ONLINE SAFETY NEWSLETTER

Summer 2020

In this issue:o How to keep student data safeo Cyber security riskso Covid-19 - Revising your policieso Online Safety for parents/carers o Misinformation and Disinformation

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ONLINE SAFETY NEWSLETTER Summer 2020

WelcomeWe decided to focus this term’s online safety newsletter on the challenges we are facing during this unprecedented time with the use of technology - data security; remote working; fake news and online safety education for all. Please feel free to share this information with colleagues and other members of your school community.

New terminology

Zoombombing – This is where uninvited attendees break into and disrupt meetings with hate-filled or pornographic content.

Zoomraids – The term used for coordinating mass Zoombombings.

Cybercrime has skyrocketed

While employees struggle with distractions and new technologies, crooks continue to operate and take advantage of the uncertainty surrounding COVID-19. Having been confined to your home for the foreseeable future, you’re probably trying out new apps to stay in touch with friends, family and colleagues. Zoom, Teams and Google are seeing their names used to create newly registered fake domains. There have been 1,700 new domains

registered using the word “zoom” in some fashion or other with 25% of these new registrations happening between 1 April to 8 April.

Cyber gangs have also noted and are taking advantage of the increase in online learning with schools and universities opting to continue teaching remotely. This has resulted in domains using Google Classroom being created, replacing googleclassroom.com with googloclassroom\.com and googieclassroom\.com.

The malicious domains can be used for any number of attacks. Two specific varieties seen so far by Check Point are fake Google Classroom, Microsoft Teams URLs and some of those using Zoom were being used to spread the InstallCore PUA.

Zoom hit the headlines with security and privacy concerns which is not surprising given the fact that the number of daily users exploded from 10 million to 200 million from December to March – the perfect target for cyber criminals and those wanting to create discord amongst newbies to the technology:

30 March - Reporting cases of classroom Zoombombings, including an incident where hackers broke into a class meeting and displayed a swastika on students’ screens, led the FBI to issue a public warning about Zoom’s security vulnerabilities.

2 April - Security researchers revealed an automated tool was able to find around 100 Zoom meeting IDs in an hour, gathering information for nearly 2,400 Zoom meetings in a single day of scans meeting IDs in an hour, gathering information for nearly 2,400 Zoom meetings in a single day of scans.

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3 April - A large number of the unprotected calls had been accessed including discussion of personally identifiable information, such as private therapy sessions, telehealth training calls, small-business meetings that discussed private company financial statements, and elementary school classes with student information exposed.

8 April – Hackers around the world have begun turning to bug bounty hunting, searching for potential vulnerabilities in Zoom’s technology to be sold to the highest bidder. A Motherboard report detailed a rise in the bounty payout for weaknesses known as zero-day exploits, with one source estimating that hackers are selling the exploits for $5,000 to $30,000.

8 April - Zoom announced the formation of a chief information and security officer council and advisory board. The board’s goal is to conduct a full security review of the company’s technology.

9 April - Singapore’s Ministry of Education said it had suspended the use of Zoom by teachers after receiving reports of obscene Zoombombing incidents targeting students studying remotely.

13 April – Cybersecurity intelligence firm Cyble discovered that over 500,000 Zoom accounts were being sold on the dark web and hacker forums. The accounts are being sold for less than a penny each, with some being given away for free. Zoom users are advised to change their passwords and to check the data breach notification site, Have I Been Pwned, to help determine whether their email addresses were among those leaked in the attack.

What security and privacy changes have been made to Zoom and what steps should I take to make Zoom safer to use?

• Changed the default settings for education users enrolled in the school program to enable virtual waiting rooms and ensure teachers are the only ones who can share content in class.

• The company released a software update aimed at improving security which removes the meeting ID from the title bar when meetings are taking place.

• Be careful about how you share meeting IDs -don’t post them publicly.

• Generate a new ID for every meeting you launch using the options panel, instead of using your personal meeting ID. That way, if someone gets hold of your personal ID, future meetings won’t be disrupted by Zoombombers.

