CITIZENSHIP The Police Community Clubs
Issue 13 March 2013
magazine for schools
Explaining Social Networks Staying Safe Online Safer Internet Day 2013 Latest News in Education
Contents
Welcome from the Editor
REGULAR ITEMS Police Community Clubs of Great Britain: News
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Education News
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FEATURES Staying Safe Online – Understanding Social Networks and their Dangers
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Safer Internet Day 2013
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Twitter Safety: A Guide for Parents and Pupils
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Facebook Safety: Avoiding the nasty side of social networking
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The Social Network with an Emphasis on Parental Control
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LESSON PLANS Using Twitter in the Classroom
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Using Facebook in the Classroom 12 An A-Z of Internet Safety Terms
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Notice to Advertisers Whilst every care is taken to ensure that the contents including advertisements are accurate, the publisher cannot assume responsibility for errors.
Editor
Andrew Davies
Design
Joanne Hewitt
Positive citizenship and the delivery of PSHE skills is something we have dedicated numerous issues of this magazine towards. For the first time though, we will take a deeper look into how children and young people behave not just in person, but also through an online persona which can now be spread across several social network platforms with far reaching ramifications. The benefits of social networking are undeniable, but we often overlook their hazards, particularly for children. But by getting involved in a pupil’s social networking, you can teach them how to remain safe. Social networks can be great fun and a powerful force for good. They have contributed significantly to popular culture, disaster relief and even political change. But as anyone can sign up to a social network, it will inevitably attract a small minority of users who want to promote extreme or unsavoury views, or who have abusive or criminal intentions. So, although the vast majority of users are respectable, it’s important to always take precautions. In general, children are quite astute when it comes to judging whether someone they meet face to face is okay. But, the very nature of a social networking site (not being able to see the person or hear their voice, for example) makes the decision much more difficult. So a child could innocently connect with users that might bully or otherwise harass them. The CEOP (Child Exploitation and Online Protection Centre) works across the UK to tackle the sexual abuse of children. It offers advice to parents, young people and children as well as using its law enforcement powers to track and bring offenders to account either directly or in partnership with local and international police forces. It handles around 600 reports a month, of which around one in five is urgent - such as children making arrangements to meet strangers they have previously only communicated with online. That’s a tiny proportion of the daily total of social networking activity, but it’s still a significant risk because of the seriousness of the potential consequences. The CEOP now has an emergency button on most social networking sites, so you and your child have a way to report suspect contacts and find out more about the problem. Across these pages you will find important information on social networks and the dangers they possess. You will also find hints and tips I’m sure you will find useful to be shared with your class and at home. Please take a moment to check out our website for our latest blogs, follow our Twitter updates (@Citizenship_Mag) and apply for our free subscription service. And if you have any suggestions on how to help develop citizenship and PSHE teachers, email me at andrew@thecitizenshipmagazine.org Enjoy this issue! Andrew Davies, Editor
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Publisher
Community Initiatives Associates 0800 783 5805
Police Community Clubs of Great Britain Barry Jones MBE Po Box 160, Bideford, Devon, EX39 9DL 01237 474 869 www.thepolicecommunityclubs.org
© All rights reserved. No part of The Citizenship Magazine for Schools may be reproduced or stored in a retrieval system, or transmitted in any form without the written permission of the editor. Copyright2009 ISSN Applied For. The Citizenship Magazine for Schools 3
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The Citizenship Magazine for Schools
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The Police Community Clubs of Great Britain NEWS
It is with great pleasure that I am again able to provide our latest news. The work of the Police Clubs continues at a pace in spite of the perilous state of the economy here in the United Kingdom. Early in the year a decision was made to present Derbyshire Constabulary with packs of our ‘Uchooze’ programme to enable them to deliver it across the county. A training day took place in February where all the potential delivery personnel were trained to provide an informed delivery. This training day went very well, only bettered by the first delivery by Ozbox, the citizenship programme delivered in partnership with Derbyshire Constabulary and Derbyshire County Council when over fifty young people received it enthusiastically, particularly in their break-out sessions which stimulated great discussion. We are delighted with the way the programme is evolving. Our subsidiary company ‘British Sports Academies’ continues to have talks with a number of FE – HE Colleges and other diverse organisations. We anticipate further partnerships being formed in the near future. Our all new Police Clubs exclusive citizenship programme aligned to non-contact Olympic-style boxing called The Contender Plus+ Coaches course continues to be rolled out throughout the country. This delivers instruction in all the skills elements of the sport together with material to deliver our
Barry Jones MBE
citizenship programmes to any group in any suitable environment. All successful coaches are free to deliver their own Contender Am-Box programme whilst being fully insured by The Clubs. Anyone interested in discovering more about this programme should contact our office or email: policecc@aol.com After consultation with the Ministry of Justice, a joint visit to Doncaster Prison and the training of prison staff, we have been authorised by the Ministry to commence a pilot programme of sports coaching at Doncaster. The new Boxing Coaches Academy now joins the previously formed Football Academy at this prison whose directors are committed to this innovative programme. We have recently published our Child Trafficking manual which is aimed at those who encounter this problem. The manual provides invaluable information and advice for professionals and lay persons alike. We would like to take this opportunity to thank all these companies whose support enabled us to produce this publication. In closing, I would like to thank all of our sponsors, partners, clubs and volunteers for their continued support. For more information about the Police Community Clubs of Great Britain, please visit www.policecommunityclubs.org. Barry T Jones MBE Founder of the Police Community Clubs of Great Britain
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Microsoft urges Primary pupils to ‘learn computing’ A major software corporation has said that all children should learn computer science at primary school. A lack of computing in schools put the UK’s position as a world leader in computer gaming at risk, said Microsoft UK’s director of education. Steve Beswick was speaking on the eve of the BETT show for educational technology in London. The Department of Education welcomed the teaching of computer coding, which it said was educationally “vital”. In England the government has scrapped information technology lessons, with a new computing curriculum due next year. Mr Beswick said that the computer gaming sector currently generated £3bn a year for the British economy, adding that games and software developers required skilled individuals to ensure their businesses thrived. “It’s a world leader in its sector and we desperately need to ensure that our talent pool of computer scientists is as healthy as it can be in order to sustain valuable industries like that,” he said. Mr Beswick pointed out that there were currently about 100,000 job vacancies in the UK that required computer science qualifications, but last year only about a third of
that number had graduated in computer science. “Computer science is something that we have been calling the ‘fourth science’ for some time,” said Mr Beswick. “We believe that it is every bit as important as physics, chemistry and biology.” Mr Beswick believes that formally introducing children to the basics of the subject at primary school, will help inspire more pupils to take it to degree level and ultimately the world of work. In a statement, the Department for Education said it agreed with Microsoft and that was why the “out-dated ICT curriculum” was scrapped last year, with computer science now being taught in schools. It said: “We’re involving experts like Microsoft, Google and Cambridge University in the development of Computer Science teaching to properly equip pupils for the 21st Century. “These changes and exciting developments, like Raspberry Pi and Computing for Schools, are spreading the teaching of computer coding which is so educationally and economically vital.”
