Courses content information for school leadership

Updated 11 March 2024 07:18

Qoria Knowledge Team

This article is for Teachers and School Leadership.

Curriculum for ages 7-9

Course series
Friends and tech: The online world can bring out some big emotions. Students explore their emotional responses to digital scenarios and practice making connections between how their body feels and the emotions they are experiencing. Making tough decisions: Sometimes online situations can be tricky. Students evaluate digital challenges and practice safe decision-making through gameplay. They will consider actions that promote positive outcomes and practice strategies to build resilience. Road to resilience: Developing digital resilience helps students deal positively with the challenges of the online world. Students explore the concept of resilience through an online game and practice applying strategies to promote resilience in different digital situations.

Course series

Friends and tech: The online world can bring out some big emotions. Students explore their emotional responses to digital scenarios and practice making connections between how their body feels and the emotions they are experiencing.
Making tough decisions: Sometimes online situations can be tricky. Students evaluate digital challenges and practice safe decision-making through gameplay. They will consider actions that promote positive outcomes and practice strategies to build resilience.
Road to resilience: Developing digital resilience helps students deal positively with the challenges of the online world. Students explore the concept of resilience through an online game and practice applying strategies to promote resilience in different digital situations.

Australia

Curriculum Yr 3
English Understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality (AC9E3LA01).
Health and Physical Education Investigate how success, challenge, setbacks and failure strengthen resilience and identities in a range of contexts (AC9HP4P01). Select, use and refine personal and social skills to establish, manage and strengthen relationships (AC9HP4P04). Describe and apply protective behaviors and help-seeking strategies in a range of online and offline situations (AC9HP4P08).
Digital Technologies Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012). Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013).
General Capabilities ICT Capability Identify the impacts of ICT in society \| Understand computer mediated communications. Personal and Social Capability Become confident resilient and adaptable \| Negotiate and resolve conflict \| Express emotions appropriately

Curriculum Yr 3

English

Understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality (AC9E3LA01).

Health and Physical Education

Investigate how success, challenge, setbacks and failure strengthen resilience and identities in a range of contexts (AC9HP4P01).

Select, use and refine personal and social skills to establish, manage and strengthen relationships (AC9HP4P04).

Describe and apply protective behaviors and help-seeking strategies in a range of online and offline situations (AC9HP4P08).

Digital Technologies

Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012).

Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013).

General Capabilities

ICT Capability
Identify the impacts of ICT in society | Understand computer mediated communications.

Personal and Social Capability
Become confident resilient and adaptable | Negotiate and resolve conflict | Express emotions appropriately

United Kingdom

Relationships and Sex Education (RSE) and Health Education
Respectful Relationships Practical steps they can take in a range of different contexts to improve or support respectful Relationships.
Online Relationships The rules and principles for keeping safe online, how to recognize risks, harmful content and contact, and how to report them.
Being Safe That each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other contact. How to report concerns or abuse, and the vocabulary and confidence needed to do so.
Computing Use technology safely, respectfully and responsibly; recognize acceptable or unacceptable behavior; identify a range of ways to report concerns about content and contact.
Education for a Connected World Self-image and identity: I can describe positive ways for someone to interact with others online and understand how this will positively impact on how others perceive them. Online relationships: I can give examples of how to be respectful to others online and describe how to recognize healthy and unhealthy online behaviors.

Relationships and Sex Education (RSE) and Health Education

Respectful Relationships

Practical steps they can take in a range of different contexts to improve or support respectful Relationships.

Online Relationships

The rules and principles for keeping safe online, how to recognize risks, harmful content and contact, and how to report them.

Being Safe

That each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other contact.

How to report concerns or abuse, and the vocabulary and confidence needed to do so.

Computing

Use technology safely, respectfully and responsibly; recognize acceptable or unacceptable behavior; identify a range of ways to report concerns about content and contact.

Education for a Connected World

Self-image and identity: I can describe positive ways for someone to interact with others online and understand how this will positively impact on how others perceive them.

Online relationships: I can give examples of how to be respectful to others online and describe how to recognize healthy and unhealthy online behaviors.

New Zealand

Curriculum Levels 1 & 2
Key competencies Thinking Using language, symbols, and texts Relating to others Managing self
English Select and use sources of information, processes, and strategies with some confidence to identify, form, and express ideas. Purposes and audiences: Show some understanding of how texts are shaped for different purposes and audiences. Ideas: Show some understanding of ideas within, across, and beyond texts. Language features: Show some understanding of how language features are used for effect within and across texts.
Health and Physical Education A3 Safety management Identify risk and use safe practices in a range of contexts. A4 Personal identity Identify personal qualities that contribute to a sense of self-worth. C1 Relationships Identify and demonstrate ways of maintaining and enhancing relationships between individuals and within groups. C2 Identity, sensitivity, and respect Describe how individuals and groups share characteristics and are also unique. D1 Societal attitudes and values Explore how people’s attitudes, values, and actions contribute to healthy physical and social environments.

Curriculum Levels 1 & 2

Key competencies

Thinking
Using language, symbols, and texts
Relating to others
Managing self

English

Select and use sources of information, processes, and strategies with some confidence to identify, form, and express ideas.

Purposes and audiences: Show some understanding of how texts are shaped for different purposes and audiences.

Ideas: Show some understanding of ideas within, across, and beyond texts.

Language features: Show some understanding of how language features are used for effect within and across texts.

Health and Physical Education

A3 Safety management
Identify risk and use safe practices in a range of contexts.

A4 Personal identity
Identify personal qualities that contribute to a sense of self-worth.

C1 Relationships
Identify and demonstrate ways of maintaining and enhancing relationships between individuals and within groups.

C2 Identity, sensitivity, and respect
Describe how individuals and groups share characteristics and are also unique.

D1 Societal attitudes and values
Explore how people’s attitudes, values, and actions contribute to healthy physical and social environments.

United States

ISTE Standards
ISTE Standards 1.2 Digital Citizen Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices (1.2.b). Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online (1.2.d).

ISTE Standards

ISTE Standards

1.2 Digital Citizen

Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices (1.2.b).

Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online (1.2.d).

Curriculum for ages 9-10

Course series
Guess who? Dealing with strangers online can be tricky. Students explore how people may present themselves differently in the digital world by evaluating a range of online personas and applying strategies to help determine their authenticity. Connect with respect: Being a conscientious online communicator is a fundamental skill for digital citizens. Students explore the concept of respectful online communication and evaluate how their online treatment of others impacts their enjoyment of digital spaces. Online issues without the tissues: Bullies, trolls, and scammers are some of the nastier characters that can lurk behind a screen. Students explore the characteristics of healthy and unhealthy online friendships and develop help-seeking strategies to combat a range of problematic online characters.

