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E-safety KS3

Course information 3

Learning outcomes 3

Course schedule 4

Introduction 5

The Practitioner Research Cycle 5

Introducing ourselves 6

Using the course resources in your project 7

The project 8

Reflect, evaluate and share with others 9

Discussion 11

Shared learning 11

Evaluation 12

Resources 12

1 E-safety topic areas at Key Stage 3 12

2 ICT Programme of Study/curriculum 14

3 Digital communications media 15

4 Passwords and personal information 15

5 Acceptable use policies (AUPs) 16

6 Cyberbullying 17

7 Digital footprints 18

8 Viruses and malware 19

9 Grooming 20

10 Whole-school e-safety 21

Teachers 22

School managers and governors 22

Parents 22

Whole school 23

Extra reading and resources 24

References 24

Acknowledgements 26

Course information

This is one of the ‘project courses’ from Vital. It provides an opportunity for you to plan, carry out and evaluate a project in your classroom. It is supported by a set of resources and activities to give you ideas for possible projects. You are not expected go through every resource but to pick those which are most relevant to your interests, context and possible project.

You will need access to:

  • a computer with a web browser

  • headset (including microphone and speakers) for online tutorials (optional webcam)

  • a class/group of students – groups could be within classes, whole classes, or groups across classes (e.g. clubs) and schools (e.g. clusters of schools or in collaborative projects).

Duration of the course: You should allow for about one to two hours per week for this on top of the time taken to do the project in your classroom or other setting.

Learning outcomes

N.B. The technology or technologies to be used are identified in the Resources section for the course.

Professional and reflective practitioner skills

At the completion of this course, you should be able to:

  • reflect upon and discuss the most common risks and dangers that children at Key Stage 3 face when engaged with ICT and technology

  • reflect on and discuss the impact on e-safety of the use of technology to support learning

  • select appropriate resources for the teaching of aspects of e-safety

  • identify how e-safety fits into the ICT Programme of Study and how e-safety topic areas that are relevant to children at Key Stage 3 can be taught effectively

  • understand the importance of e-safety at a whole-school level

  • tackle e-safety issues in your school setting.

Practical skills

At the completion of this course, you should be able to:

  • use web 2.0 technologies, taking into consideration the risks to both children and adults in various online environments and applications

  • teach issues of e-safety in the classroom to Key Stage 3 students

  • access a range of e-safety education and awareness resources.

Knowledge and understanding

At the completion of this course, you should be able to demonstrate an understanding of:

  • the range of e-safety risks which Key Stage 3 students could encounter

  • the issues involved in both preventing and responding to e-safety incidents including cyberbullying, digital footprints, viruses and grooming.

  • the range of educational resources available to equip you with a wide range of knowledge on e-safety topic areas that are relevant to children at Key Stage 3

  • the importance of anti-bullying, safeguarding and acceptable use policies (AUPs) and how to update these to include reference to e-safety risks and behaviour.

Cognitive skills

At the completion of this course, you should be able to:

  • critically review various e-safety resources and approaches

  • compare these reviews with others, constructively critiquing others’ views

  • discuss different ways in which the school can develop a whole-school approach to e-safety including safeguarding and children’s use of technology at home.

Course schedule


Course activities


Approximate duration


Activity 1 Getting to know others on the course


30 minutes


Activity 2 Exploring the resources

Online tutorial

1 hour

Activity 3 Guidance on using resources and planning for project

30 minutes


Activity 4 Drawing up course plans

Individual planning

1 hour

Activity 5 Confirmation of course plans

Online tutorial

1 hour


Activity 6 Classroom project


No extra time needed

Activity 7 Reflective journal


30 minutes to 1 hour per week

Activity 8 Keeping in touch with your cohort and facilitator


30 minutes to 1 hour per week


Activity 9 Reflecting and reporting back


1 hour

Activity 10 Extracting our shared learning


30 minutes to 1 hour

Activity 11 Course evaluation and certification


30 minutes to 1 hour


9–12 hours over 9 weeks


The course applies a practitioner research model to look at how aspects of learning may be supported and enhanced through the use of technology. Your starting point is ‘a need’ within your practice, which you will investigate how to address. This will involve exploring how other people have already attempted to address a similar need in their practice (bringing in some practical examples of how particular technologies are used in schools), before you plan and implement their use in your school and reflect and discuss what worked and what needs further refinement.

At the heart of your learning is a project that you will carry out in your teaching and learning setting. These materials are written assuming that you have signed up for a course, although they can be followed in self-study mode. Where you have signed up for a course you will be carrying out a project with similar focus to others, both in terms of the phase of education, technology and the curriculum.

