Кіберосвітній інструментарій для шкіл: безкоштовна платформа EnCycLEd
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
1
T
ABLE
OF
C
ONTENTS
1.1 Piloting Objectives and Expected Outcomes
1.2 Alignment with Project KPIs and Deliverables
1.3 Roles of partners during piloting
2.1 Access to go.encycled.eu and encycled.eu
2.3 Steps for working with the Platform (Modules, Resources, Glossary, Guides, Links, Discussions)
2.4 Orientation Videos on the use of the Platform
3 - IMPLEMENTATION ROADMAP (BLUEPRINT TIMELINE)
3.2 Semester / Academic-Year Calendar
4 - SCHOOL ROLLOUT PLAN (BLUEPRINT RUNBOOK)
4.1 Planning Academic Load and Calendar
4.2 Teacher and Materials Preparation
4.3 Lesson Delivery and Minimal Data Collection
4.4 Technical Support (Platform Access and Troubleshooting)
5.1 General Guidance for Working with Modules
Who was it? (Network Security)
What can we do against it? (Cyber Resilience)
6 - RESOURCES REPOSITORY – OPERATIONAL USE
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
2
EnCycLEd Erasmus+ Project
6.1 Purpose and Resource Types
6.3 Patterns for Selecting Materials for a 45-Minute Lesson
6.4 Integration with the Module Playbooks
7.2 Embedding Terms in Lesson Plans and Homework
8.1 Section Structure (Careers and Study Pathways)
8.2 Career-Orientation Lessons and Activities Using Guides
9 - ASSESSMENT, MEL, AND LESSON ORGANISATION
9.1 Pre / Post (Minimal Forms)
9.3 Methods: Individual Study, Interactive, Group Work, Educational Game
9.4 Classroom Logistics and 45-Minute Timing
9.5 Inclusivity and Accessibility of Materials
9.6 KPI Dashboard Summary for Teachers
9.7 Timeline and Completion of Piloting-Related Assessment
10 - SAFETY, PRIVACY, AND ETHICS
10.2 Use of External Services and Games
11 - REPORTING AND HANDOVER OF RESULTS
11.1 School Report Formats (Monthly / Term)
11.2 Data Aggregation for Pilot Partners
11.3 Cross-Learning and International Exchange
11.4 Feedback Loop and Sustainability
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
3
EnCycLEd National Piloting Calendar Template
Minimum Piloting Package and Piloting-related KPIs per Partner
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
4
EnCycLEd Erasmus+ Project
A
BOUT
THE
PROJECT
The EnCycLEd Erasmus+ Project aims to promote digital readiness in cybersecurity,
resilience, and capacity-building in educational institutions. To achieve this, the
project will promote cybersecurity literacy and awareness. It focuses on training
students, schoolteachers and other teaching professions to develop key digital skills
and competences.
Special focus is given to promote interconnected educational systems in Europe with
cybersecurity awareness and training at High Schools, Vocational Schools, as well as
at university courses, especially the ones related to the formation of future teachers.
The project results are planned to go beyond the project's educational partners,
taking effect also via interactions with the vast existing network of associated
institutions of the partners.
The EnCycLEd consortium benefits from the diverse and profound experience of
higher education partners, professional schools and associations in the topic areas of
cybersecurity and didactics. The project counts with cybersecurity expertise coming
from European Universities (UIBK in Austria and HU in Germany) and from a
cybersecurity association (UACS in Ukraine), supported by two other Universities
(UoM in Greece and SET Univ. in Ukraine) to develop and test the training materials
and school curricula. Two project partners (AC in Malta and REACH in Austria) will
respectively cater for the development of the project's digital platform and the
project’s dissemination and network-building. EnCycLEd will devote main efforts on
interacting and piloting its developments in cooperation with two European Schools
(in Greece and in Austria) and with two Ukrainian educational institutions (a
University dedicated to the formation of teachers and a Vocational School).
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
5
I
NTRODUCTION
The EnCycLEd pilot helps schools test five age-appropriate modules (for ages 10–14
and 15–18) that strengthen students’ cybersecurity awareness, safety and digital
resilience. At the same time, it gives teachers ready-to-use lessons and a light,
practical way to evaluate what works. The pilot also supports Erasmus+ priorities on
digital transformation and key competences.
This
Piloting Program Guide
(Guide) is the
coordination and reporting
blueprint
for EnCycLEd piloting. It explains who does what and when, defines the
minimum piloting packages (Options A/B/C), sets out the National Piloting Calendar
approach, and describes how Key Performance Indicators (K1–K7 and D1–D7) are
collected and reported to WP4 using the MEL Toolkit (Annexes E1–E8)
. Detailed classroom activities and lesson examples are
contained in the separate
Program Development
document
, which teachers should use alongside this Guide.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
6
EnCycLEd Erasmus+ Project
S
ECTION
1 - P
ROGRAM
O
VERVIEW
A
ND
P
REREQUISITES
1.1 Piloting Objectives and Expected Outcomes
The EnCycLEd platform (
) is an open digital learning
environment designed to promote cybersecurity awareness, digital literacy and
responsible online behaviour among students aged 10–18. This Piloting Program
Guide supports schools, school leaders and national partners in organising and
monitoring the pilot, while teachers use the Program Development document for
day-to-day lesson delivery.
Objectives
During the piloting phase, participating schools are expected to:
●
enable learners to grasp core notions such as
threats, passwords, privacy,
social engineering, resilience, defence and cyberpeace
, and to name
at least one concrete habit they will change in their online behaviour;
●
support teachers to confidently run engaging, age-appropriate
5×45-minute
lessons
, using the EnCycLEd
Modules, Resources, Glossary and Guides
,
and to log brief reflections plus mini-quiz results;
●
ensure that each school returns a short summary report outlining learning
highlights, technical notes and improvement suggestions.
Expected Outcomes
By the end of the pilot:
●
Students
will demonstrate improved understanding of cyber threats,
password management, social media safety and data privacy, and will be able
to describe safer digital habits.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
7
●
Teachers
will be able to plan and deliver interactive 45-minute lessons using
the EnCycLEd modules and resources, and to integrate light assessment
(quizzes, reflections) into their practice.
●
Schools
will provide a short feedback report summarising learning outcomes,
student engagement, technical challenges and suggestions for the next
iteration of the materials and platform.
Connection to EU Digital Education Priorities
The piloting aligns with key European policy frameworks, including:
●
the
Digital Education Action Plan (2021–2027)
;
●
the
DigComp 2.2 Framework for Citizens
, particularly competence area 4
“Safety”;
●
the
Council Recommendation on Key Competences for Lifelong
Learning (2018)
– Digital Competence; and
●
the
ENISA Cybersecurity Skills Framework
, by introducing foundational
awareness of cybersecurity roles.
Prerequisites
To participate effectively in the EnCycLEd piloting, schools should meet the following
basic conditions:
●
Target group:
students aged 10–14 and 15–18; teachers of Informatics,
Digital Literacy or related subjects.
●
Lesson duration:
45 minutes per session (lessons can be combined into
90-minute blocks for projects).
●
Technical setup:
internet access, computers/tablets (approx. 1 device per
1–2 students), projector or interactive board.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
8
EnCycLEd Erasmus+ Project
●
Teacher preparation:
basic understanding of internet safety and ability to
navigate online learning platforms.
●
Language:
English or localised versions of materials (e.g. Ukrainian, Greek,
Maltese, etc.), according to national planning.
Minimum piloting package per school (Options A, B, C)
To ensure that piloting is both realistic for schools and sufficient to meet the project
KPIs, each piloting institution is expected to implement
at least one minimum
piloting package
. As a rule, piloting schools should implement either:
●
Option A – Full package
: all five modules, at least one career-guidance
activity using the Guides, and multiple uses of the Discussions section with
around
50–60 students
; or
●
Option B – Core package
: at least three modules (
Module 1, one
technical module and Module 5
), plus at least one Guides activity, and at
least
two purposeful Discussions activities
with
30–40 students
.
In exceptional cases, and only with prior agreement from
WP4 (UACS)
, a school
may implement a lighter
Option C
(at least one module, one Guides activity and
one use of Discussions with
20–30 students
), provided that this does not
compromise the overall minimum targets in the KPI annex (students reached,
modules delivered, cross-country activities and platform use).
Whichever option they choose, all piloting schools still contribute to the main project
KPIs (modules delivered, cyber hygiene and resilience, and career awareness) and
offer at least one structured activity on cybersecurity careers and study routes.
National partners may encourage some schools to go beyond the minimum package
(e.g. deliver all five modules plus multiple careers activities), but every piloting
school must implement at least Option A, Option B or Option C for its participation to
count towards the EnCycLEd piloting KPIs.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
9
The detailed numeric minima per school and partner, including platform registration
and outreach targets, are summarised in
Annex B – Piloting Schools KPIs
and
Annex D – Minimum Piloting Package and Piloting-related KPIs per
Partner
.
1.2 Alignment with Project KPIs and Deliverables
Purpose
This section explains how school-level activities in the EnCycLEd pilot link to the
project’s Key Performance Indicators (KPIs) and Deliverables (D4.1–D4.6) in Work
Package 4 (Piloting and Evaluation). In other words, it shows how what you do in
school turns into measurable project results.
A. Relation Between Classroom Activities and Project Deliverables
Each activity conducted in the pilot phase generates practical evidence that
contributes to the achievement of specific deliverables. The table below summarises
the correspondence between school-level actions, deliverables, and KPIs.
School-Level
Activity
Linked
Deliverable
Expected Output/
Evidence
KPI Contribution
Responsible
Actor
Teacher
onboarding
and
access
check
D4.1 / D4.2
Attendance record,
readiness checklist
100–150
teachers
trained
National partner
/ School
Delivery
of
EnCycLEd
modules (1–5)
D4.3
Lesson
logs,
student worksheets,
screenshots
~1,000
students
reached;
≥80
%
module completion
Teacher
/
School
Application of
EnCycLEd
materials and
glossary
D4.1 / D4.2
List
of
used
resources, localised
materials
≥100 digital resources
used or adapted
School / WP2
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
10
EnCycLEd Erasmus+ Project
Cross-learning
sessions with
partner schools
D4.5
Short
report,
screenshots, shared
board
≥5
international
exchanges conducted
WP4 / Schools
Assessment
and reflection
(Pre/Post quiz)
D4.4
Aggregated
quiz
results,
student
reflections
+30 % knowledge
improvement; ≥75 %
post-quiz accuracy
Teacher /
Evaluator
Submission of
final summary
and feedback
D4.3 / D4.6
One-page
report,
highlights of lessons
learned
4 national summaries;
5 dissemination events
National partner
/ Consortium
Table 1: Correspondences between school-level actions, deliverables, and KPIs.
B. Deliverable–KPI Alignment Matrix
Deliverable
Deliverable Title
Main KPIs Tracked
Evidence Sources
D4.1
Piloting Framework
and Methodological
Guide
Guide
finalised
and
distributed; training sessions
completed
Final guide,
training records
D4.2
Teacher
Training
Materials
Five modules localised and
uploaded to platform
Training toolkit,
slide decks
D4.3
Piloting
Implementation
Reports
Four national reports; 1,000
students reached
Teacher logs,
school reports
D4.4
Evaluation
and
Impact Report
≥30 % learning improvement;
≥75 % post-quiz success rate
Quiz data,
reflection forms
D4.5
Cross-Learning
Casebook
At least five international
lessons or exchanges
Activity reports,
screenshots
D4.6
Policy and Practice
Recommendations
Policy
briefs
and
final
dissemination results
National reports,
event summaries
Table 2: Deliverable–KPI Alignment Matrix.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
11
C. Monitoring and Reporting Flow
Data collected throughout the pilot follows a clear four-level reporting pathway:
Teacher
→
School Summary
→
National Partner
→
EnCycLEd
Consortium
1. Individual lesson results, quiz outcomes, and observations are recorded at
classroom level.
2. Schools compile one summary report aggregating their local results.
3. National partners consolidate reports from participating schools into a Country
Implementation Report (D4.3).
4. The consortium aggregates data from all countries for the Evaluation Report
(D4.4) and Cross-Learning Casebook (D4.5).
All data remain anonymous and compliant with GDPR and Erasmus+ ethical
standards.
D. KPI Measurement Timeline
Stage of Pilot
Timeframe
Measured Indicators
Linked
Deliverables
Preparation
Weeks 1–2
Number of teachers trained; baseline
readiness
D4.1 / D4.2
Implementation
Weeks 3–10
Number of modules delivered; student
engagement
D4.3
Mid-point
Reflection
Week 8
Student
motivation;
accessibility;
inclusion
D4.3
Final Evaluation
Weeks 11–12
Quiz improvement; participation rate
D4.4
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
12
EnCycLEd Erasmus+ Project
Cross-Learning
Phase
Months 24–30
Number of joint lessons; cooperation
quality
D4.5
Dissemination
Phase
Months 30–36
Stakeholder participation; visibility
D4.6
Table 3: KPI Measurement Timeline.
E. Optional (Extended) Indicators
Beyond the contractual KPIs, the pilot allows monitoring of additional indicators that
enhance project visibility and sustainability.
Extended Indicator
Purpose
Measurement
Tool
Student-produced
content
(videos, posters, campaigns)
Demonstrates
creativity
and
communication skills
Uploaded artefacts /
photos
Parental involvement activities
Strengthens
school–home
cooperation in cyber hygiene
Parent
feedback
form
Teacher peer mentoring and
exchange
Builds professional community and
sustainability
Reflection log
Use of bilingual resources
Promotes inclusivity and accessibility
Lesson checklist
Table 4: Extended Indicators.
These indicators are optional but recommended for schools wishing to document
broader educational impact.
F. Expected Contribution to Project Evaluation
All data gathered through the alignment process will feed directly into:
●
D4.3
– national implementation summaries;
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
13
●
D4.4
– overall impact and learning evaluation;
●
D4.5
– cross-learning and best-practice documentation;
●
D4.6
– final policy recommendations and sustainability planning.
G.
KPI dictionary
K1–K7 (piloting & participation)
●
K1
– Teachers and students directly involved in piloting (teachers who taught
at least one EnCycLEd module + students who took part in the piloted
lessons).
●
K2
– Teachers (and future teachers) registered on go.encycled.eu (with
platform accounts).
●
K3
– Students registered on go.encycled.eu (with platform accounts).
●
K4
– Other teachers / future teachers informed about the platform (beyond
those directly piloting).
●
K5
– Students informed about the platform (e.g. assemblies, school events,
campaigns, non
‑
piloting classes).
●
K6
– Cross
‑
country teams (teachers or students) formed and interacting on
the platform.
●
K7
– Cross
‑
country learning and exchange sessions (e.g. joint lessons or
Discussion
‑
based activities).
D1–D7 (Discussions & cross
‑
learning)
●
D1
– Teachers who used Discussions (created or joined at least one
Discussion Group).
●
D2
– Discussion Groups created (class
‑
level and cross
‑
country groups).
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
14
EnCycLEd Erasmus+ Project
●
D3
– Cross
‑
country Discussion Groups (with participants from at least two
countries).
●
D4
– Students in Discussion Groups (students with access to at least one
Discussion Group).
●
D5
– Guest cybersecurity professionals / role models who took part in
Discussions or Q&A linked to the platform.
●
D6
– Interactions in Discussions (posts and replies; approximate total).
●
D7
– Qualitative description of types of exchanges in Discussions (reflection,
Q&A, group work / teamwork, cross
‑
country debate, etc.).
H. Piloting Timeline and Completion Deadline
All piloting activities must fit within the EnCycLEd project timeline. In practice, this
means that teaching, data collection and reporting at school and country level have
to finish early enough to allow cross-country evaluation and final reporting.
• By 30 June 2026
– piloting schools submit their school-level piloting reports and
KPI data, including short descriptions of any cross-country activities.
• By 15 July 2026
– piloting partners compile National Piloting Synthesis Reports
and national KPI dashboards.
• By 31 July 2026
– the platform team provides consolidated platform and
Discussions usage statistics, and all piloting results are in the hands of WP4 (UACS).
This staging allows the Cross-Country Evaluation & Sustainability Assessment (Task
4.6) to take place between 31 July and 15 October 2026 in line with the project
Gantt chart, and ensures that all contracted KPIs can be reported before the final
project end date (
30 November 2026
).
1.3 Roles of partners during piloting
1.
Piloting schools (AFS, SU, KVS)
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
15
a. Deliver the chosen
piloting package (Options A/B/C)
in
classrooms (modules + Guides + Discussions).
b. Register and inform the agreed minimum numbers of
students and
teachers
on / about the Platform.
c. Implement
cross-country and Discussions-based activities
, and
complete the
school-level piloting reports and KPI forms
.
2.
HEIs (UIBK, HU, UoM)
a. Pilot EnCycLEd modules and resources with their own
students
and/or future teachers
, where relevant.
b. Register and inform the minimum numbers of
students and other
teachers
specified in the KPI annex.
c. Contribute to
cross-country teams and learning activities
and
support analysis of piloting results with subject-matter expertise.
3.
UACS (WP4 Leader – Implementation, Piloting, Evaluation,
Sustainability)
a. Leads
Work Package 4
, including design of the
Piloting Program
and
Piloting Guide
.
b. Defines and maintains the
piloting KPIs, minimum targets and
MEL templates
, and sets
internal reporting deadlines
.
c. Aggregates school and country data, runs the
Cross-Country
Evaluation & Sustainability Assessment (Task 4.6)
, and prepares
lessons-learned outputs.
4.
AC (platform & training – WP3)
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
16
EnCycLEd Erasmus+ Project
a. Develops and maintains the
EnCycLEd Platform
and supports
teachers and partners in using
Modules, Resources, Guides, Links
and Discussions
.
b. Provides
technical support
for cross-country learning and exchange
sessions on the platform.
c. Supplies
platform usage statistics
(registrations, Discussion Groups,
interactions, etc.) needed for the piloting KPIs and MEL.
5.
REACH (dissemination & sustainability – WP5)
a. Leads
dissemination, communication and sustainability
activities
using evidence from piloting.
b. Ensures that
piloting results, cross-learning examples and KPIs
are visible in project events, materials and policy messages.
Works with UACS and other partners to connect piloting evidence to
sustainability
and exploitation plans.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
17
S
ECTION
2 - ONBOARDING AND ACCESS
2.1 Access to
During the piloting phase, schools will primarily use
go.encycled.eu
as their
teaching and learning platform. The
encycled.eu
website provides additional
information about the project, news items, and links to outputs, but is not required
for everyday classroom use.
Teachers and school coordinators should familiarise themselves with the main menu
of go.encycled.eu, where all educational content is organised into
six sections
:
●
Modules
●
Resources
●
Glossary
●
Guides
●
Links
●
Discussions
The platform is web-based and can be accessed via a standard browser on school
computers, laptops or tablets. The preferred entry point for teachers during piloting
is
go.encycled.eu
.