Walk to School Week – 20-24 May
National charity Living Streets is urging parents to leave the car at home and try walking with their children during May’s Walk to School Week. Walk to School Week (20-24 May) is an opportunity for parents and children across the UK to try walking to school. Along with Walk to Work Week (13-17 May), Walk to School Week forms a part of National Walking Month, a month dedicated to celebrating the benefits of walking. Living Streets runs the national Walk to School campaign, and parents tell us that when they walk the journey to school is less stressful, their petrol bill goes down, their children perform better at school and that they, and their children, feel healthier and fitter. Walking to school regularly is not only a fantastic way to
encourage an active lifestyle, it is also a great opportunity to teach your children vital road safety skills and ensure they are alert and ready to learn at the start of a new day. Teachers even report that those pupils who walk to school are more attentive once they reach their desks. Over the past couple of decades, the number of children walking to school has fallen sharply. In 2011, 49 per cent of primary school aged children and 38 per cent of secondary school aged children walked to school, down from 62 per cent of primary and 48 per cent of secondary school aged children in 1991. However Living Streets’ Walk once a Week (WoW) scheme bucks the trend. It helped nearly 6,800 schools and over 1.9 million children and young people get walking across the UK last year – with a recent project seeing a rise of 32 per cent in children walking. Tony Armstrong, Chief Executive of Living Streets said: “This May, we want to get the whole of the UK buying a ticket to stride. As part of National Walking Month we’re urging families up and down the country to give walking a go during Walk to School Week “We think you’ll be amazed at what a difference a short blast of fresh air can do for you. It’s free, green and easy and above all it works. We need to encourage children to get walking now and set healthy habits for the future.” Registration for National Walking Month opens from 1 April on www.livingstreets.org.uk.
EDUCATION NEWS Series of films highlights drinking dangers
Evans Woolfe Media has produced a series of films for BBC Learning in which four young people, whose lives have been dramatically affected by drinking too much alcohol, tell their stories. Emily, 17, Alan 16, Anna 17 and Jordon now 18, give highly personal accounts of how an evening of drinking alcohol led to a sequence of events that changed their lives. At the time, they all set out just wanting to have a good time. But after their experience with alcohol their attitude to drinking has changed significantly. At 14, Alan’s drinking boosted his self-confidence, giving him the ‘dutch’ courage to challenge a group of lads who were insulting his friend. They threw Alan into a bus shelter, shattering his collar-bone, and putting an abrupt end to all hopes of making it as goalkeeper. Two years after the incident, Alan’s sleep is still disrupted by the pain. Anna, now 17, fell out with her best friend after drunkenly kissing her ex-boyfriend at a party, and they haven’t spoken since. 18-year-old Jordon drank over half a bottle of neat brandy, just to look cool – and nearly killed himself as a consequence. “You don’t think about any of the medical effects. You just think about how fun it’s going to be when you get drunk. … It sounds a bit extreme but I could have died that night.” Finally, Emily, now 17, was so drunk after leaving a bar that she agreed to the offer of help to find a taxi from a guy she barely knew, with serious consequences. Everyone tells you about the good times, she says, but “… you never actually hear how ill they were the next day. No one ever discusses the worse stuff.” Each story is interspersed with graphics, which explain in detail the chemical and biological processes that were taking place in the four youngsters’ bodies as they were drinking. The films trace how and why alcohol causes behaviour to change, sometimes dramatically. According to a North West Public Health Observatory report (2012),
13,000 hospital admissions are linked to young people’s drinking each year while recent research from the Centre for Public Health at Liverpool John Moores University indicated that alcohol consumption will be a factor in the deaths of 10 young people this week. These and other statistics used in the programme make it clear just how many young people in the UK suffer as a result of excessive drinking - nearly 50 per cent of 15-yearolds who’ve been drunk recently have suffered some negative consequences. And while the number of young people who drink alcohol regularly has fallen by half over the last ten years, those that do drink, drink more. (NHS Information Centre). Evans Woolfe Media is an award winning documentary film production company producing high quality documentaries for and about the education sector. Tristan Anderson directed the films. Dominic Sant, Producer, says: “The programme aims to reveal to young people the risks they face by drinking alcohol. The films blend powerful oral testimonies delivered by four engaging young people with a scientific analysis of how alcohol affected their bodies and behaviours. The films will ultimately help our audience make more informed decisions about drinking alcohol.” The films were produced in consultation with PSHE teachers and a number of charities, including The Alcohol Education Trust one of the country’s leading advisory groups supporting classroom teaching of alcohol education. Just a Few Drinks was commissioned by Katy Jones for BBC Learning Zone and will provide a unique resource for schools across the UK. The series was broadcast at 4.30am on February 20 and will now be available online for use in schools. For more information, please contact Dominic Sant on 020 8744 1012. These films will then be available online at BBC Learning where they can be viewed on demand at http://www.bbc.co.uk/programmes/
Citizenship to stay in the National Curriculum as Michael Gove offers public support In February, Education Secretary Michael Gove publicly declared his support for citizenship education. In responding to a question from David Blunkett MP, Mr Gove told the House of Commons: “Citizenship will remain a programme of study at key stages three and four and I look forward to working with the Right Honourable Gentleman to ensure that this valuable subject is even better taught in more of our schools.” The Citizenship Foundation has expressed its delight that citizenship will stay on the National Curriculum, with a programme of study and with the Education Secretary’s express support. The Foundation commented: “We are glad Mr Gove agrees that young people are entitled to learn about our democratic society and about how they can affect change. He recognises that citizenship education contains an important body of knowledge around the law, politics, rights and the economy. “We hope schools will do justice to the new programme
of study at key stages 3 and 4: it sets a baseline for effective citizenship education for all pupils. We hope the primary curriculum gets similar attention and support, so children get the very best base of learning for continuation into key stages 3 and 4.” The Foundation also asked Mr Gove to “redress the damage caused by three years of uncertainty”. David Blunkett said: “I am extremely pleased that Michael Gove recognises the importance of citizenship education in schools. It is vital for the future of our democracy, and I am relieved and pleased that the subject now has such cross-party support. “It is important that schools grasp any new programme of study with both hands and turn it into something that really makes a difference to the development of our children. And it is important that headteachers, Teaching Agency Ofsted, Ofqual and the Department for Education give it the support that it needs to flourish back into a rigorous, nourishing and respected subject.”
