This toolkit explores keeping safe online, linking themes and building on learning through a step-by-step approach, looking at language, actions and the law to help nurture the skills, empathy and resilience required to be safe and responsible.
Although aimed at KS2 (primary age), all resources in this toolkit are designed to be adaptable to meet individual needs, age and ability, and be flexible to use in one or over multiple lessons.
Please be reminded that Safe4me is NOT a standalone resource – it is designed to support educators with delivering information to learners specific to risk, law and consequences on a range of topics, helping develop skills and understanding to make safe and responsible choices.
We ask that educators and facilitators always refer to the information and advice set out in the Welfare Advice section before using Safe4me resources.
The aims and intended learning outcomes for the Safe4me Cyberbullying and Social Media toolkit are set out below:
Each of the 4 stages of learning aligns with each one of the aims and learning outcomes, providing users a flexible modular approach to delivering lessons.
Downloadable resources needed to complete each task can be found in the link buttons at the bottom of each tab.
Safe4me recognises the importance of planning and preparing pupils for learning; please read the guidance below prior to using the resources to ensure the best possible learning experience and outcomes for pupils.
Establishing the Learning Environment
The getting started section provides a choice of activities designed to capture base knowledge, break the ice and prepare pupils for learning about Cyberbullying and Social Media, given the significant links between the two. Some activity options can be re-visited after completing all the tasks/modules in the toolkit to provide evidence to the learning journey.
Any resources required to complete activities can be downloaded via the link buttons at bottom of this page
Activity options are given to offer flexibility to meet the needs and abilities of learners, these can be completed as a whole class, as part of a discussion, in small groups or as individuals. These are divided into two sections:
Each section provides worksheet and board blast options, both aim to capture knowledge and understanding of what is cyberbullying and what is social media.
Alternative options include the ‘Before & After Knowledge Sheet’ which combines social media and cyberbullying together as a quick and basic method to record the knowledge and understanding of individual learners before and after participating in these activities – or use the mobile device blank sheet to create your own activity.
All activities can be re-visited by the learner to evidence their learning journey, i.e. learners add points using different colour pen.
The definition below can be used as an introduction/reference to support learners before or after activities.
“Social media is a way of using your computer, mobile phone or other device to talk to other people, exchange pictures & videos and play games with others.”
Activity 1: Social Media Board Blast
Using an A-board or white board write SOCIAL MEDIA in the middle, inviting learners to provide examples of what they know, understand or would like to know relating to social networking.
Activity 2: Mobile Device Work Sheet
Using the mobile device work sheet (link at bottom of page), learners are asked to write or draw things they know (or would like to know) about social media. Some guidance is included in the resource to support learners.
Guide learners to think about the following:
Consider: inviting learners to share an example from their worksheet with peers.
Explain: Just as children can enjoy meeting and talking with others online, in some cases, this can sometimes be used as a way to be unkind to others.
When complete, move on to cyberbullying ‘getting started’ activities.
The definition below can be used as an introduction/reference to support learners before or after activities.
“Cyberbullying is when someone uses a mobile device to be unkind others; things like sending mean emails or text messages, or posting mean comments, embarrassing pictures or videos”.
Activity 1: Cyberbullying Board Blast
Using an A-board or white board write CYBERBULLYING in the middle, inviting learners to provide examples of what they know, understand or would like to know relating to cyberbullying.
Activity 2: Mobile Device Worksheet
Using the mobile device work sheet (link at the bottom of the page), learners are asked to write or draw things they know (or would like to know) about cyberbullying. Some guidance is included in the resource to support learners.
Guide learners to think about:
Consider: inviting learners to share an example from their worksheet with peers.
Before and After Knowledge Sheet: One per learner, complete section 1 before core learning and section 2 after.
Blank Mobile Device Work Sheet: To create your own activity i.e. design a poster or key message.
Once the ‘Getting Started’ preparation stage is complete, move on to Task 1……
Meets aim and learning outcome #1
Task 1 aims to build on learners’ existing knowledge and learning from the ‘Getting Started’ activities by introducing common terms and words associated to social media and cyberbullying, to increase awareness of language, understanding of meanings and how words impact on positive and negative behaviour online.
1 x activity with delivery options – facilitator to choose preferred teaching method according to time, ability and learner needs.
Resources required to complete the task activity are located at the bottom of this page.
Peer and wider group discussion is encouraged as part of this task, giving opportunity for all learners to contribute and to enable peer learning through questions, sharing of knowledge, views and values.
Individual Task
Each learner to have a copy of all 22 cards – when complete, pairings can be discussed with peers or as a whole group.
Small Group Task
Working in Pairs
Learners to discuss and complete the pairing task together – when complete, pairings can be further discussed in small groups by merging in pairs or as a whole group.
Whole Group Task
Meets aim and learning outcome #2
Task 2 aims to build on learners’ existing knowledge and learning from task 1 – exploring various online risks to raise awareness, develop understanding and skills needed to use the internet/social media safely and responsibly.
1 x activity with 2 variations and delivery options + supporting materials – facilitator to choose preferred teaching method according to time, ability and learner needs.
Links to download required resources are located at bottom of page
Using S.M.A.R.T as an acronym, learners explore elements of online safety and behaviour though a discussion and question challenge looking at: Safe, Meeting, Accepting, Reliable and Tell
Task can be completed as individuals, in pairs or as a group activity.
Peer and wider group discussion is encouraged as part of this task, giving opportunity for all learners to contribute and to enable peer learning through questions, sharing of knowledge, views and values.
