This innovative project has two key objectives,

1. Our students will be sharing their first-hand experiences of what it's truly like to be an SGLA student, from daily routines to academic challenges and extracurricular opportunities.

2. The students will have the opportunity to showcase their skills and knowledge they have been developing, not just in computing but in all subjects at the academy.

We believe this project offers a fantastic opportunity for our Year 7 students to develop crucial skills in teamwork, digital literacy, communication, and creative expression. It also empowers them to reflect on their journey and articulate the value of their SGLA experience.

We are incredibly proud of the effort and creativity our students are pouring into these websites, and we look forward to seeing the final results.

We're living in an era where groundbreaking technologies are emerging at an unprecedented rate. Concepts that once felt like science fiction, such as artificial intelligence (AI), immersive virtual reality (VR), and innovative biotechnology, are now becoming tangible realities.

Through this project, our students will be closely examining some of these exciting new technologies and critically thinking about their potential impact. 

We'll be asking big questions:

• How might these advancements transform the way we learn in school?

• Could they revolutionise how we connect with friends and family across distances?

• How might they alter our perception and interaction with the world around us?

But this project isn't just about understanding current trends. We're challenging our students to put on their inventor hats and engage in a truly imaginative exercise: to predict, or even design, the next amazing technologies that could shape our future.

Throughout this project, students will be engaged in a dynamic process of research, creative thinking, and hands-on design. They will develop their ideas and even create their versions of what these future technologies might look like and how they could function.

We are incredibly excited to see the innovative ideas and designs our students will develop!

This module, our students will be embarking on, delving into the fascinating and rapidly evolving world of Large Language Models (LLMs) and Artificial Intelligence (AI).

In this in-depth exploration, our students will gain a comprehensive understanding of these powerful technologies. We will be focusing on the numerous advantages that LLMs and AI offer, examining how they can:

• Enhance Productivity: Discovering how AI tools can streamline tasks and improve efficiency.

• Foster Creativity: Exploring how AI can be used as a collaborative partner to spark new ideas and creative expressions.

• Improve Decision-Making: Understanding how AI can process vast amounts of information to aid in more informed choices across various fields.

However, our investigation wouldn't be complete without a thorough look at the crucial ethical considerations that accompany the widespread adoption of LLMs and AI. 

We will be critically discussing important topics such as:

• Privacy: Understanding the implications of AI on personal data and information security.

• Bias: Examining how biases in data can lead to unfair or discriminatory outcomes in AI systems.

• Potential Impact on Employment: Discussing the evolving landscape of work and the roles AI might play in the future of various industries.

By analysing both the transformative positive aspects and the significant ethical challenges, our aim is for students to develop a well-informed and balanced perspective on the overall implications of these groundbreaking technologies. This module will equip them with the critical thinking skills necessary to navigate a future increasingly shaped by AI.

We believe this timely and relevant project will provide our students with invaluable knowledge and understanding about a technology that is already, and will continue to be, a major force in our world.

This component is designed to equip students with essential skills in understanding, handling, and making sense of data, which are increasingly vital in today's digital world. Here's a glimpse into what they will be learning and doing:

Understanding Data and Information: Students are exploring the fundamental differences between raw data and processed information. They will learn how data needs to be structured and given context to become truly meaningful and useful for organisations and individuals.

Data Collection Methods: They will investigate various methods used to collect data, from surveys and questionnaires to observing digital interactions. This includes understanding the strengths and weaknesses of different approaches and how they impact the quality and reliability of the data gathered.

Data Manipulation and Processing: Our students are gaining hands-on experience using digital tools, primarily spreadsheets, to manipulate and process data. This involves applying a range of formulae and functions (such as SUM, AVERAGE, MIN, MAX, COUNTA, and advanced referencing) to transform raw data into insightful information.

Creating Dashboards: A significant practical outcome of this component is the creation of interactive dashboards. Students will learn how to design and build these visual representations of data, using features like tables, charts, graphs, and even pivot tables, to present information clearly and effectively.

This component will develop their critical thinking, problem-solving, and analytical skills – all of which are invaluable for their future studies and careers.

We're happy to update you on the fantastic work our Year 10 Computer Science students are currently engaged in. They have been working through Topics 3.7: Relational Databases and Structured Query Language (SQL) and 3.8: Ethical, Legal and Environmental Impacts of Digital Technology on Wider Society, including Issues of Privacy. These topics are crucial for building a comprehensive understanding of how data is managed and the broader societal implications of our increasingly digital world.

Topic 3.7: Relational Databases and SQL

In this topic, students are learning the fundamental concepts behind databases, which are essentially organised collections of information. 

They are exploring:

• What a relational database is: Understanding how data is stored in interconnected tables, much like a series of linked spreadsheets, to avoid redundancy and improve efficiency.

• Key database concepts: This includes understanding terms like tables, records (rows), fields (columns), primary keys (unique identifiers for each record), and foreign keys (links between tables).

• Structured Query Language (SQL): This is the industry-standard language used to communicate with and manipulate databases. Students are gaining practical experience in writing SQL commands to: 

  • Search for data: Using SELECT statements to retrieve specific information.

  • Insert new data: Adding fresh records to a database using INSERT.

  • Update existing data: Modifying information using the UPDATE commands.

  • Delete data: Removing unwanted records with DELETE statements.

This practical experience in SQL equips them with highly valuable skills for working with data in almost any industry today.

Topic 3.8: Ethical, Legal and Environmental Impacts of Digital Technology

This vital topic encourages students to think critically about the wider influence of technology on society. 

They are examining:

• Ethical considerations: Discussing the moral dilemmas and societal values impacted by digital technology, such as the digital divide, whistleblowing, and the use of AI.

• Legal frameworks: Learning about key legislation designed to govern the use of technology and data, such as,

  • The Data Protection Act (and GDPR): Understanding how personal data is collected, stored, and used responsibly and securely.

  • The Computer Misuse Act: Exploring laws related to cybercrime, unauthorised access, and malicious modification of data.

  • Copyright, Designs and Patents Act: Understanding intellectual property rights in the digital age.

  • Freedom of Information Act: Learning about public access to information held by public bodies.

• Environmental impacts: Investigating the environmental footprint of digital technology, including:

  • E-waste: The challenges of disposing of electronic waste.

  • Energy consumption: The significant energy required to power data centres and digital devices.

  • Sustainability: Exploring ways to make digital technology more environmentally friendly.

By exploring these areas, our students are not only gaining a deep technical understanding but also developing into responsible and informed digital citizens, ready to navigate the complex challenges and opportunities presented by our evolving technological landscape.

We are incredibly proud of their engagement and look forward to the results of the Year 10 mocks at the end of the module.

Author:

Mr Mills - Director of Learning for Computing and ICT