Staying Safe Online 16-19

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1 Staying Safe Online Navigating the online world safely and making positive choices online are key life skills that young people need to develop as they engage with technology. The films in this resource are a great way of engaging young people and discussing important issues that affect their experiences online, providing teachers with opportunities to highlight the key messages around behaviour and interaction with others. Childnet is delighted to work with Into Film on promoting both Safer Internet Day 2015 and creative resources for staying safe online. Our resources are designed to be used with selected film titles, which are available free for clubs at Will Gardner, CEO, Childnet International See, think, make. Imagine intofilm.org Into Film is a trading name of Film Nation UK. Registered Charity number

2 Teachers notes About this toolkit Staying Safe Online is an education resource created by Into Film in partnership with Childnet International to support Safer Internet Day on 10th February The resource uses film to ignite pupils imaginations and bring important messages to life, providing young people with the information they need to be safe citizens in an increasingly digital world. In this resource pupils will explore the key themes of: online addictions and behavioural habits grooming and the dangers of meeting people whom we speak to online being safe digital citizens. Age range: years old The films: To allow for in-depth exploration of the e-safety issues tackled in these resources, it is intended that teachers will use one of the two films in their lessons. Films should be watched by the teacher prior to delivering these activities in class. InRealLife (15): Teacher guidance: This film has been rated 15 for strong sex references and strong language. The opening 20 minutes in particular may be challenging to some viewers. Teachers are encouraged to watch the film before showing to students. InRealLife, directed by filmmaker Baroness Beeban Kidron OBE, explores the impact that the Internet has had on young people. The documentary follows the daily lives of five British teenagers, exposing the degree to which many of today s young people are obsessed with the Internet. From compulsive Facebook updates to gambling habits, online dating and porn addiction, the film demonstrates how the virtual world is shaping the lives of modern-day teenagers. Examining the benefits, drawbacks and hazards of the Internet through the eyes of their peers makes InRealLife a powerful documentary for teenagers. It offers numerous opportunities for self-examination and debate, helping students to consider their own online behaviour. Trust (15): How far should you trust people whom you meet online? This gripping film follows the story of Annie who meets her first boyfriend, Charlie, online. As Annie finds herself falling in love, she is confronted with the reality that Charlie may not be exactly who he said he is. Torn between her heart and her head, Annie is pressurised into sleeping with Charlie, who is much older than he first claimed. The incident unravels a series of events that tear apart Annie s family and shatter Annie s world. Trust sends a strong message to young people who are growing up in a world where a significant proportion of their social interactions take place online. The film provides many opportunities for debate and close examination of e-safety issues, helping students to recognise the dangers of meeting people whom they speak to online. intofilm.org 2

3 Teachers notes The resources: Focus areas are indicated in bold beneath each activity below: InRealLife Discussion Prompts for InRealLife This activity uses the film InRealLife as a stimulus for debate and discussion. Students reflect on their own and other s Internet behaviour and consider what effect it might be having on their lives and relationships. See, Think Trust Discussion Prompts for Trust The topics explored in this film are analysed using discussion and Socratic debate, encouraging students to question their opinions and explore issues from a range of viewpoints. See, Think Internet safety Internet Safety Research Activity In this activity, students research what young people can do to protect themselves from online risks. This collaborative task draws together suggestions which are then presented as a poster or webpage. Think, Make Agony Aunts Activity Students take on the role of peer advisors in this activity, creating potential e-safety scenarios and offering advice on each other s problems. This task can be extended into a truly interactive opportunity where students create a film of their work. Think, Make intofilm.org 3

4 Teachers notes Accessing film: Order films through your Into Film club Order the DVD or findanyfilm.com Useful links: For more information on issues related to online safety, have a look at Into Film s partner organisations websites: Childnet International: Curriculum areas England: DFE National Curriculum: PHSEE, Citizenship, Computing, English (Spoken Language, Writing), AQA/other Examination Board specifications. Northern Ireland: N.I. Curriculum: Using ICT (Cross-curricular skills), Language and Literacy (Talking and Listening, Writing), CCEA/other Examination Board specifications. Scotland: Curriculum for Excellence: Technologies, Health and Wellbeing, Literacy and English, SQA/other Examination Board specifications. Wales: National Curriculum: English, Personal and Social Education (Active Citizenship, Developing ICT, Moral and Spiritual Development, Preparing for Lifelong Learning), Information and Communication Technology, WJEC/CBAC Examination Board specifications. intofilm.org 4