Shakespeare Week 16 April 2013 – first Shakespeare Week to take place across the UK This month, Shakespeare Birthplace Trust will launch Shakespeare Week – an annual cultural and learning campaign for British primary schools. On 16 April, the Shakespeare Birthplace Trust will launch a brand new annual cultural and learning campaign for Britain’s primary schools. The inaugural Shakespeare Week will go live in March 2014, to celebrate the 450th anniversary of Shakespeare’s birth. Shakespeare Week will be officially launched by Education Secretary Michael Gove MP, in London in April. The aim of Shakespeare Week is to bring Shakespeare’s stories, language, historical backdrop and his creative influence vividly to life for more than three million children in the UK and ensure that his cultural legacy is a central part of the primary education learning experience. Primary school teachers will have access to online resources that can be used across the curriculum. Pupils at participating schools will receive a ‘Passport to Shakespeare’ that will encourage children and their families to go on to explore their cultural heritage beyond the classroom at their local museums, galleries, theatres, concert halls, libraries and historical places. The Shakespeare Birthplace Trust is working with cultural partners at a national and regional level to deliver Shakespeare-themed events and activities for this significant cultural celebration, as well as recruiting some high profile ambassadors to add weight and voice to the campaign. Further details will be announced at the launch of Shakespeare Week in April 2013. For further information visit www.shakespeare.org.uk
EDUCATION NEWS ‘Alarming new trend’ in online sex abuse, Ceop warns Research by a child protection watchdog has suggested that children are increasingly being groomed over the internet for the sole purpose of online sexual abuse. Only 7 per cent of the 1,145 online abuse cases reported to the Child Exploitation and Online Protection Centre in 2012 involved people trying to meet a child. Ceop said offenders may target hundreds of victims at a time, and described the abuse as an “alarming new trend”. The organisation said parents needed to talk to their children about the issue. Peter Davies, chief executive of Ceop - which monitors child abuse online - said: “We’ve seen a drop in the amount of grooming with a view to meeting offline. That’s still a risk but it’s a diminishing risk. “The growth area seems to be grooming, contact, and then sexual abuse purely online. We really need to make sure that young people are target hardened [sic] against that. “It’s amazing, the number of parents I meet who would not think twice about talking to their kids about just about anything else that is risky - but have a blind spot about online.” There were 1,145 reports to Ceop in 2012 relating to incidents of online grooming. However, only 7 per cent of these related to attempting to meet a child offline, a drop from 12 per cent in 2011. Online sexual abuse is commonly conducted via webcams, instant messenger applications and social networking sites. The research by Ceop and the University of Birmingham suggested physical contact did not appear to be a motivation for offenders who sought to abuse children in this way. Ceop said that once initial contact is made, it “often
rapidly escalates into threats and intimidation”. A Ceop spokeswoman said some offenders hack into the accounts of victims and say they will only get their account back if they do what the abuser tells them to do. Thereafter the abuser makes more demands “so the victim often feels like they haven’t got any control... and it ends up in this spiral of continuous abuse”, she added. Mr Davies said the “devastation” caused to young people’s lives through online grooming could be seen on a daily basis. “UK children can be targeted from anywhere and offenders will cast their net widely to target large numbers of children,” he said. Ceop’s research highlighted the case of two brothers in Kuwait who targeted 110 children worldwide - including 78 in the UK - forcing them into performing sexual acts online. The pair were jailed for blackmail offences last December following a Ceop-led investigation. Ceop said the pair pretended to be someone the children already knew on social networking and instant messaging applications. They would trick victims into giving them online passwords before threatening them into engaging in sexual activities via webcam. There was no evidence of an offline meeting with victims ever being a motivation, Ceop said. Ceop also said that instant messaging on mobile phones was used by paedophiles to contact children in about third of the reports of grooming it saw in 2012. While smart phones were increasingly popular among 12 to 15-year-olds, more than two-thirds of them do not have parental controls installed, it added. Ceop’s chief executive said parents and carers had a duty to ensure their children remained safe online.
News financial education to be taught in schools welcomed It has recently been announced that children will be taught all about the basics of budgeting and borrowing from next year. After years of campaigning by the financial education charity pfeg (Personal Finance Education Group), the Government has agreed to add money management to the curriculum in England. A new draft curriculum, published by the Education Secretary last month, will see financial education included in both mathematics and citizenship lessons, making financial capability a statutory part of children’s education for the first time. Tracey Bleakley, chief executive of pfeg, said: “This is a huge victory for the campaign for financial education
in schools. Financial education is essential in equipping young people with the knowledge, skills and confidence they need to be able to manage their money well.” The proposals, which will come into force in September 2014, look set to give children a great grounding in financial knowledge. Children who are aged between 11 and 14 will be taught about the functions and uses of money, the importance of personal budgeting, money management and a range of financial products. At age 14 they will learn about wages, taxes, credit, debt, financial risk and a range of more sophisticated financial products and services.
Using Twitter in the Classroom
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LESSON PLANS - USING SOCIAL NETWORKS IN CLASS
As well as the obvious individual benefits, social media can also be used as an effective teaching tool. Here, we look at ways Twitter can be used positively in schools. These ideas were all suggested by teachers via Twitter
Noun Doodling
We have three class twitter accounts that we have just begun to use. (Currently Y3/4 but Y5/6 noun doodle on paper). Input a noun then tweet for each person in turn to add vocabulary to. Very much VCOP (Vocabulary, Connectives, Openers, Punctuation) based but is a good short activity combining web 2.0, and literacy. For longer pieces of work, we have also tried using one Google doc with two or three computers. Did 100 word challenge entries this way this week.
Play By Twitter
I am looking into following in the footsteps of “Such Tweet Sorrow” (a Twitter version of Romeo and Juliet) and adapting a play for tweeting. Small groups of students (four per group) will be given a character within the play and will have to tweet their character’s lines once they have agreed the best use of 140 characters. Tweets will also be backed up to a blogspot website set up especially for the play to cover the back story for new followers.
Teaching Math/distance education/on-line
I created a twitter account for classroom use only. I require that students do this also. I follow them, they follow me and they follow each other. We use twitter for various reasons. Collaborating on homework questions. Questions about homework. Reminding students about deadlines. Sharing helpful websites/links. I create hashtags such as #whatIlearnedaboutsystemsofequations or #mymemoryaidtip or #whathelpedmetoday #mywaytorelieveHWstress
Sumitup!
Following the study of a topic/issue, historians are asked to sum up an argument/point in 140 characters. Most important reason for.... for example. We can then share and discuss the best ones. Great for multiple goes and great for the use of language in a nice concise way. Next will be to use as a collaborative tool.
