The curriculum map sets out clear expectations for what students should understand, practise and demonstrate at different stages of their schooling. These expectations are organised around a number of core themes such as Digital Creativity and Productivity, Critical thinking, Coding and Data Protection, which together ensure students develop the knowledge, skills and judgement needed to engage responsibly with digital technologies.
Digital Safety, Privacy and Online Behaviour
From the earliest years, students are introduced to the idea that digital spaces require the same care and respect as physical ones. Early learning focuses on safe use of devices, understanding that some information is private, and recognising when adult support is needed.
As students move through primary and into middle school, expectations expand to include online behaviour, digital footprints and personal responsibility. Students learn about respectful communication, the impact of online actions, and how to respond appropriately to negative or unsafe digital experiences.
In senior school, students are expected to manage their digital presence with increasing independence. This includes learning how to create robust passwords to protect their online accounts, understanding long-term consequences of online behaviour, maintaining appropriate boundaries, and demonstrating responsible conduct across platforms used for learning and communication.
Ethical Use of Information and Academic Integrity
Ethical use of digital content is a consistent thread throughout the curriculum. In the early stages, students learn to recognise that ideas, images and work belong to others and should be respected.
As research tasks become more complex, students are explicitly taught how to use information responsibly, including paraphrasing, citing sources and avoiding plagiarism. These skills are reinforced across subjects and aligned with age-appropriate expectations.
In the senior years, the curriculum addresses academic integrity in depth, including ethical research practices, appropriate collaboration, and responsible use of emerging technologies such as artificial intelligence. Students are expected to understand not only how to use digital tools, but when their use is appropriate and justified.
Information Literacy and Critical Evaluation
The curriculum map places strong emphasis on students’ ability to locate, evaluate and interpret digital information. Early learning focuses on distinguishing between different types of content and beginning to question accuracy and purpose. Younger students are taught how to recognize “Deep fake” content, such as AI generated videos and content.
As students progress, they learn to assess the reliability of sources, identify bias, and compare information across platforms. These skills are embedded within inquiry-based learning and research tasks across the curriculum.
By senior school, students are expected to analyse information critically, use evidence effectively, and make informed judgements about credibility, relevance and accuracy—skills that directly support success in senior coursework and post-school pathways.
Communication, Collaboration and Digital Participation
Digital tools are used throughout the school to support collaboration and communication, with expectations clearly defined at each stage. Students are well versed with the use of e-mail. Younger students practise sharing ideas, working together on simple digital tasks, such as shared slide presentations or reports and communicating appropriately in supported environments.
In middle school, students engage more regularly in collaborative digital work, learning to contribute responsibly, provide constructive feedback and adapt communication for different audiences and purposes.
Senior students are expected to manage digital collaboration independently, using shared platforms to plan, organise and present work. Emphasis is placed on professionalism, clarity and responsible participation in both academic and school-related digital spaces.
Technical Skills and Digital Creation
Alongside responsible use, students progressively develop technical competence. Early learning introduces basic device use and navigation skills, building confidence and independence.
As students move through the school, they learn to use a wider range of tools to create, organise and present information. Students are exposed to a plethora of online applications and digital learning tools allowing them to build confidence as they travese the internet. This includes developing documents, presentations, spreadsheets, and coding using Logo, HTML, Python and Javascript along with media products that support learning goals.
In later years, students are expected to select appropriate digital tools, manage digital workflows and apply technical skills purposefully within subject learning, rather than using technology for its own sake.
What This Looks Like in Practice
Digital citizenship is taught through explicit instruction, guided practice and repeated application.
In early years and primary school, students use shared devices with clear routines, practise logging in securely, and engage in simple discussions about kindness, safety and asking for help.
In middle school, students evaluate sources during research, apply citation skills, participate in structured online discussions and reflect on responsible technology use.
In senior school, students manage complex digital projects, apply academic integrity expectations consistently, and make informed decisions about the use of digital and AI-based tools.
- Across all stages, learning is reinforced through:
- Consistent expectations for device use
- Integration within subject teaching
- Clear safeguarding procedures
- Regular opportunities for reflection and guidance
A Coherent, Progressive Approach
Digital citizenship at St Andrew’s is deliberately sequenced and age-appropriate. Skills introduced early are revisited and extended, ensuring students move from awareness, to understanding, to independent application.
This structured approach ensures that by the time students graduate, they are not only confident users of technology, but informed, responsible and critical participants in an increasingly digital world.