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    • Standard 1: Know students and how they learn>
      • 1.1 Physical, social and intellectual development characteristics of students
      • 1.2 Understand how students learn
      • 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
      • 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
      • 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
      • 1.6 Strategies to support full participation of students with disability
    • Standard 2: Know the content and how to teach it>
      • 2.1 Content and teaching strategies of the teaching area
      • 2.2 Content selection and organisation
      • 2.3 Curriculum, assessment and reporting
      • 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
      • 2.5 Literacy and numeracy strategies
      • 2.6 Information and communication technology (ICT)
  • Professional Practice
    • Standard 3: Plan for and implement effective teaching and learning>
      • 3.1 Establish challenging learning goals
      • 3.2 Plan, structure and sequence learning programs
      • 3.3 Use teaching strategies
      • 3.4 Select and use resources
      • 3.5 Use effective classroom communication
      • 3.6 Evaluate and improve teaching programs
      • 3.7 Engage parents/carers in the educative process
    • Standard 4: Create and maintain supportive and safe learning environments>
      • 4.1 Support student participation
      • 4.2 Manage classroom activities
      • 4.3 Manage challenging behaviour
      • 4.4 Maintain student safety
      • 4.5 Use ICT safely, responsibly and ethically
    • Standard 5: Assess, provide feedback and report on student learning>
      • 5.1 Assess student learning
      • 5.2 Provide feedback to students on their learning
      • 5.3 Make consistent and comparable judgements
      • 5.4 Interpret student data
      • 5.5 Report on student achievement
  • Professional Engagement
    • Standard 6: Engage in professional learning>
      • 6.1 Identify and plan professional learning needs
      • 6.2 Engage in professional learning and improve practice
      • 6.3 Engage with colleagues and improve practice
      • 6.4 Apply professional learning and improve student learning
    • Standard 7: Engage professionally with colleagues, parents/carers and the community>
      • 7.1 Meet professional ethics and responsibilities
      • 7.2 Comply with legislative, administrative and organisational requirements
      • 7.3 Engage with parents/carers
      • 7.4 Engage with professional teaching networks and broader communities
  • Photo Gallery

Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

Standard 4.5

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Young people today live an increasingly connected global society. It is imperative that they learn how to communicate in these changing times, safely and responsibily.

Using ICT safely, responsibly and ethically

Cymbersmart is a government iniiative that supports schools in teaching students how to by cybersmart and use the internet safely. The program addresses four capabilities:
  • Digital media literacy
  • Positive online communication
  • Peer and personal safety and
  • e-Security

Digital Media Literacy

Digital media literacy is the ability to access, understand and participate in or create content by using digital media. Students are introduced to appropriate online content and places such as:
  • Analysing online symbols
  • Identifying avatars as online constructs
  • Violence in games does not reflect real life behaviours
  • Compares strangers in the physical world to strangers online.

Positive Online Behaviours

Positive online behaviour is the ability to develop positive, appropriate and constructive online relationships with peers, family and strangers in a variety of mediums. Concepts for positive online behaviour include:

Respectful communication/netiquette
  • Including not excluding
  • Appropriate language to others
  • Being kind when online
  • Trusted adults and online help
  • Personal information—protecting it.
  • Appropriate contact
  • Adult supervision
  • Sharing personal information
  • Responding to unwelcome contact.

Cyberbullying
  • Identifying forms
  • Responding to
  • Preventing
  • Role of bystander
  • Reporting.

Peer and Personal Safety

Peer and personal safety involves developing protective behaviours while using a range of online media including social networking.
Concepts for peer and personal safety include:

Protective behaviours
  • Privacy
  • Grooming process
  • Identifying feeling unsafe
  • Trusted adults and online help
  • Personal information—protecting it.

e-Security

e-Security is broadly defined as the protection of personal information online. It involves both electronic security and online security. Concepts for e-Security include:

Safe technology use
  • email, spam, pop-ups, viruses.


Inside the classroom

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During a unit on bullying, Grade 5 boys designed their own anti-bullying T-Shirts.

Cyberbullying (Middle Primary)

This unit aims to help students to:
  • develop an understanding of bullying and cyberbullying and the similarities and differences between them
  • recognise the different roles of people involved in bullying situations, especially bystanders
  • acknowledge the effects of cyberbullying on the people involved.

By the end of this unit, students will be able to:
  • compare and contrast bullying and cyberbullying
  • describe the roles and responsibilities of people involved in bullying
  • list strategies to deal with cyberbullying.

Sequence of work

This unit comprises six activities, each 45 minutes long including:
  • What is bullying?
  • Who is involved in bullying?
  • Exploring the role of the bystander
  • Cyberbullying, what is it?
  • Considering the effects of cyberbullying
  • Preventing cyberbullying

Activity 1: What is bullying?

As a class discuss what is meant by bullying. On butcher's paper, make a list of behaviours or acts that could be considered bulllying. Display this in the classroom so more ideas can be added throughout the unit (for more information visit www.bullyingnoway.com.au).

Ask students to think of a time when they, or someone they know, were bullied (remembering not to mention names) and how they felt at the time. Students to complete Worksheet 1, using personal experiences, feelings etc. to show their understanding of bullying. Students should include words, drawings, magazine pictures, etc. to help illustrate their understanding. If students feel comfortable, they can share their mindmaps in pairs for further discussion. Refer back to the list of behaviours and acts created at the start of the lesson and add any new ideas that have arisen during completion of the worksheet.

Source: www.cybersmart.com.au

Cybersmart Policies in South Australia

Catholic Education South Australia

Approach to cybersafety Catholic Education South Australia (CESA) notes that cybersafety governance within CESA schools is determined at a school level. Catholic Education South Australia does provide links to a number of policy documents that have been approved by SACCS (South Australian Commission for Catholic Schools). These overarching policy documents are listed below.
  • ICT security SACCS ICT Security Policy 2007
  • Cyberbullying policy Cyber Bullying and e-Crime
  • Cyber bullying e-crime and the protection of children

Department of Education and Children's Services

Approach to cybersafety In matters relating to cybersafety, DECS works with, and is advised by: 
  • the Keeping Safe: Child Protection Curriculum - a child protection teaching and learning program in South Australian government schools and preschools, developed by experienced South Australian educators and child protection experts. the Abuse and Neglect Training program (previously Mandatory Notification Training).
  • the Australian Communications and Media Authority (ACMA), which manages a national cybersafety education and awareness program and is also responsible for monitoring online content, including Internet and mobile phone content, and enforcing Australia's anti-spam law.
  • South Australia Police (SAPol).
  • the Coalition to Decrease Bullying, Harassment and Violence in South Australian Schools, which has representatives from the three schooling sectors and eminent international researchers Professor Ken Rigby, Professor Phillip Slee and Drs Barbara Spears and Shoko Yoneyama.
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