Collaborative creative writing
I have used Twitter to write a story with students all over the world. I set up a protected Twitter account and invited schools that wanted to take part to follow me. 1st tweet of story put on in the morning with a #hashtag then continuations posted by different groups all day. Tweets could be drawn together in Storify at the end.
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Using Facebook in the Classroom
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LESSON PLANS - USING SOCIAL NETWORKS IN CLASS
Facebook has begun to surpass Google in weekly traffic. Everyone knows how to use facebook to find old friends or connect with family, but how can educators use it as a learning tool? Last year, a blog post from onlinecollege.org listed 100 ways educators can use facebook in their classroom. Here are just 10 ways to engage primary school pupils:
1. Book Reviews 2. Writer’s Workshop 3. Journal Entries/Blogs Children can use the notes section to post book reviews for other pupils to read or teachers to mark, access each other’s work for peer reviews, or simply maintain online journal entries or blogs allowing other pupils to respond and react.
4. Literature Responses Pupils can create facebook representation of works of literature or any unit of knowledge they are learning about.
5. Follow News Feeds and Current Events 6. Create a News Source for the Classroom or School Young learners can keep up with news like World News Webcast that provides video clips of world news, share their favourite stories to their wall, and respond to classmates’ news of interest. Students can also use their status update feed as a breaking news source for sports results, academic competition results, school news and events.
7. Poll Your Pupils You can poll your students using an interactive poll app for facebook. Your children can also poll classmates to generate real life data for data analysis, to write reports, or simply to get to know their peers better.
8. Practice Reading Skills with Facebook Games Knighthood promotes strong reading skills.
9. Engage in a Challenge Microsoft, Ikea, and other large corporations often present facebook challenges for pupils to solve problems or create new materials for their businesses. Engage your class members in applying their skills in these real world opportunities.
10. Practice a Foreign Language Pupils learning a new language can interact with native speakers through language groups or fan page opportunities.
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Staying What are they? Before educating children on the positives and negatives of social networking sites, it is important to firstly gain a background understanding of what they are and how they work. ‘Social Networking’ has become the latest in a long line of internet buzzwords. Following on from chat rooms and forums, the social networking sites available to the masses have enabled users of any age to share information, stories, music and pictures instantly. Despite many believing social networks are for kids, Ofcom figures have shown that over 50 per cent of users are aged 35 and over. The myth that such sites are technical and confusing have long since been dispelled and it is not common place for grandmothers in their eighties to have a Facebook page (mine included!). So, social networking is a way of using your computer to talk to other people, exchange pictures, whatever you want to do. Here is a guide to some specific networks available on the internet.
Twitter This is one of the fastest-growing networks. You ‘follow’ people you know or in whom you’re interested, they follow you, you exchange brief text-only messages. If you say something interesting, one of your followers might ‘re-tweet’ it, which means repeating it and saying who said it. So, some of their followers might start to follow you too, and that’s how you meet new people. It can be great for asking quick questions and for keeping up to date on what celebrities are up to.
Facebook Unlike Twitter, you get a page on the internet and can use this for longer bits and pieces. For instance, you can upload pictures, videos, play games, whatever you want to do. There are Facebook applications for reviewing books, reviewing films, areas for private messages and for more open discussions. This can really be your place on the internet if you want it to be.
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FEATURE – UNDERSTANDING SOCIAL NETWORKING SITES AND THEIR DANGERS
Safe Online LinkedIn A bit like a Facebook for business. This is a network for contacting and keeping in touch with work colleagues. You may only contact people who are a friend of a friend, or a friend of a friend of a friend, and so forth.
Flickr There’s less scope for socialising here, but you can upload and share any pictures you want others to see. You can also download and sometimes use pictures on websites, as many people put them up with few copyright restrictions.
Google+ It’s still early days for Google’s competitor to Facebook and Twitter, but the company is such a behemoth that it’s not a good idea to count them out. Google+ lets you put all your acquaintances in separate “circles”, so you can post something to your best friends that you might not want sent to your work colleagues.
FEATURE
Staying Safe Despite the good points about social networks, inevitably there are risks. And whilst in terms of identity fraud, many may argue social networks are no more of a risk than any other internet site, social networks pose wider threats. It is imperative that children are made aware of the dangers of posting information online and interacting with strangers.
Here are a few points to remember about keeping safe:
• Check out networks before you post • As a rule, it’s a good idea to have a look at what others are doing before putting your own entries up onto these networks. But once you’re in the swing of it, they can be a great additional resource for finding things out – and who knows, you might have the answer to someone else’s question and be able to help immediately. • Social networking sites are all online, so any information you add about yourself can be seen by anyone in the world. • If you put too much information about yourself online, people you don’t know may be able to find you. • NEVER PUT YOUR FULL ADDRESS ON YOUR SITE. It’s best to leave the space blank, or if you do want to add some information, make sure that you make your profile private so only your friends can see it. • It’s a good idea to USE A NICKNAME rather than your real name - your friends will know your nickname so will know it’s you. • It’s a good idea to PUT YOUR REAL AGE on your site - if you lie and say you are older, you may get adults trying to contact you. • It’s also NOT A GOOD IDEA TO PUT YOUR MOBILE NUMBER on your site - your real friends will already have it! • USE YOUR PRIVACY SETTINGS! Adjust your account settings (sometimes called “Privacy Settings”) so only approved friends can instant message you. This won’t ruin your social life – new people can still send you friend requests and message you, they just won’t be able to pester you via instant messenger. This means that people you don’t want to see your profile can’t. • Anything you add to your social networking site can be copied or printed, so if you want to put pictures up on your site think before you do it. Remember that your site may be seen by strangers and once a picture is online, it’s online forever. If you set up a social networking site, make sure that you make it private so only your friends can see it. That way you can stop strangers from seeing all your information. • Some people who you don’t know in the real world may try and ask to be your friend, so they can see your site. It’s not a good idea to allow a stranger to have access to your site - they may not be who they say they are and you don’t want a stranger knowing lots of things about you. If someone you don’t know asks to be your friend, tell a trusted adult straight away. • Learn how to report a problem on a social network. • Being online and using the internet is just like being in the real world - you can chat to people, play games and share pictures. But sometimes things happen which can make you upset. People may say nasty things to you which upset you, or you may see something that you don’t like. • If this happens, you must remember that it’s not your fault. Always tell a trusted adult straight away if you are upset or worried about something that has happened online. • Remember to save any messages that have upset you so you can show them to who you tell - they will be able to help, and they will be able to give you good advice about what else you can do. Never worry about getting in trouble - you aren’t the one who has done anything wrong. • If you don’t want to talk to a trusted adult, you may want to chat to someone else about how you feel. ChildLine is a site where you can have a private 1-2-1 chat with a counsellor who will listen to you and not judge you. You can also call them for free on 0800 1111 and it won’t show up on your phone. bill. Some of the information has been adapted from www.thinkuknow.co.uk
