CACHE Level 2

Certificate in Understanding
Safeguarding and Prevent

ONLINE RISK

ILLEGAL ACTIVITY

ACCEPTABLE USE POLICY

ADVICE AND SUPPORT

BULLYING AND HARASSMENT

TERROR-RELATED GROOMING

Workbook 3
Understanding Online Safety
 How to use your learning materials

This course is delivered on a flexible learning basis. This means that most of your
study will take place away from your Assessor/Tutor. It helps to carefully plan your
studying so that you get the most out of your course. We have put together some
handy tips for you below.

Study Guidance

•• Try to plan an outline timetable of when and where you will study.
•• Try to complete your work in a quiet environment where you are unlikely to
be distracted.
•• Set realistic goals and deadlines for the various elements of your course.
•• Plan what you are going to study during each session, and try and achieve
this each time.
•• After each session, reflect on what you have achieved and plan what you hope to
complete next time.
•• Remember that not only do you have the support of your Assessor/Tutor, but it is
likely that your family, friends and work colleagues will also be willing to help.

Assessor/Tutor Support

Your Assessor/Tutor will be available to support and guide you through the
programme. They are experts in your area of study and are experienced in helping
many different types of learners.
They can help you to improve the standard of work you submit and will give
you useful feedback on areas in which you have excelled, as well as where
you can improve.
Remember to listen to, or read, their feedback carefully. Ask if you are unsure about
any of the feedback you receive as your Assessor/Tutor is there to help.
Make note of any tips they give. Refer to the learning materials as they contain the
information you need to complete the end-of-unit assessments.
Look out for areas in which you can improve, and set yourself an action plan to make
sure you complete the required work.
Take positive feedback on board; this demonstrates you are doing things right and
have a good understanding of the subject area.
Use the feedback to avoid repeating any mistakes you may have made.

Enjoy your studies!

2 © LCG 2018
 CACHE Level 2 Certificate in Understanding
Safeguarding and Prevent
Workbook 3
Understanding Online Safety
Workbook Contents

In this workbook, you will learn about inappropriate and illegal online activity and the
potential consequences of terror-related grooming, downloading and sharing illegal
material. You will explore a range of online risks, including stalking and identity theft,
and will examine why acceptable use policies are created and how they are used.
Finally, you will examine behavioural changes that result from inappropriate and illegal
online activity and where to seek advice and support for online-related issues.

Contents
This workbook contains four sections: Page
Section 1: Understand the potential consequences of inappropriate
or illegal online activity 4
Section 2: Understand how to reduce the risks posed online 16
Section 3: Know about potential signs and behavioural changes that
could cause concern 29
Section 4: Extension activities 34

Each section has a corresponding assessment that must be

CACHE Level 2 Certificate in Understanding
completed in order to achieve this part of the programme. Safeguarding and Prevent
Assessment 3

The assessments for this workbook can be found in: Understanding Online Safety
Learner contact details

Assessment 3
Name:

Contact address:

Postcode: Contact number:

Email:

Learner declaration

When you have completed this workbook, you should I confirm that the answers in Assessment 3 were completed by me, represent my own
ideas and are my own work.
Learner signature: Assessment date:

attempt the assessment. Your Assessor/Tutor will then give If you need any help in completing these Assessments, refer to the
relevant section within Workbook 3, or contact your Assessor/Tutor.

you detailed written feedback on your progress. Please tick one of the boxes below to show what your status will be when you complete this course.
 EMP 1 In paid employment for 16 hours or more
per week
 GAP 1 Gap year before
starting HE
 EMP 2 In paid employment for less than 16 hours  EDU 1 Traineeship
per week  EDU 2 Apprenticeship
 EMP 4 Self-employed for 16 hours or more per week  EDU 3 Supported Internship
 EMP 5 Self-employed for less than 16 hours per week  EDU 4 Other FE* (Full-time)
 NPE 1 Not in paid employment, looking for work and
 EDU 5 Other FE* (Part-time)
available to start work
 NPE 2 Not in paid employment, not looking for work  EDU 6 HE
and/or not available to start work (including retired)  OTH # (please state)
 VOL 1 Voluntary work ………………………………

Assessment 3 1

Upon successful completion of this qualification, learners will be awarded the NCFE
CACHE Level 2 Certificate in Understanding Safeguarding and Prevent: 603/2818/6.
This CACHE branded qualification is certificated by the Awarding Organisation NCFE.

Workbook 3 3
 Section 1: Understand the potential consequences of
inappropriate or illegal online activity

In this section, you will explore the consequences associated with the way individuals
behave online, the people they contact online and the content they post or interact
with online.

Potential consequences of online conduct

Please read the following as it will help you to answer question 1.

At a time when most of us use the Internet on a daily basis, it has become essential
that we understand the consequences of the way we behave, the people we interact
with and the type of content we post online.

Online conduct

Online conduct refers to the way an individual behaves while online. Read the
information below to learn more about the potential consequences of different types
of online conduct.

Illegally downloading software, music, films, images or publications

In 2016, the government moved to introduce harsher punishments for ‘pirates’ who
illegally download music and videos with the Digital Economy Bill. This means that it is
possible to be handed a 10-year sentence for copyright crimes.

