Education · 11 August 2026
AI in Education
For teachers, school leaders and MATs
At askKira, we provide GDPR-compliant, secure AI built specifically for UK schools. Developed with over 100 education experts and aligned with DfE, Ofsted and EEF guidance, askKira helps teachers, school leaders and MATs work smarter, reduce workload and make data-driven decisions with confidence.
This week's roundup brings you the latest AI developments that matter for UK education.
UK Policy and Safeguarding
Government Launches 'Keep SMART on AI' Resources for Schools This Autumn
The government has published its response to the "Growing up in the online world" consultation, confirming the launch of 'Keep SMART on AI' this autumn. The initiative will provide schools with dedicated resources on safe AI use. Separately, Ofsted confirmed it will check school mobile phone policies during every inspection going forward.
Why it matters: UK school leaders should act now to align their safeguarding and acceptable use policies with the incoming 'Keep SMART on AI' framework ahead of autumn inspections.
Read the source on GOV.UK →DfE Revises Digital Skills Standards to Reflect AI Across Further Education
The DfE published revised essential digital skills standards on 5 August, updating entry level 1 to level 2 frameworks to reflect rapid technological change including artificial intelligence. The standards are designed to shape the design and delivery of digital skills provision across the further education sector.
Why it matters: FE leaders and MATs running post-16 provision should review their curriculum offer against these updated standards to ensure AI literacy is embedded, not bolted on.
Read the source on GOV.UK →Curriculum and Human Skills
AI's Rise Prompts Fresh Case for Drama and Oracy in Schools
Writing in TES, former drama teacher Georgie Ross argues that the growing presence of AI in schools creates a compelling opportunity to reinvest in uniquely human skills. She makes the case that drama is a natural companion to the government's oracy agenda, developing communication and critical thinking that AI cannot replicate.
Why it matters: As UK schools shape their curriculum priorities for 2026-27, drama and oracy offer a direct, evidence-rooted response to the question of what human education should look like in an AI-enabled world.
Read the source on TES →AI Policy in Schools
American Students Draft AI Policy That Puts Human Oversight First
A group of American school students passed the 'STUDENTS FIRST Act' at a model student senate on 19 July, voting 84 to 14 in favour of a framework that bans AI on graded assessments, requires human review of misconduct accusations and prohibits chatbots from handling pastoral disclosures or mental health conversations. The post notes some clauses are impractical, particularly those relying on AI detection software.
Why it matters: UK school leaders writing or reviewing AI policies this summer will find this a useful provocation: students themselves are calling for clear limits, human oversight and the right to keep their own writing theirs.
Read the source on LinkedIn →AI in Higher Education
University of Sydney Publishes Green Paper on AI and Graduate Capabilities
The University of Sydney has released a green paper setting out how it is rethinking education in the age of AI, arguing that the sector must move beyond adding AI literacy modules or tweaking assessments. The paper calls for a whole-institution approach covering graduate capabilities, educator roles, curriculum design and the broader purpose of universities.
Why it matters: UK universities and sixth form leaders facing the same pressures will find this a useful strategic reference point, particularly its argument that AI demands a rethink of what graduates need, not just how they are assessed.
Read the source on LinkedIn →