Understanding digital warning signals, screen time balance, age suitability ratings, stranger safety, cyber hygiene threats, and incident response procedures to stay safe online.
Congratulations on mastering Levels 1 to 6! Here is your one-page visual synthesis of every key concept learned:
▶View All 6 Level Key Concepts & Standards6 Levels Summarised
📌
Level 1🚀
Warning Signals
Recognize unexpected digital warning signs (pop-ups, strange messages, unusual noises) and ask a trusted adult for help immediately.
Key Takeaway:Just like a traffic light has red signals to tell us to stop, the digital world has red flags! Red flags include unexpected pop-up boxes, scary messages, or links asking you to download something.
#Online Safety#Red Flags#Pop-ups
✓ Mastered
📌
Level 2🛡️
Digital Wellness
Understand physical and emotional health signals related to screen use and establish balanced daily routines.
Key Takeaway:Using technology is fun and helpful, but our bodies need balance! Spending hours staring at bright displays can cause eye strain, neck pain, and tiredness.
#Screen Time#Digital Balance#Physical Health
✓ Mastered
📌
Level 3🔑
PEGI & Content Labels
Interpret age ratings and content labels (PEGI, ESRB, film classifications) to choose age-appropriate media.
Key Takeaway:Media content comes with age rating labels (like PEGI 3, 7, 12, 16, 18 or ESRB Everyone/Teen).
#Age Ratings#PEGI#ESRB
✓ Mastered
📌
Level 4💻
Safe Communication
Differentiate between real-life trusted acquaintances and online avatars/strangers, maintaining strict boundaries in digital chat.
Key Takeaway:In online multiplayer games and chat rooms, you meet people from all over the world.
#Stranger Danger#Avatars#Online Chat
✓ Mastered
📌
Level 5🔐
Device Defense
Identify common malware threats (viruses, phishing links, fake updates) and practice preventive device security habits.
Key Takeaway:Just like washing your hands prevents biological germs, practicing good 'cyber hygiene' keeps your digital devices free from digital germs called malware! Malware (malicious software) includes viruses, spyware, and ransomware.
#Malware#Viruses#Phishing
✓ Mastered
📌
Level 6🏆
Safety Auditing
Assess complex online safety risks, use reporting tools effectively, and contribute to a resilient digital community.
Key Takeaway:When online safety incidents happen—whether it's illegal content, harassment, or a account breach—knowing how to respond quickly makes all the difference! Effective incident response involves: 1) Preserving evidence by taking screenshots and saving URLs, 2) Using platform reporting buttons to flag bad content, 3) Blocking offending accounts, and 4) Escalating to trusted adults, school coordinators, or official safety helplines.
Congratulations on completing all 6 levels of General Online Safety & Boundaries! To unlock the Cyber Agent Incident Simulator, you must collect all 9 Key Shards across the Online Safety & Digital Citizenship strands. Here is your cipher fragment for Slot #3:
KEY SHARD #3
4
Slot 3 of 9
🧩 Online Safety & Digital Citizenship Key Ring Tracker:Slot #3 Active
Recognize unexpected digital warning signs (pop-ups, strange messages, unusual noises) and ask a trusted adult for help immediately.
Learning objective
Students will identify unexpected digital warning signals such as pop-up ads and strange messages, demonstrating how to stop and inform a trusted adult.
Let's Go!
Routine: See-Think-Wonder
Imagine a bright flashing box pops up on your screen saying 'You won a free toy! Click here!' What do you see, think, and wonder about this message?
Teacher note: Facilitate the See-Think-Wonder routine for 2–3 minutes. Encourage students to connect the prompt to Form (Recognizing physical and digital warning signals helps keep us safe in connected environments.).
Learn
Just like a traffic light has red signals to tell us to stop, the digital world has red flags! Red flags include unexpected pop-up boxes, scary messages, or links asking you to download something. If you ever see a red flag, follow the golden rule: Stop, don't click, and tell a trusted adult right away.
Select the 3 hazard warning symbols that apply to a game featuring sword battles, scary monsters, and real-money loot boxes:
Selected: 0 / 3
Peer Pressure Scenario:
"A friend invites you to play an 18-rated violent zombie game online. They say: 'Don't be scared, everyone plays it!' You want to set a healthy boundary."
Online Stranger vs Trusted Helper Classification
Sort each contact into the correct security category:
👤 ShadowGamer_X (Met in a public lobby 5 min ago)
👩🏫 Ms. Anderson (Your classroom computing teacher)
💬 Anonymous user in game chat offering free coins
🎮 BattleCraft Lobby #12Stranger Contact
MysteryPlayer99: Hey! What school do you go to? Send me a selfie so I know who I'm playing with!
Take defensive action:
Gamer Profile Privacy Hardening
Configure all 3 profile settings to maximum personal privacy:
Email Attachment Safety Audit
Inspect the 3 email attachments. Click the dangerous malware/executable files to quarantine them:
📄
Math_Homework_Week4.pdfPDF Document (Verified Class Teacher)
🛡️ System OS Security PatchFixes remote execution vulnerability
Full System Defense Armor StatusShield Armor: 50%
Real-Time Antivirus Scanner:
Suspicious Browser Extension 'CouponsNow':
Browser Safe Browsing Mode:
🐺
User_MeanWolfPosted in Public Class Feed
"Nobody like Alex, Alex shouldn't be on this game team, leave now!"