Hacking
The Computer Misuse Act 1990 makes it illegal to gain:
•• unauthorised access to computer material
•• unauthorised access with intent to commit or facilitate commission of further
offences
•• unauthorised acts with intent to impair, or with recklessness as to impairing,
operation of computer, etc.
Two amendments have been made to the Act:
Police and Justice Act 2006
Serious Crime Act 2015, which added:
•• unauthorised acts causing, or creating risk of, serious damage
•• making, supplying or obtaining articles for use in an offence

4 © LCG 2018
 Section 1: Understand the potential consequences of
inappropriate or illegal online activity

Each of these offences carries a chance of 3-10 years in prison – up to life

imprisonment for certain crimes.
If an act is deemed to be “designed seriously to interfere with or seriously to disrupt
an electronic system”, it may fall under the remit of the Terrorism Act 2006 and be
classed as an act of terrorism. These crimes are punished much more harshly and
can result in years of imprisonment.
Hacking offences that are committed by an individual located in the UK in another
country can result in the offender being extradited from the UK to the country in
which the hacking took place to be tried in their court system. The UK has extradition
treaties with over 100 other countries across the world.

Gambling
Online gambling is the largest gambling sector in the UK. According to statistics from
the Gambling Commission, online gambling accounts for 33% of all gambling in
Britain, yielding the industry £4.5 billion between April 2015 and March 2016.
In a separate report, the Gambling Commission found that 2 million people in the UK
are either addicted to gambling or at risk of developing a problem.
The consequences of gambling can be catastrophic and include:
•• losing vast sums of money
•• becoming addicted
•• bankruptcy
•• losing possessions, family and friends
•• losing employment

Terrorism and terror-related grooming

The war against terror began following the terrorist attacks on September 11, 2001,
and since then, the Internet has become one of the main stages of recruitment for
terrorist organisations. As a result, new laws and police powers have been introduced
to try and interfere with these activities.
Terror-related grooming refers to activities by terrorists to draw people into terrorism
by using a combination of flattery, bribery and threats. Terrorists often use social
media, including Twitter and Facebook, to contact the young and vulnerable and use
sophisticated methods to groom them and encourage them to embrace extreme
beliefs and views. In many cases, once terrorists have made contact on a mainstream
form of social media, they will move to other platforms, including Kik Messenger,
WhatsApp and Whisper.

Workbook 3 5
 Section 1: Understand the potential consequences of
inappropriate or illegal online activity

The legal consequences of terror-related grooming and online terrorist offences are
enshrined in the Terrorism Act 2006. Following the 7 July bomb attacks in London,
the Terrorism Act 2006 was created as a means of disrupting the training and
recruitment of potential terrorists. The aim of the Act is “to make provision for and
about offences relating to conduct carried out, or capable of being carried out, for
purposes connected with terrorism.”

Under the Terrorism Act 2006, the following rules apply to online activity:
•• it is a criminal offence to encourage terrorism by directly or indirectly inciting or
encouraging others to commit acts of terrorism. This includes “glorification” of terror
by people who “praise or celebrate” terrorism in a manner that encourages others to
commit terrorist acts. If convicted of encouraging terrorism, the punishment is seven
years in prison
•• it is an offence to sell, loan, distribute or transmit terrorist publications, e.g. a
bomb-making manual
•• the Home Secretary can ban groups that glorify terrorism, including those who do so
online

The most common offences that are charged under the Terrorism Act are:
•• Section 5 – preparation of terrorist acts. Proof must be provided which shows that
an individual has engaged in the preparation of acts of terrorism or assisted others
in the preparation of acts of terrorism. The individual may have played a minor role
or planned murders, and the maximum sentence is life in prison.
•• Section 58 – collecting information. It is an offence to possess, collect or make a
record of information that could be useful to a person committing or preparing an
act of terrorism. The maximum sentence if convicted of this offence is 10 years in
prison.
•• Section 2 – dissemination of terrorist publications. Under this section, it is an
offence to distribute a terrorist publication with the intention of encouraging acts of
terrorism. The maximum sentence for this offence is seven years in prison.

Under Section 23A of this Act, individuals who have committed offences under
Schedule 18 are subject to special custodial sentences; they will not be entitled to
automatic release at the halfway point of their sentence and will only be released if
they are not believed to pose a risk to the public.

6 © LCG 2018
 Section 1: Understand the potential consequences of
inappropriate or illegal online activity

Financial scams
Financial scams have been happening for hundreds of years, but the Internet has
provided a faster, more sophisticated way for criminals to cheat unsuspecting
individuals out of their hard-earned money. Examples include:
•• Fake websites – criminals have become adept at copying legitimate banking
websites to trick customers into providing their login information. Money is then
stolen from their account.
•• Fake emails – criminals also create legitimate-looking emails from banks and credit
card companies that tell customers their account has been hacked, and ask them
to provide security information so that their identity can be verified. In reality, the
customer’s bank account is fine, but if they give the information requested by the
criminals, they will lose their money.
•• Selling something online that doesn’t exist – this scam happens so often that there
is a Banking Protocol system, which alerts police to unusual activity. For example, in
2017, a retiree went to his bank to withdraw £10,000 to buy a Rolls-Royce from an
advert he’d seen online. He was going to travel across the country to meet the seller
and pass the money over, but bank staff thought the situation sounded unusual
and contacted police through the Banking Protocol system. Police investigated and
found that the car was registered to someone hundreds of miles away from the
supposed seller and that it was probable the buyer would have been robbed when
he arrived to buy the car.
•• Fake text messages – criminals send people a message via text or WhatsApp telling
them there has been suspicious activity on their account and they must reply with
their account number and PIN code.

Under the Fraud Act 2006, the maximum sentence is 10 years’ imprisonment. Fines
of between £20,000 and £100,000 are also possible.