Throughout you have an opportunity to share experiences with other participants. Where you have signed up to use these materials as part of a course you will have a facilitator who will conduct tutorials and help support you in your learning and reflection.

The Practitioner Research Cycle

Vital courses are based on a Practitioner Research Cycle as shown in the diagram below.

This cycle draws on, and develops, personal and professional knowledge bases. The latter may be seen in the literature, resources, policies and other materials that are used to inform practice.

Throughout the course small icons will indicate the stage of the cycle being addressed.

NB Prof/Pers KB = Professional/Personal knowledge base

Introducing ourselves

For the purposes of clarity the activities from this point on assume that you are on a course with others. If you are in self-study mode then some activities will not be applicable.

This part of the course provides an introduction to each other, to get a feel for the contexts others are working in. This may allow for cross-fertilisation of ideas in projects and for supported reflection.

Activity 1 Getting to know others on the course

30 minutes during the first week of the course (online).

The objective of this course activity is to get to know the other participants on this course

Task 1 Go to the course forum and the ‘Introductions’ thread. There it will explain how these introductions will be done – e.g. face-to-face, online, using a forum.

Task 2 Where a forum is used, introduce yourself, and your context, telling the other course members what you hope to get out of the course. Reply to some of these messages, identifying areas of overlap with your own context and interests.

End of activity.

Using the course resources in your project

These materials, are complemented by supporting resources and activities, which you can use to support your project. Your facilitator, and others on the course, will help to you to plan and refine your ideas for this project.

Activity 2 Exploring resources

1 hour over the first two weeks of the course (online)

The objective of this course activity is to develop your understanding of the resources provided to support this course.

Go to the Resources section, explore what is there and reflect on how might use them in your classroom or other setting. You are not expected to look at all of the resources, but to choose those which seem to be of most interest and relevance to you. In Activity 4, you will develop a project of your own and these resources are designed to help frame that project. As you explore you might want to make notes that you discuss with your facilitator in Activity 3.

End of activity.

Activity 3 Guidance on using resources and planning for project

30 minutes over the first two weeks of the course (online)

The objectives of this course activity are:

  • to develop your understanding of the resources available

  • to develop a shared understanding of suitable project resources.

Go to the course discussion forum and to the thread ‘Tutorial: Resource and project guidance’. This will contain guidance on how the tutorial will be conducted – for example, it may be online or face-to-face. The tutorial will be supported by discussion in the forum. When you attend the tutorial, online, you should be prepared to discuss initial ideas for your project.

End of activity.

Activity 4 Drawing up course plans

1 hour during the third week of the course (individual activity)

The objective of this course activity is to plan your use of the resources and associated technology in a project in your setting.

You will need to consider:

  • how your plan fits with your performance management or other targets

  • the classes or groups of learners to be used in the project

  • the learning gains or learning intentions

  • the intended purposes for using the technology and resources

  • what evidence you will look for of the impact of the resources and technologies on learning and teaching

  • how you will share your findings with others in your setting.

End of activity.

Activity 5 Confirming course plans

1 hour during the third week of the course (online)

The objectives of this course activity are to:

  • develop your understanding of the resources available

  • develop a shared understanding of suitable project activities.

Go to the course forum and to the thread ‘Confirming plans’. You should go to this thread and outline what you plan to do. Comment on others’ plans looking, in particular, for plans which are similar to your own so that you may share ideas and findings.

End of activity.

The project

Having developed your plan on how to use the supporting resources in your classroom you now need to carry out the project. This will last for about half a term. Each week, as you work through the project, you should reflect on what you have learnt and the impact it is having on learners. You should be prepared to share your thoughts and reflections with others.

Activity 6 Classroom project

To be carried out during weeks 3 to 7 (half a term of classroom activity)

The objective of this course activity is to carry out your plan for the use of the resources and technology in your classroom. It is not intended that, in doing so, you spend any extra time over and above your normal teaching and preparation time.

End of activity.

Activity 7 Reflective journal

30 minutes to 1 hour during each week of the project (individual activity)

The objective of this course activity is to reflect systematically on what you have learnt.

Each week you should note down what you have learnt from the project. This might take the form of reflection on your plans in Activities 3 and 4. These reflections may be kept in a blog or some other electronic journal. You will need to use these reflections to inform Activities 8 and 9.

End of activity.