Report Content Violation
Select the primary violation category:
The 4-Step Online Incident Response Protocol
Select the correct action for each step of the safety escalation workflow:
Step 1:
Step 2:
Step 3:
Step 4:
Digital Safety Ambassador Review
Evaluate this school incident report and apply the restorative No-Blame resolution:
Incident Log #409:
"A Year 4 student accidentally clicked a link in chat that redirected to an upsetting video. They feel scared that they will be banned from using school tablets."
✋ 5-Finger Trusted Adults Network Hand
Identify 5 distinct trusted people in your personal safety network:
ThumbEmpty
IndexEmpty
MiddleEmpty
RingEmpty
PinkyEmpty
📞 Official Child Support & Helplines
Childline (UK & International)Free, 24/7 confidential advice for any child under 19. Call 0800 1111.
CEOP Safety CentreOfficial Police Online Safety Reporting for inappropriate contact.
Internet Watch Foundation (IWF)Confidential anonymous reporting of criminal or disturbing online imagery.
🤝 The No-Blame Culture Guarantee:
If you encounter something bad online or make an accidental click, you will NEVER get in trouble for telling a trusted adult. Grown-ups are here to protect you, not blame you!
Apply Simulator Skills • Try it yourself
Identify Safety Signals
🔄Direct Simulator Transfer: Step 1 Tasks 1, 2 & 3
Now that you've practiced the virtual mechanics in the simulator above, apply those exact skills in your real computer environment:
🎉
Simulator Tasks 1–3 Mastered!Step 1 Verified
Great job mastering the interactive simulation! Now complete the real-world transfer checklist below and save your work into your digital portfolio.
🌟 Student Project GuideSuccess Criteria & WAGOLL (What A Good One Looks Like)▾
🎯 Task Success Criteria (Rubric)
Foundation
Identifies that pop-up screens can appear while using apps or websites.
Developing
Explains why clicking unknown pop-ups or links can be unsafe.
Secure (Goal)
Demonstrates stopping, stepping away from the screen, and informing a trusted adult when encountering red flags.
Mastery
Teaches peers the 'Stop, Close, Tell' rule for unexpected digital screens.
👀 What A Good One Looks Like (WAGOLL)
⭐ Mastering Standard
Safety Exemplar: Demonstration of mastering quality standards for Warning Signals.
📁
Save to Your Website Portfolio:
When you finish creating your project in your software, copy the share link or take a screenshot and publish it onto your student portfolio website!
Reflect
🎯
Self-Assessment & Reflection
Why is it always better to tell a trusted adult about a weird pop-up rather than trying to fix it yourself?
🟢Secure Level
Demonstrates stopping, stepping away from the screen, and informing a trusted adult when encountering red flags.
Learning check
Learning Check
What should you do immediately if a sudden pop-up window asks you to click a link while playing a game?
Select the best answer:
Hint 1: Unexpected pop-ups are red flags. Stop and ask a trusted adult for help immediately.
Hint 2: Clue: Always stop, avoid clicking unknown links, and notify a trusted adult.
Answer correctly to unlock the next level.
Spot on! Always stop, avoid clicking unknown links, and notify a trusted adult.Remember: Unexpected pop-ups are red flags. Stop and ask a trusted adult for help immediately.
Teacher setup, curriculum links and progress descriptors
Spark support
Routine: See-Think-Wonder
Teacher notes: Facilitate the See-Think-Wonder routine for 2–3 minutes. Encourage students to connect the prompt to Form (Recognizing physical and digital warning signals helps keep us safe in connected environments.).
Achievement pathway
Foundation: Identifies that pop-up screens can appear while using apps or websites.
Developing: Explains why clicking unknown pop-ups or links can be unsafe.
Secure: Demonstrates stopping, stepping away from the screen, and informing a trusted adult when encountering red flags.
Mastering: Teaches peers the 'Stop, Close, Tell' rule for unexpected digital screens.
Curriculum links
Curriculum strand: Online Safety and Digital Citizenship
Outcome: SAFE.01.B.1.1 — Recognize unexpected digital warning signs (pop-ups, strange messages, unusual noises) and ask a trusted adult for help immediately.
PYP: Form · Recognizing physical and digital warning signals helps keep us safe in connected environments.
Learner profile: Inquirer
Competency tags
Online Safety
Red Flags
Pop-ups
Trusted Adults
Unplugged
Gate support
Accessibility alternative: Students may verbally explain or point to the correct answer for "What should you do immediately if a sudden pop-up window asks you to click a link while playing a game?" with a teacher or teaching assistant.
Complete the previous learning check to unlock this next level.
Level 2
Digital Wellness
Understand physical and emotional health signals related to screen use and establish balanced daily routines.
Learning objective
Students will recognize physical indicators of excessive screen time (eye strain, fatigue) and construct balanced daily schedules.
Let's Go!
Routine: Think-Pair-Share
How do your body and eyes feel after playing on a screen for a long time without taking a break?
Teacher note: Facilitate the Think-Pair-Share routine for 2–3 minutes. Encourage students to connect the prompt to Function (Maintaining a healthy balance between digital activities and physical play supports our overall well-being.).
