In response to the growing use of AI technology in our world, we must adapt the educational environment to include this type of technology.
Artificial intelligence has now become a visible part of everyday life, including education, with all its pros and cons. At Chatterbox, we recognise the potential of AI to support learning while also understanding the importance of guiding students to use it responsibly.
We think AI can be a valuable support for learning when used appropriately, and that introducing this tool to our Secondary students seems reasonable if we really want to prepare them to face the challenges of today’s world.
While AI can certainly help teachers plan lessons, create engaging activities, and support students with practice and access to information, it should never replace genuine learning. Its role is to support education, not to shortcut it.
Recent research carried out by Cambridge highlights some key principles that guide our school’s approach.
Fairness is essential: AI systems must be used in ways that avoid bias and ensure equal opportunities for all learners.
Transparency is another priority. Students should understand when AI is being used and for what purpose, particularly in learning activities or assessment. They also understand when they can use AI in the learning process and to what extent.
As a result, Chatterbox Secondary has adopted a policy for school assignments that allows the use of AI on particular occasions. There are three different types of assessment*.
Red assessments (such as tests or written essays), are where no generative AI is permitted.
Yellow assessments are those in which students may use some AI to assist them. This may include research assignments and research presentations.
The final category are Green assignments, where AI is expected to be used. This is a much more experimental approach which teachers may use if they are comfortable with the technology.
This policy has been adopted in order to encourage students to experiment with new technologies, and to learn when it is and is not appropriate to use them.
Above all, learning remains a human process. Teachers play a central role in guiding and monitoring students, and AI is always used with human oversight. The teacher decides if and when a piece of work may become yellow or green, and to assist and guide the students in the process.
In the English Literature classroom, Mrs Fleming has experimented alongside her students with the use of AI and Canva. After reading the fantasy novel Skulduggery Pleasant by Derek Landy, students were shown how to create images of characters based on their own written descriptions. They then used Canva to generate images of the main characters, quickly noticing that the more specific and detailed their descriptions were, the more accurate the resulting images became.
Through this process, students had to focus carefully on their choice of adjectives and vocabulary in order to create the characters they were imagining. Although the activity was highly creative, it required a strong command of English and precise terminology to achieve the desired results. Some students went even further, using Canva’s AI tools to create a film trailer for the novel, incorporating animations and music generated from their descriptions.
More recently, Year 8 students have been studying Romeo and Juliet by William Shakespeare. The course places a strong emphasis not only on reading, acting, and analysing the text, but also on creative writing. One way students have been encouraged to use AI is by writing a monologue from the perspective of one of the main characters and then asking generative AI to transform the language from contemporary English into Shakespearean English. This activity again highlights how the creative work begins with the students’ own ideas and use of language, which can then be refined and transformed through the use of AI.
As our ICT teacher Prof. Foddis explains, from the perspective of the ICT subject, a structured and progressive programme will be implemented to develop students’ understanding of Artificial Intelligence. This part of the programme will aim to introduce students to what AI is, how it functions, and to examine its potential benefits and limitations within both educational settings and everyday life. The material used will be age appropriate and engaging.
A key objective of this approach is to move beyond the simple use of AI tools and towards a deeper understanding of the digital systems and processes that underpin their operation. Through the ICT curriculum, students will be guided to develop strong digital foundations, enabling them to engage with technology in a critical and responsible manner. This approach reflects the educational principle that effective learning in computer science is based on mastery and understanding of technology, rather than passive reliance on automated systems.
Finally, we also consider sustainability as part of ethical technology use. AI systems require significant energy and resources, so we encourage thoughtful choices about when and how digital tools are used.
By following these principles, our school aims to support students in becoming responsible and ethical digital citizens, always keeping students’ wellbeing and human development at the centre of our work.
The complete Cambridge research about the use of AI in education (and specifically in language learning) can be found at https://www.cambridge.org/sites/default/files/media/documents/Ethics_in_AI_CPELE_web.pd
* Our policy on AI and assessments was inspired by the policy created by Emmaus Christian College, Adelaide, South Australia where Jessica Fleming has done some relief teaching.
