Embracing digital change at Woodland Academy Trust
DANIEL DAVIES, TRUST ASSISTANT HEADTEACHER – DIGITAL DEVELOPMENT, WOODLAND ACADEMY TRUST, UK
Our AI curriculum, designed for Years 1 to 6, introduces children to the opportunities and challenges of AI, fostering digital literacy and critical thinking. With a Universal Design for Learning (UDL) approach, we create inclusive lessons that help students explore real-world applications of AI whilst encouraging creativity and curiosity. We also provide students with the knowledge and skills to use AI responsibly and ethically, helping them to become thoughtful digital citizens.
A working group of members of staff from across the trust play a key role in exploring how AI can reduce workload and enhance teaching, particularly in lesson planning. We hold regular expert-led training sessions, alongside opportunities to experiment with AI tools in a supportive environment, which allow staff to test new ideas and share best practice. This culture of collaboration empowers our teachers to become digital leaders and lifelong learners. Our educators also connect with peers from across the global education community online, to exchange ideas and learn from others’ successes and challenges. This open, outward-looking approach ensures that we not only bring fresh ideas into our classrooms but also contribute our own experiences to the wider conversation about digital learning.
Our work with AI is only just beginning. We’re exploring new ways to integrate AI across the curriculum, from cross-subject projects to administrative efficiencies that give teachers more time with students. In order to demonstrate our commitment to this and to inspire innovation in our staff, we organised an AI conference at the start of the academic year with industry experts from across the sector presenting ways in which AI could support our colleagues in their various roles. As technology evolves, we’ll continue to learn from our peers, experiment with new ideas and keep our students’ learning at the heart of everything we do.
The examples of AI use and specific tools in this article are for context only. They do not imply endorsement or recommendation of any particular tool or approach by the Department for EducationThe ministerial department responsible for children’s services and education in England or the Chartered College of Teaching and any views stated are those of the individual. Any use of AI also needs to be carefully planned, and what is appropriate in one setting may not be elsewhere. You should always follow the DfE’s Generative AI In Education policy position and product safety expectations in addition to aligning any AI use with the DfE’s latest Keeping Children Safe in Education guidance. You can also find teacher and leader toolkits on gov.uk .
