Don't make us security guards, says teacher stabbed by pupil A teacher who thought she was going to die when she was stabbed by a 13-year-old pupil in the schoolyard has said giving staff handheld scanners will not stop violence in schools. Liz Hopkin, who was attacked at Ysgol Dyffryn Aman in 2024, said she felt really worried after the Welsh government announced it would offer school staff more guidance on what to do if they suspected a pupil had brought a weapon into school. It comes as a 15-year-old boy was charged with attempted murder after a teacher was stabbed at a school in the neighbouring county. Hopkin said teachers aren't security, while the Welsh government said the resources were about prevention, building on existing guidance. Hopkin, her colleague Fiona Elias and a pupil were attacked at the school where she worked in Ammanford, Carmarthenshire, by a girl who had previously been found with a knife.

Parents of under-fives in England are to be offered official advice on how long their children should spend watching TV or looking at computer screens. The government says it will publish its first guidance on screen time for the age group in April. It comes as government research was published showing that about 98% of children under two were watching screens on a daily basis - with parents, teachers and nursery staff saying youngsters were finding it harder to hold conversations or concentrate on learning. Children with the highest screen time - around five hours a day - reportedly could say significantly fewer words than those at the other end of the scale who watched for around 44 minutes. A national working group led by Children's Commissioner for England Dame Rachel de Souza and Department for Education scientific adviser Professor Russell Viner will formulate the guidance after speaking to parents, children and early years practitioners.

AI has entered the classroom - but is it the solution for overworked teachers? Schools across the UK are trialling the use of deepfake teachers and even employing remote staff to deliver lessons hundreds of miles away from the classroom. It comes as the use of AI is becoming increasingly prevalent in schools. The government says AI has the power to transform education, and improve teacher workload, particularly around admin for teachers. The BBC has spoken to teachers, school leaders and unions who seem divided on what the future of the UK's classrooms should look like.

Children will be taught how to budget and how mortgages work as the government seeks to modernise the national curriculum in England's schools. They will also be taught how to spot fake news and disinformation, including AI-generated content, following the first review of what is taught in schools in over a decade. Education Secretary Bridget Phillipson said the government wanted to revitalise the curriculum but keep a firm foundation in basics like English, maths and reading. Head teachers said the review's recommendations were sensible but would require sufficient funding and teachers. The government commissioned a review of the national curriculum and assessments in England last year, in the hope of developing a cutting edge curriculum that would narrow attainment gaps between the most disadvantaged students and their classmates.

The EdUKate project combines digital education, linguistics, translation studies, and machine translation to develop multilingual learning materials for Czech primary and secondary schools. Launched through collaboration between a major Czech academic institution and the country's largest educational publisher, the project is aimed at translating up to 9,000 multimodal interactive exercises from Czech into Ukrainian, English, and German for an educational web portal. It emphasizes the development and evaluation of a direct Czech-Ukrainian machine translation system tailored to the educational domain, with special attention to processing formatted content such as XML and PDF and handling technical and scientific terminology. We present findings from an initial survey of Czech teachers regarding the needs of non-Czech-speaking students and describe the system's evaluation and implementation on the web portal. All resulting applications are freely available to students, educators, and researchers.

There has been rapid development in generative AI tools across the education sector, which in turn is leading to increased adoption by teachers. However, this raises concerns regarding the safety and age-appropriateness of the AI-generated content that is being created for use in classrooms. This paper explores Oak National Academy's approach to addressing these concerns within the development of the UK Government's first publicly available generative AI tool - our AI-powered lesson planning assistant (Aila). Aila is intended to support teachers planning national curriculum-aligned lessons that are appropriate for pupils aged 5-16 years. To mitigate safety risks associated with AI-generated content we have implemented four key safety guardrails: (1) prompt engineering to ensure AI outputs are generated within pedagogically sound and curriculum-aligned parameters; (2) input threat detection to mitigate attacks; (3) an Independent Asynchronous Content Moderation Agent (IACMA) to assess outputs against predefined safety categories; and (4) taking a human-in-the-loop approach, to encourage teachers to review generated content before it is used in the classroom. Through our on-going evaluation of these safety guardrails we have identified several challenges and opportunities to take into account when implementing and testing safety guardrails. This paper highlights ways to build more effective safety guardrails in generative AI education tools including the on-going iteration and refinement of guardrails, as well as enabling cross-sector collaboration through sharing both open-source code/datasets and learnings.

The DfE guidance says schools should have clear policies on AI, including when teachers and pupils can and cannot use it, and that manual checks are the best way to spot whether students are using it to cheat. It also says only approved tools should be used and pupils should be taught to recognise deepfakes and other misinformation. Education Secretary Bridget Phillipson said the guidance aimed to "cut workloads". "We're putting cutting-edge AI tools into the hands of our brilliant teachers to enhance how our children learn and develop – freeing teachers from paperwork so they can focus on what parents and pupils need most: inspiring teaching and personalised support," she said. Pepe Di'Iasio, ASCL general secretary, said many schools and colleges were already "safely and effectively using AI" and it had the potential to ease heavy staff workloads and as a result, help recruitment and retention challenges.

Breakthroughs, discoveries, and DIY tips sent every weekday. We like to think our brains are reliable recorders--but reality says otherwise. From misremembered childhood moments to mistakenly "recalling" that you took your pills when you didn't, false memories are surprisingly common. And in high-stakes situations like courtroom testimony, these errors can have devastating consequences. Wouldn't it be amazing if there were an objective way to measure just how accurate someone's memory really is? New research suggests we might be able to do just that--by watching the eyes.

AI tools will soon be in use in classrooms across England, but the education secretary, Bridget Phillipson, has one big question she wants answered: will they save time? Attending a Department for Education-sponsored hackathon in central London last week, Phillipson listened as developers explained how their tools could compile pupil reports, improve writing samples and even assess the quality of soldering done by trainee electrical engineers. After listening to one developer extol their AI writing analysis tool as "superhuman", able to aggregate all the writing a pupil had ever done, Phillipson asked bluntly: "Do you know how much time it will have saved?" That will be our next step, the developer admitted, less confidently. In an interview with the Guardian, Phillipson said her interest in AI was less futuristic and more practical.

Charles Darwin chatting with students about evolution, primary school pupils seeing their writing transformed into images, Luton reimagined as a cool automobile – artificial intelligence is invading schools across England in surprising ways. While Bridget Phillipson, the education secretary, in January called for a "digital revolution" involving AI in schools, it has already begun in places such as Willowdown primary school in Bridgwater, Somerset. Matt Cave, Willowdown's head teacher, said his pupils improve their descriptive writing by feeding their work into an AI client to generate images. "All of a sudden they've got all these pictures from different people's descriptions, and they can then discuss with their classmates whether that was the image they expected to be in the reader's head," Cave said. "It was really stimulating and thought-provoking for them to have a different audience."