Bullying or harassing others

Online bullying has proliferated with the anonymity provided by the Internet, but the
distress caused by this type of bullying can be long lasting and devastating. While
cyberbullying itself is not a crime, if an individual engages in bullying online, they may
be prosecuted under a range of acts, including:
•• Protection from Harassment Act 1997 – makes it a criminal offence to harass
another person, e.g. sending abusive emails. Punishment for this crime is up to six
months in prison and a financial penalty. For repeat offenders, the prison term can
increase to five years.

Workbook 3 7
 Section 1: Understand the potential consequences of
inappropriate or illegal online activity

•• Communications Act 2003 – makes it a criminal offence to send via any electronic
communication network a message or other content deemed to be offensive,
indecent, obscene or menacing. Punishment is up to six months in prison and a
fine.

It is important to remember that all online activity is recorded by your Internet service
provider, which makes it traceable by the police.

Creating and uploading inappropriate material

The content of inappropriate material varies by audience; what is inappropriate for a
child may very well not be inappropriate for an adult. However, there is content that is
inappropriate for everyone, no matter what age they are. This includes:
•• photographs and videos that show child abuse, violence or cruelty
•• photographs and videos that glorify and promote terrorist acts
•• material that includes sexual content
•• material that encourages criminal activity

The punishment for possessing an indecent photograph of a child or children ranges

from 5-10 years’ imprisonment. The penalties for possession, distribution and
production of these types of image are graded in categories which, in turn, determine
the length of imprisonment.
Following the tightening of existing terror laws, people who view terrorist content
online or who publish terrorist content online face up to 15 years’ imprisonment.

Providing misleading information

Providing false or misleading information
amounts to fraud, which is governed by the
Fraud Act 2006. The maximum penalty for
fraud is 10 years’ imprisonment.

8 © LCG 2018
 Section 1: Understand the potential consequences of
inappropriate or illegal online activity

Potential consequences of online contact

Please read the following as it will help you to answer question 2.

Most of us interact with others online on a semi-regular basis, whether it is through

social media, email or any of the other myriad ways of connecting through technology.

Online contact

Online contact refers to the different people, websites and content an individual
interacts with while online. Read the information below to learn more about the
potential consequences of different types of online contact.

Harvesting personal information

Some people deliberately seek others out so that they can steal valuable information
from them. This type of criminal will usually pose as someone of a similar age to
the person they are stealing the information from, or as someone who has a shared
interest. The process can last days, weeks or sometimes even months, and the goal
is to get the victim to share personal information, such as their birth date, National
Insurance number, bank account number and passwords to online accounts. Once
this information has been divulged, the victim’s identity is stolen and the criminal is
able to access bank accounts, open credit cards and take out loans in the victim’s
name.
The consequences of this crime can be devastating for the victim and include:
•• serious financial issues, e.g. bankruptcy or inability to get a mortgage or loan
•• depression and anxiety
•• lengthy process to have credit score returned to its original level

Bullying/harrassment/stalking
As you learned earlier, the relative anonymity provided by the Internet empowers
some to bully and harass others. Bullying can result directly from contact with another
person online. For example, a person leaves negative feedback about a hairdressing
salon they visited. Suddenly, that person starts to receive distressing emails and
vicious comments on social media. The perpetrator even finds out where the victim
works and starts leaving negative feedback about the business, damaging that
business’s reputation. This is harassment and bullying.

Workbook 3 9
 Section 1: Understand the potential consequences of
inappropriate or illegal online activity

Bullying and harassment can be prosecuted under the Protection from Harassment
Act 1997 (see page 7) and for victims, it can lead to depression, anxiety, self-harm
and withdrawal from social interactions.
Cyberstalking is where a person inundates another person with unwanted messages
or unwanted attention. It is illegal under the Protection of Freedoms Act 2012, and
became a crime in 2012. There is a National Stalking Helpline for victims: 0808 802
0300.

Grooming
You learned about terror-related grooming on page 5, and online grooming that is
not terror-related is exactly the same. Victims are identified because they are young
and/or vulnerable and the perpetrators use a mixture of flattery, threats and gifts
to encourage individuals to send indecent images of themselves or to meet up in
person, where they may be sexually or physically abused.

10 © LCG 2018
 Section 1: Understand the potential consequences of
inappropriate or illegal online activity

Potential consequences of online content

Please read the following as it will help you to answer question 3.

Online content includes blog posts, social media posts, publications, photographs and
videos. Every time we go online, we are faced with a range of different content, from
adverts to spam emails containing suspicious links and sometimes sexual content.
Some people may need some guidance about the things they see online, while others
may need educating about the consequences of posting inappropriate content online.
Read the information in the following table to learn more about the potential
consequences of different types of online content.

Content Consequences
Adverts Almost every website we visit contains adverts, and as
search engines become more sophisticated, the adverts we
see are tailored to searches we have made and things that
are contained in our emails and on social media. The risk
here is that our interests and perceptions are being guided
and determined by online retailers and advertisers. Children
and vulnerable people are particularly at risk as they may
see adverts for products or services that are not appropriate
for them.
Violent/hateful The website Stormfront, which emerged in the early 1990s,
content was the first known Internet hate site, but Internet bulletin
boards were used as early as the mid-1980s to recruit hate
advocates. Since then, terrorists and others dedicated to
inciting hate have used the Internet to get their message
across and recruit others.