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FEATURE - BY ANDREW DAVIES
On 5th February, Safer Internet Day 2013, the European Commission presented the results of joint work of media, technology, telecoms and online companies undertaken since their December 2011 commitment to make the internet a better and safer place for children. Twenty-nine leading companies involved in this self-regulatory exercise have formed a coalition and reported on how they will collectively set a new benchmark for child protection online. As a result of their commitments, all devices (including smartphones, tablets, computers and games consoles) could be equipped with parental control tools and screens with simple tools for users to report harmful content and 22 The Citizenship Magazine for Schools
contact. The industry is also working to ensure that parents are aware of, and make use of, these tools. In addition, best practices have been established in terms of age-appropriate privacy settings and effective take down of child abuse material. Also very promising is the commitments received on technology tools to promote wider use of content classification. Commitments will be deployed during 2013. The average age for first going online in Europe is seven. Safer Internet Day 2013 is all about online rights and responsibilities, to encourage people online of all ages to “Connect with Respect”. Events took place worldwide and, as of 2014, the EU and US will ‘celebrate’ Safer Internet Day on
the same day. European Commission Vice President Neelie Kroes said: “I am very happy that these leading companies have responded to the call and worked together across sectors to produce concrete results. Child protection should get Board level attention. More is needed. I look forward to implementation in 2013 and to seeing a new benchmark emerging in the on-line industry: child protection by default.” Company statements, published in February on the Digital Agenda website, show that the coalition has delivered concrete improvements for children: Tools to report online abuse or bullying are gradually becoming universal. Some companies are
“CONNECT WITH RESPECT” going one step further and cooperating with hotlines, for instance Telefónica, Vodafone, KPN’s Meldknop or applications like SecondFriend available on Google. Facebook has developed the Support Dashboard which enables staff to better follow up on reports of abuse or content which violates Facebook community standards and for users to see what action is being taken in response. Parental control tools are now available across more products (computers, tablets, smartphones games devices, as well as connected TV sets) and services, with more coming in 2013. For example France Telecom is developing a tool for tablets and smart phones, and parental controls will be in all of LG’s mobile devices as of April this year. A Commission study confirms this wider availability but notes that while tools are good at blocking pornographic materials, there has been limited progress in blocking violent, racist or other harmful content. Companies are already providing information about their tools or implementing them by active choice, or by default (Microsoft or Nintendo). Companies including France Telecom, Mediaset, TeliaSonera, Tuenti and Telecom Italia are also planning information campaigns for parents. Content ratings for apps, online videos and films now widely used based on companies’ own rating systems, or those of
national and international bodies. A Technical Task Force involving companies (including Deutsche Telekom, Mediaset, Nokia, Opera, Orange, RIM, Telefónica, Vodafone), content rating agencies and technical experts will work in 2013 to align content systems and ensure that devices will be able to determine the ageclassification of materials. The coalition of leading companies have defined and shared best practices for ageappropriate privacy settings. All companies are giving up to date information about their privacy settings which will soon be searchable so that parents, teachers and children can make better decisions about their privacy online. Companies have also committed to make available age-appropriate privacy settings and to offer clear and understandable information in language that is appropriate for a younger audience. The industry is open about what it does to filter out child sexual abuse material before it is reported, and to take down offensive materials. It is committed to improving dialogue
and links with abuse report hotlines and law enforcement bodies. In 2012 hotlines to report sexual abuse materials have become more efficient in monitoring the notice and take down process. Law enforcement bodies have speeded up their response time in major hosting countries. In 2013, the European Commission will undertake further work to support the new coalition and its individual members by: • Setting up a Corporate Responsibility platform to monitor the results of the coalition and merge it with other selfregulatory streams. • Supporting the development of browser buttons for reports and links to helplines. Funding the hosting of a database of privacy settings for children run by Safer Internet Centres (via the existing Safer Internet Programme, and in proposed Connecting Europe Facility (CEF) digital services). Keeping children safe online is a key commitment of the Digital Agenda for Europe and is an important part of the Commission’s wider efforts to ensure trust and security online.
“Child protection should get Board level attention. More is needed.” The Citizenship Magazine for Schools 23
Tw it
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A Guide for Parents and Pupils
The following hints and tips can act as classroom guidelines. Although Twitter is not used by as many children as Facebook, it can still be a good idea to familiarise pupils with the site.
What you can do… Understand Twitter At the heart of Twitter are small bursts of information called Tweets. Each Tweet is 140 characters long. You can also get links, see photos, videos, news stories and participate in conversations all directly in Tweets. To learn more, please visit the Twitter Basics help page.
Remember Twitter is a public space Most of the communication taking place on Twitter is public and viewable by everyone. Since the information posted is public, some of this data may be made available or republished on other websites. While Tweets can be protected so only approved followers can see them, most users share their 26 The Citizenship Magazine for Schools
Tweets with everyone. If your child wants their Tweets to only be available to approved followers, they can protect their Tweets. Please keep in mind that any Tweets posted before they were protected may be available in search or through third party sites.
session to develop good online safety habits. It’s important to log out of any websites they logged into on a shared computer, otherwise, other people may be able to access their information.
Use online safety to connect with your child
Teens in particular may feel like parents are disconnected from Explain to your child that their perspective and fear passwords should never be conversations about online safety shared, not even with their friends. will be awkward or embarrassing. If the home computer is shared, Listen to how your child is using remind them to always log out Twitter and other online mediums. when they finish their Twitter Take their online relationships
Protect passwords
seriously. Ask questions and perhaps even brainstorm together to come up with solutions to safety issues they have encountered.
Keep a healthy life balance As a parent, you’re a role model for your child. Demonstrate the importance of a balance between online and other activities by encouraging family activities online as well as offline.
Encourage critical thinking
Report a problem Block and ignore
Take the opportunity to not only learn about the sorts of situations your child is experiencing online but also use these to identify solutions and encourage critical thinking. Ask them questions like: Who are you sharing this information with? Can you trust all the people that see the information on your profile? How could your Tweet be interpreted?
If your child receives offensive tweets from another Twitter user, we generally recommend that he or she block that user and end communication. Ignoring the content shows unwillingness to engage in such interaction, and in most cases, the aggressor loses interest. Blocking the user will empower your child by preventing the blocked user from following them. This Twitter Support article explains how to block other users.
Think before Tweeting
When it has gone too far
As parents, you may have seen children say or write things that were not meant to be hurtful but that others found offensive or upsetting. Help your child evaluate whether or not something is okay to post by reminding them that if they wouldn’t say it to the person’s face or out loud, they shouldn’t say it online either. The nature of the Internet makes it difficult to completely erase content. Consider having a conversation about how what gets posted online can hurt feelings, affect offline relationships and even jeopardise future opportunities.
