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SMSC in Computing

Spiritual development in Computing

Students are continually reflecting on their own lives and the lives of others as they look at various ICT/Computing case studies. Students debate and formulate their own set of values and beliefs through case studies as they share their own experiences.

Computing provides opportunities for reflection of awe and wonder about the achievements in ICT today and the possibilities for the future. ICT lets students have the opportunity to reflect on how computers can sometimes perform better in certain activities than people. To promote students’ spiritual development, their sense of self and their will to achieve, the computing department continually takes the opportunity to praise students for their contribution in lessons.

Moral development in Computing

Through real life case studies, students consider issues surrounding the misuse and access rights to personal data. The use of case studies in computing encourages students to draw conclusions through evidence rather than their preconceptions whilst allowing the students the time to reflect on the origins of their own personal perceptions of a topic.

Students consider the effects of social networking and the consequences of cyber bullying; they also consider the legal aspects of ICT including the Data Protection Act, Computer Misuse Act and Copyright legislation. They consider the implications of file sharing and downloading illegally and the penalties for engaging in this type of activity. Students also consider the moral aspects of developments in technology including the use of CCTV cameras, Speed Cameras and Loyalty Cards to balance up people’s rights and responsibilities.

Computing helps students to explore aspects of real and imaginary situations and enables them to reflect on the possible consequences of different actions and situations. It can raise issues such as whether it is morally right to have computer games whose aim is killing and violence, and whether it is fair that some people in this country and in other countries cannot use the internet.

Other moral issues surrounding the topics of e-waste and the digital divide are also explored through case studies. The use of case studies in ICT encourages students to draw conclusions through evidence rather than their preconceptions whilst allowing the students the time to reflect on the origins of their own personal perceptions of a topic.

Social development in Computing

As part of the computing curriculum students are taught to think and produce work that reflects the needs of diverse audiences within our community and the wider community.

As students develop their skills in a range of software they are challenged to work in groups to find solutions whilst developing respect for the ideas and opinions of others in their team. This is particularly prevalent in the design phase of tasks given. In addition students are encouraged to develop their team working skills through collaborative work and research. The students also explore the concept of teams and the roles that individuals have to play. Computing can also help all students to express themselves clearly and to communicate. As students’ progress through their learning they will consider more complex social needs and are encouraged to research and work collaboratively to find appropriate solutions to issues that may affect particular groups within society.

Cultural development in Computing

Computational thinking encourages students to develop and explore their problem solving skills. Computing Empowers students to apply their ICT and computing skills and to gain knowledge of how programming links between subjects for instance maths.

Students explore how developments in technology have changed our culture, particularly the rise in social networking sites and the ability to communicate instantly across National and International borders. Computing involves the breaking through of linguistic and cultural barriers. It is possible to e-mail or chat across the world and to word process in the mother tongue.

Whilst studying various aspects of computing students are asked to reflect on how different cultures are portrayed on the internet and why or who is portraying them in this way. Students are also challenged to think about how differing cultures access and use the internet and what implications this has on the individual and the culture.

Proud to part of the Bright Futures Education Trust
Cedar Mount Academy
Gorton Education Village
50 Wembley Road, Gorton, Manchester, M18 7DT