Pour les enseignants
CyberByters
Help your students explore, achieve, and thrive in the digital world.
Support learners at every stage as they build skills to stay safe, think critically, and grow with confidence online. Along the way, students can earn certificates to celebrate their progress, and you can feel confident guiding them through each step.
Plug-and-Play Lesson Plans
Assign a CyberByters course for your class in Google Classroom, or your school LMS. No setup required, just choose the course and decide which activities to use.
Student Privacy
Courses are web-based and do not require students to create individual accounts, so no personal data is collected or tracked. Teachers manage progress and completion securely through their own LMS, ensuring a simple, anonymous, and student-friendly experience.
Printable Certificates
When students complete a CyberByters course, you can easily download a certificate of completion along with a takeaway checklist to acknowledge their hard work and learning.
cYBERSAFETY aCADEMY
Want to Use Our LMS?
CyberByters is also available on our Académie Cybersécurité LMS, which provides teachers with a classroom view of student progress and issues the certificates and badges of completion digitally. Students use anonymous accounts so that there is no collection of name, email or any other personal information. It’s private, it’s secure and student-friendly.
Cours
We offer a full range of courses, carefully designed to grow digital skills and safety knowledge at every grade level. Each course is mapped to provincial curriculum standards to support classroom learning and meet education requirements.
Course Alignment
To help you understand how our courses fit with your local education standards, select your province below. You’ll find detailed information on how each course aligns with the curriculum requirements set by your province’s education authority. This way, you can be confident that the learning goals match what’s expected in your classroom.
| Province | Cours | Sujet | Strand | Expectations |
|---|---|---|---|---|
| Ontario | Cyber Explorers (Grades 1 – 3) | Langue | Digital Media Literacy | A2.1: Digital Citizenship demonstrate an understanding of their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities |
| Ontario | Cyber Explorers (Grades 1 – 3) | Langue | Digital Media Literacy | A2.2: Online Safety, Well-Being, and Etiquette demonstrate an understanding of how to navigate online environments safely, manage their privacy, and interact in a way that supports their well-being and that of others, including seeking appropriate permission |
| Ontario | Cyber Explorers (Grades 1 – 3) | Langue | Digital Media Literacy | A2.5: Media, Audience, and Production demonstrate an understanding of the interrelationships between the form, message, and context of a text, the audience, and the creator |
| Ontario | Cyber Explorers (Grades 1 – 3) | Langue | Digital Media Literacy | A2.7: Community and Cultural Awareness communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate cultural awareness with members of the community |
| Ontario | Cyber Wizards (Grades 4 – 6) | Langue | Digital Media Literacy | A2.1: Digital Citizenship explain their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities |
| Ontario | Cyber Wizards (Grades 4 – 6) | Langue | Digital Media Literacy | A2.2: Online Safety, Well-Being, and Etiquette demonstrate an understanding of how to navigate online environments safely, manage their privacy and personal data, and interact in a way that supports their well-being and that of others, including seeking appropriate permission |
| Ontario | Cyber Wizards (Grades 4 – 6) | Langue | Digital Media Literacy | A2.3: Research and Information Literacy gather, evaluate, and use information, considering validity, credibility, accuracy, and perspectives, to construct knowledge, create texts, and demonstrate learning |
| Ontario | Cyber Wizards (Grades 4 – 6) | Langue | Digital Media Literacy | A2.7: Community and Cultural Awareness communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate cultural awareness with members of the community |
| Ontario | Cyber Defenders (Grades 7 – 9) | Langue | Digital Media Literacy | A2.1: Digital Citizenship evaluate and explain their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities |
| Ontario | Cyber Defenders (Grades 7 – 9) | Langue | Digital Media Literacy | A2.2: Online Safety, Well-Being, and Etiquette demonstrate an understanding of how to navigate online environments safely, manage their privacy, personal data, and security, and interact in a way that supports their well-being and that of others, including seeking appropriate permission |
| Ontario | Cyber Defenders (Grades 7 – 9) | Langue | Digital Media Literacy | A2.2: Online Safety, Well-Being, and Etiquette demonstrate an understanding of how to navigate online environments safely, manage their privacy, personal data, and security, and interact in a way that supports their well-being and that of others, including seeking appropriate permission |