5 Activity outlines 1. Discussion Prompts for: InRealLife Summary: This activity introduces students to sensitive issues surrounding e-safety through the medium of film. By watching and discussing the film InRealLife students are able to explore their own and others opinions and consider how they can protect themselves from potential online dangers. Time: Up to two hours depending on how much of the film you use Age: years old Learning outcomes: All will be able to understand the risks associated with the Internet and social media Most/some will be able to explain their opinions on issues covered in this film Some will be able to explain how young people can protect themselves from these risks. What you will need: InRealLife (15) DVD Teacher s Guidance: This film has been rated 15 for strong sex references and strong language. The opening 20 minutes in particular may be challenging to some viewers. Teachers are encouraged to watch the film before showing to students. Activity outline: 1 Introduce film to students and warn them of the controversial and sensitive issues covered. Explain that as students watch the film, they will discuss the issues covered. 2 As students watch this clip 00:00:00 00:02:20 on how an adult sees teenagers relationship with the Internet and technology ask them to collect phrases/figures on post-it notes e.g. 40 per cent of teenagers spend more time online with friends than offline; 90 per cent of the data on the Internet was generated in the last two years InRealLife (2013) 3 00:17:19 00:25:00 Phone and Facebook addiction. Is there anyone in the class who thinks they might be as addicted as Paige or do they know anyone they think is? Is this a problem? Why/Why not? How do you think your usage compares with the average number of looks at your phone of ? 4 00:33:08 00:49:14 Games addiction. How has playing games changed Tobin s life (he dropped out of university as he wasn t doing any work)? What do you think will happen to Tobin next? Have you experienced the rush of playing games? How would you describe it? intofilm.org 5

6 Activity outlines 5 00:49:14 01:03:08 YouTube addiction. Why do people post obsessively to YouTube? (think about fame, notoriety)? Debate: The new normal I share therefore I am do you agree with this? 6 00:59:08 Cory Doctorow talking about Facebook as a giant behaviourist casino designed at teaching you to undervalue your privacy. Debate private vs shared what are the pros and cons of each? Should we strive for one or the other? Split the class into two to debate each side of the argument. 7 01:03:08 01:09:15 Internet relationships. Do you think that Tom did everything safely? 8 01:09:15 01:14:00 Cyberbullying this is the tragic story of Thomas told by his parents. Why did Thomas feel he couldn t go on any more? If you were Thomas s friend what could you have done? 9 Students write down on a post-it note one thing that they have learnt about e-safety from watching this film. Take it further. For other hot topics to discuss visit: Additional advice on how to deal with the issues in this film can be found here: intofilm.org 6

7 Activity outlines 2. Discussion and Debate Prompts For: Trust Summary: The gritty and sometimes hard-hitting film Trust is used to stimulate classroom discussion and Socratic debate about issues surrounding false identities, grooming and abuse. By reflecting on the story of the central character, Annie, students consider how she and others could be protected from online grooming and abuse. Time: Up to two hours (less if you watch portions of the film but it is quite important to watch the whole film to get the entire message) Age: years old Learning outcomes: All will be able to understand the risks associated with the Internet and social media Most will be able to explain how young people can protect themselves from these risks Some will be able to verbalise their point of view and fully empathise with characters in the story. What you will need: Trust (15) DVD Dilemma Cards for Trust (pages 10-11) Instructions for Socratic Circle (page 12) Socratic Debate Worksheet (page 13) Socratic Debate Template (page 14) Activity outline: 1 This is a disturbing film, it is hard-hitting and will make you and your students uncomfortable. It is meant to! There are lots of action and decision points in the first half of the film which need to be explored to understand how this whole story builds. There is a good sub-plot from the dad s world of advertising and his colleagues which feeds back into the story later maybe something to comment on as you watch, or to bring into the discussion of what could be posted publicly and things that students think should not. They can use examples from the film or from their own general knowledge. Get them to move to put them on the paper. intofilm.org 7