Course series

Guess who? Dealing with strangers online can be tricky. Students explore how people may present themselves differently in the digital world by evaluating a range of online personas and applying strategies to help determine their authenticity.
Connect with respect: Being a conscientious online communicator is a fundamental skill for digital citizens. Students explore the concept of respectful online communication and evaluate how their online treatment of others impacts their enjoyment of digital spaces.
Online issues without the tissues: Bullies, trolls, and scammers are some of the nastier characters that can lurk behind a screen. Students explore the characteristics of healthy and unhealthy online friendships and develop help-seeking strategies to combat a range of problematic online characters.

Australia

Curriculum Yr 4
English Explore language used to develop relationships in formal and informal situations (AC9E4LA01).
Health and Physical Education Investigate how success, challenge, setbacks and failure strengthen resilience and identities in a range of contexts (AC9HP4P01). Select, use and refine personal and social skills to establish, manage and strengthen relationships (AC9HP4P04). Describe how valuing diversity influences wellbeing and identify actions that promote inclusion in their communities (AC9HP4P05). Describe and apply protective behaviors and help-seeking strategies in a range of online and offline situations (AC9HP4P08).
Digital Technologies Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012). Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013).
General Capabilities ICT Capability Select and evaluate data and information \| Understand computer mediated communications. Personal and Social Capability Develop reflective practice \| Become confident resilient and adaptable \| Appreciate diverse perspectives \| Negotiate and resolve conflict.

Curriculum Yr 4

English

Explore language used to develop relationships in formal and informal situations (AC9E4LA01).

Health and Physical Education

Investigate how success, challenge, setbacks and failure strengthen resilience and identities in a range of contexts (AC9HP4P01).

Select, use and refine personal and social skills to establish, manage and strengthen relationships (AC9HP4P04).

Describe how valuing diversity influences wellbeing and identify actions that promote inclusion in their communities (AC9HP4P05).

Describe and apply protective behaviors and help-seeking strategies in a range of online and offline situations (AC9HP4P08).

Digital Technologies

Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012).

Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013).

General Capabilities

ICT Capability
Select and evaluate data and information | Understand computer mediated communications.

Personal and Social Capability
Develop reflective practice | Become confident resilient and adaptable | Appreciate diverse perspectives | Negotiate and resolve conflict.

United Kingdom

Relationships and Sex Education (RSE) and Health Education
Caring Friendships How to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed.
Respectful Relationships The importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs. How to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met.
Computing Use technology safely, respectfully and responsibly; recognize acceptable or unacceptable behavior; identify a range of ways to report concerns about content and contact.
Education for a Connected World Online relationships: I can explain that there are some people I communicate with online who may want to do me or my friends harm. I can recognize that this is not my / our fault. I can explain what it means to ‘know someone’ online and why this might be different from knowing someone offline

Relationships and Sex Education (RSE) and Health Education

Caring Friendships

How to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed.

Respectful Relationships

The importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs.

How to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met.

Computing

Use technology safely, respectfully and responsibly; recognize acceptable or unacceptable behavior; identify a range of ways to report concerns about content and contact.

Education for a Connected World

Online relationships: I can explain that there are some people I communicate with online who may want to do me or my friends harm. I can recognize that this is not my / our fault.

I can explain what it means to ‘know someone’ online and why this might be different from knowing someone offline

New Zealand

Curriculum Levels 2 & 3
Key competencies Thinking Using language, symbols, and texts Relating to others Managing self
English Understanding of how language features are used for effect within and across texts. Purposes and audiences: Show a developing understanding of how to shape texts for different purposes and audiences. Ideas: Select, form, and communicate ideas on a range of topics.
Health and Physical Education A1 Personal growth and development Identify factors that affect personal, physical, social, and emotional growth and develop skills to manage changes. A3 Safety management Identify risks and their causes and describe safe practices to manage these. A4 Personal identity Describe how their own feelings, beliefs, and actions, and those of other people, contribute to their personal sense of self-worth. C1 Relationships Identify and compare ways of establishing relationships and managing changing relationships. C2 Identity, sensitivity, and respect Identify ways in which people discriminate and ways to act responsibly to support themselves and other people. C3 Interpersonal skills Identify the pressures that can influence interactions with other people and demonstrate basic assertiveness strategies to manage these.

Curriculum Levels 2 & 3

Key competencies

Thinking
Using language, symbols, and texts
Relating to others
Managing self

English

Understanding of how language features are used for effect within and across texts.

Purposes and audiences: Show a developing understanding of how to shape texts for different purposes and audiences.

Ideas: Select, form, and communicate ideas on a range of topics.

Health and Physical Education

A1 Personal growth and development

Identify factors that affect personal, physical, social, and emotional growth and develop skills to manage changes.

A3 Safety management

Identify risks and their causes and describe safe practices to manage these.

A4 Personal identity

Describe how their own feelings, beliefs, and actions, and those of other people, contribute to their personal sense of self-worth.

C1 Relationships

Identify and compare ways of establishing relationships and managing changing relationships.

C2 Identity, sensitivity, and respect

Identify ways in which people discriminate and ways to act responsibly to support themselves and other people.

C3 Interpersonal skills

Identify the pressures that can influence interactions with other people and demonstrate basic assertiveness strategies to manage these.

United States

ISTE Standards
ISTE Standards 1.2 Digital Citizen Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices. (1.2.b). Students manage their personal data to maintain digital privacy and security and are aware of data collection technology used to track their navigation online (1.2.d).

ISTE Standards

ISTE Standards
1.2 Digital Citizen

Students recognize the rights, responsibilities and opportunities of living, learning and working in an

interconnected digital world, and they act and model in ways that are safe, legal and ethical.

Students engage in positive, safe, legal and ethical behavior when using technology, including social

interactions online or when using networked devices. (1.2.b).

Students manage their personal data to maintain digital privacy and security and are aware of data collection technology used to track their navigation online (1.2.d).

Curriculum for ages 10-11

Course series
Squad goals and digital roles: Navigating friendship drama is challenging, especially when it’s playing out online. Students investigate an online friendship breakdown mystery and explore communication and conflict resolution strategies to help get things back on track. Building boundaries: The ability to assert clear boundaries is an essential skill in the online world. Students will explore how asserting personal boundaries may be helpful in different digital scenarios by considering various ways of articulating boundaries and practicing respecting the boundaries of others. Navigating digital disputes: Recognising the early signs of conflict and applying effective de-escalation techniques can help prevent unnecessary stress and anxiety. Students will practice showing empathy across various digital disagreements by exploring respectful conflict resolution strategies and considering additional help-seeking methods when things get tough.

Course series

Squad goals and digital roles: Navigating friendship drama is challenging, especially when it’s playing out online. Students investigate an online friendship breakdown mystery and explore communication and conflict resolution strategies to help get things back on track.
Building boundaries: The ability to assert clear boundaries is an essential skill in the online world. Students will explore how asserting personal boundaries may be helpful in different digital scenarios by considering various ways of articulating boundaries and practicing respecting the boundaries of others.
Navigating digital disputes: Recognising the early signs of conflict and applying effective de-escalation techniques can help prevent unnecessary stress and anxiety. Students will practice showing empathy across various digital disagreements by exploring respectful conflict resolution strategies and considering additional help-seeking methods when things get tough.

