You will learn
- Define copyright.
- Credit creators.
- Use free resources.
- Avoid plagiarism online.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Check who owns it.
- Check permission.
- Credit the creator.
- Prefer free-to-use resources.
Words to know
the legal right of a creator to control their work
agreement that allows you to use something
a licence allowing sharing with conditions
crediting the creator
1. Discover: Using a picture
Dayo needs a picture of a river for his report. He cannot simply copy any image: it may be protected by copyright. He asks for permission or searches for images with a creative commons licence. When he uses one, he writes attribution: “Photo by T. Okoye, licensed CC BY.”
For his own drawings he writes his name.
Think: Why does the creator deserve credit?
2. Understand: Respecting creators
Idea 1: Copyright
Copyright protects creators’ work. Ask permission or use free resources.
Idea 2: Licences
A creative commons licence lets you use work with conditions.
Idea 3: Credit
Give attribution to the creator.
3. Worked examples
Example 1 (I show you): Copyright
What is copyright?
- Right of the creator.
Answer: the legal right of a creator to control their work
Example 2 (We do it together): Licence
What can Dayo use?
- Creative commons.
Answer: a creative commons licensed image
Example 3 (You try): Credit
What is attribution?
Show the steps and answer
- Crediting.
Answer: crediting the creator
Did you know?
Many websites offer free images, but you must still check the licence.
Why this matters
Ethical use respects the people who create.
4. Explore: Credit it
Use a resource ethically.
- Search a free image.
- Check the licence.
- Write the attribution.
- Add it to your work.
Think about it: what did you notice?
You can use information ethically.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The creator is ___.
- The licence is ___.
- Attribution: ___.
- I have permission because ___.
Guided practice
Question 1. A creator’s legal right is ___.
copyright
Question 2. Agreement to use something is ___.
permission
Question 3. A licence allowing sharing with conditions is creative ___.
commons
Independent practice
Level 1: Start
- A creator’s legal right is ___.
- Agreement to use something is ___.
- A licence allowing sharing with conditions is creative ___.
- Crediting the creator is ___.
- Dayo needed a picture of a ___.
Level 2: Grow
- Who took the photo?
- What licence is named?
- What does Dayo write for his own drawings?
Level 3: Stretch
- Can we copy any image?
- Should we credit creators?
- Should we check licences?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write an attribution for an image and a list of ethical rules for using resources.
Show a sample answer
an attribution
Another one. Discuss with a family member why we should credit the creators of music, photos or stories.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can define copyright.
- I can credit creators.
- I can use free resources.
- I can avoid plagiarism online.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Check who owns it.
- Check permission.
- Credit the creator.
- Prefer free-to-use resources.
11. Next lesson
Next lesson: Digital communication projects. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Define copyright and attribution. [2 marks]
- What is creative commons? [1 mark]
- What should you do before using someone’s image? [2 marks]
- Write an attribution for a photo by T. Okoye. [1 mark]
- Explain how to use information ethically. [3 marks]
Total: 9 marks.
Marking guide and model answers
- copyright is a creator’s legal right [1]; attribution is crediting the creator [1]
- a licence allowing sharing with conditions [1]
- check the licence [1]; ask permission or give credit [1]
- photo by T. Okoye with the licence [1]
- check who owns it [1]; get permission or use free resources [1]; credit the creator [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- A creator’s legal right is ___.
- Agreement to use something is ___.
- A licence allowing sharing with conditions is creative ___.
- Crediting the creator is ___.
- Dayo needed a picture of a ___.
- Who took the photo?
- What licence is named?
- What does Dayo write for his own drawings?
- Can we copy any image?
- Should we credit creators?
Homework
Discuss with a family member why we should credit the creators of music, photos or stories.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A creator’s legal right is ___. | copyright | 1 |
| 2. Agreement to use something is ___. | permission | 1 |
| 3. A licence allowing sharing with conditions is creative ___. | commons | 1 |
| 4. Crediting the creator is ___. | attribution | 1 |
| 5. Dayo needed a picture of a ___. | river | 1 |
| 6. Who took the photo? | T. Okoye | 1 |
| 7. What licence is named? | CC BY | 1 |
| 8. What does Dayo write for his own drawings? | his name | 1 |
| 9. Can we copy any image? | no | 1 |
| 10. Should we credit creators? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 copyright; 2 permission; 3 commons; 4 attribution; 5 river. Level 2: 1 T. Okoye; 2 CC BY; 3 his name. Level 3: 1 no; 2 yes; 3 yes.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Define copyright | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Credit creators | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Use free resources | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Avoid plagiarism online | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: define copyright; credit creators; use free resources; avoid plagiarism online.
Prerequisite knowledge. Multimedia messages.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 6 » Writing; Grade 6 » Reading: Informational Text; Grade 6 » Speaking & Listening. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core W.6.8 and L.6.3 (avoid plagiarism; use resources ethically); Cambridge Primary English Stage 6 (using information responsibly). These sources informed the lesson.