Learn
Using technology is fun and helpful, but our bodies need balance! Spending hours staring at bright displays can cause eye strain, neck pain, and tiredness. A healthy digital routine includes regular breaks (like the 20-20-20 rule: every 20 minutes, look at something 20 feet away for 20 seconds), good posture, and plenty of time for outdoor movement, sleep, and face-to-face play.
Select the 3 hazard warning symbols that apply to a game featuring sword battles, scary monsters, and real-money loot boxes:
Selected: 0 / 3
Peer Pressure Scenario:
"A friend invites you to play an 18-rated violent zombie game online. They say: 'Don't be scared, everyone plays it!' You want to set a healthy boundary."
Online Stranger vs Trusted Helper Classification
Sort each contact into the correct security category:
👤 ShadowGamer_X (Met in a public lobby 5 min ago)
👩🏫 Ms. Anderson (Your classroom computing teacher)
💬 Anonymous user in game chat offering free coins
🎮 BattleCraft Lobby #12Stranger Contact
MysteryPlayer99: Hey! What school do you go to? Send me a selfie so I know who I'm playing with!
Take defensive action:
Gamer Profile Privacy Hardening
Configure all 3 profile settings to maximum personal privacy:
Email Attachment Safety Audit
Inspect the 3 email attachments. Click the dangerous malware/executable files to quarantine them:
📄
Math_Homework_Week4.pdfPDF Document (Verified Class Teacher)
🛡️ System OS Security PatchFixes remote execution vulnerability
Full System Defense Armor StatusShield Armor: 50%
Real-Time Antivirus Scanner:
Suspicious Browser Extension 'CouponsNow':
Browser Safe Browsing Mode:
🐺
User_MeanWolfPosted in Public Class Feed
"Nobody like Alex, Alex shouldn't be on this game team, leave now!"
Report Content Violation
Select the primary violation category:
The 4-Step Online Incident Response Protocol
Select the correct action for each step of the safety escalation workflow:
Step 1:
Step 2:
Step 3:
Step 4:
Digital Safety Ambassador Review
Evaluate this school incident report and apply the restorative No-Blame resolution:
Incident Log #409:
"A Year 4 student accidentally clicked a link in chat that redirected to an upsetting video. They feel scared that they will be banned from using school tablets."
✋ 5-Finger Trusted Adults Network Hand
Identify 5 distinct trusted people in your personal safety network:
ThumbEmpty
IndexEmpty
MiddleEmpty
RingEmpty
PinkyEmpty
📞 Official Child Support & Helplines
Childline (UK & International)Free, 24/7 confidential advice for any child under 19. Call 0800 1111.
CEOP Safety CentreOfficial Police Online Safety Reporting for inappropriate contact.
Internet Watch Foundation (IWF)Confidential anonymous reporting of criminal or disturbing online imagery.
🤝 The No-Blame Culture Guarantee:
If you encounter something bad online or make an accidental click, you will NEVER get in trouble for telling a trusted adult. Grown-ups are here to protect you, not blame you!
Apply Simulator Skills • Try it yourself
Design a Balanced Day Routine
🔄Direct Simulator Transfer: Step 2 Tasks 4, 5 & 6
Now that you've practiced the virtual mechanics in the simulator above, apply those exact skills in your real computer environment:
🎉
Simulator Tasks 4–6 Mastered!Step 2 Verified
Great job mastering the interactive simulation! Now complete the real-world transfer checklist below and save your work into your digital portfolio.
🌟 Student Project GuideSuccess Criteria & WAGOLL (What A Good One Looks Like)▾
🎯 Task Success Criteria (Rubric)
Foundation
States that spending too long on screens without breaks can make eyes tired.
Developing
Lists non-screen activities (outdoor games, reading, sports) that balance digital time.
Secure (Goal)
Creates a personal daily balance chart allocating time for sleep, outdoor play, homework, and screen media.
Mastery
Evaluates digital habits and explains the 20-20-20 rule for eye health and posture.
👀 What A Good One Looks Like (WAGOLL)
⭐ Mastering Standard
Safety Exemplar: Demonstration of mastering quality standards for Digital Wellness.
📁
Save to Your Website Portfolio:
When you finish creating your project in your software, copy the share link or take a screenshot and publish it onto your student portfolio website!
Reflect
🎯
Self-Assessment & Reflection
What is your favorite offline activity to do when taking a break from digital devices?
🟢Secure Level
Creates a personal daily balance chart allocating time for sleep, outdoor play, homework, and screen media.
Learning check
Learning Check
According to the 20-20-20 rule for healthy screen use, what should you do every 20 minutes?
Select the best answer:
Hint 1: The 20-20-20 rule encourages looking 20 feet away for 20 seconds every 20 minutes.
Hint 2: Clue: Taking regular 20-second breaks to look away protects your eyes and body.
Answer correctly to unlock the next level.
Excellent! Taking regular 20-second breaks to look away protects your eyes and body.Remember: The 20-20-20 rule encourages looking 20 feet away for 20 seconds every 20 minutes.
Teacher setup, curriculum links and progress descriptors
Spark support
Routine: Think-Pair-Share
Teacher notes: Facilitate the Think-Pair-Share routine for 2–3 minutes. Encourage students to connect the prompt to Function (Maintaining a healthy balance between digital activities and physical play supports our overall well-being.).