If the unwanted online behaviour is persistent, it may be rooted in “real world” relationships. If your child is experiencing repetitive cyber-bullying or interpersonal conflicts that are also taking place online, consider taking the following actions.
Coordinate with educators and other parents Many issues can be resolved by working with school officials, other parents, or local authorities. While school officials may be unaware of what your child is dealing with, they may have additional resources or be able to offer assistance once you’ve talked to them about what’s going on.
Get to know the Twitter Rules and Policies. After reviewing our policies, if you believe an account is violating Twitter’s rules, you or your child can file a report. Twitter only removes profiles that are in violation of the Twitter Rules and Terms of Service. Please remember Twitter is a communications platform rather than a content provider and they do not mediate disputes between users.
Contact police or legal representation Twitter will investigate every report received, but if something has gone beyond the point of a personal conflict and has turned into credible threats, whether it be online or offline, you should contact your local authorities as they are in the best position to assess the threat and intervene or assist as necessary.
Learn more For more information, check out these resources: www.connectsafely.org www.stopbullyingnow.hrsa.gov www.ncpc.org/cyberbullying Information taken from www.twitter.com
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Fac e
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Thanks to Facebook, “friend” has become a verb. It’s no wonder, then, that even the youngest children know about the social media site – and many who should not be already are a part of it. For that reason, and others, Facebook safety for children has become an important topic. According to a Consumer Reports survey published in the magazine’s June 2011 issue, more than one third of Facebook’s 20 million minor users (i.e. people under age 18) who used the site in the past year were younger than 13, the age in which you are allowed by Facebook to register. More than 5 million of these 7.5 million underage users were age 10 or younger. One million of these children were harassed, threatened or bullied on Facebook in the last year. What makes these statistics more
28 The Citizenship Magazine for Schools
disturbing is the fact that parents seem ambivalent to the potential dangers. According to the study, just 18 per cent of parents “friended” their child age 10 or under on Facebook, while 62 per cent of parents were Facebook friends with their 13 or 14-yearold. Essentially, these children were online unsupervised and uninformed, said Paula Bloom, a clinical psychologist in Atlanta who blogs on Huffington Post, and frequently writes and speaks
about social media. “There are things (happening online) that parents don’t understand,” she said. “There have to be boundaries. You have to know what your kids are doing.” What, then, are the best ways to keep your children safe on Facebook?
Bloom offers these tips:
Be familiar with the site’s privacy policies. According to the Facebook Help Center’s page for parents and educators, children under age 13 in most countries are prohibited from creating an account. As Facebook knows how old a user is (if he or she enters the right birth date, of course), the site has different default privacy settings for young users, many of which keep posts by users ages 13-17 visible within the “friends of friends” circle rather than visible to anyone on Facebook, the default adult user setting.
Keep the computer in a common area so you are able to see what is happening. Do not allow your child to Facebook chat with a webcam without an adult present.
Make sure you are on your child’s list of friends and that you can control your child’s circle of friends on Facebook. “Approve anyone who is going to be a friend of your kid on Facebook,” advised Bloom, adding that often, strangers can appear as “friends of friends” and the child can then think she must approve the friend request.
Do not lecture, Bloom added. “Don’t tell your kid; listen to your kid. We do too much talking.”
Get your child’s Facebook
password, but tell her you will not use it unless you have probable cause. If she does not obey your Facebook safety rules, you can have her account deleted. To keep your children safe on Recognise you will still not know Facebook, remember that even though you are their friend on all that your child posts on the site, you are their parent in Facebook, as he can “hide” real life, said Bloom. That means things from you. So “cultivate a relationship of openness,” Bloom you set the rules even if your children balk. “Even if they don’t said, which means talk frequently understand why you are doing with your kids about Facebook safety, privacy, photo sharing and something, that doesn’t mean you shouldn’t do it,” she explained. other online issues like cyber “Tell them, ‘I’m doing this to keep bullying. you safe.’”
The Citizenship Magazine for Schools 29
FEATURE – BY SEAN MEYER
The Social Network Parental Control with an emphasis on
Keeping children safe on social networks is not a problem restricted to the UK. In Ontario, Canada, one parent decided to create a social network with a difference‌ Photo by Sean Meyer/London Community News. Lee Cassar is the inventor of Youthbook, a social media website designed for children under age 13.
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It was just over a year ago that Lee Cassar was approached by his 12 year-old daughter and asked if she could join Facebook. Cassar knew he wasn’t excited about the idea. After all, the father of three not only “doesn’t necessarily agree” with the content available on the social media site, but he has serious concerns around the idea of internet safety. “The problem is they are befriending a bazillion folks, some they don’t know, they have access to content that is totally inappropriate,” Cassar said. “And usually, the parents have no good way of checking in on them unless they are friends or know their child’s password.” So, rather than just blindly allow his daughter to lie about her age and sign up (Facebook has a minimum age limit of 13), Cassar decided to look around and see what alternatives were available. Finding nothing that excited him, Cassar took a different route - he created one. “There are a lot of niche children’s sites out there, but none of them have the controls I wanted, which would allow parents to be involved,” Cassar said. “So since I couldn’t find anything, I decided I would just try making something myself; it was a new experience for me.” Cassar describes himself as “a computer guy” and although he is more used to dealing with infrastructure such as servers and storage devices, he wasn’t unfamiliar with programming. Of course, the creation of the site was done in Cassar’s spare time, which doesn’t happen a lot with not only a 12-year-old at home, but a five-year-old and a one-year-old as well.