• Toggle settings to ensure meeting participants need a password to access the meeting which will further protect from disruption.

• Enable Zoom’s ‘Waiting Room’ feature, this enables the meeting host to keep would-be participants in a digital queue until they are approved to join the session. From 4 April, Zoom enabled the Waiting Room feature by default, requiring additional password settings for free users.

• If they are not required, switch off a number of features that could be exploited, including private chats, file transfers and custom backgrounds. The annotation feature, for example, could allow trolls to draw offensive shapes. You can also toggle the ‘Allow removed participants to rejoin’ option.

• Keep your desktop app up-to-date, ensuring that any security patches Zoom deploys are added to your device.

• If you want to be extra careful, use Zoom only on a mobile device, such as an iPad or an Android phone - these versions go through review in their respective app stores.

Whatever platform you use, you need to understand how to configure them securely and educate the users about the risks.

Data protection risks – how to keep student data safe:

• The sharing of student personal data with conference services e.g. when inviting students via their usernames, must be considered and a Data Protection Impact Assessment (DPIA) carried out. It is always best practice to use school-provided email addresses as data protection laws still apply.

• If the service you use records the conference, make sure that everyone is aware of this. It is also important to know the period of time recordings are going to be retained and how to access them.

• Parental consent is not required for schools to use Teams or Google Hangouts.

• Meet with students as part of the Education licence of Office 365 or G Suite for Education, as the school’s lawful basis falls under processing necessary for the performance of a task carried out in the public interest or in the exercise of official authority vested in the controller. Other video conferencing services such as Zoom may require parental consent before they can be used with students. Terms and conditions and privacy policies should be referred to when using alternatives to Office365 and G Suite for Education.

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The Guardian looked at some of the more popular choices for videoconferencing:

Zoom Pros ConsIt’s seamless to use – attendees can join by a publicly shared link from anywhere and joining does not require downloading any software. It’s a great option if you are not discussing anything private or secure – a virtual happy hour with friends, for example. The company has promised to fix issues with privacy and security, recently making default options more secure by requiring passwords to join meetings.

Zoom has had some glaring problems of privacy and security. “Zoombombings”, in which hackers enter chat rooms to drop racist language and violent threats, persist.

The company had to fix a bug that would have allowed hackers to take over a Zoom user’s Mac. It also had to change some of its policies after a Motherboard report found Zoom sends data from users of its iOS app to Facebook for advertising purposes.

The company also claimed its calls were encrypted, and then backtracked when it was proven wrong by a report in the Intercept. Senator Michael Bennet of Colorado has requested responses from Zoom’s CEO, Eric Yuan, on privacy concerns and the FTC is being called to investigate the company.

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ONLINE SAFETY NEWSLETTER Summer 2020

Skype Pros ConsSkype is free, easy to use and widely known.

The maximum number of people who can join a Skype meeting is 50, making it a difficult option for larger organisations or big get-togethers.

Microsoft Teams Pros ConsThe video platform allows for 250 people in a meeting or up to 10,000 viewers through its presentation feature. Users can easily share files and chat during meetings as well as screen-share. It is free and integrates with Skype.

The platform is built primarily for businesses, or ‘teams’. People who want individual access can do so via Skype accounts, but it appears to require a download of Skype to join meetings. Guest users can access a ‘Teams’ meeting via the browser in a similar way to Zoom meetings.

FaceTime Pros ConsApple is known for its strong encryption practices, meaning the company cannot see what you share during a call.

FaceTime is also free for Apple users and does not require the download of an app.

FaceTime is only available for users who have Apple devices, has a maximum of 32 users per call, and does not allow people to join by link, making it hard to spread the word about your online event in advance.

Google Hangouts Pros ConsIt’s free and accessible. Up to 150 people can participate in a chat, but only 25 people can participate in a video call at once.

Use it with the knowledge that Google will have even more of your data than it already does.