Activity 8 Keeping in touch with your cohort and facilitator

30 minutes to 1 hour during each week of the project (online)

The objectives of this course activity are

  • to share your learning as the project progresses

  • to gain support from colleagues on the course

  • provide support for others in the cohort.

Each week you will receive a message from your facilitator to support your progress through the course and project.

Go to the course forum and to the thread ‘Project discussions’. Share how your project is going, what you are learning and any other resources that you have found to be of use. Respond to the message sent by your facilitator.

You can also use the forum to ask for support and guidance and to support and guide others. You should check back into the forum regularly – little and often is probably the best method here (15 minutes every other day is likely to be much more useful than a one hour block once a week).

End of activity.

Reflect, evaluate and share with others

Having carried out a classroom project, you will share your reflections of what you learnt from it.

Use the key questions below to help evaluate your project. Use your initial planning sheet and the reflections you have captured as a source of data to help you do this.

  • What did the learners do? This is a descriptive activity that explains your action with the learners.

  • What did they learn and how do you know? This is an issue of assessment including observation, discussion, question and answer, testing, etc

  • Was it worthwhile, i.e. did it succeed in meeting your targets? This question relates to your purposes and intended learning outcomes.

  • What did I do? Practitioner research is often done by individuals in their own work. This question requires a description of your own actions.

  • What did I learn? This requires analysis of your data and reflection on your answers.

  • What do I intend to do next? This relates to your next steps for action. This is where you will try to do things to achieve an improvement and to make the work you do with learners more worthwhile in your terms.

Adapted from Open University Curriculum in Action materials (1981)

Activity 9 Reflecting and reporting back

1 hour (online) during the final week of the course.

The objectives of this course activity are

  • to share your reflections on the project

  • give feedback to others as they reflect on their projects.

Make a brief presentation to share your findings – maybe as a couple of slides, short video, images etc. Go to the forum, in the thread ‘Reflections’ upload your presentation, and discuss:

  • the extent to which your intended learning outcomes were achieved

  • the evidence you have for this

  • the ways in which you shared your project with others in your setting

  • key reflections emerging from the consideration of the key questions for evaluation (listed above).

The use of technology in learning and teaching will provide you with evidence that may be useful when considering the Professional Standards for Teaching. You will have collected evidence from planning through to your notes and evaluation to discussion in the forum. Such evidence may be useful to you when demonstrating ways in which you have met the standards.

Depending on the stage of your career, certain Training and Development Agency for Schools TDA standards may be more relevant than others. Click the ‘Discussion’ button to reveal a possible set of standards. If appropriate you can reflect on these in your feedback to this activity.


TDA standards relevant to you might include the following:

  • C7 Evaluate their performance and be committed to improving their practice through appropriate professional development.

  • C8 Have a creative and constructively critical approach towards innovation; being prepared to adapt their practice where benefits and improvements are identified.

  • C17 Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities.

  • C27 Design opportunities for learners to develop their literacy, numeracy, ICT and thinking and learning skills appropriate within their phase and context.
  • P10 Contribute to the professional development of colleagues through coaching and mentoring, demonstrating effective practice, and providing advice and feedback.

  • E2 Research and evaluate innovative curricular practices and draw on research outcomes and other sources of external evidence to inform their own practice and that of colleagues.

  • E14 Contribute to the professional development of colleagues using a broad range of techniques and skills appropriate to their needs so that they demonstrate enhanced and effective practice.

End of discussion

End of activity.

Shared learning

The reflective practitioner cycle is based on developing the professional knowledge base. We have come to the end of the personal reflection phase and will now develop a common understanding of what we have learnt. We will share the key learning points as a group so that these may be collated and added to the community knowledge.

Activity 10 Extracting our shared learning

30 minutes to 1 hour (online) during the final week of the course

The objectives of this course activity are to discuss and agree what we have learnt as a group.

Go to the course forum and, in the Discussion called ‘Shared Learning’, post the key learning points that have emerged for you during the course. With your facilitator, agree on the common shared learning from the group.

End of activity.


This final section allows for evaluation.

Activity 11 Course evaluation

30 minutes to 1 hour (online), during the final week of the course

The objectives of this course activity are to complete an evaluation form and rate and review the course.

Your task is to complete the evaluation questionnaire, which can be found on the course page. There are also links there to print a certificate and rate the course. The certificate will be ‘released’ by your facilitator.

End of activity.


You do not need to do all the activities contained in this Resources section. Select those that are most appropriate to your context, interests and possible projects.

Where possible we provide links to materials hosted by Vital. However, this is not always feasible so please bear in mind that over time material from external websites may become unavailable or obsolete.

