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SMSC in computing

This is supplementary guidance to support the teaching of SMSC in computing. It will help identify activities and topics for computing which
lend themselves to each area.

Ray Beardmore
May 2014

Spiritual

Moral

Social

Cultural

Can machines think?


Artificial intelligence
Fuzzy logic
Computer robotics
Are robots alive
Can robots or machines be friends
Do computers and communication make us
more aware of others and their beliefs?
Mental health impact of forums on health and
socialisation
Globalisation and their place in the world
Knowledge of the world, its size and its
diversity
Material and non-materials well being
Sense of self profiles, online
Impact of computing on life and health

Security
Theft ID theft, hardware
Friendships
Online gaming PEGI ratings
Online shopping
Online gambling
Local area CCTV
In game education
Mobile phone apps
Social development of children
Riots and social awareness
Data, information
Emails
Cloud computing
Whos data is it? Google, Dropbox
Google - GIS
Consumption
Creation
Environmental impact
Hacking
Cost and digital divide
Communications
Military technology
Literacy standards
Reading and writing impact
copyright issues freeware
Shareware, malware

Blogging
Wikis
Travel and culture
Globalisation
Teleworking and family
Jobs
Digital divide
Video conferencing
Robotics
Health
Politics
Police
App development
Online friendships
Bullying
Entertainment
Pornography
Crime
Games
Sport
Facebook and SN
Music
Are online friends real friends?

Online conferencing
Transitions
Global websites
Websites
Curriculum opportunities
Mobile technologies
Computer games culture
Music culture
Communication
Connectivity
Entertainment
Sport
Blogging

SMSC in detail
Spiritual
N.B. It is important to stress from the start that this is independent of particular faiths or religious beliefs.
1. Introductory task to raise awareness. Put pupils in groups of 3 with a sheet of A3. Ask them to write the word Spirit in the centre. Give
them 10 minutes to discuss and note down what it means to them on the sheet. This could be words or symbols or drawings. It could be

like a mind map but or a list it does not matter how they choose to record their ideas. The group chooses one of them to be an envoy
to take the groups ideas to another group to share. After visits to several other groups, the envoy returns to the home group and pupils
have 10 minutes more discussion time to share and reflect on what they have learned. They could then link in some the of suggested
topics identified below or within their current ICT task.
2. Opportunities for reflection and discussion of some challenging questions. First give pupils two to three minutes time to reflect on their
own then time to share their thoughts with a friend. Depending on the topic and its sensitivity pairs could snowball i.e. join with another
pair to make a four to share ideas. If the topic is sensitive or personal ask pupils to work with one friend then to move to find another
close friend to share with.
General Topics could include:
1) Do computers have intelligence? If so, what are they? (you could look at the Alice AI bot online for this)
2) Is there a difference between a persons mind and his/her soul?
3) Do animals have souls? If so, what are they?
4) What would you like to be remembered for?
5) How would you like to be remembered?
6) Do you think there is life on other planets?
7) Why do you think humans were put on the earth?
8) Are people born evil?
9) What do you think is mankinds greatest achievement so far?
10) If there were intelligent aliens in space, how do you think they would view human beings?
11) What are the three best qualities in human beings? What are the three worst?
12) If an unborn baby in the womb could speak, what would it say?
13) What advice would you give a new born baby on getting the most out of life?
14) How important is it to you when you give your word on something?
15) How important is it to have integrity?
16) How important are vows? Does it matter if they are broken?
17) If you could change three qualities about yourself, what would they be?
18) What are you most proud of about yourself?
19) What is your greatest achievement so far in your life?
20) Do lies matter? How easy do you find it to tell lies?

MORAL
1. Introductory task to raise awareness. Write up the words moral, immoral, amoral and ethical on the board. Put pupils in pairs to
discuss the meaning of each word. Provide dictionaries and thesauruses to help pupils distinguish the meanings. Agree a class
definition of each word.
2. Read and discuss a story or newpaper /online article with the class involving a strong moral issue e.g. viruses, malware, hackig and so
on.
3. Opportunities for reflection and discussion of some challenging questions. First give pupils two to three minutes time to reflect on their
own then time to share their thoughts with a friend. Depending on the topic and its sensitivity pairs could snowball i.e. join with another
pair to make a four to share ideas. If the topic is sensitive or personal ask pupils to work with one friend then to move to find another
close friend to share with.
General topics could include:
1) Is it important to teach young children right form wrong?
2) Is it always easy to distinguish right from wrong? Are there any examples you can think of where it is not so easy? E.g. stealing
food to feed your children?
3) What are white lies? Are they ever justified?
4) Is killing wrong? Can it ever be right to kill?
5) If you found a purse or wallet containing a sum of money e.g. a ten pound note would you hand it in? Would older people be
more likely to hand it in than younger people?
6) Is it right to kill for your country?
7) Is it right to kill for your family?
8) Do humans have the right to kill animals?
9) Is it alright to hurt someone or even kill in self defence?
10) If an animal is in pain with no chance of getting better, would it be right to kill it to save it further pain?
11) If a human being were in pain with no chance of getting better, would it be right to help him/her to die to save further pain?

12) Is suicide acceptable or should it be punished?


13) Is it wrong to kill burglars or intruders on your property?
14) Is it right to allow transplants of a dead persons face to a live person? For example, to help a person gain a new face after his or
hers has been damaged in an accident or fire?
15) Is it wrong to smack children?
16) How should murderers be punished?
17) How should drink drivers be punished if they hurt or kill other people?
18) Is it right to punish the parents for what their children do?
19) At what age do you think children learn to distinguish between right and wrong?
20) Is it right to keep animals in zoos?

