Age 7-11 Teaching Resources - Self-Image and Identity

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 each stage of their education about current online technology, its influence on behaviour and development, and what skills they need to be able to navigate it. 

• A spoken word poem about catfishing.

Learning Objectives covered:

• I can explain that others online can pretend to be someone else, including my friends, and can suggest reasons why they might do this

• Gamer Kane discusses negative behaviour in online gaming and how to deal with it.

Learning Objectives covered:

• I can explain ways in which someone might change their identity depending on what they are doing online (e.g. gaming; using an avatar; social media) and why
• I can describe positive ways for someone to interact with others online and understand how this will positively impact on how others perceive them

• An explanation of consent and what this means for sharing personal details online.

Learning Objectives covered:

• I can demonstrate how to make responsible choices about having an online identity, depending on context

• Without even knowing, you could be giving away information every day online. But why does this happen, and how?

Learning Objectives covered:

• I can demonstrate how to make responsible choices about having an online identity, depending on context

• Scola recalls her experience of online identity theft.

Learning Objectives covered:

• I can explain how identity online can be copied, modified, or altered
• I can demonstrate how to make responsible choices about having an online identity, depending on context

• Three disabled gamers discuss their experiences

Learning Objectives covered:

• I can explain how people can represent themselves in different ways online
• I can identify & critically evaluate online content relating to gender, race, religion, disability, culture & other groups & explain why it is important to challenge & reject inappropriate representations online
• I can describe positive ways for someone to interact with others online & understand how this will positively impact on how others perceive them
• I can explain ways in which someone might change their identity depending on what they are doing online (e.g. gaming; using an avatar) & why
• I can describe issues online that could make anyone feel sad, worried, uncomfortable, or frightened. I know & can give examples of how to get help, both on & offline

• Ainslie learns not to believe everything you see in an online profile

Learning Objectives covered:

• I can explain how people can represent themselves in different ways online
• I can explain that others online can pretend to be someone else, including my friends, & can suggest reasons why they might do this

• Lauren explores photo editing and what it means for self-esteem

Learning Objectives covered:

• I can explain how people can represent themselves in different ways online
• I can explain ways in which someone might change their identity depending on what they are doing online (e.g. gaming; using an avatar; social media) & why
• I can explain that others online can pretend to be someone else, including my friends, & can suggest reasons why they might do this

• Tips for dealing with seeing upsetting content online

Learning Objectives covered:

• I can explain how people can represent themselves in different ways online
• I can describe issues online that could make anyone feel sad, worried, uncomfortable or frightened. I know & can give examples of how to get help, both on & offline
• I can explain the importance of asking until I get the help needed
• I can describe positive ways for someone to interact with others online & understand how this will positively impact on how others perceive them