List of most recent posts
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
Here are some great e-safety tips for smart phone users.