A hangout can be joined via Gmail, the Hangouts app or a Chrome extension but it requires a Gmail account.

Google Hangouts Meet Pros ConsThis app is similar to the video calls in the free, consumer version of Hangouts, with a few additional features such as real-time captions and support for up to 250 participants and 100,000 live stream viewers.

This tool is Google’s paid video conferencing software, provided as part of G Suite.

Online work increases cyber security risks

Online work increases cyber security risksThe most obvious risk is that most of our tasks are done online and if something’s on the Internet, then there’s always the possibility of a cybercriminal compromising it. They might attempt to do this by cracking your password, which could be easier than ever if you’re reusing login credentials for the various online apps that you need to stay in touch with your team.

Alternatively, attackers could send phishing emails that are intended to trick you into either handing over your details or downloading a malicious attachment containing a keylogger.

Have you provided guidance on storing devices securely, creating and maintaining strong passwords, and an acceptable use policy for visiting websites that aren’t work-related?

Policy and practice for remote working“Schools and colleges should, as much as is reasonably possible, consider if their existing policies adequately reflect the new reality of so many children (and in some cases, staff) working remotely online. Schools and colleges should ensure any use of online learning tools and systems is in line with privacy and data protection/GDPR requirements.”

Children and online safety away from school and college - Coronavirus (COVID-19): safeguarding in schools, colleges and other providers March 27 2020

Have you revised your policies considering COVID-19 to reflect current working practices?

• Bring Your Own Device (BYOD) for staff and students now that school systems are being accessed from home, in some cases, with personal devices.

• Data Protection*1 - prior to COVID-19, your policy may have restricted the use of personal devices to access school networks and for staff to process personal data.

• Acceptable User Policies may discourage the use of chat and forum facilities – it may not include allowing messaging between staff and students. Staff need to be made aware of not using personal social media accounts to make contact with students and only to use official school accounts. In the case of students who do not abide by the rules, what appropriate steps can and will be taken to counsel and guide them? Ensure online tuition follows best practice (e.g. 2 members of staff involved) and is in line with the School’s Safeguarding Policy. You may find some useful tips from ‘Twenty safeguarding considerations for lesson livestreaming’.

• Remote Working – this may not have been something your school required previously but staff at all levels are now finding themselves working from home whilst schools are closed. This may include aspects of health and safety and mental health and wellbeing*2.

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*1 We have created a document, ‘Protecting personal data when working from home’ and have produced a short webinar recording, ‘Using Microsoft Teams with Governors’. Both resources look at issues with data protection when working from home and provide tips on how to remain compliant with GDPR and Data Protection Act 2018.

*2 For ideas on looking after the health and safety and mental health and wellbeing of your staff whilst working remotely, please watch our short webinar recording, ‘Using Microsoft Teams with Staff’.

Have you addressed the education and knowledge of users of the technology to remain confident that your staff know how to set up and use technology safely for themselves and with students through COVID-19?

• Staff*3 and students may require educating on how to keep their personal data safer when signing up to online services for communication and remote working.

• Staff*4 may benefit from phishing scam awareness - understanding how a phishing attack works, the tactics employed by cyber criminals and what to do when they are targeted.

• Staff may benefit from understanding how to remain compliant with GDPR and Data Protection Act 2018 when working from home.

*3 We have created a document, ‘Protecting personal data when working from home’ and have produced a short webinar recording, ‘Using Microsoft Teams with Governors’. Both resources look at issues with data protection when working from home and provide tips on how to remain compliant with GDPR and Data Protection Act 2018.

*4 We can arrange to remotely deliver our ‘Cybercrimes – how safe is your data?’ training to your staff via Teams.

Fake news and COVID-19

Now is the perfect time to hook into the conspiracy theories, misinformation and disinformation that has emerged regarding the origin, scale, prevention, treatment and other such aspects of COVID-19 spread through social media and text messages.