2.2 Accounts / Sign-In
The EnCycLEd platform follows a simple access model that distinguishes clearly
between
open educational content
and
restricted collaborative spaces
:
Open access (no sign-in required):
Modules, Resources, Glossary, Guides, Links
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
18
EnCycLEd Erasmus+ Project
These sections can be viewed and used freely by teachers, students, and other
interested users without creating an account.
Restricted access (sign-in required):
Discussions
This section is only available to vetted educators and invited students within specific,
teacher-managed groups.
To support safe and well-organised piloting, the following rules apply:
Teacher accounts
Teachers who will participate in piloting are first validated by the relevant EnCycLEd
partner organisation (e.g. as part of the National Piloting Plan).
After validation, the platform administrator creates teacher accounts and sends login
details to the teacher’s official email address.
In case of technical issues with sign-in or access, teachers can contact the platform
support team at the email address provided by the coordinator (AscendConsulting)
or via the contact form indicated in the onboarding materials.
Creating Discussion Groups and inviting students
Once logged in, teachers can create Discussion Groups (e.g. for one class, for a
cross-country exchange, or for a Q&A with a guest professional).
Teachers then add or invite students to specific groups, following their school’s
procedures and the national piloting plan (for example, only students from a given
class or participating schools).
Teachers are responsible for moderating the activity in their groups and for ensuring
that all posts follow the project’s Behaviour and Safety Policy.
Student accounts, parental consent, and legal compliance
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
19
Where individual student accounts are used, schools must ensure that all national
legal requirements are respected (including data protection and child-protection
rules).
Parental/guardian consent must be obtained whenever required by national law,
school policies, or local practice before students are given access to Discussion
Groups.
Students should receive a simple, age-appropriate explanation of the rules for using
the platform and the Discussions section.
This access and sign-in model ensures that teaching materials remain openly
available, while collaborative online spaces are protected, moderated, and compliant
with national and school-level requirements.
2.3 Steps for working with the Platform (Modules, Resources, Glossary,
Guides, Links, Discussions)
In practice, a typical piloting teacher will:
1.
Explore Modules
– select which module(s) and lessons fit their curriculum
and timeframe.
2.
Check Resources
– download or bookmark supporting activities, games,
and worksheets.
3.
Use the Glossary
– integrate key terms into lesson plans, homework, or
revision.
4.
Plan with Guides
– choose at least one careers/study pathways activity
from the Guides section.
5.
Share Links
– point students to trusted external sites for further exploration.
6.
Activate Discussions
– create or join appropriate Discussion Groups to
extend learning.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
20
EnCycLEd Erasmus+ Project
These steps should be embedded into the
school-level piloting plan
and reflected
in the country’s National Piloting Calendar (for example: weeks where a
cross-country Discussion is planned, or a Q&A with a cybersecurity professional is
organised).
Discussions section – purpose and pedagogy
The Discussions section is an integral part of the piloting concept and should be
used in a purposeful, structured way. It is designed to support:
● Peer-to-peer learning within a class
○
short written reflections after a lesson (e.g. “one thing I learned / one
question I still have”);
○
small group follow-up on tasks started in class (e.g. developing a class
cyber hygiene charter).
● Cross-country exchanges
○
joint discussion threads where students from different countries share
perspectives on the same activity;
○
collaborative challenges (e.g. comparing cyber-safety posters, campaigns,
or class rules).
● Interaction with guest cybersecurity professionals / role models
○
asynchronous Q&A, where students submit questions and receive written
replies;
○
short “Ask a cyber-pro” sessions following a live or recorded talk.
Teachers should always:
● set clear rules and prompts for each Discussion;
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
21
● moderate contributions in line with school and project behaviour and safety
policies;
● ensure that no personal or identifying information is shared by students.
Planned use of Discussions – including any cross-country activities or sessions with
guest professionals – should be scheduled in advance and reflected in the National
Piloting Calendar so that it aligns with classroom lessons, avoids peak assessment
periods, and contributes to the piloting KPIs on student engagement, collaboration
and use of the platform.
2.4 Orientation Videos on the use of the Platform
Introductory videos and platform tutorials are available on the Homepage section of
the Platform (
) and once a teacher has Sign-in to the
Platform Discussions section. Also
via the main EnCycLEd website
(
Teachers can use these materials before starting the pilot to:
● Understand the pedagogical structure of EnCycLEd.
● Learn how to combine modules and resources into lessons.
● Review examples of implementation in partner schools across Europe.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
22
EnCycLEd Erasmus+ Project
S
ECTION
3 - IMPLEMENTATION ROADMAP (BLUEPRINT
TIMELINE)
3.1 Phases: Plan
→
Prepare
→
Deliver
→
Review
The EnCycLEd piloting process follows a simple four-phase learning cycle (Plan
→
Prepare
→
Deliver
→
Review), based on widely used digital education frameworks
(UNESCO ICT-CFT, DigCompEdu, Erasmus+ Digital Education Action Plan). It ensures
that teachers can move smoothly from initial planning to implementation and
reflection, while maintaining flexibility for different school contexts.
The four phases (Plan
→
Prepare
→
Deliver
→
Review) are further translated into
the classroom learning phases (Phase 0–3). For detailed examples of how to apply
these phases in lessons, please see
Program Development, Section 2.1.2 “The
Planning the minimum piloting package in each school
When drawing up their National Piloting Calendar and school-level implementation
plans, partners should ensure that each piloting school is clearly assigned to Option
A (full), Option B (core) or Option C (flex) as defined in Section 1.1.
Schools following Option A should use the semester or academic-year plan to
schedule all five modules, plus at least one career-guidance activity from the Guides
section.
Schools following Option B should ensure that their plan includes, at a minimum:
Module 1, one technical module (Module 2, 3 or 4), Module 5 (Cyberpeace), and one
structured activity based on the Guides section (e.g. a 45-minute career lesson or
similar).
Schools following Option C should plan at least one module (any module that fits
their context) and one structured careers activity using the Guides.
In all cases, the selected modules and the Guides-based activity should be:
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
23
placed on specific calendar dates in the National Piloting Calendar (not just “Week
1–12” labels);
aligned with the overall EnCycLEd timeline so that all teaching, reflection and data
collection finish well before 30 November 2026; and
clearly linked to the relevant KPIs in the logical framework (e.g. number of modules
delivered per school, number of students reached, increase in cybersecurity
awareness, and exposure to cybersecurity careers and study pathways).
This approach gives schools flexibility (through Options A, B and C) while ensuring
that every piloting school makes a meaningful and measurable contribution to the
project’s agreed piloting and careers-related indicators.
Phase
Duration
Core Actions
Outputs / Evidence
1. PLAN
1–2 weeks
Teachers explore the EnCycLEd platform,
identify which modules (1–5) fit their
curriculum, and set a realistic schedule.
They also check available digital
resources (devices, internet connection)
and decide whether lessons will be
conducted in English or translated locally.
– Pilot timetable
– Selected modules
(10–14 / 15–18)
– Brief note on
technical readiness
2.
PREPARE
1 week
Teachers familiarise themselves with each
module’s materials (videos, games,
worksheets) and the corresponding
glossary terms. They adapt instructions
for their age group, prepare printouts or
slides if needed, and test links to games
or videos in advance.
– Lesson plans / slide
decks
– Printed or saved
materials
– Checklist of tested
resources
3. DELIVER
4–6 weeks
Teachers conduct 45-minute lessons
following the playbooks for Modules 1–5.
Each session begins with a short
warm-up question, proceeds through
guided exploration and a practical activity
–
Attendance
list
(optional)
–
Screenshots
of
classroom activity or
digital tasks
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
24
EnCycLEd Erasmus+ Project
(e.g. game, quiz, group task), and ends
with a reflection discussion. Teachers
take short notes on timing, student
engagement, and comprehension.
– Mini-quiz results
– Teacher reflection
notes
4. REVIEW
1 week
Teachers summarise the experience by
collecting short student reflections
(“What did I learn about staying safe
online?”) and compiling a brief school
summary report. The report highlights
what
worked
well,
challenges
encountered (e.g. connectivity, language
barriers), and recommendations for
improvement.
Post-Pilot Reflection Workshop: online
session where all pilot teachers share key
experiences, best practices, and propose
improvements for next EnCycLEd cycle.
– One-page school
summary report
– Samples of student
work
– Lessons learned for
next iteration (for
example, 1 collective
Miro
board
summarising lessons
learned (evidence for
D4.4 and D4.5))
Table 5: Piloting phases.
Planned use of the
Discussions
section (e.g. class reflections, cross-country
exchanges, Q&A with experts) should be built into the school’s timeline and National
Piloting Calendar; see
Section 2 (Onboarding and Access)
for practical guidance
on how to set up and manage Discussion Groups.
3.2 Semester / Academic-Year Calendar
The sample
12-week semester timeline
below is a
blueprint
, not a rigid
prescription. It illustrates a balanced pacing of preparation, module delivery,
reflection, and reporting over a school term.
In practice,
each national partner must translate this sequence into a
National Piloting Calendar with concrete dates
, using:
● the shared EnCycLEd
Gantt / Excel timeline
; and
● their own
national school calendar
(start/end of term, holidays, exam
periods, school events).
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
25
Partners may merge or stretch weeks (for example, combining activities from two
“weeks” into one busy school week, or spreading one module over more time).
However, when doing so they must still:
● ensure that all planned piloting activities and data collection are completed
no
later than 30 November 2026
; and
● keep
1–2 months buffer
after the end of school-level piloting for national
aggregation and final reporting.
The
National Piloting Calendar
is thus the main reference for checking whether
local piloting fits within the EnCycLEd timeline and whether the deadlines for reports
and deliverables are realistic.
Week
Activity
Responsible
1–2
Teacher onboarding: exploring EnCycLEd platform, checking
internet access and devices
Teacher
3
Lesson 1 –
Module 1: What is Cybersecurity?
Teacher
4–5
Lesson 2 –
Module 2: Who was it?
Teacher
6–7
Lesson 3 –
Module 3: What can we do against it?
Teacher
8
Mid-point reflection: teacher notes on student engagement and
lesson flow
Teacher
9
Lesson 4 –
Module 4: What is Cyber Defense?
Teacher
10
Lesson 5 –
Module 5: Cyberpeace
Teacher
11
Post-pilot quizzes and student reflection activity
Teacher
12
Preparing and submitting short pilot summary report
Teacher
Table 6: Piloting calendar.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
26
EnCycLEd Erasmus+ Project
3.3 Milestones
Milestone
Description
Evidence
M1
School registration for the pilot
Confirmation email / list of schools
M2
Teacher onboarding completed
Attendance sheet / feedback form
M3
All modules planned in the school’s piloting
package (Options A/B/C) delivered
Lesson logs / screenshots
M4
Feedback collected
Online form / short summary
M5
School
report
submitted
to
national
coordinator
Final compiled document
Table 7: Milestones.
To support this planning, an
EnCycLEd National Piloting Calendar Template
is
provided in
Annex 2. Each
piloting partner / educational institution
who
delivers modules and classroom activities is requested to complete this template for
their country, indicate the piloting schools involved, and share the finalised National
Piloting Calendar with the project coordinator by the agreed deadline. It does not
apply to partners whose role is primarily technical support, evaluation or
coordination.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
27
S
ECTION
4 - SCHOOL ROLLOUT PLAN (BLUEPRINT RUNBOOK)
The School Rollout Plan provides a step-by-step guide for teachers to deliver the
EnCycLEd piloting in a structured yet flexible way. It combines curriculum planning,
age-appropriate pedagogy, light data collection, and practical technical management.
All actions can be led by a single teacher – no additional coordinator is required.
4.1 Planning Academic Load and Calendar
Pedagogical perspective
Children and teenagers learn best when cybersecurity is connected to their real
experiences – online games, social media, or mobile devices. Therefore, the modules
should be embedded naturally into existing lessons on digital literacy, computer
science, civic education, or life skills. Avoid presenting cybersecurity as a
“threat-only” topic; instead, frame it as empowerment – “how to be smart, safe, and
confident online”.
Practical implementation
1.
Integrate, don’t overload.
Each module replaces or complements an existing ICT or safety lesson. Keep the
same rhythm – one 45-minute lesson every two weeks.
2.
Build progression.
○
Module 1: awareness and terminology (introduce key words).
○
Module 2: cause–effect thinking (incident analysis).
○
Module 3: problem-solving and resilience.
○
Module 4: systems thinking (defence strategies).
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
28
EnCycLEd Erasmus+ Project
○
Module 5: empathy and digital citizenship.
3.
Plan variety.
Alternate formats – discussion, video, group challenge, creative task – to sustain
attention spans (10–14 yrs ≈ 20 min; 15–18 yrs ≈ 30 min).
4.
Allow reflection time.
Young learners need time to process feelings about online risks. Reserve 5 minutes
at the end of each lesson for short journaling or pair discussion.
4.2 Teacher and Materials Preparation
Effective preparation goes beyond testing links. Teachers should anticipate
misconceptions and prepare prompts that guide discovery. For example, when
teaching about phishing, students may think “hackers always look scary”; prepare
examples showing how messages can appear friendly.
Step
Why it matters (pedagogical
focus)
Practical tip
Select
age-appropriate
materials
Younger learners need concrete,
visual examples; older ones prefer
logic and autonomy.
Use comics for 10–14, discussion
cases for 15–18.
Localise
language
Helps inclusion and comprehension. Translate only keywords on slides;
keep
English
terms
like
“cybersecurity”, “firewall” visible to
build digital vocabulary.
Prepare starter
questions
Activates prior knowledge and
curiosity.
“Who protects your phone?”, “Have
you ever seen a fake message?”
Create
visual
anchors
Aids memory and focus.
Display 3 icons:
🧠
Think
🔒
Protect
💬
Share Safely.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
29
Coordinate with
parents
Reinforces learning at home.
Share the sample parent letter and
suggest 3 safety rules to discuss as a
family.
Table 8: Preparation steps.
Inclusive practice
● Encourage both girls and boys equally to lead tech-related tasks.
● Support students with limited digitalaccess by allowing pair-work or printed
versions.
● Use simple, concrete language; explain one new term at a time.
4.3 Lesson Delivery and Minimal Data Collection
Methodological guidance
1. Warm-up (5 min) – Activate curiosity
Use an everyday scenario (“Your friend sends you a strange link—what do you do?”).
Let students vote or raise hands.
This lowers anxiety and connects learning to real life.
2. Explore (10–15 min) – Present new knowledge
Keep explanations short (no more than 7 minutes of teacher talk). Alternate with
visuals or questions every 2 minutes to keep attention.
3. Apply (15–20 min) – Learning by doing
Use teamwork or short simulations. Younger groups love role-play (pretend to be
“cyber detectives”), while older ones prefer analysing case studies or playing
strategy games like Cyber Crime Time.
4. Reflect (5–10 min) – Personal meaning
Ask: “What will I do differently online after this lesson?”
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
30
EnCycLEd Erasmus+ Project
Students can write it on sticky notes, for example.
What
Purpose
How to collect
Pre-question
Measure initial awareness
Ask orally, note 3–4 keywords
Mini-quiz
Reinforce facts
3–5 short questions (paper or digital)
Student
reflection
Capture attitude change
One sentence or emoji rating
🙂😐☹
Teacher log
Continuous improvement
3 lines after class: what worked /
what to change
Table 9: Evidence collection (light-touch).
The goal is learning, not testing. The data help refine teaching, not grade students.
4.4 Technical Support (Platform Access and Troubleshooting)
Methodological note
Teachers should present technical troubleshooting as a
learning opportunity: show
students that problem-solving is part of digital resilience. If the internet fails, explain
calmly: “Technology isn’t perfect – let’s see how we can adapt.” This models flexible
thinking.
Checklist before class
● Test Wi-Fi and open all platform pages in browser tabs.
●Prepare one offline backup (printed worksheet or screenshot).
● Check sound and projector brightness.
● Log in 10 minutes before students arrive.
Issue
Pedagogical handling
Quick fix
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
31
Video
doesn’t
load
Turn it into a discussion: “Based on
the title, what do you think the
video shows?”
Reload page or summarise content
verbally.
Students
distracted
by
screens
Use the “eyes-on-teacher” signal
(hand raise or short sound cue).
Pause
and
refocus
with
a
mini-question.
Mixed skill levels
Pair confident students with those
needing support.
Assign peer-mentor roles (“Tech
Helper”).
Limited devices
Shift to team tasks using shared
screens.
3–4 students per device is fine for
games or quizzes.
Table 10: Common classroom scenarios.
The EnCycLEd rollout is not just about transferring knowledge – it is about shaping
safe, responsible, and confident digital citizens. Teachers act as facilitators, guiding
curiosity, dialogue, and reflection. By combining structure (modules, quizzes) with
empathy and creativity, every classroom – regardless of size, language, or resources
– can successfully pilot the five EnCycLEd modules and make cybersecurity a natural,
engaging part of everyday learning.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
32
EnCycLEd Erasmus+ Project
S
ECTION
5 - MODULES – P
LAYBOOKS
The EnCycLEd Modules are the core learning units of the platform. Each module
offers ready-to-use classroom content designed for two age groups (10–14 and
15–18) and is structured into clear learning phases that help teachers deliver
engaging, age-appropriate lessons on cybersecurity.
5.1 General Guidance for Working with Modules
Module page structure
Each module page on
contains:
● A short introductory description of the theme.
● Separate versions for two age groups.
● Embedded multimedia materials (videos, worksheets, comics, or games).
● A list of learning objectives and discussion prompts.
● Links to relevant items from the Resources, Glossary, and Guides sections.
Each module follows a simple but powerful 4-phase learning framework, aligned with
inquiry-based and experiential learning. Each phase should take 5–15 minutes within
a 45-minute lesson.
Phase
Focus
Teacher role
Student activity
Phase 0 –
Introduce
Capture attention and
connect to daily life
Facilitate
a
short
discussion or show a short
video
Share prior experiences or
opinions
Phase 1 –
Explore
Build
understanding
through examples
Present key concepts and
vocabulary
Identify
cyber
risks,
explain in own words
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
33
Phase 2 –
Apply
Practise
and
test
understanding
Guide activity, game, or
mini-case
Solve problems, make
decisions
Phase 3 –
Reflect
Consolidate learning and
attitudes
Ask reflective questions,
summarise main points
Express “What I learned /
will do differently”
Table 11: Pedagogical phases.
Inclusive methodology
● Use visual examples for 10–14 group (cartoons, icons, emojis).
● Encourage discussion and reasoning for 15–18 group.
● Alternate individual + teamwork to include both introverted and active students.
● Reinforce with positive feedback: focus on safe choices, not mistakes.
Using Discussions with the modules
During piloting, teachers are encouraged to use the
Discussions
section to
reinforce and extend the work started in class. For example:
● After each
module or lesson
, teachers can open a short
reflection thread
where students post 1–2 sentences on what they found most interesting,
surprising or challenging.
● For
Module 5 (Cyberpeace)
, a cross-country Discussion Room can host a
structured debate on a guiding question (e.g.
