A public education body wanted teachers who could use generative AI well and safely. We built a programme around AI literacy, classroom practice, learning analytics and safeguarding.
A public education body wanted its teachers to use generative AI in lessons responsibly.
Teachers needed three things: a clear understanding of what AI can and cannot do, practical ways to use it in the classroom, and safeguards that protect students.
We designed the programme in four parts, each building on the one before.
A four-part programme design covering AI literacy, classroom application, learning analytics and safeguarding.
Teachers who could use AI tools in their lessons and explain the safeguards that apply.
Teachers set the tone for how students use AI. Capability, not a ban or a policy paper, makes responsible use routine.
It is the ability to understand what generative AI does, judge its output, and decide when and how to use it in teaching. It sits alongside classroom practice and safeguards, so that teachers can use AI tools with confidence and explain the rules that protect students.
The four parts, literacy, application, learning analytics and safeguards, carry over to other public-sector roles. The examples change with the job. A policy officer, an analyst and a front-line officer each need to understand the tool, practise it on their own tasks, and know when a person must review the result.
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