The Guardian reported that the problem is so bad right now that Downing Street’s anti-fake news unit is dealing with up to 10 cases of coronavirus misinformation a day – and some of these articles are getting more views than all of those posted by the NHS combined. The NHS has unveiled a package of measures in the battle against coronavirus fake news.

Your computing curriculum and relationships education and health education curriculum should be looking at addressing such issues with young people whilst they are in the midst of all this information and once schools return after the lockdown.

FREE webinarThe ‘Teaching online safety in schools’ guidance from the DfE covers a number of potential harms and risks associated with fake news, disinformation and misinformation on pages 9 – 23. If you are not already familiar with this document, why not join us for a FREE 30 minute webinar on 22 May 2020? During the session, we will walk you through this document. There are two time options: 09:30 – 10:00 or 13:00 – 13:30.

Register your place now.

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The World Health Organisation (WHO) have declared how an “infodemic” of incorrect information about the virus is alarming and posing risks to global health. Medical misinformation about ways to prevent, treat, and self-diagnose coronavirus disease has circulated on social media and in some cases propagated by celebrities, politicians, or other prominent public figures. Some false claims may be commercial scams offering at-home tests, supposed preventives, and “miracle” cures.

Some misinformation and disinformation claimed the virus was a bio-weapon with a patented vaccine, a population control scheme, or the result of a spy operation. You can read more about misinformation related to the coronavirus pandemic here.

Far-right groups are encouraging illegal action including xenophobic and racist sentiments made toward the Asian community. In the UK, there are reports of far-right groups blaming Muslims for the coronavirus outbreak and falsely claiming that mosques remained open after the national ban on large gatherings.

Other such news reports include:

• 5G masts are the cause of COVID-19. There has been a call for social media platforms to act on the 5G mast conspiracy theory after mobile phone masts in Birmingham, Merseyside and Belfast were set on fire. Broadband engineers have also faced physical and verbal threats by people who believe the radiation from 5G masts cause health risks and lowers people’s immune systems.

• Children not allowed in supermarkets. Parents accusing supermarkets of not allowing them to bring their children into stores during the coronavirus epidemic and single parents unable to buy essential supplies leaving them vulnerable.

Young people and adults are reading and believing the misinformation and disinformation – they are not being discerning users of this content, not deploying critical thinking.

How are you supporting young people to navigate the mass of information available to them and to find accurate and informed pieces of news relating to COVID-19?

How are you encouraging young people to consider where they’re getting their information from? Is it sensationalised? Is it actually helpful?

What is the difference between misinformation and disinformation?

Misinformation refers to inaccuracies that stem from error.

Disinformation is deliberate falsehood spread by design.

Misinformation can be used to define disinformation—when known misinformation is purposefully and intentionally disseminated.

Some misinformation is that coronavirus started from Chinese people in Wuhan catching and eating bats in the wild that were infected with coronavirus. This notion has stemmed from facts along with misinterpretation or inaccuracies of these facts making it misinformation.

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It is fact that bats are eaten in some regions within some Asian, African, European and Pacific Rim countries and cultures. They can be grilled, barbecued, deep fried or cooked in stews and stir fried. It has been reported that the bats are not a common food source in the city of Wuhan.

Fact - scientists studying COVID-19 have linked the genetic code to bats. It is also fact that coronaviruses are a family of viruses that cause disease in animals, including COVID-19 which has been contracted by humans. Read: How COVID-19 started in China.

The source of the coronavirus is believed to be a ‘wet market’ (sometimes referred to as a ‘wildlife market’) in Wuhan which sold both dead and live animals including fish and birds. Such markets pose a heightened risk of viruses passing from animals to humans because hygiene standards are difficult to maintain if live animals are kept and butchered onsite. Typically, they are also densely packed allowing the disease to spread from species to species. The animal source of COVID-19 has not yet been identified, but the original host is thought to be bats. Bats were not sold at the Wuhan market but may have infected live chickens or other animals sold there. Read: How COVID-19 started in China.