“How can we contribute to
cyberpeace in our school and community?”). Students from different countries
compare experiences and comment on each other’s ideas.
● For any module, a teacher can invite a
guest cybersecurity professional
(nationally or from another partner country) to respond to students’ questions in a
dedicated Q&A thread.
When preparing their
National Piloting Calendar
, teachers and national
coordinators should schedule these online activities so that they take place
within
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
34
EnCycLEd Erasmus+ Project
1–2 weeks of the relevant lessons
, and so that they feed into the
Review /
reflection
phase of each module. The mapping between the four operational
phases (Plan
→
Prepare
→
Deliver
→
Review), the learning phases (Phase 0–3).
5.2 Module 1 –
What is Cybersecurity?
Access (URL)
https://go.EnCycLEd.eu/modules/what-is-cyber-security/
Available in two versions:
●
For 10–14 years old
– simplified definitions and visual examples.
●
For 15–18 years old
– deeper reflection and open-ended tasks.
Category
Examples / Content
How to use
Video
“Introduction:
What
is
Cybersecurity?” (animated short)
Play at the beginning of the lesson to
spark curiosity.
Worksheet
“My Digital Footprint”
Print or share digitally; students mark
safe/unsafe behaviours.
Infographic
“5 Golden Rules of Online Safety”
Use to summarise the lesson visually.
Glossary terms
Cybersecurity, Malware, Password,
Phishing, Personal data, Digital
footprint
Explain 2–3 per lesson; ask students
to give real examples.
Additional
resources
Short comic from Resources
Repository; ENISA “Cyber Safety
Tips for Students”
Optional homework or group reading.
Table 12: Core Materials / Resources / Literature / Glossary.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
35
Pedagogical rationale
This first module introduces the
language and logic of cybersecurity. It helps
students realise that cybersecurity is not abstract – it touches everyday actions like
password creation, app installation, and social media sharing.
Domain
Name of Domain
Comments
Learning
Outcomes
Acquire the basic principles of cyber security
Strengthen teamworking skills
Improve understand of core principles
Teaching method
Individual study
Interactive
Group work
Educational game
Learning Setting
/Activity
Description
Preparation:
- Read through narrative of module 1.
- Print the list of questions of core concepts
- You will need to divide the class into similar
groups depending on overall size, e.g. five
students in five groups)
Option A (Home assignment)
- Pose two questions for home work:
1) How could Irina have done better (solved her
problems more effectively and more efficiently)
or worse (i.e. exacerbating her situation)?
2) If you had been in Irina’s situation, to whom
had you turned for help, when and why?
Option B (Class assignment)
- Put two assignments to the five groups à five
students:
1) Each group prepares two things in 20 min:
a) 3 students answer the following question:
How could Irina have done better (solved her
problems more effectively and more efficiently)
or worse (i.e. exacerbating her situation)? By
drawing up a list of suggestions of better/worse;
b) the other 2 students prepare a list of core
concepts and principles in the narrative.
2) You pose questions in turn to each group for
answers to assignment 1 and you count the
number of plausible answers by each group on
the white board.
Announce a score at half time to raise
expectations!
Then turn to the core concepts mentioned in
the text: each group shall explain one concept
of its choosing to the class; you evaluate the
quality of the explanation and give between 1-3
points; you ask, at least, each group to explain
one core concept. You may, in addition, use the
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
36
EnCycLEd Erasmus+ Project
quiz cards to test the general understanding of
cyber security terms in the class.
Finally, you nominate a winning group,
highlighting the respective skills in answering
questions/assignments.
Evaluation/Refle
ction
At the end of the class, the participants are
encouraged to self-reflect and evaluate how
they answered the questions
In
comparison
to
traditional
(analog)
weapons,
‘cyber
weapons’
regularly
require collusion of the
victim. In this case Irina
enabled the attack first
by a weak password and
second being attracted
by a social phishing
campaign.
Cyber weapons have less
permanent, i.e. reversible
effects, they disrupt but
rarely destroy and thus
can be used preferably
for signaling/extortion. In
addition, cyber weapons
may have many targets
but may perish in scale
effect
soon
(cf.
https://ndupress.ndu.edu
/Media/News/News-Articl
cyber-weapons-to-improv
e-integrated-combat/
)
Supporting
materials
(online)
Questions for home assignment
List of core concepts and brief descriptions
Presentation with quiz slides
(Additional audios/videos)
Material
for
Parents
Letter for parents
Table 13: Teacher Feature of Module 1.
For a more detailed introduction to the material and preparation for classes, another
version of the lessons is also available, in accordance with phases 0-3.
Phase
Time
Teacher actions
Student tasks
Learning
outcome
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
37
Phase 0 –
Introduce
5 min
Ask: “How many apps did you use
today?” or “What could happen if
someone accessed your phone?”
Students answer
freely; list
common risks on
board.
Awareness of
personal
connection to
cybersecurity.
Phase 1 –
Explore
10–15
min
Play the video “What is
Cybersecurity?”
and
discuss
examples of safe vs unsafe online
behaviour. Present 2–3 glossary
terms.
Listen, take notes,
share personal
examples.
Understand
core concepts:
threats,
protection,
data safety.
Phase 2 –
Apply
15–20
min
Hand out the worksheet “My
Digital Footprint”. Ask students to
mark which actions are safe,
risky, or need checking. For older
group, discuss “What information
would you never post online and
why?”.
Work individually
or in pairs;
compare answers.
Can
identify
unsafe digital
habits
and
propose
improvements.
Phase 3 –
Reflect
5–10
min
Ask: “Which of the five Golden
Rules will you follow starting
today?” or “How could you teach
this to a younger student?”
Share 1–2
sentences orally
or on sticky notes.
Internalise
responsible
digital
behaviour and
peer
awareness.
Table 14: Lesson Flow (Phase 0–3).
Differentiation
● For
10–14 group
, use more visuals and limit abstract vocabulary.
● For
15–18 group
, extend discussion with examples of global cyber incidents
or media stories.
● Encourage peer mentors (older students) to help younger ones explain
concepts.
Assessment
Goal:
Measure understanding, not memorisation. Keep the process short and
formative.
Success indicators
● Students can define cybersecurity in their own words.
● Students identify at least
three safe online practices
.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
38
EnCycLEd Erasmus+ Project
● Students demonstrate curiosity and readiness to apply what they learned at
home.
Tool
Purpose
Example questions / prompts
Mini-quiz
(5
questions)
Check comprehension of key
terms.
1. What does cybersecurity mean?2. Give
one example of a strong password.3. What
is a digital footprint?4. Why should we not
share our location online?5. What is
phishing?
Student reflection
card
Assess self-awareness and
attitude change.
“One thing I will do differently online is…”
Teacher
observation
Track
engagement
and
misconceptions.
Use a quick checklist: Participation
✓
/
Needs
support
✓
/
Excellent
understanding
✓
Peer
activity
(optional)
Promote collaboration.
Students design a poster “How to stay safe
online”.
Table 15: Assessment.
Teacher’s tip:
“Start this first module with enthusiasm and humour. When students
see cybersecurity as something connected to their lives – not as rules or fear – they
open up. Always end with an empowering message:
‘You are the first defender of
your digital world.’”
5.3 Module 2 –
Who was it? (Network Security)
Access (URL)
https://go.EnCycLEd.eu/modules/module-2-this-is-a-test/
Two versions:
10–14
and
15–18
.
Type
Example Content
Purpose in Class
Interactive Story
“Who was it?” – a mystery of
a hacked school computer
Introduce students to cyber-incident
investigation
Worksheet
“Identify the Suspect!”
Practise reasoning and teamwork
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
39
Comic
strip
(optional)
“Digital Detectives” (from
Resources Repository)
Visual reinforcement for 10–14 group
Glossary terms
Hacking, Phishing, Social
Engineering, Identity Theft
Explain key attack types and behavioural
signs
Table 16: Core Materials / Resources / Glossary.
This module answers the question: when does the public disclosure of a cyber
attack, through attribution, is problematic and for whom?
Domain
Name of Domain
Comments
Learning
Outcomes
Acquire basic knowledge of reacting
to a cyber incident
Improve understanding of core
problems
in
incident reaction
Strengthen teamworking & research
skills
Depending on the administrative
structure of your state, cyber incident
responses require multilevel &
multi-entity collaboration
Teaching
method
Individual study
Interactive
Group work
Presentation; Q & A
The module combines a fictional story
line (based on the cyber attack on the
German municipality Bitterfeld) with a
student assignment to research “real
cases of cyber incident responses”
Learning
Setting
/Activity
Description
Preparation:
- Read through story of module 2.
- Print the list of key concepts
(Glossary)
1.
Familiarize yourself with the
underlying core problem of the
disclosure dilemma.
Home assignment
2.
Assign the reading of the
comic and ask to identify the four
main plot lines of the story: Lena &
Juan (Friends); the Municipality
(Institutions and their interests); the
experts; the federal state level
(international considerations)
- You will need to divide the class
into similar groups along the four
plot lines (depending on overall size,
e.g. five students in four groups)
Class assignment
- Pose two questions to each of the
groups:
1) When and why could any
person/institution in your plot line
have concealed information from
another person/institution? (15 min.
Which
institutions/persons
are
present in your municipality/federal
state to prevent, address or follow-up
care in cases of cyber security
breaches?
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
40
EnCycLEd Erasmus+ Project
discussion in group with consensual
answer to be presented in class).
2) Research five “real cases” on the
internet in which a municipality has
been attacked via cyber space and
explain to the class (later on) how
the persons, institutions in your plot
line have been affected (25 min.)
Each group prepares two answers for
a 10 min presentation:
- Has there been a strong incentive
to conceal information about a
malicious
incident
among
persons/institutions in your plot line,
if so, why so? (2 min of pro and con)
- Which of the real cases did you
choose and why? What astonished
you most about these cases?
Finally, you reflect upon what you, as
a teacher, learned from the students,
highlighting the respective skills in
answering questions/assignments.
Evaluation/Refl
ection
At the end of the class, the
participants are encouraged to
self-reflect and evaluate how they
answered the questions
Contextualizing the Module:
Malicious cyber incidents often trigger
“disclosure dilemmas” (cf. Harnisch et
al., 2020), these disclosure dilemmas
arise when a person/institution
possess private information whose
public dissemination would yield some
benefits
(incrimination
of
the
perpetrator) but would also trigger
considerable costs, e.g. social stigma
or reputational losses after acting
carelessly.
Harnisch,
Sebastian
/
Zettl,
Kerstin/Hansel,
Mischa
(2022):
Einleitung:
Asymmetrien
und
Cyberkonflikte,
in
(Eds.):
Asymmetrien in Cyberkonflikten. Wie
Attribution und der Einsatz von
Proxies
die
Normentwicklung
beeinflussen. Wiesbaden: Nomos,
19-29
Toth, K. E., Yvon, F., Villotti, P.,
Lecomte, T., Lachance, J. P., Kirsh, B.,
… Corbière, M. (2021). Disclosure
dilemmas: how people with a mental
health condition perceive and manage
disclosure at work. Disability and
Rehabilitation, 44(25), 7791–7801.
https://doi.org/10.1080/09638288.20
21.1998667
Carnegie, A. and Carson, A. (2019),
The Disclosure Dilemma: Nuclear
Intelligence
and
International
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
41
Organizations. American Journal of
Political
Science, 63: 269-285.
https://doi.org/10.1111/ajps.12426
2. In comparison to traditional
(analog) weapons, ‘cyber weapons’
regularly require collusion of the
victim. In this case a vulnerability in
the firewall enabled the hackers to
gain access to the systems of the IT
provider of the municipality and the
whole
city
administration
got
paralyzed.
Cyber weapons have less permanent,
i.e. reversible effects, they disrupt but
rarely destroy and thus can be used
preferably for signaling or like in this
case for extortion. In addition, cyber
weapons may have many targets but
may perish in scale effect soon (cf.
https://ndupress.ndu.edu/Media/New
s/News-Article-View/Article/2421554/
differentiating-kinetic-and-cyber-weap
ons-to-improve-integrated-combat/)
Supporting
materials
(online)
List of key concepts (Glossary)
List of worksheets (1 for home
assignment, 1 for class assignment)
Supplementary literature (list +
copies)
(Additional online resources)
Material
for
Parents
Letter for parents
Table 17: Teacher Feature of Module 2.
For a more detailed introduction to the material and preparation for classes, another
version of the lessons is also available, in accordance with phases 0-3.
Phase
Time
Teacher actions
Student tasks
Learning
outcome
Phase 0 –
Introduce
5 min
Pose a hook question: “Have you
ever heard of a computer being
hacked?”
Share stories or
opinions
Interest
activated;
connect to real
world events
Phase 1 –
Explore
10 min
Read or show the intro of Who
was it?
Identify characters
and possible
motives
Understand
how
cyber
incidents begin
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
42
EnCycLEd Erasmus+ Project
Phase 2 –
Apply
20 min
Guide the group through digital
clues (e-mails, passwords, USB,
etc.)
Work in teams to
find the culprit
and justify
decision
Practise critical
thinking
and
digital
forensics
Phase 3 –
Reflect
10 min
Lead debrief: “What mistakes
allowed the attack?”
Propose
prevention
measures
Recognise the
importance of
good
cyber
hygiene
Table 18: Lesson Flow (Phase 0–3).
Differentiation
● 10–14 yrs
→
act out roles of suspect/victim/investigator.
● 15–18 yrs
→
analyse log entries or timeline diagram.
Assessment
Tool
Purpose
Example questions / prompts
Short quiz (4 Qs)
Recall key ideas
“What is social engineering?” / “Name one
sign of phishing.”
Group
presentation
Collaboration
Explain your investigation in 2 minutes.
Reflection
sentence
Metacognition
“How can I avoid being tricked online?”
Table 19: Assessment.
Success indicators
Students can explain how social engineering works and identify at least two ways to
protect themselves.
5.4 Module 3 –
What can we do against it? (Cyber Resilience)
Key Activities
●
Game:
Cyber Crime Time (official ENISA educational game)
●
Final Quiz:
summary of Modules 1–3
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
43
Access (URL)
https://go.encycled.eu/modules/module-3-what-can-we-do-against-it/
Type
Example Content
Purpose in Class
Game
Cyber Crime Time (simulates
attacker decisions)
Students learn by reverse thinking – what
makes systems vulnerable
Worksheet
Build Your Cyber Shield
Plan preventive steps for school network or
devices
Infographic
“How to Recover After a
Cyber Incident”
Discuss resilience and recovery
Glossary
Resilience, Backup, Firewall,
Incident Response
Anchor new terms during debrief
Table 20: Core Materials / Resources / Glossary.
This module answers the question: what are cyber threats, how are they conducted
and how to protect oneself in cyber space?
Domain
Name of Domain
Comments
Learning
Outcomes
Acquisition of basic knowledge of attack
techniques and patterns of cyber
attacks
Acquisition of the ability to identify
common attack vectors such as
phishing, social engineering or malware
and the ability to protect yourself from
cyber-attacks
by
using
strong
passwords, detecting phishing or the
usage of VPNs
Strengthen
teamworking,
group
discussions,
student’s
self-efficacy,
critical evaluation
[Optional: Gain basic knowledge of how
to use digital translation software]
The module combines a game
about cybersecurity (Cyber Crime
Time) with a classroom debate
about the rights and the
responsibility of students in cyber
space. Within this debate pupil will
explore the dilemma between their
own responsibility, freedom, risk
and security, regulations and
band? (cf. prevention paradox: If
the effectiveness of cybersecurity
is marked by the absence of visible
incidents,
how
do
Cyber
security/IT teams prove the need
for continuous measures and
funding?)
Teaching
method
Individual study
Interactive
Group work
Quiz Presentation; Q & A
Learning
Setting
/Activity
Description
Preparation:
- Read through the story on the
homework
worksheet
about
the
undercover white hat hacker and print it
out for your class
- have a look at the Online Game “Cyber
Crime Time” (or the translated version
1. In comparison to
traditional (analog) weapons,
‘cyber weapons’ regularly require
collusion of the victim. In this case
the hacker gained access to the
secret recipe of SLURP by phishing
and vishing. Cyber weapons have
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
44
EnCycLEd Erasmus+ Project
(PDF), if required also print or share the
Game translation with your students
- Print the list of key concepts
(Glossary)
Home assignment
- Assign the reading of the white hat
hacker story and playing the online
game Cyber Crime Time as homework
(the link to the game is provided on the
homework worksheet)
Class assignment
- You may test the gained knowledge of
your students first by using the quiz to
test the general understanding of the
key take aways of the game and answer
general questions of the students
- Divide the class into four groups (with
approx. 5 persons per group) for an
in-class debate about the following
question: “Should the school regulate
the general media use and the online
behavior of pupils or not?”
Group 1: Argues for the regulation of
the online behavior; they should choose
2 main discussants
Group 2: Argues against the regulation
of the online behavior; they should
choose 2 main discussants
Group 3: Jury, they will evaluate the
discussion and the arguments and will
select the winners (they count the
arguments quantitatively, they will
evaluate them qualitatively and they will
also evaluate the interaction behavior
(do they react to the arguments of the
opposite or not?)
Group 4: General audience, they will
judge the Jury in the end
- the whole debate will approx. take 30
minutes, but the students will need
some time for preparation (ca. 15
minutes)
- after the preparation time, the two
debating groups will start with an
opening statement (2 minutes per
person) and then an exchange of words
follows (approx. 12 minutes)
- the jury and the audience listen, take
notes and evaluate
- after the exchange of words, the
closing statement follows (1 minute
person)
- the jury and the audience will then
have a brief amount of time to discuss
less permanent, i.e. reversible
effects, they disrupt but rarely
destroy and thus can be used
preferably for signaling or like in
this case for extortion. In addition,
cyber weapons may have many
targets but may perish in scale
effect soon (cf.
https://ndupress.ndu.edu/Media/N
ews/News-Article-View/Article/242
1554/differentiating-kinetic-and-cy
ber-weapons-to-improve-integrate
d-combat/)
2. The prevention paradox
describes the situation in which
successful prevention measures
can lead to the problem they were
intended to combat becoming
barely visible - which paradoxically
leads to the necessity of
prevention being called into
question such as compulsory
seatbelts or mass immunizations
(cf. Thompson 2016). This concept
can also be applied within
cyberspace. When effective
preventive measures are in place,
cyberspace may appear to be safe,
leading individuals and
organizations to become less
careful. This false sense of security
can result in careless behavior,
such as using weak passwords,
ignoring security updates, or
underestimating the risk of
phishing attacks. As a
consequence, new vulnerabilities
emerge, ultimately enabling cyber
threats to resurface and exploit
these weaknesses.
