{"id":28072,"date":"2024-10-07T04:41:38","date_gmt":"2024-10-07T04:41:38","guid":{"rendered":"https:\/\/www.orbeducation.com\/au\/?post_type=product&p=28072"},"modified":"2025-03-10T14:33:41","modified_gmt":"2025-03-10T14:33:41","slug":"cyber-safety-and-security-2024-yrs-7-8","status":"publish","type":"product","link":"https:\/\/www.orbeducation.com\/au\/product\/cyber-safety-and-security-2024-yrs-7-8\/","title":{"rendered":"Cyber Safety and Security 2024 (Yrs 7-8)"},"content":{"rendered":"

Curriculum Information<\/strong><\/h3>\n

0. Cover, Checklist<\/strong><\/p>\n

1. Vocab<\/strong><\/p>\n

2. Cautious Connections<\/strong>
\nNSW Comp Tech (2024)-Net: \u00a4 Specify the non-functional requirements of a networked solution: Social benefit or facilitating social interactions. <\/p>\n

3. Cyberbullying<\/strong>
\n“NSW DT(Tech Mand): LS – \u00b7 explore social and ethical issues associated with digital solutions, for example:
\n\u2013 cyber safety
\n\u2013 appropriate digital communicationNSW Comp Tech (2024)-Net: \u00a4 Explore how people\u2019s changing expectations and concerns for security and privacy have shaped computer technology: Identity verification of social media profiles, such as considering cyber safety before connecting with someone on social media. ”<\/p>\n

4. Passwords<\/strong>
\nAC V9.0 (Recap 5-6): – using multiple accounts, each with different passphrases, to access each website or app used for school and home, for example having a different username and password combination for school, gaming and music accounts
\nAC V9.0 (Recap 5-6): – explaining why re-using a password is risky when one of them is found out, for example how a compromised password from one social media account might be able to be used to access their bank or school account if the password is the same and other details are also compromised
\nAC V9.0 (7-8): \u00b7 explain how multi-factor authentication protects an account when the password is compromised … (AC9TDI8P13)
\nAC V9.0 (7-8): – explaining how multi-factor authentication prevents unauthorised access by prompting the account owner for a token or single-use password, for example demonstrating how a funds transfer from their bank account requires not only logging in, but provision of a one-time password received via\u202fSMS
\nAC V9.0 (7-8): Investigate personal security controls, including multi-factor authentication, to protect their data if passwords are compromised\u2026<\/p>\n

5. Your Personal Data<\/strong><\/p>\n

6. Big Data<\/strong>
\nAC V9.0 (7-8):
\n7. Digital Footprint<\/strong>
\nAC V9.0 (Recap 5-6): – describing scenarios where data, images or both that have been posted online can lead to information being resurfaced at a later date, for example how a comment made on a social media post or video associates a person with both their comment and the content
\nAC V9.0 (Recap 5-6): Identify their digital footprint and recognise its permanence.
\nAC V9.0 (7-8): Manage their digital footprint.
\nAC V9.0 (7-8): \u00b7 investigate and manage the digital footprint existing systems and student solutions collect and assess if the data is essential to their purpose (AC9TDI8P14)
\nAC V9.0 (7-8): – reviewing and managing their digital footprint across online digital tools that they use, for example selecting their default privacy and sharing settings on social media accounts<\/p>\n

8. Data Privacy<\/strong>
\nAC V9.0 (7-8): – assessing the appropriateness and relevance of data collected by surveys from other students and organisations they complete online, for example identifying that providing your address data is not necessary for a survey asking about your food preferences but providing the address for the Census would be appropriate
\nAC V9.0 (7-8): – investigating the ethical obligations of individuals and organisations regarding ownership and privacy of data and information by researching an online platform\u2019s privacy policy for data collection, use and storage information and discussing impacts on digital footprint<\/p>\n

9. Data Security<\/strong>
\nAC V9.0 (7-8): Investigate personal security controls… and they understand the impact of phishing and other cyber security threats on people and data.<\/p>\n

10. Securing Your Data<\/strong>
\nNSW Comp Tech (2024)-Net: \u00a4 Evaluate the social impacts and ethical and legal responsibilities in connecting people and systems: … protecting personally identifying information (PII).
\nNSW Comp Tech (2024)-Net: \u00a4 selects and applies safe, secure and responsible practices in the ethical use of data and computing technology NSW Comp Tech (2024)5-SAF-01: <\/p>\n

11. Collaboration<\/strong>
\nAC V9.0 (Recap 5-6): – defining and acting collectively using online community standards and valuing the work of others, for example moderating language and behaviour in an online class forum, not deleting the work of collaborators, and respecting others\u2019 intellectual propertyNSW DT(Tech Mand): LS – – collaboration
\nAC V9.0 (Recap 5-6): Select and use appropriate digital tools effectively to plan, create, locate and share content, and to collaborate, applying agreed conventions and behaviours.
\nAC V9.0 (7-8): – collaborating effectively online using cloud storage, for example setting up and managing a shared space in an online repository\u2026
\nAC V9.0 (7-8): Select and use a range of digital tools efficiently and responsibly to create, locate and share content; and to plan, collaborate on and manage projects.
\nAC V9.0 (7-8): – determining and recording the tasks, responsibilities and timeframes for a collaborative project, for example using a spreadsheet to record tasks and their sequence, critical dates and who is responsible for each task so a project can be finished on time<\/p>\n

