Stay Safe
This theme focuses on ways that students can safely engage and learn online. Understanding how to stay safe online requires a set of taught skills and practical knowledge.
Children have greater access now, more than ever before, to digital devices. Schools provide access to devices for students or require them to bring their own devices for school purposes. As such, it is important to teach students how to engage online safely.
Students learn about the importance of personal privacy as they begin to share information online and access digital content. Personal information can be used, stored, protected and shared by others online and individuals have a responsibility to manage and protect their own data.
Students also learn about the benefits and risks associated with online interactions, which requires them to stay alert in order to mitigate risks to themselves and others.
There are three essential elements to this theme:
Identify several trusted adults |
Identify some ways to communicate safely online, with support from a trusted adult |
Describe what to do when online interactions feel uncomfortable or scary |
Access recommended online content with support from a trusted adult |
Explain what to do when images or content online may be inappropriate |
Describe what to do when pop-ups and other unexpected notifications appear when using a digital device |
Identify various forms of personal information, such as name, address, birthday, age and other identifying features |
Describe when it is and isn’t appropriate to share personal information |
Ask a trusted adult before sharing any personal information online |
Explain how some online interactions can be unsafe |
Explain what to do if an online interaction is inappropriate, unwanted or feels uncomfortable or scary |
Describe how some online interactions can be dishonest |
Choose sites recommended by a trusted adult or family member |
Use strategies to protect themselves online, such as telling a trusted adult, closing the page without showing it to others, and reporting inappropriate content |
Understand that personal data comes in many forms, such as personally identifiable information, photos, location and browsing history |
Use strategies to keep personal accounts secure, such as keeping passwords private and logging out of shared devices |
Explain what to do if a password is shared, forgotten or stolen |
Explain how to communicate safely online when using technology independently |
Explain how to respond if asked to share photos or private information online |
Identify some of the risks of communicating with people online, such as catfishing, cyberbullying or other unwanted contact |
Provide some reasons why not everything online is safe or appropriate |
Identify several traits of online scams, such as spam, phishing, spoofing and clickbait |
Review digital applications to check for suitability and risk elements |
Demonstrate ways in which personal data settings can be changed from public to private |
Understand that devices can monitor personal details, such as camera and/or microphone access and location tracking |
Explain why it is important to seek consent from others before sharing photos or personal information |
Use a range of strategies to engage safely with others when interacting in a variety of digital environments |
Describe how and why some online interactions can be riskier than others |
Differentiate between genuine and fraudulent online profiles, personas and organisations |
Recognise risks and consequences associated when navigating online spaces, such as exposure to malware or other viruses |
Manage control and privacy settings across online spaces |
Explain how some AI bots can be useful, such as chatbots but others carry a degree of risk, such as spambots |
Explain how there is limited protection of data when using social media, websites and applications, such as when friends and followers share content |
Examine the details of the terms and conditions of subscriptions, applications and/or extensions |
Assess online interactions, relationships and situations in order to cultivate healthy relationships as well as avoid and mitigate risk. |
Describe some implications of sexting and/or sharing pornographic imagery with others. |
Identify potential consequences of illegal access or downloading of materials. |
Explain how to minimise encountering viruses and other types of malware while online. |
Describe ways that Hong Kong laws protect citizens in relation to online actions. |
Explain ways in which online data may be accessed or shared by others even if privacy settings are activated, such as data brokerage or hacking. |
Employ strategies to limit personal data that online services can hold. |
Build healthy connections and online networks. |
Identify and take actions to protect work from theft, including identity theft. |
Explain the difference between active and passive data collection and how this data can be combined and sold for other purposes, such as direct marketing. |
Consider the impact that emerging technologies can have on privacy and security. |
Be Balanced
This theme focuses on how a balanced approach to the use of digital technologies can benefit one's health and wellbeing. Students learn about the strategies they need to think critically about how digital media impacts their lives overall.
Students learn ways to balance media and device use alongside time spent on devices with other aspects of their lives, developing their ability to make well-informed choices. Students are encouraged to develop healthy habits that extend beyond screen time, such as reflecting on the quality of the media they consume.
To support students in developing a sense of balance, students take time to reflect on the different feelings and emotions that arise when they engage in activities that involve digital media. They learn that digital resources are available to improve their online experiences which can contribute positively to one’s well-being.
