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Insights, tips, and updates for UK secondary teachers using AI in the classroom.
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Featured Posts
Differentiation without rewriting everything: introducing the Scaffolding Assistant
Create Low, Low+, Medium and High support versions of the same exam question in minutes — with scaffolds aligned to your marking criteria, not generic 'helpful' prompts.
Why Essay Marks Are Less Certain Than We Pretend
Reflecting on my experience as a teacher and edtech founder, this essay explores why essay marking is noisier than we like to admit — and why the most valuable part of judgement is often the feedback, not the mark.
Latest Posts
Stop Trying to Catch Them: Why AI Detection is a Dead End for UK Secondary Schools
AI detection tools cannot reliably prove whether a GCSE or A Level student used generative AI. Schools will get further by modelling good AI use and protecting supervised writing time.
From Chatbot to Co-Worker: What "Agentic AI" Actually Means for Teachers
Agentic AI sounds like jargon, but it points to a real shift: systems that can plan and take steps to complete a task, not just reply to a prompt. Here is what that means in classroom terms, and what to look for when you are choosing tools.
What I Tell Students About the Future of Work
After reading A World Without Work, I noticed the same unease showing up in my classroom. This is the practical, honest way I talk to students about automation, careers, and the skills that still matter.
The DfE says use AI responsibly. What does that mean in practice?
The DfE's AI guidance is sensible, but it's light on what do we do on a Tuesday night with 30 essays. Here's a practical playbook for responsible AI-assisted marking, plus a copy/paste one-page policy template.
Why raw AI chatbots can mislead when you ask them to mark exam essays
ChatGPT-style tools can give confident, plausible feedback. The problem is that they can over-mark exam essays because they don't reliably apply level-of-response mark schemes. Here's a simple Edexcel A Level Economics experiment that shows why.
The Difference Between "The Auditor" and "The Teacher" (and Why It Matters for Your Students)
If you've ever pasted an essay into ChatGPT and got harsh, pedantic marking, you've met 'The Auditor'. The fix isn't a better model — it's using the right kind of AI brain for the right job, with a rubric and best-fit judgement.
The Five-Minute Setup That Makes AI Actually Useful for Teachers
If AI outputs feel 'fine but not quite you', it's usually missing context. A simple Project (ChatGPT) or Gem (Gemini) stores your exam board, class, tone, and preferences so prompts become one sentence — and resources come out classroom-ready.
The UK Teacher's Guide to AI in Education
A practical handbook for UK teachers who want to use AI to reduce workload and enhance teaching — without losing professional control. Includes GDPR-safe habits, classroom prompts, and a simple first-week plan.
Beyond Marking: How UK Teachers Are Getting Creative with AI
AI tools like ChatGPT can help with marking and feedback — but many UK teachers are using them for far more: lesson planning, classroom engagement, differentiation, communication, and personalised support.
Co-Intelligence in the Classroom: How AI and Teachers Are Partnering to Transform GCSE Business
A GCSE Business case study from The King's School Chester: how Stephen Walton combined TeachEdge.ai with one-to-one coaching to improve feedback cycles, boost student confidence, and drive strong mock exam progress.
Why TeachEdge.ai Gets Marking Right (When Others Don't Quite)
Most AI marking tools are clever, but they often miss what real exam marking rewards: clear credit for what's there, even when answers are rushed. Here's how TeachEdge.ai is trained to mark like a teacher, not just apply a rubric.
Straight from the Source: What GCSE Business Students REALLY Think About AI Essay Feedback (and why it matters)
A GCSE Business teacher asked students for honest, unfiltered views on TeachEdge's AI feedback. The themes were clear: speed, detail, confidence — plus a few sharp suggestions on how we can improve.