Thompson, C. (2018), Rose's
Prevention Paradox. J Appl Philos,
35:
242-256.
https://doi.org/10.1111/japp.1217
For
German
speakers:
https://leitbegriffe.bzga.de/alphab
etisches-verzeichnis/praeventionsp
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
45
their evaluation (max. 5 minutes) and
will choose the winner of the debate
Finally, if you still have some time left
you reflect within class what the
students learned from the online game
and the debate and discuss questions
Evaluation/Refl
ection
At the end of the class, the participants
have basic knowledge of how to protect
themselves against cyber-attacks and
they are encouraged to self-reflect and
evaluate to their personal responsibility
in cyber space
Supporting
materials
(online)
List of key concepts (Glossary)
Homework Worksheet
Supplementary literature (list + copies)
(Additional online resources)
Material
for
Parents
Letter for parents
Table 21: Teacher Feature of Module 3.
For a more detailed introduction to the material and preparation for classes, another
version of the lessons is also available, in accordance with phases 0-3.
Phase
Time
Teacher actions
Student tasks
Learning
outcome
Phase 0 –
Introduce
5 min
Ask: “What would you do if your
device was infected with a virus?”
Brainstorm
reactions
Recognise
need
for
preparedness
Phase 1 –
Explore
10 min
Explain concept of resilience and
show infographic
Take notes of
preventive actions
Understand
protection
measures
Phase 2 –
Apply
20 min
Play Cyber Crime Time (game) in
pairs; pause after each decision
to analyse consequences
Decide, reflect,
compare results
Grasp
how
choices affect
security
Phase 3 –
Reflect
10 min
Guide discussion: “What makes a
person
or
organisation
cyber-resilient?”
Summarise 5
protective habits
Adopt personal
resilience
strategies
Table 22: Lesson Flow (Phase 0–3).
Assessment
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
46
EnCycLEd Erasmus+ Project
Tool
Purpose
Example questions / prompts
Final Quiz (8 Qs)
Evaluate knowledge from
Modules 1–3 (“Cyber Basics
Review”)
1. List two ways to prevent phishing. 2.
Why are backups important?
Group Poster
Encourage creativity
Create a poster “5 Steps to Cyber
Resilience”.
Teacher
observation
Monitor
teamwork
and
problem-solving
Checklist of participation and reasoning.
Table 23: Assessment.
Success indicators
Students articulate preventive measures and demonstrate understanding that
cybersecurity = continuous practice, not a one-time action.
5.5 Module 4 –
What is Cyber Defense?
Access (URL)
https://go.EnCycLEd.eu/modules/what-is-cyber-defense/
(to be added officially
to the platform)
Recommended for ages
15–18
or advanced students 10–14.
Type
Example Content
Purpose in Class
Video
Inside a Security Operations
Centre (SOC)
Demonstrate real-world defensive roles
Article
“Understanding
Cyber
Defense Layers”
Base text for group reading and summary
Worksheet
“Design a Defense Plan for
Our School Lab”
Collaborative strategy exercise
Glossary
Firewall, Network Defense,
SOC, Incident Detection,
Ethical Hacker
Key vocabulary for discussion
Table 24: Core Materials / Resources / Glossary.
This module answers the question: what are the layers of cyber defense, and how
do components like incident detection and ethical hacking contribute to overall
security?
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
47
Domain
Name of Domain
Comments
Goals
Goal 1: Education! Students understand
key concepts and topics related to cyber
defence.
Goal 2: Creativity! Students process
information into journalistic texts and
learn how to present information to
others in a comprehensible and creative
way.
Learning
Outcomes
Students
can
critically
analyse
interviews with experts and extract
relevant information. They prepare
individually and then discuss their
results in a group. This promotes
cooperation
and
the ability to
compromise.
Learning
Setting
/Activity
Description
Students
can
critically
analyse
interviews with experts and extract
relevant information. They prepare
individually and then discuss their
results in a group. This promotes
cooperation
and
the ability to
compromise.
Teaching
materials
introductory
PowerPoint-presentation
“Module 4: Cyber Defender”
Lessons can be started with a
menti survey. A survey can be
created under this
code can be inserted into the
corresponding slide
Student
materials
→
glossary
→
work sheets
→
interview videos
→
interview transcripts
Please ensure students can access
the online video interviews and
watch them themselves (via
headphones
and
separate
devices). Alternatively, feel free to
adjust the lesson structure and
assign the videos as homework
Material
for
Parents
parental letter
Table 25: Teacher Feature of Module 4.
For a more detailed introduction to the material and preparation for classes, another
version of the lessons is also available, in accordance with phases 0-3.
Phase
Time
Teacher actions
Student tasks
Learning
outcome
Phase 0 –
Introduce
5 min
Ask: “Who protects the internet?”
Show photo of cyber defenders at
work.
Predict their jobs
and tools.
Interest
in
career roles.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
48
EnCycLEd Erasmus+ Project
Phase 1 –
Explore
10 min
Play SOC video and explain
multi-layer defense concept.
Take notes on
tools and teams.
Understand
organizational
defense
structures.
Phase 2 –
Apply
20 min
Facilitate team task to create a
defense plan for school computer
lab.
Map risks, decide
controls, draw
diagram.
Apply systems
thinking
to
security.
Phase 3 –
Reflect
10 min
Debrief: “What makes a good
cyber defender besides technical
skills?”
Share ideas (e.g.,
teamwork,
responsibility).
Link
defense
skills
to
citizenship
values.
Table 26: Lesson Flow (Phase 0–3).
Assessment
Tool
Purpose
Example questions / prompts
Peer review
Evaluate group plans
“Which part of this plan is most realistic?”
Reflection form
Encourage career thinking
“Would you like to work in cyber defense
and why?”
Teacher notes
Monitor concept grasp
Checklist of risk identification accuracy.
Table 27: Assessment.
Success indicators
Students demonstrate basic understanding of defense strategies and recognise cyber
defense as a collaborative, ethical effort.
5.6 Module 5 –
Cyberpeace
Guiding Questions
● What does peace mean in digital spaces?
● How can we prevent conflict and hate online?
● What is my responsibility as a digital citizen?
Access (URL)
https://go.encycled.eu/modules/module-5-cyberpeace/
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
49
Type
Content
Usage
Video
“Words That Build, Not
Break”
Set emotional tone for lesson
Worksheet
“Kindness
Challenge
Checklist”
Students track positive online actions for a
week
Creative Task
Digital poster or short video
campaign for cyberpeace
Culminating activity
Glossary
Cyberbullying,
Digital
Footprint, Online Etiquette,
Empathy, Respect
Vocabulary for discussion
Table 28: Core Materials / Resources / Glossary.
This module answers the question: what is cyberpeace and what kind of
cyber-peaceful world do we want to live in together?
Domain
Name of Domain
Comments
Goals
Goal 1: Positivity!
Concluding the
project with an overall more positive
and future oriented focus, building up
upon module one to four.
Goal 2: Skill building!
Promoting
simulation-skills
(self-reflection,
self-efficacy, organisation and efficacy in
a social group) among the students.
Goal 3: Vision of a cyber-peaceful
world!
Creating a vision of the
cyber-peaceful world the students want
to live in.
Learning
Outcomes
The lesson is divided into 3 levels:
Level 1: the individual: self-reflection
(creating distance between one's own
opinion and the role position taken in
the simulation)
Level 2: the group: self-efficacy (ability
to initiate processes within a group:
initiator role)
Level 3: the structure: efficacy in a
wider social context (ability to convince,
to find compromises and make
consensual decisions: role: leader)
You will also find the skills in the
simulation structure so that you
know which skills are trained in
which part of the lesson.
Learning
Setting
/Activity
Description
After an introduction delivered by the
teacher, the students will simulate a
fictional Dynamic Coalition of the
Internet Governance Forum (IGF),
aiming at formulating principles of a
cyber-peaceful world.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
50
EnCycLEd Erasmus+ Project
Teaching
materials
Introductory PowerPoint-presentation
→
“Introducing the topic cyberpeace”
teacher feature 1 “structure and
→
goals”
teacher feature 2 “literature review”
→
additional material
→
printable role cards
→
Lessons can be started with a
menti survey. A survey can be
created under this link and a QR
code can be inserted into the
corresponding slide.
Student
materials
students’ material 1 “role script”
→
students’ material 2 “fact sheet
→
‘Internet Governance Forum (IGF)’”
students’ material 3 “rolesheet
→
chairperson”
glossary
→
More role scripts are provided than
may be required. This is to ensure
that the module is suitable for
classes of different sizes.
Materials
for
parents
Parental letter (Why do the students
→
carry
out
a
simulation
about
cyberpeace?)
Table 29: Teacher Feature of Module 5.
Proposed Structure of the Lesson
Disclaimer: This is a proposed teaching structure for a typical
90-(2x45)-minutes-lesson, that of course can be adjusted to how the teacher wants
to structure his lesson.
description
skills
materials
duration
Preparation
The students should read
their role sheets carefully
and prepare their positions,
arguments and an opening
statement in their groups.
At the same time, the
speaker and correspondent
of each group should be
determined.
●
self-reflection
●
self-efficacy in a
group
●
organizing a
group
role scripts
at home
Part 1:
Introducing
the
topic
“cyberpeace”
An introduction into the
topic
“cyberpeace”
is
delivered by the teacher,
bringing everyone up to the
same level and finding out
what prior knowledge the
students
have.
The
PowerPoint-presentation
prepared
by
the
EnCycLEd-team can be
used for this part.
connecting prior and
new knowledge
Teacher
material
“literature
review”
Power-Poin
t-presenta-
tion
15 minutes
Part 2:
The Internet Governance
Forum
(IGF),
a
multistakeholder-group will
be simulated by groups of
●
self-reflection
●
self-efficacy
●
efficacy in a social
group
simulation
structure
role scripts
60 minutes
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
51
Simulating
the IGF
students that embody a
specific role. The goal is to
discuss how cyberpeace
can be achieved and to
agree on a final report that
would be ready to be
submitted
to
decision-makers
for
consultation.
organizing a group
fact sheet
“Internet
Governanc
e Forum
(IGF)”
glossary
Part 3:
Recapitulatin
g the lesson
Finally, the students will
recapitulate their learning
outcomes.
They
are
expected to name what
they will take out of this
lesson. There should also
be room for commenting
on what worked well in die
simulation and where the
students faced difficulties.
1. evaluating a group
process
recapitulating
and
fostering learnings
-
15 minutes
Table 30: Proposed Structure of the Lesson.
Simulation Structure
In this module, the process will take centre stage (how can we achieve cyberpeace
effectively?) to develop skills related to simulations.
Simulated conference
:
The Internet Governance Forum (IGF) is a multistakeholder-group aiming at dialogue
concerning several issues of Internet governance. The students will simulate on of
the Dynamic Coalitions (DC) that are dedicated to a specific governance issue. For
this simulation, a hypothetical new DC, the “
Dynamic Coalition on Cyberpeace
”
is created. They are required to submit an DC session report to the annual IGF,
summarizing the discussions and containing the output, they collectively produced.
(detailed information on the DCs can be read
Leading question:
What measures are necessary to build and maintain a peaceful and secure
cyberspace for everyone?
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
52
EnCycLEd Erasmus+ Project
Groups
:
Groups of four to five students are to be formed. Each group embodies/ plays all
together one of the following roles:
●
technical sector
: > a head of a large technology company (e.g. Microsoft)
●
private sector:
> a CEO of a cybersecurity company (e.g. CrowdStrike)
> a head of a Social Media platform (e.g. Meta)
●
civil sector:
> a teenager who uses Social Media frequently > a NGO
director (e.g. Cyberpeace Institute, Human Rights Watch)
●
political sector:
> a representative of a government of a liberal state (e.g.
Germany) > a representative of a government of an illiberal state (e.g. China)
●
academic sector:
> an university expert
Note:
If a class is too small the group size can be reduced. In addition, the numbers
in front of the sectors can be used as a guide to prioritize them. For smaller classes,
the aim should be for each sector to be represented once.
One student in each group is to be chosen as correspondent who represents the
group in (informal) debates with the other groups.
Apart from the groups, a head of the meeting must be nominated. His/ her tasks
include ensuring that the rules of the discussion are observed and moderating the
discussion. He is also responsible for writing down the points that have been agreed
upon in order to present them at the end. The teacher should introduce this person
briefly to the chairperson role (
see document “rolesheet_chairperson”).
round
timing
description
procedural notes
trained skills
Homework
:
Read the simulation carefully. Work your way through the
scripts and find together in your group. Discuss in your group what your
opening statement should look like and what points you want to make in
the discussion in order to get them into the IGF meetings report. You can
use the positions listed under point 2 as a guide and develop arguments on
self-reflection
self-efficacy in a
group
organizing a group
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
53
this basis. Agree on one correspondent (who may speak in informal talks
with other groups to coordinate statements) and one speaker (who publicly
represents the group in the formal meeting and delivers the opening
statement).
Apart from the groups, a head of the meeting must be nominated. His/ her
tasks include ensuring that the rules of the discussion are observed and
moderating the discussion. He is also responsible for writing down the
points that have been agreed upon in order to present them at the end.
1 – group
preparation
5 minutes
Meet up in your
group,
prepare
briefly and get on
the same page.
2 – public
meeting
1-2 minutes
per group (in
total:
10
minutes)
Three-minute
briefing
of
the
president on the
issue
to
be
discussed.
Opening statements
by one person per
group.
The head of the
meeting
(e.g.
president)
will
recognize
the
participants in the
order in which they
request to speak,
and no participant
may speak again if
others have not yet
spoken.
self-efficacy in a
group
3
–
informal
meeting
45 minutes
Debate
each
participant’s
proposed points.
Edit, add, or drop
proposed points and
combine them into
a report.
The head of the
meeting
(e.g.
president)
will
recognize
participants in the
order in which they
request to speak.
Participants should
limit
their
statements to one
to three minutes
each.
Each
participant
can
request a three to
five-minutes break
during which the
participants
can
move around freely
and negotiate on
their
points.
individually or in
small groups.
willingness
to
compromise
efficacy in a wider
social context
(in
this
part,
diplomatic space is
provided so that
students learn to
experience
each
other's positions in
order to find the win
set and compromise
with the lowest
common
denominator)
persuasion
Setting processes in
motion
4 – public
meeting
10 minutes
Hear
the
draft
report.
Agree on a final
report that fully
reflects
the
discussions
and
which is ready to be
submitted
to
willingness
to
compromise
efficacy in a wider
social context
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
54
EnCycLEd Erasmus+ Project
decision-makers for
consultation.
Table 31: Lesson’s simulation.
Note:
The structure of the simulation is based on the educational materials of the
Council of foreign relations. Additional information can be found under this
Please also note that the in-class simulation is primarily designed for students aged
14–18. If you are teaching a younger age group (e.g. 10–14) but would still like to
work with this module, you could instead focus on introducing the concept of Cyber
Peace and discussing it together in class in a more informal way, without carrying
out the full simulation.
Another option would be to use the discussion rooms on the EnCycLEd platform for a
virtual simulation. In this case, you can create a discussion room named “Dynamic
Coalition on Cyberpeace” and assign each group a home task to publish one short
entry (a few sentences) reflecting their group’s position in the discussion room.
Students should also familiarise themselves with the positions/entries of other
groups and write any relevant comments or questions they may have. Afterwards,
you can review the group positions together in class, address the comments and
questions, and emphasise that cyber peace should take into account the
perspectives and interests of all relevant stakeholders.
Of course, you may also choose to conduct the in-class simulation itself if you feel
your students are ready for it – you know your class best and can decide which
approach works best for them.
Success indicators
Students use respectful language, show empathy, and propose collective actions for
a safer, kinder digital environment.
Methodologist’s Note for All Modules
• Alternate short bursts of information with activity every 10–12 minutes.
• Keep “visible learning” tools – board posters, term cards, emojis.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
55
• Encourage peer teaching (older students mentoring younger ones).
• End each lesson with one positive action students can apply immediately online.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
56
EnCycLEd Erasmus+ Project
S
ECTION
6 - RESOURCES REPOSITORY – OPERATIONAL USE
The EnCycLEd Resources Repository is a central library of curated digital learning
materials that support and enrich the five core modules. It allows teachers to select
age-appropriate multimedia content to create engaging, flexible, and interactive
cybersecurity lessons.
The repository contains more than 100 resources, all openly accessible, verified for
educational use, and aligned with European standards for safe digital education.
6.1 Purpose and Resource Types
Purpose
● To provide teachers with ready-to-use supplementary materials (for classroom or
homework).
● To enable diverse learning formats – reading, listening, playing, discussing,
reflecting.
● To promote digital literacy and critical thinking through authentic examples.
● To encourage cross-curricular use, connecting cybersecurity with civic education,
ethics, and ICT.
Type
Description
Recommended Use in
Lesson
Example
Title
(on
Platform)
Article
Short
informative
texts
explaining
cybersecurity
concepts or case stories.
Reading comprehension,
summarising activity,
homework.
“Top 5 Ways to
Protect Your
Password”
Comics
Illustrated narratives simplifying
complex ideas.
Intro
for
younger
learners;
visual
storytelling.
“The
Adventures of
Cyber Cat and
Phish”
Game
Interactive
simulations
or
quizzes promoting experiential
learning.
Main activity (Phase 2 –
Apply).
“Cyber Crime
Time”, “Google
Interland”
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
57
Literature
/
Book Extracts
Age-appropriate
excerpts
linking fiction to digital ethics.
Reading
circle;
discussion of moral
dilemmas.
“The Digital
Detective”
Podcast
Short audio pieces with experts
or stories.
Listening exercise;
reflection or note-taking
task.
“Teens Talk
Cyber”
Presentation
Slide decks summarising core
ideas.
Visual support for
explanation or recap.
“5 Rules of
Online Safety”
Quiz
Pre- or post-lesson self-tests.
Assessment or
energiser.
“Cyber Smart
Challenge”
Video
Animated
explainers
or
interviews.
Attention-grabber or
content illustration.
“What Is
Cybersecurity?
”
Worksheet
Printable or digital templates
guiding activities.
Individual or group
work (Phase 2).
“My Digital
Footprint”,
“Identify the
Suspect”
Table 32: Resource Types and Typical Use.
6.2 Parameters
Every resource is tagged with parameters to help teachers filter and select the right
material quickly.
Parameter
Meaning
Practical
Advice
for
Teachers
Applicability
Which module(s) it supports (M1–M5).
Use filters like Module 1 or
Module 5 to match lesson
plan.
Target Age
Intended learner group (10–14 /
15–18).
Choose younger version for
visual simplicity, older for
deeper analysis.
Language
Original EN; some resources available
in DE/EL/MT/UA.
Enable browser translation for
local language.
Theme
Key topic area (e.g., Passwords,
Phishing, Resilience, Cyberpeace).
Align theme with your current
module focus.
Learning Method
Reading / Listening / Playing /
Discussion.
Mix 2 methods per lesson
(max) to keep focus.
Format Length
Short (<5 min) / Medium (5–10 min) /
Long (>10 min).
For 45-min lessons choose 1
medium + 1 short item.
Table 33: Parameters.