| Ontario | Cyber Defenders (Grades 7 – 9) | Langue | Digital Media Literacy | A2.5: Media, Audience, and Production demonstrate an understanding of the interrelationships between the form, message, and context of texts, the intended and unintended audience, and the purpose for production |
| Ontario | Cyber Defenders (Grades 7 – 9) | Langue | Digital Media Literacy | A2.7: Community and Cultural Awareness communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate and model cultural awareness with members of the community |
| Ontario | Cyber Smart (Grades 10 – 12) | Computational Thinking and Making Connections | Digital Technology and Society | A2.1 investigate current social, cultural, economic, environmental, and ethical issues related to digital technology that have personal, local, and global impacts, taking various perspectives into account |
| Ontario | Cyber Smart (Grades 10 – 12) | Computational Thinking and Making Connections | Digital Technology and Society | A2.2 analyze personal and societal safety and cybersecurity issues related to digital technology, and identify measures and technologies that can help mitigate related concerns for individuals and communities |
| Ontario | Cyber Smart (Grades 10 – 12) | Computational Thinking and Making Connections | Digital Technology and Society | A2.3 investigate contributions to innovations in digital technology and computing by people from diverse local, Canadian, and global communities, including Indigenous communities in Canada and around the world |
| Ontario | Cyber Smart (Grades 10 – 12) | Computational Thinking and Making Connections | Digital Technology and Society | A2.4 investigate how to identify and address bias involving digital technology |
| Ontario | Cyber Smart (Grades 10 – 12) | Computational Thinking and Making Connections | Digital Technology and Society | A2.5 analyze accessibility issues involving digital technology, and identify measures that can improve accessibility |
| Ontario | Cyber Smart (Grades 10 – 12) | Computational Thinking and Making Connections | Cybersecurity and Data | B3.1 apply safe and effective data practices when using digital technology in various contexts |
| Ontario | Cyber Smart (Grades 10 – 12) | Computational Thinking and Making Connections | Cybersecurity and Data | B3.2 apply safe and effective security practices, including practices to protect their privacy, when using digital technology in various contexts |
| Colombie-Britannique | Cyber Explorers (Grades 1 – 3) | Éducation physique et à la santé | Social and community health | Describe ways to prevent and respond to a variety of unsafe and or uncomfortable situations |
| Colombie-Britannique | Cyber Explorers (Grades 1 – 3) | Éducation physique et à la santé | Social and community health | Develop and demonstrate respectful behaviour when participating in activities with others |
| Colombie-Britannique | Cyber Explorers (Grades 1 – 3) | Éducation physique et à la santé | Social and community health | Identifier les comportements d'entraide entre camarades de classe et au sein des familles |
| Colombie-Britannique | Cyber Explorers (Grades 1 – 3) | Éducation physique et à la santé | Healthy and active living | Identify opportunities to make choices that contribute to health and well-being |
| Colombie-Britannique | Cyber Explorers (Grades 1 – 3) | Éducation physique et à la santé | Healthy and active living | Recognize basic health information from a variety of sources |
| Colombie-Britannique | Cyber Explorers (Grades 1 – 3) | Éducation physique et à la santé | Social and community health | Identify and describe avoidance or assertiveness strategies to use in unsafe and/or uncomfortable situations |
| Colombie-Britannique | Cyber Explorers (Grades 1 – 3) | Éducation physique et à la santé | Social and community health | Develop and demonstrate respectful behaviour when participating in activities with others |
| Colombie-Britannique | Cyber Explorers (Grades 1 – 3) | Éducation physique et à la santé | Mental well-being | Décrire les facteurs qui influencent le bien-être mental et l'identité de soi |
| Colombie-Britannique | Cyber Explorers (Grades 1 – 3) | Applied Design, Skills, and Technologies | Compétences appliquées | Use materials, tools, and technologies in a safe manner in both physical and digital environments |
| Colombie-Britannique | Cyber Explorers (Grades 1 – 3) | Applied Design, Skills, and Technologies | Technologies appliquées | Explorer l'utilisation d'outils et de technologies simples et disponibles pour étendre leurs capacités |
| Colombie-Britannique | Cyber Wizards (Grades 4 – 6) | Éducation physique et à la santé | Social and community health | Identify and describe avoidance or assertiveness strategies to use in unsafe and/or uncomfortable situations |
| Colombie-Britannique | Cyber Wizards (Grades 4 – 6) | Éducation physique et à la santé | Social and community health | Describe and assess strategies for responding to discrimination, stereotyping, and bullying |
| Colombie-Britannique | Cyber Wizards (Grades 4 – 6) | Éducation physique et à la santé | Social and community health | Describe and apply strategies for developing and maintaining positive relationships |
| Colombie-Britannique | Cyber Wizards (Grades 4 – 6) | Éducation physique et à la santé | Social and community health | Describe and apply strategies that promote a safe and caring environment |