Australia

Curriculum Yr 5
English Understand that language is selected for social contexts and that it helps to signal social roles and relationships (AC9E5LA01).
Health and Physical Education Explain how identities can be influenced by people and places, and how we can create positive self-identities (AC9HP6P01). Describe and demonstrate how respect and empathy can be expressed to positively influence relationships (AC9HP6P04). Describe strategies for seeking, giving or denying consent and rehearse how to communicate their intentions effectively and respectfully (AC9HP6P07). Analyze and rehearse protective behaviors and help-seeking strategies that can be used in a range of online and offline situations (AC9HP6P08).
Digital Technologies Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022).
General Capabilities ICT Capability Collaborate share and exchange \| Understand computer mediated \| Communications Personal and Social Capability Recognize emotions \| Develop reflective practice \| Make decisions \| Become confident resilient and adaptable Ethical capability Consider consequences \| Examine values \| Explore rights and responsibilities \| Consider points of view

Curriculum Yr 5

English

Understand that language is selected for social contexts and that it helps to signal social roles and relationships (AC9E5LA01).

Health and Physical Education

Explain how identities can be influenced by people and places, and how we can create positive
self-identities (AC9HP6P01).

Describe and demonstrate how respect and empathy can be expressed to positively influence relationships (AC9HP6P04).

Describe strategies for seeking, giving or denying consent and rehearse how to communicate their intentions effectively and respectfully (AC9HP6P07).

Analyze and rehearse protective behaviors and help-seeking strategies that can be used in a range of online and offline situations (AC9HP6P08).

Digital Technologies

Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022).

General Capabilities

ICT Capability
Collaborate share and exchange | Understand computer mediated | Communications

Personal and Social Capability

Recognize emotions | Develop reflective practice | Make decisions | Become confident resilient and adaptable

Ethical capability

Consider consequences | Examine values | Explore rights and responsibilities | Consider points of view

United Kingdom

Relationships and Sex Education (RSE) and Health Education
Caring Friendships The characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties. That most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right.
Respectful Relationships Learning about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help.
Being Safe What sorts of boundaries are appropriate in friendships with peers and others (including in a digital context).
Computing Use technology safely, respectfully and responsibly; recognize acceptable or unacceptable behavior; identify a range of ways to report concerns about content and contact.
Education for a Connected World Online relationships: I can give examples of how to be respectful to others online and describe how to recognize healthy and unhealthy online behaviors.

Relationships and Sex Education (RSE) and Health Education

Caring Friendships

The characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties.

That most friendships have ups and downs, and that these can often be worked through so that

the friendship is repaired or even strengthened, and that resorting to violence is never right.

Respectful Relationships

Learning about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help.

Being Safe

What sorts of boundaries are appropriate in friendships with peers and others (including in a

digital context).

Computing

Use technology safely, respectfully and responsibly; recognize acceptable or unacceptable behavior; identify a range of ways to report concerns about content and contact.

Education for a Connected World

Online relationships: I can give examples of how to be respectful to others online and describe

how to recognize healthy and unhealthy online behaviors.

New Zealand

Curriculum Levels 2 & 3
Key competencies Thinking Using language, symbols, and texts Relating to others Managing self
A1 Personal growth and development Identify factors that affect personal, physical, social, and emotional growth and develop skills to manage changes. A3 Safety management Identify risks and their causes describe safe practices to manage these. A4 Personal identity Describe how their own feelings, beliefs, and actions, and those of other people, contribute to their personal sense of self-worth. C1 Relationships Identify and compare ways of establishing relationships and managing changing relationships. C2 Identity, sensitivity, and respect Identify ways in which people discriminate and ways to act responsibly to support themselves and other people. C3 Interpersonal skills Identify the pressures that can influence interactions with other people and demonstrate basic assertiveness strategies to manage these.

Curriculum Levels 2 & 3

Key competencies

Thinking
Using language, symbols, and texts
Relating to others
Managing self

A1 Personal growth and development

Identify factors that affect personal, physical, social, and emotional growth and develop skills to manage changes.

A3 Safety management

Identify risks and their causes describe safe practices to manage these.

A4 Personal identity

Describe how their own feelings, beliefs, and actions, and those of other people, contribute to their personal sense of self-worth.

C1 Relationships

Identify and compare ways of establishing relationships and managing changing relationships.

C2 Identity, sensitivity, and respect

Identify ways in which people discriminate and ways to act responsibly to support themselves and other people.

C3 Interpersonal skills

Identify the pressures that can influence interactions with other people and demonstrate basic assertiveness strategies to manage these.

United States

ISTE Standards
ISTE Standards 1.2 Digital Citizen Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world (1.2.a). Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices (1.2.b).

ISTE Standards

ISTE Standards
1.2 Digital Citizen

Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world (1.2.a).

Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices (1.2.b).

Curriculum for ages 11-13

Course series
Stepping into the online world: A student's digital footprint can impact how the world perceives them. Students explore the relationship between their digital footprint and online reputation by learning about data inputs and critically evaluating how the content they put out to the world could be perceived. Cookies and curation: Understanding how data collection influences online experiences allows students to navigate digital spaces with an informed, critical mindset. Students will explore how their data is collected and used to shape online content by considering different data privacy perspectives. Truth vs. clickbait: Determining fact from fiction can be challenging in a digital world filled with clickbait and misinformation. Students engage in role-playing exercises to develop media literacy skills and a better understanding of the tactics often used by manipulators to persuade and influence others.

Course series

Stepping into the online world: A student's digital footprint can impact how the world perceives them. Students explore the relationship between their digital footprint and online reputation by learning about data inputs and critically evaluating how the content they put out to the world could be perceived.
Cookies and curation: Understanding how data collection influences online experiences allows students to navigate digital spaces with an informed, critical mindset. Students will explore how their data is collected and used to shape online content by considering different data privacy perspectives.
Truth vs. clickbait: Determining fact from fiction can be challenging in a digital world filled with clickbait and misinformation. Students engage in role-playing exercises to develop media literacy skills and a better understanding of the tactics often used by manipulators to persuade and influence others.

Australia

Curriculum Yr 6
English Understand the uses of objective and subjective language, and identify bias (AC9E6LA02).
Health and Physical Education Analyze and rehearse protective behaviors and help-seeking strategies that can be used in a range of online and offline situations (AC9HP6P08).
Digital Technologies Examine the main components of common digital systems and how they may connect together to form networks to transmit data (ACTDIK014). Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022).
General Capabilities ICT Capability Apply digital information security practices \| Apply personal security protocols \| Define and plan information searches \|Select and evaluate data and information Personal and Social Capability Develop reflective practice \| Appreciate diverse perspectives \| Make decisions Ethical capability Reason and make ethical decisions \| Consider consequences

Curriculum Yr 6

English

Understand the uses of objective and subjective language, and identify bias (AC9E6LA02).