If we look at the two sources of information based on the facts and additional information above:

• www.telegraph.co.uk/news/2020/04/15/what-coronavirus-how-covid-19-started-china/

• https://en.wikipedia.org/wiki/Bat_as_food

We need to ask ourselves:

Where is the information coming from? Who created the information? Does the web address help to provide answers on this?Is the source authoritative?

Is it more likely to be reliable and based on fact as opposed to hearsay or opinion?

Look for giveaway signs that the site or the posting isn’t reliable, such as words all in capitals or poor grammar. Be aware that some hoax, or perhaps mistaken posts, mix up real, obviously trustworthy advice with other information that’s fake or false. Don’t assume that because one part checks out, everything will.

What other sites does it link to? Are these credible sites?

Check out the places the site takes you off to, or, if it’s a social media posting, the other posts on the feed, and the kind of people who interact with it. Could it be a bot?

Can you find the information on any of the reputable sites?How long ago was the information created? Is it current or out of date?

The information sources we have are a Wikipedia page and an online broadsheet newspaper:

Wikipedia does not consider itself to be a reliable source of information because it is open to anonymous and collaborative editing but it is seen by many as a valuable starting point for research with many of the reliable sources used in its articles generally seen as legitimate sources for more in-depth information and use. Wikipedia works hard to remove false or misleading information from its pages – sometimes so quickly that most users will never see its effects.

A newspaper article could be considered a poor source of information due to its possibility for bias and over sensationalising news to rack up sales and popularity votes amongst consumers.

However, there can be a notable difference between a broadsheet and a tabloid newspaper in terms of sensationalising news and also the focus of political party following which may affect bias, so caution should always be applied when using it as a source of information.

So, we need to find additional sources of information that are either going to confirm or deny what we think we already know. We could find other information regarding delicacies and cuisine:

An article form the BBC shares the best and the goriest cuisine eaten in parts of Indonesia.

An article from a travel guide looking at extreme Indonesian foods you should try when you visit the country.

This article points out that five out of the six most shared videos on social media show Asian people eating bats and bat soup in Wuhan are not what they appear to be! Most of the videos were actually filmed either in the Pacific nation of Palau, or in Indonesia. A video posted on YouTube in January with the caption “@wuhan @coronovirus is spread through family’s Chinese bat soup”, had more than 40,000 views and was circulated on other sites hundreds of thousands of times. Many posts followed with a flurry of hateful, xenophobic comments. In actual fact, if you look closely at the video and notice the person’s surroundings it is obvious that this is NOT filmed in Wuhan. At the end of the video there is a scene showing a group of women dancing next to a pillar with the name ‘Lighthouse Palau’ written on it. A quick Google search for “Lighthouse Hotel Palau” finds a hotel with the same name and logo in the island of Palau in the Pacific Ocean.

The young woman that appears in the viral video eating bat soup is a well known Chinese influencer who often hosts travel shows. She filmed the video back in 2016 in Palau and posted it online in 2016/17.

She said she was angry that the video had been associated with the coronavirus outbreak.

A TikTok video showing a student at the University of Wuhan eating bat soup has also been deliberately misused. The girl in question IS a student at Wuhan university and did record herself eating bat soup BUT this video was filmed last summer whilst she was on vacation. She has not confirmed her location at the time of the video but refutes claims that this should be linked to Wuhan and coronavirus.

Take care over visual images. Pictures can be combined together and manipulated in other ways. Sometimes they can be taken out of context and given a different caption or attached to a different time and place to give them a completely different meaning.

The latter stories show how easy it is to data harvest information from people’s social media accounts and redistribute the data as misinformation or disinformation.

Did you know? WhatsApp is to impose restrictions on frequently forwarded messages in a bid to slow down the dissemination of fake news. If a user receives a frequently forwarded message – one which has been forwarded more than five times – under the new curbs, they will only be able to send it on to a single chat at a time. That is one fifth the previous limit of five chats, imposed in 2019.