12. Encryption<\/strong>
\nAC V9.0 (7-8): – exploring simple encryption and decryption algorithms, for example ROT13 and XOR<\/p>\n

13. Encryption Spreadsheets<\/strong><\/p>\n

14. Copyright<\/strong>
\nNSW DT(Tech Mand): \u2013 copyright and intellectual property<\/p>\n

15. Accessibility<\/strong>
\nNSW DT(Tech Mand): \u2013 accessibility<\/p>\n

By Curriculum<\/strong><\/h3>\n

Australian Curriculum V9.0 (2024)<\/strong>
\nAC V9.0 (Recap 5-6): \u00b7 access multiple personal accounts using unique passphrases and explain the risks of password re-use (AC9TDI6P09)
\nAC V9.0 (Recap 5-6): – using multiple accounts, each with different passphrases, to access each website or app used for school and home, for example having a different username and password combination for school, gaming and music accounts
\nAC V9.0 (Recap 5-6): – explaining why re-using a password is risky when one of them is found out, for example how a compromised password from one social media account might be able to be used to access their bank or school account if the password is the same and other details are also compromised
\nAC V9.0 (7-8): \u00b7 explain how multi-factor authentication protects an account when the password is compromised … (AC9TDI8P13)
\nAC V9.0 (7-8): – explaining how multi-factor authentication prevents unauthorised access by prompting the account owner for a token or single-use password, for example demonstrating how a funds transfer from their bank account requires not only logging in, but provision of a one-time password received via\u202fSMS
\nAC V9.0 (7-8): Investigate personal security controls, including multi-factor authentication, to protect their data if passwords are compromised\u2026
\nAC V9.0 (7-8): – investigating how recommendation algorithms used in media services rely on data that tracks user habits, for example how music streaming services generate playlists that contain songs from genres and artists that are similar to those you listen to regularly
\nAC V9.0 (7-8):
\nAC V9.0 (Recap 5-6): \u00b7 explain the creation and permanence of their digital footprint and consider privacy when collecting user data (AC9TDI6P10)
\nAC V9.0 (Recap 5-6): – describing scenarios where data, images or both that have been posted online can lead to information being resurfaced at a later date, for example how a comment made on a social media post or video associates a person with both their comment and the content
\nAC V9.0 (Recap 5-6): Identify their digital footprint and recognise its permanence.
\nAC V9.0 (7-8): Manage their digital footprint.
\nAC V9.0 (7-8): \u00b7 investigate and manage the digital footprint existing systems and student solutions collect and assess if the data is essential to their purpose (AC9TDI8P14)
\nAC V9.0 (7-8): – reviewing and managing their digital footprint across online digital tools that they use, for example selecting their default privacy and sharing settings on social media accounts
\nAC V9.0 (Recap 5-6): – explaining why collecting the smallest amount of data needed for a purpose is important to protect someone’s privacy, for example how choosing not to collect information about someone’s birthdate when it is not necessary ensures that private data cannot be stolen in a cyber attack
\nAC V9.0 (7-8): – assessing the appropriateness and relevance of data collected by surveys from other students and organisations they complete online, for example identifying that providing your address data is not necessary for a survey asking about your food preferences but providing the address for the Census would be appropriate
\nAC V9.0 (7-8): – investigating the ethical obligations of individuals and organisations regarding ownership and privacy of data and information by researching an online platform\u2019s privacy policy for data collection, use and storage information and discussing impacts on digital footprint
\nAC V9.0 (7-8): \u00b7 … identify phishing and other cyber security threats (AC9TDI8P13)
\nAC V9.0 (7-8): Investigate personal security controls… and they understand the impact of phishing and other cyber security threats on people and data.
\nAC V9.0 (7-8): – identifying the common techniques used in phishing scams to identify and exploit susceptible users, for example using an email address from an unofficial domain when pretending to be an online retailer, or including grammatical errors to help filter out users who are more likely to detect the\u202fscam
\nAC V9.0 (Recap 5-6): Explore different ways of working collaboratively, such as agreeing on how tasks should be allocated and content shared.
\nAC V9.0 (Recap 5-6): – defining and acting collectively using online community standards and valuing the work of others, for example moderating language and behaviour in an online class forum, not deleting the work of collaborators, and respecting others\u2019 intellectual property
\nAC V9.0 (Recap 5-6): Select and use appropriate digital tools effectively to plan, create, locate and share content, and to collaborate, applying agreed conventions and behaviours.
\nAC V9.0 (7-8): – collaborating effectively online using cloud storage, for example setting up and managing a shared space in an online repository\u2026
\nAC V9.0 (7-8): Select and use a range of digital tools efficiently and responsibly to create, locate and share content; and to plan, collaborate on and manage projects.
\nAC V9.0 (7-8): – determining and recording the tasks, responsibilities and timeframes for a collaborative project, for example using a spreadsheet to record tasks and their sequence, critical dates and who is responsible for each task so a project can be finished on time
\nAC V9.0 (7-8): – explaining why cryptography is necessary for securing data, for example transmitting credit card details over the internet
\nAC V9.0 (7-8): – exploring simple encryption and decryption algorithms, for example ROT13 and XOR<\/p>\n