There are three essential elements to this theme:
Describe what is meant by digital balance and know when and why to take a break from digital devices |
Identify some alternative activities to using digital devices |
Identify a variety of activities that can be done with technology |
Describe how different devices are used for different purposes |
Identify characteristics of a balanced approach to learning and play |
Develop a plan to manage time on digital devices |
Choose from a range of alternative activities to using digital devices |
Define and describe what is meant by a digital diet |
Choose an appropriate tool or device that suits the intended purpose |
Explain ways in which technology can have a positive and/or negative impact on wellbeing |
Use pre-selected websites and applications for wellbeing |
Locate screen time and usage data on devices |
Explain why device-free time is important for wellbeing |
Define and describe characteristics that make a quality online experience |
Describe improvements that can be made to achieve a balanced digital diet |
Identify examples of how technology can impact our physical and emotional wellbeing |
Curate a list of tools and applications that can be used to improve wellbeing |
Describe the opportunity-cost of time spent on devices |
Self-monitor and make use of tools and strategies that track the amount of time spent online |
Conduct a personal digital diet audit using a selection of tools and strategies to monitor and track one’s digital diet |
Identify areas of one’s own digital diet that may need adjusting |
Describe how the use of digital devices can affect our physical wellbeing |
Explain ways in which media consumption can affect our emotional wellbeing |
Describe opportunities and challenges associated with spending time on different technology applications, including social media and gaming platforms. |
Analyse a variety of digital diet scenarios to identify patterns and trends of consumption |
Develop a digital diet plan that takes into account personal academic needs, interests and goals. |
Monitor the impact of social media use and media consumption on physical, social, and emotional wellbeing. |
Utilise strategies and digital tools to manage personal wellbeing, such as those that maintain focus and limit distractions. |
Identify and make use of digital productivity tools, including task automation applications, to develop efficient and effective workflows that meet individual needs. |
Analyse and evaluate time spent online and make adjustments that positively impact wellbeing. |
Evaluate how a digital diet impacts on the ability to achieve short and long term goals. |
Explain how choices we make impact on wellbeing and keep life in balance. |
Evaluate a selection of digital tools and resources designed to impact positively on wellbeing. |
Stay Informed
This theme focuses on the importance of evaluating the quality of online resources that are available to support learning.
The five core principles of academic integrity - fairness, responsibility, respect, trust and honesty, are paramount when using other people’s ideas and work. The concepts behind content ownership and ethical publication are essential for students to develop.
An understanding of information literacy equips students with problem-solving strategies and critical thinking skills when seeking answers, gathering information, forming opinions and evaluating sources.
Students are taught the skills needed for determining the authenticity and trustworthiness of online news and information sources. Students develop the ability to discern the deceptive and misleading characteristics of less reliable information online.
Students who are media-literate are able to consider their responsibilities in order to be mindful media creators and consumers. Students learn to identify the purpose of different media forms, including the effects of messages on others and the intent behind them.
There are three essential elements to this theme:
Demonstrate the concept of personal ownership of an idea, such as writing names on work |
Explain when the work or ideas of others needs to be acknowledged |
Identify digital resources that can be used to support research |
Recognise advertisements disguised on websites and in applications |
Consider the ways in which media can influence an audience |
Describe the principles of academic integrity: fairness, honesty, trust, respect and responsibility |
Act responsibly when using others' work by seeking permission from the author or crediting the work where applicable |
Explain how and why the work or ideas of others can be used in different contexts |
Locate information online by using strategies, such as searching with keywords or following topic trails |
Explain why some information found online may not be true and use strategies to find trusted information |
Select information from a variety of online sources relevant to the task |
Describe ways in which digitally altered media can be used, such as movie effects and photo filters |
Recognise persuasive tactics in games and media applications |
Consider the needs of the audience when creating digital media |
Define plagiarism |
Act responsibly when using images and/or text by referencing the original source or author |
Use a systematic approach to referencing sources |
Locate sources of information that are available to use freely, such as copyright-free images, icons and clipart |
Analyse and evaluate online sources of information using a variety of strategies to make a judgement about probable accuracy and trustworthiness |
Analyse online information to ensure it is relevant to the topic being researched |
Synthesise information from a variety of online sources |
Recognise persuasive tactics used to entice people to purchase items online |
Explain how media is created to influence behaviours in others |
Create media using persuasive techniques to influence others |
Explain how plagiarism impacts others |
Explain what is meant by ‘fair dealing’ and how it applies when creating content |
Identify the consequences of using media for unauthorised use, such as illegal streaming, pirate sites, torrent sites, and peer-to-peer sharing |
