Shield Mission is designed to be used in class, in form time or in after-school activities with pupils aged 9 to 14 (in Spain, from 4th year of primary to 2nd year of ESO; roughly Years 5 to 9 in England). Each mission becomes a 45-50 minute session.
On an interactive whiteboard with the whole class voting on each decision, in pairs with a tablet or individually. It works in any browser and doesn't need installing.
No sign-up, email or passwords. Progress is only saved in the device's browser. Ask pupils to use nicknames, never their real names.
It covers safety, digital wellbeing, media and information literacy and responsible use of AI, in line with the digital competence in the Spanish curriculum and the European DigComp framework.
An open question or the animated capsule on the topic.
Played as a group: before each answer, the class votes and gives reasons.
Questions from the guide. Listen to experiences without singling anyone out.
A closing activity on paper or in groups, plus a personal pledge.
Objective: recognise the warning signs (personal details, secrets, photos, switching apps, meeting up) and know how to ask for help.
Screen-free: each pupil writes down three trusted adults (at home, at school, others) on a sticky note and keeps it in their school bag.
Objective: identify the clues of a scam: urgency, prizes, fake addresses, requests for personal details.
Screen-free: in groups, invent a trap message with at least three clues; another group has to find them.
Objective: create long, unique passwords, learn about two-step verification and never share codes.
Screen-free: a competition for the most absurd made-up passphrase (without using any real ones!).
Objective: understand what AI does well and badly, recognise deepfakes and cloned voices, and use it honestly for schoolwork.
Screen-free: write the "rules for using AI in our class" together.
Objective: tell the difference between public, private and personal information; respect other people's image.
Screen-free: a "privacy traffic light": sort examples suggested by the class on the board.
Objective: apply a checking routine (source, date, other outlets, emotion) before believing or sharing something.
Screen-free: make a poster of the "Stop · Think · Check" routine for the classroom.
Objective: recognise cyberbullying, the role of bystanders and where to get help.
Screen-free: a wall display of "messages that build people up" for the class group chat.
Have the school's anti-bullying and behaviour policy to hand. If a real case comes up, don't deal with it in front of the group: handle it in private and follow the policy.
Objective: play safely: accounts, swaps, purchases, mystery boxes, voice chats and breaks.
Screen-free: design the class's "safe gamer handbook" on a sheet of paper.
| Criterion | Working towards | Achieved | Excellent |
|---|---|---|---|
| Identifies risks | Recognises some risks with help. | Recognises the main risks in the situation. | Explains why it is a risk and how it shows up. |
| Chooses a safe response | Hesitates or chooses risky responses. | Chooses safe responses. | Chooses the best response and includes asking for help. |
| Asks for help | Doesn't know who to go to. | Names a trusted adult. | Knows trusted adults and resources such as 017 (in Spain). |
| Respects others | Doesn't consider the effect on others. | Respects other people's privacy and image. | Actively stands up for someone who is having a problem. |
In Resources you'll find the "10 Shield Rules" poster for the classroom and the family digital agreement to send home.
The association can work with schools and parents' associations (AMPAs) on digital and AI literacy activities. Write to us at contacto@aiao.es.