Health and Physical Education

Analyze and rehearse protective behaviors and help-seeking strategies that can be used in a range of online and offline situations (AC9HP6P08).

Digital Technologies

Examine the main components of common digital systems and how they may connect together to form networks to transmit data (ACTDIK014).

Plan, create and communicate ideas and information, including collaboratively online, applying

agreed ethical, social and technical protocols (ACTDIP022).

General Capabilities

ICT Capability
Apply digital information security practices | Apply personal security protocols | Define and plan information searches |Select and evaluate data and information

Personal and Social Capability

Develop reflective practice | Appreciate diverse perspectives | Make decisions

Ethical capability

Reason and make ethical decisions | Consider consequences

United Kingdom

Relationships and Sex Education (RSE) and Health Education
Online Relationships People sometimes behave differently online, including by pretending to be someone they are not. The rules and principles for keeping safe online, how to recognize risks, harmful content and contact, and how to report them. How to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met. How information and data is shared and used online.
English (Upper KS2) Reading - Comprehension Distinguish between statements of fact and opinion.
Technology Use technology safely, respectfully and responsibly; recognize acceptable or unacceptable behavior; identify a range of ways to report concerns about content and contact.
Education for a Connected World Online reputation: I can describe ways that information about anyone online can be used by others to make judgments about an individual and why these may be incorrect. I can explain the ways in which anyone can develop a positive online reputation.

Relationships and Sex Education (RSE) and Health Education

Online Relationships

People sometimes behave differently online, including by pretending to be someone they are not.

The rules and principles for keeping safe online, how to recognize risks, harmful content and contact, and how to report them.

How to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met.

How information and data is shared and used online.

English (Upper KS2)

Reading - Comprehension

Distinguish between statements of fact and opinion.

Technology

Use technology safely, respectfully and responsibly; recognize acceptable or unacceptable behavior; identify a range of ways to report concerns about content and contact.

Education for a Connected World

Online reputation: I can describe ways that information about anyone online can be used by others to make judgments about an individual and why these may be incorrect.

I can explain the ways in which anyone can develop a positive online reputation.

New Zealand

Curriculum Levels 3 & 4
Key competencies Thinking Using language, symbols, and texts Relating to others Managing self
English Purposes and Audience: Show an increasing understanding of how texts are shaped for different purposes and audiences. Ideas: Show an increasing understanding of ideas within, across, and beyond texts. Language Features: Show an increasing understanding of how language features are used for effect within and across texts.
Health and Physical Education A3 Safety management Access and use information to make and action safe choices in a range of contexts. A4 Personal identity Describe how social messages and stereotypes, including those in the media, can affect feelings of self-worth. C2 Identity, sensitivity, and respect Recognize instances of discrimination and act responsibly to support their own rights and feelings and those of other people. C3 Interpersonal skills Describe and demonstrate a range of assertive communication skills and processes that enable them to interact appropriately with other people.

Curriculum Levels 3 & 4

Key competencies

Thinking
Using language, symbols, and texts
Relating to others
Managing self

English

Purposes and Audience: Show an increasing understanding of how texts are shaped for different purposes and audiences.

Ideas: Show an increasing understanding of ideas within, across, and beyond texts.

Language Features: Show an increasing understanding of how language features are used for effect within and across texts.

Health and Physical Education
A3 Safety management
Access and use information to make and action safe choices in a range of contexts.

A4 Personal identity
Describe how social messages and stereotypes, including those in the media, can affect feelings of self-worth.

C2 Identity, sensitivity, and respect
Recognize instances of discrimination and act responsibly to support their own rights and feelings and those of other people.

C3 Interpersonal skills
Describe and demonstrate a range of assertive communication skills and processes that enable them to interact appropriately with other people.

United States

ISTE Standard
ISTE Standards 1.2 Digital Citizen Students Recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world (1.2.a). Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices (1.2.b). Students manage their personal data to maintain digital privacy and security and are aware of data collection technology used to track their navigation online (1.2.d).

ISTE Standard

ISTE Standards

1.2 Digital Citizen Students
Recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world (1.2.a).

Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices (1.2.b).

Students manage their personal data to maintain digital privacy and security and are aware of data collection technology used to track their navigation online (1.2.d).

Curriculum for ages 12-15

Course series
Level up: Gaming edition: Students unlock the secrets of mechanisms used to promote excessive gaming habits through gameplay. They explore their impacts and develop strategies to maintain a healthy balance. Risky Content, Conduct, and Contacts: Navigating the online world has its risks. Students engage in a 'capture the red flag' game and develop critical thinking skills for evaluating and managing risky contacts, content and conduct. Taking Charge of Screen Time: Digital devices are more engaging than ever. Students critically examine their current screen habits, developing a personalised goal to replace passive activities with screen-free alternatives. Unmasking Online Bullying: Students will unmask two online bullying scenarios. They will uncover the reasons behind online bullying and develop strategies to deal with toxic behaviour online. The Reality of Social Media: Students explore how social media profiles often present an idealised version of people’s lives. They analyse the reasons behind this and its impact on mental health and wellbeing. Busting Bias: A deep dive into diverse sources. Students will analyse a range of online information sources for bias and authority to determine the most credible.

Course series

Level up: Gaming edition: Students unlock the secrets of mechanisms used to promote excessive gaming habits through gameplay. They explore their impacts and develop strategies to maintain a healthy balance.
Risky Content, Conduct, and Contacts: Navigating the online world has its risks. Students engage in a 'capture the red flag' game and develop critical thinking skills for evaluating and managing risky contacts, content and conduct.
Taking Charge of Screen Time: Digital devices are more engaging than ever. Students critically examine their current screen habits, developing a personalised goal to replace passive activities with screen-free alternatives.
Unmasking Online Bullying: Students will unmask two online bullying scenarios. They will uncover the reasons behind online bullying and develop strategies to deal with toxic behaviour online.
The Reality of Social Media: Students explore how social media profiles often present an idealised version of people’s lives. They analyse the reasons behind this and its impact on mental health and wellbeing.
Busting Bias: A deep dive into diverse sources. Students will analyse a range of online information sources for bias and authority to determine the most credible.