Tip:
Always preview a resource at least one day before class to test loading speed,
subtitles, and sound level. For younger learners, limit videos to 3–4 minutes;
attention peaks decline after 7 minutes.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
58
EnCycLEd Erasmus+ Project
6.3 Patterns for Selecting Materials for a 45-Minute Lesson
A well-balanced 45-minute cybersecurity lesson ideally combines one core material,
one activity, and one reflective or visual element. Below are three tested patterns.
Phase
Activity
Resource Type
Timing
0 – Introduce
Ask warm-up question + show short
video
Video (2–3 min)
5 min
1 – Explore
Read comic or infographic in pairs
Comic / Infographic 10 min
2 – Apply
Complete simple worksheet or quiz
Worksheet / Quiz
20 min
3 – Reflect
Share learning and draw one “cyber rule” Poster
/
Whiteboard
10 min
Table 34: Pattern A – “Watch – Discuss – Do” (ages 10–14).
Phase
Activity
Resource Type
Timing
0 – Introduce
Brief discussion on real news article
Article
5 min
1 – Explore
Play interactive simulation
Game (e.g., Cyber
Crime Time)
20 min
2 – Apply
Debrief with mini-presentation
Presentation
/
Discussion
10 min
3 – Reflect
Answer 3 quiz questions + reflection
sentence
Quiz / Worksheet
10 min
Table 35: Pattern B – “Read – Play – Reflect” (ages 15–18).
Phase
Activity
Resource Type
Timing
0 – Introduce
Listen to a podcast extract
Podcast
5 min
1 – Explore
Analyse message and keywords
Worksheet
10 min
2 – Apply
Design a poster or social-media message Creative Task
20 min
3 – Reflect
Class presentation
Discussion
10 min
Table 36: Pattern C – “Listen – Think – Create” (mixed ages).
Pedagogical recommendations
● Alternate
sensory modes
(listening, reading, acting) to reach all learners.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
59
● End every lesson with a visual or tangible artefact (post-it rule, drawing, pledge) –
it reinforces memory.
● For inclusion, allow verbal instead of written reflections.
● Use digital games sparingly (max once per 2 weeks) to preserve novelty and
ensure discussion.
6.4 Integration with the Module Playbooks
Each module’s playbook already lists two or three matching resources. Teachers can
extend or adapt using the repository.
Module
Core Theme
Suggested Extra
Resources from
Repository
Integration
Tip
M1 – What is
Cybersecurity?
Basics of safety and digital
footprint
Video “Strong
Passwords 101”;
Comic “Cyber Cat
Finds a Virus”
Use for
warm-up
discussion or
homework
assignment.
M2 – Who was
it?
Incident investigation
Worksheet “Trace the
Phish”;
Podcast
“Digital
Detective
Diaries”
Play
podcast
intro as scene
setter.
M3 – What can
we do against it?
Resilience and defence
Infographic “Backups
Save
the
Day”;
Game “Stop the
Attack!”
Use infographic
for post-game
analysis.
M4 – What is
Cyber Defense?
Network protection strategies
Video
“Inside
a
SOC”; Presentation
“Layers of Defense”
Combine with
team planning
worksheet.
M5 – Cyberpeace
Digital ethics and empathy
Article
“Building
Respect
Online”;
Poster Toolkit “Words
That Build”
Use for creative
campaign
activity.
Table 37: Repository for teachers.
Where relevant, teachers are encouraged to extend these module activities into the
Discussions section (for example, by opening a class or cross-country thread for
follow-up reflection); see Section 2 for details on using Discussions pedagogically
during piloting.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
60
EnCycLEd Erasmus+ Project
S
ECTION
7 - GLOSSARY – PRACTICAL USE
The
EnCycLEd
Glossary
is an interactive digital dictionary that explains key
cybersecurity and digital-safety concepts in clear, age-appropriate language. It is
designed as both a teaching aid and a student reference tool, supporting
comprehension and vocabulary development across all modules. More than 40 terms
are available and continuously updated to align with current cybersecurity
vocabulary.
7.1 Navigation
Accessing the Glossary
Teachers and students can reach the glossary via the top menu on the EnCycLEd
platform:
👉
go.EnCycLEd.eu
→
Glossary
Each entry contains:
●
Term
– the key word (e.g.
Phishing).
●
Definition
– simple explanation adapted for non-experts.
●
“Read More” link
– extended description, examples, or related resources.
●
Related Modules
– tags showing where the term appears (e.g.
M1, M2).
●
Cross-reference
– other glossary terms connected by topic.
Using the Alphabet Index and Search
● Click any letter (A–Z) to browse alphabetically.
● Use the search bar to type keywords or partial words (e.g. “passw”
→
password,
passphrase).
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
61
● The “Read more” button expands the definition to include a short paragraph and
optional video or infographic.
Pedagogical approach
● Encourage students to explore the glossary independently before lessons (“Find 3
new terms and bring 1 example of each”).
● Reinforce the idea that cybersecurity has its own language – knowing words builds
confidence.
● For classes with younger students, read definitions aloud together, then match
them with pictures or emojis.
7.2 Embedding Terms in Lesson Plans and Homework
A. In Lesson Plans
Integrating glossary terms into every module helps students gradually build a shared
“digital safety vocabulary”. Each lesson should introduce 2–3 new terms and reuse
previously learned ones for reinforcement.
Phase
Teacher Action
Example (10–14)
Example
(15–18)
Phase
0
–
Introduce
Write or display 1–2 keywords on
board. Ask: “Have you heard this
word before?”
Password, Virus
Malware,
Phishing
Phase
1
–
Explore
Show the glossary definition. Let
students restate it in their own
words.
“So a virus is like a
germ for computers.”
“Phishing
is
when someone
tries to trick
you
into
sharing data.”
Phase 2 – Apply
Use terms in group tasks or
quizzes.
Match
words
→
pictures.
Fill-in-the-blank
sentences.
Phase 3 – Reflect
Ask students to connect term to
their life.
“How can I avoid
phishing?”
“Why
does
digital footprint
matter
for
jobs?”
Table 38: Example of lesson plan.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
62
EnCycLEd Erasmus+ Project
B. In Homework and Projects
Vocabulary Reflection Card
Ask students to choose three new terms they learned in a module and complete the
table:
Term
Definition (in own words)
Example from my
life
Emoji
that
fits the word
Phishing
Tricking someone to give personal
data
Fake email from
“bank”
🎣
Firewall
Tool that blocks dangerous
connections
School
Wi-Fi
protection
🔥
Backup
Copy of data kept safe
Photos in Google
Drive
💾
Table 39: Sample homework task.
Extended Project (for older students 15–18)
● Assign short essays or posters “
Ten Cyber Words Every Citizen Should Know”.
● Require inclusion of glossary definitions and real-life examples.
● Let students present and explain one term to peers
→
peer teaching enhances
confidence.
Module
Core Concepts to Reinforce
Suggested Glossary
Terms
M1
–
What
is
Cybersecurity?
Basic safety language
Cybersecurity, Password,
Phishing, Personal Data
M2 – Who was it?
Incident investigation
Hacking,
Social
Engineering,
Identity
Theft
M3 – What can we do
against it?
Protection and resilience
Resilience,
Backup,
Incident Response
M4 – What is Cyber
Defense?
Network protection roles
Firewall,
Network
Defense, SOC, Ethical
Hacker
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
63
M5 – Cyberpeace
Digital ethics and empathy
Cyberbullying,
Digital
Footprint,
Online
Etiquette, Respect
Table 40: Integrating Glossary Across Modules.
C. Methodological Advice
● Revisit older terms at the start of each lesson as a “Warm-up Glossary Quiz.”
● Create a classroom “Word Wall” or digital Padlet with new terms and examples.
● Encourage students to draw icons for each term – visual memory aids
comprehension.
● For mixed-ability groups, provide definitions in both English and Ukrainian side by
side.
D. Outcome
By systematically embedding glossary terms into lessons, students progress from
passive awareness to active command of cybersecurity vocabulary, enabling them to
talk confidently about online safety and ethical digital behaviour in both English and
their native language.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
64
EnCycLEd Erasmus+ Project
S
ECTION
8 - GUIDES – PRACTICAL USE
The EnCycLEd Guides are not just about careers – they are tools for shaping digital
self-awareness, personal responsibility, and inspiration. For children and teenagers,
understanding cybersecurity careers begins with understanding who they are online
and how their daily habits connect to real professions that protect the digital world.
These guides help students move from
“I use technology”
→
“I understand how it
works”
→
“I can protect it – maybe even as my job one day.”
Guides as a required part of piloting and KPIs
During piloting, every participating school is expected to organise
at least one
structured activity using the Cybersecurity Careers and Study Pathways Guide. Use
of the Guide counts towards the project
KPIs
on promoting cybersecurity studies
and careers (see logical framework), and at least one such activity is expected in
each piloting school. These activities provide concrete
evidence
for the indicators
linked to WP2 (quality and relevance of guidance materials) and WP4 (impact of
piloting on students’ understanding of cybersecurity careers and study options).
Simple
examples
that schools can choose from or adapt include:
“Find Your Cyber Match” – students work individually or in pairs with the Guide to
identify one or two roles that fit their interests and strengths, then post a short
reflection (e.g. in the Discussions section or on paper) explaining why this role
appeals to them and what skills they would need to develop.
Career pathways mapping – groups use the Guide to trace one concrete study
pathway (e.g. from lower secondary to a specific vocational or university route) and
create a short poster or slide explaining the steps, key decisions, and supporting
subjects.
These activities should be scheduled in the
National Piloting Calendars
(e.g. as
a 45-minute lesson or short sequence of two lessons) and reported in
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
65
school/national reports so they can be counted towards the agreed KPIs on career
guidance, exposure to cybersecurity professions, and informed study choices.
8.1 Section Structure (Careers and Study Pathways)
A. Educational Purpose
The Cybersecurity Careers and Study Pathways Guide is designed to bridge cyber
hygiene education and career orientation. They show how small daily habits (using
strong passwords, verifying information, respecting others online) are the same
foundations that professionals rely on in cyber defence, risk management, policy,
and digital ethics.
Each Guide section introduces:
● Digital Awareness – why cybersecurity matters for everyone, not only for “IT
people”.
● Cyber Roles and Pathways – examples of jobs in cybersecurity and the people
behind them.
● Skills and Mindsets – curiosity, teamwork, ethical responsibility, resilience and
other transferable skills.
● Education Pathways – how school subjects, VET routes and further study
build the foundation for future expertise.
● Real-Life Stories – short, relatable examples of cybersecurity professionals
from different backgrounds.
Remember
to record Guides-based activities in your school report, as they feed
into the career-awareness KPIs.
Careers and study pathways activities can also be supported through the Discussions
section (e.g. “Ask a cyber-professional” threads or peer exchanges about future
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
66
EnCycLEd Erasmus+ Project
plans). For instructions on creating and moderating such spaces, please refer to
Section 2.
B. How to Navigate and Use the Guides
Each Guide can be found under the “Guides” tab on
. They are
structured for use by teachers, school counsellors, and parents, and can be
explored:
● in short classroom sessions (e.g. 30–45 minutes),
● as part of project days or STEM events, or
●
through independent study and reflection.
Section in Guide
Purpose for Students
How Teachers Can Apply It
Career Snapshot
Introduces the role (e.g., “Threat
Hunter”)
Use for storytelling or warm-up
discussion.
Skill Map
Lists both hard and soft skills
Ask students to identify which
they already have.
Study Pathways
Connects
school
subjects
to
professions
Build “My Learning Roadmap”
posters.
Real Voices
Features quotes from real cyber
experts
Inspire with diversity and
human stories.
Action Plan
Small steps for today and future
Create mini-goals: “My 3 steps
to stay cyber smart.”
Table 41: Typical elements and how they can be used.
C. Pedagogical Logic Behind the Guides
As a teacher, remember that children relate best to people, not professions.
Introduce cyber careers through
human stories, curiosity, and purpose, not through
job titles alone. Instead of saying “You could be a penetration tester,” say
“Some
people help others by testing systems for weaknesses – like digital doctors who find
health problems before they get serious.”
This approach:
● builds values first – empathy, responsibility, curiosity, fairness;
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
67
● then connects those values to skills and professions;
● and only then invites students to consider specific career options
8.2 Career-Orientation Lessons and Activities Using Guides
The Guides are most effective when used interactively, not as static reading. Each
activity below follows the experiential cycle used in cyber hygiene training:
Notice
→
Explore
→
Apply
→
Reflect.
Element
Description
Goal
Students explore cybersecurity career profiles and identify the roles
matching their strengths, interests, and values.
Duration
45 minutes
Methodological
Focus
Self-reflection, linking personality traits to professions, building
self-confidence and ownership of learning.
Resources
EnCycLEd Career Guide – section “Roles in Cybersecurity” and Skill Map
Worksheet.
Lesson Flow (Steps)
1. Warm-up (5 min):
Ask “What’s one thing online you’d like to make
safer?” to engage emotional connection.
2. Explore (10 min):
Students browse 3–4 roles (e.g., SOC Analyst, Penetration Tester, GRC
Officer, Awareness Trainer).
3. Apply (20 min):
Each student
completes the Skill Map Worksheet, marking
✓
where they feel strong
(communication, logic, creativity, leadership).
4. Reflect (10 min):
Round discussion – “Which cyber role suits who I am?”
Expected Outcome
Students identify 1–2 roles that resonate with their strengths and
values (e.g., “I like solving puzzles
→
Threat Analyst”).
Teacher Tips
Emphasise that cybersecurity needs many types of minds – analytical,
creative, empathetic. Reinforce positive feedback: “Your curiosity or
communication skill is also a cyber skill.”
Table 42: Activity 1 – “Find Your Cyber Match” (ages 15–18).
Element
Description
Goal
Help younger students see how everyday school subjects connect to
digital professions and cyber hygiene.
Duration
40 minutes
Methodological
Focus
Linking academic learning to real-world application; building intrinsic
motivation and digital curiosity.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
68
EnCycLEd Erasmus+ Project
Resources
EnCycLEd Guide – “Learning Roadmap”; paper sheets or digital
templates for drawing.
Lesson Flow (Steps)
1. Warm-up (5 min):
Ask: “Which school subjects help you use
technology safely?”
2. Explore (10 min):
Teacher shows how subjects
connect to cyber skills (Math
→
logic, Languages
→
communication, Art
→
design).
3. Apply (15 min):
Students draw a “My Path to the
Future” map linking subjects to imagined careers (e.g., Art
→
UX
Designer).
4. Reflect (10 min):
Share drawings and discuss which
subjects they’ll value more now.
Expected Outcome
Students see relevance of school learning to technology and safety;
improved motivation.
Teacher Tips
Keep it playful and encouraging – focus on imagination, not precision.
Praise effort and curiosity. Use stickers or icons (
💻
🎨
🔍
) to visualise
skills.
Table 43: Activity 2 – “Cyber Pathway Map” (ages 10–14).
Element
Description
Goal
Promote inclusivity and show that anyone, regardless of gender, can
succeed in cybersecurity.
Duration
45 minutes
Methodological
Focus
Challenging stereotypes, empathy building, respect for diversity in
technology.
Resources
EnCycLEd “Women in Cybersecurity” stories and videos; printable
quotes or role cards.
Lesson Flow (Steps)
1. Warm-up (5 min):
Ask: “Who do you imagine when you hear
‘cyber expert’?” List answers on board.
2. Explore (10 min):
Watch or
read 2–3 real stories of women and men in cybersecurity.
3. Apply (20
min):
Groups create “My Digital Hero” posters with name, role, and
contribution (real or fictional).
4. Reflect (10 min):
Class discussion –
“How can we support equality in technology?”
Expected Outcome
Students recognise diverse role models and develop inclusive attitudes.
Teacher Tips
Use balanced examples of both men and women. Encourage students
to choose heroes who inspire them personally (not just famous ones).
Reinforce respect and teamwork as universal values.
Table 44: Activity 3 – “Women and Men Protecting the Internet” (mixed ages).
Element
Description
Goal
Transform cyber hygiene knowledge into collective responsibility and
positive digital behaviour.
Duration
Two sessions × 45 minutes
Methodological
Focus
From awareness to action – students co-create digital rules and take
ownership of online safety.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
69
Resources
EnCycLEd Guides + Module 5 “Cyberpeace”; chart paper or digital
collaboration board.
Lesson Flow (Steps)
Session 1:
Identify unsafe behaviours (sharing passwords, online
gossip). Discuss consequences.
Session 2:
Create a “Cyber Citizen
Charter” – 5 golden rules for school’s online culture. Optional: display
charter on classroom wall or school website.
Expected Outcome
Students internalise ethical principles and demonstrate collective
responsibility for online conduct.
Teacher Tips
Focus on empathy and respect. Use real-life scenarios (e.g., “What if
someone shares a private photo?”). Let students propose solutions
rather than rules from adults.
Table 45: Activity 4 – “Cyber Citizen Challenge” (all ages).
Element
Description
Goal
Consolidate learning from all modules and Guides through teamwork,
creativity, and presentation.
Duration
2–3 weeks (preparation + event day)
Methodological
Focus
Project-based learning, public speaking, synthesis of cyber hygiene
knowledge and career understanding.
Resources
All EnCycLEd Modules + Guides; materials for posters, games, or digital
booths.
Lesson Flow (Steps)
1. Plan:
Assign teams (each represents one module or cyber role).
2.
Create:
Students design interactive stands (e.g., “Phishing Game
Zone”, “Cyberpeace Corner”, “Meet the Ethical Hacker”).
3. Present:
Organise school fair for peers and parents.
4. Reflect:
Group
discussion – “What did we learn about teamwork and protecting others
online?”
Expected Outcome
Students demonstrate holistic understanding of cybersecurity and pride
in being digital citizens.
Teacher Tips
Involve parents or younger pupils to create mentoring effect. Use
rubrics for creativity, accuracy, and cooperation. Celebrate
achievements – small certificates or badges strengthen motivation.
Table 46: Activity 5 – “Cyber Career Fair”.
For a full list of classroom and extracurricular activities using the Guides, see
Program Development Section 5.3 “Using Guides materials for career guidance and
extracurricular activities”.
Methodologist’s Advice
●
Emphasise values before vocation.
Students must first understand
why
cybersecurity matters to people’s safety.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
70
EnCycLEd Erasmus+ Project
●
Build emotional connection.
Let them feel pride in protecting friends and
family online – this builds intrinsic motivation.
●
Show diversity of talents.
Use role cards: “The Creator”, “The Detective”, “The
Guardian”, “The Communicator” – each linked to a cyber role.
●
Encourage reflection.
Every activity should end with the question:
“What can I
do right now to make the digital world safer?”
Expected Learning Outcomes
After completing career-oriented lessons with Guides, students will:
1. Understand that
cyber hygiene and careers share the same values
–
awareness, responsibility, and teamwork.
2. Recognise at least
three distinct cybersecurity roles
and what skills they
require.
3. Be able to
connect school subjects to digital professions
.
4. Express
respect and curiosity
toward both genders and diverse career
paths in technology.