The consequences of this type of content include:

•• an individual being damaged emotionally by what they
have seen
•• an individual sympathising with the sentiment expressed
in the content
•• an individual copying what is in the content and
committing a violent or hateful act themselves

This type of content may be racist, biased or may contain

information that is deliberately misleading. Its purpose is
to generate specific feelings in as many people as possible
and it is designed with that purpose in mind.

Workbook 3 11
 Section 1: Understand the potential consequences of
inappropriate or illegal online activity

Using the Internet for terror – case studies

In the following case studies, you will learn about the real world consequences of
using social media to incite a terror-related crime.

Case Study 1
On 15 March 2019, the city of Christchurch in New Zealand fell victim to its
first terrorist attack when white supremacist Brenton Tarrant shot and killed
51 people at two mosques.
Worshippers at the Al Noor Mosque and Linwood Islamic Centre were
attacked without warning. The terrorist responsible used social media to
sensationalise his hate and spread anti-Muslim sentiment by streaming live
video footage of the shootings on Facebook.
Tweets and a post on the anonymous message board 8chan, which often
features extremist and racist content, foreshadowed what would happen next.
The post on the 8chan message board led to an 84-page-long ‘manifesto’
which was filled with anti-immigrant and anti-Muslim ideas. The manifesto
also referred to white nationalist Anders Breivik, who committed the 2011
terror attacks in Norway. Within the manifesto was a link to the Facebook
page that live streamed the attack in Christchurch.
Facebook did take the video down, but not before it had been shared millions
of times, reaching viewers across the world.

Case Study 1 shows how social media can be used to spread terrorist content by
reaching millions of people instantly.

12 © LCG 2018
Section 1: Understand the potential consequences of
inappropriate or illegal online activity

Case Study 2
In 2017, married couple Ummariyat Mirza, 21, and Madihah Taheer, 22,
were jailed for 16 years and 10 years respectively for planning a terror attack
in Birmingham.
According to news reports, Mirza was arrested as a result of an intelligence
operation. He and his wife had been planning a knife attack potentially at a
synagogue in the city’s centre.
Mirza’s sister was sentenced to prison for 30 months for sharing propaganda.
She sent her brother five Islamic State videos via social media, which
amounts to disseminating terrorist publications.

Case Study 3
The far-right group National Action is a British racist neo-Nazi group that was
banned by the government in 2016 for being a terrorist organisation.
According to the BBC, the group is known to use social media to target young
people using ‘us-and-them’ messages designed to make young people angry.
Literature created by the group calls followers to adhere to Nazi ideology and
carry out violent action against ethnic minorities.
In 2016, members of National Action applauded Thomas Mair after he
murdered MP Jo Cox. It went on to call for more violence against the police
and other MPs. This “unlawful glorification of terrorism” lead the government
to add the group to its list of proscribed groups.
In January 2018, six people were arrested on suspicion of being members of
National Action. All six were held under Section 41 of the Terrorism Act on
suspicion of “being concerned in the commission, preparation and instigation
of acts of terrorism.”

Did you know?

Fusilier Lee Rigby’s killers were charged with murder and terrorist offences
because they committed the murder as a direct result of terrorism.

Workbook 3 13
 Section 1: Understand the potential consequences of
inappropriate or illegal online activity

Who is responsible for dealing with terrorism?

The CPS Special Crime and Counter Terrorism Division (SCCTD)

The SCCTD is responsible for dealing with all terror-related cases in addition to crimes
against humanity, war crimes, official secrets and incitement to hatred cases. In the
year ending September 2012, SCCTD convicted 61 people of terrorism offences
(Source: cps.gov.uk).

Specialist Counter Terrorism (CT) Police

Together with four other CTs, the Metropolitan Police Service Counter Terrorism
Command is responsible for protecting the UK from terrorism. It works alongside MI5
and MI6 to bring together intelligence and operations.

Did you know?

Individuals who assisted four prospective suicide bombers to prepare to
murder people on the London transport system were charged under Section
38A and imprisoned from 4 years 9 months to 13 years.
(Source: www.cps.gov.uk)

14 © LCG 2018
Section 1: Understand the potential consequences of
inappropriate or illegal online activity

Knowledge Activity 1: Research and provide a summary of the cases of:

1. Mohammed Rehman and Sana Ahmed Khan
2. Darren Osborne (Finsbury Park)

Workbook 3 15
 Section 2: Understand how to reduce the risks posed
online

In this section, you will learn about acceptable use policies, which most organisations
have in place to guide employees about what they can and cannot do when using the
IT system.

Acceptable use policies

Please read the following as it will help you to answer question 4.

As the threats posed online increase, e-safety at home, in schools and at work has
become of paramount importance. It is essential that everyone who goes online
understands the potential risks posed by their own and others’ activity and what steps
can be taken to protect themselves.
An acceptable use policy (AUP) is a document that provides rules and guidelines for
using the Internet and an IT network, and practices that every user must agree to
before being granted access to a network. Most organisations, schools and colleges
will have AUPs that staff and students must sign and adhere to when accessing the
Internet.