Australia

Australian Curriculum (V9) Years 7-8
English Understand how language expresses and creates personal and social identities. (AC9E7LA01) Form an opinion about characters, settings and events in texts, identifying areas of agreement and difference with others’ opinions and justifying a response. (AC9E7LE02) Explain the effect of current technology on reading, creating and responding to texts, including media texts. (AC9E7LY01) Analyze the ways in which language features shape meaning and vary according to audience and purpose. (AC9E7LY03) Analyze and evaluate the ways that language features vary according to the purpose and audience of the text, and the ways that sources and quotations are used in a text. (AC9E8LY03) Use comprehension strategies such as visualizing, predicting, connecting, summarising, monitoring, questioning and inferring to interpret and evaluate ideas in texts. (AC9E8LY05) Recognize how language shapes relationships and roles. (AC9E8LA01)
Health and physical education Examine the roles of respect, empathy, power and coercion in developing respectful relationships. (AC9HP8P04) Investigate strategies that influence how communities value diversity and propose actions they can take to promote inclusion in their communities. (AC9HP8P05) Analyze factors that influence emotional responses and devise strategies to self-manage emotions. (AC9HP8P06) Explain and apply skills and strategies to communicate assertively and respectfully when seeking, giving or denying consent. (AC9HP8P07) Investigate how media and influential people impact attitudes, beliefs, decisions, and behaviors in relation to health, safety, relationships, and wellbeing. (AC9HP8P09)
Digital technologies Investigate how data is transmitted and secured in wired and wireless networks, including the internet. (AC9TDI8K02) Select and use a range of digital tools efficiently, including unfamiliar features, to create, locate, and communicate content, consistently applying common conventions. (AC9TDI8P11) Explain how multi-factor authentication protects an account when the password is compromised and identify phishing and other cyber security threats. (AC9TDI8P13) Investigate and manage the digital footprint existing systems and student solutions collect and assess if the data is essential to their purpose. (AC9TDI8P14)
General capabilities Digital literacy Identify indicators of unhealthy usage. Develop routines to support their balanced and constructive use of digital tools. Recognize their digital footprint is valuable, used by online tools for targeting, and that data shared online is no longer under their control. Identify online abuse and bullying and report them to trusted adults, appropriate authorities, and in online tools. Stop engaging in negative online social interactions. Ethical understanding Examine values, rights and responsibilities, and ethical norms. Make and reflect on ethical decisions. Intercultural understanding Develop empathy. Develop multiple perspectives. Respond to biases, stereotypes, prejudices, and discrimination. Personal and social capability Personal awareness. Emotional awareness. Reflective practice. Perseverance and adaptability. Empathy. Relational awareness. Decision-making. Conflict resolution.

Australian Curriculum (V9)
Years 7-8

English

Understand how language expresses and creates personal and social identities. (AC9E7LA01)

Form an opinion about characters, settings and events in texts, identifying areas of agreement and difference with others’ opinions and justifying a response. (AC9E7LE02)

Explain the effect of current technology on reading, creating and responding to texts, including media texts. (AC9E7LY01)

Analyze the ways in which language features shape meaning and vary according to audience and purpose. (AC9E7LY03)

Analyze and evaluate the ways that language features vary according to the purpose and audience of the text, and the ways that sources and quotations are used in a text. (AC9E8LY03)

Use comprehension strategies such as visualizing, predicting, connecting, summarising, monitoring, questioning and inferring to interpret and evaluate ideas in texts. (AC9E8LY05)

Recognize how language shapes relationships and roles. (AC9E8LA01)

Health and physical education

Examine the roles of respect, empathy, power and coercion in developing respectful relationships. (AC9HP8P04)

Investigate strategies that influence how communities value diversity and propose actions they can take to promote inclusion in their communities. (AC9HP8P05)

Analyze factors that influence emotional responses and devise strategies to self-manage emotions. (AC9HP8P06)

Explain and apply skills and strategies to communicate assertively and respectfully when seeking, giving or denying consent. (AC9HP8P07)

Investigate how media and influential people impact attitudes, beliefs, decisions, and behaviors in relation to health, safety, relationships, and wellbeing. (AC9HP8P09)

Digital technologies

Investigate how data is transmitted and secured in wired and wireless networks, including the internet. (AC9TDI8K02)

Select and use a range of digital tools efficiently, including unfamiliar features, to create, locate, and communicate content, consistently applying common conventions. (AC9TDI8P11)

Explain how multi-factor authentication protects an account when the password is compromised and identify phishing and other cyber security threats. (AC9TDI8P13)

Investigate and manage the digital footprint existing systems and student solutions collect and assess if the data is essential to their purpose. (AC9TDI8P14)

General capabilities

Digital literacy

Identify indicators of unhealthy usage. Develop routines to support their balanced and constructive use of digital tools. Recognize their digital footprint is valuable, used by online tools for targeting, and that data shared online is no longer under their control. Identify online abuse and bullying and report them to trusted adults, appropriate authorities, and in online tools. Stop engaging in negative online social interactions.

Ethical understanding
Examine values, rights and responsibilities, and ethical norms. Make and reflect on ethical decisions.

Intercultural understanding
Develop empathy. Develop multiple perspectives. Respond to biases, stereotypes, prejudices, and discrimination.

Personal and social capability
Personal awareness. Emotional awareness. Reflective practice. Perseverance and adaptability. Empathy. Relational awareness. Decision-making. Conflict resolution.

United Kingdom

National Curriculum for England Key Stage 3
Computing Understand how instructions are stored and executed within a computer system. Understand a range of ways to use technology safely, respectfully, responsibly, and securely, including protecting their online identity and privacy. Recognize inappropriate content, contact, and conduct and know how to report concerns.
Relationships and Sex Education (RSE) and Health Education Respectful relationships How to determine whether other children, adults, or sources of information are trustworthy, judge when a family, friend, intimate, or other relationship is unsafe, and how to seek help or advice, including reporting concerns about others, if needed. The characteristics of positive and healthy friendships in all contexts, including online, such as trust, respect, honesty, kindness, generosity, boundaries, privacy, consent, and the management of conflict. Practical steps they can take in a range of different contexts to improve or support respectful relationships. About different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders to report bullying, and how and where to get help.
Online and media Their rights, responsibilities, and opportunities online, including that the same expectations of behavior apply in all contexts, including online. About online risks, including that any material someone provides to another has the potential to be shared online and the difficulty of removing potentially compromising material placed online. How information and data are generated, collected, shared, and used online.
Education for a Connected World Online relationships I can describe some signs of harmful online situations I can assess when I need to take action and explain what to do if I am concerned about my own or someone else’s online relationship. I can recognize harmful language of a discriminatory nature and harassment online and who can support people if this occurs.
Online bullying I can describe a range of different bullying types and behaviors and assess when these are occurring. I can identify and demonstrate actions to support others who are experiencing difficulties online. I can explain the concept of disinhibition online and can explain how this can be problematic.
Privacy and security I can explain how and why it is important to always ensure someone makes safe and secure online payments. I know that accessing some websites or services may increase the risk of encountering viruses and other types of malware. I can identify choices and demonstrate strategies to control the personal data online services hold.
Managing online information I can explain how online content published by an individual can be interpreted differently by others. I can analyze and evaluate the reliability and validity of online information based on content as well as appearance. I can explain why accurate information can be used in a false context to deliberately be used selectively to disinform.
Health, wellbeing, and lifestyle I recognize and can discuss the pressures that technology can place on someone. I can explain the importance of self-regulating technology use. I can demonstrate strategies to do this.

National Curriculum for England
Key Stage 3

Computing

Understand how instructions are stored and executed within a computer system.

Understand a range of ways to use technology safely, respectfully, responsibly, and securely, including protecting their online identity and privacy.