| Colombie-Britannique | Cyber Wizards (Grades 4 – 6) | Éducation physique et à la santé | Social and community health | Identifier et décrire les stratégies permettant d'éviter et/ou de réagir à des situations potentiellement dangereuses, abusives ou exploitantes. |
| Colombie-Britannique | Cyber Wizards (Grades 4 – 6) | Applied Design, Skills, and Technologies | Compétences appliquées | Use materials, tools, and technologies in a safe manner, and with an awareness of the safety of others, in both physical and digital environments |
| Colombie-Britannique | Cyber Wizards (Grades 4 – 6) | Applied Design, Skills, and Technologies | Technologies appliquées | Demonstrate a willingness to learn new technologies as needed |
| Colombie-Britannique | Cyber Wizards (Grades 4 – 6) | Applied Design, Skills, and Technologies | Compétences appliquées | Démontrer une connaissance des procédures de précaution et d'urgence en matière de sécurité dans les environnements physiques et numériques. |
| Colombie-Britannique | Cyber Wizards (Grades 4 – 6) | Applied Design, Skills, and Technologies | Technologies appliquées | Identifier les impacts personnels, sociaux et environnementaux, y compris les conséquences négatives involontaires, des choix qu'ils font en matière d'utilisation des technologies. |
| Colombie-Britannique | Cyber Defenders (Grades 7 – 9) | Éducation physique et à la santé | Social and community health | Identifier et décrire les stratégies permettant d'éviter et/ou de réagir à des situations potentiellement dangereuses, abusives ou exploitantes. |
| Colombie-Britannique | Cyber Defenders (Grades 7 – 9) | Éducation physique et à la santé | Social and community health | Describe and assess strategies for responding to discrimination, stereotyping, and bullying |
| Colombie-Britannique | Cyber Defenders (Grades 7 – 9) | Éducation physique et à la santé | Social and community health | Describe and apply strategies for developing and maintaining healthy relationships |
| Colombie-Britannique | Cyber Defenders (Grades 7 – 9) | Éducation physique et à la santé | Social and community health | Explore strategies for promoting the health and well-being of the school and community |
| Colombie-Britannique | Cyber Defenders (Grades 7 – 9) | Applied Design, Skills, and Technologies | Compétences appliquées | Démontrer une connaissance des procédures de précaution et d'urgence en matière de sécurité dans les environnements physiques et numériques. |
| Colombie-Britannique | Cyber Defenders (Grades 7 – 9) | Applied Design, Skills, and Technologies | Technologies appliquées | Identifier les impacts personnels, sociaux et environnementaux, y compris les conséquences négatives involontaires, des choix qu'ils font en matière d'utilisation des technologies. |
| Colombie-Britannique | Cyber Smart (Grades 10 – 12) | Études informatiques | Compétences appliquées | Démontrer une connaissance des procédures de précaution et d'urgence en matière de sécurité dans les environnements physiques et numériques. |
| Colombie-Britannique | Cyber Smart (Grades 10 – 12) | Études informatiques | Technologies appliquées | Evaluate impacts, including unintended negative consequences, of choices made about technology use |
| Colombie-Britannique | Cyber Smart (Grades 10 – 12) | Digital Communications | Technologies appliquées | Explore existing, new, and emerging tools, technologies, and systems and evaluate their suitability for their design interests |
| Colombie-Britannique | Cyber Smart (Grades 10 – 12) | Digital Communications | Technologies appliquées | Analyze the role technologies play in societal change |
| Alberta | Cyber Explorers (Grades 1 – 3) | Physical Education and Wellness | Demonstrate appropriate responses to environmental cues. | |
| Alberta | Cyber Explorers (Grades 1 – 3) | Physical Education and Wellness | Discuss needs and wants that connect to feelings of safety and security. | |
| Alberta | Cyber Explorers (Grades 1 – 3) | Physical Education and Wellness | Identify how boundaries might protect a person or a group of individuals. | |
| Alberta | Cyber Explorers (Grades 1 – 3) | Physical Education and Wellness | Examine how safety can be improved in a variety of situations. | |
| Alberta | Cyber Explorers (Grades 1 – 3) | Physical Education and Wellness | Generate examples of situations where behaviours would be appropriate and others where they would involve risk. | |
| Alberta | Cyber Explorers (Grades 1 – 3) | Physical Education and Wellness | Identify available resources that support safety. | |
| Alberta | Cyber Explorers (Grades 1 – 3) | La science | Compare the trustworthiness of sources of data. | |
| Alberta | Cyber Explorers (Grades 1 – 3) | La science | Collect data using techniques to improve the accuracy of data. | |
| Alberta | Cyber Wizards (Grades 4 – 6) | La science | Draw conclusions, using reliable and valid evidence from investigations. | |
| Alberta | Cyber Wizards (Grades 4 – 6) | La science | Identify biases that could influence an investigation. | |
| Alberta | Cyber Wizards (Grades 4 – 6) | La science | Discuss potential impacts of evidence that is not communicated clearly and accurately. | |