Be mindful of what information YOU are sharing, reposting and retweeting!

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Facebook will begin showing notifications to users who have interacted with posts that contain ‘harmful’ coronavirus misinformation. The new policy applies only to misinformation that Facebook considers likely to contribute to ‘imminent physical harm’, such as false claims about ‘cures’ or statements that physical distancing is not effective. Users who like, share, comment or react with an emoji to such posts before they are deleted, will see a message in their news feed directing them to a ‘myth busters’ page maintained by the World Health Organisation (WHO).

Finding other reliable information sources regarding coronavirusThe NHS website, the UK government’s information, and the World Health Organisation are all good places for up-to-date information on COVID-19. See also: European Centre for Disease Prevention and Control.

Possible FAQs to considerIs the source of the coronavirus causing COVID-19 known? How did the first human SARS-CoV-2 infections occur?

WHO: Coronavirus disease (COVID-19) advice for the public: Myth busters

Now that we have compared our sources and considered the merits of each one, we can make more informed choices and be a discerning user of information to gain a far more rounded understanding of what is currently happening.

Take a look at the resource from the BBC on how to spot fake news, called Fact or Fake?

You can also use fact-checking websites to double-check a story such as:

• Snopes• Full Fact• BBC News Reality Check• Channel 4 News FactCheck

Guidance for parents and carers on supporting children and young people’s mental health and wellbeing during the coronavirus (COVID-19) outbreak - This advice is to help adults with caring responsibilities look after the mental health and wellbeing of children or young people, including those with additional needs and disabilities, during the coronavirus (COVID-19) outbreak.

If you require any remote support or consultancy for curriculum planning for online safety and the online safety elements of the statutory relationships education and health education from September 2020, then please get in touch to arrange the remote session(s).

Online Safety Guidance for Parents and Carers

“Schools and colleges are likely to be in regular contact with parents and carers. Those communications should be used to reinforce the importance of children being safe online.”

Children and online safety away from school and college - Coronavirus (COVID-19): safeguarding in schools, colleges and other providers March 27 2020

The Internet Matters website has advice on how to set up virtual conferencing, set privacy settings on social media or put parental controls on children’s devices.

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Our colleagues at Warwickshire County Council have produced guidance for parents on how to disable the camera on devices – if you would like a copy of this, then email vikki.bardon@entrust-ed.co.uk.

The UK Safer Internet Centre has developed guidance on how to switch on family-friendly filters to prevent age-inappropriate content being accessed on devices in your home.

The NSPCC provides more information for parents or carers with concerns about their child seeking inappropriate or explicit content online.

ParentZone - Parents are overwhelmed – here’s how we can all help.

Internet Matters - helping families adjust to a ‘new normal’ following the measures taken to stop the spread of coronavirus. They have created this dedicated space to provide expert advice, resources and tools to make the best use of tech.

Should I feel guilty about all the screen time my child is getting right now?

If young people are engaged with high-quality content that stokes curiosity and fuels imagination, who’s to say that should end when they’ve hit their screen limit? The key to this nuance is understanding that all screens are not equal. One of the things the current crisis has really brought home is how unbelievably social young people are, and want to be. In some ways, our adaptations to

staying at home have made us use technology in ways that are great for children: in service of relationships. Young people may be watching more Netflix and playing more video games than usual but they’re also video-chatting more, playing games with schoolmates, and even enjoying online playdates. Though nothing will ever replace in-person interaction for children, using tech to strengthen relationships is more important than ever.

With that in mind, here are some recommendations when it comes to using screens during this time:

• Don’t feel guilty. We are living through a massive cultural shock. Families have enough stress to deal with and counting screen minutes should be very low on the list of concerns for any of us.

• Not all screens are created equal. Worried that the online classroom is adding to your child’s screen time? Don’t be. Screen activities shouldn’t be lumped together. Some are educational; some are just for fun. Some are high-quality; some are a guilty pleasure. What we do on screens and how we do it is more important than time spent.

