Personal Development

SMSC & Cultural Capital

Year 7

  •  Online Gaming task, students get an understanding of how people feel when manilpulated online and how it can affect the emotionally.
  • E-Safety/Cyberbullying- Students gain an understanding of how people feel when they are being Cyberbullied and the effects this can have on a person. The students spend time reflecting on how e-safety and cyberbullying can affect people both emotional and physical and how they can develop their leaflets to fascinate their target audience.
  • Scratch (Game design)-using their own imaginations and creativity students create their own computer games. They are able to design their own Characters (sprites), backgrounds and scripts.
  • Flowol- Students use their own creativity to produce a number of different working algorithms.
  • Moral values and ethical issues considered in online gaming task. Consequuences of actions.
  • E-Safety- Students consider the moral values and ethical issues involved in Cyberbullying. When creating the leaflet students gain an understanding of what is right and wrong for both E-safety and Cyberbullying, Students also consider the consequences of their actions for example: Criminal records for Cyberbullying.
  • PC Basics- Students consider the health and safety issues involved with working in ICT. They discuss both the moral and legal implications this can have on a company. Students understand the legal issues involved in ICT for example: Copyright and the Computer Misuse Act. Encourage respect for the computer room and the equipment they use and how this affects others.
  • Peer work and assessments as and when appropriate and reflective evaluations allow students to consider their progress and support the progress of others, whilst also building relationships.
  • E-Safety- Students gain an understanding of how they should be socialising online and discuss how they should resolve any conflicts that they may have with other people. Students are made aware that it is ok to participate with online activities just as long as they are safe and not giving out any personal details. Peer work and assessments as and when appropriate and reflective evaluations allow students to consider their progress and support the progress of others, whilst also building relationships.
  • Scratch (Game design) - Students assess each other’s games explaining what the student did well and what improvements they could make to the game. All students are encouraged to verbally communicate with one another to discuss any improvements needed to the game. Peer work and assessments as and when appropriate and reflective evaluations allow students to consider their progress and support the progress of others, whilst also building relationships.
  • Peer work and assessments as and when appropriate and reflective evaluations allow students to consider their progress and support the progress of others, whilst also building relationships.
  • Peer work and assessments as and when appropriate and reflective evaluations allow students to consider their progress and support the progress of others, whilst also building relationships.
  • Cultural awareness of their audience when they are creating their documents e.g. posters, presentations.
  • E-Safety- Cultural awareness of their audience when they are creating their E-safety and Cyberbullying leaflet.
  • Scratch (Game design)-.When students are creating the computer game they need to consider how they can attract a diverse audience.
  • PC Basics- Creating a presentation about PC Basics to reach a wide target audience.
  • Mutual respect, the rule of law
  • Mutual respect, tolerance

Year 8

  •  Online Gaming task, students get an understanding of how people feel when manilpulated online and how it can affect the emotionally.
  • Students use the skills they have learned throughout the unit to create their own game – using their imagination to design the staging, select characters and devise an enjoyable and engaging set of rules and outcomes. All units - Self-assessments, peer assessments and reflective evaluations allow students to consider their progress and support the progress of others, whilst also building relationships.
  • All units - Self-assessments, peer assessments and reflective evaluations allow students to consider their progress and support the progress of others, whilst also building relationships.
  • Moral values and ethical issues considered in online gaming task. Consequuences of actions.
  • Students complete a number of tasks showing the link between cause (triggers) and effect (outcomes).
  • Students consider the moral implications of smoking and E-safety as they plan and create their animations.
  • Peer work and assessments as and when appropriate and reflective evaluations allow students to consider their progress and support the progress of others, whilst also building relationships.
  • Students consider the progression of character codes to allow for a variety of languages and international transmission and sharing of data. Students see how closely computing can link with maths in this unit as they are required to convert denary to binary using number skills and understand that our society functions on a base 10 system, whereas binary uses a base 2 system. Students also need to use maths skills to complete some adding binary number tasks.
  • Mutual respect, the rule of law