| Alberta | Cyber Wizards (Grades 4 – 6) | Physical Education and Wellness | Discuss how feelings associated with risk taking affect actions and decisions. | |
| Alberta | Cyber Wizards (Grades 4 – 6) | Physical Education and Wellness | Assess safety and vulnerability risks associated with use of digital technology. | |
| Alberta | Cyber Wizards (Grades 4 – 6) | Physical Education and Wellness | Identify potential harms from online and social media use. |
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| Alberta | Cyber Wizards (Grades 4 – 6) | Physical Education and Wellness | Explain how to deal with unwanted attention, communication, or images. |
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| Alberta | Cyber Wizards (Grades 4 – 6) | Physical Education and Wellness | Reflect on how the results or consequences of personal actions and decisions can affect the well-being of self and others. | |
| Alberta | Cyber Wizards (Grades 4 – 6) | Physical Education and Wellness | Examine the impacts of a variety of factors on personal actions and decisions. | |
| Alberta | Cyber Wizards (Grades 4 – 6) | Physical Education and Wellness | Identify laws, rules, practices, and protocols that support safety and well-being in a variety of contexts. | |
| Alberta | Cyber Wizards (Grades 4 – 6) | Physical Education and Wellness | Practise digital citizenship by being considerate of others. | |
| Alberta | Cyber Wizards (Grades 4 – 6) | Physical Education and Wellness | Describe responsibility and its impact on personal and group safety in a variety of contexts. | |
| Alberta | Cyber Wizards (Grades 4 – 6) | Physical Education and Wellness | Identify situations where responsibility supports the rights and feelings of others. | |
| Alberta | Cyber Wizards (Grades 4 – 6) | Physical Education and Wellness | Examine how responsibility can impact safety in a variety of situations. | |
| Alberta | Cyber Wizards (Grades 4 – 6) | Physical Education and Wellness | Recognize harmful bullying behaviours. |
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| Alberta | Cyber Wizards (Grades 4 – 6) | Physical Education and Wellness | Identify actions that can be taken when bullying occurs. |
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| Alberta | Cyber Defenders (Grades 7 – 9) | Physical Education and Wellness | Safety and Responsibility | W-7.7 analyze the definition, effects and possible consequences of various forms of harassment |
| Alberta | Cyber Defenders (Grades 7 – 9) | Physical Education and Wellness | Safety and Responsibility | W-7.8 analyze and appreciate differing personal perspectives on safety; e.g., physical, emotional, social safety |
| Alberta | Cyber Defenders (Grades 7 – 9) | Physical Education and Wellness | Safety and Responsibility | W-7.10 identify and examine potential sources of physical/emotional/social support |
| Alberta | Cyber Defenders (Grades 7 – 9) | Physical Education and Wellness | Safety and Responsibility | W-9.10 assess the quality and reliability of health information provided by different sources; e.g., on the Internet |
| Alberta | Cyber Defenders (Grades 7 – 9) | Physical Education and Wellness | Interactions | R-9.6 model integrity and honesty in accordance with ethical principles; e.g., develop strategies to behave in an ethical manner |
| Alberta | Cyber Defenders (Grades 7 – 9) | Technologies de l'information et de la communication | Communicating, Inquiring, Decision Making and Problem Solving | access diverse viewpoints on particular topics by using appropriate technologies |
| Alberta | Cyber Defenders (Grades 7 – 9) | Technologies de l'information et de la communication | Communicating, Inquiring, Decision Making and Problem Solving | assemble and organize different viewpoints in order to assess their validity |
| Alberta | Cyber Defenders (Grades 7 – 9) | Technologies de l'information et de la communication | Communicating, Inquiring, Decision Making and Problem Solving | use information technology to find facts that support or refute diverse viewpoints |
| Alberta | Cyber Defenders (Grades 7 – 9) | Technologies de l'information et de la communication | Communicating, Inquiring, Decision Making and Problem Solving | evaluate the authority and reliability of electronic sources |
| Alberta | Cyber Defenders (Grades 7 – 9) | Technologies de l'information et de la communication | Communicating, Inquiring, Decision Making and Problem Solving | evaluate the relevance of electronically accessed information to a particular topic |
| Alberta | Cyber Defenders (Grades 7 – 9) | Technologies de l'information et de la communication | Communicating, Inquiring, Decision Making and Problem Solving | evaluate the relevance of electronically accessed information to a particular topic |
| Alberta | Cyber Defenders (Grades 7 – 9) | Technologies de l'information et de la communication | Foundational Operations, Knowledge and Concepts | describe the impact of communication technologies on past, present and future workplaces, lifestyles and the environment |