Individual Task
Each learner to complete a copy of the worksheet – when complete, answers can be discussed with peers or as a whole group.
Working in Pairs
Learners to discuss and complete the worksheet together – when complete, answers can be further discussed in small groups or as a whole group.
Working in Small Groups
Option 1: In small groups, learners to discuss and complete the worksheet together. When complete, answers can be further discussed by merging smaller groups together or as a whole group.
Option 2: Separating whole group into 5 smaller groups
Meets aim and learning outcome #3
Task 3 aims to build on learners’ existing knowledge and learning from tasks 2 and 3 by exploring words and actions which constitute cyberbullying and associated laws.
2 cyber-bullying activities with variations + participation options
1 x activity relating to cyber-bullying and the law
Facilitator to choose preferred teaching method according to time, ability and learner needs.
Resources required to complete Task 3 activities can be downloaded via the link buttons at bottom of this page
Peer to peer and wider group discussion is encouraged as part of completing this task, giving opportunity for all learners to contribute and to enable peer learning through sharing knowledge, views, values and asking of questions.
Individual Task
Each learner to have a the messages worksheet to work through – deciding which messages are kind/unkind, why, feelings of the recipient and impact on the sender – when complete, can be discussed with peer(s) or wider group.
Working in Pairs
Learners to discuss and complete the task together – when complete, can be further discussed in small groups or wider group.
Small Group Task
Whole Group Task
Optional blank mobile phone screen worksheets for learners to create their own examples of kind/unkind words to include (write/draw) positive messages which tackle cyberbullying.
Double blank screen (worksheet 1) = space to create examples of both kind/unkind messages, i.e. negative words on one screen, with alternative positive words translated on the 2nd screen, adding positive messages to prevent cyberbullying.
Single blank screen (worksheet 2)= space to create examples of kind/unkind words, adding positive messages poster style or through art/words to prevent cyberbullying.
Consider these worksheets for work on anti-bullying or internet safety days/weeks to create a display.
Unkind Actions and the Law Activity
This activity builds on learners’ existing knowledge, and learning so far, by exploring law and the Acts most commonly used to deal with reports of cyberbullying; giving an insight in to the Acts to link them to offence examples of what people post/like/share online – helping learners understand laws associated to cyberbullying.
The wording of these Acts has been slightly reworded in the activity to assist learners to better understand their meaning.
Resources required to complete this activity are located at the bottom of this page
Facilitator/educator answer reference sheet is provided
Facilitator Notes
Meets aim and learning outcome #4
Task 4 is a requirement of all Safe4me toolkits – it sets out to ensure learners are made aware of the various forms of help and support available to them specific to the subject covered, in this case cyberbullying and their social media/online lives.
In signposting learners to support services and trusted adults accessible to them, it is important to ensure they know how and where to find the support.
It is recommended that facilitators cover this verbally and visually where possible (i.e. show the relevant website and explain the type of support: explaining who the person to speak to is in school/the organisation; number to call police etc.).
Relevant resources, activities and links are provided here to assist facilitators with signposting learners to support, information and advice. Resource/activity links are located at the bottom of this page.
Childline Bullying UK YoungMinds Safetynet Kids
ThinkuKnow (8-10yrs) ThinkuKnow (home)
Further information, advice and support for professionals, from dedicated local and national organisations and agencies, can be found in the Safe4me Services Directory and ‘Additional Resources’ section via the button located in the header section of this page.
Further information, advice and support for parents and carers can be found in the Safe4me parent section.
The finishing up section revisits activities from the ‘Getting Started’ section to capture the learning from this Cyberbullying and Social Media toolkit.
Returning to the activity/resources used at the start covering this topic provides learners the opportunity to reflect and record what they have learned as per the option used:
Learners to revisit the original board blast sheets for CYBERBULLYING and SOCIAL MEDIA to add points or words they have learned (using different colour pens).
The completed sheets can be displayed as an ongoing learning visual as a reminder to learners about safe and responsible online behaviour.
Mobile Device Worksheet
Learners to revisit the worksheets to add things they have learned about cyberbullying and media, providing evidence of the learning and achievements of individual learners.
Again, once complete, these worksheets could be displayed as a visual reminder to learners about being safe and responsible online.
Learners to revisit the worksheet to complete the ‘AFTER’ section. Once complete, the worksheet provides a record to evidence the learning and achievements of individual learners.
An option intended for facilitators and/or learners to create a bespoke starter activity – where this was chosen, revisit it to capture learning in a way that aligns with the original approach.
Once complete, this can provide evidence of the learning and achievements of individual learners.
Completed worksheets could also be displayed as a visual reminder to learners to stay safe and responsible online.
Finishing up also encourages learner reflection on what has been learned, but as importantly, an opportunity to ask any questions they may have – an opportunity to seek clarity or discuss further having had time to digest the learning.
Recommendations to include in closing discussions include:
Revisiting definitions – asking learners what is cyberbullying and social media to confirm understanding.
Social Media……….
“Social media is a way of using your computer, mobile phone or other device to talk to other people, exchange pictures & videos and play games with others.”
Cyberbullying……..
“Cyberbullying is when someone uses a mobile device to be unkind others; things like sending mean emails or text messages, or posting mean comments, embarrassing pictures or videos”.
Testing Knowledge – based on the original guidance points from the ‘Getting Started’ section, consider these questions:
© 2024 Safe4Me.
