Education Technology

Research consistently shows that the impact of technology depends on how it is used, not the device itself. At CHS, digital tools are selected and deployed to support clear learning goals.

When used well, technology can:

• Improve access to up-to-date information, primary sources and multimedia resources

• Support adaptive and inclusive learning, including for students with SEND

• Enable timely feedback and formative assessment

• Encourage purposeful collaboration

• Reduce administrative burden so teachers can focus on planning, feedback and relationships

However, teacher expertise, subject knowledge and strong relationships remain the most significant in-school factors influencing student success.

A central principle at CHS is that students must first learn how to do something before using technology to increase efficiency.

We believe technology should:

• Extend what is possible in the classroom

• Support productive struggle and intellectual development

• Enhance, not replace original thinking

We explicitly reject any use of technology that undermines academic honesty or intellectual integrity.

Universities and employers expect young people to be digitally literate, adaptable and ethically aware. Students need to:

• Use digital tools confidently for research and communication

• Evaluate information critically

• Understand data privacy and digital responsibility

• Engage thoughtfully with emerging technologies, including AI

At the same time, employers consistently highlight capabilities that technology cannot replace:

• Communication and interpersonal skills

• Collaboration and teamwork

• Leadership and empathy

• Creativity and innovation

• Independent thinking and sound judgement

Our use of technology is designed to strengthen these human skills, not bypass the processes through which they are developed.

We recognise that the use of technology in education carries risks if it is excessive, poorly designed or uncritical.

In line with UK safeguarding and data protection standards, we prioritise student wellbeing, privacy and intellectual integrity in all decisions.

AI is increasingly embedded in higher education and the workplace. All students at CHS are taught, at an age-appropriate level:

• What AI is and how it works

• Its benefits and limitations

• Ethical issues, including bias, data use and accountability

• The risks of over-reliance

Active use of AI tools by students is permitted from Year 9 onwards, reflecting increasing maturity and academic demands. Even then, use is:

• Explicitly guided

• Transparent

• Task-specific

Students may use AI to support:

• Brainstorming and planning

• Checking understanding

• Exploring alternative perspectives

AI must never:

• Replace original thinking

• Complete assessed work

• Undermine academic integrity

The most effective education in the age of AI blends analogue and digital approaches. Teachers make deliberate professional judgements about which approach best serves each learning objective.

There is growing evidence linking excessive screen time with reduced concentration, disrupted sleep and poorer wellbeing. We therefore:

• Avoid unnecessary screen use in lessons

• Prioritise face-to-face interaction

• Encourage healthy digital habits

• Work in partnership with parents to promote balance

Student wellbeing, attention and mental health are central to our approach.

The School recognises that AI poses particular challenges for homework. To address this:

• A significant proportion of homework, particularly in younger year groups, may be set in analogue form (handwritten or offline) to ensure authenticity and learning integrity.
• Where digital homework is set, tasks will be designed so that process, reflection, and personal response are central.
• Students will be explicitly taught when and how technology (including AI) may or may not be used.

The aim is not to ban technology, but to ensure that homework continues to serve its educational purpose.