| Alberta | Cyber Defenders (Grades 7 – 9) | Technologies de l'information et de la communication | Foundational Operations, Knowledge and Concepts | identify potential technology-related career paths |
| Alberta | Cyber Defenders (Grades 7 – 9) | Technologies de l'information et de la communication | Foundational Operations, Knowledge and Concepts | explain the issues involved in balancing the right to access information with the right to personal privacy |
| Alberta | Cyber Defenders (Grades 7 – 9) | Technologies de l'information et de la communication | Foundational Operations, Knowledge and Concepts | model and assume personal responsibility for ethical behaviour and attitudes and acceptable use of information technologies and sources in local and global contexts |
| Alberta | Cyber Defenders (Grades 7 – 9) | Technologies de l'information et de la communication | Foundational Operations, Knowledge and Concepts | identify aspects of style in a presentation |
| Alberta | Cyber Defenders (Grades 7 – 9) | Technologies de l'information et de la communication | Foundational Operations, Knowledge and Concepts | understand the nature of various media and how they are consciously used to influence an audience |
| Alberta | Cyber Defenders (Grades 7 – 9) | Technologies de l'information et de la communication | Foundational Operations, Knowledge and Concepts | identify specific techniques used by the media to elicit particular responses from an audience |
| Alberta | Cyber Defenders (Grades 7 – 9) | Technologies de l'information et de la communication | Foundational Operations, Knowledge and Concepts | recognize that the ability of technology to manipulate images and sound can alter the meaning of a communication |
| Alberta | Cyber Defenders (Grades 7 – 9) | Technologies de l'information et de la communication | Foundational Operations, Knowledge and Concepts | identify and apply safety procedures required for the technology being used |
| Alberta | Cyber Smart (Grades 10 – 12) | Technologies de l'information et de la communication | Communicating, Inquiring, Decision Making and Problem Solving | consult a wide variety of sources that reflect varied viewpoints on particular topics |
| Alberta | Cyber Smart (Grades 10 – 12) | Technologies de l'information et de la communication | Communicating, Inquiring, Decision Making and Problem Solving | evaluate the validity of gathered viewpoints against other sources |
| Alberta | Cyber Smart (Grades 10 – 12) | Technologies de l'information et de la communication | Communicating, Inquiring, Decision Making and Problem Solving | assess the authority, reliability and validity of electronically accessed information |
| Alberta | Cyber Smart (Grades 10 – 12) | Technologies de l'information et de la communication | Foundational Operations, Knowledge and Concepts | evaluate possible potential for emerging technologies |
| Alberta | Cyber Smart (Grades 10 – 12) | Technologies de l'information et de la communication | Foundational Operations, Knowledge and Concepts | use current, reliable information sources from around the world |
| Alberta | Cyber Smart (Grades 10 – 12) | Technologies de l'information et de la communication | Foundational Operations, Knowledge and Concepts | analyze and assess the impact of technology on the global community |
| Alberta | Cyber Smart (Grades 10 – 12) | Technologies de l'information et de la communication | Foundational Operations, Knowledge and Concepts | demonstrate an understanding of how changes in technology can benefit or harm society |
| Alberta | Cyber Smart (Grades 10 – 12) | Technologies de l'information et de la communication | Foundational Operations, Knowledge and Concepts | evaluate the influence and results of digital manipulation on our perceptions |
| Alberta | Cyber Smart (Grades 10 – 12) | Technologies de l'information et de la communication | Foundational Operations, Knowledge and Concepts | identify and analyze a variety of factors that affect the authenticity of information derived from mass media and electronic communication |
| Nouveau-Brunswick | Cyber Explorers (Grades 1 – 3) | English Language Arts | Reception | Receive information from others |
| Nouveau-Brunswick | Cyber Explorers (Grades 1 – 3) | English Language Arts | Reception | Reflect while others are speaking |
| Nouveau-Brunswick | Cyber Explorers (Grades 1 – 3) | Éducation physique | Socio-emotional Skills | Use appropriate emotional reactions when trying new activities or challenges |
| Nouveau-Brunswick | Cyber Explorers (Grades 1 – 3) | Éducation physique | Socio-emotional Skills | Encourage others |
| Nouveau-Brunswick | Cyber Explorers (Grades 1 – 3) | Explore Your World | Well-Being | Define personal safety |
| Nouveau-Brunswick | Cyber Explorers (Grades 1 – 3) | Explore Your World | Well-Being | Discuss healthy practices |
| Nouveau-Brunswick | Cyber Explorers (Grades 1 – 3) | Explore Your World | Well-Being | Identify safe spaces, people, and behaviours |
| Nouveau-Brunswick | Cyber Explorers (Grades 1 – 3) | Explore Your World | Well-Being | Demonstrate safe behaviours and practices |
| Nouveau-Brunswick | Cyber Explorers (Grades 1 – 3) | Explore Your World | Well-Being | Use practices that contribute to a safe and caring environment |