1 E-safety topic areas at Key Stage 3

There are a number of topics important to learning at Key Stage 3. For each one a set of references is given to websites that provide an overview. Use the websites below to gain a brief overview of each topic area.

  • Social networking (i, ii, v)

  • File sharing (i, iv, vi, v)

  • Grooming (ii, iii, v)

  • Data security (vi, v)

  • Safe searching (i, v)

  • Cyberbullying (ii, v)

  • Sexting (ii, v)

  • Digital literacy (v)

  • Hacking/viruses (ii, vi, v)

  1. http://www.kidsmart.org.uk/

  2. http://www.thinkuknow.co.uk/11_16/

  3. http://www.thinkuknow.co.uk/Parents/FAQ/Grooming/

  4. http://www.microsoft.com/protect/data/downloadfileshare/filesharing.aspx

  5. http://www.childnet.com/kia/secondary/resources.aspx

  6. http://www.childnet-int.org/sorted


What, for you, are the most and least important topic areas at Key Stage 3?

What is it that your children at Key Stage 3 most regularly engage with online at school and at home?

Why is it so important to know what your children most commonly do online?

Have you asked your children what they do online at home?

Will this information allow you to better prepare for teaching e-safety topic areas to your children?

While watching the video, think about the types of digital communications media that you use; and what your children use. What other digital communications media do children engage with?

How would you want to teach the different communications media to children?

With communications media come many opportunities for children but also many potential dangers. How would you prioritise the teaching of the main types of communications media and the opportunities and potential dangers it brings to children?

How will you prepare your teaching for future communications media?

End of activity.

2 ICT Programme of Study/curriculum

As of September 2009, the ICT Programme of Study was revised and now explicitly includes e-safety elements to be taught at Key Stage 3 (and across the other Key Stages). This was very much due to the work of Dr Tanya Byron who was commissioned by the Prime Minister to carry out an independent study on the risks that children face from the internet and video games. Her report and recommendations (all of which were upheld) was published in 2008.

Watch the short (5 minute) video below on how e-safety has come to fruition and how e-safety links in with the revised ICT curriculum:


To follow up from the video, see the links below for further resources to enhance your knowledge on e-safety and the curriculum (and the revised OFSTED framework):

The Byron Review – Executive Summary

The Byron Review Action Plan

The Lord Laming Review

The Lord Laming Review – Government response one year on (March 2010)

The KS3 ICT Programme of Study

Signposts to safety: Teaching E-Safety at Key Stages 3 and 4


Do you agree with the recommendations in both the Byron and Lord Laming Review?

How closely do you feel your school and you as an ICT practitioner hold true to the recommendations?

How e-safety prepared and conscious do you feel your school is in relation to the Ofsted criteria?

If the new Ofsted criteria were to be scaled down, would this mean that e-safety should become of lesser importance?

Would you say that your school is currently reactive or proactive when it comes to e-safety, both at a whole-school and curriculum level?

What does your school need to improve upon in relation to a short, medium and long term e-safety action plan?

End of activity.

3 Digital communications media

It is important to have an appreciation of the most common forms of communication and also what the future holds in relation to how children will communicate (and how information will be communicated to children). Having a good awareness of and expressing the appropriate uses of different communications media is often overlooked when teaching e-safety at Key Stage 3, but it is an important starting point for children when introducing e-safety in the classroom.

The following video highlights some key digital communications media. You can also see an insight as to what the future could hold.

While watching the video, think about the types of digital communications media that you use; and what your children use. What other digital communications media do children engage with?



How would you want to teach the different communications media to children?

With communications media come many opportunities for children but also many potential dangers. How would you prioritise the teaching of the main types of communications media and the opportunities and potential dangers it brings to children?

How will you prepare your teaching for future communications media?

End of activity.

4 Passwords and personal information

Consider the following topics and questions and explore the resources listed to support the teaching and learning.

  • What makes a weak/strong password?

    • http://www.microsoft.com/protect/fraud/passwords/create.aspx
  • Why is it important to log out once finished?

    • http://www.kidsmart.org.uk/digitalfootprints/

  • Secret questions – can they be easily guessed?

    • http://www.technologyreview.com/web/22662/

  • Should passwords ever be shared?

    • http://www.computerworld.com/s/article/99628/The_curse_of_the_secret_question

  • What accounts for general and personal information?

    • http://www.kidsmart.org.uk/digitalfootprints/

  • Why is it important not to disclose too much information about yourself?