Achievement pathway
Foundation: States that spending too long on screens without breaks can make eyes tired.
Developing: Lists non-screen activities (outdoor games, reading, sports) that balance digital time.
Secure: Creates a personal daily balance chart allocating time for sleep, outdoor play, homework, and screen media.
Mastering: Evaluates digital habits and explains the 20-20-20 rule for eye health and posture.
Curriculum links
Curriculum strand: Online Safety and Digital Citizenship
Outcome: SAFE.02.B.1.2 — Understand physical and emotional health signals related to screen use and establish balanced daily routines.
PYP: Function · Maintaining a healthy balance between digital activities and physical play supports our overall well-being.
Learner profile: Communicator
Competency tags
Screen Time
Digital Balance
Physical Health
Ergonomics
Routines
Gate support
Accessibility alternative: Students may verbally explain or point to the correct answer for "According to the 20-20-20 rule for healthy screen use, what should you do every 20 minutes?" with a teacher or teaching assistant.
Complete the previous learning check to unlock this next level.
Level 3
PEGI & Content Labels
Interpret age ratings and content labels (PEGI, ESRB, film classifications) to choose age-appropriate media.
Learning objective
Students will analyze standard age classification symbols and content descriptor icons to make responsible media choices.
Let's Go!
Routine: Connect-Extend-Challenge
Why do video games and movies have age numbers on their covers just like shoes have size numbers?
Teacher note: Facilitate the Connect-Extend-Challenge routine for 2–3 minutes. Encourage students to connect the prompt to Connection (Age rating systems help media consumers choose content that matches their development and maturity.).
Learn
Media content comes with age rating labels (like PEGI 3, 7, 12, 16, 18 or ESRB Everyone/Teen). These symbols aren't about how hard a game is to play—they tell you if the content is safe and suitable for your age! Content descriptors also show icons for violence, scary elements, or in-game purchases so you and your family can make smart choices.
Select the 3 hazard warning symbols that apply to a game featuring sword battles, scary monsters, and real-money loot boxes:
Selected: 0 / 3
Peer Pressure Scenario:
"A friend invites you to play an 18-rated violent zombie game online. They say: 'Don't be scared, everyone plays it!' You want to set a healthy boundary."
Online Stranger vs Trusted Helper Classification
Sort each contact into the correct security category:
👤 ShadowGamer_X (Met in a public lobby 5 min ago)
👩🏫 Ms. Anderson (Your classroom computing teacher)
💬 Anonymous user in game chat offering free coins
🎮 BattleCraft Lobby #12Stranger Contact
MysteryPlayer99: Hey! What school do you go to? Send me a selfie so I know who I'm playing with!
Take defensive action:
Gamer Profile Privacy Hardening
Configure all 3 profile settings to maximum personal privacy:
Email Attachment Safety Audit
Inspect the 3 email attachments. Click the dangerous malware/executable files to quarantine them:
📄
Math_Homework_Week4.pdfPDF Document (Verified Class Teacher)
🛡️ System OS Security PatchFixes remote execution vulnerability
Full System Defense Armor StatusShield Armor: 50%
Real-Time Antivirus Scanner:
Suspicious Browser Extension 'CouponsNow':
Browser Safe Browsing Mode:
🐺
User_MeanWolfPosted in Public Class Feed
"Nobody like Alex, Alex shouldn't be on this game team, leave now!"
Report Content Violation
Select the primary violation category:
The 4-Step Online Incident Response Protocol
Select the correct action for each step of the safety escalation workflow:
Step 1:
Step 2:
Step 3:
Step 4:
Digital Safety Ambassador Review
Evaluate this school incident report and apply the restorative No-Blame resolution:
Incident Log #409:
"A Year 4 student accidentally clicked a link in chat that redirected to an upsetting video. They feel scared that they will be banned from using school tablets."
✋ 5-Finger Trusted Adults Network Hand
Identify 5 distinct trusted people in your personal safety network:
ThumbEmpty
IndexEmpty
MiddleEmpty
RingEmpty
PinkyEmpty
📞 Official Child Support & Helplines
Childline (UK & International)Free, 24/7 confidential advice for any child under 19. Call 0800 1111.
CEOP Safety CentreOfficial Police Online Safety Reporting for inappropriate contact.
Internet Watch Foundation (IWF)Confidential anonymous reporting of criminal or disturbing online imagery.
🤝 The No-Blame Culture Guarantee:
If you encounter something bad online or make an accidental click, you will NEVER get in trouble for telling a trusted adult. Grown-ups are here to protect you, not blame you!
Apply Simulator Skills • Try it yourself
Audit App & Game Labels
🔄Direct Simulator Transfer: Step 3 Tasks 7, 8 & 9
Now that you've practiced the virtual mechanics in the simulator above, apply those exact skills in your real computer environment:
🎉
Simulator Tasks 7–9 Mastered!Step 3 Verified
Great job mastering the interactive simulation! Now complete the real-world transfer checklist below and save your work into your digital portfolio.
