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.

Spiritual
  • Game Design Club – how individual designs are affected by intrinsic view of world
  • Bletchley Park trip – saw students computing importance and development over time and impact
  • 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
Moral
  • Year 8 Unit Radio News Report creating questionnaire, report and radio audio file on moralises such as how computer games affect young people, do you spend too much time on the Internet
  • 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
Social
  • BTEC Unit 1 online services such as social networking sites
  • BTEC Unit 1 use of email and communication methods via technology
  • BTEC Year 12 Unit 1 – delivery of presentations and peer assessment, communicating by forms of IT
  • Computing Year 9 Binary Loops and IF statement loops – working in teams
  • BTEC Unit 4/5/6 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
  • Unit 43 Year 13 how multimedia platforms affects people and audiences in a social perspective
Cultural
  • 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.

Spiritual
  • 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.
  • Explore creativity through product design in all areas of technology, students will be encouraged to apply creative ideas and innovative thinking to their work. 
  • Explore emotions through design development by considering people’s views and taking their opinions into account, for example in food technology students will research user views of a product before addressing any functional issues. 
  • Reflection time to access own ideas is used in all areas to allow students to understand and make full use of their research. 
  • Use imagination in individual work and group work which is covered in all areas of technology. 
  • Appreciation of beauty through discovery of materials and design in Year 7 Great Designs project. This is also covered in Hair and Beauty where students will research different eras of make-up and hairstyles and understand where these ideas came from.
Moral
  • 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 discuss the importance of using sustainable materials in engineering in Years 7 and 8. 
  • Encourage respect for others and their work
  • Students work corporately in all areas of technology in particular at KS3 where students will have responsibilities in the classroom and take on roles such as the equipment checker, tidier, washer etc. Students will also work corporately when in KS3 lessons through group work which is very popular through the key stage 3 rotations. 
  • Encourage respect in classroom environment throughout all lessons 
  • Encourage respect for equipment throughout all lessons 
  • Promote trust through allowing students to work independently using machinery in engineering lessons at all key stages. 
  • Unit 11 sustainability in construction encourage sustainability through recycling and upcycling. Students also see that our technicians are actively recycling products for example food waste for compost and packaging into separate bins in the food technology room. Old electronics projects where we will re-use some of the materials are taken apart and re cycled for new rotations.
Social
  • The cooking club and allotment club promote a sense of community, we work together to grow foods and allow the students to have an active role in growing and cooking their food. They often share club nights to ensure that they see the whole picture and the importance of working together. Students will also be involved in the Christmas market and farmers market where they will produce foods to be sold. 
  • We encourage independence and self-respect of students through all lessons by allowing students to demonstrate their work or allowing other to taste their work in food technology. We use lots of feedback and responses to help build students confidence in each area at key stage 3. 
  • We celebrate success with displays and exhibitions of students work and allow key stage 3 students to understand what is happening in the KS4 curriculum to help inspire and motivate them. 
  • Encourage group/class discussion in all areas of technology as we want students to be able to communicate their ideas/ thoughts in as many ways as they can. We allow students to have debates over ethical issues within technology. 
  • We promote group work and accept roles within a group; in food technology students are all given a job role; washer, dryer and tidier. Students are able to become confident in their group and at their role. They accept and understand what is expected of them each lesson. Students in Hair and Beauty learn how to deal with consultations and understand how to communicate with other people on a professional level. 
  • In Hair and Beauty students are taught about the importance of confidentiality.
Cultural
  • 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.
  • Appreciate how culture influences design – in Hair and Beauty looking at henna and in year 7 Great Designs where students learn to appreciate and understand how designs have evolved. 
  • Explore a range of materials and equipment used by different cultures – KS3 food students are given opportunities to trial and experiment with a range of ingredients. In Graphics Year 8 and Year 11 students look at cultures and colours. 
  • Gain inspiration though visiting exhibitions – Year 9 Engineering have a selection of possible trips one example is visiting Toyota. 
  • Respect diversity of cultural values and beliefs by studying vegetarianism, different cultural beliefs about meat and the reasons behind it. We also consider cross contamination of meats and how to prevent any contamination when preparing and cooking foods.