Demonstrate
motivation to learn and act safely online
– the foundation of a
future cyber-resilient generation.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
71
S
ECTION
9 - ASSESSMENT, MEL, AND LESSON ORGANISATION
Assessment in EnCycLEd is not about grading – it is about measuring awareness and
growth. The MEL approach (Monitoring – Evaluation – Learning) focuses on how
students think, act, and feel about cyber safety before and after participating in
modules. Teachers collect only light, anonymous evidence to see progress and
improve their own practice.
9.1 Pre / Post (Minimal Forms)
Purpose:
to capture students’ baseline knowledge and changes in attitude after
completing the modules.
Stage
Form Type
Example Questions
Teacher Action
Pre-Lesson (Before
Module 1)
2-question
warm-up
1. What does “cybersecurity”
mean to you?
2. Name one online risk.
Collect
answers
verbally or on
post-its.
Mid-Point (Between
Modules 3–4)
Reflection
check-in
“What has changed in the way
you use the Internet?”
5-min
quick
discussion.
Post-Lesson (After
Module 5)
4-question
exit
form
1. One thing I learned about
staying safe online is…
2. Now I can explain what a
phishing message is.
3. I feel more confident to
protect my data (Yes/No).
4. My favourite activity was …
Review
for
patterns
(not
scores).
Table 47: Minimal Forms.
9.2 Mini-Quizzes / Final Quiz
Purpose:
to reinforce learning and offer instant feedback through playful
assessment.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
72
EnCycLEd Erasmus+ Project
Type
Timing
Format and Examples
Learning Focus
Mini-Quiz
End
of
each
module
3–5 short questions (Kahoot,
paper cards, or verbal). e.g.
“What is a digital footprint?”,
“Name two safe password
habits.”
Recall
core
concepts.
Peer Quiz
During group work
Students create their own
questions and quiz others.
Deepen
understanding
through
teaching
others.
Final Quiz
After Module 5
8–10 questions covering Modules
1–5. Example sections: Hygiene
✓
Incidents
✓
Resilience
✓
Defense
✓
Ethics.
Consolidate global
knowledge.
Table 48: Quizzes.
9.3 Methods: Individual Study, Interactive, Group Work, Educational
Game
A balanced lesson combines thinking, doing, and reflecting. Teachers should
alternate methods to keep motivation and reach different learning styles.
Method
Description
Age
Suitabilit
y
Example
Activity
Why It Works in
Cyber Hygiene
Education
Individual
Study
Reading articles or
working on personal
worksheets.
All
“My
Digital
Footprint”
worksheet.
Builds self-awareness
and responsibility.
Interactive
Discussion
Teacher-led
conversation or quiz
with instant answers.
All
“Myth or Fact?”
about passwords.
Corrects
misconceptions
quickly.
Group
Work
Team tasks requiring
collaboration and role
play.
10–17
“Who was it?”
cyber
investigation.
Encourages
peer
learning
and
communication.
Educationa
l Game
Digital
or
tabletop
games
simulating
decisions.
10–18
Cyber
Crime
Time,
Interland.
Converts theory into
experience; safe trial
and error.
Table 49: Methods.
9.4 Classroom Logistics and 45-Minute Timing
A well-structured lesson ensures focus and flow. Below is a recommended time
allocation model for a 45-minute session.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
73
Phase
Time
Teacher Action
Student Action
Outcome
0 – Introduce
5 min
Welcome and question
hook (“What keeps you
safe online?”)
Share ideas
Connect to real life.
1 – Explore
10 min
Present
video/comic,
explain 2 key terms
Listen + note
examples
Understand concept.
2 – Apply
20 min
Facilitate activity or
game
Work individually
or in teams
Practise
decision-making.
3 – Reflect
8 min
Summarise
+
ask
“What will you do
differently?”
Answer or write
on cards
Internalise lesson.
4 – Wrap Up
2 min
Mini-quiz or thank-you
note
Quick feedback
emoji
🙂😐☹
Record insight.
Table 50: Classroom Logistics.
9.5 Inclusivity and Accessibility of Materials
Principles:
EnCycLEd lessons follow universal design for learning (UDL) – ensuring
every student can participate fully, regardless of language level, gender, or digital
access.
Aspect
Recommended Practice
Why It Matters
Language
Accessibility
Use simple vocabulary, translate
key terms on board (Ukrainian +
English).
Helps ELL and younger learners
grasp concepts.
Visual Support
Add icons and infographics for
abstract concepts (e.g., lock =
security).
Visual
memory
enhances
retention.
Gender Balance
Use equal examples of men and
women in cyber roles.
Encourages
inclusive
role
modelling.
Differentiated
Tasks
Provide simpler or extended
versions of worksheets.
Maintains
engagement
for
mixed-ability groups.
Participation Choice
Allow oral answers, drawings, or
short notes instead of writing
essays.
Reduces anxiety and fosters
expression.
Accessibility Tools
Offer large-font materials, captions
for
videos,
screen
reader
compatibility.
Table 51: Inclusivity and Accessibility.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
74
EnCycLEd Erasmus+ Project
9.6 KPI Dashboard Summary for Teachers
Purpose
This section provides a concise overview of how classroom activities contribute to
the overall EnCycLEd project indicators. The KPI Dashboard enables teachers and
coordinators to easily monitor progress, record results, and understand how their
class-level work contributes to the project’s broader goals and evaluation
(Deliverables D4.3–D4.4). It also simplifies reporting at the end of the pilot cycle.
Instructions for Use
Each teacher records the actual results at the end of the pilot (or after each module
if preferred). Values can be expressed as percentages, counts, or brief comments.
The final table is attached to the One-Page School Summary Report (Section 11.1).
Indicator
My Class Target My Actual
Result
How to Report
Students completed all modules planned
in the school’s piloting package (A, B, or
C)”
Target:
100%
of
students
in
participating classes complete the
planned modules
100%
…
Final
report
(Section 11.1)
Average quiz improvement
30%
…
Quiz
forms
(Pre/Post results)
Participation in joint cross-learning
session
1 event
…
Section
11.3
(Cross-Learning
Summary)
Female participation
≥40 %
…
Class
log
/
attendance list
Student reflections submitted
100%
…
Lesson folder /
reflection cards
Teacher satisfaction and confidence
≥4/5
…
Teacher
reflection note
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
75
Student
engagement
(high/medium/low)
≥80 % high
…
Lesson
observation
notes
Technical issues encountered
≤10
%
of
sessions
…
Short note in
reflection log
Table 52: KPI Dashboard Template.
Notes
● Data are indicative and used
only for educational evaluation
, not for ranking.
● Percentages can be estimated based on class participation.
● Qualitative observations (e.g.,
“Students showed increased interest after Module
3”) are also valuable and should be added in the comments.
● Reports remain anonymous and in line with GDPR standards.
Methodological Recommendation
The KPI Dashboard helps visualise progress and impact. When completed
consistently, it supports transparent monitoring at school, national, and European
levels, demonstrating real learning outcomes achieved through EnCycLEd piloting.
9.7 Timeline and Completion of Piloting-Related Assessment
All assessment and monitoring tools described in this section (pre/post forms,
mini-quizzes, teacher reflections, lesson observations) are part of the
overall
piloting package
and must be scheduled within the same time window as the
teaching activities themselves.
When preparing their
National Piloting Calendar
, partners should explicitly mark:
● when pre-pilot baselines will be collected;
● when module-level quizzes and classroom observations will take place; and
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
76
EnCycLEd Erasmus+ Project
● when post-pilot forms and final reflections will be gathered from teachers and
students.
This helps ensure that all MEL data required for EnCycLEd indicators are collected
before the national piloting period ends
, leaving
1–2 months
for partners to
clean, aggregate, and interpret the data and to contribute to the project-wide
Evaluation and Cross-Learning deliverables. Assessment, in other words, is not an
“add-on” after the pilot, but a planned component of the piloting calendar itself.
Internal reporting deadlines for piloting
To allow enough time for cross
‑
country evaluation before the project end, the
consortium has agreed the following internal deadlines:
By 30 June 2026
– piloting schools complete the School Piloting & KPI Report
(Annex E1) and send it to their national coordinator.
By 15 July 2026
– national coordinators submit the National Piloting Synthesis
Report (Annex E2) to UACS (WP4 lead).
By 31 July 2026
– AC and UACS finalise platform usage and Discussions data
(Annex E3) and complete the Master KPI WP4 Dashboard (Annex E4).
These internal dates should also be reflected in the National Piloting Calendar
Template (Annex E8) as default deadlines, unless an earlier national deadline is
agreed
Outcome of Section 9
After applying this assessment and lesson organisation framework, teachers will be
able to:
1. Monitor students’ progress through light, non-intrusive evaluation.
2. Adapt instruction to different learning styles and abilities.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
77
3. Create safe, inclusive and motivating learning spaces.
Foster not only knowledge but also attitudes and habits of responsible digital
citizenship.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
78
EnCycLEd Erasmus+ Project
S
ECTION
10 - SAFETY, PRIVACY, AND ETHICS
Teaching cybersecurity goes beyond technology – it’s also about modelling digital
responsibility. Teachers must protect students’ privacy, promote ethical online
conduct, and ensure that all digital learning tools are used safely and transparently.
This section provides clear guidance on handling student information, using external
online resources, and embedding digital ethics in everyday teaching practice.
10.1 Student Data and Consent
Core Principle
No personal data from students should ever be collected, stored, or shared as part
of the EnCycLEd pilot. All activities must respect data minimisation, anonymity, and
informed participation, in line with the General Data Protection Regulation (GDPR)
and national education laws.
What Is Collected
Purpose
How to Handle
Non-identifiable
feedback
(e.g., “I liked the video”)
Evaluate engagement
Anonymous sticky notes or
forms
Quiz answers (without names)
Measure learning outcomes Aggregated summary (e.g., %
of correct answers)
Teacher reflections
Internal improvement
Stored locally by the teacher
only
Screenshots (optional)
Evidence of activity
Use only if no student
faces/names visible
Table 53: Minimal Data Collection.
Consent and Communication
●
Under 14 years old:
Always inform parents or guardians in advance when digital
tools, videos, or online games are used.
●
Parent/guardian letter:
Include purpose, safety assurance, and clarification
that no personal data are stored.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
79
●
Student awareness:
Explain to children
why we protect data – link it to their
own digital safety (e.g., “Just like you wouldn’t post your home address online, we
also keep your class work private.”)
Sample statement for classroom use:
“In this project, we don’t use our real names online, and we don’t share personal
details. Our goal is to learn how to stay safe – not to collect data.”
Area
Teacher Practice
Reason
Student Identity
Use first names or nicknames only in digital
tools.
Prevent traceability.
Photo/Video Use
Obtain written consent before publishing any
images.
Comply with GDPR.
Cloud Storage
Save student work on school servers, not public
drives.
Ensure data control.
Email/Accounts
Never create accounts for students under your
name.
Maintain transparency.
Table 54: Teacher Responsibilities.
TIP:
Treat student data the same way you teach them to treat their own: carefully,
consciously, and with respect. Each teacher’s example sets the ethical tone for the
classroom.
10.2 Use of External Services and Games
External services (videos, games, simulations) can greatly enrich cybersecurity
learning – but they must be checked for safety, relevance, and data protection
before use.
Step
Action
Example
1
Check source credibility.
Use only educational or
official sites.
ENISA, Google Interland,
Cyber Crime Time, Better
Internet for Kids.
2
Preview content.
Ensure all links work and there is no
advertising or harmful content.
Watch or play once before
class.
3
Avoid personal login.
Use guest or demo modes where
possible.
Students
play
without
creating accounts.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
80
EnCycLEd Erasmus+ Project
4
Use offline backup.
Prepare screenshots or printed
worksheets in case of blocked access.
Print 3–5 key slides for
discussion.
5
Never share results publicly.
Quizzes or game scores
stay within the class.
Discuss
learning,
not
rankings.
Table 55: Safe Use Policy.
Age Group
Suitable Content
Avoid
10–14 years
Simple games, comics, basic definitions, short
videos (<5 min).
Complex
simulations,
registration-required
platforms.
15–18 years
Analytical case studies, strategic games, ethical
debates.
Content involving data entry
or external messaging.
Table 56: Age-Appropriate Guidelines.
Ethical Classroom Practice
When using digital tools, model the same ethical behaviour expected from students:
● Always cite sources of videos or materials.
● Discuss copyright and fair use – even short YouTube clips should include credits.
● Reinforce respectful online communication (no mocking, no screenshots of peers).
● Encourage digital empathy – think before posting or commenting.
Ethics Prompt for Class Discussion:
“If I wouldn’t say it in real life, I shouldn’t write it online.” “If I share someone’s
content, do I have their permission?”
✅
Preparation
💬
During Lesson
🛡
After Lesson
Check Wi-Fi and firewall
access to required pages.
Remind students not to enter
personal data online.
Close all tabs and clear
browsing history.
Review external links and
privacy policies.
Monitor screen use – ensure safe
behaviour.
Delete any temporary
files or screenshots.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
81
Prepare offline materials as
backup.
Use group discussions rather than
individual accounts.
Store teacher notes
locally
(not
cloud-shared).
Table 57: Teacher’s Safety Checklist (Before Each Lesson).
Teaching Digital Ethics Through Practice
Integrate short ethics reflections in every lesson:
●
After a game:
“Was every decision in the game fair or ethical?”
●
After watching a video:
“Would you share this video with a friend? Why or why
not?”
●
After group work:
“What does it mean to respect each other’s digital space?”
These moments build critical thinking, empathy, and moral awareness – the
foundation of safe online citizenship.
Key Takeaways for Teachers
1. Protecting privacy in class teaches privacy by example.
2. Always test tools before use – trust, but verify.
3. Create a culture of mutual respect and consent – every student’s data and
opinion matter.
4. Digital ethics are caught, not taught – students learn them by observing you
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
82
EnCycLEd Erasmus+ Project
S
ECTION
11 - REPORTING AND HANDOVER OF RESULTS
The goal of EnCycLEd reporting is not only to document classroom results, but also
to create an international learning community. By sharing experiences across schools
and countries, teachers and students co-develop a European understanding of
cybersecurity education and digital citizenship.
11.1 School Report Formats (Monthly / Term)
Each participating school compiles short reports that capture successes, challenges,
and local adaptations. These reports form the foundation for
cross-country
reflection sessions
(see Section 11.3 below).
11.2 Data Aggregation for Pilot Partners
National partners analyse teacher feedback and compile aggregated insights. This
data is then used to identify patterns of innovation worth sharing across borders.
The schedule for school reports and national aggregation should follow the
National
Piloting Calendar
agreed in each country. By anchoring reporting deadlines in this
calendar, partners can verify that:
● schools have enough time after completing their modules to finalise their
reports;
● national teams can review and consolidate data from all piloting schools; and
National piloting reports should be submitted to the consortium
by 31 July 2026
,
so that cross-country evaluation and sustainability assessment (
31 July – 15
October 2026
) can be completed in line with the project Gantt chart.
11.3 Cross-Learning and International Exchange
The aim of cross-learning is to promote mutual learning, peer support and
intercultural collaboration between teachers and students in the EnCycLEd pilot. It
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
83
strengthens both digital skills and European values such as cooperation, empathy
and respect for diversity.
Discussions as a space for cross-learning
The
Discussions section is the default online environment for cross-learning and
international exchange during piloting. It provides a safe, moderated space where:
● students can share experiences and outputs across countries (e.g. comparing
class rules, posters, or campaigns);
● classes can follow up after virtual joint lessons, continuing the discussion
asynchronously;
● international cyber hygiene challenges and campaigns can be coordinated and
documented.
Partners are encouraged to plan cross-learning activities so that they are anchored in
specific Discussion Groups, created and moderated by teachers in line with the
Behaviour and Safety Policy (see Section 2).
The
Discussions section can be used to:
● host cross-country discussion threads on common topics (e.g. a Module 5
“Cyberpeace” question, or a joint cyber hygiene challenge);
● support joint projects (e.g. groups from different schools share drafts of class
charters, posters or campaigns, and provide feedback to each other);
● run asynchronous Q&A sessions with cybersecurity professionals, where
students from several countries post questions and read the answers.
These activities
should be
explicitly included in the
National Piloting Calendars
(for example:
“Week X – joint Discussion on cyberbullying with School Y in Country
Z”) and reported as part of the piloting KPIs related to cross-country exchange and
use of the platform. When reporting on piloting and cross-learning, partners should
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
84
EnCycLEd Erasmus+ Project
also describe how the Discussions section was used (within classes, across countries,
and with guest professionals); practical guidance on setting up and running these
online exchanges is provided in Section 2.
Partners may design additional formats, as long as they:
● involve students from at least two different countries, and
● are run through the Discussions section (or, where this is not technically
possible, are clearly documented if another secure platform is used).
At project level, it is strongly recommended that each partner organises at least one
cross-learning activity via the Discussions section during the piloting period, in order
to meet the D4.5 cross-learning KPIs and to generate rich qualitative evidence for
the final cross-learning and sustainability reports.
Format
Description
Tools / Platform
Frequency
Virtual
Joint
Lessons
Mixed-country
online
sessions
where teachers co-teach the same
module (e.g., “Cyberpeace”).
Zoom / Google
Meet / eTwinning /
EnCycLEd Hub
Once
per
semester
Teacher Exchange
Workshops
Online or hybrid meetings to
discuss pedagogy, assessment, and
classroom experiences.
EnCycLEd Forum /
Padlet / Miro
Quarterly
Student-to-Studen
t Sharing
Joint online activities or video
messages where learners explain
what they discovered.
Shared Padlet or
short recorded clips
After Module
3 and 5
International
Cyber
Hygiene
Challenge
Friendly quiz or creative campaign
across schools (“Design a Digital
Safety Poster Together”).
Kahoot / Canva /
Mentimeter
Once
per
project year
Peer
Mentoring
Circles
Teachers mentor teachers; older
students mentor younger ones
abroad.
Google Classroom /
shared Drive
Optional,
ongoing
Table 58: Forms of Cross-Learning.
Learning Outcomes
●
For Students:
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
85
o Broaden cultural awareness and digital empathy.
o Recognise common cyber challenges faced by peers in other countries.
o Build communication skills in English while discussing technical topics.
●
For Teachers:
o Gain fresh classroom ideas and adaptable strategies.
o Compare teaching methods and resource use.
o Strengthen confidence in cross-cultural digital education.
Step
Action
Responsible
1. Matchmaking
National partners connect schools interested
in cross-learning.
EnCycLEd country
coordinators
2. Co-Planning
Teachers agree on shared module (e.g.,
Module 5 –
Cyberpeace).
Participating
teachers
3. Joint Lesson Delivery
30–45 min online session with both classes
(intro + joint activity + reflection).
Teachers + students
4. Reflection & Sharing
Students write short feedback sentences
(“What I learned from another country”).
Teachers
collect
reflections
5. Reporting
Include summary in school’s final report
(“Joint lesson conducted with partner school
in Spain / Malta / Greece”).
Teachers
Table 59: Implementation Steps.
Cross-learning results are evaluated using qualitative indicators.