8 Activity outlines 2 00:00:00 00:03:14 Introduces the main characters. Reinforcement question how old is Annie? (Just fourteen). What do we think of Annie? Collect words on post-it notes to describe her personality, behaviour and appearance. Are there visual clues as well as things that she says that tell us this? What do we think about the online friend chrleeca (Charlie)? (Junior aged 16) 3 00:03:15 00:04:08 Charlie is chatting with Annie, her Dad is watching. Does this all seem realistic and a normal scenario? (yes, if Charlie is a Junior aged just sixteen)? 4 00:07:32 00:08:19 Charlie admits he s a sophomore aged twenty (six years older than Annie). STOP the video DILEMMA 1 (Resource 2.1a) What SHOULD Annie do at this point? Why does she carry on trusting him even though he has lied about his age? Debate two sides, for trusting him, against trusting him. Can each side make a good argument? 5 00:08:20 00:09:09 Even though Charlie has lied to Annie and it looks like she s having second thoughts about trusting him he then sends her photos. How does the arrival of the photos affect Annie? What is her response? Think about Annie s facial and verbal reactions. 6 00:09:53 00:11:17 DILEMMA 2 Annie feels that no one understands her apart from Charlie. Can you empathise with Annie? How is their online relationship changing? 7 00:14:30 00:14:54 Charlie admits he s not twenty but twenty-five (eleven years older). STOP the video DILEMMA 3 Be Annie s conscience. One class member (or the teacher) takes the role of Annie. Split the rest of the class into two, one half to be the angel telling her this is wrong and the other half to be the devil telling her to trust Charlie. Each side of the class must take it in turns to try and persuade Annie what to do next. 8 00:17:53 00:19:40 What happens in this period to make Annie STILL believe in and trust Charlie? How should Annie respond? What would be the sensible and safe response? Whom should she tell? Get students to write their text message responses onto post-its and collect them together on a wall. 9 00:19:53 00:23:17 Annie meets Charlie face-to-face for the first time. DILEMMA 4 How old is Charlie? (Mid to late thirties). How would YOU react as Annie role play in pairs, one person being Annie and the other being Charlie what happens next? How does Charlie persuade Annie? (he makes her feel it is her that is behaving badly or unnaturally in the way she is responding to him emotional blackmail) :24:00 00:27:22 DILEMMA 5 Annie SHOULD just get out of the car and walk away. WHY doesn t she? Socratic debate (see Resources 2.1b,c and d) 11 00:27:49-00:31:27 Rape scene 12 00:31:00 00:32:19 Annie s friend knows something is wrong. If you were her friend what would you do? Take ideas from the class and then take a vote on what to do next. Discuss talking to responsible adults and reporting inappropriate online behaviour to CEOP as forms of support. Roleplay in pairs Annie being confronted by her friend. Each person plan very carefully what they would say, using bullet points, building on the ideas brought together in the class. intofilm.org 8

9 Activity outlines 13 00:36:00 00:40:12 Annie is being made to try and trick Charlie and she isn t keen to do so. Why is this? Can you understand WHY she is defending him? 14 00:44:01 00:47:21 Annie is in counselling. Draw three outlines of people on a large piece of paper or board. Label one Charlie, label one the Counsellor and the last one Dad. Students write onto these words that describe how Annie now feels towards each of them :17:44-01:19:36 Annie finds out that Charlie s DNA has been identified in THREE previous attacks and Annie starts to understand that he doesn t love her. DILEMMA 6 Should Annie abandon Charlie? You could use Socratic debate again here. 16 Brainstorm words to describe how Annie must feel coming to terms with the fact that not only has she been raped but she has also been lied to and Charlie doesn t love her. Collect words to describe how the class feel about Charlie now. 17 Write an Agony Aunt response to Annie. What advice would you give her? Take it further. For other hot topics to discuss including a grooming article, visit: Additional advice on how to deal with the issues in this film can be found here: intofilm.org 9

10 Dilemma Cards for Trust Dilemma 1 Charlie now says he is twenty six years older than Annie. Why does she carry on trusting him even though he has lied about his age? Split the class into two halves and debate. Dilemma 2 Annie feels that no one understands her apart from Charlie. What do you think about Annie saying that no one else understands her, only Charlie? How is their online relationship changing? Dilemma 3 Charlie admits he s not twenty but twenty-five (eleven years older). Be Annie s conscience One class member (or the teacher) takes the role of Annie. Split the rest of the class into two, one half to be the angel telling her this is wrong and the other half to be the devil telling her to trust Charlie. Each side of the class must take it in turns to try and persuade Annie what to do next intofilm.org 10

11 Dilemma Cards for Trust Dilemma 4 Annie meets Charlie face-to-face for the first time How would YOU react as Annie? Roleplay in pairs, one person being Annie and the other being Charlie what happens next? Dilemma 5 Annie is in the car with Charlie what should she do? Roleplay in pairs taking it in turns to be both Annie and Charlie. Dilemma 6 Annie finds out that Charlie has been linked to three other similar attacks by his DNA Be Annie s conscience again should she abandon Charlie or carry on believing in him? intofilm.org 11