Workplace

A workplace AUP is created to protect company data, IT systems and employees. It

may include some or all of the following elements:
•• A statement about why it has been created, e.g. “This acceptable use policy covers
the security and use of all information and IT equipment, including the use of email,
Internet, voice and mobile equipment.”
•• A statement about how to gain access to the network, e.g. with a user ID and
password.
•• The company’s privacy policy relating to network users.
•• A list of what employees must not do, e.g.:
–– allow anyone else to use their user ID and password
–– use someone else’s user ID to access the IT system
–– access data they are not authorised to access
–– make unauthorised changes to the company’s IT systems
–– leave their user accounts logged in while their computer is unattended
–– connect a non-authorised device to the network
–– leave their password unprotected
–– transfer data or software to an outside organisation.
16 © LCG 2018
 Section 2: Understand how to reduce the risks posed
online

•• A list of what employees must not do online, e.g.:

–– access, download, send or receive any data, including images, which may be
offensive, including sexually explicit, discriminatory, defamatory or libellous
material
–– remove or disable anti-virus software
–– send sensitive information internally
–– use business email for personal use
–– download copyrighted material
–– use the Internet or email for harassment or abuse
–– use the Internet or email to conduct personal business
–– use the email system in a way that could affect its reliability/effectiveness,
e.g. to send spam
–– use the Internet to gamble
–– forward company emails to a personal email account
–– download software from the Internet without approval
–– try to remove virus-infected files.
•• The consequences of not following the AUP, e.g. suspension, termination, or referral
to the police.
•• Information on what, if any, monitoring the company will engage in, e.g. “All data
is the property of the company and there is no official provision for individual data
privacy. Any monitoring will be carried out in accordance with audited, controlled
internal processes; the European General Data Protection Regulation (GDPR); the
Data Protection Act 2018; the Regulation of Investigatory Powers Act 2000; and the
Telecommunications Regulations 2000.”

Workbook 3 17
 Section 2: Understand how to reduce the risks posed
online

Home

Many of us have Internet access at home and, as users (and consumers), we will
frequently be subject to the AUPs of different companies. By using different sites and
services, you are acknowledging that you will adhere to each company’s AUP.

Sample AUP for a service used at home: Internet provider

Internet at Home’s Consumer Acceptable Use Policy includes the following provisions:
•• We want our services to help customers express themselves and share information,
but not at the expense of others’ safety and rights.
•• This applies to you, our customer, and anyone you are responsible for.
•• This policy applies to all devices in your home.
•• We have some rules about how our services can and can’t be used. You must not:
–– encourage hate
–– promote or threaten violence towards anyone
–– send unsolicited communications to people
–– abuse or harass anyone
–– intentionally distress, offend or worry anyone
–– behave in a way that could harm vulnerable people or children.
•• You must ensure your devices have up-to-date firewall and anti-virus security
software that protects our network and you.
•• Consequences of not adhering to this AUP include:
–– terminating your agreement with us
–– being issued with a formal warning
–– examining any breach, which includes using your personal information
–– restricting access to illegal material
–– blocking your access to our services

18 © LCG 2018
 Section 2: Understand how to reduce the risks posed
online

Educational establishments – schools

The online risks posed to school-aged children have grown exponentially over the last
few years, and each school’s e-safety provision is key to educating children about
how to use the Internet safely. It is also a requirement of Ofsted that schools include
e-safety into the curriculum and that staff are up-to-date on how to keep themselves
and the children in their care safe online. Many schools create AUPs for learners and
staff.
Under Ofsted rules:
•• All teaching and non-teaching staff should be aware and able to recognise e-safety
issues with high quality leadership and management to make e-safety a priority.
•• Priority must be given to training and continuation training to all staff, including the
contribution of the wider school community.
•• Pupils should have an excellent understanding of how to stay safe online and the
dangers of inappropriate use of mobile technology and social networking sites.
•• There should be a progressive e-safety curriculum.
•• There should be good risk assessment.
•• There should be provision of a recognised Internet service provider with age-related
filtering.
(Source: www.theguardian.com/teacher-network/2012/sep/14/oftsed-esafety-
guidelines-september-2012)

Workbook 3 19
 Section 2: Understand how to reduce the risks posed
online

Student AUP

A student AUP should:

•• be written in clear and simple language that all children will understand
•• promote positive uses of technology
•• clearly outline behaviours that are acceptable and those that are unacceptable
•• explain how the school’s network will be monitored

The AUP may include the following statements:

•• I will ask a teacher or suitable adult if I want to use the tablet/computer.
•• I will only undertake activities that a teacher or suitable adult has told or allowed me
to undertake.
•• I will take care of the computer and other equipment.
•• I will tell a teacher or suitable adult if I see something that upsets me on the screen.
•• I know that if I break the rules, I might not be allowed to use a computer/tablet.
•• I will ask for help from a teacher or suitable adult if I am not sure what to do or if I
think I’ve done something wrong.

The child and their parent will sign the agreement.

20 © LCG 2018
 Section 2: Understand how to reduce the risks posed
online

Teacher AUP

An AUP for teachers is created to ensure that:

•• they will be responsible users
•• they will be safe when using the Internet for education and personal use
•• schools’ systems are protected from misuse that could put others at risk
•• staff are protected from potential online risks in their everyday work

An AUP designed for teachers may include some or all of the following elements:
•• Monitoring policies.
•• A statement that the school’s IT network should primarily be used for educational
purposes.
•• A list of what staff must not do online, e.g.:
–– disclose their username or password to anyone else
–– use anyone else’s username or password to access the network
–– use inappropriate language
–– publish images of others without express permission to do so
–– use social networking sites unless use is part of the curriculum
–– communicate with students or parents on anything other than the school’s IT
system
–– use personal email addresses on the school’s IT system
–– open links or attachments from unknown sources
–– upload, download or access illegal materials, e.g. child sexual abuse images,
adult pornography or racist material
–– install or download software or a programme without permission.