| Nouveau-Brunswick | Cyber Explorers (Grades 1 – 3) | Explore Your World | Diversity and Social Responsibility | Demonstrate an increased willingness to investigate and reflect when making a decision |
| Nouveau-Brunswick | Cyber Explorers (Grades 1 – 3) | Bien-être personnel | Bien-être | Describe some qualities of a safe adult |
| Nouveau-Brunswick | Cyber Explorers (Grades 1 – 3) | Bien-être personnel | Bien-être | Describe a situation when they would talk to a safe adult |
| Nouveau-Brunswick | Cyber Explorers (Grades 1 – 3) | Bien-être personnel | Bien-être | Describe what consent over own body means |
| Nouveau-Brunswick | Cyber Explorers (Grades 1 – 3) | Bien-être personnel | Bien-être | Identify personal information and ways to protect it |
| Nouveau-Brunswick | Cyber Explorers (Grades 1 – 3) | Bien-être personnel | Bien-être | Identify when elements of a situation are unsafe |
| Nouveau-Brunswick | Cyber Explorers (Grades 1 – 3) | Bien-être personnel | Bien-être | List behaviours that will keep self and peers safe |
| Nouveau-Brunswick | Cyber Wizards (Grades 4 – 6) | Bien-être personnel | Bien-être | Explain how to assess situations to determine if they are safe or unsafe |
| Nouveau-Brunswick | Cyber Wizards (Grades 4 – 6) | Bien-être personnel | Bien-être | Describe when safety strategies are needed |
| Nouveau-Brunswick | Cyber Wizards (Grades 4 – 6) | Bien-être personnel | Bien-être | Define personal boundaries and consent |
| Nouveau-Brunswick | Cyber Wizards (Grades 4 – 6) | Bien-être personnel | Bien-être | Describe ways to stay safe when using technology |
| Nouveau-Brunswick | Cyber Wizards (Grades 4 – 6) | Bien-être personnel | Bien-être | Describe ways to stay safe during outdoor activities |
| Nouveau-Brunswick | Cyber Wizards (Grades 4 – 6) | Bien-être personnel | Bien-être | Describe how to recognize an unsafe situation |
| Nouveau-Brunswick | Cyber Wizards (Grades 4 – 6) | Bien-être personnel | Bien-être | Discuss ways to give and withdraw consent |
| Nouveau-Brunswick | Cyber Wizards (Grades 4 – 6) | Bien-être personnel | Bien-être | Choose and describe appropriate risk-reduction strategies given a variety of situations |
| Nouveau-Brunswick | Cyber Wizards (Grades 4 – 6) | Bien-être personnel | Mental Fitness | Describe a strategy for seeking help for self |
| Nouveau-Brunswick | Cyber Wizards (Grades 4 – 6) | Bien-être personnel | Mental Fitness | Describe a strategy for seeking help for others |
| Nouveau-Brunswick | Cyber Wizards (Grades 4 – 6) | Bien-être personnel | Mental Fitness | List people and places to ask for help |
| Nouveau-Brunswick | Cyber Wizards (Grades 4 – 6) | Bien-être personnel | Relationships | Demonstrate safe behaviours and practices |
| Nouveau-Brunswick | Cyber Wizards (Grades 4 – 6) | Bien-être personnel | Relationships | Use practices that contribute to a safe and caring environment |
| Nouveau-Brunswick | Cyber Wizards (Grades 4 – 6) | Bien-être personnel | Relationships | Demonstrate an increased willingness to investigate and reflect when making a decision |
| Nouveau-Brunswick | Cyber Defenders (Grades 7 – 9) | English Language Arts | Identify claims that are supported by facts and reason from those that are not | |
| Nouveau-Brunswick | Cyber Defenders (Grades 7 – 9) | English Language Arts | Evaluate the effectiveness of the facts/reason to support a claim and identify when irrelevant information is introduced | |
| Nouveau-Brunswick | Cyber Defenders (Grades 7 – 9) | English Language Arts | Respond critically to how a text employs language to manipulate, persuade, or control and propose alternative perspectives | |
| Nouveau-Brunswick | Cyber Defenders (Grades 7 – 9) | Technologie | Information Technology | Distinguish between phishing, DDoS, MitM, Zero-day exploit, malware, and botnets |
| Nouveau-Brunswick | Cyber Defenders (Grades 7 – 9) | Technologie | Information Technology | Use digital communication software to provide ongoing synchronous and asynchronous communication for collaborative projects |
| Nouveau-Brunswick | Cyber Defenders (Grades 7 – 9) | Technologie | Information Technology | Demonstrate ethical and respectful communication in digital communications |
| Nouveau-Brunswick | Cyber Defenders (Grades 7 – 9) | Bien-être personnel | Decision-Making | Assess positive and negative peer influences when making decisions |
| Nouveau-Brunswick | Cyber Defenders (Grades 7 – 9) | Bien-être personnel | Decision-Making | Examine their personal process used to make big or small decisions |
| Nouveau-Brunswick | Cyber Defenders (Grades 7 – 9) | Bien-être personnel | Decision-Making | Evaluate credible sources of health and safety information |
| Nouveau-Brunswick | Cyber Defenders (Grades 7 – 9) | Bien-être personnel | Decision-Making | Identify sources of health and safety misinformation and disinformation |
| Nouveau-Brunswick | Cyber Defenders (Grades 7 – 9) | Bien-être personnel | Decision-Making | Assess how own decision-making skills promote a healthy environment for self and community |
| Nouveau-Brunswick | Cyber Defenders (Grades 7 – 9) | Bien-être personnel | Decision-Making | List sources of support for decision-making in my community |