But even before he started creating the site that would eventually be named Youthbook, Cassar spent time speaking with other parents, getting their input on just what would make them more comfortable with having their children online. “It was important for me to talk to other folks. I am hoping to involve teachers, community members, Scouts, that kind of thing; get more input,” Cassar said. “It is a continually evolving site, just like any other. I want more input on that kind of thing and see if I am going the right way.” Parental controls are a big part of Youthbook as the site has a number of controls in place to try and ensure children’s safety. The number one control is the fact children need a parent or guardian to sign them up. Only a verified parent can set up a Youthbook account. Verification can take place in a couple of ways: the parent can call a toll free number or they can put in their credit card, where they will receive a minor charge. Once they are verified, they can log in and create accounts for their kids, which they then have some level of control over. “It creates what I call a one-way friendship. The parent can see what their kid is up to, but the child doesn’t see that,” Cassar said. “It just provides a method for keeping tabs. They see your news feed, your photos, your friends. They can sign in at any time and see what is going on.” The Youthbook environment allows children to become “friends” with the people they know. The parent actually says what schools and organisations their children are part of and by default they can only be friends
with people in those groups. There is a friend code that can be given out that will allow a request outside of their permitted groups. A child can friend anyone, not the parent, Cassar said, and at that point, the adults have little in way of direct control. “Mostly the child is in control at that point. They can accept or decline (friends), but as soon as they do accept, an email is sent to the parent to give them the heads up.” That does raise the issue of how children will react to parents having easy access to their online activities. However, Cassar said most kids in the age range Youthbook targets have been okay with the idea after talking with their parents. “I am trying to encourage the parent to talk with children about the dangers of the internet,” Cassar said. “Kids are going to be out on the internet, doing whatever. So it would be nice to start off with some parental discussion and give them a safer place to get their foot in the social media door.” Youthbook has only recently been put up live to the general public, but Cassar is already thinking about where his site might go next. And just like children grow and evolve over time, Cassar said he has plans to keep users involved with Youthbook even after they have passed the age of 13. “I’m looking at allowing them to convert an account, in the same environment as mine, but as an older person site,” Cassar said. “It will allow them to interact with their friends, but in a less restrictive, more current social media kind of way.” This article and picture are courtesy of London Community News, a free community newspaper based in Ontario, Canada. www.londoncommunitynews.com
The Citizenship Magazine for Schools 33
34 The Citizenship Magazine for Schools
CITIZENSHIP The Police Community Clubs
magazine for schools
ONLINE WWW.THECITIZENSHIPMAGAZINE.CO.UK There’s much more to our website than just the latest issue… News – Our news section provides you with all of the latest developments in PSHE and citizenship Twitter – Social media enthusiasts can follow the @Citizenship_Mag account and have updates sent straight to their own home page Blog – Our editor, Andrew Davies, offers advice, reflections and insights e-Subscription service – We offer a free subscription service that enables readers to receive a round-up of the latest news as well as links to new features and resources
Our website also makes it even easier for you to get in touch and contribute to Citizenship. We welcome anyone who wishes to provide feedback, suggestions or resource contributions. All methods of contact can be found on the site.
The Citizenship Magazine for Schools 35
A
Anti-virus Software: Software that attempts to block malicious programmes/code/software (called viruses or malware) from harming your computer.
B
Blog/Blogging (short for weblog): A diary or personal journal kept on a website. Blogs are usually updated frequently and sometimes entries are grouped by specific subjects, such as politics, news, pop culture, or computers. Readers often post comments in response to blog entries. Bookmark: A saved link to a website that has been added to a list of saved links or favorite sites (i.e., “Favorites”) that you can click on directly, rather than having to retype the address when revisiting the site. Browser: A programme that lets you find, see and hear material on web pages Buddies (Buddy list): A list of friends a user interacts with online through various media such as instant messaging (IM) and chat.
C
Chatroom: A location online that allows multiple users to communicate electronically with each other in real time, as opposed to delayed time as with 36 The Citizenship Magazine for Schools
email. Circumventor Sites: Parallel websites that allow children to get around filtering software and access sites that have been blocked. Closed Systems: A limited network of sites that are rated and categorised by maturity level and quality. Cookie: A piece of information about your visit to a website that some websites record automatically on your computer. By using a cookie, a website operator can determine a lot of information about you and your computer. Cyberbullies/cyberbullying: Wilful and repeated harm inflicted through the medium of electronic text, typically through emails or on websites (e.g. blogs, social networking sites). Cybercrime: Any internet-related illegal activity. Cybersecurity: Any technique, software, etc, used to protect computers and prevent online crime. Cyberstalking: Methods individuals use to track, lure or harass another person online.
D
Discussion Boards: Also called internet forums, message boards, and bulletin boards. These are online sites that allow users to post comments on a particular issue. Domain name: The part of an internet address to the right of the final dot used to identify the type of organisation using the server, such as .gov or .com.
Download: To copy a file from one computer system to another via the internet (usually your computer or mobile device).
E
Electronic Footprint: computers maintain a record of all website visits and email messages, leaving a trail of the user’s activity in cyberspace. This data can still exist even after the browser history has been cleared and email messages have been deleted. Electronic mail (email): An electronic mail message sent from one computer or mobile device to another computer or mobile device.
F
Favorite(s): The name for bookmarks (see above) used by Microsoft’s internet Explorer browser. File Sharing: This software enables multiple users to access the same computer file simultaneously. File sharing sometimes is used illegally to download music or software. Filter/Filtering: Allows you to block certain types of content from being displayed. Filtering options are available through parental control software. Firewall: A security system usually made up of hardware and software used to block hackers, viruses and other malicious threats to your computer. Flame: A hostile, strongly worded message that may contain obscene language.
AN A-Z OF INTERNET SAFETY TERMS
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Gamer tag: The nickname a user has chosen to be identified by when playing internet games. Griefers: Internet gamers who intentionally cause problems and/or cyberbully other gamers (i.e. individuals who play online games). Grooming: Refers to the techniques sexual predators use to get to know and seduce their victims in preparation for sexual abuse.
H
Hardware: A term for the actual computer equipment and related machines or computer parts. History: A tracking feature of internet browsers that shows all the recent websites visited. Homepage: The site that is the starting point on the web for a particular group or organisation.
I
Identity Theft: In this crime, someone obtains the vital information (e.g. credit card, social security number, bank account numbers) of another person, usually to steal money. Email scams, spyware, and viruses are among the most typical methods for stealing someone’s identity. Instant message/messaging (IM): Private, real-time text conversation between two users.
Internet (net): A giant collection of computer networks that connects people and information all over the world. Internet Relay Chat (IRC): A multiuse live chat facility. IRC is an area of the internet comprising thousands of chat rooms. IRC is run by IRC servers and requires client software to use. Internet Service Provider (ISP): A generic term for any company that can connect you directly to the Internet.
J
Jpeg (Joint Partner experts group or Joint Photographic experts group): A popular file format for graphic images on the Internet.
M
Malware: stands for malicious software or code, which includes any harmful code—trojans, worms, spyware, adware, etc — that is designed to damage the computer or collect information. Monitoring Software: Software products that allow parents to monitor or track the websites or email messages that a child visits or reads.
N
Netiquette: Rules or manners for interacting courteously with others
online (such as not typing a message in all capital letters, which is equivalent to shouting).
P
Password: A secret word or number that must be used to gain access to an online service or to modify software, such as a parental control. Parental controls: specific features or software that allow parents to manage the online activities of children. Peer-to-Peer (P2P) computing: A method of sharing files directly over the internet from one internet-enabled device to another (computer, mobile phone, etc), without being routed through a server. Phishing: A scam that involves sending a fraudulent email requesting credit card, bank account or other personal information from an unsuspecting user. Post: To upload information to the web.
