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AI, Digital Learning & Online Safety

AIDL Endorsement · Future Readiness

AI, Digital Learning & Online Safety Endorsement

Recognises schools that use AI and digital technology in human-centred, ethical and effective ways, teach every learner AI literacy and online safety, and build cyber resilience beyond the Core baseline.

16 standards in 5 areas
3 levels
3 years validity

Apply for AIDL Check your readiness

AIDL is an endorsement: it is awarded together with, or after, USAAC Core Accreditation. Core and endorsements can be reviewed in one combined visit.

Accreditation levels

Three levels of AIDL recognition

The levels recognise safe, ethical and purposeful AI and digital practice that is fully in place (Established), embedded and improving learning school-wide (Advanced), and sustained while leading other schools (Elite).

Level I

Established

Quality Assured

Sound practice is in place across most of the school, leadership is secure, and any area still developing has a clear improvement plan.

At least 75% of standards at Established or above, or 65% when at least a quarter are at Advanced or Elite, including every leadership standard (and, for Core, safer recruitment, health & safety and the safeguarding gate).

Level II

Advanced

Excellence in Practice

Practice is embedded, monitored with evidence and improving outcomes in most areas.

No standard still Developing, and at least 60% at Advanced or above, with at least one Advanced standard in every area.

Level III

Elite

Sector Leadership

Proven impact over at least two years in its areas of strength, and a school that helps others improve.

Advanced requirements met, at least 75% at Advanced or above, and at least one third at Elite across at least half of the areas.

Framework

The AIDL standards

16 standards in 5 areas. Each has published descriptors for Established, Advanced and Elite, and the evidence reviewers look for. Levels are cumulative: each one includes everything below it.

Vision & Leadership

AIDL.1.1

Human-centred digital and AI strategyThe school's digital and AI strategy serves learning goals, protects human agency and is shaped with staff, learners and families.

EstablishedA written strategy states how digital technology and AI support learning, keeps teachers' judgement central, and is reviewed through whole-school self-reflection.

AdvancedThe strategy guides decisions in every phase, is informed by regular self-reflection data from leaders, teachers and learners, and shows measurable progress.

EliteThe strategy has delivered sustained gains over at least two years, and the school mentors other schools in human-centred digital strategy.

Evidence: Digital and AI strategy · Self-reflection results (e.g., SELFIE) and resulting actions · Stakeholder consultation records

AIDL.1.2

AI governance and acceptable useClear, age-appropriate rules govern how staff and learners use AI, covering permitted uses, transparency, academic integrity and human oversight.

EstablishedAn AI use policy sets age-appropriate permitted uses, disclosure and integrity expectations; staff and learners understand it, and breaches are handled consistently.

AdvancedAI governance is overseen by a named group, reviewed as tools and risks change, and applied consistently across subjects and phases.

EliteEffective AI governance has been sustained over at least two years, and the school helps other schools develop their AI policies.

Evidence: AI use policy and age guidance · Governance group records · Staff and learner interviews

AIDL.1.3

Responsible use of learner data and analyticsLearner data and AI-generated insights are used transparently and proportionately, and significant decisions about learners are always made by people.

EstablishedThe school records which tools process learner data and why, explains this to families, and does not let automated outputs decide significant outcomes.

AdvancedAnalytics use is reviewed for accuracy, bias and proportionality, and staff can explain how data informs, but never replaces, their professional judgement.

EliteResponsible data practice has been sustained over at least two years, and the school shares its approach with other schools and partners.

Evidence: Register of tools processing learner data · Information for families · Review of analytics for bias and accuracy

Teaching & Learning

AIDL.2.1

AI literacy for all learnersEvery learner develops age-appropriate understanding of what AI is, how it works, where it is used and what it cannot do.

EstablishedA planned, age-appropriate AI literacy progression is taught to all learners, including how AI systems use data and why their outputs can be wrong.

AdvancedAI literacy is embedded across subjects, learners judge when AI use is and is not appropriate, and progress is assessed and acted upon.

EliteAI literacy outcomes have improved over at least two years, and the school co-designs AI literacy resources with other schools.

Evidence: AI literacy progression map · Learner work across subjects · Learner interviews

AIDL.2.2

AI ethics and critical evaluationLearners examine the ethical questions AI raises—bias, privacy, misinformation, authorship and accountability—and critically evaluate AI outputs.