🌟 Student Project GuideSuccess Criteria & WAGOLL (What A Good One Looks Like)▾
🎯 Task Success Criteria (Rubric)
Foundation
Recognizes age rating numbers on game boxes and app store pages (e.g., PEGI 3, 7, 12).
Developing
Explains that age ratings are created by experts to protect children from frightening or mature themes.
Secure (Goal)
Matches game and video descriptors (violence, bad language, fear) to their corresponding safety symbols.
Mastery
Critiques game scenarios and justifies why respecting age ratings protects mental well-being.
👀 What A Good One Looks Like (WAGOLL)
⭐ Mastering Standard
Safety Exemplar: Demonstration of mastering quality standards for PEGI & Content Labels.
📁
Save to Your Website Portfolio:
When you finish creating your project in your software, copy the share link or take a screenshot and publish it onto your student portfolio website!
Reflect
🎯
Self-Assessment & Reflection
If a friend asks you to play a game rated PEGI 16, how can you explain why you choose to stick to age-appropriate games?
🟢Secure Level
Matches game and video descriptors (violence, bad language, fear) to their corresponding safety symbols.
Learning check
Learning Check
What does a PEGI 7 or ESRB Everyone rating on a video game indicate?
Select the best answer:
Hint 1: Age ratings reflect content suitability and maturity, not difficulty level.
Hint 2: Clue: Age ratings ensure game themes are suitable for your age group.
Answer correctly to unlock the next level.
Correct! Age ratings ensure game themes are suitable for your age group.Remember: Age ratings reflect content suitability and maturity, not difficulty level.
Teacher setup, curriculum links and progress descriptors
Spark support
Routine: Connect-Extend-Challenge
Teacher notes: Facilitate the Connect-Extend-Challenge routine for 2–3 minutes. Encourage students to connect the prompt to Connection (Age rating systems help media consumers choose content that matches their development and maturity.).
Achievement pathway
Foundation: Recognizes age rating numbers on game boxes and app store pages (e.g., PEGI 3, 7, 12).
Developing: Explains that age ratings are created by experts to protect children from frightening or mature themes.
Secure: Matches game and video descriptors (violence, bad language, fear) to their corresponding safety symbols.
Mastering: Critiques game scenarios and justifies why respecting age ratings protects mental well-being.
Curriculum links
Curriculum strand: Online Safety and Digital Citizenship
Outcome: SAFE.03.B.1.3 — Interpret age ratings and content labels (PEGI, ESRB, film classifications) to choose age-appropriate media.
PYP: Connection · Age rating systems help media consumers choose content that matches their development and maturity.
Learner profile: Thinker
Competency tags
Age Ratings
PEGI
ESRB
Media Literacy
Content Boundaries
Gate support
Accessibility alternative: Students may verbally explain or point to the correct answer for "What does a PEGI 7 or ESRB Everyone rating on a video game indicate?" with a teacher or teaching assistant.
Complete the previous learning check to unlock this next level.
Level 4
Safe Communication
Differentiate between real-life trusted acquaintances and online avatars/strangers, maintaining strict boundaries in digital chat.
Learning objective
Students will apply rules of online communication safety, recognizing that online strangers may pretend to be someone else.
Let's Go!
Routine: What If...?
What if an online gamer with a cartoon avatar offers you free in-game currency if you send them a picture of yourself?
Teacher note: Facilitate the What If...? routine for 2–3 minutes. Encourage students to connect the prompt to Responsibility (Online interactions require caution because digital identities cannot always be verified.).
Learn
In online multiplayer games and chat rooms, you meet people from all over the world. But remember: an online avatar or friendly profile picture is not proof of who someone really is in real life! Treat online strangers with caution. Never agree to meet an online stranger in real life, never send private photos, and block anyone who asks uncomfortable questions.
Select the 3 hazard warning symbols that apply to a game featuring sword battles, scary monsters, and real-money loot boxes:
Selected: 0 / 3
Peer Pressure Scenario:
"A friend invites you to play an 18-rated violent zombie game online. They say: 'Don't be scared, everyone plays it!' You want to set a healthy boundary."
Online Stranger vs Trusted Helper Classification
Sort each contact into the correct security category:
👤 ShadowGamer_X (Met in a public lobby 5 min ago)
👩🏫 Ms. Anderson (Your classroom computing teacher)
💬 Anonymous user in game chat offering free coins
🎮 BattleCraft Lobby #12Stranger Contact
MysteryPlayer99: Hey! What school do you go to? Send me a selfie so I know who I'm playing with!
Take defensive action:
Gamer Profile Privacy Hardening
Configure all 3 profile settings to maximum personal privacy:
Email Attachment Safety Audit
Inspect the 3 email attachments. Click the dangerous malware/executable files to quarantine them:
📄
Math_Homework_Week4.pdfPDF Document (Verified Class Teacher)
🛡️ System OS Security PatchFixes remote execution vulnerability
Full System Defense Armor StatusShield Armor: 50%
Real-Time Antivirus Scanner:
Suspicious Browser Extension 'CouponsNow':
Browser Safe Browsing Mode:
🐺
User_MeanWolfPosted in Public Class Feed
"Nobody like Alex, Alex shouldn't be on this game team, leave now!"