Indicator
Evidence Example
Engagement in international session
Attendance list or screenshot (no student faces)
Intercultural awareness
Student quotes comparing habits or rules (“We also
talk to parents about passwords.”)
Collaboration quality
Teacher reflections on group dynamics
Pedagogical innovation
New method or resource inspired by another country’s
example
Table 60: Evaluation and Integration into MEL Framework.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
86
EnCycLEd Erasmus+ Project
Ethical and Logistical Considerations
● Obtain parental consent before any cross-country video participation.
● No personal information or full-face images of students are shared.
● Use school accounts, not personal ones, for online sessions.
● Keep sessions under 45 minutes with clear learning goals.
● Promote respectful communication – include 2 minutes for digital-etiquette
reminders at the start.
Aspect
Reflection Prompt
Collaboration setup
How did you coordinate with the partner teacher?
Student reactions
What surprised or excited your students most?
Learning insight
What did both classes learn from each other?
Next steps
How can this partnership continue beyond the pilot?
Table 61: Teacher Reflection Template (for Cross-Learning).
Expected Impact
● Strengthened European network of cyber educators.
● Increased student motivation through real peer connections.
● Shared understanding of cyber hygiene as a global, human value, not only a
technical topic.
● Creation of an informal Community of Practice (CoP) – teachers continue sharing
resources even after the pilot ends.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
87
Methodologist’s Advice
Cross-learning is where cybersecurity education becomes alive. When students in
Ukraine, Greece, and Malta discuss how they protect their devices, they don’t just
learn – they build digital empathy and a European identity of shared responsibility
online.
Encourage every teacher to participate in at least one international activity per
semester. Even a 30-minute shared quiz can create lasting curiosity and pride.
11.4 Feedback Loop and Sustainability
The feedback loop ensures that insights and experiences gathered during the
EnCycLEd piloting phase are continuously integrated into the project’s improvement
process. This approach aligns with Erasmus+ quality assurance requirements and
contributes directly to Deliverables D4.4 (Evaluation and Impact Report) and D4.6
(Policy and Practice Recommendations). It guarantees that the pilot outcomes are
not limited to the project cycle but remain available, relevant, and usable beyond
2026. The feedback loop described in this section is activated on the basis of the
National Piloting Calendars
and associated reporting deadlines, so that insights
from each country can be discussed, compared, and integrated into the final project
outputs within the overall EnCycLEd timeline.
A. Post-Pilot Evaluation Process
After the completion of national piloting activities and submission of all country
reports, EnCycLEd partners will organise a joint online evaluation meeting.
The purpose of this meeting is to:
● Review the lessons learned and analyse the most effective teaching practices;
● Discuss technical and pedagogical improvements for the EnCycLEd platform;
● Identify successful local adaptations for potential EU-wide scaling;
● Validate preliminary findings included in Deliverable D4.4 (Evaluation Report).
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
88
EnCycLEd Erasmus+ Project
Each partner will present a short summary of results from participating schools,
including examples of:
● effective classroom integration,
● cross-learning activities,
● and innovative teaching methods that enhanced student engagement.
B. Teacher and School Acknowledgement
All schools and teachers who participated in the pilot will receive a Digital Certificate
of Contribution issued jointly by the EnCycLEd Consortium. The certificate will
acknowledge the participant’s contribution to:
● advancing cybersecurity education in schools;
● supporting the validation of European teaching materials;
● contributing to international cooperation and research-based educational
improvement.
Certificates will be distributed electronically through national partners after
verification of final reports.
C. Updating and Maintaining Resources
Following the evaluation phase, the consortium will:
1. Integrate teacher feedback and evaluation data into an updated version of the
Teacher Toolkit and Playbook (Modules 1–5).
2. Upload all revised and validated materials to the EnCycLEd platform —
3. Maintain public access to educational resources for at least two years beyond
the project’s official end (until 2028).
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
89
4. Encourage schools and teachers to continue using, translating, or expanding
these resources under the project’s open educational license (CC BY-NC-SA
4.0).
D. Knowledge Sharing and Long-Term Impact
To ensure sustainability and continuous growth of the EnCycLEd community:
● A Community of Practice (CoP) will be established, connecting teachers, schools,
and organisations that took part in piloting.
● Annual online exchange sessions will be organised to share new materials,
classroom stories, and best practices.
● Teachers will be invited to contribute to new editions of the
Cybersecurity in
Education Guidebook (2026–2027).
● Schools will be encouraged to integrate EnCycLEd modules into regular ICT,
citizenship, and digital competence curricula.
The feedback loop creates a living ecosystem of knowledge within EN-CYCLED. By
systematically collecting reflections, validating outcomes, and improving materials,
the project ensures that the piloting phase evolves into a sustainable educational
model. This process guarantees long-term impact and continuous relevance of
cybersecurity education across Europe, in line with Erasmus+ sustainability
principles.
By combining structured reporting with reflective, cross-border learning:
1. Teachers contribute to both national and international impact data.
2. Students experience cybersecurity as a shared European challenge and
opportunity.
3. EnCycLEd builds a sustainable network of educators who continue to teach,
mentor, and learn together long after the pilot ends.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
90
EnCycLEd Erasmus+ Project
C
ONCLUSIONS
This Piloting Program Guide provides a common framework for all EnCycLEd partners
to organise, support and evaluate piloting activities in a coherent way. It clarifies
what is expected from piloting schools and higher education partners, how their
classroom and platform activities map onto project KPIs and deliverables, and how
data from different countries will be combined in the Cross-Country Evaluation &
Sustainability Assessment (Task 4.6).
The Guide emphasises flexibility within clear boundaries. Schools can select between
minimum piloting packages (Options A, B or, in exceptional cases, C), but are
expected to reach the agreed minimum numbers of students and teachers involved,
platform registrations, use of the Discussions section, and cross-country activities as
set out in the annexes. National Piloting Calendars, together with the internal
reporting deadlines (school reports by 30 June 2026, national synthesis by 15 July
2026, and all data to WP4 by 31 July 2026), ensure that piloting activities finish early
enough for meaningful cross-country evaluation and final reporting.
Following discussion and fine-tuning at the Malta workshop, the consortium agreed
that this Piloting Program Guide, together with its annexes (minimum piloting
packages, KPI and partner targets, and the National Piloting Calendar Template), will
serve as the single internal point of reference for planning, implementing and
reporting EnCycLEd piloting. Any later adjustments to piloting arrangements or
targets should be agreed with WP4 (UACS) and reflected in updated versions of this
Guide and its annexes. For day-to-day lesson delivery and classroom activities,
teachers should continue to use this Guide in combination with the Program
Development document, which remains the primary reference for module content,
classroom methods and concrete teaching examples.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
91
A
NNEX
A
For Schools – At a Glance
EnCycLEd Piloting – What Your School Is Expected to Do
This page explains, in simple terms, what is expected from your school during the
EnCycLEd piloting. Please read it together with the
Piloting Program Guide
and
the
Program Development
document.
1. Your choice of piloting “package” (Options A, B, or C)
Each piloting school should choose
one of three options
. This helps everyone plan
realistically while still meeting the project’s goals.
Option A – Full package (recommended for main piloting schools)
Your school delivers:
●
All 5 EnCycLEd modules
(Modules 1–5) to at least one class or group.
● At least
1 structured activity using the Guides
(Cybersecurity Careers
and Study Pathways).
● At least
50–60 students
participate in the piloted modules.
● Students are
registered on the Platform
according to your target (e.g. AFS
250, SU 200, KVS 250).
● At least
3 uses of the “Discussions” section
, e.g.:
○
a short reflection thread after a module,
○
a cross-country discussion with another school,
○
a Q&A with a cybersecurity professional.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
92
EnCycLEd Erasmus+ Project
Option B – Core package
Your school delivers:
● At least
3 modules
, including:
○
Module 1
(intro),
○
one technical module
(2, 3 or 4),
○
Module 5 (Cyberpeace)
.
● At least
1 activity using the Guides
.
● At least
30–40 students
participate.
● Students are registered on the Platform towards your target numbers.
● At least
2 uses of “Discussions”
(e.g. reflection + cross-country/Q&A).
Option C – Light package (exceptional)
This is only for
special cases
(e.g. late entry, smaller additional schools) and must
be agreed with the
WP4 lead (UACS)
and your
national coordinator
.
Your school delivers:
● At least
1 module
,
● At least
1 Guides-based activity
,
● At least
20–30 students
participate,
● At least
1 use of “Discussions”
.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
93
2. Key numbers (“KPIs”) your school contributes to
You do
not
need to memorise all codes, but it helps to know what will be counted.
For each piloting school, we look especially at:
●
How many students and teachers are directly involved
in piloting (K1)
○
AFS:
≥ 60
| SU:
≥ 50
| KVS:
≥ 50
●
How many teachers are registered on the Platform
(K2)
○
AFS:
33
| SU:
33
| KVS:
33
●
How many students are registered on the Platform
(K3)
○
AFS:
250
| SU:
200
| KVS:
250
●
How many other teachers you inform about the Platform
(K4)
○
At least
50
per piloting school (e.g. via staff meetings, emails).
●
How many students you inform about the Platform
(beyond those
piloting) (K5)
○
AFS:
500
, SU:
400
, KVS:
500
(e.g. assembly, campaign, posters).
●
How you use the “Discussions” section
(D1–D7)
○
Each piloting teacher uses Discussions at least once.
○
Your school participates in
at least one cross-country Discussion
(e.g. joint thread or virtual exchange).
○
Students post, reply and ask questions – we will also collect a short
description of what kinds of exchanges took place.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
94
EnCycLEd Erasmus+ Project
3. Timelines – when your school reports
To allow enough time for cross-country evaluation:
● By
30 June 2026
– your school sends its
piloting report
and fills in the
simple KPI table (we will provide a template).
● Your national partner then combines your data with other schools and reports
at country level.
● The consortium analyses everything between
31 July and 15 October
2026
. You will receive
templates and guidance
so that reporting is as simple and
light as possible.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
95
A
NNEX
B
Piloting Schools KPIs
The table below sets out the
minimum targets
that each piloting school (AFS, SU,
KVS) is asked to reach during the piloting period. These are
internal planning
targets
agreed by the consortium, to make sure we all contribute fairly to the
project goals and to the commitments in the EnCycLEd proposal.
K1–K5:
Piloting schools and HEIs are responsible for achieving the minimum numbers in
K1–K5; UACS aggregates these numbers, and REACH uses them for dissemination
and sustainability.
K6–K7 (cross-country):
Piloting schools and HEIs are responsible for planning and running cross-country
teams and sessions (K6–K7); AC supports the technical set-up and provides usage
data; UACS uses this evidence in the cross-learning evaluation (D4.5).
D1–D7 (Discussions KPIs):
Teachers and students in piloting schools and HEIs are responsible for using the
Discussions section (D1–D4); AC logs usage; UACS and REACH interpret and
communicate the qualitative aspects of these exchanges (D5–D7).
KPI
ID
KPI
Description
Unit
AFS
Min
SU Min
KVS
Min
Notes for Schools
K1
Number
of
teachers
and
students
involved
in
piloting (direct
participants)
# persons
60
50
50
Total
number
of
teachers
plus
students
directly involved in
piloted lessons and
activities.
K2
Number
of
teachers
(and
future teachers)
# teachers
33
33
33
Teachers with active
accounts
on
go.encycled.eu
who
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
96
EnCycLEd Erasmus+ Project
registered
on
the Platform
will use the Modules /
Guides / Discussions
during piloting.
K3
Number
of
students
registered
on
the Platform
# students
250
200
250
Students with accounts
on
go.encycled.eu
(where
applicable)
who will participate in
piloting activities.
K4
Number of other
teachers / future
teachers
informed about
the
Platform
(non-registered)
# teachers
informed
50
50
50
Teachers
informed
about EnCycLEd and
the
Platform (e.g.
through
staff
meetings, newsletters,
short presentations),
even if they do not
register.
K5
Number
of
students
informed about
the
Platform
(beyond those
registered)
# students
informed
500
400
500
Students who hear
about EnCycLEd / the
Platform
(e.g.
assemblies,
campaigns),
in
addition
to those
registered as users.
K6
Cross-country
teams
formed
and interacting
on the Platform
#
teams
(school
contributio
n)
≥
1
teache
r team
+ ≥ 1
studen
t team
≥
1
teacher
team +
≥
1
student
team
≥
1
teacher
team +
≥
1
student
team
Each
school
participates in at least
one
cross-country
teacher team
and
one
student team
(exact matching to be
agreed with partners).
K7
Cross-country
learning
and
exchange
sessions hosted
on the Platform
# sessions
(school
contributio
n)
≥ 1
≥ 1
≥ 1
Each
school
participates in at least
one
cross-country
learning / exchange
activity
(e.g. joint
Discussion,
shared
project,
online
session).
D1
Teachers using
Discussions
section
# teachers
using
Discussions
All
pilotin
g
teache
rs
All
piloting
teachers
All
piloting
teachers
All teachers involved in
piloting should use the
Discussions
section
at least once with their
classes.
D2
Discussion
Groups created
for piloting
# Groups
(school
contributio
n)
≥ 2
≥ 2
≥ 2
At least two Discussion
Groups per school
(e.g.
one
class
reflection
group +
one
cross-country /
Q&A
group).
D3
Cross-country
Discussion
Groups
#
cross-count
ry Groups
(school
contributio
n)
≥ 1
≥ 1
≥ 1
Each
school
participates in at least
one
cross-country
Discussion Group with
a partner school in
another country.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
97
D4
Students
registered
in
Discussion
Groups
# students
in
Discussions
Subgro
up of
250
Subgrou
p of 200
Subgrou
p of 250
At least one piloted
class per school has
students registered in
a Discussion Group;
exact numbers defined
in national planning /
piloting calendar.
D5
Guest
cybersecurity
professionals /
role
models
engaging with
the school via
Discussions or
events
#
guest
professiona
ls (school
contributio
n)
≥
1
(where
feasibl
e)
≥
1
(where
feasible)
≥
1
(where
feasible)
Each
school
is
encouraged to host at
least one Q&A or
interaction
with
a
cybersecurity
professional (online or
onsite),
possibly
shared
with other
schools.
ME
1
Participation in
piloting-related
dissemination /
school events
# events /
contributio
ns
≥ 1
≥ 1
≥ 1
Each
school
contributes to at least
one event or activity
showcasing
piloting
results (e.g. school fair,
open day, national or
online event).
Table B1: KPI.
Note for Piloting Schools:
In simple terms, the table shows for each KPI:
●
What we count
– for example, number of students involved, teachers
registered on the Platform, Discussion Groups created, cross-country activities, etc.
●
The minimum numbers per school
– columns “AFS Min”, “SU Min”, “KVS
Min”.
●
What this means in practice
– short notes for schools in the last column.
These minima are
not meant to add bureaucracy
, but to help you:
● plan the size and scope of piloting (how many classes, how many teachers);
● include at least
one cross-country activity
and
meaningful use of the
Discussions section
;
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
98
EnCycLEd Erasmus+ Project
● show that piloting also supports
career guidance
and
school-level
events
.
How you will report these figures
Each piloting school will complete a
short School Piloting Report and KPI table
at the end of its piloting period (templates will be provided by the national
coordinator / WP4).
The
school coordinator
(or contact person for EnCycLEd) will collect the numbers
for your school from:
○
class lists and lesson plans (participants, modules delivered),
○
Platform statistics (teachers/students registered, Discussion Groups),
○
simple logs of cross-country activities and events.
Your national/project partner will then prepare a
country-level synthesis
, and
WP4 (UACS) will use these summaries for the
cross-country evaluation and
lessons learned
. If you see that you will
easily exceed
the minimum numbers,
that is excellent – please still record the full figures. If you have doubts about
reaching any minimum target, please contact your
national EnCycLEd
coordinator
early, so we can adjust plans together.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
99
A
NNEX
C
EnCycLEd National Piloting Calendar Template
The National Piloting Calendar template is intended for
piloting partners /
educational institutions
who deliver modules and classroom activities. It does not
apply to partners whose role is primarily technical support, evaluation or
coordination (e.g. AC, REACH), who have separate commitments and timelines.
EnCycLEd – National Piloting Calendar
Country:
__________________
Partner:
__________________
Academic year/term:
__________________
Responsible person (s) Nat. partner / school lead
___________________
Piloting window (school level):
___ / ___ / 20__ – ___ / ___ / 20__
School report deadline to national partner:
___ / ___ / 20__
National report deadline to consortium:
___ / ___ / 20__
Reminder:
All piloting activities and deliverables must finish before 30 Nov 2026,
with piloting ending 1–2 months earlier.
Wee
k #
Dates
(from
–to)
Main piloting
activities
(schools)
Platform
use
(Modules / Disc. /
Guides)
Data & KPIs
Notes /
reporting
1
__ / __
/ __ –
__ / __
/ __
Select
piloting
classes
and
confirm
timetable;
introduce
EnCycLEd
to
students; explain
objectives,
consent
and
basic
ground
rules.
Teachers
explore
Platform;
show
students
the
structure (Modules,
Resources, Glossary,
Guides,
Links,
Discussions);
no
login yet or only
teacher login.
Collect baseline info on
schools/classes/teachers
(simple template); note
number of participating
teachers and classes;
record planned number
of students.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
100
EnCycLEd Erasmus+ Project
2
__ / __
/ __ –
__ / __
/ __
Deliver
introductory
lesson
using
Module 1 (why
cybersecurity
and
digital
citizenship
matter);
set
simple
homework
or
reflection task.
Use
Module
1
materials in class;
show
relevant
Resources
and
Glossary
entries;
teacher posts a first
message in a class
Discussion room (if
access already set
up).
Apply pre-test / baseline
questionnaire
for
students (if applicable);
log
which
classes
completed Module 1;
note number of students
reached.
3
__ / __
/ __ –
__ / __
/ __
Continue Module
1 or start Module
2 (technical /
hygiene focus)
depending
on
timetable; small
group activities
in class.
Use Module 2 on
Platform
for
exercises or case
studies; encourage
students to check
Resources at home
(no sign-in needed);
open
class
Discussion thread for
“questions to the
teacher”.
Teacher logs completion
of Module 1 and start of
Module 2; simple count of
active
classes
and
approximate
student
participation; note first
questions/posts in class
Discussion threads.
4
__ / __
/ __ –
__ / __
/ __
Deliver
next
lesson(s)
from
Module 2 and/or
begin Module 3
(e.g.
cyber
threats,
scenarios,
or
games);
invite
students
to
share examples
from their own
experience.
Use Modules 2–3
and
relevant
games/activities; ask
students to post 1
short example or
question
in
the
Discussion
room
after class; test basic
moderation
practices.
Tally number of posts and
comments
in
class
Discussions; record which
modules/lessons
were
delivered; brief teacher
reflection (what worked /
challenges) collected via
short form or log.
5
__ / __
/ __ –
__ / __
/ __
Deliver
further
Module
3
lesson(s);
introduce simple
project
or
mini-task
for
students
(e.g.
small awareness
activity).
