Hey {{ first_name | human }},
An interesting experiment took place on social media over the last week that I think has an interesting perspective on AI and our perceptions of AI generated versus human generated content. But first, here is the TL';DR.
TL;DR: The 60 Second briefing
⚡️New gov.uk chatbot launches: Within the Gov.uk app (I only just found out that they had one), they have launched an LLM-powered chatbot to help navigate the density of information. However, it has mixed results in some domains.
🧪Monet: What happens when you post online a Monet-inspired AI image and invite people to critique it but then reveal that the image is part of an actual Monet? It reveals the inconsistent nature of human judgement.
🚨ChatGPT Finance: Paid ChatGPT tiers in America can currently connect their financial accounts to ChatGPT and ask direct questions about their finances. Given the importance of financial literacy coming in the new National Curriculum in the England, does this offer some interesting insights into how young people may manage finances in the future?
📚 AI+education news
⚡️ AI and the EU > What it is: For those in the EU, the European Commission has updated their guidelines on the ethical use of AI for education context. It provides some examples of AI use across the roles found in education establishments, and provides guidance for teachers and leaders on using AI ethically.
Why this matters: With the pace of change in AI, ensuring that your organisation is following best practices, including following any legal requirements is imperative.
Do this next: Even if you are not within the EU, the guidance and examples are still a useful reference point. In addition, there is a thorough glossary of terms towards the end of the document which will be helpful for creating a shared language around AI.
🌍 Wider AI updates
🚨ChatGPT Finance > What it is: For users in the U.S. they are able to connect financial accounts directly to ChatGPT to analyse their spending and create personal dashboards of where your money is going, how you might cut back on subscriptions and and scenario plan.
Why it matters: While U.S. only for now, this could change the way people understand their finances and with financial education due to be a big part of the new National Curriculum, along with AI, does this provide a glimpse of how young people will manage their finances in the future.
I would be interested to hear if you would trust an LLM with your financials. Let me know in the comments on the web version of this post.
⚡️New gov.uk chatbot: > What it is: The UK government has now integrated GOV.UK Chat into the GOV.UK App. Users who sign in with One Login can opt in and ask questions in plain English, with answers drawn from official GOV.UK guidance. The chatbot is powered by Anthropic’s Claude model and has been developed by the Government Digital Service since 2023. PublicTechnology reports that GOV.UK Chat draws on guidance from around 80,000 GOV.UK pages. However, tax expert, Dan Neidle, has questioned its accuracy in the advice it gives around tax.
Why it matters: Schools should watch this because it shows where public-facing AI services are heading: not open-ended chatbots, but bounded tools connected to trusted sources. That matters for school AI strategy. The safer pattern is not “ask the model anything”; it is “ask the model questions within a controlled information environment, with clear limits, source material and escalation routes”.
🧪Monet: > What it is: A viral X post framed a real Monet painting as if it had been generated by AI and asked people to explain why it was inferior. The replies reportedly did exactly that: identifying weak brushwork, poor depth, odd colour choices and other supposed “AI tells”. The twist, of course, was that the image was a genuine Monet, not an AI imitation.
Why it matters: This funny incident highlights a crucial issue schools must address: the potential for people to prioritise the label ‘AI-assisted’ over evaluating the actual work. This applies to pupil work, lesson resources, policies, reports, emails, and curriculum materials. While disclosure can be helpful, it’s not equivalent to evaluation. A resource’s quality isn’t determined by its authorship, and usefulness isn’t diminished by AI assistance. Instead, schools should judge work against clear criteria: accuracy, appropriateness, knowledge demonstration, visible reasoning, and human review. Only then should the creation process be considered, avoiding the risk of accepting flawed work or rejecting valuable resources due to incorrect labelling.
🎯Prompt:
Why not try to create your own Monet-inspired scene and get pupils/adults to see if they can identify a real Monet over an AI-inspired one?
Create an image in the style of a late 19th-century Impressionist oil painting inspired by Claude Monet. Show [describe the scene you want, e.g. a quiet riverside, a classroom at dawn, a garden path after rain, a teacher’s desk by a window]. Use soft natural light, loose visible brushstrokes, broken colour, shimmering reflections, gentle atmosphere and slightly blurred edges.
The composition should feel observational rather than dramatic, as if capturing a fleeting moment. Include [key objects, people or setting details you want in the image]. Use a palette of [preferred colours, e.g. muted blues, greens, creams, pinks and warm golds]. Avoid sharp outlines, photographic realism, modern digital polish, readable text, logos or brand names. Emphasise atmosphere, light, movement and the impression of the moment.
Format: [landscape / portrait / square]. Resolution: high.‘Till next week.
Mr A 🦾
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Safety & Privacy Notice
The tools and workflows mentioned are intended for professional productivity and educational enhancement. Users must ensure that any AI implementation remains compliant with their local data protection regulations and institutional safeguarding policies.
Data Privacy: Do not enter personally identifiable information (PII), sensitive student records, or confidential institutional data into public AI models.
Verification Required: AI-generated content can be inaccurate, biased, or out of date. Always maintain a "human-in-the-loop" approach by reviewing and fact-checking all outputs before use.
Professional Judgement: These suggestions do not substitute for formal legal, clinical, or safeguarding advice. Final responsibility for accuracy and appropriateness remains with the professional user.
