Digital Technologies / Health / Citizenship ā€¢ Years 7-11 ā€¢ Practical classroom audit

Digital Privacy Audit Worksheet

Use this worksheet to help ākonga investigate the digital traces they leave behind, the permissions they grant, and the risks that appear when personal or whānau data is treated casually online. The aim is practical awareness, not fear.

Best for

Digital citizenship lessons, online safety weeks, health/wellbeing classes, and introductory AI/data discussions.

Kaiako use

Run as a guided classroom audit, a paired discussion task, or a whānau-facing reflection on digital habits.

Ākonga use

Students inspect app permissions, searchability, and data sharing habits, then make a practical action plan.

Use the worksheet, then generate local follow-up tasks

Once students complete the audit, use Te Wānanga to create a follow-up reflection, whānau letter, or class action plan matched to your school context.

Adapt in Te Wānanga See teacher workflow plans

Kaiako planning snapshot

  • Use length: 30-45 minutes if students audit live on devices, or 20 minutes as a reflective paper task.
  • Best grouping: Individual audit first, then pairs for discussing what surprised them.
  • Prep: Decide whether students will use real devices/accounts or complete the audit hypothetically.
  • Teaching move: Keep the emphasis on practical protection and digital tikanga, not shame or panic.

Resources already provided

  • App permissions and data-sharing prompts
  • Whānau and cultural data reflection prompts
  • Action-planning section
  • Curriculum companion for planning and reporting

Ngā Whāinga Akoranga / Learning Intentions

  • We are learning how to recognise what digital data is collected about us.
  • We are learning how privacy decisions affect us, our whānau, and our communities.
  • We are learning how to improve our own digital safety practices.

Paearu Angitu / Success Criteria

  • I can identify which apps or services have access to my data.
  • I can explain at least one privacy risk and one practical action I can take.
  • I can reflect on why data about whānau and culture should be treated with care.

Curriculum integration / Te Marautanga alignment

This worksheet supports explicit teaching around digital citizenship, health and wellbeing, and responsible technology use. Use the companion page to make those curriculum links visible in planning.

šŸ” Privacy šŸ’» Digital citizenship šŸ§­ Self-management
Open curriculum companion

Why this matters in Aotearoa

Privacy is not only an individual concern. In Aotearoa, data can also expose whānau, community relationships, places, and cultural information. Good digital citizenship includes asking what should stay private, who should control access, and how online habits affect more than just the person holding the phone.

Part 1: Searchability and visibility

Search your own name, username, or public social media identity. Record what is easy to find.

  • What appears first?
  • What information is public that you expected to be private?
  • Would you be comfortable with a future employer, teacher, or younger sibling seeing it?

Part 2: App permissions

Review at least three apps or services you use often. For each one, note:

  • location access
  • camera / photos access
  • microphone access
  • contacts access
  • whether that access feels necessary

Part 3: Data you may not notice

  • search history and viewing habits
  • location history
  • device and browser information
  • engagement patterns: what you click, like, or pause on
  • who you interact with and when

Which of these surprises you most, and why?

Part 4: Whānau and cultural data

  • Have you shared photos or information about others without checking first?
  • Have you posted locations, taonga, or events that carry cultural significance?
  • Who should decide whether such material is public?

Use this section to discuss how data can also be relational, not just personal.

Action plan

This week I will change: ________________________________________

The app or setting I most need to review is: _______________________

One privacy habit I will improve is: _______________________________

One thing I would explain to my whānau or friends is: _____________

Teach this tomorrow

Print / share

  • This worksheet
  • Any school digital citizenship expectations you want students to compare against

Decide before class

  • Whether students will use real devices/accounts or fictional examples
  • Whether action plans stay private or are shared in pairs

Look for by the end

  • Students can name at least one real privacy risk
  • Students leave with one practical action they can actually take

Whakaaro Hoki Ā· Student Reflection

1. After completing this audit, what surprises you most about your digital privacy footprint?

2. Identify one specific app or permission you will review or remove this week. Why did you choose it?

3. How does thinking about your digital privacy connect to the concept of mana motuhake (self-determination over your own data)?

Turn this into a local action lesson

Use Te Wānanga to generate a class-specific follow-up on digital citizenship, school policy, or whānau communication, then save the finished version to My Kete.

Generate follow-up lesson Open Creation Studio

Hononga Marautanga Ā· Curriculum Alignment

Digital Technologies ā€” Hangarau Matihiko

Level 4ā€“5: Understand how digital systems and AI tools work; evaluate the social, cultural, and ethical implications of technology; design and apply computational thinking skills to real problems.

Social Sciences ā€” Tikanga ā-Iwi

Level 3ā€“4: Analyse how technology shapes relationships, power, and identity within communities; evaluate the impacts of digital innovation on society, including effects on Indigenous data sovereignty and cultural representation.

Aronga Mātauranga Māori

In te ao Māori, data and knowledge are not neutral ā€” they carry whakapapa and obligations. Māori Data Sovereignty (Mana Motuhake i ngā Raraunga) holds that Māori have the right to govern, own, and interpret data about themselves and their communities. When digital systems are designed without this understanding, they risk perpetuating colonial patterns of extraction: taking knowledge from communities without accountability or benefit-sharing. The concept of kaitiakitanga extends naturally to the digital realm ā€” guardianship of what is collected, stored, and shared about us is as important as guardianship of land, water, and living knowledge systems.

Tuhia ōu whakaaro Ā· Write Your Thoughts

Reflect on your learning. What was the most important idea? What question do you still have?

Ngā Rauemi Tautoko Ā· Support Materials

This handout is designed to be used alongside the broader unit resources available at Te Kete Ako handouts library. Related resources from the same unit are linked in the unit planner. All resources are provided ā€” no additional preparation is required to use this handout in your classroom.

šŸ“‹ Teacher Planning Snapshot

Ngā Whāinga Ako ā€” Learning Intentions

Students will develop critical digital literacy by examining the ethical dimensions of AI systems, exploring how kaupeka matihiko (digital technologies) reflect and shape our values, and connecting concepts of tino rangatiratanga (self-determination) to digital sovereignty and data rights in Aotearoa.

Ngā Paearu AngitÅ« ā€” Success Criteria

  • āœ… I can identify ethical issues within AI systems and explain their real-world impact.
  • āœ… I can apply a te ao Māori lens to evaluate digital technologies and their effects on communities.
  • āœ… I can articulate what digital sovereignty means and why it matters for tangata whenua.

Differentiation & Inclusion

Scaffold support: Provide worked examples of AI bias scenarios with entry-level sentence starters. Offer extension tasks requiring students to research and present a case study of algorithmic injustice affecting indigenous communities.

ELL / ESOL: Pre-teach key digital technology vocabulary (algorithm, bias, data, sovereignty). Allow students to discuss concepts in home language before writing in English.

Inclusion: Use accessible formats with clear headings and visual supports. Neurodiverse learners benefit from structured ethical frameworks (e.g. decision trees) to navigate complex AI ethics scenarios.

Mātauranga Māori lens: Connect AI ethics to tikanga Māori values ā€” particularly kaitiakitanga of data (who owns and controls information about Māori communities) and the principle of manaakitanga in how technologies should serve people equitably. Discuss the risks of algorithmic bias replicating colonial harm.

Prior knowledge: Best used after introductory digital technology concepts. No specialist prior knowledge required for entry-level engagement.

Curriculum alignment