Use
Platform
Resources and Links
to support student
tasks; if possible,
create or join a
national Discussion
group to compare
ideas
between
classes/schools.
Record
number
of
classes/students taking
part in the mini-task;
note whether at least one
national Discussion group
is
active;
simple
qualitative notes on type
of exchanges.
6
__ / __
/ __ –
__ / __
/ __
Deliver Module 4
(e.g. social /
ethical aspects,
rights,
responsibilities)
and
link
to
real-life
cases;
run a classroom
discussion
or
debate.
Use Module 4 on
Platform;
prepare
2–3
guiding
questions and post
them in class or
national Discussions
for
asynchronous
continuation of the
debate.
Document which classes
completed Module 4;
count
number
of
Discussion threads and
replies;
collect
short
student feedback (1–2
questions) or exit tickets
if feasible.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
101
7
__ / __
/ __ –
__ / __
/ __
Deliver Module 5
(e.g. cyberpeace
/ democracy /
resilience) and
organise a class
reflection
on
what
students
have
learned
across modules.
Use Module 5 and
key Resources; ask
students to post one
“most
important
learning”
in
the
Discussion
room;
optionally open or
join a cross-country
Discussion group.
Record completion of the
full module sequence in
each piloting class (or
note partial completion);
count
number
of
schools/classes involved
in
cross-country
Discussions; note number
of posts.
8
__ / __
/ __ –
__ / __
/ __
Run at least one
career and study
pathways activity
using the Guides
(e.g. “Find your
cyber profile” or
mapping study
paths);
encourage
students to think
about
next
steps.
Use Guides and any
supporting materials
(career
profiles,
study
pathways);
invite questions for a
future Q&A with a
cybersecurity
professional via the
Discussions section.
Count number of classes
using the Guides; collect
simple stats on how
many students completed
the activity; optional
short student poll about
interest in cybersecurity
careers.
9
__ / __
/ __ –
__ / __
/ __
Prepare or run a
student-led
mini-project
(poster,
campaign, short
presentation,
peer awareness
session); classes
finalise outputs.
Use
Platform
to
share project ideas
or
drafts
(via
Discussions,
if
appropriate);
encourage students
to
post
one
photo/description of
their project in a
national
or
cross-country
Discussion group.
Document number and
type of mini-projects
completed; approximate
number
of
students
involved;
note
engagement
in
Discussions related to
projects
(posts/comments).
10
__ / __
/ __ –
__ / __
/ __
Organise
a
sharing event at
school
level
(internal
showcase, small
fair, or online
session) where
students present
key
outcomes
and takeaways.
Use Platform to host
an
asynchronous
reflection thread on
the event (“What did
we
learn?”);
if
feasible, invite a
guest cybersecurity
professional
to
comment or respond
in Discussions.
Collect
short
teacher/student feedback
on the event; record
whether
a
guest
professional took part
(yes/no, how many);
note level of participation
in the related Discussion
thread.
11
__ / __
/ __ –
__ / __
/ __
Conduct wrap-up
lessons: revisit
main concepts,
answer
remaining
questions,
discuss how to
apply learning in
everyday
life;
clarify
any
pending tasks.
Use
Modules/Resources
selectively
for
review; encourage
final posts in class or
cross-country
Discussions
(e.g.
“one commitment I
will keep online”).
Apply post-test / end-line
questionnaire (if used);
summarise
which
modules and activities
each class completed;
teachers update simple
KPI
dashboard
(per
class/school).
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
102
EnCycLEd Erasmus+ Project
12
__ / __
/ __ –
__ / __
/ __
Final reflection
and closure of
piloting at school
level; teachers
compile evidence
and
prepare
school report for
national partner.
Platform use mainly
for
closing
messages,
final
reflections,
or
showcasing
best
student
posts/projects
in
Discussions; ensure
all necessary data
are downloaded or
noted.
Consolidate all data for
the school (numbers of
teachers,
students,
modules
delivered,
Guides used, Discussion
groups/posts,
events,
professionals involved);
submit school-level KPI
and reporting templates
by agreed deadline.
School
sends
report &
data
Table C1: Piloting activities.
Summary
Piloting weeks used:
________
Modules delivered (tick):
☐
1
☐
2
☐
3
☐
4
☐
5
Career & pathways activities (Guides used):
Yes / No – note:
____________________
Cross-country Discussions:
Yes / No – note: ____________________
Buffer for nat. aggregation/reporting:
from ___ / ___ / 20__ to ___ / ___ /
20__
Guidance for Completing the EnCycLEd National Piloting Calendar
1.
Fill in the header section
○
Indicate your
country, partner organisation, academic year/term
, and
the
piloting window at school level
.
○
Set the
school report deadline
to the national partner and the
national
report deadline
to the consortium, keeping in mind that
all piloting activities
and deliverables must be completed before 30 November 2026
, with piloting
ending
1–2 months earlier
.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
103
2.
Map “Weeks 1–12” to real dates
○
For each week, replace __ / __ / __ – __ / __ / __ with concrete calendar
dates, using your
national school calendar
and the common
EnCycLEd Gantt
.
○
The suggested activities in the table (under “Main piloting activities”,
“Platform use” and “Data & KPIs”) are an example sequence. You may adapt the
pacing, combine weeks, or extend them, provided you respect the project end date
and reporting needs.
3.
Flexibility in number of modules
○
Please indicate clearly which modules you plan to deliver, so that the
consortium can interpret KPIs correctly.
○
Please indicate clearly in the “Main piloting activities” and “Summary” which
modules and activities you actually plan to deliver, so that the consortium can
interpret KPIs correctly.
4.
Use the “Data & KPIs” and “Notes/reporting” columns
○
Briefly describe what information will be collected each week (e.g. number of
classes/students, modules completed, use of Discussions, feedback tools).
○
Use the “Notes/reporting” column to indicate any special events,
cross-country activities, or issues to be flagged.
Once completed, please share your national piloting calendar with the project
coordinator by the agreed deadline. This will help ensure that all piloting activities
are realistic, comparable and aligned with the overall EnCycLEd timeline and KPIs.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
104
EnCycLEd Erasmus+ Project
A
NNEX
D
Minimum Piloting Package and Piloting-related KPIs per Partner
1. Purpose of this Annex
This Annex sets out the minimum expectations for piloting in each school and the
quantitative minimum targets for piloting-related KPIs across all partners. It
translates the project proposal, the logical framework and the Piloting Deliverables
Distribution Excel sheet into a single operational reference so that every partner
knows:
● what their minimum contribution is (modules, activities, numbers of
students/teachers, cross-country exchanges);
● how these contributions map to the Key Performance Indicators (KPIs); and
● how results will be monitored and aggregated under Work Package 4 (WP4).
UACS, as leader of WP4 (“Implementation and Piloting / lessons learned /
cross-cutting Evaluation and Sustainability Assessment”), is responsible for
maintaining this Annex, updating it if needed (with partner agreement), and using it
as a basis for Monitoring, Evaluation and Learning (MEL).
2. Minimum piloting package per school (Options A, B, C)
To keep piloting manageable and still fulfil the proposal commitments, each piloting
school is expected to implement at least one minimum piloting package. Three
options are defined:
●
Option A – Full package (default for main piloting schools)
○
Modules: all 5 EnCycLEd modules (Modules 1–5) delivered to at least one
coherent cohort.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
105
○
Guides: at least 1 structured activity using the Cybersecurity Careers and Study
Pathways Guides.
○
Students: at least 50–60 students directly involved in the full set of piloted
modules.
○
Platform registrations: reach the school’s registration minima (AFS 250, SU 200,
KVS 250 students) as specified in this Annex.
○
Discussions: at least 3 purposeful uses of the Discussions section (e.g. reflection
thread, cross-country Discussion, Q&A with a professional).
○
Cross-country: participation in at least 1 cross-country team/activity.
● Option B – Core package
○
Modules: at least 3 modules, including Module 1, one technical module (2, 3 or
4) and Module 5 (Cyberpeace).
○
Guides: at least 1 structured Guides activity.
○
Students: at least 30–40 students involved in the piloted modules.
○
Platform registrations: still aim towards the same registration minima,
concentrating on one or two classes.
○
Discussions: at least 2 purposeful uses of Discussions (e.g. reflection +
cross-country/Q&A).
○
Cross-country: participation in at least 1 cross-country Discussion-based
activity.
●
Option C – Light package
○
Modules: at least 1 module (preferably Module 1 or a technical module).
○
Guides: at least 1 Guides-based activity.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
106
EnCycLEd Erasmus+ Project
○
Students: at least 20–30 students involved.
○
Discussions: at least 1 use of Discussions (reflection or Q&A).
Option C is intended only for exceptional cases (e.g. late entry, small additional
schools) and may be used only with prior agreement from WP4 (UACS) and the
national piloting coordinator. Its use must not jeopardise the consortium’s ability to
reach the overall KPI minima presented in this Annex (students reached, modules
delivered, cross-country activities, platform use).
The detailed numeric minima per school and partner below assume that the main
piloting schools (AFS, SU, KVS) will normally implement Option A or B, with Option C
reserved for special circumstances.
The minimum student numbers in Options A/B/C refer to students who participate in
the piloted modules, not to the total numbers of students registered on the Platform
or informed about it (these are specified separately in the KPI tables).
3. Partner roles and KPI levels
For the KPIs in this Annex, we use the following shorthand:
● Piloting schools: AFS, SU, KVS
● HEIs (non-school pilot partners): UIBK, HU, UoM
● Non-school partners: AC (platform & training), REACH (dissemination &
sustainability)
● WP4 lead: UACS (MEL coordination and aggregation – no numeric minimums as
such, but responsible for ensuring totals match proposal commitments)
KPI level key:
● S = school-level KPI (each piloting school reports)
● C = country-level KPI (piloting partner aggregates)
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
107
● P = project-level KPI (WP4/UACS and other WPs consolidate and report)
4. Piloting-related KPIs – narrative overview of minimum targets
Below is a short narrative explanation of the KPIs; the full numeric distribution per
partner is provided in the table that follows.
K1 – Teachers and students involved in piloting (Level: S / C)
Each piloting school should involve at least 60 participants (teachers + students) at
AFS, 50 at SU and 50 at KVS. UACS aggregates these figures to check that the
consortium meets overall participation targets.
K2 – Teachers/future teachers registered on the Platform (Level: S / C / P)
Each piloting school registers 33 teachers/future teachers (≈100 across AFS, SU,
KVS). UACS verifies totals vs proposal; the platform provider supplies registration
statistics.
K3 – Students registered on the Platform (Level: S / C / P)
Piloting schools register 250 (AFS), 200 (SU) and 250 (KVS) students; HEIs register
100 students each (UIBK, HU, UoM). The project-level total is 1 000 students
registered. AC ensures registration and reporting; UACS aggregates.
K4 – Other teachers informed about the Platform (Level: C / P)
Piloting schools inform 50 additional teachers each; UIBK and HU each inform 20,
UoM 3, AC 3 and REACH 3. UACS aggregates and checks this against outreach
commitments.
K5 – Students informed about the Platform (Level: C / P)
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
108
EnCycLEd Erasmus+ Project
AFS, SU, KVS inform 500 / 400 / 500 students respectively; UIBK, HU, UoM each
inform 200 students. The project-level total is 2 000 students informed, used for
wider reach and dissemination.
K6 – Cross-country teams on the Platform (Level: P)
At project level, at least 20 cross-country teams are formed (10 school-based teams
and 10 developer/teacher teams involving AFS, SU, KVS, HU, UIBK). Each piloting
school and HEI should appear in at least one teacher team and one
student/developer team.
K7 – Cross-country learning/exchange sessions (Level: P)
At least 10 cross-country learning/exchange sessions (or equivalent
Discussion-based activities) are hosted on the platform. Each session should include
≥2 interactions from different countries. Schools/HEIs contribute at least one such
activity per country; AC provides logs; UACS uses this KPI for cross-learning (D4.5).
K8 – Platform Discussions KPIs (D1–D7) (Levels: S / C / P)
From K2–K7 and platform statistics, UACS and AC derive:
● D1: teachers using Discussions – all piloting teachers expected to use it at least
once;
● D2: at least 20 Discussion Groups (one per cross-country team plus class groups);
● D3: at least 20 cross-country Discussion Groups;
● D4: a substantial share of registered students participate in at least one group;
● D5: each country involves at least one guest professional (overall ≥ 5–9);
● D6: minimum 20 cross-country interactions (2 per session) with a higher
aspirational target;
● D7: qualitative descriptions of the types of exchanges.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
109
5. How to read the KPI–partner table
The table that follows this introduction provides a row-by-row breakdown of:
● each KPI (K1–K7, D1–D7),
● its level (S, C or P),
● and the minimum numeric contribution expected from each piloting school and
HEI.
The notes column explains how each KPI relates to WP4 monitoring, platform
statistics and dissemination work. Partners are expected to use this Annex, together
with the minimum piloting package (Options A/B/C) and the National Piloting
Calendars, as their shared reference when planning, implementing and reporting on
piloting.
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
KPI
_ID
Level
KPI Description
Unit
Piloting
AFS_Min
Pilotin
g
SU_Mi
n
Piloting
KVS_Min
UIBK
_Min
HU_
Min
UoM_
Min
Project
_Total
_Targe
t
Notes_Level_and_Res
ponsibility
K1
S/C
Number of teachers and
students involved in
piloting
(direct
participants)
# persons 60
50
50
School + country totals
must
meet
proposal
targets;
reported by
schools, aggregated by
country,
checked
by
WP4/UACS
K2
S/C/P
Number of teachers
(and future teachers)
registered
on
the
Platform
#
teachers
33
33
33
0
0
0
≈100
School-level registration;
WP4/UACS verifies total
vs logframe; platform
provider supplies stats
K3
S/C/P
Number of students
registered
on
the
Platform
#
students
250
200
250
100
100
100
1000
All piloting schools and
HEIs
register
the
indicated
minimum;
platform
provider
supplies
stats;
WP4
aggregates
K4
C/P
Number
of
other
teachers
/
future
teachers informed about
the
Platform
(non-registered)
#
teachers
informed
50
50
50
20
20
3
199
Reported
by
each
partner; WP4 aggregates
to check outreach KPI
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
1
K5
C/P
Number of students
informed about the
Platform (beyond those
registered)
#
students
informed
500
400
500
200
200
200
2000
Reported
by
each
partner;
WP4
aggregates; also used in
dissemination/sustainabili
ty messages
K6
P
Number
of
cross-country
teams
(teachers or students)
formed and interacting
on the Platform
# teams
20
Composed
of
school-based teams (AFS,
SU,
KVS)
and
developer/teacher teams
(AFS, SU, KVS, HU,
UIBK); coordinated by
WP4
K7
P
Number
of
cross-country learning
and exchange sessions
hosted on the Platform
#
sessions
10
Each
session
must
include ≥2 interactions
from different countries;
schools/HEIs participate;
WP4 interprets for D4.5
D1
S/C/P
Teachers
using
Discussions section
#
teachers
using
Discussio
ns
≥
all
piloting
teachers
registered
and
delivering
modules
≥
all
piloting
teachers
register
ed and
deliverin
g
modules
≥
all
piloting
teachers
registered
and
delivering
modules
[derived
from K2
and
activity
logs]
Each piloting teacher
should use Discussions at
least
once;
platform
provider supplies usage
stats; WP4 aggregates
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
2
EnCycLEd Erasmus+ Project
D2
P
Discussion
Groups
created
#
Discussio
n Groups
≥20
At least one group per
cross-country team plus
additional class groups;
exact
per-partner
distribution defined in
National
Piloting
Calendars
D3
P
Cross-country
Discussion Groups
#
cross-cou
ntry
Groups
≥20
All
20
cross-country
teams
(K6)
should
correspond to at least
one
cross-country
Discussion
Group;
platform stats used; WP4
aggregates
D4
S/C/P
Students registered in
Discussion Groups
#
students
in
Discussio
ns
[subset of
250]
[subset
of 200]
[subset of
250]
[subse
t
of
100]
[sub
set
of
100]
[subse
t
of
100]
[derived
from
K3]
Subsets of registered
students participate in at
least
one Discussion
Group; exact numbers
per country defined in
MEL toolkit
D5
P
Guest
cybersecurity
professionals
/ role
models participating in
Discussions
# guest
professio
nals
≥5–9
Each country strongly
encouraged to involve ≥1
professional;
final
numeric
target
and
distribution agreed at
Malta; WP4 tracks
D6
P
Interactions
in
Discussion
Groups
(posts,
replies,
comments)
#
interactio
ns
(approxim
ate)
≥20
cross-co
untry
interacti
ons
minimu
m
Per Excel definition: ≥2
interactions
from
different countries per
cross-country
team/session
(K7);
aspirational target may
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
3
be higher; platform logs
used
D7
C/P
Qualitative description
of types of exchanges in
Discussions
Text
Qualitativ
e
summary
per
school/co
untry
Qualitati
ve
summar
y
per
school/c
ountry
Qualitativ
e
summary
per
school/co
untry
Qualit
ative
summ
ary
per
countr
y
Quali
tativ
e
sum
mary
per
coun
try
Qualit
ative
summ
ary
per
countr
y
N/A
Partners describe main
types
of
exchanges
(reflection, Q&A, group
work,
cross-country
debate,
campaign
planning);
WP4
synthesises
EnCycLEd Erasmus+ Project (2023-1-AT01-KA220-SCH-000166888)
Document Outline
- ABOUT THE PROJECT
- INTRODUCTION
- SECTION 1 - PROGRAM OVERVIEW AND PREREQUISITES
- SECTION 2 - ONBOARDING AND ACCESS
- SECTION 3 - IMPLEMENTATION ROADMAP (BLUEPRINT TIMELINE)
- SECTION 4 - SCHOOL ROLLOUT PLAN (BLUEPRINT RUNBOOK)
- SECTION 5 - MODULES – PLAYBOOKS
- SECTION 6 - RESOURCES REPOSITORY – OPERATIONAL USE
- SECTION 7 - GLOSSARY – PRACTICAL USE
- SECTION 8 - GUIDES – PRACTICAL USE
- SECTION 9 - ASSESSMENT, MEL, AND LESSON ORGANISATION
- 9.1 Pre / Post (Minimal Forms)
- 9.2 Mini-Quizzes / Final Quiz
- 9.3 Methods: Individual Study, Interactive, Group Work, Educational Game
- 9.4 Classroom Logistics and 45-Minute Timing
- 9.5 Inclusivity and Accessibility of Materials
- 9.6 KPI Dashboard Summary for Teachers
- 9.7 Timeline and Completion of Piloting-Related Assessment
- SECTION 10 - SAFETY, PRIVACY, AND ETHICS
- SECTION 11 - REPORTING AND HANDOVER OF RESULTS
- CONCLUSIONS
- ANNEX A
- ANNEX B
- ANNEX C
- ANNEX D
про публікацію авторської розробки
Додати розробку
Зареєструватись за допомогою Google