Type:
Cyber
Curriculum Links to:
PSHE, Digital Literacy
Computer Science Concepts: Internet Services, Data
Computational Thinking Concepts & Approaches:
-
Evaluation
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Collaborating
RESOURCE OVERVIEW:
The first of two lessons on the subject of ownership, permissions and the use of digital resources, which are the basics of the ethical use of computers, including data literacy and cyber security.
The activity focuses on the use of familiar real life objects by introducing three key questions:
- Who owns this?
- Has the owner allowed/ given permission for someone else to use it?
- What kind of use is allowed?
After a guided discussion around ownership and permission and recording how different belongings might be used, pupils create a set of class rules around borrowing and using things owned by others, and consider what would and wouldn’t be acceptable use of those things.
PUPIL OBJECTIVES:
- To know that if someone owns a thing, it belongs to them.
- To understand that we need permission to use someone else’s things.
- To say how other people will feel if we use their belongings.
TEACHING ASSESSMENT OPPORTUNITIES:
- Pupils can group things according to ownership.
- Pupils can explain why they have added things to certain groups.
- Pupils can say how someone using their things without their permission would make them feel.
- Pupils can say how someone else would feel if their things were used without their permission.
LESSON TIMING: 1 hour
EQUIPMENT REQUIRED:
- Who does this belong to? Lesson 1 Presentation
- Printed ‘Ownership sheets’ and pencils
- Hoops and ‘belongs to me’ and ‘belongs to someone else’ labels for those requiring more support.
Three things which fit with the three groups...
- Something you own and only you use (e.g. glasses or a toothbrush)
- Something you own and you give permission for others to use (e.g. a pencil)
- Something belonging to someone else that you have permission to use (e.g. a borrowed book)
This lesson in your curriculum
Who does this belong to?
Lesson 1
Computing National Curriculum: In the KS1 National Curriculum Attainment Targets, pupils should be taught to ‘use technology safely and respectfully’ as part of Digital Literacy.
Education for a Connected World, UK Council for Internet Safety (KS1): Copyright www.gov.uk/government/publications/education-for-a-connected-world
- I can explain why work I create using technology belongs to me. I can say why it belongs to me (e.g. ‘I designed it’ or ‘I filmed it’)
- I can save my work under a suitable title / name so that others know it belongs to me (e.g. filename, name on content)
- I understand that work created by others does not belong to me even if I save a copy
- I can describe why other people’s work belongs to them
- I can recognise that content on the internet may belong to other people
Who does this belong to?
Lesson 1
Curriculum for Excellence -Technologies
Cyber resilience and internet safety
Early Level - Experience and Outcome
Early Level Benchmarks
- I can explore, play and communicate using digital technologies safely and securely.
- Demonstrates an understanding of appropriate behaviour and language in the digital environment.
- Demonstrates an understanding of the importance of passwords and passcodes for example access to school building.
First Level – Experience and Outcome
I can extend my knowledge of how to use digital technology to communicate with others and I am aware of ways to keep safe and secure. TCH 1-03a
First Level - Benchmarks
- Demonstrates understanding of my rights and responsibilities as a digital citizen.
- Demonstrates understanding of the potential dangers online and who to go to for advice and who to report a concern to.
- Demonstrates an understanding for the need for strong passwords.
- Explains the need to get a person’s permission before taking a picture or video of them.
Who does this belong to?
Lesson 1
The CCEA Levels of Progression for using ICT include this statement: ‘Pupils should demonstrate, when and where appropriate, knowledge and understanding of e-safety including acceptable online behaviour.’ https://ccea.org.uk/key-stages-1-2/curriculum/using-ict#section-2283
Department Education (Northern Ireland) Education in safe and effective practices https://www.education-ni.gov.uk/articles/education-safe-and-effective-practices Accessed 14/12/20
- Schools should embed e-safety education into teaching and learning in the Areas of Learning through relevant topics. This will give children opportunities to develop their knowledge and understanding of e-safety.
Education for a Connected World, UK Council for Internet Safety (KS1): Copyright www.gov.uk/government/publications/education-for-a-connected-world
- I can explain why work I create using technology belongs to me. I can say why it belongs to me (e.g. ‘I designed it’ or ‘I filmed it’)
- I can save my work under a suitable title / name so that others know it belongs to me (e.g. filename, name on content)
- I understand that work created by others does not belong to me even if I save a copy
- I can describe why other people’s work belongs to them
- I can recognise that content on the internet may belong to other people
Who does this belong to?
Lesson 1
DCF Strand: Citizenship
Element: Digital rights, licensing and ownership
Y2 Skills
Add their name and the date to work they have created and give reasons why this is important, e.g. type their first name and surname, add a date to pieces of work and orally provide reasons for doing so.