E-safety advocates - working with young people to raise awareness by Emma Hadfield, Thomas Rotherham College

E-Safety Advocates: working with young people to raise awareness EMMA HADFIELD

LEARNING RESOURCES MANAGER

THOMAS ROTHERHAM COLLEGE

emma.hadf ie [email protected]

Overview E-Safety & the risks

E-Safety & various institutions

Methods for raising awareness Inductions

E-Safety Advocates

Guess the Logos

The Risks Grooming

Cyberbullying

Sexting

Digital Footprint

Indecent images or videos that are self-generated and shared

Individual user’s online data trail created through the various uploads and posts to social media, websites and blogs

A process by which a person prepares a minor for abuse by gaining access to their lives, gaining compliance and maintaining secrecy to avoid disclosure

The use of digital technology (text messaging, email, social networking sites) to harass or abuse someone

Grooming

Cyberbullying

Sexting

Digital Footprint

The Risks

Social Networking Instant Messaging WebCam Chat

The Consequences

E-Safety and Young People

Ofcom (2014) Adults’ Media Use and Attitudes Report http://stakeholders.ofcom.org.uk/binaries/research/media-literacy/adults-2014/2014_Adults_report.pdf

One in five adults agreed they behave

differently online – with those aged 16-24

more likely to agree

E-Safety & Education OFSTED

◦ “[institutions should] provide an age-related, comprehensive curriculum for e-safety that enables pupils to becomes safe and responsible users of new technologies”

◦ “[institutions should] develop…e-safety procedures, including training, to ensure…a positive impact on pupil’s knowledge and understanding” (Ofsted 2014 Inspecting E-Safety in Schools)

CILIP ◦ “librarians and information professionals, especially school librarians and children’s

specialists in public libraries, have a vital role in teaching children effective and safe use of the internet” (CILIP 2014 Librarians’ Unique Role in Teaching Skills to Stay Safe Online)

E-Safety & The Police

E-Safety & the Library

Information Literacy

Identifying information

need

Controlling information

tools

Locating information

Evaluating information

Using information

legally (copyright)

Sharing information

Identifying safe sites

Locating blocking / reporting

tools

Sharing concerns

Evaluating own posts /

images

Using creative

commons

Controlling personal

information

E-Safety & Thomas Rotherham College 2011: E-Safety Focus

◦ E-Safety Policy ◦ E-Safety Officer ◦ Risk Assessments ◦ Inductions

2012: E-Safety Advocates Pilot

2013: CEOP Ambassador

2014: Whole Staff E-Safety Training

Raising Awareness: Inductions

First to a Million

Raising Awareness: The E-Safety Advocates Project

Outline: ◦ trains students to deliver lessons about online risks to pupils in primary

schools

Goal: ◦ young people gain new skills, work experience and e-safety knowledge

◦ primary pupils gain e-safety knowledge

Setting it Up Collaboration:-

◦ Local Primary Schools

◦ The Police

◦ Local Government Agency Yorkshire Humber Grid for Learning (YHGfL)

“YHGfL was originally set up to meet the Government target of connecting all schools in the region to broadband. Now adds value to the region by becoming a strategic partner to the Government and to other relevant

agencies to provide a range of eLearning and eSafeguarding services and resources for local authorities” (www.yhgfl.net)

Key People:- ◦ In-House Project Co-ordinator

◦ Primary School Contacts

The Students Application process/enrolment

Work in groups of 3: mix of boys/girls

CRB checked

Expectations: work independently, professional approach, commitment, willing to travel

Reasons for involvement: teaching career, work experience, build skills

Training External Speakers

◦ Police: online risks, legal aspects

◦ Primary Headteacher: working in a primary school

Internal Project Co-ordinator ◦ E-safety

◦ Copyright

◦ Classroom management / lesson planning

◦ Presentations

School Visits 3 schools – key contact at each

Minimum of 2 visits prior to teaching

Build confidence and rapport with pupils / gain understanding of classroom structure

Discuss ideas with Primary Teacher

Preparation of Teaching Material Independent work

Liaison with Project Co-ordinator

Guidance from schools on topics social networking, gaming, cyberbullying, stranger danger presumptions challenged

Team working skills put to the test

Work Produced by TRC Students (2014)

Time for Reflection Practice run

Opportunity to make mistakes in friendly environment

Peer feedback

Reflect and improve

Delivery of Lesson Team teach – one hour lesson

Teachers in the making Q&A, group work, individual study

good classroom management

inventive activities: bingo, word searches, posters, quizzes

Clear evidence of learning

Work Produced by Primary School Pupils (2014)

The School’s Response……… Enjoyable and relevant sessions

Provided a different voice to engage children

Added value – children respond well to teenagers

Stronger message - young people able to communicate risks

in a new way

Raised awareness / improved understanding

Evaluation/Celebration Event

The Student’s Response…….

Dramatic increase in skill sets – confidence, communication (speaking skills, ability to communicate information to others), team working, organisational, decision making, leadership, presentation, research skills (ability to search for information)

“with the skills I have learnt doing the project it will help me going forward”

Asserted career choices

“I have had a more realistic look into teaching”

“it has made me want to be a teacher even more”

Effectively educated younger generation

“primary pupils learn about e-safety from people who are the main age using social networking”

Improved Digital Literacy Gained e-safety knowledge and increased confidence about safe online behaviour

Changed privacy settings

Deleted ‘friends’ they don’t know

Identified reliable online information

Awareness of copyright

Impact For the Students

E-Safety Advocates for life Increased ability and willingness to continue to educate others in the future More likely to engage in e-safety conversations with peers/family members

For the College

Identified in whole College Self-Assessment Review

“The college is a pioneer in ‘e-safety for learners’,

leading on an E-Safety Advocates programme with local primary schools”.

Identified in Ofsted Report – February 2014 - College graded ‘Good’ overall

“The college is very proactive in relation to ‘on line’ safeguarding,

which is included in every student’s induction programme”.

What next……… E-Safety Advocates Project sustainable

positive effect on children and young people

prospect of similar initiatives in other schools/colleges

Further E-Safety Work Whole staff body trained in July

Continue work on inductions