’t use any photos or videos online because they belong to someone else.
False, you can ask for permission to use pictures or videos, and some have a Creative
Commons license or are in the public domain, meaning you can use them.
4. You can specifically search for photos and videos that the creator has said you can
use. True, click on ‘Tools’ on Google images and go to usage rights. Click on Creative
Commons licenses. Make sure you still credit the owner though with a proper
reference.
5. All images returned from an internet search are free to use. False, the images that
are free to use are under Creative Commons licenses.
6. You can use any image you can find online so long as you say who created it. False,
you will need the permission of the owner. However, if it is for educational purposes,
such as schoolwork, as long as you provide a complete reference you won’t get into
trouble. If you use the image to make profit or claim it as your own however, you
could find yourself in trouble.
7. All images and videos online belong to everyone. False, some are in the public
domain and free to use, but user-generated content has an owner and the content
belongs to them.
8. No-one will find out if you copy an image and use it as your own. False, there are lots
of ways of checking for copyright.
9. If you upload an image, anyone can use it. False, you own the image and anyone
who wants to use it needs your permission. However, you do need to check the
terms and conditions of the app or platform you are uploading to, because you might
be giving them the ownership of the image by sharing it with them.
10. If you upload an image, people have to ask you before they can use it. True, you own
the image and anyone who wants to use it needs your permission. However, you do
need to check the terms and conditions of the app or platform you are uploading to,
because you might be giving them the ownership of the image by sharing it with
them.
11. I can take an image, make it look a bit different, and then it is mine. False, this is still
considered copyright.
12. There are different rules for music from images and videos. False, music is also
copyrighted and you can’t use it unless you have the owner’s permission. Some
music is in the public domain, which means you can use it and share it online, but
sharing music that is protected by copyright can get you into trouble.

Independent Learning:

Hand out the ‘True or false?’ worksheet, and, in pairs, the students review the statements
and decide if they are true or false and why.

Once completed, go through the answers as a class and explore what would happen if the
opposite was correct. For example, ‘you can use any image you find online’ is false, but what
would happen if it was true? Ask, ‘Would photographers who take photos for their job then
not be able to put anything online for fear that it would be stolen?’.
Review:

Rules about the information and images we can and can’t use online are complicated, right?
It is why we have to always think carefully whenever we are researching or looking for
online information for our own work or uses.
Y6 - Online Safety Reporters

In teams children write a script for their chosen area of online safety and then record their
message or guide in class. Open ended.

1. Password Security: Importance of strong passwords and keeping them private.

2. Privacy Settings: How to manage privacy settings on social media and gaming
platforms.
3. Recognizing Scams: Identifying phishing emails, scam websites, and fraudulent
messages.
4. Cyberbullying Awareness: Understanding what cyberbullying is and how to respond
to it.
5. Safe Online Communication: Guidelines for safe chatting, texting, and video calling.
6. Responsible Social Media Use: Using social media responsibly and understanding the
impact of online behaviour.
7. Digital Footprint: Understanding that online actions are recorded and can have long-
term consequences.
8. Dealing with Strangers Online: Avoiding interactions with strangers and
understanding the risks involved.
9. Safe Online Gaming: Rules for safe and respectful behaviour in online gaming
communities.
10. Information Sharing: The dangers of sharing too much personal information online.
11. Online Etiquette: Understanding and practicing good manners and respect in online
interactions.
12. Using Search Engines Safely: How to safely search for information online.
13. Recognizing Fake News and Misinformation: Learning how to identify and deal with
fake news and misinformation.
14. Appropriate Content: Identifying age-appropriate content and avoiding
inappropriate material.
15. Reporting and Blocking: How to report inappropriate behaviour or content and use
blocking features on various platforms.

Can they use ChatGPT to develop their script and ideas if they need inspiration.

Model using as a class.

https://chat.openai.com/

Login:
t.sheldon@cyriljackson.towerhamlets.sch.uk
password1234

Example Prompt:
Write an online safety script for a Y6 primary school audience. The topic should be
on Dealing with Strangers Online: Avoiding interactions with strangers and
understanding the risks involved. This should be about 1 minute long and include
risks, support and tips. This will be presented directly to camera in a team of 3.