EstablishedEthics of AI is taught from the start, and learners routinely verify AI outputs, disclose AI use and discuss fairness and privacy.

AdvancedLearners analyse real cases of AI harm and benefit across subjects, form reasoned positions and apply them to their own use.

EliteEthical, critical AI use has been sustained over at least two years, and the school leads ethics-focused learning with other schools.

Evidence: Lessons and units on AI ethics · Learner work showing verification and disclosure · Learner discussions

AIDL.2.3

Digital citizenship and online safetyA progressive curriculum teaches learners to protect themselves, their data and others online, and to act responsibly and respectfully in digital spaces.

EstablishedAll learners are taught age-appropriate online safety, privacy, cyber hygiene, recognising scams and manipulated media, and how to report concerns.

AdvancedOnline safety learning responds to current risks and local incident trends, and learners apply safe, respectful practice confidently across contexts.

EliteSafe, responsible online behaviour has been sustained over at least two years, and the school supports other schools' online safety curricula.

Evidence: Online safety curriculum · Learner surveys on online behaviour · Evidence of curriculum updates from incident trends

AIDL.2.4

Purposeful use of AI and digital tools in teachingTeachers use AI and digital tools when they improve learning, keep learners thinking for themselves, and remain accountable for teaching decisions.

EstablishedDigital and AI use in lessons has a clear learning purpose, follows school policy, and is reviewed by teachers before reaching learners.

AdvancedTeachers select and adapt tools to learner needs across phases, and evidence shows digital use deepens thinking rather than replacing it.

ElitePurposeful digital pedagogy has been sustained over at least two years, and the school's teachers model and share practice with other schools.

Evidence: Lesson observations · Planning showing purpose of tool use · Learner work and feedback

People & Capacity

AIDL.3.1

Teacher AI competenceTeachers develop a human-centred mindset, AI ethics, AI foundations and AI pedagogy, progressing from acquiring to deepening to creating.

EstablishedTeachers' AI competence is assessed against a recognised framework, and all teachers complete training in safe, ethical classroom use of AI.

AdvancedTeachers deepen AI pedagogy through coaching and inquiry, adapt practice to their subjects, and show improved learning from AI-supported teaching.

EliteTeacher AI competence has grown over at least two years, and the school's teachers lead AI professional learning for other schools.

Evidence: Competence self-assessment results · AI training records · Teacher inquiry or coaching records

AIDL.3.2

Staff cyber and data practiceStaff handle data and systems securely through role-specific practice that goes beyond the Core baseline awareness training.

EstablishedStaff receive role-specific cyber and data-handling guidance, know how to report incidents promptly, and follow secure practice in daily work.

AdvancedPractice is tested through regular simulated exercises, results are tracked by role, and repeat weaknesses are addressed and reduced.

EliteSecure staff practice has been sustained over at least two years, and the school helps other schools build staff cyber capability.

Evidence: Role-specific guidance · Exercise results and trends · Incident reporting records

AIDL.3.3

Families as partners in safe useThe school helps families understand AI, online risks and the school's approach so that expectations are consistent at home and school.

EstablishedFamilies receive clear, accessible guidance on the school's AI policy, online safety and how to raise concerns.

AdvancedFamily guidance is updated as risks change, reaches all language groups, and family feedback shapes school practice.

EliteStrong family partnership has been sustained over at least two years, and the school's family resources are used by other schools.

Evidence: Family guidance materials · Attendance or reach of family sessions · Family feedback and resulting changes

Environment & Resources

AIDL.4.1

Equitable and reliable digital accessAll learners have reliable, accessible access to the devices, connectivity and digital resources their learning requires.

EstablishedAccess needs are identified, gaps in devices or connectivity are addressed, and accessibility settings are available to learners who need them.

AdvancedAccess is monitored by learner group, gaps are closed promptly, and reliability issues no longer disrupt learning.

EliteEquitable access has been sustained over at least two years, and the school helps other schools plan for equitable digital access.

Evidence: Access audit by learner group · Support and loan records · Learner and staff feedback on reliability

AIDL.4.2

Evaluating AI and edtech before useAI and edtech tools are evaluated for learning value, age suitability, privacy, security, bias and accessibility before adoption.

EstablishedA documented check covers learning purpose, age terms, data protection, security and accessibility for every new AI or edtech tool.