Colleges/universities

All colleges and universities will have an AUP and it is the responsibility of staff
carrying out the induction of new learners to ensure that the requirements of a safe IT
user policy are communicated in an appropriate manner. By clicking the acceptance
page at the point of logging in, users are indicating their agreement to the guidelines
and constraints.

Workbook 3 21
 Section 2: Understand how to reduce the risks posed
online

A college AUP may include some or all of the following elements:

•• Who the policy applies to, e.g. “All students, staff, visitors, contractors and others.”
•• What it applies to, e.g. “Appropriate and legal use of the technologies and facilities
made available to students, staff and other users.”
•• The principles and boundaries of confidentiality and when to share information, i.e.
following the rules set out in the GDPR
•• What constitutes unacceptable use, e.g.:
–– any offensive, obscene or indecent images, data or other material
–– unlawful material
–– material that is threatening, defamatory, discriminatory or extremist
–– sending nuisance emails
–– material that is used to facilitate harassment or bullying
–– material that promotes discrimination
–– material that advocates or promotes an unlawful act
–– introducing password-detecting software to the college’s network
–– gaining access to unauthorised or restricted areas of the college’s network
–– carrying out hacking activities
–– introducing spyware or malicious software to the college’s network.

Scenario
The police alert university management that a computer connected to the
institution’s intranet has been used to send emails containing information
and links to videos intended to incite racial hatred. The links go to videos of
violence perpetrated by individuals in the name of white supremacy. Members
of the university’s IT department use the IP address and the time and date
stamp on the emails to find the student ID of the individual who created and
sent the emails from a library computer. The individual is located and an
investigation into their activity is conducted. The panel concludes that the
individual broke the university’s AUP policy and they are expelled from the
university.

22 © LCG 2018
 Section 2: Understand how to reduce the risks posed
online

How having an acceptable use policy reduces the risks

posed online
Please read the following as it will help you to answer question 5.

All AUPs are designed to protect an IT network from activities that are known to
increase online risks and to ameliorate incidental risks. AUPs provide a framework
and set of rules that everyone who uses a network must adhere to specifically to
reduce the risks posed online. As a result, it decreases the risk of users accidentally
or purposefully putting the network, the company, other workers and confidential data
at risk.
For example, an AUP places restrictions on the types of websites a user can visit,
and forbidden websites tend to be those that pose the greatest threat to a network’s
security. By preventing access, the risk from these sites is significantly reduced.
Additionally, most policies will include a stipulation that users cannot download new
software without permission, which reduces the opportunity for malware or spyware to
be uploaded onto an IT network.

The consequences of non-compliance with an AUP

Please read the following as it will help you to answer question 6.

The consequences of non-compliance with an AUP include:

•• increased risk of security breaches to the organisation
•• corruption of data
•• breaking the law under the GDPR, which can lead to prosecution
•• the user being restricted or prevented from using the network
•• any content uploaded by the user who doesn’t comply may be removed
•• the user’s information may be passed to law enforcement agencies
•• legal action may be taken against the user
•• the user may face disciplinary action and possible firing/expulsion
•• if online activities result in damages being paid to a third party, the user may be
responsible for paying those fees

Workbook 3 23
 Section 2: Understand how to reduce the risks posed
online

Scenario
Sarah uses her work computer to anonymously send distressing and
harassing messages to a friend she has had an argument with. The police
track the IP address and contact the IT department at Sarah’s work. She
is called into her manager’s office and sacked with immediate effect for
breaking the terms of the AUP she signed.

The importance of asking ‘who, what and when’ when

interacting with others or information online
Please read the following as it will help you to answer question 7.

In 2017, the term ‘fake news’ became part of everyday usage, and its proliferation
demonstrates why it is essential to always ask specific questions when interacting
with others online or when dealing with information online.
The essential questions to ask are ‘who?’, ‘what?’ and ‘when?’

24 © LCG 2018
 Section 2: Understand how to reduce the risks posed
online

Asking ‘who, what and when?’ when interacting with others online

Who? Do you know the identity of the person you are interacting with?
Is there any way of validating that they are who they say they are?
As it is rare to meet people in person who you meet online and
because speaking on the phone has been replaced by messaging,
it can be very difficult to know if someone really is who they say
they are.

An example of this is catfishing, in which someone pretends to

be someone else online, e.g. an adult man pretending to be a
15-year-old boy, or a woman pretending to be a man. Catfishing
has become a real issue and is possible because it is so easy to
create fake profiles online. In many cases, a legitimate person’s
social media profile, including photographs and friends, is stolen.

It is important that individuals exercise extreme caution when

sharing sensitive information with someone they don’t know. As
incidences of sexting and gas lighting – when an individual is
encouraged by someone online to share indecent images and is
then bribed to prevent those images being shared – increase, it
is best to always refrain from sharing images or information with
someone you don’t know.

Asking ‘who?’ in online interactions will help individuals to figure

out whether or not the person they are dealing with is trustworthy.
It may also prevent them from over-sharing, an act which can
destroy lives.
What? What are the person’s intentions? What could they get from the
interactions they are having with an individual? Are they trying
to get money, images or personal information from them? If the
answer is yes to any of these things, then the individual should
feel confident in walking away from the interaction.
When? The times an individual makes contact may indicate something
about their identity. For example, if the person only gets in contact
at 2am, that may be cause for concern. Ultimately, it is important
to trust your gut when interacting with others online. If the timing
of the communication doesn’t match with the other person’s
supposed work schedule, that may be a red flag.