    • http://www.kidsmart.org.uk/digitalfootprints/


Have you already specifically covered these topic areas with your children or has it been assumed that they will know this?

Do you agree/disagree about the importance to children of explicitly covering these key messages and reiterating them at appropriate times during the school year?

Are there any e-safety basics that have been missed out here which are of equal importance to the list above?

End of activity.

5 Acceptable use policies (AUPs)

Although an internet/online/ICT acceptable use policy (AUP) is not a legal requirement, it is very good practice to have one in place. This serves to protect both staff and students and also as a reference point in relation to what is regarded as acceptable and unacceptable use of ICT and technology.

An effective AUP will include guidance, express sanctions for different violations that may occur and be easily accessible and well communicated to all stakeholders. It will serve as a tool to empower stakeholders to be confident in using ICT and technology safely but ensure that guidelines and boundaries are clearly expressed.

Explore the links below to gain an overview of e-safety policy and guidance:

  • AUPs in context: Establishing safe and responsible online behaviours, http://archive.teachfind.com/becta/publications.becta.org.uk/display4b0f.html?resID=39286

  • Acceptable use policies, http://webarchive.nationalarchives.gov.uk/20110113101521/http:/nextgenerationlearning.org.uk/safeguarding-learners/Case-studies/Acceptable-use-policies/

  • Kent LA: Creating an e-safety policy (AUP), http://www.kenttrustweb.org.uk/UserFiles/CW/File/Advisory_Service_ICT/E-Safety/E-SafetyPolicyGuidance.pdf

  • SWGFL: Creating an e-safety policy (AUP), http://www.swgfl.org.uk/Staying-Safe/Content/News-Articles/Creating-an-e-safety-policy--Where-do-you-start-


Having now familiarised yourself with AUPs and e-safety guidance, how do you feel your school sits in relation to its own current AUPs?

Do you think your AUPs are appropriate, relevant and up-to-date?

Are your AUPs well communicated and well understood by all (staff and students)?

Do you know who is responsible for e-safety at your school?

Do you know that each school must have an appointed a designated e-safety officer who has ultimate responsibly for e-safety issues?

Do you know who is responsible for writing and maintaining the internet/online/ICT AUPs at your school?

How can you impact upon and influence your school in relation to e-safety policy and guidance?

End of activity.

6 Cyberbullying

Cyberbullying is a topic area that is very relevant at Key Stage 3. By this age, many children use social networking websites and instant messaging. Many children will also own hand held devices such as smart phones and gaming devices. Children at this age may engage in online gaming where online communication is synchronous.

Many children are not aware of how their actions can affect others, and in the majority of cyberbullying cases, the perpetrators mean no malice and claim to be ‘just having a laugh’. There are, however, isolated circumstances when children will engage in targeted and conscious cyberbullying with specific motives and agendas.

Use these resources to gain a better overview of cyberbullying:

  • Cyberbullying guidance overview, http://www.digizen.org/resources/cyberbullying/overview/

  • Cyber bullying and online safety, http://www.kidscape.org.uk/cyberbullying/

  • Cyber bullying, http://www.childline.org.uk/Explore/OnlineSafety/Pages/CyberBullying.aspx?gclid=CIX23dXen6MCFRf92AodZUcarw

  • STOP cyberbullying, http://www.stopcyberbullying.org/index2.html

  • Childnet International – cyber bullying, http://www.youtube.com/watch?v=fNumIY9D7uY&feature=fvw

  • Talent show – cyberbullying prevention commercial, http://www.youtube.com/watch?v=bdQBurXQOeQ&feature=related

  • Block bullying online, http://www.youtube.com/watch?v=aVT-HKZn_uI


How could you introduce an anti-bullying theme into your classroom in relation to cyberbullying?

Do you know what to do if a child comes to you with a cyberbullying problem and do you know how to escalate a cyberbullying issue if required to?

With reference to Section 5 regarding AUPs, do you know what the sanctions are or should be?

End of activity.

7 Digital footprints

At Key Stage 3, the importance of a digital footprint may not be apparent to children. At Key Stage 4, however, it may be appreciated more by children as they will start looking at job and college applications. Digital footprints in relation to personal information including contact details and photographs is still a relevant area to introduce to children at Key Stage 3.

Many children at Key Stage 3 will use social networking websites such as Facebook and will engage in instant messaging and email communications. It is important for children to understand that everything they post online, every text message they send and any other digital communications medium used can leave a digital footprint.