Report Content Violation
Select the primary violation category:
The 4-Step Online Incident Response Protocol
Select the correct action for each step of the safety escalation workflow:
Step 1:
Step 2:
Step 3:
Step 4:
Digital Safety Ambassador Review
Evaluate this school incident report and apply the restorative No-Blame resolution:
Incident Log #409:
"A Year 4 student accidentally clicked a link in chat that redirected to an upsetting video. They feel scared that they will be banned from using school tablets."
✋ 5-Finger Trusted Adults Network Hand
Identify 5 distinct trusted people in your personal safety network:
ThumbEmpty
IndexEmpty
MiddleEmpty
RingEmpty
PinkyEmpty
📞 Official Child Support & Helplines
Childline (UK & International)Free, 24/7 confidential advice for any child under 19. Call 0800 1111.
CEOP Safety CentreOfficial Police Online Safety Reporting for inappropriate contact.
Internet Watch Foundation (IWF)Confidential anonymous reporting of criminal or disturbing online imagery.
🤝 The No-Blame Culture Guarantee:
If you encounter something bad online or make an accidental click, you will NEVER get in trouble for telling a trusted adult. Grown-ups are here to protect you, not blame you!
🌟 Student Project GuideSuccess Criteria & WAGOLL (What A Good One Looks Like)▾
🎯 Task Success Criteria (Rubric)
Foundation
States that anyone met online whom you do not know in real life is an online stranger.
Developing
Explains why online gamers using friendly avatars might not be who they claim to be.
Secure (Goal)
Identifies risky chat behaviors (asking to meet in person, asking for private photos) and refuses inappropriate requests.
Mastery
Formulates personal safety protocols for multiplayer gaming and social chat environments.
👀 What A Good One Looks Like (WAGOLL)
⭐ Mastering Standard
Safety Exemplar: Demonstration of mastering quality standards for Safe Communication.
📁
Save to Your Website Portfolio:
When you finish creating your project in your software, copy the share link or take a screenshot and publish it onto your student portfolio website!
Reflect
🎯
Self-Assessment & Reflection
Why is it dangerous to assume that someone is your age just because their gaming profile says so?
🟢Secure Level
Identifies risky chat behaviors (asking to meet in person, asking for private photos) and refuses inappropriate requests.
Learning check
Learning Check
What is the safest response if an online player in a multiplayer game asks for your phone number or school name?
Select the best answer:
Hint 1: Anyone you only know online is a stranger. Keep personal details private and block risky contacts.
Hint 2: Clue: Never share personal information with online strangers; block and report suspicious behavior.
Answer correctly to unlock the next level.
Well done! Never share personal information with online strangers; block and report suspicious behavior.Remember: Anyone you only know online is a stranger. Keep personal details private and block risky contacts.
Teacher setup, curriculum links and progress descriptors
Spark support
Routine: What If...?
Teacher notes: Facilitate the What If...? routine for 2–3 minutes. Encourage students to connect the prompt to Responsibility (Online interactions require caution because digital identities cannot always be verified.).
Achievement pathway
Foundation: States that anyone met online whom you do not know in real life is an online stranger.
Developing: Explains why online gamers using friendly avatars might not be who they claim to be.
Secure: Identifies risky chat behaviors (asking to meet in person, asking for private photos) and refuses inappropriate requests.
Mastering: Formulates personal safety protocols for multiplayer gaming and social chat environments.
Curriculum links
Curriculum strand: Online Safety and Digital Citizenship
Outcome: SAFE.04.B.1.4 — Differentiate between real-life trusted acquaintances and online avatars/strangers, maintaining strict boundaries in digital chat.
PYP: Responsibility · Online interactions require caution because digital identities cannot always be verified.
Learner profile: Principled
Competency tags
Stranger Danger
Avatars
Online Chat
Safety Rules
Grooming Awareness
Gate support
Accessibility alternative: Students may verbally explain or point to the correct answer for "What is the safest response if an online player in a multiplayer game asks for your phone number or school name?" with a teacher or teaching assistant.
Complete the previous learning check to unlock this next level.
Level 5
Device Defense
Identify common malware threats (viruses, phishing links, fake updates) and practice preventive device security habits.
Learning objective
Students will recognize digital security threats such as malware and phishing attempts, explaining the importance of software updates and antivirus scans.
Let's Go!
Routine: Parts-Purposes-Complexities
Why do phones and computers ask you to install system updates? What happens inside the device during an update?
Teacher note: Facilitate the Parts-Purposes-Complexities routine for 2–3 minutes. Encourage students to connect the prompt to Perspective (Digital systems require proactive protection measures to prevent software infections and data corruption.).
Learn
Just like washing your hands prevents biological germs, practicing good 'cyber hygiene' keeps your digital devices free from digital germs called malware! Malware (malicious software) includes viruses, spyware, and ransomware. You can protect your devices by avoiding suspicious 'Download Now' buttons, never opening unknown email attachments, and keeping your software updated with the latest security patches.
Select the 3 hazard warning symbols that apply to a game featuring sword battles, scary monsters, and real-money loot boxes:
Selected: 0 / 3
Peer Pressure Scenario:
"A friend invites you to play an 18-rated violent zombie game online. They say: 'Don't be scared, everyone plays it!' You want to set a healthy boundary."
