Evaluating Anti-cyberbullying Resources

In teams, we reviewed two videos made to support children in understanding how to deal effectively with cyberbullying. 

We fairly weighed up positive and negative points for each of the cartoons. Overall, we felt that the second one was the most useful. This was due to the fact that it:

• made it clear that being online can be fun
• gave clear guidance
• each point felt like something that we could do
• summarised the guidance at the end to help us to remember it

After looking further at how to tackle anything online that makes us feel uncomfortable, we created comic strips to share with others in school. Do you think that we managed to include the points that we raised above?

Making positive and responsible choices about my online identity

After examining different online profiles, we thought about how people create positive and negative identities; this led us to think about how some profiles were not as safe as others.

After some very thoughtful discussions, we gathered our top tips ready to share with younger children in school - and for us to follow wisely. We realised that the profiles that we build also includes messages and chats which others read. Everything that we add online, or through messages, builds up a profile of use for others to see. 

We came up with the following advice:

Instead of using your actual name for your username, you can use your favourite hobby, nickname, favourite food, best colour or pet. For example @football#games75

Remember not to give anyone your date of birth, full name, location or school. This is too much of your identity revealed. People could find you or try to copy your profile. 

Be kind in chats. This shows who you are to others. Take a moment to think a comment through before adding it. Treat others how you would like to be treated. 

Be careful about using your friend's data. Keep their details out of your profiles or chats...keep them safe and happy too. 

Remember that sending personal details to someone is just like posting these online as you don't know where they will end up. 

Ignore anyone who asks for extra details. Let an adult at home or at school know if you are being asked. 

Keep learning how to make good choices. Stay safe and have fun!

Regulating Content

Year Six have been examining content rating symbols and evaluating them when considering the purpose and limitations of these systems. Through this learning, they have a better understanding of the need for ratings.

Digging deeper, the children discussed and responded to questions, such as:

Who is responsible when someone watches something?

Why do we need regulations?

What do we want these regulations to achieve?

How might content for an older age group affect a younger child?

Why might a child want to use content aimed at an older audience?

What could I, parents, carers, teachers or companies do to help everyone to see or play with the things that are right for us online?

It was interesting to hear how this group recognised that something may not fall under a rating as the concerns do not fit a specific category. This demonstrated how there is always a need for discussion, knowing yourselves and others and personal and family responsibility, as one group added, "Parents, this is always your responsibility too."

How do you tackle cyberbullying if it happens to you?

We had some very interesting conversations about what holds children back from telling others when something online makes them unhappy or uncomfortable. Some of this was because they are sometimes unsure about what to do and sometimes because they think that they might get into trouble. 

The children thoroughly enjoyed using Pixton to help them to remember the advice learnt in class, and did so with Year Five in mind as their intended audience for the important messages. 

If you can't read the two examples from Lexie's group and Elisha's group, then please download them below. 

Do you know how to spot misinformation or disinformation?

Year Six have created some definitions:

Misinformation - the accidental spread of false information.

Disinformation - the intentional spread of false information.

We looked at how and why false information is spread, and Year Six created posters online with their top tips. We have learnt to be 'skeptical' of information making sure we check the reliability of the sources.