Social
1. Introductory task to raise awareness. Write up the question What are social skills? on the board. Put pupils in pairs to discuss their
response. Allow five to ten minutes for them to discuss and record their answers. Provide dictionaries and thesauruses. Pairs could
snowball i.e. join with another pair to make a four to share ideas. Does ICT help with social skills? In what way? Does it hinder social
skills?
2. Opportunities for reflection and discussion of some challenging questions. First give pupils two to three minutes time to reflect on their
own then time to share their thoughts with a friend. Depending on the topic and its sensitivity pairs could snowball i.e. join with another
pair to make a four to share ideas. If the topic is sensitive or personal ask pupils to work with one friend then to move to find another
close friend to share with.
General topics could include:
1) At what age should young children start to socialize e.g. in play groups?
2) How important is it to have friends at school?
3) What advice would you give to someone new to your school about how to make friends and fit in?
4) How can we cut down on things like vandalism or litter?
5) What are the most important rules to have in a school or community?
6) Are school councils important?
7) At what age should people be allowed to vote?

8) Should people be forced to vote in elections for new governments?


9) What types of anti-social behaviour most annoy you?
10) What are the benefits of living in a small village compared to a city?
11) Is it important to have experience of working or playing in a team?
12) Do children have a fair place in society?
13) What should happen to people who do not abide by the rules of society e.g. swearing in public, drink driving, speeding?
14) Is citizenship an important subject to learn at school?
15) Should society take care of vulnerable groups like the homeless, or should they be expected to take care of themselves?
16) Why do you think people shy away from fostering children?
17) Should society be expected to pay for things such as public phone boxes or public transport in places where they do not make
money such as country villages?
18) How should it be decided where new prisons are built?
19) Are youth clubs important?
20) Should all young people be forced to join a group like the guides, scouts, a choir or sports team?

Cultural
1. Introductory task to raise awareness. Write up the word culture on the board. Put pupils in groups of 3 with a sheet of A3. Ask them to
write the word Culture in the centre and to note down everything they associate with culture e.g. clothes, music. Explain that it can be
seen in terms of How we do things around here. Give them 10 minutes to discuss and note down what culture means to them on the
sheet. This could be words or symbols or drawings. It could be like a mind map but or a list it does not matter how they choose to
record their ideas. The group chooses one of them to be an envoy to take the groups ideas to another group to share. After visits to

several other groups, the envoy returns to the home group and pupils have 10 minutes more discussion time to share and reflect on
what they have learned. What do they think of as Computer culture? Computer game culture?
2. Read and discuss an online article involving other cultures and traditions and their use of ICT to support this. Discuss in groups and
share back feelings.
3. Opportunities for reflection and discussion of some challenging questions. First give pupils two to three minutes time to reflect on their
own then time to share their thoughts with a friend. Depending on the topic and its sensitivity pairs could snowball i.e. join with another
pair to make a four to share ideas. If the topic is sensitive or personal ask pupils to work with one friend then to move to find another
close friend to share with.
General topics could include:
1)
2)
3)
4)
5)
6)
7)
8)

How do you celebrate the birth of a new baby in your family?


How do you celebrate birthdays or anniversaries?
How do you celebrate weddings?
What clothes do the bride and groom wear for the wedding where you grew up?
At what age are boys considered to be men or girls women in the British culture? How does this differ around the world?
What gifts are traditionally given to newly weds where you were brought up?
How are old people treated where you were brought up?
In some cultures, to become an adult, young people have to go through some kind of a test. Do you think this is a good idea?
What test or tests would you set for someone growing up in the UK?
9) In some cultures children are supposed to be seen and not heard. Is that the case where you were brought up?
10) If you were going away to live in a new place what four things would you take with you to remind you of what you have left
behind?
11) Is jewelry important to you and your family and friends?
12) Which three songs best represent the place where you grew up?
13) What special foods would you prepare to celebrate a wedding or a childs birthday?
14) What present would you give a new born baby?
15) How do people spend their holidays where you grew up?
16) How do people feel about dying where you grew up?
17) What was the attitude to divorce where you grew up?

18) Do you value your education?


19) How important is it to you to become a parent at some point in your life?
20) In some places around the world, arranged marriages are very common. How do you feel about arranged marriages?

Departmental SMSC Audit


Department name:___________ _________________________

SMSC Aspect
Pupils spiritual development is shown by their: beliefs,
religious or otherwise, which inform their perspective on
life and their interest in and respect for different peoples
feelings and values
sense of enjoyment and fascination in learning about
themselves, others and the world around them, including
the intangible
use of imagination and creativity in their learning
willingness to reflect on their experiences.

Date:__________

Evidence in Department

Pupils moral development is shown by their:ability to


recognise the difference between right and wrong and
their readiness to apply this understanding in their own
lives
understanding of the consequences of their actions
interest in investigating, and offering reasoned views
about, moral and ethical issues.
Pupils social development is shown by their:
use of a range of social skills in different contexts,
including working and socialising with pupils from different
religious, ethnic and socio-economic backgrounds
willingness to participate in a variety of social settings,
cooperating well with others and being able to resolve
conflicts effectively
interest in, and understanding of, the way communities
and societies function at a variety of levels.
Pupils cultural development is shown by their:
understanding and appreciation of the wide range of
cultural influences that have shaped their own heritage
willingness to participate in, and respond to, for example,
artistic, musical, sporting, mathematical, technological,
scientific and cultural opportunities
interest in exploring, understanding of, and respect for
cultural diversity and the extent to which they understand,
accept, respect and celebrate diversity, as shown by their
attitudes towards different religious, ethnic and socioeconomic groups in the local, national and global
communities.

Action plan
Based on the audit above, list your department top three priorities:
Priority

Who

By when

Success criteria

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