Recognize inappropriate content, contact, and conduct and know how to report concerns.

Relationships and Sex Education (RSE) and Health Education

Respectful relationships

How to determine whether other children, adults, or sources of information are trustworthy, judge when a family, friend, intimate, or other relationship is unsafe, and how to seek help or advice, including reporting concerns about others, if needed.

The characteristics of positive and healthy friendships in all contexts, including online, such as trust, respect, honesty, kindness, generosity, boundaries, privacy, consent, and the management of conflict.

Practical steps they can take in a range of different contexts to improve or support respectful relationships.

About different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders to report bullying, and how and where to get help.

Online and media

Their rights, responsibilities, and opportunities online, including that the same expectations of behavior apply in all contexts, including online.

About online risks, including that any material someone provides to another has the potential to be shared online and the difficulty of removing potentially compromising material placed online.

How information and data are generated, collected, shared, and used online.

Education for a Connected World

Online relationships

I can describe some signs of harmful online situations

I can assess when I need to take action and explain what to do if I am concerned about my own or someone else’s online relationship.

I can recognize harmful language of a discriminatory nature and harassment online and who can support people if this occurs.

Online bullying

I can describe a range of different bullying types and behaviors and assess when these are occurring.

I can identify and demonstrate actions to support others who are experiencing difficulties online.

I can explain the concept of disinhibition online and can explain how this can be problematic.

Privacy and security

I can explain how and why it is important to always ensure someone makes safe and secure online payments.

I know that accessing some websites or services may increase the risk of encountering viruses and other types of malware.

I can identify choices and demonstrate strategies to control the personal data online services hold.

Managing online information

I can explain how online content published by an individual can be interpreted differently by others.

I can analyze and evaluate the reliability and validity of online information based on content as well as appearance.

I can explain why accurate information can be used in a false context to deliberately be used selectively to disinform.

Health, wellbeing, and lifestyle

I recognize and can discuss the pressures that technology can place on someone.

I can explain the importance of self-regulating technology use. I can demonstrate strategies to do this.

New Zealand

National Curriculum Levels 5 and 6
Key competencies Thinking Managing self Relating to others
Technology Critically analyze their own and others’ past and current planning practices in order to make an informed selection and effective use of planning tools. Understand how these outcomes impact on other outcomes and practices and on people’s views of themselves and possible futures.
English Level 5 Show an understanding of how texts are shaped for different purposes and audiences. Level 6 Show a developed understanding of how language features are used for effect within and across texts. Select, develop, and communicate connected ideas on a range of topics.
Health and physical education Level 5 Investigate and practice safety procedures and strategies to manage risk situations. Develop skills and responsible attitudes in challenging physical situations. Identify issues associated with relationships and describe options to achieve positive outcomes. Investigate societal influences on the wellbeing of student communities. Level 6 Investigate and understand reasons for the choices people make that affect their wellbeing and explore and evaluate options and consequences. Demonstrate understanding of responsible behaviors required to ensure that challenges and risks are managed safely in physical and social environments. Demonstrate an understanding of how individuals and groups affect relationships by influencing people’s behavior, beliefs, decisions, and sense of self-worth. Demonstrate a range of interpersonal skills and processes that help them to make safe choices for themselves and other people in a variety of settings. Plan and evaluate strategies recognizing their own and other people’s rights and responsibilities to avoid or minimize risks in social situations. Compare and contrast personal values and practices with policies, rules, and laws and investigate how the latter contribute to safety in the school and community.

National Curriculum
Levels 5 and 6

Key competencies

Thinking
Managing self
Relating to others

Technology

Critically analyze their own and others’ past and current planning practices in order to make an informed selection and effective use of planning tools.

Understand how these outcomes impact on other outcomes and practices and on people’s views of themselves and possible futures.

English

Level 5
Show an understanding of how texts are shaped for different purposes and audiences.

Level 6

Show a developed understanding of how language features are used for effect within and across texts.

Select, develop, and communicate connected ideas on a range of topics.

Health and physical education

Level 5

Investigate and practice safety procedures and strategies to manage risk situations.

Develop skills and responsible attitudes in challenging physical situations.

Identify issues associated with relationships and describe options to achieve positive outcomes.

Investigate societal influences on the wellbeing of student communities.

Level 6

Investigate and understand reasons for the choices people make that affect their wellbeing and explore and evaluate options and consequences.

Demonstrate understanding of responsible behaviors required to ensure that challenges and risks are managed safely in physical and social environments.

Demonstrate an understanding of how individuals and groups affect relationships by influencing people’s behavior, beliefs, decisions, and sense of self-worth.

Demonstrate a range of interpersonal skills and processes that help them to make safe choices for themselves and other people in a variety of settings.

Plan and evaluate strategies recognizing their own and other people’s rights and responsibilities to avoid or minimize risks in social situations.

Compare and contrast personal values and practices with policies, rules, and laws and investigate how the latter contribute to safety in the school and community.

United States

ISTE Standards
1.2 Digital citizen 1.2b Students engage in positive, safe, legal, and ethical behavior when using technology, including social interactions online or when using networked devices. 1.2d Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.
1.3 Knowledge constructor 1.3b Students evaluate the accuracy, perspective, credibility, and relevance of information, media, data, or other resources. 1.3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.

ISTE Standards

1.2 Digital citizen

1.2b Students engage in positive, safe, legal, and ethical behavior when using technology, including social interactions online or when using networked devices.

1.2d Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.

1.3 Knowledge constructor

1.3b Students evaluate the accuracy, perspective, credibility, and relevance of information, media, data, or other resources.

1.3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.

Curriculum for ages 15-18

Course series
Password Protection: Safeguarding your passwords is like securing the keys to your virtual kingdom. Students take on the role of a secret agent to uncover security vulnerabilities and protect their accounts. Deconstructing Disinformation: It can be tricky to determine fact from fiction in today’s world. Students will test their instincts and develop practical strategies to identify false information online. Detecting Deception: When it comes to online connections, it’s hard to know who to trust. Students navigate several problematic online scenarios and develop strategies to stay safe online. Rating Online Reputations: Students assume the role of a recruiter and examine various social media profiles, gaining insight into how the content shared online can influence their personal reputation. Filter Bubble Trouble: Online algorithms strive to keep us in our comfort zones. Students will reflect on how this can cause filter bubbles to form and what they can do to burst them. AI Awareness: Decipher the magic behind generative AI capabilities. Students explore, question, and master the potential of AI, while thinking critically about its ethical uses in the educational realm.

