Open with the hook question. Take a quick poll: how many students have experienced this 'creepy' ad coincidence? Share a few examples. Then reveal: we're going to investigate whether phones really listen, and discover something possibly even more surprising about how our data is used.

Interactive discussion: What does privacy mean? Students write their own definition first, then share in pairs. Build a class definition together. Introduce the concept of digital footprints - every search, click, like, and purchase creates data. Show examples of what data is collected: location, contacts, browsing history, purchase patterns, social connections.

Scenario-based group activity. Give each group a different real-world case study: (1) A fitness app selling location data to advertisers, (2) A social media platform using facial recognition without consent, (3) A school monitoring students' online activity, (4) A game app collecting data from children, (5) A company using AI to predict employees who might quit. Groups must identify: What data is being collected? Who benefits? Who might be harmed? Is it legal? Is it ethical? Groups share conclusions; highlight that legal ≠ ethical.

Return to the opening question. Reveal the likely reality: phones probably aren't literally recording conversations (it would require too much processing and battery), but companies know so much about you from other data that they can predict what you want. This is arguably more concerning. Show brief video clip or article about how prediction algorithms work.

Individual reflection: 'What's one thing you might do differently online after today's lesson?' Students write response. Quick verbal check: What's the difference between something being legal and something being ethical? Tease next lesson: We've talked about ethics - next time we'll look at what happens when people cross legal lines with technology.

Tell the story of the WannaCry attack (2017): ransomware spreading across the world, NHS computers frozen, operations cancelled. Then introduce Marcus Hutchins - a 22-year-old who found the 'kill switch' while analysing the malware from his bedroom. Ask: Is what he did legal? What skills did he need? Should there be laws about this kind of thing?

Interactive teaching of the three main offences: (1) Unauthorised access to computer material - 'digital trespassing', (2) Unauthorised access with intent to commit further offences - breaking in to do something worse, (3) Unauthorised acts with intent to impair computer operation - deliberately damaging systems. Use relatable analogies: the difference between finding an unlocked door (seeing it's there), opening it (offence 1), opening it to steal something (offence 2), and opening it to smash up the house (offence 3). Show maximum penalties for each.

Quick-fire scenarios for students to judge using the CMA. Examples: Using your friend's Netflix password (they said you could). Guessing a weak password to access your ex's social media. Finding a security flaw in a website and reporting it to the company. Creating a virus 'just to see if you can' but never releasing it. Writing code that could be used for hacking but never using it. Students hold up cards (Legal/Illegal/It Depends) and discuss the edge cases.

Introduce the concept of penetration testing and bug bounties. Companies like Google, Microsoft, and Apple pay people to find security flaws. Show examples of bug bounty payouts (some are six figures!). Discuss: How do ethical hackers avoid breaking the law? (Permission, contracts, responsible disclosure). Link to UK's National Cyber Security Centre apprenticeship and career paths.

Return to Marcus Hutchins. After stopping WannaCry, he was arrested by the FBI for creating malware years earlier (before he reformed). He pleaded guilty and received no prison time. Discuss: Should your past affect how you're treated for doing something good? Can people change? What does this tell us about the complexity of 'heroes and villains' in cybersecurity?

Open with the Cambridge Analytica scandal story. Show the scale: 87 million people's data used without their knowledge. Ask: Did those people agree to this? What should happen when companies misuse data? What could you do if this happened to you? Reveal: There are actual laws that give you rights - and we're going to learn what they are.

Interactive teaching of key individual rights: Right to be informed (know what data is collected), Right of access (see your data), Right to rectification (correct wrong data), Right to erasure ('right to be forgotten'), Right to restrict processing, Right to data portability (take your data elsewhere). Use practical examples for each: requesting your data from Spotify, asking Instagram to delete your account, correcting wrong medical records. Introduce the role of the ICO (Information Commissioner's Office) as the enforcer.

Practical demonstration: Show how to request your data from major platforms (Google Takeout, Facebook Download Your Information, Spotify data request). If possible, show real data from a volunteer teacher account - the quantity and detail often shocks students. Discuss: Why might companies not want to make this easy? Group task: Draft a data access request letter for a fictional scenario (school, employer, online game).

Flip the perspective: What must organisations do? Key principles: lawfulness, purpose limitation, data minimisation, accuracy, storage limitation, security. Introduce concept of 'data breaches' - what happens when it goes wrong. Show example ICO fines (British Airways: £20m, Marriott: £18.4m). Discuss: Is a fine enough, or should executives face prison?

Quick scenarios - students judge if DPA has been breached: Your school shares your grades with a newspaper without asking. A hospital leaves patient files on a train. A shop keeps your payment details 'just in case' without telling you. A company emails you marketing after you asked them to stop. Students vote and justify. Exit ticket: Name two rights you have under the DPA.

Start with an attention-grabbing case: photographers suing over meme usage, music in YouTube videos being claimed, or fan art being removed. Ask: Who owns creative work? Can you 'own' an idea? When you post something online, who owns it? Reveal: There's a 1988 law that answers these questions, and it affects everyone who creates or shares anything online.

