Below are all the parts of PSHE guidance (in Relationships and Sex Education) that we cover with our presentation. See below this for how we tick the computing curriculum as well.
Anything in red are topics we brush upon, however, if you require, we can focus on them more.
By the end of Primary School children should know:
that people sometimes behave differently online, including by pretending to be someone they are not
that the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others online including when we are anonymous
the rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them
how to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met
what sorts of boundaries are appropriate in friendships with peers and others (including in a digital context)
about the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe
that each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact (we cover by referring to PANTS rule)
how to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know
how to recognise and report feelings of being unsafe or feeling bad about any adult
how to ask for advice or help for themselves or others, and to keep trying until they are heard,
how to report concerns or abuse, and the vocabulary and confidence needed to do so
where to get advice, for example family, school or other sources
By the end of Secondary School children should know:
how to determine whether other children, adults or sources of information are trustworthy, judge when a family, friend, intimate or other relationship is unsafe (and to recognise this in others’ relationships), how to seek help or advice, including reporting concerns about others if needed
the characteristics of positive and healthy friendships, in all contexts including online, such as:
trust, respect, honesty, kindness, generosity, boundaries, privacy, consent and the management of conflict
reconciliation and ending relationships, this includes different (non-sexual) types of relationship
practical steps they can take in a range of different contexts to improve or support respectful relationships
that some types of behaviour within relationships are criminal, including violent behaviour and coercive control
what constitutes sexual harassment and sexual violence and why these are always unacceptable
their rights, responsibilities and opportunities online, including that the same expectations of behaviour apply in all contexts, including online
about online risks, including that any material someone provides to another has the potential to be shared online and the difficulty of removing potentially compromising material placed online
not to provide material to others that they would not want shared further and not to share personal material which is sent to them
what to do and where to get support to report material or manage issues online
the impact of viewing harmful content
that sharing and viewing indecent images of children (including those created by children) is a criminal offence which carries severe penalties including jail
Computing: use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies
Computing: use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
Computing: understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns
Computing: understand how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to identify and report a range of concerns.