Our 1:1 Device Programme is not just about giving students a laptop – it’s about equipping them with the skills, confidence, and experience they need to succeed in an increasingly digital world.

We introduced a 1:1 Personal Device Programme to ensure our students are fully prepared for the future – particularly with online examinations set to become the standard from 2030. Providing our students with a 1:1 device ensures they develop the digital skills needed for both academic success and the evolving workplace, where remote and hybrid working are increasingly common. This is not just about giving students a laptop – it’s about equipping them with the skills, confidence, and experience they need to succeed in an increasingly digital world.

We have a tried and tested approach to teaching and learning that has led to a long tradition of academic excellence, and we have not abandoned this by introducing 1:1 devices in a token way.

Our teachers are using the SAMR model, a framework that explains how technology can enhance learning (Substitution, Augmentation, Modification, Redefinition), to develop their digital literacy skills and integrate technology effectively into teaching and learning.

• Substitution: in this first stage, technology replaces old methods, possibly saving time, money and effort, but with no functional improvement. Eg. Teachers upload worksheets, presentations, and quizzes to Teams, making them easier to access but not necessarily improving how students engage with them.
• Augmentation: technology remains a direct substitute, but the technology enhances the learning process. Eg. Instead of just looking at a presentation, students can annotate their own copies, do independent research, or use platforms like Dr Frost for maths practice.
• Modification: technology allows the design of interactive, dynamic tasks that would not be possible in a non-digital classroom. Eg. Communication and collaboration improve, and tools like reading and presentation coaches give students instant feedback, helping them refine their skills in real time.
• Redefinition: in this most sophisticated stage, technology is used to realise entirely new learning opportunities in ways that would previously not even have been conceivable. Eg. Students go on virtual field trips, connect with classrooms across the world, visualise complex science concepts, or even create their own digital content.

While we recognise its significance, technology should not be all consuming. We recognise that handwriting is still important, so we maintain handwriting skills, with our students shifting between pen & paper, and the online space often using their styluses with their 1:1 devices. Our teachers use their professional knowledge and judgment to decide how, and when, to use the 1:1 devices: in some lessons, they are used throughout, in others, not at all.

Our key message is that that technology must enhance pedagogy, not drive it. Our teachers choose the most suitable tools for learning, whether on paper or online, ensuring a blended approach.