Chapter 7 — Networks and protocols | Bachelor's Privacy and data protection

Open, free learning for anyone who wants to protect people and technology. No account is required to read this text or its worked answers.

Lesson map

Lesson 07 published. Map, example, EX019.

flowchart TD
  N0["Learning outcomes"]
  N1["7.1 School networks"]
  N2["7.2 Filtering and monitoring"]
  N3["7.3 Encryption in transit"]
  N4["7.4 Balancing duties"]
  N5["Synthesis"]
  N0 --> N1 --> N2 --> N3 --> N4 --> N5
  N5 --> EX["Worked example"]
  EX --> Q["Exercise EX019"]

Logical drawing

flowchart LR
  N0["Learning outcomes"]
  N1["7.1 School networks"]
  N2["7.2 Filtering and monitoring"]
  N3["7.3 Encryption in transit"]
  N4["7.4 Balancing duties"]
  N5["Synthesis"]
  N0 --> N1 --> N2 --> N3 --> N4 --> N5 --> Q["EX019"]

[Learning outcomes]
    |
    v
[7.1 School networks]
    |
    v
[7.2 Filtering and monitoring]
    |
    v
[7.3 Encryption in transit]
    |
    v
[7.4 Balancing duties]
    |
    v
[Synthesis]
    |
    v
[Worked example] --> [Exercise EX019]

Learning outcomes

You will (1) identify what school network traffic reveals; (2) understand filtering and monitoring; (3) balance safeguarding with privacy.

7.1 School networks

Elena studies the trust's network. Pupils' devices connect through school Wi-Fi, which passes through a web filter. The filter logs every website a device visits. Encryption protects content but the filter sees domain names. Elena realises that the logs reveal sensitive information, such as searches for health or family problems, and that they relate to identifiable children when devices are assigned to pupils. Network design therefore creates a significant body of personal data that many staff do not even know exists. Logs are personal data.

7.2 Filtering and monitoring

Schools often have safeguarding duties to protect children from harmful content. Elena learns that filtering and monitoring can support those duties but must be proportionate. She reviews the filter settings and finds logs kept for three years and accessible to all IT staff. She recommends shorter retention, access limited to designated safeguarding staff and clear information to pupils and parents about what is monitored. She notes that transparency is part of fairness, even when monitoring is justified. Pupils see a notice at login.

7.3 Encryption in transit

Elena checks that the management information system and apps use encrypted connections. One legacy app used by a school sends pupil names without encryption on the local network. She raises it with the IT team, who replace it. She explains to teachers that encrypted connections prevent others on the same network from reading data, which matters in schools where many devices share networks. She checks the management information system and the parent portal and finds both encrypted, but a legacy printing service sends class lists in plain text across the network, which IT replaces during the next holiday.

7.4 Balancing duties

Elena discusses with Dr. Asante how to balance safeguarding and privacy. Both aim to protect children. Over-monitoring may discourage pupils from seeking help online about sensitive issues, while under-monitoring may miss serious risks. She writes that the trust should state the purpose of monitoring clearly, limit it to that purpose and review it regularly. The discussion shows her that privacy is not opposed to safety but must be weighed with it carefully and openly. Monitoring logs are kept for one term.

Worked example

Elena finds web filter logs revealing sensitive searches kept for three years, recommends shorter retention and safeguarding-only access, replaces an unencrypted app and frames monitoring as a balance of duties.

Synthetic case. The network and filter are synthetic.

Errors and limits

Safeguarding requirements vary by country; check local guidance.

Exercises

EX019 — Filter logs. Why are web filter logs sensitive?
Show marking criteria
Rubric: 3 = they reveal children's searches on health or family issues;; 2 = mentions searches;; 1 = not personal;; 0 = none.
EX020 — Filter retention. What did Elena recommend for filter logs?
Show marking criteria
Rubric: 3 = shorter retention, safeguarding-only access and transparency;; 2 = two;; 1 = vague;; 0 = none.
EX021 — Over-monitoring harm. How can over-monitoring harm children?
Show marking criteria
Rubric: 3 = it may discourage seeking help online about sensitive issues;; 2 = mentions chilling;; 1 = vague;; 0 = none.

Synthesis

Chapter 7 examines networks. Chapter 8 advances programming.

Continue studying — chapter 07 of 40

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