Active Citizenship and Democratic Action · 3rd Year · Human Rights and Global Responsibility · Spring Term

Keeping Our Information Safe Online

Understand the importance of keeping personal information private when using the internet and how to stay safe online.

• NCCA Curriculum Specifications
• NCCA: Primary - Myself and the Wider World - Digital Citizenship
• NCCA: Primary - Myself and the Wider World - Personal Safety

About This Topic

Keeping personal information private online forms a core part of digital citizenship in the NCCA Primary curriculum's Myself and the Wider World strand. Students learn to identify sensitive details like full names, addresses, phone numbers, and school names that should never be shared publicly. They explore why asking an adult before posting photos or details protects privacy and prevents risks such as identity theft or contact from strangers. This topic addresses key questions on private information, adult guidance, and responding to uncomfortable online experiences.

Connected to human rights and global responsibility, the unit emphasizes personal safety in digital spaces. Students recognize that online actions have real-world consequences, fostering responsibility and empathy. This builds skills for democratic action by encouraging critical evaluation of online interactions and advocacy for safe digital habits among peers.

Active learning suits this topic well. Role-plays of online scenarios let students practice decisions in safe settings. Group discussions on real-life examples clarify boundaries, while creating personal safety rules reinforces retention through ownership and collaboration.

Key Questions

1. What kind of information should we keep private online?
2. Why is it important to ask an adult before sharing things online?
3. What should we do if something online makes us feel uncomfortable?

Learning Objectives

• Identify at least five types of personal information that should be kept private online.
• Explain the potential risks associated with sharing personal information online, such as identity theft or unwanted contact.
• Analyze online scenarios to determine when it is appropriate to share information and when to seek adult guidance.
• Formulate a personal online safety plan that includes steps for responding to uncomfortable online situations.
• Evaluate the credibility of online sources regarding personal safety advice.

Before You Start

Introduction to the Internet and Online Communication

Why: Students need a basic understanding of how the internet works and common ways people communicate online before learning about safety specifics.

Identifying Personal vs. Public Information

Why: A foundational understanding of what constitutes personal details is necessary to grasp why this information needs protection online.

Key Vocabulary

Personal Information	Details about yourself that, if shared widely, could identify you or compromise your safety. This includes your full name, address, phone number, and school name.
Privacy Settings	Controls on social media platforms and apps that allow you to limit who can see your posts, photos, and personal details.
Digital Footprint	The trail of data you leave behind when you use the internet, including websites you visit, emails you send, and information you post.
Cyberbullying	Harassment or bullying that takes place over digital devices like cell phones, computers, and tablets, often through social media, SMS, or gaming platforms.
Phishing	A fraudulent attempt to obtain sensitive information such as usernames, passwords, and credit card details by disguising oneself as a trustworthy entity in an electronic communication.

Watch Out for These Misconceptions

Common Misconception

Sharing info with online friends is always safe.

What to Teach Instead

Online friends may not be who they claim, and info can spread quickly. Role-plays help students see risks in action, while group sorting activities build judgment on trust levels.

Common Misconception

Trusted sites or apps do not need privacy caution.

What to Teach Instead

Even popular sites collect data; rules apply everywhere. Discussions of real examples clarify this, and creating pledges reinforces consistent habits across platforms.

Common Misconception

If something feels wrong online, ignore it.

What to Teach Instead

Uncomfortable feelings signal danger; report immediately. Scenario role-plays practice responses, helping students gain confidence through peer feedback.

Active Learning Ideas

Role-Play: Online Scenarios

Prepare cards with scenarios like 'A chat friend asks for your address' or 'A game requests your photo.' In pairs, students act out the situation, decide safe responses, and share with the class. Debrief on why choices matter.

30 min·Pairs

Sorting Game: Share or Not?

Print images and statements of info types (e.g., favorite color vs. home address). Students sort into 'safe to share' and 'keep private' piles in small groups, then justify choices. Display sorts for class vote.

25 min·Small Groups

Safety Pledge Posters

Students draw or write personal online safety rules, like 'Ask an adult first.' In small groups, combine into a class poster and present pledges. Hang posters as ongoing reminders.

35 min·Small Groups

Discussion Circles: Uncomfortable Moments

Pose key questions in a whole-class circle. Students share what makes them uncomfortable online and brainstorm actions like 'tell a trusted adult.' Record ideas on chart paper.

20 min·Whole Class

Real-World Connections

• Law enforcement agencies, like the Garda Síochána's Cybercrime Unit, investigate cases of online fraud and child exploitation, highlighting the real-world consequences of poor online safety practices.
• Companies such as Google and Meta (Facebook, Instagram) provide privacy controls and safety centers to help users manage their online experience and report harmful content.
• Journalists investigating online privacy issues often interview cybersecurity experts who advise on best practices for protecting personal data from hackers and data breaches.

Assessment Ideas

Exit Ticket

Provide students with a scenario: 'You receive a message from someone you don't know asking for your favorite color and your town.' Ask them to write: 1. What is the most important thing to do with this message? 2. Why is that the best action?

Quick Check

Display a list of online activities (e.g., posting a photo of your pet, sharing your birthday, commenting on a friend's post, accepting a friend request from a stranger). Ask students to hold up a green card if it's generally safe, a yellow card if caution is needed, and a red card if it's unsafe, and briefly explain their reasoning for one choice.

Discussion Prompt

Pose the question: 'Imagine your friend is posting pictures of your class trip online without asking you first. What advice would you give them, and what steps could you take?' Facilitate a brief class discussion focusing on consent and respecting privacy.

Frequently Asked Questions

What personal information should 3rd years keep private online?

Keep full names, addresses, phone numbers, school details, exact birthdates, and photos with locations private. Safe shares include general interests like favorite games. Teach through sorting activities where students categorize info, discuss reasons, and connect to real risks like strangers finding them.

Why ask an adult before sharing online?

Adults spot hidden dangers kids miss, like scams or bullies. It builds safe habits and support networks. Role-plays show decision-making steps, while pledges commit students to this practice, linking to curriculum safety standards.

How can active learning help teach online safety?

Active methods like role-plays and sorting games make abstract rules concrete and memorable. Students practice responses in low-stakes settings, discuss peer ideas, and create their rules, boosting retention and real-world application over passive lectures.

What to do if online content feels uncomfortable?

Stop, close the tab, tell a trusted adult right away, and block/report if possible. Follow school or platform guides. Discussion circles let students share feelings and strategies, normalizing help-seeking and aligning with NCCA personal safety goals.