Course series

Password Protection: Safeguarding your passwords is like securing the keys to your virtual kingdom. Students take on the role of a secret agent to uncover security vulnerabilities and protect their accounts.
Deconstructing Disinformation: It can be tricky to determine fact from fiction in today’s world. Students will test their instincts and develop practical strategies to identify false information online.
Detecting Deception: When it comes to online connections, it’s hard to know who to trust. Students navigate several problematic online scenarios and develop strategies to stay safe online.
Rating Online Reputations: Students assume the role of a recruiter and examine various social media profiles, gaining insight into how the content shared online can influence their personal reputation.
Filter Bubble Trouble: Online algorithms strive to keep us in our comfort zones. Students will reflect on how this can cause filter bubbles to form and what they can do to burst them.
AI Awareness: Decipher the magic behind generative AI capabilities. Students explore, question, and master the potential of AI, while thinking critically about its ethical uses in the educational realm.

Australia

Australian Curriculum (V9) Years 9-10
English Understand how language can have inclusive and exclusive social effects and can empower or disempower people. (AC9E10LA01) Analyze text structures and language features and evaluate their effectiveness in achieving their purpose (AC9E10LA03) Analyze how the aesthetic qualities associated with text structures, language features, literary devices, and visual features, and the context in which these texts are experienced influence audience response. (AC9E10LE03) Analyze and evaluate how language features are used to represent a perspective of an issue, event, situation, individual, or group. (AC9E9LY03) Analyze and evaluate how language features are used to implicitly or explicitly represent values, beliefs, and attitudes (AC9E10LY03)
Health and physical education Evaluate the influence of respect, empathy, power. and coercion on establishing and maintaining respectful relationships. (AC9HP10P04) Propose strategies and actions individuals and groups can implement to challenge biases, stereotypes, prejudices and discrimination and promote inclusion in their communities. (AC9HP10P05) Evaluate emotional responses in different situations to refine strategies for managing emotions. (AC9HP10P06) Examine how strategies, such as communicating choices, seeking, giving, and denying consent, and expressing opinions and needs, can support the development of respectful relationships, including sexual relationships. (AC9HP10P07) Plan, justify, and critique strategies to enhance their own and others’ health, safety, relationships, and wellbeing (AC9HP10P10)
Digital Technologies Develop cyber security threat models and explore a software, user, or software supply chain vulnerability (AC9TDI10P13) Apply the Australian Privacy Principles to critique and manage the digital footprint that existing systems and student solutions collect. (AC9TDI10P14)
General capabilities Digital literacy Engage in safe, legal, and ethical online behavior and defuse negative online social interactions. Recognize the benefits and risks of anonymity online. Recognize their actions contribute to their passive digital footprint. Manage their digital identity by controlling privacy, connections, and group settings and curating posts. Self-regulate the use of digital tools to purposefully enhance their wellbeing. Ethical understanding Explore ethical concepts. Examine values, rights and responsibilities, and ethical norms. Make and reflect on ethical decisions. Intercultural understanding Communicate responsively. Develop multiple perspectives. Develop empathy. Respond to biases, stereotypes, prejudices, and discrimination. Personal and social capability Reflective practice. Emotional regulation. Relational awareness. Decision-making. Conflict resolution. Critical and creative thinking Develop questions to investigate complex issues and topics. Evaluate the information selected to determine bias and reliability.

Australian Curriculum (V9)
Years 9-10

English

Understand how language can have inclusive and exclusive social effects and can empower or disempower people. (AC9E10LA01)

Analyze text structures and language features and evaluate their effectiveness in achieving their purpose (AC9E10LA03)

Analyze how the aesthetic qualities associated with text structures, language features, literary devices, and visual features, and the context in which these texts are experienced influence audience response. (AC9E10LE03)

Analyze and evaluate how language features are used to represent a perspective of an issue, event, situation, individual, or group. (AC9E9LY03)

Analyze and evaluate how language features are used to implicitly or explicitly represent values, beliefs, and attitudes (AC9E10LY03)

Health and physical education

Evaluate the influence of respect, empathy, power. and coercion on establishing and maintaining respectful relationships. (AC9HP10P04)

Propose strategies and actions individuals and groups can implement to challenge biases, stereotypes, prejudices and discrimination and promote inclusion in their communities. (AC9HP10P05)

Evaluate emotional responses in different situations to refine strategies for managing emotions. (AC9HP10P06)

Examine how strategies, such as communicating choices, seeking, giving, and denying consent, and expressing opinions and needs, can support the development of respectful relationships, including sexual relationships. (AC9HP10P07)

Plan, justify, and critique strategies to enhance their own and others’ health, safety, relationships, and wellbeing (AC9HP10P10)

Digital Technologies

Develop cyber security threat models and explore a software, user, or software supply chain vulnerability (AC9TDI10P13)

Apply the Australian Privacy Principles to critique and manage the digital footprint that existing systems and student solutions collect. (AC9TDI10P14)

General capabilities

Digital literacy

Engage in safe, legal, and ethical online behavior and defuse negative online social interactions. Recognize the benefits and risks of anonymity online. Recognize their actions contribute to their passive digital footprint. Manage their digital identity by controlling privacy, connections, and group settings and curating posts. Self-regulate the use of digital tools to purposefully enhance their wellbeing.

Ethical understanding

Explore ethical concepts. Examine values, rights and responsibilities, and ethical norms. Make and reflect on ethical decisions.

Intercultural understanding

Communicate responsively. Develop multiple perspectives.
Develop empathy. Respond to biases, stereotypes, prejudices, and discrimination.

Personal and social capability

Reflective practice. Emotional regulation. Relational awareness. Decision-making. Conflict resolution.

Critical and creative thinking

Develop questions to investigate complex issues and topics. Evaluate the information selected to determine bias and reliability.

United Kingdom

National Curriculum for England Key Stage 4
Computing Develop their capability, creativity, and knowledge in computer science, digital media, and information technology. Develop and apply their analytic, problem-solving, design, and computational thinking skills. Understand how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to identify and report a range of concerns.
Relationships and Sex Education (RSE) and Health Education Respectful relationships, including friendships Students will learn: That some types of behavior within relationships are criminal, including violent behavior and coercive control. Their rights, responsibilities, and opportunities online, including that the same expectations of behavior apply in all contexts, including online.
Online and media Students will learn: About online risks, including that any material someone provides to another has the potential to be shared online and the difficulty of removing potentially compromising material placed online. Not to provide material to others that they would not want shared further and not to share personal material which is sent to them. The impact of viewing harmful content. That specifically sexually explicit material, for example, pornography, presents a distorted picture of sexual behaviors, can damage the way people see themselves in relation to others and negatively affects how they behave towards sexual partners. That sharing and viewing indecent images of children (including those created by children) is a criminal offense which carries severe penalties, including jail. How information and data are generated, collected, shared, and used online. About intimate and sexual relationships, that there are a range of strategies for identifying and managing sexual pressure, including understanding peer pressure, resisting pressure, and not pressurizing others.
Education for a Connected World Online reputation I can explain the importance of someone’s online reputation (especially to their future career) and can describe ways of managing this. In cases where someone’s online reputation may be viewed negatively, I am able to offer reasons and provide context as to why it may not always reflect who they are.
Copyright and ownership I can explain the effects of plagiarism within my own work and assess the impact it can have on accrediting achievement.
Privacy and security I can describe how data drawn from users of online services can be collected, used, or sold to inform other services and organizations without the users’ knowledge or consent. I can give examples of this. I can explain how the security of data in a network can be compromised internally or externally and give examples of how this might occur.
Managing online information I can recognize when and analyze why online content has been designed to influence people’s thoughts, beliefs, or restrict their autonomy. I can describe how and why individuals, organizations, or states may saturate online media with selective information and disinformation to deliberately confuse or divide populations. I can analyze online material to identify when this is happening and who might benefit. I can describe the process someone can use to make ethical choices to ensure their own online content is appropriate, responsible, and contributes to a positive online culture.

