Training and CPD

Training about Copyright should be part of a whole-school approach to developing an effective culture of e-learning not an isolated issue to be dealt with and shelved.

These days everyone needs a streetwise attitude to survive in the digital world. It’s not dissimilar to road safety - and ‘copyroad safety’ means learning through experience, knowing the rules and looking three ways at once (the user, distributor and creator views) before crossing.


Key Concepts  for the Trainer

Copyright can quickly become a negative issue with too many ‘don’ts’ and not enough ‘do’s’ associated with it. Training needs to:

  • Start with scenarios where the teacher (and/or pupils) is a creator; then move to re-user; then to user.
  • Ensure guidance, support resources and strategies that will help solve key problems that the training may raise for the workforce’s practice (this may be an outcome of  the training).
  • Ensure linkage to the school’s programmes for e-learning, e-safeguarding, plagiarism and ‘copyright’ in the Curriculum.
  • Keeping a clear difference between UK copyright regulation and licencing as it is and opinions about or advocacy for change.

Key Outputs for the Trainee

  • Understanding the difference between working at home (as yourself) and in school (as an employee).
  • Knowing the status of copyright for students
  • Understanding that copyright applies to the digital world.
  • Understanding the difference between individual working and making material available to others in school and beyond.
  • Knowing what ‘fair use’ and education ‘exceptions’ permit in terms of your work practice
  • Knowing what licences the school, LA, RBC and national networks have in place
  • Understanding that some resources have multiple rights.
  • Understanding the concept of ‘third party’ rights.
  • Understanding that if a work is in copyright – the copyright is still there even if the permissions permit flexibility in education use.
  • Understanding that permission to use a resource in one way doesn’t automatically mean it can be used in any other type of media or application
  • Knowing the options for sharing resources
  • Knowing where to find information about copyright and licencing.
  • Knowing what the school policy and support is.


Where to Start?

Choose the starting point that best suits the group of people or the school priority. Whether the training begins in a group or with individual study it will need to include the following in some order and at some point:

  • Scenarios – scenarios can engage the learners and begin a self-diagnosis process for participants without it becoming too threatening. It is often a good place to start – and end.
  • Awareness raising
  • Current practice in your school/LA
  • Basics of copyright (module 1)
  • Licences (module 2)
  • Copyright in schools – employment, fair dealing and exceptions (module 3)
  • Risk Management and Copyright Infringement  (modules 3 and 4)
  • Good practice and school policies (module 4)
  • Guidnace for students (student module)


Multiple points of view

Digital technologies make the whole workforce and the students re-users, creators and distributor/publishers as well as consumers therefore, Copyright Training has to cover all these points of view:

  • the user or consumer
  • the re-user
  • the creator
  • storing materials
  • distributing
  • publishing materials
  • pupil work
  • workforce
  • parents

Each of these categories has its effect on managing ‘copyright’ and licencing the use of materials and resources.


Getting Streetwise

The constraints of time often mean we use digital materials without checking thoroughly through their terms and conditions of use and what that means for the education use we have in mind. An important part of training should be taking time out to see what the Terms and Conditions of use are on a range of resources

A range of websites might include:

  • the NEN, NGfL Cymru, LNI and Glow
  • the UK Cultural sector - museums, galleries, archives, libraries and national institutions such as National Archives, the British Library and Tate. Culture 24 is the one-stop shop to UK cultural sources online.
  • BBC(try several different education areas/projects)
    Some of the federated projects such as ‘Europeana’, ‘World Digital Library’ or ‘Encyclopaedia of Life’.
  • subscription services the school has bought into
  • open sources such as Internet Archive, Wikipedia and Flicker
  • several of the leading video share websites such as ‘You Tube’, ‘Vimeo’, ‘Blip tv’ … are they the same?
  • safe education collaborative websites such as Making the News, NuMu, Caboodle and The Learning Landscape for Schools
  • open contributory websites such as ‘Slide Share’ and ‘You Tube’.

A list of categories of websites quickly becomes quite long and this, in itself, makes an important point; the copyright and terms and conditions of use attached to each website are different - so how can the teacher and pupil bring material together for the ‘synchronous’ activity of learning and of teaching?

Interrogate each website explored from three points of view:

  • the user
  • the re-user (of the materials that have been saved.)
  • a contributor or uploader of materials as a citizen, a young person and as an employee

Investigating the ‘Copyright’ section and the ‘Terms and Conditions of Use’ (TOU) on websites is a good way to raise your awareness and subsequently your intuitive skill in assessing copyright and digital resources during research, lesson preparation, resource production, lesson activities and communications with parents and colleagues.

See the article on Wikipedia in this  Module 4 in Unit 1  Shapes of time has a section, ‘Little Marvels’, looking at a range of websites from a point of view of their copyright and education use


School as Licensed Environment

Go through the basic licences that most UK schools have in place – CLA and ERA – and how they are developing to include new digital technologies such as scanning and new methods of access such as VLEs. Go through the CEFM licences from PRS for  Music an PPL and how they support school life. Point up the activities, such as publication through a website or through the school network that may lie outside of some of these licences. Provide information about what licences might be required for some activities undertaken iby the school and how these can be obtained and

Sources of materials that might overcome the problem.


