Education · 13 October 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 School Practice
Teddington School's Balanced AI Approach Sets a New Standard
Teddington School in south-west London is blocking AI on student devices while actively teaching pupils to engage with it critically in lessons. Students interrogate AI-marked work against their own judgements, and homework now includes structured reflection on how AI was used rather than a blanket ban. Teachers model experimentation openly, including letting pupils watch when AI fails.
Why it matters: This practical, transparency-first model offers UK schools a replicable framework for navigating AI use that aligns with the spirit of DfE and Ofsted expectations around academic integrity.
Read the source on LNKD →Child Safeguarding & AI Safety
ChatGPT Rated "Unacceptable Risk" for Under-18s by Safety Researchers
Common Sense Media's Youth AI Safety Institute tested over 4,000 prompts and found ChatGPT failed to consistently trigger safeguarding alerts when teenagers discussed suicide, self-harm and eating disorders. The report calls on OpenAI to restrict the tool to adults until its safety protections can be independently verified. Parents and educators may believe protections are in place when they are not functioning as promised.
Why it matters: UK designated safeguarding leads must review whether ChatGPT is accessible on school networks or student devices, and ensure AI acceptable use policies explicitly address these verified gaps.
Read the source on LNKD →AI Literacy & Curriculum
Schools Must Teach Critical Thinking Alongside AI, Not Instead of It
A thought piece circulating this week argues that literacy, analysis and evaluation are becoming more important as AI proliferates, not less. The author contends that education must cultivate students' capacity to question AI outputs, examine information sources and recognise where human judgement is irreplaceable. Philosophy and critical inquiry, the piece argues, must precede any structural adoption of AI tools.
Why it matters: For UK curriculum leaders, this reinforces the case for embedding AI literacy across subjects rather than treating it as a standalone computing topic, particularly as Ofsted scrutinises depth of learning over surface-level engagement.
Read the source on LinkedIn →Qualifications & Academic Integrity
University of Chicago Restricts AI in Core Courses to Build Foundational Thinking
The University of Chicago has introduced an analogue-only policy for its undergraduate Social Sciences Core, banning AI, laptops and digital tools to develop foundational analytical skills before students engage with AI-assisted work. The university explicitly acknowledges that first-year students lack the expertise to judge the quality of AI output, framing the restriction as a developmental investment rather than a permanent ban.
Why it matters: UK sixth forms, colleges and university partners should note this evidence-informed rationale: sequencing AI access after foundational skill-building may better prepare students for responsible AI use than unrestricted access from the outset.
Read the source on LinkedIn →Literacy & Critical Thinking
Reading Remains Essential in an AI-Saturated World, Educators Warned
A widely shared piece from this week argues that reading will only grow in importance as AI tools multiply, as the ability to evaluate, analyse and think critically depends on deep literacy. The author challenges the assumption that AI reduces the need for students to read extensively, suggesting the opposite is true: AI makes discerning readers more valuable, not less.
Why it matters: UK English and humanities leaders should use this framing when making the case for sustained reading programmes, particularly where senior leaders face pressure to prioritise AI skills over traditional literacy in timetabling decisions.
Read the source on LinkedIn →