E-safety - Five Classroom Tips


What the resource is:
This is one of two videos on Teachers TV from the E-safety series. This 15 minute Teachers TV video programme provides five e-safety tips as demonstrated by one primary school. Class teachers from across the school as well as the Headteacher discuss ideas on how to deliver e-safety education in the classroom.


The aims of the resource:
The main aim of the resource is to provide teachers and trainees with ideas on how they can introduce e-safety into their classroom practice. This is delivered through ‘five e-safety tips', and through each tip you are given the opportunity to see and hear from the class teachers and the pupils their thoughts on how aspects of e-safety should be taught.



Key findings or focus:
This video uses the practice in a school to show how, with ‘little time and funding', it is possible to integrate e-safety across the whole school quickly and with relative ease. E-safety is about safeguarding the children, and an example illustrated on this video shows it is no longer sufficient to tackle bullying just in the playground, for instance; bullying online is one of the issues which needs to be addressed. Talking to strangers no longer relates just to being safe outside; children need to be aware of the dangers of strangers that they cannot see and so may not automatically look like a danger. These are two of the areas of e-safety that primary schools need to address. This programme serves to support some of the recommendations of the Byron report (2008), which looked at protecting children from harmful and inappropriate material on the internet (as well as in video games), and recommended a UK Council on Child Internet Safety to be formed.

For each of the ‘five e-safety tips' offered, there are different scenarios within the school.


  • For tip 1,  ‘Make use of resources', the class teacher discusses how she went about planning her lesson, where she found resources, and how she decided which resource to use - based on the appropriateness to her Year 3/4 class. This then moves to showing a short clip of that specific e-safety resource being used within the classroom.


  • The next tip on ‘Differentiation' continues within the same class of Year 3/4 pupils. The class teacher shares her views on how and why she differentiates the ‘follow up' tasks that she has given the children to do. This also focuses on less able pupils and how tasks can be altered to suit the needs of the pupils.


  • Higher up the school in the Year 6 class, the children are given more responsibility for their own learning (Tip - Get pupils talking). Here, children are given a role play scenario in order to come up with solutions. The teacher's role in this situation is to facilitate; he stands back and observes the children, but offers advice and asks questions when appropriate.


  • Lower down the school in the Year 1/2 class, the class teacher has ‘Safety rules' which were created by the children themselves, after looking at rules on websites such as ‘Cybersmart', for example. The rules are a key part of the e-safety lessons, and the hope is that the children will remember them to use at home as well.


  • The fifth and final tip for e-safety is ‘Embed whole school', with the teachers and support staff, as well as making parents aware of its importance. Before- and after-school clubs also reinforce whole school awareness.


The resources themselves shown by the class teachers sit well within PSHE and can be easily integrated into these lessons across Key Stages 1 and 2.

The supporting teachers' notes contain two lesson plans, one for each Key Stage, which could be adapted to suit. These plans also contain details of the websites mentioned in the video.


The quality, authority and credibility of the resource from your subject perspective in relation to ITE. 
The resource is quick and easy to view on the website by following the link, but can easily be downloaded to a PC so that it can be used in an environment without internet access. The resource also provides e-safety support materials, citing a number of current websites (including a government site and a BETT award winning site) which offer not only more resources, but also current research relevant to primary schools.


The implications for ITE tutors/mentors - when and how it could have best impact:
The resource is suitable for teachers of both Key Stage 1 and 2, and so this will enable tutors to illustrate how e-safety can be addressed across the Key Stages and the level of experience which the pupils may be working at. Furthermore, it can be used to encourage discussion amongst the trainees with regard to their own knowledge of e-safety and the implications it will have on their teaching as well as how important the issue of e-safety is within the whole school environment. Giving the trainees examples of how the materials can be used would be valuable to them.


The relevance to ITE students - how and why it has importance:
This resource demonstrates clearly that a number of online materials are already available in relation to e-safety. These resources would be beneficial for trainees as they would be able to view and familiarise themselves with them outside of the classroom. The lesson plans would also give them an idea of how they could use the materials with their own pupils, although a critical exploration of the practice demonstrated within the video should be encouraged. The resource discusses and shows the materials being used across Key Stage 1 and 2, as well as discussion of how to differentiate within an activity.


Reviewed by:

Nyree Scott


Byron, T (2008) Safer Children in a Digital World - The Report of the Byron Review. Nottingham, DCSF