Do a Google search on yourself to see if you can find any information about you that can be located publically online. Do an image search as well to see what pictures of yourself you can find.

Using the links below, gain an overview of the different issues that a digital footprint can have on individuals, including posting pictures/videos online and posting messages online:

  • Digital footprints, http://www.kidsmart.org.uk/digitalfootprints/

  • Internet photos, http://www.youtube.com/watch?v=SGlrAhtQC24

  • Ratemyteachers.com, http://www.ratemyteachers.com

  • Everyone knows your name, http://www.youtube.com/watch?v=hOwpGF1SOQM

Did you find anything that you thought was something that could/should have stayed private?

What do you think the implications are of leaving a digital footprint as (i) a child and (ii) a teacher?

How can a digital footprint have a positive impact on an individual and how can it have a negative impact on an individual?

Have you ever posted something online (messages, video or pictures) and thought on reflection that it was a bad idea?

Why is it important in certain situations to use anonymous names or logins/usernames when you know you will be posting frequent online messages?

Do your children understand the importance of this?

Is there any guidance for staff at your school regarding this?

In relation to the ‘Ratemyteachers’ website, reflect upon how children and other people can have a direct impact on your digital footprint (even if it may be untrue). Do you think that children will talk about their teachers on Facebook and through instant messenger?

Do you talk about children on your Facebook page and if so do you think it is appropriate?

Can it get you into trouble?

End of activity.

8 Viruses and malware

Many children and staff rely on antivirus protection to protect them from viruses and malware; however this is not sufficient enough. Awareness and education is required to ensure that individuals are empowered and equipped to dealing with viruses and more importantly have the knowledge and awareness to not become a target of viruses or malware.

Explore the resources listed for each topic below:


  • How to spot a fake web site – phishing, http://www.technospot.net/blogs/how-to-spot-fake-website-phishing/

  • Catch a phish: take the quiz, http://www.washingtonpost.com/wp-srv/technology/articles/phishingtest.html

  • SonicWALL phishing and spam IQ quiz, http://www.sonicwall.com/phishing/

Fake websites

  • Spoof websites, http://www.teach-ict.com/ks3/year8/information_reliability_bias/information_reliability_spoofs.htm

Viruses and hackers

  • Online safety, http://www.bbc.co.uk/webwise/course/safety/menu.shtml

Http vs. https (secure logins)

  • VeriSign SSL certificates, http://www.youtube.com/watch?v=LZia1WkBq_A


Does your school have appropriate virus, malware and adware protection?

Do your children understand the important of having appropriate protection for their home computers?

How would you deliver these topic areas (if at all) in the classroom?

End of activity.

9 Grooming

CEOP (Child Exploitation and Online Protection Centre, http://www.ceop.gov.uk) is the UK centre dedicated to eradicating the sexual exploitation of children with the focus on online communications.

As the online world breaks all geographic boundaries, CEOP works with other similar agencies across the world including the Virtual Global Taskforce (www.virtualglobaltaskforce.com) to come together to tackle sexual exploitation of children all across the world.

The CEOP has a dedicated education programme called Thinkuknow (http://www.thinkuknow.co.uk) which caters for children at Key Stages 1, 2, 3 and 4, parents/carers and teachers. It is important to note that the CEOP stress that their materials should only be used and delivered to children by CEOP-trained people.

Explore the CEOP and Thinkuknow websites (listed above). Explore the Thinkuknow resources and then look at the section on training.

View the video links below to gain a better understanding of how grooming can occur:

  • Toms internet safety story, http://www.youtube.com/watch?v=qMtcqFU1RLQ&feature=related

  • Matt thought he knew, http://www.youtube.com/watch?v=6IbB0Ga9I2k

  • Claire thought she knew video, http://www.youtube.com/watch?v=KdeqbHEbQDc&feature=channel


The CEOP education programme has been rolled out across the UK and there is training available for staff with a specific responsibility for or interest in e-safety.

The two key training programmes for staff are the CEOP Trainers event, which allows teachers to become certified in delivering the CEOP educational materials to children, and the CEOP Ambassadors event, which allows staff to cascade the CEOP Training event to fellow staff (subject to the relevant CRB checks). Is there somebody at your school who is CEOP trained?

Is this something you would think would be relevant for you?

There are two main misconceptions about grooming: (a) it’s usually young girls that are groomed and (b) groomers are normally middle-aged men.

These two misconceptions need to be discussed with your children as boys are as susceptible to being groomed and groomers can be of any type.

End of activity.

