CyberSense Introduction & Overview Ariel Trust CyberSense Introduction & Overview Training is delivered in three parts Part One – will provide background information and introduction to Face Up content Part two and three will provide detail of module 1 and 2

Ariel Trust Ariel Trust a not for profit charity. Established in 1982. Developing interactive resources for young people that build resilience. Preventative resources used in 300 schools with over 21,000 young people in 2014/15. Evidence based approach. Funded project – Big Lottery – Realising Ambition Long track record of working with young people Preventative resources – addressing a range of social issues – used in both primary and secondary schools Evidence based approach – working with SRU to undertake external RCT of the Face Up programme

How can CyberSense support Ofsted New judgement headings? Personal development and behaviour: Employs a key focus on pupils’ self-confidence and self-awareness, and their understanding of how to be successful learners. Welfare: Physical and emotional well-being, including healthy responses to all forms of bullying. CyberSense encompasses the personal development of young people, acceptable and unacceptable behaviour in addition to the role of the bystander and their actions. The welfare of themselves, their friends and their peers is a key message that is explored throughout the modules. CyberSense allows pupils to reflect on feelings and identify positive ways of understanding, managing and expressing emotions and gain the skills to challenge inappropriate behaviour whilst building their self-confidence and raising their self-awareness. 3

Good personal development Pupils are safe and feel safe. They have opportunities to learn how to keep themselves safe. They enjoy learning about how to stay healthy and about emotional and mental health, safe and positive relationships and how to prevent misuse of technology. Importance of ‘safeguarding’ as a golden thread throughout all judgements. CyberSense uses a collaborative learning approach which provides an opportunity for pupils to use the knowledge and understanding gained to make informed choices in the future. The exercises and activities allow opportunities to discuss how to keep themselves safe. Video exercises focus on the role of the bystander developing skills and encouraging students to reflect on their responsibilities as a good citizen. 4

Statutory guidance for schools Keeping Children Safe in Education (2016) Schools “should ensure” rather than “should consider” that online safety is included in relevant lessons. “Governing bodies and proprietors should ensure children are taught about safeguarding (including online) through teaching and learning opportunities, as part of providing a broad and balanced curriculum.

Based on evidence of what CyberSense Programme Based on evidence of what is proven to work. Foshee & Langwick, 2004 Skills building is a crucial component in the chain of events that can lead to positive outcomes. National Institute of Health’s review, Grifin and Botvin, 2010 This study examined what makes a preventative education programme effective and identified key elements; social resistance skills training as a key element in the protection of young people from harm. .

Age appropriate curriculum for ages 9 – 11 Focus on skill building CyberSense Overview Universal approach Age appropriate curriculum for ages 9 – 11 Focus on skill building Consultation with young people Multimedia resource Teacher led Highly engaging Easy to use Consultation with young people both at secondary and primary age has enabled us to develop short film clips that are relevant to the pupils Multimedia approach to try and engage young people and keep them interested in the content In the UK, it seems that starting secondary school at the age of 11 is a key trigger for underage social networking Lesson plans, including indepth teachers notes and word lists, and a range of additional activities that can be used for homework

CyberSense Core Components Module 1 De-escalating conflict Module 2 Asking for help Module 3 Empowering the bystander Number of lessons - 8 Number of lessons - 3 Approximately - 6 hours Approximately 2.5 - 3 hours Approximately 2.5 – 3 hours Video: ‘Send me a selfie’ Video: ‘Girls don’t play football’ Video: ‘I wouldn’t like it’ Video: ‘Flame wars’ Video: ‘What harm can it do?’ Video:’You’re making us lose’ Explain overall aims of Modules Progression in terms of skill development Fidelity – minimum of 8 lessons – Evidence from US shows the importance of delivering minimum of 7 hours in order to develop skills and higher levels of impact Timing – lessons 45 – 50 minutes broken into smaller exercises ranging from 10 – 25 minutes