Hey {{ first_name | human }},
Pupils are already using AI at scale, but schools are still working out what a sensible response looks like. This week, we look at new findings from Anthony Seldon’s report, Google’s AI-generated learning interactives, and the wider shift from chatbots towards tools that can actually do things.
TL;DR: The 60 Second briefing
⚡️Schools are playing AI catch-up: A new report from Sir Anthony Seldon and Tim Bunting says 87% of young people have used AI, but just 9% think schools and universities are preparing them very well for an AI-enabled world. Among secondary pupils, 63% report using AI for homework and 77% when they are stuck.
🧪Google wants teachers to build their own interactives: Google Research is experimenting with generative AI that turns a teacher's learning objective into a bespoke interactive simulation, complete with hints, worked solutions and progression through tasks. More than 30 teacher-reviewed STEM examples have already been released
🚨AI safety becomes a collective problem: OpenAI, Anthropic and Google DeepMind have reportedly been discussing greater coordination over frontier-AI safety. This follows an extraordinary period in which leading AI researchers and executives have increasingly voiced concerns about keeping increasingly capable systems under control.
📚 AI+education news
⚡️ Schools aren't keeping pace with pupils' AI use > What it is: A new report from Sir Anthony Seldon and tech investor Tim Bunting argues that England is educating pupils for an "AI-less world that no longer exists". Its Public First survey of 4,021 11–24-year-olds in England found that 87% have used AI, while only 9% think education is preparing them very well for a world with AI. Nearly half said they would trust AI over a person to check a fact. The authors propose a fairly radical response: a DfE AI rapid-response unit, 100 "AI champion" schools and colleges, an AI strategy in every school by September 2027, and eventually Ofsted scrutiny of those strategies.
Why this matters: The usage figures are difficult to ignore. Among secondary pupils surveyed, 63% said they use AI for homework and 77% use it to understand something when they are stuck. Yet only 30% of young people said their school had clear AI rules they could explain. Whatever we think appropriate pupil AI use looks like, pupils aren't waiting for schools to decide.
One important caveat: the report moves from useful descriptive data about AI use to much more contestable claims about how curriculum and assessment should change. Evidence that pupils use AI extensively does not, by itself, demonstrate that schools should reduce their emphasis on knowledge. Indeed, pupils' willingness to trust AI for fact-checking provides a plausible argument for the importance of the domain knowledge needed to scrutinise its outputs.
🌍 Wider AI updates
🧪 Google lets teachers generate interactive learning experiences > What it is: Google Research is experimenting with Generative UI, which can turn a learning objective into an interactive activity or simulation. Rather than simply generating another worksheet or explanation, the AI generates the interface pupils interact with, including features such as hints, worked solutions and guided practice.
Why it matters: This could significantly widen what teachers can create without needing to code. Imagine generating a bespoke interactive model that lets pupils manipulate variables, compare examples or practise a concept — tailored to exactly what you are teaching.
Do this next: 👀 Explore Google's sample library of 30+ teacher-reviewed learning interactives Try one relevant to your curriculum and consider what pupils can manipulate, what stays constant and what the interactive helps them notice.
Why this works: Interactivity isn't inherently better for learning. Its value comes when it directs attention towards critical features and relationships. The exciting potential is giving teachers greater control over what varies, what stays constant and what pupils attend to
🚨The big AI labs are talking about working together on safety > What it is: OpenAI, Anthropic and Google DeepMind are reportedly discussing ways to coordinate on frontier-AI safety as increasingly capable and autonomous systems raise new concerns.
Why it matters: The labs face a coordination problem. Even if one believes stronger safeguards or slower development are necessary, acting alone could hand an advantage to competitors. All the labs coming together and agreeing upon safety standards seems to be quickest way to guarantee a minimum floor in AI safety when some countries do not wish to legislate.
Do this next: Keep capability and reliability separate when discussing new models. A system becoming more capable doesn't automatically mean its outputs require less scrutiny.
🎯Prompt: Using CRISPY prompts to create interactive learning experiences.
Here is a sample prompt that an educator might use with the Google Interactive learning experience becomes live.
Create a simple interactive learning activity for UKS2 science that teaches pupils about mass.
Act as an expert UK primary science teacher and instructional designer.
The pupils are aged 9–11. They should learn that:
- mass is measured in grams and kilograms
- bigger objects do not always have greater mass
- changing an object’s shape does not necessarily change its mass
Use familiar examples such as a cardboard box, a bag of sugar, modelling clay and a water bottle.
Build the activity in three short stages:
1. Predict: show two objects and ask which has the greater mass.
2. Measure: let pupils place each object on a digital balance and compare their prediction with the result.
3. Test: let pupils reshape a 500 g lump of modelling clay and observe that its mass remains 500 g.
Include immediate explanatory feedback after each stage.
The goal is to help pupils understand that mass cannot always be judged from size or appearance; it needs to be measured.
Produce a complete interactive lasting around 5 minutes, with clear pupil instructions, simple visuals, minimal distraction and one final question to check understanding‘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.