10 Whole-school e-safety

E-safety must not be solely seen as an ICT issue and should not be dealt with in isolation. E-safety is everyone’s responsibility. It is a whole-school issue and provision must be implemented from a whole-school perspective.

As a teacher, you are just one aspect of a bigger process. A collective process, which is consistent and followed through, is the most effective way of educating about, preventing and reacting to e-safety issues.

Below, is a list of different stakeholders in the e-safety process at a school.


Embedded in every teacher’s terms and conditions is the duty to care which requires teachers to take steps to ensure that the children in their care are safe and secure. This applies as much to e-safety as it does to, for example, a school trip (real world vs. virtual world). However, e-safety is not just the remit of the ICT teacher/coordinator/head of department but also every teacher whenever and wherever they make use of ICT with pupils.

The professional standards (C37) for Teachers also include the duty of all teachers to ensure the safety of children:

[Teachers must]

  1. Establish a purposeful and safe learning environment which complies with current legal requirements, national policies and guidance on the safeguarding and well-being of children and young people so that learners feel secure and sufficiently confident to make an active contribution to learning and to the school.

  2. Make use of the local arrangements concerning the safeguarding of children and young people.

To achieve QTS (Qualified Teacher Status) a teacher should:

  • Q21(a) Be aware of the current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of children and young people.

School managers and governors

Every school is strongly encouraged to have an internet use policy which should be agreed by the governing body and then signed by every parent/carer of children in the school. Ideally it should also be signed by the pupils. This applies to both primary and secondary schools. At the same time schools should adopt an e-safety policy which clearly sets out the rules for use of digital communication in the school and what action will be taken against both pupils and staff that break the rules.

Schools should also have nominated staff with responsibility for child protection issues and this role should extend to issues raised surrounding e-safety (e.g. cyberbullying, grooming, etc.)

In a high-profile case, a girl met a man she had made contact with over the internet and then left the country with him. Fellow pupils at the school claimed that they did not receive enough information from school regarding e-safety nor were they aware of what their schools e-safety ‘rules’ were.


As with every area of education it is a partnership between the school, the pupil and the parents (carers). This is particularly true when it comes to safeguarding children and the issues of e-safety. Whilst the school may do all it can to ensure pupils use digital communication technology safely in school, they are increasingly encouraging pupils to use the computer at home, for research or to access their VLE (virtual learning environment). It is crucial therefore to ensure that parents are aware of the issues of e-safety.

Both Childnet and CEOP have produced some good presentations that can be used with parents:

  • CEOP information for parents

  • http://www.thinkuknow.org/parents, this includes a downloadable guidance sheet that could perhaps be distributed by the school.

  • CEOP presentation for teachers to use with parents

  • http://www.thinkuknow.org/teachers/resources.aspx?tabID=3, this could be used as part of a parents evening or an e-safety awareness day. Please note that you will have to register with CEOP first to be able to download the presentation.

  • Childnet

  • http://www.childnet-int.org/safety/parents.aspx, This part of the site is dedicated to parents and includes the option to order a copy of KnowITAll for parents, which is a free CD that could also be obtained and distributed by the school to all parents.

Whole school

E-safety is indeed a whole-school issue and the leadership team should ensure that provision for e-safety delivery through the curriculum is apparent. In addition to this, e-safety provision including AUPs, staff training and review should be apparent on a continual and timely basis. A key reference point in relation to assessing where the school is in relation to e-safety provision is the Self-Review Framework for Leadership and Management, https://selfreview.becta.org.uk/try_it_out,

Lastly, the publication, Safeguarding children online: How e-safe are your school and your learners?, http://teachfind.com/becta/about-becta-publications-safeguarding-children-online-how-e-safe-are-your-school-and-your-lear?quicktabs_1=0#quicktabs-1 encompasses the implementation of e-safety and draws e-safety awareness from the key school stakeholders including the school itself, the learners, the staff, the parents and the governors:


How closely do you think that teachers and school leaders conform to their duties in relation to e-safety?

What level would you give your leadership and management for safeguarding in relation to the Self-Review Framework?

What can be done further to help support staff?

How is your school ensuring that parents are aware of the e-safety issues in order to ensure their young people ‘stay safe’?

How do you think organising a parents information session could help support parents?

End of activity.