Online Stranger vs Trusted Helper Classification
Sort each contact into the correct security category:
👤 ShadowGamer_X (Met in a public lobby 5 min ago)
👩🏫 Ms. Anderson (Your classroom computing teacher)
💬 Anonymous user in game chat offering free coins
🎮 BattleCraft Lobby #12Stranger Contact
MysteryPlayer99: Hey! What school do you go to? Send me a selfie so I know who I'm playing with!
Take defensive action:
Gamer Profile Privacy Hardening
Configure all 3 profile settings to maximum personal privacy:
Email Attachment Safety Audit
Inspect the 3 email attachments. Click the dangerous malware/executable files to quarantine them:
📄
Math_Homework_Week4.pdfPDF Document (Verified Class Teacher)
🛡️ System OS Security PatchFixes remote execution vulnerability
Full System Defense Armor StatusShield Armor: 50%
Real-Time Antivirus Scanner:
Suspicious Browser Extension 'CouponsNow':
Browser Safe Browsing Mode:
🐺
User_MeanWolfPosted in Public Class Feed
"Nobody like Alex, Alex shouldn't be on this game team, leave now!"
Report Content Violation
Select the primary violation category:
The 4-Step Online Incident Response Protocol
Select the correct action for each step of the safety escalation workflow:
Step 1:
Step 2:
Step 3:
Step 4:
Digital Safety Ambassador Review
Evaluate this school incident report and apply the restorative No-Blame resolution:
Incident Log #409:
"A Year 4 student accidentally clicked a link in chat that redirected to an upsetting video. They feel scared that they will be banned from using school tablets."
✋ 5-Finger Trusted Adults Network Hand
Identify 5 distinct trusted people in your personal safety network:
ThumbEmpty
IndexEmpty
MiddleEmpty
RingEmpty
PinkyEmpty
📞 Official Child Support & Helplines
Childline (UK & International)Free, 24/7 confidential advice for any child under 19. Call 0800 1111.
CEOP Safety CentreOfficial Police Online Safety Reporting for inappropriate contact.
Internet Watch Foundation (IWF)Confidential anonymous reporting of criminal or disturbing online imagery.
🤝 The No-Blame Culture Guarantee:
If you encounter something bad online or make an accidental click, you will NEVER get in trouble for telling a trusted adult. Grown-ups are here to protect you, not blame you!
🌟 Student Project GuideSuccess Criteria & WAGOLL (What A Good One Looks Like)▾
🎯 Task Success Criteria (Rubric)
Foundation
Defines computer malware as harmful code that can slow down or break digital devices.
Developing
Identifies suspicious download buttons and suspicious email attachments as common malware entry points.
Secure (Goal)
Explains how operating system updates patch security vulnerabilities and keep software defended.
Mastery
Conducts a simulated device safety audit to check browser security settings, extension permissions, and software updates.
👀 What A Good One Looks Like (WAGOLL)
⭐ Mastering Standard
Safety Exemplar: Demonstration of mastering quality standards for Device Defense.
📁
Save to Your Website Portfolio:
When you finish creating your project in your software, copy the share link or take a screenshot and publish it onto your student portfolio website!
Reflect
🎯
Self-Assessment & Reflection
How does keeping your device updated protect not just your own data, but also the school network you connect to?
🟢Secure Level
Explains how operating system updates patch security vulnerabilities and keep software defended.
Learning check
Learning Check
Why is it important to install operating system security updates when prompted?
Select the best answer:
Hint 1: Software updates include critical security patches that protect devices against threats.
Hint 2: Clue: Security updates fix software vulnerabilities to defend against malware.
Answer correctly to unlock the next level.
Spot on! Security updates fix software vulnerabilities to defend against malware.Remember: Software updates include critical security patches that protect devices against threats.
Teacher setup, curriculum links and progress descriptors
Spark support
Routine: Parts-Purposes-Complexities
Teacher notes: Facilitate the Parts-Purposes-Complexities routine for 2–3 minutes. Encourage students to connect the prompt to Perspective (Digital systems require proactive protection measures to prevent software infections and data corruption.).
Achievement pathway
Foundation: Defines computer malware as harmful code that can slow down or break digital devices.
Developing: Identifies suspicious download buttons and suspicious email attachments as common malware entry points.
Secure: Explains how operating system updates patch security vulnerabilities and keep software defended.
Mastering: Conducts a simulated device safety audit to check browser security settings, extension permissions, and software updates.
Curriculum links
Curriculum strand: Online Safety and Digital Citizenship
Outcome: SAFE.05.B.1.5 — Identify common malware threats (viruses, phishing links, fake updates) and practice preventive device security habits.
PYP: Perspective · Digital systems require proactive protection measures to prevent software infections and data corruption.
Learner profile: Knowledgeable
Competency tags
Malware
Viruses
Phishing
Updates
Cyber Hygiene
Security
Gate support
Accessibility alternative: Students may verbally explain or point to the correct answer for "Why is it important to install operating system security updates when prompted?" with a teacher or teaching assistant.
Complete the previous learning check to unlock this next level.
Level 6
Safety Auditing
Assess complex online safety risks, use reporting tools effectively, and contribute to a resilient digital community.
Learning objective
Students will formulate incident response plans for digital safety breaches, utilizing reporting tools and supporting peers in resolving online safety issues.
Let's Go!
