Age 7-11 Teaching Resources - Managing Online Information

Below (in red) you will find links to Own It content - near the top of each of these pages you will find a link to a downloadable teacher resource document with lesson ideas, discussion points and potential homework activities.

Each piece of content has been mapped to particular age 7-11 learning outcome statements from the Education for a Connected World framework set out by the UK Council for Internet Safety.

This is a cross-curricular framework, designed to be particularly useful for PSHE, RSHE and Computing. It highlights what a child should know at different stages in their education about online technology, its influence on behaviour and development, and the skills they need to be able to navigate it.

• Have you ever binge-watched videos on social media that have become more and more extreme? Joe Tasker investigates.

Learning Objectives covered:

• I can explain the difference between a 'belief', and 'opinion', and a 'fact', and can give examples of how and where they might be shared online, e.g. in videos, memes, posts, news stories etc.
• I can explain that not all opinions shared may be accepted as true or fair by others (e.g. monsters under the bed)
• I can analyse information to make a judgement about probable accuracy and I understand why it is important to make my own decisions regarding content and that my decisions are respected by others
• I can describe and demonstrate how we can get help from a trusted adult if we see content that makes us feel sad, uncomfortable or frightened

• A look at what makes loot boxes so attractive to gamers and how they may encourage people to spend real money

Learning Objectives covered:

• I can describe some of the methods used to encourage people to buy things online (e.g. advertising offers; in-app purchases, pop-ups) and can recognise some of these when they appear online

• Jamie Campbell tries out a hack he's seen online, but is it all it seems?

• Learning Objectives covered:

• I can explain what is meant by 'being sceptical'; I can give examples of when and why it is important to be 'sceptical'
• I can describe how to search for information within a wide group of technologies and make a judgement about the probable accuracy (e.g. social media, image sites, video sites)