ICT contributes to the students  SMSC development in a number of ways often through: Preparing children for the challenge of living and learning in a technologically enriched, increasingly inter connected world; increasing  awareness of the moral dilemmas created by technological advances and establishing boundaries in society by considering what is acceptable.   These generic principals are embraced by all ICT staff are taught within all aspects of ICT as the learning necessitates.  Whilst there is much overlap between the ICT, computing and creative media disciplines the main strands have been identified for each course.


Esaftey is a large strand of the SMSC provision for ICT and is again taught freely as the learning discussion necessitates.  Above that of the examination specifications all students are taught esafe and wider ICT issues through the learning for life programme. This covers the issues of Impersonation, cyberbullying, sexting, sexual identity and good practice to keep your devices virus free.  The learning for life programme is supplemented by half termly assemblies that cover emerging issues in the UK (rate and respond websites) as a whole but can also be used to address issues arising within the academy (Facebook privacy settings)


To promote Pupils' spiritual development, their sense of self and their will to achieve, the ICT department continually takes the opportunity to praise students for their contribution in lessons. There are two distinct ways we do this  The wall of fame is where each week a student is chosen to have their name on the wall of fame and a praise card is sent home to parents.  A recent introduction for 2013/14 is the wall of work; each teacher nominates a piece of work where a student has shown great progress or outstanding skill.  Feedback suggests students are encouraged to achieve and their sense of self is developed as achievement is recognised, they also appreciate the teacher taking time to write home to their parents too.

Spiritual Development in ICT


Key Stage 3



Students reflect on their own and others’ lives and the impact ICT has on this; particular focus is given to the religious and cultural customs.


Students debate the power and limitations that ICT can bring to an individual’s beliefs and how they may conflict with spiritual teachings.


Students are encouraged to reflect and learn from reflection from the position of a particular audience view point as they create a number of promotional products.


Students explore ideas, feelings and meaning whilst interpreting a project brief and creating promotional materials.



GCSE Computer Science


Students explore the patterns and relationships of data and its collection and use whilst programming data.


Students gain an appreciation the innovations achievements of past individuals and understand their struggles and motives in relation to historical attitudes.



BTEC Creative Media


Students are encouraged to recognise their own creativity when finding innovative solutions to technical and design problems; they gain respect for insight as well as knowledge and reason.

Students develop a readiness to challenge stereotypes and challenge injustice in class, sexism, racism, homophobia and other discriminations as they look at how media companies conduct their research.

They develop the knowledge and skills to question, analyse and reflect on the world and how it applies to themselves.


Level 3 study


Students gain awareness and understanding of their own and others beliefs; looking at how the individual decisions can be influenced by their spiritual beliefs.


Students debate and formulate their own set of values and beliefs as they share their own experiences.

Students are able to address personal development needs, create and work through a personal development plan.

Students research then present their views on “controversial” subjects (Bin Laden, 9/11, Arab Spring, Human Rights and Homelessness.


Moral Development in ICT


Key Stage 3



Students investigate ways in which ICT can be used to monitor individuals’ movements and communications.


Students learn about and adhere to legislation and codes of practice including acknowledging sources and respecting copyright when developing digital products.


Students work together to investigating the impact of digital inclusion and the digital divide locally, nationally and globally.


Students consider accessibility issues when evaluating and developing digital products.



GCSE Computer Science


Students develop their understanding of the development of online communities its implications for an individual’s learning, leisure and social interactions.


Students learn that collaborations are facilitated through the availability of online work spaces and that the growth of social networking has potential risks as well as benefits.



BTEC Creative Media

Students develop Skills and moral decisions taken and reflected when studying both sides of the argument in their evaluation of their own and others products.

Students link their productions to the knowledge of right and wrong in the media i.e. exposure to violence, bias, unattainable images and messages etc.

Students create advert campaigns which warn of potential dangers or influences and learn  to be media wise when evaluating marketing language and persuasive devices.


Level 3 study

Students discuss possible future developments in ICT and their impact on the following areas: transport, medicine, the disabled, education, entertainment, digital piracy, shopping, marketing and communication;


Students explain methods for combating ICT crime and protecting ICT systems: physical security, firewalls, backup, encryption, biometric security, software patches/updates, ‘anti-virus’ and anti-spyware software,


Students discuss the impact of external change on an organisation, individuals within the organisation and on the systems in use.


Students will discover  how to select their sources and decide on how much credence can be placed in them.


Social Development in ICT


Key Stage 3



Students investigate the impact of the use of digital devices on the way organisations operate.


Students look at security risks to data and how to reduce or contain the.


Students develop and understanding of the causes and implications of unequal access to ICT


Students study the sustainability issues and ways of minimising the environmental impact of ICT whilst considering the impact of ICT on working practices


GCSE Computer Science

Students discover the importance of ethical, environmental and legal considerations when creating computer systems.

Students justify the advantages of networking stand-alone computers into a local area network



BTEC Creative Media


Students develop discussion skills and reflection on each of the topics studied and students’ place in the world as audience, active consumers and producers of media.


Social responsibilities of games designers – responsibilities for social good.

Influence of the media on violence, effects and power of the media studied.

Level 3 study

Students make judgements about sources and accuracy of information and are able to select and manipulate information to support sound decision making.

Students understand In any organisation it is important that employees know the constraints that impact on the use of information and students will consider issues such as data protection and other legislation.

Students will know the technologies involved in e-commerce, understand the

Impact of e-commerce on organisations and on society.

Students can discuss the main aspects, purpose and implications of legislation such as the Data Protection Act, Computer Misuse Act, Copyright, Designs and Patents Act.


Cultural Development in ICT


Key Stage 3


Students look at  the impact of age, gender and disability on individuals’ choice/use of digital devices


Students consider the impact on lifestyles and behaviour of the availability of goods and services online

Students gain an understanding of the requirements and communication needs of all groups of people when developing digital products



GCSE Computer Science


Students consider issues such as changing leisure patterns and work practices, privacy and confidentiality of data held in systems, illegal opportunities for access to information and environmental issues.



BTEC Creative Media

Students evaluate how cultures reflect audience perception of various images and cultural norms

Students evaluate how  their work would fit in in other cultures and how it reflects a part of their own culture, upbringing and social norms.

Students gain an Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage.


Level 3 study

Students can describe the purpose and activities of professional bodies such as the British Computing society.


Students discuss the range of services offered by communication services and the impact of these services on individuals  and organisations;


Students discuss hardware and software developments that are changing, or might change, the way we live. Such as advances in treating injuries or disease, leisure activities, the environment, the home, education and freedom of speech and movement.

Information technology and business are becoming inextricably interwoven. I don't think anybody can talk meaningfully about one without the talking about the other. - Bill Gates

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