Core teaching: What is copyright? (Automatic protection for original creative works). What does it cover? (Literary works, artistic works, music, films, software, databases). What rights does it give? (Copy, distribute, adapt, perform). How long does it last? (Generally 70 years after creator's death). Key point: You don't have to register - copyright exists automatically when you create something. Application to software: Code is protected like literature. You can't just copy and use someone else's code.

Structured comparison activity. Split class into two groups: Team Open Source and Team Proprietary. Each group receives information cards about their licence type. Groups prepare arguments for: Who benefits? What are the advantages? What are the risks? Structured debate format with points for each side. After debate, reveal: Most real-world projects use BOTH - show examples (Android = open source Linux + proprietary Google apps).

Story of Linus Torvalds: 21-year-old student in Finland, 1991, posts on a message board about his 'hobby' operating system. Today: Linux runs 96.3% of the top million web servers, 100% of supercomputers, all Android phones, most smart TVs, most routers. Show that students have probably used Linux today without knowing it. The power of open source: thousands of contributors, free to use and modify.

Scenario exercise (exam-style practice): For each scenario, recommend open source or proprietary and justify. Scenarios: (1) A games company creating a new console, (2) A student making a photo-editing tool they want others to improve, (3) A bank developing security software, (4) A charity creating educational resources for developing countries, (5) A startup with a unique algorithm as their main product. Share answers and discuss edge cases.

Start with surprising statistics: One email with attachment = 50g CO2. One hour of streaming = 36g CO2. One year of cloud storage = 200kg CO2. Ask: Where does this 'pollution' come from? Most students imagine data as weightless - reveal that the 'cloud' is actually massive physical buildings full of computers running 24/7. Interactive: Estimate the class's collective digital carbon footprint from yesterday's activity.

Demystify the cloud: Show images/video of real data centres. Discuss: electricity for computing, electricity for cooling, water usage, land use. Show scale: Google's data centres use as much electricity as San Francisco. Compare tech giants' carbon commitments - some claiming to be 'carbon neutral', what does this actually mean? (Often offsetting rather than reducing). Interactive map: Where are data centres located and why? (Cold climates, renewable energy access, submarine cables).

Shift to physical waste: How often do you get a new phone? Where do the old ones go? Statistics: 53.6 million tonnes of e-waste generated globally in 2019. Only 17.4% properly recycled. Show the journey: UK e-waste often ends up in Ghana, Nigeria, China - processed in unsafe conditions. Discuss rare earth elements: what's in a phone, why mining them is environmentally damaging, why recycling is crucial. Brief discussion of 'planned obsolescence' - are devices designed to become outdated?

Balance the discussion: Technology also helps the environment. Examples: Smart grids reducing energy waste, AI optimising logistics, video calls replacing flights, apps helping track and reduce consumption, satellite monitoring of deforestation, precision agriculture. Discussion: Is technology net positive or negative for the environment? What would be needed for it to be positive overall?

Group brainstorm: Changes at individual level (keeping devices longer, streaming less?), company level (renewable energy, recyclable design), government level (regulations, incentives). Vote: Which level of change would have the most impact? Exit ticket: Name one environmental impact of digital technology and one way technology helps the environment.

Discussion starter: How did your parents meet? How do people meet now? Broader: How did people find jobs, get news, stay in touch, learn things 30 years ago vs now? Create a quick comparison timeline. Ask: Which way is better? (There's no single right answer). Key insight: Technology doesn't just change how we do things, it changes our culture, relationships, and expectations.

Explore positive cultural impacts: Global communication (friends worldwide, diaspora communities staying connected). Access to information (anyone can learn almost anything). Platform for marginalised voices (social movements, representation). Accessibility (life-changing technology for people with disabilities - show examples). Creative expression (everyone can publish, create, share). Use specific examples: how a disability advocate uses technology, how protest movements organise, how isolated communities stay connected.

Explore negative cultural impacts: Digital divide (who's left out? age, income, location, disability without accessible tech). Echo chambers and polarisation (algorithms showing you what you already believe). Mental health impacts (comparison culture, addiction). Misinformation spread. Cultural homogenisation (same platforms, same content worldwide). Use specific examples: teens and social media pressure, elderly isolation from digital services, fake news impact on elections. Discussion: Are these problems with technology or problems with how we use it?

Mock trial activity: 'Technology' is on trial for crimes against society. Groups prepare: (1) Prosecution - gathering evidence of harm, (2) Defence - gathering evidence of benefit, (3) Witnesses - real examples from different perspectives (elderly person, young entrepreneur, disabled person, rural resident, urban professional). Conduct brief mock trial. Jury (whole class) delivers verdict: Not guilty / Guilty / Guilty but with mitigating circumstances. Debrief: What does the nuance tell us?

Individual writing task (exam practice): In your view, is digital technology having a mostly positive or mostly negative impact on society? Justify your answer with examples from across the unit. Minimum: One privacy point, one legal point, one environmental point, one cultural point. Share a few responses. Final reflection: What's one thing YOU could do to make technology's impact more positive?