National Curriculum for England
Key Stage 4

Computing

Develop their capability, creativity, and knowledge in computer science, digital media, and information technology.

Develop and apply their analytic, problem-solving, design, and computational thinking skills.

Understand how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to identify and report a range of concerns.

Relationships and Sex Education (RSE) and Health Education

Respectful relationships, including friendships

Students will learn:

That some types of behavior within relationships are criminal, including violent behavior and coercive control.

Their rights, responsibilities, and opportunities online, including that the same expectations of behavior apply in all contexts, including online.

Online and media

Students will learn:

About online risks, including that any material someone provides to another has the potential to be shared online and the difficulty of removing potentially compromising material placed online.

Not to provide material to others that they would not want shared further and not to share personal material which is sent to them.

The impact of viewing harmful content.

That specifically sexually explicit material, for example, pornography, presents a distorted picture of sexual behaviors, can damage the way people see themselves in relation to others and negatively affects how they behave towards sexual partners.

That sharing and viewing indecent images of children (including those created by children) is a criminal offense which carries severe penalties, including jail.

How information and data are generated, collected, shared, and used online.

About intimate and sexual relationships, that there are a range of strategies for identifying and managing sexual pressure, including understanding peer pressure, resisting pressure, and not pressurizing others.

Education for a Connected World

Online reputation

I can explain the importance of someone’s online reputation (especially to their future career) and can describe ways of managing this.

In cases where someone’s online reputation may be viewed negatively, I am able to offer reasons and provide context as to why it may not always reflect who they are.

Copyright and ownership

I can explain the effects of plagiarism within my own work and assess the impact it can have on accrediting achievement.

Privacy and security

I can describe how data drawn from users of online services can be collected, used, or sold to inform other services and organizations without the users’ knowledge or consent. I can give examples of this.

I can explain how the security of data in a network can be compromised internally or externally and give examples of how this might occur.

Managing online information

I can recognize when and analyze why online content has been designed to influence people’s thoughts, beliefs, or restrict their autonomy.

I can describe how and why individuals, organizations, or states may saturate online media with selective information and disinformation to deliberately confuse or divide populations.

I can analyze online material to identify when this is happening and who might benefit.

I can describe the process someone can use to make ethical choices to ensure their own online content is appropriate, responsible, and contributes to a positive online culture.

New Zealand

New Zealand Curriculum Levels 7 & 8
Key competencies Thinking Relating to others Using language, symbols, and texts Managing self
Technology Understand the concepts of redundancy and reliability and their implications for the design, development, and maintenance of technological systems. Understand the implications of technology as intervention by design and how interventions have consequences, known and unknown, intended and unintended.
English Level 7 Integrate sources of information, processes, and strategies purposefully, confidently, and precisely to identify, form, and express increasingly sophisticated ideas. Show a discriminating understanding of how texts are shaped for different purposes and audiences. Level 8 Show a discriminating and insightful understanding of how language features are used for effect within and across texts.
Health and physical education Level 7 Assess their health needs and identify strategies to ensure personal wellbeing across their lifespan. Analyze the difference between perceived and residual risks in physical and social environments and develop skills and behavior for managing responsible action. Adapt skills and appraise responsible attitudes in challenging physical situations and unfamiliar environments. Analyze the beliefs, attitudes, and practices that reinforce stereotypes and role expectations, identifying ways in which these shape people’s choices at individual, group, and societal levels. Evaluate information, make informed decisions, and use interpersonal skills effectively to manage conflict, competition, and change in relationships. Level 8 Critically analyze dilemmas and contemporary ethical issues that influence their own health and safety and that of other people. Critically analyze the dynamics of effective relationships in a range of social contexts. Analyze and evaluate attitudes and interpersonal skills that enable people to participate fully and effectively as community members in various situations.

New Zealand Curriculum
Levels 7 & 8

Key competencies

Thinking
Relating to others
Using language, symbols, and texts
Managing self

Technology

Understand the concepts of redundancy and reliability and their implications for the design, development, and maintenance of technological systems.

Understand the implications of technology as intervention by design and how interventions have consequences, known and unknown, intended and unintended.

English

Level 7

Integrate sources of information, processes, and strategies purposefully, confidently, and precisely to identify, form, and express increasingly sophisticated ideas.

Show a discriminating understanding of how texts are shaped for different purposes and audiences.

Level 8

Show a discriminating and insightful understanding of how language features are used for effect within and across texts.

Health and physical education

Level 7

Assess their health needs and identify strategies to ensure personal wellbeing across their lifespan.

Analyze the difference between perceived and residual risks in physical and social environments and develop skills and behavior for managing responsible action.

Adapt skills and appraise responsible attitudes in challenging physical situations and unfamiliar environments.

Analyze the beliefs, attitudes, and practices that reinforce stereotypes and role expectations, identifying ways in which these shape people’s choices at individual, group, and societal levels.

Evaluate information, make informed decisions, and use interpersonal skills effectively to manage conflict, competition, and change in relationships.

Level 8

Critically analyze dilemmas and contemporary ethical issues that influence their own health and safety and that of other people.

Critically analyze the dynamics of effective relationships in a range of social contexts.

Analyze and evaluate attitudes and interpersonal skills that enable people to participate fully and effectively as community members in various situations.

United States

ISTE Standards
1.1 Empowered learner 1.1c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways
1.2 Digital citizen 1.2a Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world. 1.2b Students engage in positive, safe, legal, and ethical behavior when using technology, including social interactions online or when using networked devices. 1.2c Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property. 1.2d Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.
1.6 Creative communicator 1.6a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. 1.6b Students create original works or responsibly repurpose or remix digital resources into new creations.

ISTE Standards

1.1 Empowered learner

1.1c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways

1.2 Digital citizen

1.2a Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.

1.2b Students engage in positive, safe, legal, and ethical behavior when using technology, including social interactions online or when using networked devices.

1.2c Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.

1.2d Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.

1.6 Creative communicator

1.6a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

1.6b Students create original works or responsibly repurpose or remix digital resources into new creations.

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Curriculum for ages 7-9

Australia

United Kingdom

New Zealand

United States

Curriculum for ages 9-10

Australia

United Kingdom

New Zealand

United States

Curriculum for ages 10-11

Australia

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Curriculum for ages 11-13

Australia

United Kingdom

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Curriculum for ages 12-15

Australia

United Kingdom

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