Personal+Privacy





**By Sarah Wagstaff, Melanie Beardsmore and Kathryn Gray**

OVERVIE﻿W
Students these days feel that technology use is a right and not a privilege, and they are often pushing the boundaries with their use of technology (Ribble & Bailey, 2005). As technology is vastly growing, social networking and all forms of mass communication are here to stay, so schools should embrace this and provide opportunities for their students to learn how to become ethical digital citizens within this fast paced world of technology. Due to this, we have decided to develop a unit of work on personal privacy, to educate students about keeping their private information safe online. This unit of work is based at VELS level 4, however could be adapted to suit lower levels.

**VELS**
They identify opinions offered by others, propose other relevant viewpoints and extend ideas in a constructive manner. || Students password protect and back up important files and use file naming conventions that allow easy retrieval. ||
 * =Domain= || =Dimension= || =Standard= ||
 * =Arts= || =** Creating and making **= || =====At Level 4, students independently and collaboratively experiment with and apply a range of skills, techniques and processes using a range of media, materials, equipment and technologies to plan, develop, refine, make and present arts works. In their arts works, they communicate ideas and understandings about themselves and others, incorporating influences from their own and other cultures and times. ===== ||
 * =Communication= || = ** Listening, viewing and responding ** = || At Level 4, students ask clarifying questions about ideas and information they listen to and view. They develop interpretations of the content and provide reasons for them. ||
 * || = ** Presenting ** = || At Level 4, students summarise and organise ideas and information, logically and clearly in a range of presentations. They identify the features of an effective presentation and adapt elements of their own presentations to reflect them. Using provided criteria, they evaluate the effectiveness of their own and others’ presentations. ||
 * =English= || = ** Reading ** = || At Level 4, students read, interpret and respond to a wide range of literary, everyday and media texts in print and in multimodal formats. They analyse these texts and support interpretations with evidence drawn from the text. ||
 * || = ** Writing ** = || At Level 4, students produce, in print and electronic forms, a variety of texts for different purposes using structures and features of language appropriate to the purpose, audience and context of the writing. They employ a variety of strategies for writing, including note-making, using models, planning, editing and proofreading. ||
 * || = ** Speaking and listening ** = || At Level 4, students plan, rehearse and make presentations for different purposes. They sustain a point of view and provide succinct accounts of personal experiences or events
 * =Health and physical education= || = ** Health knowledge and promotion ** = || At Level 4, students identify and discuss the validity of the ways in which people define their own and other people’s identity. They describe the actions they can take if they feel unsafe at home, school and in the community. They describe the physical, social and emotional dimensions of health and establish health goals and plan strategies for improving their personal health. ||
 * =Information and communications technology= || = ** ICT for creating ** = || At Level 4, students safely and independently use a range of skills, procedures, equipment and functions to process different data types and produce accurate and suitably formatted products to suit different purposes and audiences. They use design tools to represent how solutions will be produced and the layout of information products.
 * || = ** ICT for communicating ** = || At Level 4, students use email, websites and frequently asked question facilities to acquire from, or share information with, peers and known and unknown experts. They successfully upload their work to a protected public online space. ||
 * =Interpersonal development= || = ** Building social relationships ** = || At Level 4, students demonstrate, through their interactions in social situations, respect for a diverse range of people and groups. ||
 * || = ** Working in teams ** = || At Level 4, students work effectively in different teams and take on a variety of roles to complete tasks of varying length and complexity. They work cooperatively to allocate tasks and develop timelines. Students accept responsibility for their role and tasks. ||
 * =Personal learning= || = ** The individual learner ** = || At Level 4, students seek and respond to teacher feedback to develop their content knowledge and understanding. They identify and explain how different perspectives and attitudes can affect learning. ||
 * || = ** Managing personal learning ** = || At Level 4, students develop and implement plans to complete short-term and long-term tasks within timeframes set by the teacher, utilising appropriate resources. They undertake some set tasks independently, identifying stages for completion. They persist when experiencing difficulty with learning tasks. They seek and use learning support when needed from peers, teachers and other adults. ||
 * =Thinking processes= || = ** Reasoning, processing and inquiry ** = || <span style="background: white; font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 140%;">At Level 4, students develop their own questions for investigation, collect relevant information from a range of sources and make judgments about its worth. They distinguish between fact and opinion. They use the information they collect to develop concepts, solve problems or inform decision making. They develop reasoned arguments using supporting evidence. ||
 * || = ** Creativity ** = || <span style="background: white; font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 140%;">At Level 4, students use creative thinking strategies to generate imaginative solutions when solving problems. They demonstrate creativity in their thinking in a range of contexts and test the possibilities of concrete and abstract ideas generated by themselves and others. ||
 * || = ** Reflection, evaluation and metacognition ** = || <span style="background: white; font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 140%;">At Level 4, students use a broad range of thinking processes and tools, and reflect on and evaluate their effectiveness. They articulate their thinking processes. They document changes in their ideas and beliefs over time. ||

