Head of Faculty - Mr N Jones

Spiritual education in ICT 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, for example, 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 ICT department continually takes the opportunity to praise students for their contribution in lessons.

Moral education in ICT 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. Through real life case studies, students also consider issues surrounding the misuse and access rights to personal data. 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 education in ICT involves collaborative work which encourages social development. ICT 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 education in ICT 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. ICT creates new opportunities to communicate such as social networks. Whilst studying various aspects of ICT 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.

Examples of Spiritual, Moral, Social and Cultural Education in Information Communication Technology include:

  • Using the internet to ensure that every student makes use of e-mail facilities to work with students from other societies
  • Students being able to understand and access other value systems through electronic communications of all kinds
  • Students exploring moral issues relating to access when considering the use of large information systems e.g. who should know about criminal records
  • Students gaining access to information and resources through CD ROM and the Internet, and learning that people throughout history left evidence of spiritual concerns related to religion
  • Understanding the use of and limitation of automatic foreign language translators in the understanding of other cultures
  • Considering the potential use of identity cards and similar systems, to balance up people’s rights and responsibilities.

In Key Stage 4 students move onto their ICT GCSE, the exam board used is Edexcel. This is assessed externally with 60% controlled assessment being covered mainly in year 10. We teach the skills and concepts of software packages and then allow students to work independently on their controlled assessment. Throughout the summer of year 10 and year 11 allows us to cover the 40% theory with the exam in early May of year 11. 

During year half termly assessments will give their grade for each unit taught or their current grade within their controlled assessment.  In year 10 the students work on their coursework under controlled conditions.  Students are given systematic feedback to allow students to improve their grade.

The ICT controlled assessment allows the students to achieve 60% of their final grade before they sit their exam and this is made up of 4 activities that come together to complete a scenario set by the exam board, for example a music festival, community event or running a animal shelter. This assessment allows the students to exhibit their technical skills using software packages but also demonstrate their problem solving and evaluative skills in written reviews.

More Able (Gifted and Talented)

More Able (Gifted and talented) students in ICT are taught in their own groups and although the topic in the curriculum will be similar. Lessons are differentiated by outcome and this is reflected in the success criteria and part of each lesson involves the students working independently which frees up the teacher to offer more one-to-one help to the students who need it. All homework includes extension activities to stretch the more able students. There are several additional opportunities provided by the Academy More Able coordinator for ICT and students are able to enter extension programmes after the school day including The ICT afterschool club.

Help and support

Every teacher in the ICT faculty is responsible for the progress of students in their classes.  Support is offered through peer support in the classes, team teaching with the Head of Faculty and KS3 coordinator. After school support with their teachers is often available with specific intervention by head of faculty on Monday’s and Thursday’s.   If students are not making good progress then teachers contact home to explain catch up arrangements.


Year 7

Autumn 1



Autumn 2

Shakespeare Comic Strip
Binary and Control


Spring 1

Repeating Patterns

Spring 2

Spy School Spreadsheet

Summer 1

Adventure Story squencing quiz
Pivot animation


Summer 2

Analysing Data
Microsoft Small Basic


Year 8

Autumn 1

Do Aliens exist - Databases and search engines


Autumn 2

Technology theory

Spring 1

Sound Effect Story- Sound editing

Spring 2

Fair Cop- Spreadsheets

Summer 1

Bringing History to Life animation

Summer 2

 Scratch programming