Generative AI is rapidly becoming part of everyday life – shaping how we learn, create, and interact with the world around us.

At Albany Senior High School, our approach is simple: we are choosing to lean in. Rather than avoiding AI, we are working alongside it in a thoughtful and intentional way, with a strong focus on ensuring that learning remains human-centred, purposeful, and grounded in real understanding.

In our classrooms, AI is used as a support tool, not a shortcut. Ākonga might use it to help generate ideas, explore different perspectives, or refine their thinking, but the learning always sits with them. Our kaiako play a crucial role here – guiding, questioning, and supporting students to think critically about what AI produces, and to build the skills needed to use it well.

A key part of this work is helping students understand how AI is being used in their learning, and whether it is supporting learning or replacing it.

To support this, we are introducing a “traffic light” approach across the school, designed to help students think critically about their use of Generative AI.

• At the red level, AI use replaces the thinking and learning that students are expected to do themselves. In these situations, AI should not be used.
• The orange level acknowledges that there are times where AI can support learning in limited or guided ways, particularly when used alongside teacher support and student reflection.
• At the green level, AI is used intentionally to deepen learning. This might include generating ideas, exploring different perspectives, refining thinking, or supporting research and inquiry.

This approach helps create clarity for students while reinforcing an important message: AI should enhance learning, not replace it.

Assessment is an important part of this conversation. At ASHS, we continue to design learning and assessment experiences that prioritise authentic, real-world application. These are tasks that require students to think deeply, apply their knowledge, and demonstrate their understanding in ways that go beyond what AI alone can produce. This ensures that the work we see is a true reflection of each learner.

Alongside this, we are explicitly teaching students about the wider context of AI – including privacy, bias, and the importance of using these tools ethically and responsibly. These are critical skills, not just for school, but for life beyond it.

We also know that for many whānau, AI can feel new or uncertain. As a kura, we are committed to keeping this conversation open – supporting our community to better understand what AI is, how it is being used at ASHS, and how to navigate it together.

Generative AI is not a passing trend – it is a significant shift in how we learn, work, and create. Our role is to ensure our ākonga are equipped not just to use these tools, but to do so with curiosity, critical thinking, and integrity.