Routine: 3-2-1 Bridge
List 3 online risks, 2 reporting steps, and 1 reason why reporting harmful content makes the internet safer for everyone.
Teacher note: Facilitate the 3-2-1 Bridge routine for 2–3 minutes. Encourage students to connect the prompt to Reflection (Empowered digital citizens evaluate risk responsibly and utilize reporting infrastructure to maintain safe online environments.).
Learn
When online safety incidents happen—whether it's illegal content, harassment, or a account breach—knowing how to respond quickly makes all the difference! Effective incident response involves: 1) Preserving evidence by taking screenshots and saving URLs, 2) Using platform reporting buttons to flag bad content, 3) Blocking offending accounts, and 4) Escalating to trusted adults, school coordinators, or official safety helplines.
Select the 3 hazard warning symbols that apply to a game featuring sword battles, scary monsters, and real-money loot boxes:
Selected: 0 / 3
Peer Pressure Scenario:
"A friend invites you to play an 18-rated violent zombie game online. They say: 'Don't be scared, everyone plays it!' You want to set a healthy boundary."
Online Stranger vs Trusted Helper Classification
Sort each contact into the correct security category:
👤 ShadowGamer_X (Met in a public lobby 5 min ago)
👩🏫 Ms. Anderson (Your classroom computing teacher)
💬 Anonymous user in game chat offering free coins
🎮 BattleCraft Lobby #12Stranger Contact
MysteryPlayer99: Hey! What school do you go to? Send me a selfie so I know who I'm playing with!
Take defensive action:
Gamer Profile Privacy Hardening
Configure all 3 profile settings to maximum personal privacy:
Email Attachment Safety Audit
Inspect the 3 email attachments. Click the dangerous malware/executable files to quarantine them:
📄
Math_Homework_Week4.pdfPDF Document (Verified Class Teacher)
🛡️ System OS Security PatchFixes remote execution vulnerability
Full System Defense Armor StatusShield Armor: 50%
Real-Time Antivirus Scanner:
Suspicious Browser Extension 'CouponsNow':
Browser Safe Browsing Mode:
🐺
User_MeanWolfPosted in Public Class Feed
"Nobody like Alex, Alex shouldn't be on this game team, leave now!"
Report Content Violation
Select the primary violation category:
The 4-Step Online Incident Response Protocol
Select the correct action for each step of the safety escalation workflow:
Step 1:
Step 2:
Step 3:
Step 4:
Digital Safety Ambassador Review
Evaluate this school incident report and apply the restorative No-Blame resolution:
Incident Log #409:
"A Year 4 student accidentally clicked a link in chat that redirected to an upsetting video. They feel scared that they will be banned from using school tablets."
✋ 5-Finger Trusted Adults Network Hand
Identify 5 distinct trusted people in your personal safety network:
ThumbEmpty
IndexEmpty
MiddleEmpty
RingEmpty
PinkyEmpty
📞 Official Child Support & Helplines
Childline (UK & International)Free, 24/7 confidential advice for any child under 19. Call 0800 1111.
CEOP Safety CentreOfficial Police Online Safety Reporting for inappropriate contact.
Internet Watch Foundation (IWF)Confidential anonymous reporting of criminal or disturbing online imagery.
🤝 The No-Blame Culture Guarantee:
If you encounter something bad online or make an accidental click, you will NEVER get in trouble for telling a trusted adult. Grown-ups are here to protect you, not blame you!
Hint 1: Always capture screenshot evidence (with timestamps and usernames) before reporting or blocking.
Hint 2: Clue: Outstanding! Preserving evidence via screenshots ensures safety officers and adults can investigate effectively.
Answer correctly to complete this strand.
Outstanding! Preserving evidence via screenshots ensures safety officers and adults can investigate effectively.Remember: Always capture screenshot evidence (with timestamps and usernames) before reporting or blocking.
Teacher setup, curriculum links and progress descriptors
Spark support
Routine: 3-2-1 Bridge
Teacher notes: Facilitate the 3-2-1 Bridge routine for 2–3 minutes. Encourage students to connect the prompt to Reflection (Empowered digital citizens evaluate risk responsibly and utilize reporting infrastructure to maintain safe online environments.).
Achievement pathway
Foundation: Locates the 'Report' button or flag icon on popular educational and social platforms.
Developing: Explains what evidence (screenshots, timestamps, URLs) to save when reporting harmful online incidents.
Secure: Constructs an incident response workflow mapping steps to take when encountering severe online safety violations.
Mastering: Leads a peer safety audit, evaluating school platform safety protocols and recommending policy improvements.
Curriculum links
Curriculum strand: Online Safety and Digital Citizenship
Outcome: SAFE.06.B.1.6 — Assess complex online safety risks, use reporting tools effectively, and contribute to a resilient digital community.
PYP: Reflection · Empowered digital citizens evaluate risk responsibly and utilize reporting infrastructure to maintain safe online environments.
Learner profile: Reflective
Competency tags
Risk Assessment
Reporting Tools
Incident Response
Digital Citizenship
Governance
Gate support
Accessibility alternative: Students may verbally explain or point to the correct answer for "What is the first step you should take to preserve evidence when reporting online harassment or unsafe content?" with a teacher or teaching assistant.
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⭐ Mastering Standard