This paper explores the consequences for the secondary curriculum of education’s forthcoming and fundamental transformation into the Digital Age. Piecemeal ICT “add-ons”, once seen as innovative and ingenious, have become dysfunctional distractions, no matter how powerful the research and marketing behind them. The requirement from now onwards is for a creative, comprehensive (and conceivably cosmopolitan) learner-driven secondary curriculum, determined, owned and enjoyed by the students and conveyed by their teachers. As the Global School—the universal lifelong educational experience—eventuates, the substance, practice and consequences of education can and should become much more equitable, ethical and enjoyable (and far less competitive, test-oriented and world-of-work-dominated). The justifications for specific post-primary “Computer Studies” programmes evaporate once all subjects are digitally-embracing. These and other implications of this ground-breaking “Education based upon Digitisation” reality are investigated, focussing upon the secondary phase.