Digital Citizenship Stage 4.

5
Outcomes and activities
Module/chapter Module 1: Safe & secure So much to think about ICT Capability/ies Independently apply strategies for determining and protecting the security of digital information and assess the risks associated with online environments. Identify the risks to identity, privacy and emotional safety for themselves when using ICT and apply generally accepted social protocols when sharing information in online environments, taking into account dierent social and cultural contexts. Know/understand Students will understand key aspects digital security and learn a strategy (stop, think, connect) for not releasing personal information. Students will understand the importance and characteristics of strong passwords. Do Students will answer questions on basic security tips and discuss what stop, think, connect looks like and when to use it.

Passwords

Students will be able to recall security tips for passwords and will assess the strength of their own.

Privacy

Students will know the consequences of posting private information and other content online (longevity and audience) and know how to change privacy settings.

Students will reect on what they share and identify key issues of digital safety and security for themselves and others.

Module/chapter Module 2. Cyberbullying

ICT Capability/ies Independently apply strategies for determining and protecting the security of digital information and assess the risks associated with online environments. Identify the risks to identity, privacy and emotional safety for themselves when using ICT and apply generally accepted social protocols when sharing information in online environments, taking into account dierent social and cultural contexts.

Know/understand Students will know various actions that are considered cyberbullying and the denition of unethical. Students will know that cyberbullying includes sharing and interacting with online content, not just posting it. Students revise the nature of cyberbullying (audience, longevity, public) and know the feelings associated with being a victim. Students understand that they need to challenge cyberbullying. Students know what to do if you are being cyberbullied, what to do if someone else is being cyberbullied.

Do Students will make judgements about why cyberbullying can be more harmful than oine bullying.

What is cyberbullying?

What eect does cyberbullying have?

Students consider actions they can take to challenge cyberbullying and not be a bystander.

Standing up against cyberbullying

Students make decisions about what to do if they are being cyberbullied, make a judgement about why it is unethical not to help someone being cyberbullied. Students will reect on their current digital identity and make changes to it.

Module 3.Digital Identity Digital you

Identify the risks to identity, privacy and emotional safety for themselves when using ICT and apply generally accepted social protocols when sharing information in online environments, taking into account dierent social and cultural contexts.

Students will understand why it is important to manage their online identity, how to make a positive identity, what a negative identity looks like.

Module/chapter All the things that make you, you

privacy and emotional safety for themselves when using ICT and apply generally ICT social Capability/ies accepted protocols when sharing information in online environments, taking into account dierent social and cultural contexts.

Know/understand Students will understand that they have the most control over their digital identity and consider the impact of social media, cookies, browsers and gaming on their online and oine identities. Students know what social networks are and consider how they impact their digital footprint.

Do Students will identify how to create a positive digital identity through social media and cookies, make judgements about positives and negatives that come with online environments. Students recall everything they can think of to do with social networking and interact with another students creation showing they understand how to behave appropriately in collaborative online settings.

Module 4.Social networks

Digital footprints are forever

Locate, retrieve or generate information using search engines and simple search functions and classify information in meaningful ways. Identify the risks to identity, privacy and emotional safety for themselves when using ICT and apply generally accepted social protocols when sharing information in online environments, taking into account dierent social and cultural contexts. Understand that particular forms of computer mediated communications and tools are suited to synchronous or asynchronous and one-toone or group

Module/chapter Who is my audience? What is my context?

functions and classify information in meaningful ways. ICT Capability/ies Identify the risks to identity, privacy and emotional safety for themselves when using ICT and apply generally accepted social protocols when sharing information in online environments, taking into account dierent social and cultural contexts. Understand that particular forms of computer mediated communications and tools are suited to synchronous or asynchronous and one-toone or group communications.

Know/understand Students learn about the impact of context in online environments (it lasts forever, everyone can see it, you dont control it once it goes up) and compare that to contexts oine. The explore dos and donts of social networking because the context is anyone can see it and it lasts forever.

Do Students apply social network advice to Posti game, a simulated online environment where they must act responsibly.

Module 5. Phone and email

Use ICT eectively to record ideas, represent thinking and plan solutions. Independently or collaboratively create and modify digital solutions, creative outputs or data representation/ transformation for particular audiences and purposes. Identify the risks to identity,

My phone and me

Students consider the power of mobile phone technology- what they can now achieve with a device and the implications this has for them. students learn about the basics (privacy, other peoples privacy, bluetooth and talking to strangers, think before you send, keep an eye on data and nothing is ever really free).

Students design a poster showing their reection on the need to raise awareness about mobile safety and security and aspects of the topic. Students show ability to identify strategies to ensure mobile security.

Module/chapter Sexting

modify digital solutions, creative outputs or data representation/ transformation ICT Capability/ies for particular audiences and purposes. Identify the risks to identity, privacy and emotional safety for themselves when using ICT and apply generally accepted social protocols when sharing information in online environments, taking into account dierent social and cultural contexts.

Know/understand Students know what sexting is the law in NSW surrounding sexting and what to do to avoid getting involved in sexting or sharing of inappropriate material and what to do if they are sent or asked to send graphic or explicit content like pictures and sexual messages. Students can identify popups, phishing and spam and know the dierence between them and what to do with each of them.

Do Students can recall the law and what to do about sexting or uncomfortable sharing.

Phishing, popups and spam

Students can use keyboard commands to delete and avoid malware and can change email and security settings to avoid spam and phishing scams.

Module 6. Creations and copyright Research really matters

Assess the suitability of data or information using a range of appropriate given criteria. Identify the legal obligations regarding the ownership and use of digital products and apply some referencing conventions.

Students can evaluate online sources and can identify whether they credible or not.

Students evaluate a series of web sources and can match attributes of online resources.

Module/chapter Copy and paste. Are you stealing?

ICT Capability/ies

Know/understand Students know what copyright and plagiarism and can identify the dierence between paraphrasing and copying someone elses work. Students know what referencing is and how it stops them from plagiarism. Students know what to reference an online document or resource.

Do Students can identify actions that are considered plagiarism.

Giving credit where credit is due

Students practice referencing online sources.

Module 7. eCommerce

What is eCommerce? Making sure the website is safe

Explain the main uses of ICT at school, home and in the local community, and recognise its potential positive and negative impacts on their lives.

Students can explain ecommerce and can identify types of ecommerce and safe and secure practices when buying things online. Students can evaluate a websites security and judge whether it is safe for them to make a purchase online.

Students evaluate and make judgements about an article on in-app purchases and how they impact kids in Australia.

Students give advice about buying online.

Module 8. Rights and responsibilities

My cyber-rights at school

Explain the main uses of ICT at school, home and in the local community, and recognise its potential positive and negative impacts on their lives. Manipulating and combining images, text, video and

Students know what rights and responsibilities are and what their rights and responsibilities are at school.

Students can explain all the areas of responsible Digital Citizenship in this course so far in the context of r&r.

Module/chapter Acceptable Use. You agreed to it

positive and negative impacts on their lives. ICT Capability/ies Manipulating and combining images, text, video and sound for presentations; creating podcasts; applying purposeful editing and rening processes.

Know/understand Students know what an Acceptable Use Policy is and that they accept them all the time to join online environment. Students explore an AUP of an online environment. Students learn the general overview of the Acceptable Use Policy they signed at the College and apply this to their practice. Students reect on why AUPs make online environments safer for everyone.

Do Students reect on AUP terms and conditions.

Acceptable use at SIC

Students create a movie to reect their beliefs about how technology should be used at SIC use ICT eectively to.