AI in Education

Teachers are already using AI. Almost nobody has taught them how.

The assessment tells you where your faculty stands, included under the school agreement. Three courses close the gap. Teachers finish holding classroom material they built themselves, not a certificate of attendance.

Start with the assessment, not the training

Schools are issued assessment access codes at no separate charge on signing a master training agreement, and reassessment after training is included on the same terms. All revenue comes from the training itself, which means we have no reason to overstate what the assessment finds.

Book an assessment for your school How the assessment works

Three courses, named for the level they build

Acquire is a complete course, not an introductory stage. A teacher who takes it and goes no further holds a working practice they can run on their own for the rest of the year.

Deepen and Create are available to schools that want to go further. They are a path, not an expectation.

Acquire · 18 hours

Acquire

Six sessions of three hours, delivered on your campus. Teachers leave with classroom-ready material built from their own curriculum and their own students' work.

Deepen · 21 hours

Deepen

Seven weekly sessions. A teacher rebuilds a unit, teaches it, changes it on the evidence of what students actually did, and packages it so a colleague can run it.

Create · 24 hours

Create

Eight sessions across eleven weeks, including a six-week pilot with colleagues. Participants lead a practice change and prove it held after they stopped pushing it.

How placement works

The assessment recommends a starting level. It does not decide it. A scored practical task in the first session confirms the placement, and it can be adjusted across the first two sessions.

A questionnaire cannot observe what a teacher produces in a classroom, so we do not ask it to.

Progression is by evidence, not attendance

There is no exit test and no exit self-report. Certificates are issued on submitted work, marked met or not met against a fixed standard, with one resubmission allowed. There are no grades and no ranking. A teacher either produced work to standard, or has time to resubmit.

Delivered in the language the teacher teaches in

Cohorts run across English, French, and Arabic. Every artifact a teacher produces is in their own language of instruction, because material built in a language they do not teach in is not usable material.

What the school receives, and what it does not

The school receives a faculty-level competency profile by domain, at baseline and on completion, plus the list of teachers who completed. Individual assessment results go to the teacher, not to the principal. The instrument is self-report and stays accurate only while teachers know their answers are not being used to evaluate them.

What the school provides

A room for each session and a confirmed cohort of 20 to 25 teachers.
Teachers who arrive with their own current material: curriculum document, an upcoming lesson, a plan they have written, marked student work, and the support plans for the learners they teach.

The second point is not administrative. Every outcome is produced from the teacher's real work. A teacher who arrives empty-handed leaves with practice material instead of usable material.