| Nouveau-Brunswick | Cyber Defenders (Grades 7 – 9) | Bien-être personnel | Personal Safety | Discuss behaviours that promote a positive digital profile |
| Nouveau-Brunswick | Cyber Defenders (Grades 7 – 9) | Bien-être personnel | Personal Safety | Evaluate the impact of information (posted or shared) forever stored in cyberspace |
| Nouveau-Brunswick | Cyber Defenders (Grades 7 – 9) | Bien-être personnel | Personal Safety | Describe when it is appropriate to use a social media platform |
| Nouveau-Brunswick | Cyber Defenders (Grades 7 – 9) | Bien-être personnel | Personal Safety | Explain the benefits or harms of following certain people or groups online |
| Nouveau-Brunswick | Cyber Defenders (Grades 7 – 9) | Bien-être personnel | Personal Safety | Outline the law about sharing or securing sexually explicit images |
| Nouveau-Brunswick | Cyber Defenders (Grades 7 – 9) | Bien-être personnel | Personal Safety | Describe strategies to keep self and others safe online (luring, protecting personal information, identifying misinformation and disinformation, etc.) |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Technologie | Informational Technology Skills | Describe social engineering in reference to cybersecurity |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Technologie | Informational Technology Skills | Explain how human actions or inactions represent a major portion of cybersecurity events |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Technologie | Informational Technology Skills | Define confidentiality, integrity, and availability (CIA triad) |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Technologie | Informational Technology Skills | Describe authentication processes (passwords and multifactor authentication) |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Technologie | Informational Technology Skills | Explain encryption and importance in ICT |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Technologie | Informational Technology Skills | Use simple encryption techniques to encrypt messages |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Technologie | Informational Technology Skills | Explain why increased complexity of encryption requires additional time and algorithms to decrypt |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Technologie | Informational Technology Skills | Describe synchronous and asynchronous encryption and uses in ICT |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Cybersécurité | Trends | Identify careers and pathways in cybersecurity, including extra-curricular, post-secondary, internship, and companies involved in cybersecurity in New Brunswick. |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Cybersécurité | Trends | Research current trends in cybersecurity. |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Cybersécurité | Mindset | Communicate adoption practices to harden systems. |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Cybersécurité | Mindset | Determine the usefulness of guides found on the Internet for software and cybersecurity updates. |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Cybersécurité | Mindset | Demonstrate how diverse thinking practices lead to safer and more secure systems. |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Cybersécurité | Mindset | Analyze cybersecurity challenges and vulnerabilities involving people, technology or both. |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Cybersécurité | Mindset | Presented with a situation containing a potential vulnerability, learners suggest a way to resolve the vulnerability. |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Cybersécurité | Mindset | Combine the solutions to smaller challenges in a way that solves the original larger challenge. |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Cybersécurité | Mindset | Secure a variety of digital devices using common patterns and solutions. |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Cybersécurité | Mindset | Adapt a solution to solve a challenge that has common elements but is slightly different (and may involve human and/or technology automation). |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Cybersécurité | Mindset | Gather data related to a cybersecurity event and analyze that data to determine important elements. |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Cybersécurité | Mindset | Prove, using data, that a cybersecurity event happened. |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Cybersécurité | Mindset | Create a list of issues to check with each cybersecurity event. |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Cybersécurité | Mindset | Discover flaws and security threats on digital devices. |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Cybersécurité | Mindset | Hypothesize solutions based on the brainstorming, researching, analyzing and discussing possible causes and potential solutions to cybersecurity challenges and vulnerabilities. |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Cybersécurité | Mindset | Identify and implement proactive strategies for mitigating cybersecurity risks and vulnerabilities, including secure password methodology, software patches and updates. |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Cybersécurité | Mindset | Create and maintain a list of possible solutions to mitigate a variety of cybersecurity challenges, risks and vulnerabilities. |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Cybersécurité | Mindset | Use data to prove the mitigation is enabled and effective. |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Cybersécurité | Mindset | Evaluate policies designed to prevent password attacks. |
