Digital citizenship, defined as the capacity to engage positively, critically, and skillfully in digital environments, is chosen as the priority goal for the new K-12 study plan for digital education in the French-speaking side of Switzerland. As material for teachers has to be developed, it first has to be clearly defined, and ambitions benefit from being well delineated. This paper explains the process explored by a group of developers of pedagogical material, from digital citizenship models found in the scientific literature to the teaching material created. From this process, the choices of the digital environments used with students and the message vehiculated appeared to be key components to actually engage in an inclusive digital citizenship curriculum.