Students pathway
Understand it. Question it. Decide for yourself.
You can learn about AI, quantum computers and digital trust without using them, signing up for anything or having internet at home. A well-reasoned “not yet” or “no” can be a top-mark answer.
Your permissions
You are allowed to…
- Question a technology claim — including one your teacher or a company makes.
- Decide a tool should be adapted, deferred or rejected, if you give reasons.
- Use a different format or the equivalent task without explaining why to the class.
- Keep your own experiences private. All examples are fictional.
- Say “I’m still exploring” about careers.
- Ask a trusted adult for help if something worries you.
Choose
Pick a learning task
Quantum Literacy
Fix a misleading claim
Pick one of three quantum claims. Say what is established, what is a model and what is only a prediction.
Quantum-Safe Security
How long does it need protecting?
Compare a canteen code, a public timetable and an archive kept for 25 years. Keeping it that long does not tell you how long it must stay private: identify what the owner still needs to assess.
Emerging Technology Futures
Should the hub use this tool?
Look at evidence cards about a fictional AI explainer and decide: adopt, adapt, defer or reject.
STEM Pathways and Careers
More than one route
Map two or three possible directions for a made-up learner — or for yourself — including “still exploring”.
Responsible Innovation
Whose decision counts?
Add a missing stakeholder and question how the decision is being made.
Full tasks are in the activity bank; your teacher runs them in class.
Pick a format
- Write it
- Draw a labelled diagram
- Explain it to your teacher privately
- Sort physical cards
- Work with a partner
Every format is marked against the same thinking — not easier, not harder.
Fictional example
Maya’s decision
Maya (a made-up Year 9 student) looked at the learning-hub scenario. The tool’s sample answer said quantum computers are faster at every task — which is wrong. There was no study of what visitors learned, and the screen-reader pathway hadn’t been tested.
In this original fictional example, Maya recommends reject for now. The goal is for visitors to explain one quantum claim, recognise uncertainty and ask informed questions. The supplier promises speed, but the incorrect sample and missing independent learning check do not establish that benefit. Accessible exhibits, facilitator time and a glossary include more visitors, although staff time and fewer instant explanations are drawbacks. Even after the changed fact addresses access and data, the learning evidence is still missing. Maya would reconsider if an independent learning comparison favoured the tool while tested accessible access and clear data limits remained. This model meets all four criteria: purpose 2, evidence/claim/unknown 2, inclusion/trade-off 2, decision/revision 2 = 8/8. No actual student work or assessment is being reported.
Check yourself
Can you reason it on your own?
A friend says: “Quantum computers are faster at everything.” What would you say?
A message is encrypted. Does that mean the sender is honest?
An app says it is “quantum-safe forever”. What would you ask?
Support
If something worries you
Talk to your teacher, a wellbeing staff member or another trusted adult at school. Don’t share passwords or personal details in class activities. If you notice a real problem with a school system, tell a teacher — don’t test it yourself. This site has no accounts or forms for students and doesn’t collect anything you choose here.