• Good content is key. Choose age-appropriate, high-quality media and tech for your children.

• Get creative. Let children use your phone to shoot photos and videos and then go to town with stickers, slo-mo, and other editing tools. Give them a prompt like, “Take ten pictures of something round, and then write a story connecting each thing.” Have them make their own memes, record a song, choreograph a dance video—anything that gets them using screens to fulfill their imaginations.

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• Use tech to bond. Relationships are critical to children’s healthy development. Tech can and should help children connect to friends and family, collaborate with each other, play, and share stories, pictures, and videos.

• Talk about it. We’re in a unique position where children are likely using screens more, and we may have more opportunities to join them—or at least engage with them about what they’re watching and playing. Ask questions about their favourite games, shows, and characters. Discuss ideas and issues they read about or learn about through a TV show or a game. This is an opportunity for learning about each other and sharing your values.

• Balance still matters. We should aim for a balance throughout the week. So, more screens? Fine. But also find time to be outside, to be active (indoors or outdoors, with or without screens), eat well, and talk to friends and family (on the phone, on social media, or on video chat).

National Crime Agency (NCA) predicts a rise in online sexual abuse due to coronavirus pandemic

The NCA’s latest assessment reveals that there are at least 300,000 people in the UK posing a threat to children online. The released figures come from intelligence before the coronavirus outbreak, but this number will continue to rise as the NCA revealed offenders are already discussing

opportunities over online chat forums to abuse children during this crisis.

Children with SENDResearch from the NCA revealed schools for children with special educational needs and disabilities recorded nearly 10 times the number of safeguarding concerns of a sexual nature than other residential schools.

Also, a study by the Independent Inquiry into Child Sexual Abuse (IICSA) found the most common concerns raised of a sexual nature were online and peer-on-peer abuse. They highlighted the challenges of managing children’s online safety and peer relationships.

Report it! If you suspect a child is a victim of online sexual abuse, report it immediately to CEOP.

Live Streaming and Mental Health FREE webinarWe are hosting a live webinar on Thursday 14 May 2020 starting at 10:00 for 30 minutes, to look at the risks of live streaming and the impacts on mental health and wellbeing for young people. This webinar will be one of a series of webinar additions to our, ‘Horizon’s Maintaining Wellbeing in a Digital World’ programme of events.

This webinar is FREE - Book your places now!

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#OnlineSafetyAtHome Activity Packs

Each fortnight, thinkuknow will be releasing new home activity packs with simple 15 minute activities parents can do with their child to support their online safety at a time when they will be spending more time online at home.

Centre-based coursesIn the uncertainty of when the lockdown is likely to be lifted, we would still like to make you aware that we have continued to hold dates for training events in Stafford and Birmingham as follows:

Leading Data Protection

The Data Protection Officer (DPO) should have due regard to the risk associated with processing operations, considering the nature, scope, context and purposes of processing. This course provides real practical support and advice for DPOs or data protection leads and will help you to reflect on your day-to-day practice and develop strategies that support appropriate compliance.

16 September 2020, 09:30 – 15:30 Fort Dunlop, Erdington, Birmingham, B24 9FD

23 September 2020, 09:30 – 15:30 Fort Dunlop, Erdington, Birmingham, B24 9FD

07 October 2020, 09:30 – 15:30 Entrust HQ, Riverway, Stafford, ST16 3TH Booking code: LTTL-1020-T004

£149 Subscribers£179 Non-Subscribers

Moving your school to the cloud with Google

This session offers hands-on experience to explore the G Suite which will help you work flexibly, accessing school resources online and to collaborate securely in real-time when using documents.

17 June 2020, 13:00 – 16:00 Fort Dunlop, Erdington, Birmingham, B24 9FD

04 November 2020, 09:30 – 12:00 Fort Dunlop, Erdington, Birmingham, B24 9FD

£99 Subscribers£129 Non-Subscribers

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Moving your school to the cloud with Microsoft

This session offers hands-on experience exploring the tools within Office 365 designed to help you work flexibly, accessing school resources online and to collaborate securely in real-time when using documents.

