RSHE audit toolkit: primary - internet safety and harms
DfE: Statutory Relationships and Health Education guidance for KS1 and KS2
Internet safety and harms (outcomes from statutory document)
Pupils should know:
- that for most people the internet is an integral part of life and has many benefits.
- about the benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others’ mental and physical wellbeing.
- how to consider the effect of their online actions on others and know how to recognise and display respectful behaviour online and the importance of keeping personal information private.
- why social media, some computer games and online gaming, for example, are age restricted.
- that the internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health.
- how to be a discerning consumer of information online including understanding that information, including that from search engines, is ranked, selected and targeted.
- where and how to report concerns and get support with issues online.
Online safety (including grooming)
BBC: Foundation stage: keeping safe online - BBC Bitesize
Hamilton Trust: e-safety mini topic/ KS1
A collection of five stories created to help parents and teachers educate children aged 3–7 about online safety, with accompanying teaching activities
Join in with Mummy Penguin’s song and follow the adventures of Smartie the Penguin as he learns how to be safe on the internet. (EYFS, KS1).
Thinkuknow: Jessie and friends
Online safety for 4-7 year olds.
PSHE Association: Cybersprinters
Developed in collaboration with the National Cyber Security Centre, these lessons will support the existing CyberSprinters game to help pupils develop key knowledge, skills and behaviours to keep them cyber secure when they are online.
The Project EVOLVE toolkit is based on the UKCIS framework “Education for a Connected World” (EFACW). This framework covers knowledge, skills, behaviours and attitudes across eight strands of our online lives from early years right through to eighteen. These outcomes or competencies are mapped to age and progress. The statements guide educators to the areas that they should be discussing with children as they develop their use of online technology.
Books
Chicken Clikin and Troll Stinks (look for 3rd book).
Every care has been taken to ensure the information and any recommendations in the toolkit are accurate at the time of publishing. Schools must make their own judgements when using these resources and always risk assess with their pupils in mind.
This toolkit is brought to you by the HFL Education Wellbeing team. Contact the team at wellbeing@hfleducation.org or call 01438 544464.