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SMSC in IT and Technology


Within ICT and Computing we try to develop the spiritual, moral, social and cultural well-being of students through the teaching and learning within the lessons and through extra-curricular activities. Our teaching actively encourages students to develop a sense of resilience in being able to explore approaches to problem solving without fear of failure.

  • Game Design Club – how individual designs are affected by intrinsic view of world
  • Trips to Nottingham University to raise aspirations concerning HE
  • Year 12 BTEC Unit 1 looking at IT in job roles and the affects to the working world
  • Year 11 BTEC Unit 1 uses and benefits of online services
  • Year 12 Computing - What machines are better at, consequences of using computer technology
  • GCSE/Year 12 Laws and Legislations, Data Protection, Copyright, Design and Patents, RIPA, Computer Misuse Act
  • Being safe online, Netiquette, what is personal information·
  • GCSE Computing – Environmental impact of IT and computing
  • Computer ethics use of drones and technology to track and monitor individuals/groups
  • Essay questions on digital divide
  • Games club – how violence and women are depicted in computer games
  • Year 12 Computing, automated computing and decision making and morals of such systems
  • ICT online services such as social networking sites
  • ICT GCSE use of email and communication methods via technology
  • Computing Year 9 Binary Loops and IF statement loops – working in teams
  • Year 9 ICT work in groups for animation – idea generation, planning, looking at scenario’s for audience target
  • Year7/8 Peer assessment, paired activities working in group for idea generation
  • Being safe online unit in Year 7 look at social impacts, cyberbullying
  • Year 7 Unit 2 learning netiquette to break down language barriers of online communication
  • Year 12 Unit 1 – cultural awareness of audience and looking into barriers of communication
  • BTEC Unit 3/4/5/6 Years 9-11 cultural awareness of audience to target appropriately with products of when analysing a product
  • Unit 2 Year 8 looks at cultural impact of animation to an audience
  • Unit 1 BTEC in Year 11 and computing all years discuss affects of cultural changes to IT such as how other cultures view and lock access e.g. china
  • Scaffolding interests by discussing current IT and computing news trends SMSC in Technology




Within the Design and Technology curriculum at KS3, we actively encourage all lessons to cover some aspects of spiritual, moral, social and cultural well-being of the students. All areas of Technology have a wide range of topics which allow students to explore the area of Spiritual, Moral, Cultural and Social studies. Students will analyse, engage with and question their own and others work, identify how beliefs, values can influence the Technological world. Students are encouraged to express themselves through their design ideas by exploring existing products and the impact they have on individuals.

In all areas of technology, students are encouraged to consider the impact of design on their target audience in terms of form and function. This identifies the need for a product and how well it meets the needs of the target audience to ensure products are not wasting natural resources. The 6 R’s is at the heart of all themes and projects that are undertaken in Technology, to ensure valuable resources are not wasted. These concepts are supported and augmented by a series of enrichment opportunities such as trips to the Good Food Show, Design trips to the V&A museum in London along with trips to Engineering companies such as Rolls Royce and Toyota.

  • Students are encouraged to take inspiration from a range of design ideas and stimuli in developing there design ideas. 
  • Students examine the work of notable past designers and Engineers to explore the impact on the world and how technological innovation has been a factor
  • Students gain an opportunity to reflect on the impact that their work has on themselves and others. Examples of this as seen when students evaluate work on a variety of factors e.g. in Food Technology students consider aesthetics, taste, texture etc. 
  • Students consider the impact of fossil fuels on the world in engineering lessons, and consider alternative energies such as natural sources or new technologies.
  • Students consider the impact of using natural wood and man-made wood in Year 7 and look at the work of the Forestry commission to consider the work that is such to create sustainable forests.
  • In Electronics, students deconstruct existing products and consider how easily these products can be recycled.
  • Students develop a strong understanding of what constitutes a healthy lifestyle in Food Technology lessons.
  • Students are encouraged to recycle food waste during Food Technology lessons which is recycled by the school allotment.
  • Students consider the impact on other cultures and society of recycling program, where electronic products are disposed of in developing countries leading to dangerous chemical going into landfill. This is contrasted to the UK and EU legislation for recycling.
  • Student are able to explore foods form around the world as part of GCSE Controlled Assessment and bring in a variety of cultural factors in design.