22 June 2020, 09:30 – 12:00 Fort Dunlop, Erdington, Birmingham, B24 9FD

12 October 2020, 09:30 – 12:00 Fort Dunlop, Erdington, Birmingham, B24 9FD

£99 Subscribers£129 Non-Subscribers

Online Safety in your curriculum: Primary

Online safety in a connected world - supporting online safety education within the ‘Relationship and health education’ and primary computing curricula.

Do you understand the upcoming 2020 statutory requirements of the ‘Relationship and health education curriculum’ and how to deliver the online safety elements contained within it? What gaps

exist within your provision for the online safety strand of the primary computing curriculum and these new expectations?

17 June 2020, 09:30 – 12:00 Fort Dunlop, Erdington, Birmingham, B24 9FD

28 September 2020, 09:30 – 12:00 Fort Dunlop, Erdington, Birmingham, B24 9FD

12 October 2020, 09:30 – 15:30 Entrust HQ, Riverway, Stafford, ST16 3TH Booking code: LTTL-1020-T001

£99 Subscribers£129 Non-Subscribers

Online Safeguarding for DSLs

As a child protection lead, are you aware of your online safety responsibilities (Keeping children safe in education 2018 guidance)? This comprehensive course will explore issues, guidance and responsibilities for online safety to ensure your school meets the latest requirement.

07 October 2020, 09:30 – 15:30 Fort Dunlop, Erdington, Birmingham, B24 9FD

24 September 2020, 09:30 – 15:30 Entrust HQ, Riverway, Stafford, ST16 3TH Booking code: LTTL-0920-T001

£149 Subscribers£179 Non-Subscribers

WWW.LINK2ICT.ORG/OSN

ONLINE SAFETY NEWSLETTER Summer 2020

WWW.LINK2ICT.ORG/OSN

ONLINE SAFETY NEWSLETTER Summer 2020

Smoothwall Monitor

Are you using Smoothwall Monitor effectively to safeguard your staff and pupils?

This half-day course will examine some of the issues that pupils can be exposed to. Delegates will be trained to use Smoothwall Monitor effectively. This latest monitoring solution will provide intelligent and spontaneous monitoring to identify online and offline threats before they become real-life incidents. This application will monitor and alert safeguarding staff of any critical incidents such as cyberbullying, self-harm, suicide, etc. Delegates will have the opportunity to discuss best practices.

09 July 2020, 09:30 – 12:00 Fort Dunlop, Erdington, Birmingham, B24 9FD

30 September 2020, 13:00 – 15:30 Fort Dunlop, Erdington, Birmingham, B24 9FD

05 November 2020, 09:30 – 12:00 Fort Dunlop, Erdington, Birmingham, B24 9FD

18 June 2020, 13:00 – 15:30 Entrust HQ, Riverway, Stafford, ST16 3TH Booking code: LTTL-0620-T004

14 October 2020, 13:00 – 15:30 Entrust HQ, Riverway, Stafford, ST16 3TH Booking code: LTTL-1020-T002

17 November 2020, 13:00 – 15:30 Entrust HQ, Riverway, Stafford, ST16 3TH Booking code: LTTL-1120-T002

£99 Subscribers£129 Non-Subscribers

We are here to helpIf you require any in-school support, please do get in touch, we will do all that we can to help.

StaffordEmail: lt@entrust-ed.co.ukCall: 0333 300 1900

Birmingham Email: info@link2ict.orgCall: 0121 303 5100

West Sussex Email: edtech@entrust-ed.co.ukCall: 01243 777300

Essex Email: edtech@entrust-ed.co.ukCall: 0333 300 1900

Worcester Email: edtech@entrust-ed.co.ukCall: 0333 300 1900

Education Technologiesthe new name for