Workbook 3 25
 Section 2: Understand how to reduce the risks posed
online

Asking ‘who, what and when?’ when interacting with information online

The Internet has provided easy access to vast amounts of information on almost every
subject. The difficulty is that anyone can upload information online, and figuring out
what is valuable and, importantly, accurate is getting more and more difficult. By
asking ‘who, what and when?’ you should be able to discern between good and bad
information.

Who? With such a large amount of information available, it can often be

very difficult to weed out what is true from what is not. However,
if you ask some of the following questions when assessing the
accuracy of a piece of information, it may help you to sort out
good information from bad:
•• Who created it? For example, is it from the blog of an unknown
commentator or from a large news outlet?
•• Is it from a credible source, i.e. a news outlet or industry
specialist?
•• Can it be found in more than one location?
•• If you type the main element of the information into a search
engine, can you find the same information from other sources?
What? What, if anything, will the writer or creator of the information
gain from publishing it? For example, if a company that makes
windows ‘sponsors’ an article about the value of replacing your
windows with a specific brand (their own), then this information
must be read with the understanding that it is not objective. The
information has been created to entice potential customers to buy
a specific brand of window.

This concept can be applied to all information, but it doesn’t

mean that no information has any value, because even news
outlets that should report facts as they are will apply personal,
cultural and political bias. Rather, it means that information must
be looked at objectively and valued based on the reasons behind
its creation and how useful it is to you.
When? When was the information created? The world is in a constant
state of flux, which means that information that was believed
to be 100% accurate a week ago may no longer be so. It is
important to check and see if the information you are reading is
the most up-to-date or if it has been replaced. If you have made
an assumption or a decision based on old information, there may
be unforeseen consequences.

26 © LCG 2018
Section 2: Understand how to reduce the risks posed
online

Did you know?

In 2017, the Mail on Sunday newspaper was forced to publish a ruling by the
Independent Press Standards Organisation (IPSO) that it had misled audiences
with an article about climate change. The article incorrectly stated that world
leaders had been “duped” by an academic paper that contained “misleading,
unverified” global warming data. The ruling was made based on the fact that
the article breached its Editors’ Code of Practice, which states that “the Press
must take care not to publish inaccurate, misleading or distorted information
or images, including headlines not supported by the text.”
(Source: www.lse.ac.uk/GranthamInstitute/news/uk-newspaper-regulator-acts-
against-fake-news-story-about-climate-change-which-fooled-us-congressman/)

Did you know?

Wikipedia is a well-known and often used encyclopedia, but its content should
always be verified with at least one other source because it is editable by
anyone, and 500,000 changes are made to the site’s pages every day. While
Wikipedia has a robot editor that identifies suspicious changes to high profile
pages, it is not always possible to catch every change. One famous change
made to ex-Prime Minister Tony Blair’s page said that he hung “posters of
Adolf Hitler in his bedroom wall as a teenager.” In 2007, Greek philosopher
Plato’s page was changed to say he was “an ancient Hawaiian weather man
and surfer, writer of cosmo girls, and founder of punaho, in Ancient Florida, the
first institution of higher learning in the western world.”

Workbook 3 27
 Section 2: Understand how to reduce the risks posed
online

Knowledge Activity 2: Choose two online services you use at home. Go

online and find the AUP for each. What are the main points? Is there anything
in either of the AUPs that surprises you?

28 © LCG 2018
 Section 3: Know about potential signs and behavioural
changes that could cause concern

In this section, you will explore the different signs and behavioural changes that may
indicate that someone is being affected by online activity. You will also learn about
the different types of support available for those affected by online issues and where
you can get advice about online safety.

Potential signs and behavioural changes in a person that

may be a cause for concern
Please read the following as it will help you to answer question 8.

Everyone is subject to moods and can be affected by things that happen in everyday
life. This includes being happy when something good happens or feeling anxious and
depressed when dealing with a difficult situation.
Not everyone is able to communicate their feelings about what is happening in their
life, but there are signs and behavioural changes that you can look out for that may
indicate that someone requires help or support.
It is important to understand that some of the signs and changes listed below can be
a common part of growing up for children and teenagers and may not be cause for
concern.
Potential signs that may be cause for concern include:
•• being withdrawn
•• being secretive
•• depression
•• taking dangerous risks
•• not doing well at work or school/college
•• abusing alcohol or drugs
•• spending a lot of time, or much more or less time, online, texting, gaming or using
social media
•• in children, soiled clothes or bed-wetting
•• unexplained physical injuries
•• being nervous
•• losing confidence

Workbook 3 29
 Section 3: Know about potential signs and behavioural
changes that could cause concern

Behavioural changes that may be cause for concern include:

•• an inability to sleep
•• regularly having nightmares
•• self-harm
•• missing work or school or showing an unwillingness to go
•• aggressive behaviour
•• obsessive behaviour
•• suddenly being “ill” every day before school/college or work

Did you know?

According to research performed by Psychology Today, using Facebook can
have a detrimental effect on your mental health. The impact of regular
Facebook usage can include:
•• feelings of envy
•• maintaining contact with people who cause distress, e.g. ex-partners
•• jealousy
•• addiction – a study found social media use to be craved more than alcohol or
tobacco
(Source: www.psychologytoday.com/blog/sex-murder-and-the-meaning-
life/201404/7-ways-facebook-is-bad-your-mental-health)

30 © LCG 2018
 Section 3: Know about potential signs and behavioural
changes that could cause concern

Sources of support for those who have been affected by

an issue online
Please read the following as it will help you to answer question 9.

Read the information in the following table to learn more about the different sources
of support for anyone affected by an online issue.

