ROAR esafety software I Gover – June 2010

Second Byron Report - Do we have safer children in a digital world? (DfE site) Most children and young people engage with the online world which – like the offline world – is an exciting environment with many opportunities and benefits but also with risks and dangers. It is also a space which evolves at great speed: in the last two years alone there have been major developments in webcam-based chat, location-based services, the use of internet-enabled and wifi-enabled portable media devices, the participation of children aged under 13 on social networking sites, and online gaming. Glog Why

Second Byron Report - Do we have safer children in a digital world? We must empower children and young people to access and enjoy the opportunities and benefits of the digital world, be risk aware, but not fearful, and support them to develop skills to become digitally literate. In the future more jobs will require a high standard of digital skills and more services will be delivered exclusively online. Implies a move away from Stranger Danger to other aspects of using a computer safely Why

Student Views Do you know more about e-safety than your teachers? Yes, probably, but they are too old! If young people are stuck with homework they ask a friend first, then google it, then speak to a teacher. Why

At BETT primary colleague suggested a look at the ROAR educate materials We had looked at these materials before but decided they were undeveloped Now includes lesson plans, certificates, teacher resources etc Went into negotiations to see what they could provide How

We managed to negotiate: 18 months for the price of 12 Use for any student at any stage 50p per student Fixed price for Somerset on August 31 st 2011 How

What Lets look at the Key Stage 4 materials ROAR esafety Room in Fronter Meme Intranet Play

What Other materials TV Wiki

What KS2 KS3 materials

How Visits to schools – teaching lessons Video

How Learners know a lot about esafety and appreciate being involved in constructing the learning process Learners know a lot about esafety but choose to ignore some of the issues in their own personal use Learners appreciated the practical nature of the exercises i.e. being able to actually change the privacy settings in the Facebook simulation Moving the emphasis away from the learners to setting up a Facebook account for a younger sister or setting a computer up for a Grandparent was a positive way into many difficult situations

How The packages should be taught to – letting the learners use the packages without direction did not necessarily move learning forward Many learners seemed to wish to carry on using the materials at home. There are opportunities for extended homeworks especially linked with sharing with parents. Using group work, ambassadors and Q&A sessions enabled learners to share ideas with each other There were many aspects of esafety that the learners had not encountered before e.g. Firewall, Malware. There needs to be a scheme of work that allows progression.

How There were many aspects of esafety that the learners had not encountered before e.g. Firewall, Malware. There needs to be a scheme of work that allows progression The exercises within the Us Online package took 15 minutes to work through It was essential that a positive message was given throughout the use of the material that computers and communication was valuable – the message was to keep safe

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