UNIT OF WORK

 * =Lesson Overview= || =Lesson Plan with Resources= ||
 * ===This lesson introduces students to online personal privacy. Students record their prior knowledge on the KWL chart and watch relevant videos on personal privacy.===

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 * ===In this lesson, students will learn about the importance of personal privacy in relation to social networks. They will consider what information strangers can access or learn===

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 * ===In this lesson, students will look at what information could help others to indentify them easily and that should be kept===

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 * ===In this lesson students will take the information they have learnt about online personal privacy and look closely at their own social networking sites and adjust their privacy settings to reflect the new learning they have developed on this topic.﻿=== || [[file:Your Pesonal Privacy.pdf]] ||
 * ===This lesson is the beginning of the planning stage for students own projects on personal privacy, they will watch the short film﻿ Keep it===

secret, Keep it safe and will draw from that the main issues surrounding online personal privacy and in small groups decide which one of these issues they will be presenting in their own short film.
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 * ===Students will take the issue they decided on last lesson and begin to develop their projects in their small groups. They will be required to hand in a completed script and story board at the end of the lesson (This lesson may need to be run twice to allow sufficient time for planning)=== || [[file:Project Development.pdf]] ||
 * ===Students will look in depth at what it means to be an online citizen and learn about the rules and responsibilities of online use. Students will also select their editing format program from a various range of multimedia options for their group presentation.=== || [[file:Safe Cyber use and editing program selection lesson plan.pdf]][[file:InternetSafety_web[1].pdf]][[file:Students individual online privacy contract.pdf]][[file:PMI Chart for editing program selection.pdf]][[file:teacher assessment rubric - video editing.pdf]] ||
 * ===Students will begin the filming process of their online privacy film using flip cams and follow the format of their storyboards/ scripts. Students will also edit their films using their selected editing program.=== || [[file:Filming and Editing lesson plan.pdf]][[file:teacher assessment rubric - video editing.pdf]][[file:Teacher assessment rubric - Artefect presentation.pdf]] ||
 * ===Students will complete editing of their project and then present their final project to the class for assessment. Students will also assess other students work and complete an individual reflection on how they have worked on this project and also what they have learned through this unit using their KWL Chart.=== || [[file:Student presentation and Assessment Lesson plan.pdf]][[file:Student peer assessment rubric.pdf]][[file:Teacher assessment rubric - Artefect presentation.pdf]][[file:KWL_Chart.pdf]][[file:Student self assessment rubric.pdf]] ||

Planning:

 * Storyboard || [[file:Keep it secret, keep it safe storyboard.pdf]] ||
 * Script || [[file:Keep it Secret, Keep it Safe Script.pdf]] ||

Video:
media type="youtube" key="uatqEn9t3jk" height="345" width="420"


 * ===**Action Plan and Reflection**=== || [[file:Pebblepad Action Plan and Reflection.pdf]] ||

Ribble, M. S., & Bailey, G. D. (2005). Developing Ethical Direction. //Learning and Leading with Technology// //, 32// (7), 36-38.
Victorian Curriculum and Assessment Authority. (2007). //Standards: Level 4//. Retrieved August 9, 2011, from Victorian Essential Learning Standards: []

Freire, L. (2010). //Shhh//. Retrieved August 8, 2011, from Pulso E Penso: []