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Safer Internet Day 2020 – Purple Mash
Jan. 16, 2020
Over the years, Safer Internet Day (SID) has become a landmark event in the online safety calendar, with schools across the world getting involved to create a safer environment for all online. It’s now celebrated in over 150 countries worldwide. From cyber-bullying to social networking, each year Safer Internet Day (February 11th) aims to raise awareness of emerging online issues and chooses a topic reflecting current concerns, this year having the theme of Free to be me: Exploring identity online. Whatever your school is planning for Safer Internet Day 2020, don’t forget to register as an official supporter of the day, to download your school’s certificate.
At 2Simple, we’re celebrating Safer Internet Day with Purple Mash offering several free resources that you can use in your classrooms. By focusing on identity online, we’re offering pupils the opportunity to consider how they can express themselves online and the implications of this through the following resources:
The resources below are free whether you subscribe to Purple Mash, or not.
- Friendbook – encourage your pupils to discuss how online services are using the information we share to identify and profile us by introducing social networking sites.
- Friendbook Party – Sophie has publicly shared details of her party on Friendbook. Allow your pupils to work in groups to discuss the dangers of this and how to protect your online identity using privacy settings accurately.
- Social Networks Debate – discuss whether children should be using social networking sites. We have a worksheet to prepare for these debates with prompts to help your pupils out.
- Dilemmas – this allows children the chance to explore oversharing, private information, app permissions and much more. Write about ways in which you should deal with these dilemmas and how to express their worries.
My Online Identity
- Making Choices template – helps your pupils write about the choices that they’d make online. Use the prompts to set your own discussion points, with some already pre-set such as, private information, using a device that isn’t yours etc.
- Being a good online role model – help your pupils express who they want to be online. Use this template to create a leaflet for your pupils to help other children become good online role models.
- My Identity writing template – pupils can write about aspects about their identity; their family, appearance, friends, hobbies, religion etc. This can lead to a discussion about what aspects of their identity should be shared with the public and what shouldn’t be shared, showing them how to be free to be themselves whilst keeping safe online.
Purple Mash Subscriber Specials
If you’re a Purple Mash subscriber, we would recommend allowing your class to create their avatar on their account. To create your avatar, simply click on the image next to your name and start creating! Give your class up to 20 minutes to get creative and see what they can come up with. After each pupil has created their avatar, hold a discussion about why they have chosen their avatar to look how they have. This can be a way of introducing your identity online in a safe environment.
Do you know that if the class all have avatar images, you can create a 2Investigate database called Class that will automatically import records for the class with their avatars and names and teacher could then add fields like ‘Do you use avatars online?’, ‘what are your hobbies?’, ‘your ambitions?’, ‘do you use your real name online?’ and other identity-related fields. This is an easy way to collect everyone’s ideas and display in a safe way.
2Email is one of our most popular resources in Purple Mash and our Confidential Information activity will support your pupils in learning about what is safe to share online. Our simulation is kept within Purple Mash, so is a safe environment for pupils to learn about email and how to respond.
Prejudice is another of our 2Email simulations in which Cyber Cop probes questions surrounding prejudice which can occur online teaching your pupils about bullying and prejudice online.
Share your Safer Internet Day activities on Twitter @2SimpleSoftware and @SafeInternetDay with the #FreeToBeMe.
Here is our new video on how to set parental controls on your child’s devices.
The festive season will no doubt see a rise in the number of our young people who have access to internet enabled devices with many techy gadgets and games at the top of their Christmas lists.
Check out the latest blog from CEOP with some good advice for parents and carers.
The CyberFirst Girls Competition aims to support girls interested in a career in cyber security.
Registration is now live for the CyberFirst Girls Competition 2020.
What is the CyberFirst Girls’ Competition?
Set up by the National Cyber Security Centre, the CyberFirst Girls’
Competition is an annual UK-wide competition to introduce young
female-identifying students to the world of cyber security – and the
skills that could start an incredible career.
Through rounds of puzzles and challenges, the Year 8* girls form
teams of up to four, to take on challenges that train them in the skills
they need to defend our digital world.
Don’t forget that you have until the 21st January 2020 to register your teams for this competition. The qualifier round begins on the 13th January.
You can find full rules and regulations for the Girls Competition here on the NCSC website.
- Teams are made up of up to four female students in Year 8, S2 or Year 9 (NI).
- Teams need to be supported by a responsible adult appointed by the school who is aged over 18 years and who can act as the team guardian.
- Team guardians do not need to have any cyber knowledge or be an IT or computer science teacher. Their role is to register the teams and facilitate access to the competition.
- Schools can enter as many teams as they like if they fit the qualifying criteria (see above).
Our new video supporting parents with e safety has gone live. It covers a number of ways to report when something has gone wrong.
Here is our latest video on how you can keep your family safe online.
Barefoot has launched a new campaign today – Code Cracking (#BarefootCodeCracking), a campaign demonstrating how computational thinking was used in World War Two. The lessons encourage pupils to become code crackers themselves, research the history and then produce a film about code cracking.
As part of the campaign Barefoot are introducing the Code Cracking Cup, a UK-wide competition to win a VIP trip for 50 people to Bletchley Park, featuring an award winning learning experience, £500 towards travel* and the much coveted Barefoot Code Cracking Cup trophy! (see details on the website).
*An alternative prize is available if the winning school is too far away to travel to Bletchley Park. See terms and conditions for more information.
As part of the Code Cracking campaign, they have created limited edition Code Cracking classroom bundles, the first 150 teachers that request a workshop via the website and enter the word ‘Cup’ as the campaign code, will receive one of these. They are designed to support pupils in these exciting lessons and will include the following:
A Top secret folder
Code Cracking ID cards for the whole class
Colourful A2 posters which will get your pupils excited about Code Cracking and the Code Cracking Cup
Bunting to dress your classroom
Code Cracking pencils and stamp
They are limited to the number of packs that but as always, some of these materials will be available to download from the Barefoot website.
There will also be spot prizes for people engaging on our social media platforms and they will be asking people to ‘tag a teacher’ to help spread the word about Barefoot during the campaign, which runs from Monday 16 September to Monday 18 December 2019.
The My Data and Privacy Online website has a range of resources for young people, their parents and professionals, while the Outcomes Report is an interesting read providing an overview of the research behind the project. Below is an extract from the report of children’s understanding of privacy online:
5 to 7 year olds
· A developing sense of ownership, fairness and independence
· Learning about rules but may not follow them, and don’t get consequences
· Use digital devices confidently, for a narrow range of activities
· Getting the idea of secrets, know how to hide, but tend to regard tracking/monitoring by a trusted adult as helpful
8 to 11 year olds
· Starting to understand risks of sharing but generally trusting
· Privacy management means rules not internalised self-regulation of behaviour
· Still see monitoring by a parent or other trusted adult positively, to ensure their safety
· Privacy risks linked to ‘stranger danger’ and interpersonal harms
· Struggle to identify risks or distinguish what applies offline/online
12 to 17 year olds
· Online as ‘personal space’ for expression, socialising, learning
· Concerned about parental monitoring yet broad trust in parental and school restrictions
· Aware of/attend to privacy risks, but mainly seen as interpersonal
· Weigh up risks and opportunities, but decisions influenced by desire for immediate benefits