NSW Digital Technologies (Tech Mandatory)<\/strong>
\nNSW DT(Tech Mand): LS – – applying safe practices when communicating online
\nNSW DT(Tech Mand): \u00b7 identify social, ethical and cyber security considerations of digital solutions, for example:
\nNSW DT(Tech Mand): LS – – appropriate digital communication
\nNSW DT(Tech Mand): \u2013 privacy issues and digital footprints
\nNSW DT(Tech Mand): LS – – managing privacy settings when using social media
\nNSW DT(Tech Mand): LS – \u00b7 explore social and ethical issues associated with digital solutions, for example:
\nNSW DT(Tech Mand): LS – \u00b7 evaluate their design and production skills, for example: DT
\nNSW DT(Tech Mand): LS – – collaboration
\nNSW DT(Tech Mand): LS – – copyright when using online images and media
\nNSW DT(Tech Mand): \u2013 copyright and intellectual property
\nNSW DT(Tech Mand): LS – – accessibility of online content
\nNSW DT(Tech Mand): \u2013 accessibility<\/p>\n

NSW Computing Technology (2024)<\/strong>
\nNSW Comp Tech (2024)-Net: \u00a4 Describe the purpose of connecting people and systems:
\nNSW Comp Tech (2024)-Net: \u00a4 Specify the non-functional requirements of a networked solution: Social benefit or facilitating social interactions.
\nNSW Comp Tech (2024)-Net: \u00a4 Evaluate the social impacts and ethical and legal responsibilities in connecting people and systems: Social: online access to services, remote working, cyber bullying, or the filter bubble.
\nNSW Comp Tech (2024)-Net: \u00a4 Explore how people\u2019s changing expectations and concerns for security and privacy have shaped computer technology: Identity verification of social media profiles, such as considering cyber safety before connecting with someone on social media.
\nNSW Comp Tech (2024)-Data: \u00a4 Explore design principles and issues relevant to analysing data, including visualisation principles, data trails and ownership of data: Accessing and restricting your historical data or tracking users to customise advertising with browser cookies.
\nNSW Comp Tech (2024)-Net: \u00a4 Specify what data is collected, who owns it, and how it will be protected, considering privacy and cybersecurity, including when interpreting data:
\nNSW Comp Tech (2024)-Net: \u00a4 Evaluate the social impacts and ethical and legal responsibilities in connecting people and systems: Legal: reporting data breaches to users and regulators, anonymising data and disposal of PII.
\nNSW Comp Tech (2024)-Net: \u00a4 Evaluate solutions against the predetermined functional and non-functional requirements that meet social, ethical and legal responsibilities and cybersecurity principles:
\nNSW Comp Tech (2024)-Net: \u00a4 Explore how people\u2019s changing expectations and concerns for security and privacy have shaped computer technology: Using appropriate firewall settings, such as implementing cyber security to browser software.
\nNSW Comp Tech (2024)-Net: \u00a4 Evaluate the social impacts and ethical and legal responsibilities in connecting people and systems: Ethical: black-hat and white-hat hacking, Digital Literacy codes of conduct, or protecting personally identifying information (PII).
\nNSW Comp Tech (2024)-Net: \u00a4 selects and applies safe, secure and responsible practices in the ethical use of data and computing technology NSW Comp Tech (2024)5-SAF-01:
\nNSW Comp Tech (2024)-UE: \u00a4 manages, documents and explains individual and collaborative work practices NSW Comp Tech (2024)5-COL-01:
\nNSW Comp Tech (2024)-Data: \u00a4 Investigate issues with the use of data, including cyber safety, security, privacy and ethics: Breach of copyright.
\nNSW Comp Tech (2024)-Net: \u00a4 Investigate how the profile and attributes of end users are used by developers when creating products: Accessibility needs, such as vision and hearing.<\/p>\n","protected":false},"excerpt":{"rendered":"

Learning how to be safe online is essential for all students as they increase their exposure to the internet and the array of potential problems that come with it. These issues have been recognised by those developing our curricula and given an increased presence from 2024.<\/p>\n

ORB Education’s new Cyber Safety and Security<\/em> pack includes 15 separate resources, each full of student-centred activities. The ideas covered include:<\/p>\n