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Real-time: “Live” time; the actual time during which something takes place.
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Search engine: An internet service that helps you search for The Citizenship Magazine for Schools 37
AN A-Z OF INTERNET SAFETY TERMS information on the web. Sexting: Mobile phone, computer and other mobile device users often teens and ‘tweens’ - create and exchange provocative messages and nude, sexual images of themselves using their mobile phone’s built-in digital camera and text messaging capabilities. Skype™: A popular computer programme that enables users to set up profiles, make free phone calls, chat, and video chat through their computer or mobile device from any point around the world. This free service functions through a “peer-to-peer” network, which allows individuals to communicate directly with each other rather than through a central server. Since the conversations and content exchanged through skype are not scrutinised by monitors, children are at risk of exposure to inappropriate material and dangerous people. SMS: Stands for “short Message service”, a form of text messaging on mobile phones. Social Networks: Online communities where people share information about themselves, music files, photos, etc. There are many social networking websites (e.g. Twitter, Facebook, or MySpace). Software: A programme, or set of instructions, that runs on a computer. Spam: Any unrequested email, or junk mail. Most spam is either a money scam or sexual in nature. Internet service providers, email software, and other software can help block some, but not all, spam. Spyware: A wide variety of software installed on people’s computers, which collects information about you without
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your knowledge or consent and sends it back to whoever wrote the spyware programme. The programmes typically will track computer use and create numerous pop-up ads. In some instances, the spyware can damage the computer. Surfing: Similar to channel surfing on a television, internet surfing involves users browsing around various websites following whatever interests them.
T
Texting: A method of sending short messages (also called SMSes, txts, or text messaging) between mobile phones and other computer-enabled devices. Twitter: Twitter is a social media site that lets its users send short messages (or “tweets”) to a network of connected users online. Twitter is similar in form to features on other social networking and instant messaging sites that allow users to update their “status” or leave an “away message” to let their friends know what they are up to in real-time, all the time. On Twitter, this is also called “micro-blogging”; individuals have 140 characters to let the world know what’s on their mind or to send a tweet about something they care about.
U
Uniform Resource Locator (url): The address of a site on the internet. Each URL is unique and
there are millions of them. Upload: To send information from your computer to another computer. Username: The name a user selects to be identified on a computer, on a network, or in an online gaming forum.
V
Videocam (webcam): Video cameras that are often attached to a computer so that a video image can be sent to another while communicating online. Virus: A self-replicating software programme that typically arrives through email attachments and which multiplies on the hard drive, quickly exhausting the computer’s memory. A trojan is a variation that allows unauthorised users access to the computer, from which they can send infected emails or spam.
W
Wireless computers: Many networks now allow computers access to the internet without being connected with wires. These networks are becoming increasingly more popular and powerful, allowing people to access the internet using mobile phones and other devices. World Wide Web (www or web): A system on the internet that lets you browse through a variety of linked resources, using typed commands or clicking on hot links.
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BARNEY & ECHO FROM THE POLICE COMMUNITY CLUBS
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The Police Community Clubs of Great Britain in partnership with Community Initiatives Associates helps to educate children on environmental issues by delivering the Barney & Echo Citizenship Project to schools.
Sparky's Big Idea poster set
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Sparky’s Big Idea: Barney Says Let’s Talk about The Environment is the latest title in the range of Barney and Echo educational resources for schools. The book was developed to help teachers and parents introduce primary school children to the topic of the environment in an ageappropriate manner, enabling pupils to understand both the nature of the problems the environment faces and also the importance of sustainability. With the environment under threat, it is incumbent of schools to encourage children to make responsible choices and develop a sustainable lifestyle. Aimed at pupils in key stage 1-2, Sparky’s Big Idea aims to educate children on the importance of protecting the environment and using sustainable energy. Sparky’s Big Idea is the sixth book in the series. Living in a forest, there appears to be an endless supply of wood but as the animals use it up without planting new trees the forest starts to die. Sparky Fox tries to tell everyone to recycle and save energy but nobody will listen until the Treetop Forest
Council announce that they will need to cut down an area of forest to supply wood for the winter. This includes cutting down Echo Squirrel’s home. It’s time for change and with Sparky’s help, Echo starts an Eco Club. The mixture of puzzles and activities that punctuate the narrative then offer them the chance to consider their own thoughts on the issues raised which they can then discuss with others in the group. In addition to the resource itself, all schools will benefit from the Sparky’s Big Idea schools programme pack including colourful and informative posters, a dramatisation of the book and extra lesson plans to be found online on our dedicated website www.barneyecho.co.uk. There are also five other books in the series. The Magic Mirror addresses the dangers of drugs, tobacco and alcohol in a fun but informative way by looking at how a group of friends cope with harmful substances. A Friendship Made tackles issues relating to bullying and vandalism, and examines what life would be like
For more information please go to
www.barneyecho.co.uk To see additional projects that The Police Community Clubs of Great Britain are involved in visit www.policecommunityclubs.org
in a society where people have no respect for each other or the environment. Echo’s New Watch approaches the dangers of knife crime within the social environment of children. Caught in the Web tackles internet safety and The Bad Apples looks at anti-social behaviour. These stories are intended to not only warn children about the dangers that they might be confronted with in everyday life, but also to educate children and their carers on numerous subjects relating to the promotion of life skills. Included with each title is a play based upon the narrative of the book which pupils can use as part of their lesson plan, and posters which convey the message of each resource booklet. As part of promoting the citizenship programme, The Police Community Clubs of Great Britain and Community Initiatives Associates hold instructive conferences at which schools and organisations involved in sponsorship and support of the programme can come together and share ideas.
?
CRIMINAL RECORDS BUREAU [CRB] DISCLOSURE
The process made easy Are you a company, nursing home, local authority, teacher, nurse, child minder, sports coach, home tutor, volunteer or one of the thousands of people who need to obtain a CRB Disclosure? Whatever your role, if you or your staff/volunteers have unsupervised contact with children and young people or vulnerable adults – we can help. The Police Community Clubs of Great Britain is a registered body under the Criminal Records Bureau [CRB] and as such can provide all the documentation and support administration to secure Criminal Records Bureau [CRB] Disclosures for you. Our clients are single applicants through to multi-national companies and national governing bodies of sport and we are a leading provider in the UK. All our team are serving or retired police officers and provide a wealth of knowledge when risk-assessing Disclosures on your behalf. All profits from this service support community based projects for children and young people.
If you wish to engage the Police Clubs CRB Service or wish to discuss further: Please call on – 01237 474 869 E-mail: barryjones@policecommunityclubs.org
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CRB Registered Body Number: 22707800006
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Providing opportunities Creating successful Communities The Citizenship Magazine for Schools 57