Benchmark 6
An embedded digital citizenship curriculum that incorporates digital literacy, online safety and security, digital etiquette and communication, digital rights and responsibilities and digital wellness
What would this ideally look like?
Digital citizenship, literacy, law and online safety are built into the PSHE / citizenship curriculum across all Key Stages (including Key Stage 5/Sixth Form/Post-16). This is well-taught, with knowledge developed over time, avoiding single one-off experiences where possible in favour of a developmental curriculum model. This includes an understanding of the affordances and risks of datafication and digitalisation and comprehensive guidance on how to live a safe and ethical life online, with explicit reference to social justice.
Self-assessment descriptors
Level 0 (Absent):
No consideration of broader elements (Digital Literacy, Online Safety and Security, Digital Etiquette and Communication, Digital Rights and Responsibilities and Digital Wellness) within the DCE curriculum. Digital citizenship topics are limited to basic digital skills without addressing broader social, psychological and environmental contexts.
Level 1 (Emerging):
Minimal integration broader elements (Digital Literacy, Online Safety and Security, Digital Etiquette and Communication, Digital Rights and Responsibilities and Digital Wellness) into the DCE curriculum. There may be occasional references or isolated lessons, but these themes are not structured or embedded into the core curriculum. Awareness of the importance of these issues is emerging among some staff.
Level 2 (Developing):
The DCE curriculum includes an initial framework for broader elements (Digital Literacy, Online Safety and Security, Digital Etiquette and Communication, Digital Rights and Responsibilities and Digital Wellness). Lessons incorporate discussions around responsible technology use, environmental impacts, and ethical considerations, though integration is still in development. There is an intent to connect DCE with issues of equity, sustainability, and justice, and resources are being gradually aligned to support this focus.
Level 3 (Proficient):
Broader elements (Digital Literacy, Online Safety and Security, Digital Etiquette and Communication, Digital Rights and Responsibilities and Digital Wellness) are well-integrated into the DCE curriculum, with clear links to responsible digital citizenship. Topics such as the environmental impact of technology, digital equity, and ethical responsibilities are embedded into lessons, and students engage with projects or case studies that explore these themes. The curriculum encourages critical thinking around digital practices, fostering a sense of responsibility toward social, psychological and environmental issues.
Level 4 (Advanced):
The DCE curriculum demonstrates a strong, holistic commitment to broader elements (Digital Literacy, Online Safety and Security, Digital Etiquette and Communication, Digital Rights and Responsibilities and Digital Wellness). Climate action, sustainability, and social equity are foundational to digital citizenship education, with comprehensive, project-based learning that empowers students to explore and address real-world issues. The curriculum fosters active digital citizens who are equipped to advocate for and contribute to social and environmental justice, both locally and globally, and is seen as a model for inclusive, responsible digital citizenship education.
Reflective questions to guide decision making
- How effective is our teaching of foundational skills for navigating and using digital tools effectively, such as creating and editing documents, using learning management systems, and communicating online?
- How adaptive is our DCE provision to new technologies, software platforms and tools such as AI and use of big data?
- What lessons do we need to deliver on assistive technologies to support equitable participation?
- How do we develop critical thinkers with respect to digital literacy?
- How do we ensure children have agency over their learning and are co-creators of a digital learning strategy?
- Pupils may know how to use a phone, but can they use other forms of digital technology (word, excel, AI chatbots, etc)?
- How will we educate children about ethical use of AI, deep-fakes, disinformation, online bullying and false advertising?
- Are pupils aware of the dangers of posting information about themselves online?
- How do we promote responsible and effective use of social media platforms, including how to manage personal and professional online personas?
- Do students understand the importance of consent in digital interactions, such as sharing photos or data about others?
- Are students aware of the data gathering that happens when they access specific online sources?
- Are they aware of the possible effects on their mental health?
- Are pupils aware of the mental health effect of cyberbullying?
- What’s the approach to issues such as data security, responsible use and resolving ethical conflicts?
- How effectively do we educate students about the importance of strong passwords, multi-factor authentication, and recognising phishing attempts?
- Are pupils aware of fake news?
- Do students understand how algorithms decide what news/content they see?
- Do students know how to fact check claims made online and offline?
- Is there a cultural shift in the ethos of the school in regard to behaviour online?
- How do we ensure students understand how to evaluate the credibility of online information, distinguishing between reliable sources, misinformation, and disinformation?
Practical steps
Low resource
- Legal Frameworks: Access to simplified resources on GDPR, copyright laws, and other relevant legal standards.
- Scenario-Based Training: Interactive quizzes or case studies to explore digital rights violations and resolutions.
- Conduct an equity audit focused on digital access and representation.
- Offer differentiated training and support to address gaps in digital literacy.
- Videos and Infographics: Explainers on concepts such as privacy laws, ethical AI use, and intellectual property rights.
- Policy Access: A repository of national and international digital law policies for reference.
- Student Projects: Resources for creating campaigns or content to promote awareness of digital laws and rights.
- Problem-Solving Apps: Tools like Scratch, Minecraft Education Edition, or coding platforms to encourage computational thinking.
- Critical Thinking Frameworks: Worksheets or templates to evaluate the reliability of online resources.
- AI Tools: Access to platforms like ChatGPT or Socrative to solve real-world problems collaboratively while addressing AI’s limitations.
- Gamified Learning: Platforms like Kahoot or Quizizz to test problem-solving skills in a competitive, engaging format.
- Project-Based Tools: Resources like Google Forms or Canva for creating digital solutions to classroom challenges.
- Case Studies: Real-life examples of ethical dilemmas in digital environments, including AI misuse or online plagiarism.
- AI Ethics Resources: Guidelines from organisations such as UNESCO or the Alan Turing Institute on ethical AI use.
- Interactive Platforms: Digital learning platforms such as Google Workspace for Education and Microsoft Teams to practice creating, sharing, and editing content.
- Evaluation Tools: Fact-checking tools like Snopes or FactCheck.org to teach students how to assess online information.
- Digital Fluency Simulations: Platforms like Codecademy or Khan Academy for hands-on practice with software and problem-solving.
- Interactive Content: Tools like Mentimeter or Padlet to facilitate ethical discussions and crowdsource ideas from students.
- Infographics and Videos: Educational content on digital ethics, including environmental impacts of technology and intellectual property rights.
- Digital Journals: Platforms for students to document and reflect on their ethical decision-making processes.
- Privacy Tools: Demonstrations of privacy settings on common platforms (Facebook, Instagram, TikTok, etc.) and password managers.
High resource
- Security Training Modules: Online resources like Google's Be Internet Awesome or CyberSprout to teach online safety.
- Tutorials and Guides: Online tutorials for basic digital tools, including video editing, document creation, and using learning management systems.
- Assistive Technologies: Tools such as screen readers, dictation software, and magnifiers for inclusive digital access.
- Launch a digital equity initiative ensuring device and connectivity access.
- Develop a school support service for families facing digital access barriers.