| Nouveau-Brunswick | Cyber Smart (Grades 10 – 12) | Cybersécurité | Mindset | Understand and communicate to others the destructive consequences that can be associated with in secure digital data. |
| Nouvelle-Écosse | Cyber Explorers (Grades 1 – 3) | Health Education | Learners will investigate characteristics that promote healthy and safe relationships. | |
| Nouvelle-Écosse | Cyber Explorers (Grades 1 – 3) | Health Education | Learners will investigate empathy. | |
| Nouvelle-Écosse | Cyber Explorers (Grades 1 – 3) | Health Education | Learners will investigate ways for seeking help in unsafe risk scenarios. | |
| Nouvelle-Écosse | Cyber Explorers (Grades 1 – 3) | Health Education | Learners will investigate the components of mental health literacy | |
| Nouvelle-Écosse | Cyber Wizards (Grades 4 – 6) | Health Education | Learners will analyse how relationships impact physical, mental, emotional, social, and spiritual health | |
| Nouvelle-Écosse | Cyber Defenders (Grades 7 – 9) | Health Education | Learners will analyse how life skills influence physical, mental, emotional, social, and spiritual health | |
| Nouvelle-Écosse | Cyber Defenders (Grades 7 – 9) | English Language Arts | Learners will plan oral, written, and visual personal and critical responses, in relation to audience and purpose | |
| Nouvelle-Écosse | Cyber Defenders (Grades 7 – 9) | English Language Arts | Learners will analyse the accuracy, reliability, validity, and bias in a range of written, audio, visual, and digital communication forms | |
| Nouvelle-Écosse | Cyber Defenders (Grades 7 – 9) | Technology Education | Learners will construct a product in response to audience need. | |
| Nouvelle-Écosse | Cyber Defenders (Grades 7 – 9) | Technology Education | Students will be expected to demonstrate an understanding of the consequences of their technological choices | |
| Nouvelle-Écosse | Cyber Defenders (Grades 7 – 9) | Technology Education | Students will be expected to operate and manage technological systems | |
| Nouvelle-Écosse | Cyber Smart (Grades 10 – 12) | Communications Technology | Design, develop, evaluate, and articulate technological solutions | |
| Nouvelle-Écosse | Cyber Smart (Grades 10 – 12) | Communications Technology | Evaluate and manage technological systems | |
| Nouvelle-Écosse | Cyber Smart (Grades 10 – 12) | Communications Technology | Demonstrate an understanding of current and evolving careers and of the influence of technology on the nature of work | |
| Nouvelle-Écosse | Cyber Smart (Grades 10 – 12) | Communications Technology | Demonstrate an understanding of their personal responsibility in determining the future |
Resources for Teachers
Looking for tools to bring digital safety and tech skills to life in your classroom? This section includes ready-to-use lesson ideas, activity guides, discussion prompts, and optional links to trusted online tools. All resources are designed to make teaching digital citizenship easy, engaging, and flexible for any learning environment.
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Protégez vos bonbons !
Cybersécurité Plan de cours pour les enseignants Plan de cours sur la cybersécurité pour les classes 1 à 4 : Tout sur les mots de passe Ce plan de cours sur la cybersécurité...
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KnowledgeFlow : Alignement des programmes pour les enseignants
Une mise en correspondance complète de notre matériel pédagogique avec les normes provinciales en matière de programmes d'études. Ce guide est conçu pour aider les enseignants à intégrer de manière transparente nos ressources et le contenu de nos cours dans la planification de leurs leçons, en garantissant l'alignement sur les résultats éducatifs requis.
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Plans de cours sur la cybersécurité
Plans de cours sur la cybersécurité pour votre classe Attention, enseignants ! Consultez notre collection complète de leçons sur l'éducation aux médias numériques et la cybersécurité...
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Ce que les élèves doivent savoir sur la liberté d'information et la protection de la vie privée - 5e année
Ce que les élèves doivent savoir sur la liberté d'information et la protection de la vie privée : 5e année Ce document décrit ce que les élèves...
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Ce que les élèves doivent savoir sur la liberté d'information et la protection de la vie privée : 11e-12e année
Ce que les élèves doivent savoir sur la liberté d'information et la protection de la vie privée : 11e-12e année Ce document décrit ce que les élèves...
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