12 Instructions for Socratic Circle What you will need: Divide class into two groups- an inner and outer group An inner and outer circle of chairs per team Socratic Circle Worksheet (Resource 2.1c) or Socratic Circle Template (Resource 2.1d) The use of the Socratic circle encourages deep investigation of issues through peer questioning. Give students a Socratic Debate Worksheet each (see page 13) which contains a brief description of the topic and a number of statements/questions. In the first box students consider the claim they write bullet point notes including evidence and opinions to support the statement or question. In the second box students record advice that they would give Annie. The third box is for questions and notes to be made during the initial team debate and the later class debate. The teacher should act as the debate facilitator. The discussion should begin with the inner circle debating the statement or question. Students in the outer circle should challenge and deepen the discussion by posing questions to the inner circle. Examples of questions for the outer circle to use include: What alternative points of view are there? How important do you think this factor was in Annie s decision making? Who is to blame? intofilm.org 12

13 Socratic Debate Worksheet Overview of the topic for debate: Annie is in the car with Charlie outside the shopping mall. He wants her to go with him back to his hotel room. He has given her a gift it s underwear. Annie should get out of the car; why doesn t she? What is going through Annie s mind? Why doesn t she run away? (Include evidence and your opinions) What advice would you give Annie? What should she do? Notes/questions to ask: intofilm.org 13

14 Socratic debate template: Question or statement: What advice would you give Annie? What should she do? Notes/questions to ask: intofilm.org 14

15 Activity outlines 3. Internet Safety Research Activity Summary: In this activity students use their research and teamwork skills to create a set of guidelines on Internet safety for their peers. Teachers and/or students can then choose from a variety of formats in which to display these guidelines. Time: 60 minutes Age: years old Learning outcomes: All will be able to identify e-safety issues Most will be able to voice these issues in terms of student rights or responsibilities Some will be able to put these into words highlighting a balance of rights and responsibilities. What you will need: Access to the Internet Activity outline: 1 Explain to students that the school is looking to produce a child-friendly e-safety guideline which will feature in the new academic diary. Direct students to research e-safety advice on a range of e-safety websites including: Students should take notes on the information on these websites to compile school e-safety guidelines. The guidelines should include both student RIGHTS as well as student RESPONSIBILITIES. The guidelines should also provide information on how students can report issues via the Report Abuse button (think-u-know) or to Childline (in the case of cyberbullying). For example, students have the right to refuse to have their photograph posted online and the responsibility to post only images they have permission to post. intofilm.org 15

16 Activity outlines 3 Bring the class together to share their ideas on post-it notes and rank in order of importance. Ideas get added to a wall display as they are debated. Ideas are removed or combined if it is felt that there is overlap with a better worded example. 4 Once completed the guideline should be compiled electronically and presented as a poster or webpage for publication once it has school approval. This guideline could be shared with the whole school by creating a film to illustrate the guideline. For examples of posters visit: Supporting resource and advice on making a film available at: Take it further. To explore other resources that link to online games/activities/clips and might be useful for students who need a more interactive approach to research visit South West Grid for Learning s Digital Literacy Curriculum: intofilm.org 16

17 Activity outlines 4. Agony Aunts Summary: Students tackle e-safety issues head-on through this agony aunt activity. They identify and solve e-safety problems that their peers might face. This activity can be extended by creating animated responses to the task. Time: 60 minutes Age: years old Learning outcomes: All will be able to identify e-safety risks and issues for an agony aunt Most will be able to select solutions and present these in a film Some will be able to present their agony aunt roleplays on film. What you will need: Research on e-safety Video camera Activity outline: 1. Inform students that they will be creating agony aunt scenarios about potential Internet risks. Share examples of an agony aunt (for example If they choose sexting as a topic, a useful advice guide (written for young people) can be found here: 2 Students can use scenarios from InRealLife and Trust or their own ideas to create and write an agony aunt question each. They then swap questions with their classmates and write a reply just as in the examples using their Internet research to create useful and sensible solutions. 3 Students create a short film or animation (no more than 2 minutes) which acts out a student writing to an agony aunt and the advice that agony aunt offers. Supporting resource and advice on creating a storyboard: Supporting resource and advice on making a film available at: Supporting information on creating an animated film available at: Take it further Once complete a series of these films can be put together to produce an e-safety assembly film covering a range of e-safety issues. intofilm.org 17