The Department for Education’s Curriculum and Assessment Review (Nov 2025) reiterates evolution, not revolution. The revised national curriculum, expected to be published by spring 2027 reveals a position of continuity in part - “The current structure, the key stages, the way we assess is broadly working well, and should be retained.” However, there is a clear message that the content of what we teach, and the skills we prioritise, must evolve. 

This article looks at the important changes to how schools approach digital technologies and AI through a lense of this review.

Two New Literacies: Digital and Media

A significant signal emerging from the review is the growing importance of skills that cut across subjects. Evidence submitted to the review repeatedly highlighted that young people are not consistently prepared to navigate an online world shaped by algorithms, misinformation and AI‑generated content.

As a result, digital literacy and media literacy have been identified as essential literacies for the next phase of curriculum development. These are not framed as narrow technical skills, but as broad capabilities that enable learners to participate safely, critically and confidently in society.

Within these two literacies, three core skills stand out:

• Digital competence – understanding and using technologies purposefully and ethically.

• Critical thinking – questioning sources, interrogating claims, and distinguishing between authentic and synthetic content.

• Adaptive problem solving – applying knowledge flexibly in complex, unfamiliar and fast‑changing contexts.

Together, these skills recognise that knowledge alone is no longer sufficient; learners must be able to interpret, evaluate and adapt.

What are we teaching students to be critical of?

Teaching critical thinking in the age of AI requires specificity and intent. For example:

• Can students explain why an AI‑generated image might be misleading?

• Can they articulate the difference between evidence, opinion and algorithmic prediction?

• Are they able to challenge claims about technology’s impact using data rather than hype?

These questions align closely with the emphasis on media literacy. AI amplifies the volume and plausibility of information, making discernment a fundamental educational responsibility.

Can AI help teach the essential skill of adaptive problem solving?

Today’s learners are growing up in a world shaped by environmental pressures, rapid technological change and emerging ethical dilemmas linked to AI.

The review supports this shift by calling for a curriculum that enables learners to apply knowledge creatively and responsibly in real‑world situations. AI can be part of this learning — for example, by supporting modelling, exploration or accessibility — but only when students are taught how and when to use it.

Crucially, evidence suggests that an “AI‑first” approach, where learners outsource thinking too early, can weaken long‑term cognitive development. This reinforces the need for teaching approaches that prioritise human thinking, reflection and judgement before technological assistance.  

What about AI in assessment?

As assessment becomes more digitally mediated, schools will need to move beyond informal expectations and actively define what acceptable AI use looks like in practice. 

In the context of AI, this is no longer optional. Schools should now review and update their assessment policies to explicitly address:

- what forms of AI support are permitted

- how students are expected to demonstrate independent thinking and process,

- how transparency around AI use is encouraged rather than penalised,

- and how staff, students and parents are aligned in their understanding.

This shift reflects the Review’s emphasis on skills, process and authenticity. 

Conclusion

As the review opening statement reveals, there is some continuity within the review of the curriculum which gives schools room to innovate. Now is the time for testing, refining and scaling approaches that place thinking, literacy and ethics at the centre of AI use. 

To find out how we can support you to integrate AI into the daily workflow safety, develop an I policy and/or provide staff training, please enquiry via email - hello@ict4.co.uk