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SMSC in Computer Science

Computer Science 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 behaviour in the 21Century digital world.   These generic principals are embraced by all Computer Science staff and are taught within all aspects of Computer Science as the learning necessitates.  Whilst there is much overlap between the Computer Science and Interactive Media Production (Media Studies curriculum) disciplines, the main strands have been identified for each course.

E-Safety is a large strand of the SMSC provision for Computer Science and is again taught freely as the learning discussion necessitates, although there is an expectation that it will now be taught as a standalone unit based on the needs of the children and their experiences.   The Computer Science Hof is a CEOP (Child Exploitation and Online Protection) trained ambassador, and as such is aware of the imperative to ensure that the young people in the care of the school  must not only be prepared for what is happening in society currently, but  also have an awareness of how quickly digital technology is changing . A consequence of this will be that they  become caring, and informed individuals when they are functioning online and digitally in the future.

Above that of the examination specifications all students are taught e-safety and wider Computer Science issues through the KS3 Computer Science curriculum and as part of the whole school assembly programme. This covers the issues of impersonation, cyberbullying, sexting, safe use of social media and good practice to keep your devices virus free.  Use of social media is restricted within the academy except where necessary for certain courses (such as Media Studies).  E-Safety is particularly important because of our policy of issuing all students with a mobile computing device.

To promote pupils' spiritual development, their sense of self and their will to achieve, the Computer Science department continually takes the opportunity to praise students for their contribution in lessons. There are two distinct ways we do this: The student of the term posters (for each year group) and an R2 postcard is sent home to parents (as deserved).  A recent introduction for 2014 is that displays will have SMSC skills highlighted on them to make the learning and focus explicit.  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

Key Stage 3
Students have opportunities to look at inspirational uses of Computer Science through New Technologies.  They will also be taught an Esafety Unit, early in the school year to ensure that they are careful and thoughtful users of digital technology.  They will be aware of how important the use of this technology is, both now, and in the future.

ICT (Cambridge Nationals)
Developing knowledge and understanding of how Computer Science systems have changed the way people go about their daily lives including communication, shopping, gaming, entertainment, education and training, banking and financial services, social networking, and online/remote working etc. Students are encouraged to think about how digital technology has changed the lives the lives of their parents and carers and as a consequence they are expected  to look forward to the changes that they may encounter in their future lives.
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.  They are encouraged to think about how certain historical figures were treated due to their lifestyle, for example Alan Turin, and how these sorts of attitudes are now unacceptable, and how life in the 21Century is now radically  different and will become more so.
In addition to this, they are encouraged to research and present short starter or plenary activities that give them the chance to reflect on the changes that are going on within computing and computer science.


Moral Development

Key Stage 3
Modules on programming and photo editing include moral issues about use of images in the media and copyright and plagiarism.
ICT (Cambridge Nationals)
Learning about appropriate uses of software, malicious use of software and the damage it can cause, and the safe and responsible use of ICT. 
Learning about the ethical implications of the electronic storage and transmission of personal information:
How ICT systems can affect the quality of life experienced by persons with disabilities and the responsibility to meet individuals access requirements

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.
Applied ICT - GCE

Moral influences affect our responses to digital communication, websites, games, entertainments and management practices.
Ethical issues embrace obeying regulations, codes of practice, protocols, and fulfilling
professional obligations


Social Development

Key Stage 3

Module on ICT in Society examines the use of social media.
Development of E-Safety issues in module at the start of year 7.
ICT (Cambridge Nationals)
Social issues that can affect users of ICT, including the use and abuse of personal and private data, cyber bullying, etc 
The main aspects of legislation relating to the use of ICT: the Computer Misuse, Data Protection, Copyright, Design and Patents acts and other legislation as it applies to the use of ICT.
The legal implications and consequences for business organisations of data loss.
Learning about making informed decisions about the choice, implementation, and use of ICT depending upon cost and the efficient management of money and resources.

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
Applied ICT - GCE
The use of ICT introduces social issues of access, working practices and equality.
Legal and security issues arise in these units, in relation to things like money transactions, pornography etc.
Students investigate the impact of ICT on the environment.
Emergency international standards elating to accessibility and compliance.

Cultural Development

Key Stage 3
Modules which look at the use of ICT in other countries where we look at blogging and communication explore some areas of the cultural curriculum.
ICT (Cambridge Nationals)

Helping learners appreciate that ICT contributes to the development of our culture and is becoming increasingly central to our highly technological future.
How learners need to show cultural awareness of the audience when communicating with ICT.
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.
Applied ICT - GCE
Cultural influences affect our responses to digital communication, websites, games, entertainments and management practices.
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