Scenario 1. (powerpoints)

A teacher is preparing a presentation for the next day’s lesson. They set up the presentation and put in an outline text. Then they look around for specific information from a subject association website, a web encyclopaedia and a couple of books they have at home. The encyclopaedia and an image search provide images, some of which are cropped and sized. A photograph they have taken on holiday is added. A school subscription resource provides an outline map which they annotate. A sound file from a CD makes a good start and finish. A web link to a BBC video site provides a good discussion point. The presentation is loaded into the teacher’s area of the VLE. The teacher uses the presentation with their class the next day and gets a good response. The presentation is made available to the class through the VLE. The teacher decides to share the resource with her colleagues in school and on a teacher forum.

In general the issue might be posed as “Does copyright matter?” - though probably a more effective tactic  is to use a set of carefully focussed questions such as:

  • Does the presentation use third-party materials?
  • What acknowledgements are needed?
  • Are there any copyright issues if the materials and the presentation are used just in the ‘classroom’ between the teacher and the class – or is that OK as ‘fair dealing’ covers it?
  • Are there any further issues if the presentation is made available to pupils in their homes through the school VLE?
  • What are the issues with putting the presentation on the school server for others in the school community to use?
  • What are the issues with sharing the presentation beyond the school with other teachers? through a) an online teacher forum, or b) through a WWW website
  • Who owns the presentation,?
  • Does the school provide guidance for the teacher?

Scenario 2. (taking photographs on school trip)

A teacher, accompanied by a classroom assistant and some parents is taking a class of children to a Museum for a study trip they take photographs on school cameras and mobile phones.  Over the next week the teacher will post some of the images on the school website and a larger group in the school VLE along with pupil’s writing about the visit.

Issues that might need to be considered.

  • Was permission to take photographs at the Museum organised beforehand?
  • Is there a way to collect photographs from mobile phones and keep track of the files?
  • What audience needs to see the work?
  • On the website/VLE Is there a statement of terms and conditions of use of the photographs and writing for the audience or has the school decide to use Creative Commons licence?
  • Is there good acknowledgement of the Museum and the exhibits or events shown in the photographs?
  • Is it likely that the materials might be need for publishing as a teacher resource or to a wider audience.  Widest audience trumps all in setting up copyright … trying to retrospectively mange things is always difficult.


Training Resources

‘Copy Rights and Wrongs’ Written for schools, teachers ands those working in and with schools. Includes introductory Student section.

SCA Intellectual Property Rights toolkit First stop after ‘Copy Rights and Wrongs’. The ‘Toolkit’ is a comprehensive set of pdf documents written for public sector use on managing IPR, the clearance of rights and creating ‘paperwork’ for due diligence. The documents, model forms and templates have CC licences allowing them to be re-purposed to suit your school.

IPR Toolkit - Navigation Map A flow chart dealing with using and creating content and taking a user through the whole process on a ‘yes’, ‘no’ or ‘don’t know’ basis. Available as a pdf it has a Creative Commons BY-ND 2.0 UK licence; you can copy it with acknowledgement but not make changes to it. That means you can print it (A3 is good); show it through a data projector or IWB to a group or view online.  View on line.   Download as a pdf.


Shapesoftime ‘Copyright Copyleft for extended answers to School FAQs; History of Copyright; Copyright in the News; and Digital Resources for education use with copyright notes.


Web2Rights online animation is based on FE/HE scenarios – a lecturer, a student and a virtual environment project - but the issues are the same for schools so it might be a useful and the questions at the end would make a good talking point. The animation links to the ‘IPR Diagnostic Tool’ …

Online interactives

Interactive Quiz: enagaging on-line Question and Answer on common copyright situations in education. Produced by JISC Collections it uses suppliers from its catalogue as examples

IPR diagnostic tools from ‘Web2Rights’ is anonline question and answer interactives taking the users through the process of managing IPRfor Copyright Permissions from ‘Web2Rights’

JISC casparhas an online interactive about copyright for schools and colleges


Copyright in the Curriculum

Copyright and Film: Set of resources from film Education created with the film industry and linking to Film Educations unique resources based on well-known feature films.

Copyright and Music: Series of projects backed by UK Music and produced with industry support.

Copyright and Innovation: Series of projects made with industry and business for technology, science and


Training resources from other countries.

It is helpful to have an overview of what is happening elsewhere in the world of copyright.The word of caution is that other country’s copyright legislation, law and education practice are not the same as in the UK and the resources they produce often need ‘translation’ to the UK situation.

For most countries you can assume that they encourage children to verify resources they find; acknowledge quotations and resources they use; don’t mass copy/distribute and learn to understand that copyright is a respect for others and a useful tool for their own work. Most countries have balnket licences similar to the UK for photocopying, recording broadcasts etc. Most countries have some sort of exceptions for learning but like the UK these are mostly for individual study. Most countries have differences to the UK in the detail of even what is common between them. Copyright Infringement is dealt with differently according to the laws of the country. In summary it seems as it’s a case of ‘same only different’ but with a common approach amongst educators that children need to learn about copyright in the digital age.

 What are schools doing in USA, Australia, Hong Kong, New Zealand, Sweeden and Germany?   Have a look here ........   OTHER COUNTRIES