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���˿��� Teach > Primary Resources > Online safety > Copyright and ownership

Video summary

Vloggers describing issues around app terms such as:

• Who owns the information you post on social media?
• Photos - social media companies don’t own them, but you give apps permission to store, share and modify them
• Location - apps can track people. There are settings to turn location tracking off.
• Data mining - companies collect data and sell it to other companies who can use it to get someone's attention with ads.

Tips and advice on Ts and Cs

When we post something online, we tend to assume that we own that content. I mean, who else would, right? Well, it’s not quite that simple. When you hit that share button you’ve already agreed to the rules of that specific platform.

Ts and Cs cover a wide range of super-important stuff, from your information and your rights to your privacy. The problem is, they can be a chore to read through, but if you just skip them and click the 'accept' button… who knows what you’re agreeing to?!

Here are three top tips for bossing those pesky terms and conditions.

Photos

Though most platforms will not own your pictures, when you post them, you are giving them consent to copy, store, edit and even share them with others! You can help stop this happening by setting your profile to private.

Location

A lot of apps track where you go using location services. But if you want some privacy, you can go to your account settings, find your location service settings and turn this off.

Data

Data refers to information about yourself – and this could be anything from your name and age to what music you listen to, where you love to eat, even what trainers you’ve wanted to buy for months. Some social media platforms and apps sell your information to other companies that can use that information about you to advertise products to you.

It’s your information, so own it! Don’t just click 'agree', but try to look out for the important information and if you get too confused, just know that it’s absolutely normal and try to ask an adult to help.

Video: 2 min 28 secs
Article: 2 min read

Learning objectives

(from the set out by the UK Council for Internet Safety)

• ‘I can describe how connected devices can collect and share anyone’s information with others’

• ‘I can describe how some online services may seek consent to store information about me; I know how to respond appropriately and who I can ask if I am not sure’

• ‘I can explain how many free apps or services may read and share private information (e.g. friends, contacts, likes, images, videos, voice, messages, geolocation) with others’

• ‘I know that online services have terms and conditions that govern their use’

Glossary

• Platform: a service that allows for interactions between two or more independent users (online games, social media sites, etc)
• Consent: asking permission for something or to do something
• Terms and Conditions: a legal agreement between the service provider and the user on the rules and regulations involved in using their service
• Data: information about a user

Topic introductions and starters

Before the video:

• Ask pupils to write down what they think the phrase ‘Terms and Conditions’ means

After the video:

• Ask pupils to work in pairs/groups and write down the important points they remember from watching the video – use a bullet point list and collect them to make a class list
• Check understanding of key vocabulary and technical terminology – platform, consent, terms, conditions, modify, location, track, data, valuable, data mining
• Watch the video again (either as a class or in smaller groups) and ask pupils to make notes. Use a grid with prepared headings/sections and pause at each new section
• Look at some examples of real Ts and Cs from familiar apps and explore some of the headings and sections – highlight bits that are difficult to understand.Look at the examples of simplified Ts and Cs on the website and compare to the real versions

Discussion Points

• Why is it so important to read the Ts and Cs? Does it really matter?

• Why are they sometimes long and difficult to understand? Are they complicated because of the language? Is being ‘legally accurate’ important?

• Shouldn’t we be the owners of our OWN information? What have you agreed by clicking OK? Have you given ownership to the app? Can you get your data back?

• What’s the problem with sharing my location? Could strangers and companies find out where you are?

• Why is your information valuable to the app creators? They can sell it to others? They can send you personalised adverts?

Fillers and fast finisher activities

• Create a class glossary explaining the new technical vocabulary and terminology. Write for a specific audience – e.g. parents, younger children
• In pairs, make a list of 10 key points raised in the video and rank them in order of importance. Share their top 10 with another pair and create a new combined top 10
• Create a storyboard of the video using a grid – draw in the key moment/scenes and use speech bubbles to show the key points being said

Signposting potential homework activities

• Share the video with family and discuss how they deal with Ts and Cs. Do they always read them?
• Make a quiz for other pupils using information and advice from the video – try true/ false, yes/no and multiple-choice questions
• Find out how to change the settings on your phone, tablet or games console (ask an adult for help) and write some simple child-friendly instructions for others to use.

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