AI in my school isn’t just another task I’ve taken on. It’s an adventure that has, at times, felt overwhelming but has always been incredibly rewarding. As the person responsible for Teaching and Learning across Key Stages 3 to 5, I’ve seen firsthand how AI can both simplify and complicate the education.
The truth is, I’ve become a bit of an AI enthusiast. I love experimenting with new tools, connecting with the brilliant AI education community, and exploring the possibilities these technologies offer our staff and students. It’s undeniably a time commitment, one that has occasionally encroached on my personal life, but the passion I feel for this work makes it all worthwhile.
Hindsight is 20/20, and if I could go back to August 2023, I would have fought harder to establish a dedicated AI role and let go of some other responsibilities. But back then, AI felt like a passing fad to many. It’s almost a blessing that AI is now in phones, as it solidifies that it’s here and soon to be everywhere. It certainly makes the conversations easier.
The key lesson? Making time for innovation is crucial, but planning for that time is even more essential. I’m not one to shy away from exciting ideas, and I don’t plan on changing that. But next year, I’m committed to finding a healthier balance. This year has had its moments of near burnout, and I’m determined to avoid that in the future.
Inside
At times when I’m feeling low, I find an odd sense of comfort in the Bo Burnham comedy special ‘Inside’. It somehow encapsulates my mixed feelings at the time. And when I’m driving alone, belting out some of the songs acts as a good sense of catharsis.
To get to my actual point, I am ‘inside’. Inside the educational system we have, for its good parts and bad parts, I’m trying to make it work. There have been fleeting thoughts of stepping away, but I’m invested in the AI journey we’ve started at my school, and I’m eager to see where it leads.
I value the perspectives of those outside the system, and I agree that change is necessary. Their voices are a powerful antidote to complacency.
But driving change from within comes with its own set of challenges. Exams, for instance, cast a long shadow over everything we do in schools. They’re like the black hole looming over the educational galaxy, exerting a gravitational pull that’s hard to escape. We know that grades aren’t the be-all and end-all of education, but they hold such sway that they can often dictate our curriculum and teaching methods.
Green Lights
Now, let’s turn our attention to the exciting horizon of next year. I wrote the first part of this series after a few of my AI and digital plans were scaled back, a decision that initially left me feeling frustrated. However, taking the time to reflect this week has helped me see the remarkable progress we’ve already made.
Over 60% of our staff (roughly 90 teachers) are now actively using AI to enhance their lesson planning. This is a tremendous victory, considering that only a mere 5% were on board back in August. The most common feedback I receive is how much time AI saves, and for teachers, time is an incredibly precious commodity.
While my original plans needed some adjustments, I’ve had time to refocus and am now brimming with excitement for the opportunities that lie ahead:
Year 10 students will have access to personalised chatbots next year. We’ll be utilising Mindjoy to create bots tailored to their specific courses. This targeted approach will allow me to collaborate closely with a select group of teachers, exploring innovative ways to weave AI interactions into their lessons. There’s definitely a healthy dose of pressure to showcase the how AI bots can support learning in meaningful ways. The success of this initiative could pave the way for even broader adoption across the school.
AI training for all staff is on the agenda for our August inset. Every Key Stage will receive specialised training from our dedicated Edtech leads, ensuring that every teacher, from Early Years to Key Stage 5, feels confident and equipped to use AI to support their planning.
Digital literacy will be seamlessly woven into subject curricula, with additional dedicated time in form time for students to hone their critical thinking and practical application skills—a concept inspired by the successful Ideas Lab model.
While the road to integrating AI in education is paved with challenges, it’s one I’m wholeheartedly committed to navigating. As we move forward, I’m confident that our school community will continue to embrace AI as a powerful tool for both teachers and students, sparking creativity, and ultimately transforming the way we learn and grow. The journey is just beginning, and I’m thrilled to be a part of it.
Matthew Wemyss 