Extra reading and resources

  • Kent e-safety policy guidance,

  • http://www.kenttrustweb.org.uk/Children/safeguards_esafety.cfm

  • West Midlands e-safety (WMNET), http://www.wmnet.org.uk/21.cfm

  • SWGFL, http://www.swgfl.org.uk/staying-safe

  • Microsoft Online Safety, http://www.microsoft.com/protect/default.aspx

  • Viktor Mayer-Schönberger presents ‘Delete: The Virtue of Forgetting in the Digital Age’, http://www.youtube.com/watch?v=XwxVA0UMwLY


Copyright notice: note that Youtube videos are okay to view but not download unless otherwise stated. CEOP materials require training before using them. Permission may be needed to use NEN’s material. Permission granted if purpose is ‘Promoting the National Education Network and NEN Teaching and Learning Resources’.

BBC ‘The Web wise On Line Course: The BBC’s guide to using the internet http://www.bbc.co.uk/webwise/course/safety/menu.shtml Accessed 23 August 2010

Becta http://webarchive.nationalarchives.gov.uk/20101102103654/publications.becta.org.uk/Accessed 23 August 2010

Qualifications and Curriculum Authority (2007) ‘Programme of study for key stage 3 and attainment target’’ http://curriculum.qca.org.uk/uploads/QCA-07-3336-p_ICT_KS3_tcm8-401.pdf Accessed 23 August 2010

Child Exploitation and Online Protection Centre CEOP http://www.ceop.gov.uk Accessed 23 August 2010

CEOP Child Exploitation and Online Protection Centre (2006) ‘Virtual Global Taskforce’ http://www.virtualglobaltaskforce.com Accessed 23 August 2010

Childline ‘Cyber bullying’ http://www.childline.org.uk/Explore/OnlineSafety/Pages/CyberBullying.aspx?gclid=CIX23dXen6MCFRf92AodZUcarw Accessed 7 September 2011

Childnet International (2009) http://www.childnet.com Accessed 23 August 2010

Childnet International (2009) Kidsmart http://www.kidsmart.org.uk/ Accessed 23 August 2010

Department for Education (2010) Publications http://publications.education.gov.uk Accessed 23 August 2010

Digizen Organisation (2007) ‘Cyber bullying Guidance Overview’ http://www.digizen.org/resources/cyberbullying/overview/ Accessed 23 August 2010

Kent County Council (2010) Kent Trust Web http://www.kenttrustweb.org.uk Accessed 23 August 2010

Kidscape (2010) ‘Preventing Bullying & Protecting Children: Cyber bullying and On-line Safety’ http://www.kidscape.org.uk/cyberbullying/ Accessed 23 August 2010

Lemos, R. (2009) ‘Are your “secret questions” too easily answered?’, Massachusetts Institute of Technology, 18 May 2009 http://www.technologyreview.com/web/22662/ Accessed 23 August 2010

Microsoft (2010) http://www.microsoft.com Accessed 23 August 2010

Next Generation Learning (2010) ‘Acceptable Use Policies’, Becta http://webarchive.nationalarchives.gov.uk/20110113101521/http:/nextgenerationlearning.org.uk/safeguarding-learners/Case-studies/Acceptable-use-policies/ Accessed 23 August 2010

Rate My Teacher http://www.ratemyteacher.com Accessed 23 August 2010

Schneier, B. (2005) ‘The Curse of the Secret Question’, Counterpane Internet Security Inc, 9 February 2005 http://www.computerworld.com/s/article/99628/The_curse_of_the_secret_question Accessed 23 August 2010

Sonicwall ‘Phishing & Spam IQ Quiz’ http://www.sonicwall.com/phishing/ Accessed 23 August 2010

South West Grid for Learning Trust (2010) http://www.swgfl.org.uk Accessed 23 August 2010

Stop Cyber Bullying http://www.stopcyberbullying.org/index2.html Accessed 23 August 2010

Teach-ICT ‘Spoof Websites’ http://www.teach-ict.com/ks3/year8/information_reliability_bias/information_reliability_spoofs.htm Accessed 23 August 2010

Technospot ‘How to spot a fake website – phishing’ http://www.technospot.net/blogs/how-to-spot-fake-website-phishing/Accessed 23 August 2010

Think You Know http://www.thinkuknow.co.uk Accessed 23 August 2010

Washington Post (2004) ‘Catch a Phish – Take the Quiz’ http://www.washingtonpost.com/wp-srv/technology/articles/phishingtest.html Accessed 23 August 2010

Wmnet (2010) ‘e-safety’ http://www.wmnet.org.uk/21.cfm Accessed 23 August 2010

YouTube www.youtube.com Accessed 23 August 2010


Author: Mohammad Rawat

Reviewers: Terry Freedman, Pete Bradshaw

Editor: Matthew Driver

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