Source of support Purpose Contact information

Victim Support A charity which provides www.victimsupport.org.uk
support to those in
England and Wales who Helpline: 0808 1689111
have been affected by a
crime.
Bullying UK Provides guidance and www.bullying.co.uk
support for victims of
cyberbullying, children and
adults, parents, schools
and those who support
them.
NSPCC Provides information www.nspcc.org.uk/preventing-
about cyberbullying. abuse/child-abuse-and-neglect/
bullying-and-cyberbullying/what-
is-bullying-cyberbullying
Internet Watch An anonymous/ www.iwf.org.uk
Foundation confidential place to
report child sexual abuse
images or videos.
Revenge Porn Support for anyone www.revengepornhelpline.org.uk
Helpline affected by sexually
explicit material posted Helpline: 0345 6000 459 (lines
online without consent. open Monday – Friday 10am –
4pm)
Childline Provides support and www.childline.org.uk
counselling for anyone up Helpline: 0800 11 11 (lines
to the age of 18. open 24 hours)
The Cybersmile Support for anyone www.cybersmile.org
Foundation affected by online bullying. Email: [email protected]

Workbook 3 31
 Section 3: Know about potential signs and behavioural
changes that could cause concern

Did you know?

•• 1 in 5 eight to 11-year-olds has a social media profile
•• 1 in 3 Internet users is a child
•• 1 in 4 children have experienced something upsetting on a social networking site
(Sources: Ofcom (2016) Children and parents: media use and attitudes
report; Livingstone, S., Carr, J. and Byrne, J. (2015) One in three: internet
governance and children’s rights (PDF); Lilley, C., Ball, R. and Vernon, H.
(2014) The experiences of 11-16 year olds on social networking sites)

Sources of advice regarding online safety

Please read the following as it will help you to answer question 10.

•• UK Safer Internet Centre: www.saferinternet.org.uk – e-safety tips, advice and

resources to help children and young people stay safe on the Internet.
Helpline: for those working with young people: 0344 381 4772 (lines open
Monday – Friday 10am – 4pm)
•• Think U Know: www.thinkuknow.co.uk – provides children and adults with
information about staying safe online.
•• Get Safe Online: www.getsafeonline.org – provides advice to adults, children and
parents about protecting computers, phones and tablets in addition to privacy
protection on social networking sites.
•• Childnet: www.childnet.com – provides online information to children and young
people about smart surfing and keeping a private identity.

32 © LCG 2018
 Section 3: Know about potential signs and behavioural
changes that could cause concern

Knowledge Activity 3: Using the links on page 32, create a handout that
can be given to either vulnerable people or college students which explains
how to use the Internet safely.

Summary

In this workbook, you have learned:

•• the potential consequences of inappropriate or illegal online activity
•• how to reduce the risks posed online
•• potential signs and behavioural changes that could cause concern

Workbook 3 33
 Section 4: Extension activities

Further your knowledge and understanding of the topics in this workbook by completing
the following extension activities.

Understanding Online Safety

Extension Activity 1: In 2018, it was reported that schools should prepare

children for the emotional demands that will be placed on them from social
media as they move into secondary school.
What three pieces of practical advice would you give a child to prepare them
to use social media?

34 © LCG 2018
Section 4: Extension activities

Extension Activity 2: Go online and research what steps you can take to
verify whether a website is real or fake. Who should you report a fake website
to?

Well done!
You have now completed Workbook 3 and should attempt
the assessments. If you require any help or guidance,
please contact your Assessor/Tutor.

Workbook 3 35
 TERRORISM

MONITORING

Disclaimer Copyright 2018

Every effort has been made to ensure that the information All rights reserved. All material contained within this manual,
contained within this learning material is accurate and reflects including (without limitation): text; logos; icons; and all other
current best practice. All information provided should be used artwork is copyright material of Learning Curve Group (LCG),
as guidance only, and adapted to reflect local practices and unless otherwise stated. No part of this publication may be
individual working environment protocols. reproduced, stored in a retrieval system, or transmitted in any
form or by any means (electronic, mechanical, photocopying,
All legislation is correct at the time of printing, but is liable to
recording or otherwise), without the prior permission of the
change (please ensure when referencing legislation that you
copyright owners.
are working from the most recent edition/amendment).
If you have any queries, feedback or need further
Neither Learning Curve Group (LCG); nor their authors,
information please contact:
publishers or distributors accept any responsibility for any
loss, damage or injury (whether direct, indirect, incidental or Learning Curve Group
consequential) howsoever arising in connection with the use of 1-10 Dunelm Rise
the information in this learning material. Durham Gate
Spennymoor
CACHE is a trading name of NCFE (registered company number
DL16 6FS
02896700) and CACHE; Council for Awards in Care, Health and
[email protected]
Education; and NNEB are registered trademarks owned by NCFE.
www.learningcurvegroup.co.uk
CACHE has exercised reasonable care and skill in endorsing this
resource, and makes no representation, express or implied, with
regard to the continued accuracy of the information contained
in this resource. CACHE does not accept any legal responsibility
or liability for any errors or omissions from the resource or the
consequences thereof.

CACHE is a trading name of NCFE (registered company number

02896700) and CACHE; Council for Awards in Care, Health and
Education; and NNEB are registered trademarks owned by NCFE. These
learning resources are endorsed by CACHE against the associated NCFE
CACHE qualification/units(s); this means that CACHE has reviewed
the resources and agreed that they meet the endorsement criteria.

LCG-USP February 2018

Version 1 (603/2818/6)
PC1A