Digital Citizenship – 'Learn fast, move slow'

These are focused on digital citizenship and essential digital skills, aiming to foster a deeper understanding of the role of technology in the boys’ lives. The curriculum covers a range of pertinent topics, including online organisation, addictive app and game design, the distinction between artificial intelligence (AI) and generative artificial intelligence (GenAI), and the fair use of digital content. Through these lessons, the goal is to elevate skills and promote awareness with the response from students overwhelmingly positive. There is exceptional engagement from the boys in the lessons, and they are enjoying participating in honest conversations about their technology use. These regular discussions are valuable opportunities to support the boys in how they present themselves positively online and how to make informed choices about digital interaction.

Following the success of this initiative, lessons will be further developed and integrated into the Year 7 curriculum. This ongoing commitment ensures that future cohorts continue to benefit from structured guidance in navigating the digital landscape effectively.

Artificial intelligence is increasingly becoming a central topic of discussion. With the continual emergence of GenAI tools designed for both students and teachers, the School has opted for a pragmatic approach, guided by Professor Rose Luckin’s philosophy to ‘learn fast, move slow.’ This method ensures that the School community is preparing for the future in a secure and considered manner.

Staff have been actively trialling and developing a range of AI-enhanced tools for use with students. Feedback from students regarding the value and impact of these tools is being sought to inform ongoing improvements. This exploratory work is set to continue next year, with the School partnering with key vendors to help shape the purpose and functionality of GenAI educational products.

To support students in embracing AI safely and ethically, academic staff have participated in a variety of professional learning sessions focused on GenAI. These sessions have equipped them to lead meaningful conversations about AI across year groups. The integration of AI into assessments has been widely supported by numerous departments, with Geography teachers notably championing this initiative.

As departments continue to explore both the possibilities and potential pitfalls of GenAI, students are developing a deeper understanding of how these tools function, with the aim for them to navigate the complexity of the future with a confident and ethical approach.

Next year, staff will continue to use deliberate and thoughtful integration of technology into their classrooms, as well as in co-curriculars. Future readiness is not about predicting every possible change; it is about cultivating adaptability, critical thinking and a willingness to learn.

Editor's note: This article was first published in The Thistle – Headmaster's Review 2025.