Practise standard citation styles and referencing formats |
Explain Creative Commons licensing |
Explain why web search results vary from person to person and why not everyone sees the same results or receives the same news |
Identify bias and perspective in online media and recognise one’s own bias when sharing media online |
Compare and contrast online news and editorial content to distinguish between fact, opinion and misinformation |
Identify methods for detecting financially sponsored or enhanced web content |
Explain why manipulation and propaganda are used in media |
Explain the features of persuasive design and consider its impact |
Explain how plagiarism affects the integrity of one’s work and has consequences, such as accreditation by external examination boards. |
Provide examples of ways in which organisations combat and monitor online copyright infringement. |
Format references using standard citation styles. |
Apply Creative Commons licensing to one’s own work, where applicable. |
Analyse information for reliability and validity by using multiple sources to authenticate or by reading laterally. |
Describe ‘deep fake’ technologies and explain why these carry a degree of risk. |
Explain how social media can increase, diminish, or distort the strength, validity or popularity of ideas, beliefs or opinions, such as echo chambers, cancel culture and groupthink. |
Identify examples when artificial intelligence can be used to create original content. |
Explain how AI bots affect the content and dissemination of digital media, such as spambots. |
Identify and explain some of the rules governing online criminal content. |
Identify and describe the type of content that is prohibited from being viewed or shared. |
Explain variations in copyright laws and rules. |
Explain how to detect sponsored internet content, such as extremism, ideology and how to evaluate its legitimacy. |
Explain how new forms of media and platforms for sharing media are constantly emerging and evolving, such as the metaverse, NFT and Web3. |
Recognise ‘dark patterns’ related to the digital economy, such as roach motel, sneak into basket, price comparison prevention, hidden costs and forced continuity. |
Be Engaged
This theme focuses on the many ways that students engage with others online. Students are mindful of the permanence of their actions in the online space and they learn how to successfully create and manage their digital identity and reputation. Students consider how and when the benefits of online sharing outweigh the risks.
People can represent their identity online in more than one way. Online personas can be created as self-representation for different purposes and may or may not be authentic. Students will learn about the benefits and drawbacks of personas and how these could impact their sense of self, reputations and relationships with others.
Students become aware of the characteristics of inclusive interactions in terms of respecting and empathising with others and learn strategies to recognise and reduce negative online behaviour.
Each individual has a responsibility to make choices that have a positive impact on others.
Students have the power to use technology to create inclusive communities, meaningfully address issues and make a positive impact on the world.
There are three essential elements to this theme:
Describe what is meant by online identity |
Compare examples of online and offline behaviours |
Define and describe online behaviour that is kind and respectful |
Recognise how kindness can affect others’ feelings |
Describe and use appropriate behaviour when communicating online |
Use technology to connect with friends and family |
Identify ways technology can be used to connect with others |
Describe some ways that people may behave differently online and offline |
Explain what is meant by a digital footprint |
Describe ways in which online interactions can impact others |
Discuss scenarios that contain examples of online conflict |
Identify some strategies for resolving conflict |
Communicate with respect when interacting with others across digital platforms |
Describe ways in which technology can be used to connect and collaborate with others |
Evaluate how an online identity compares to that of a real person |
Explain the permanence of a digital footprint and give some examples of this |
Identify examples of cyberbullying and describe some resolution strategies |
Describe how an upstander behaves online |
Examine various scenarios and compare and contrast resolution strategies |
Use appropriate language that conveys respect to the recipient |
Use strategies to effectively engage with others and consider whether the strategy is inclusive of others |
Describe ways that online personas can be deliberately designed to achieve various purposes |
Consider permanence and authenticity when making decisions about what to do or say online |
Explain how liking, sharing or forwarding online content can impact others |
Communicate effectively and respectfully with a range of people in digital environments |
Demonstrate respect and empathy when communicating with others on social media |
Explain why it is important to challenge and reject bias and inappropriate interactions online |
Assess how developing an online identity can affect the type of information returned in web searches or social media streams. |
Evaluate how a digital footprint could impact future endeavours. |
Analyse the impact of various digital communication dynamics, such as trolling, sexting and ghosting. |
Identify strategies to navigate social dynamics online. |
Consider and be open-minded to a range of diverse viewpoints. |
Evaluate online content through the lens of DEI, such as gender, race, religion, disability, culture and other aspects. |
Evaluate online personas in light of privacy, permanence, authenticity, and inclusivity. |
Apply strategies to optimise a digital footprint for higher education, career pathways and other opportunities. |
Make ethical choices to ensure personal online content is appropriate, responsible and contributes to a positive online culture. |
Advocate for online interactions and inclusive digital citizenship practices. |