Year 9

  • All units - Students have opportunities to self/peer-assess and reflect/evaluate their work. Students consider their own progress and support the progress of others, whilst also building relationships.
  • All units - Students have opportunities to self/peer-assess and reflect/evaluate their work. Students consider their own progress and support the progress of others, whilst also building relationships.
  • Students express their creativity by creating a vector logo and multimedia presentation for a business. Students use their imagination to design, create and evaluate it to meet the user’s requirements. All units - Students have opportunities to self/peer-assess and reflect/evaluate their work. Students consider their own progress and support the progress of others, whilst also building relationships.
  • All units - Students have opportunities to self/peer-assess and reflect/evaluate their work. Students consider their own progress and support the progress of others, whilst also building relationships.
  • All units - Students have opportunities to self/peer-assess and reflect/evaluate their work. Students consider their own progress and support the progress of others, whilst also building relationships.
  • Students experience fascination and express their creativity by creating a design followed by a program in Python programming language which develops a solution to a problem.All units - Students have opportunities to self/peer-assess and reflect/evaluate their work. Students consider their own progress and support the progress of others, whilst also building relationships.
  • Students learn about safe and responsible use of ICT including e-safety and cyberbullying.
  • Students learn about the legal issues such as the copyright act when searching for images on the www. Students collect sources that will be used and understand they must ask permission first if they are to use it. Students learn about laws e.g. Copyright, Creative Commons, Trademark, Computer Misuse. Students learn how to abide by all these acts and know the consequences of breaking them.
  • Students gain an understanding of the laws surrounding storing people’s information, this is related to the Data Protection Act. We give examples including police databases and hospital databases.
  • Students will learn how to use computers effectively and ethically. Students will learn about cyberbullying and and how to prevent it from happening.
  • Students will develop their social skills and learn about social issues that can affect users of ICT when studying an email task e.g. email etiquette and cyberbullying.
  • Students will learn how to use computers effectively and ethically, during the spreadsheet and database unit of work. Students will learn about the use and abuse of personal data and and how to prevent it from happening.
  • Students show cultural awareness of the audience when creating their fnial documents (Most units) and ensure the presentation is accessible and suitable for everybody, regardless of their religious, ethnic and socio-economic group.
  • Students consider the design of their websit and other docuemnts created in Year 9 and ensure the layout is suitable for different cultures. They consider the use of accessibility to ensure that everyone can access these documents. Students show cultural awareness of the audience when creating their multimedia wesbite and ensure the presentation is accessible and suitable for everybody, regardless of their religious, ethnic and socio-economic group.
  • Students see how closely computing can link with maths as they are required to create a spreadsheet and analyse data, create formula and functions to perform simple and complex calculations. Students store a number of different records within the database which holds data from many different cultures and ethnicities.
  • Mutual respect, tolerance, the rule of law

Year 10

  • Mutual Respect, Tolerance and The Rule of the law.

Year 11

  • Mutual Respect, Tolerance and The Rule of the law.

Linking Curriculum to Careers

Year 7

  • Digital graphics designer, Web content creator, Gaming industry, Police, Online safety e.g. CEOP
  • Social Media for businesses, police, Online safety e.g. CEOP
  •  Web content creator, Programming industry, Software tester
  • Website developer, IT Technician, Network Manager, Digital graphics designer, Web content creator. Hardware and Software Tester
  • Computer Control developer, IT Technician, Network Manager, Hardware and Software Tester

Year 8

  • Gaming industry, police, online safety e.g. CEOP
  • Digital graphics designer, Web content creator
  • Gaming industry
  • Computing and IT industry, Programmer
  • Digital animator

Year 9

  • Gaming industry, Police, Online safety e.g. CEOP
  • Police, government, business, ethical hacker
  • Digital graphics designer, Web content creator
  • Website developer, IT Technician, Network Manager, Digital graphics designer, Web content creator. Hardware and Software Tester
  • Accountancy, database designer
  • Programming industry, Computer Control developer, IT Technician, Network Manager, Hardware and Software Tester

Year 10

  • Digital graphics designer, web content creator
  • Website developer, IT Technician, Network Manager, Digital graphics designer, web content creator

Year 11

  • Website Tester (software testing), IT Technician, Network Manager, Digital graphics designer, web content creator
  • Working in Digital Media
  • Interactive Multimedia Designer, Software testing. IT Technician, Network Manager, Digital graphics designer, digital content creator