AdvancedTools in use are reviewed regularly against evidence of impact and risk, and ineffective or unsafe tools are withdrawn.

EliteRigorous tool evaluation has been sustained over at least two years, and the school shares its evaluation method with other schools.

Evidence: Tool evaluation checklist and completed reviews · Approved tools register · Records of withdrawn tools

AIDL.4.3

Cyber resilience beyond the baselineBuilding on the Core baseline, the school governs, identifies, protects, detects, responds to and recovers from cyber risks.

EstablishedThe Core baseline is met; cyber risks to learning systems are recorded with owners, and a documented incident response and recovery plan exists.

AdvancedRisk management covers all six NIST CSF 2.0 functions; response and recovery plans are tested by exercise, and lessons lead to improvements.

EliteResilience has been sustained over at least two years, and the school helps other schools strengthen their cyber resilience.

Evidence: Cyber risk register with owners · Incident response and recovery plans · Exercise reports and follow-up actions

Impact & Improvement

AIDL.5.1

Impact of digital and AI use on learningLeaders evaluate whether digital and AI use improves learning and adjust practice based on the evidence.

EstablishedThe school gathers evidence each year on how key digital and AI tools affect learning, and records resulting decisions.

AdvancedEvaluation combines outcome data, observation and learner voice across phases, and shows practice improving as a result.

EliteEvidence-led improvement has been sustained over at least two years, and the school publishes or shares its findings with other schools.

Evidence: Impact evaluation reports · Decisions to scale or stop tools · Learner voice data

AIDL.5.2

Learner digital and AI competenceLearners' digital, AI and online safety competence is assessed against a clear progression and used to improve teaching.

EstablishedLearner competence is assessed against an age-appropriate progression aligned to a recognised framework, and results are reported to teachers.

AdvancedAssessment shows progress for all learner groups, gaps are targeted, and teaching is adjusted in response.

EliteCompetence gains have been sustained over at least two years, and the school shares its assessment approach with other schools.

Evidence: Progression framework and assessments · Results by learner group · Teaching adjustments made

AIDL.5.3

Learning from incidents and risksOnline safety concerns, AI misuse and cyber events are reviewed for patterns, and findings improve policy, teaching and systems.

EstablishedIncidents are recorded consistently, reviewed at least termly with the safeguarding lead, and lead to documented actions.

AdvancedTrend analysis anticipates emerging risks, actions are checked for effect, and repeat incidents decline.

EliteReduced harm has been sustained over at least two years, and the school shares anonymised lessons with other schools.

Evidence: Incident logs and termly reviews · Trend analysis · Policy or curriculum changes made

Scope

What AIDL covers

Each topic is assessed in exactly one USAAC framework, so schools are never reviewed twice for the same practice.

AI literacy for all learnersAI ethics and critical useAI and edtech in teaching and learningAI governance and acceptable useDigital citizenship and online safety curriculumTeacher AI competenceAdvanced institutional cyber resilience (beyond the Core baseline)

Assessed elsewhere

Technical AI and robotics (building AI systems)SRA
Digital wellbeing and healthy technology habitsHWB
Safeguarding and baseline data protection and cyber governanceCORE
Assistive technology and accessibilityIAL

Key benefits

Why AIDL?

Shows families that AI and technology are used safely, ethically and for learning.
Prepares every learner to understand, question and use AI responsibly.
Gives a vendor-neutral, internationally anchored mark for AI and digital practice.
Strengthens the school's resilience against online and cyber risks.

Aligned with

Validity: Valid 3 years, with a short annual update.

Part of the Digital Excellence School pathway.

Self-assessment

Which level is your school ready for?

Rate your school honestly on each AIDL standard and watch your progress toward every level. Each level is a recognised achievement, and schools can move up at any later review.

AIDL.1.1
Human-centred digital and AI strategy
The school's digital and AI strategy serves learning goals, protects human agency and is shaped with staff, learners and families.
AIDL.1.2
AI governance and acceptable use
Clear, age-appropriate rules govern how staff and learners use AI, covering permitted uses, transparency, academic integrity and human oversight.
AIDL.1.3
Responsible use of learner data and analytics
Learner data and AI-generated insights are used transparently and proportionately, and significant decisions about learners are always made by people.

Ready to pursue AIDL?

Tell us about your institution and the recognition you are working toward. Submissions are reviewed within 2–3 business days.

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