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DfE Generative AI in Education March 2023

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DfE Generative AI in Education March 2023

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Generative artificial intelligence (AI) in education

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The Department for Education (DfE) is committed to supporting the AI Opportunities Action Plan. Generative artificial intelligence (AI) presents exciting opportunities to improve people’s lives, including by making our public services better. AI will support with the delivery of the Plan for Change and our opportunity mission.

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Artificial Intelligence - Staying Safe Online for Schools

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AI guesses what you have drawn in 20 seconds

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Can a neural network learn to recognize doodles? See how well it does with your drawings and help teach it, just by playing.

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One hour recorded webinar which covers a range of things around AI including future careers

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2024 Safer Internet Day: Tech for Gen AI (Age 7-11)

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Are your students interested in AI, how it can be used in their daily lives and how it might develop in the future? Could they see themselves working in a future career using or designing AI? In collaboration with Accenture.

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Aimed at K2/3 pupils so not all lessons necessarily needed to be covered

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Artificial intelligence technology is evolving quickly. Use this short lesson to help students get acquainted with how AI works and consider some of its potential benefits and drawbacks.

For more AI-related lessons, check out the AI Literacy lesson collection.

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What is artificial intelligence and what are its potential benefits and drawbacks? Check out What Is AI?, a free digital citizenship lesson plan from Common Sense Education, to get your grade 6,7,8,9,10,11,12 students thinking critically and using technology responsibly to learn, create, and participate.

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Train a computer to recognize your own images, sounds, & poses. A fast, easy way to create machine learning models for your sites, apps, and more - no expertise or coding required.

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Some teacher tools are free

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TeachMateAI - The AI Assistant for Teachers

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What is Artificial Intelligence?

Artificial Intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. These processes include learning, reasoning, and self-correction. There are some really advanced AIs that can understand human speech, pictures, and even talk like a human. AI has been talked about a lot recently, but it was first introduced in the 1950's as part of machine learning, where scientists created intelligent computers and robotics that could learn from humans to increase their ability and accuracy.

With AI being talked about more and more, people have become concerned about how it will work and impact our use of technology. As with a lot of new innovations though, it's important that we don't worry. AI works by using special rules and patterns, much like how our brain works. It learns from lots of data and makes decisions based on what it has learned. The more data it gets, the better it becomes at making decisions, just like humans get better with practice.

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Designed and Developed by Will Earp, South West Grid for Learning Trust Ltd

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Artificial Intelligence and Online Safety

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Get information, guidance and support around the use of Artificial Intelligence in schools

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Have you completed CS Fundamentals Course C, D, E or F with your students and are looking to continue your learning? We have partnered with micro:bit to offer four extension lessons for each course. These extension lessons allow students to try their hand at being a maker and learn about physical computing.

Each course has a guide which contains everything you need to use the BBC micro:bit to add the immersive power of physical computing to your teaching of Code.org's CS Fundamentals Course. You'll find:

An introductory exploration lesson to get familiar with the micro:bit's features and start making links with prior learning.

A guide to teaching the coding lessons.

Three coding lessons to choose from matched to relevant CS topics.

Key vocabulary relevant to CS Fundamentals Course and physical computing with the micro:bit.

About the micro:bit

The BBC micro:bit is a pocket-sized computer that introduces you to how software and hardware work together. It has an LED light display, buttons, sensors and many input/output features that, when programmed, let it interact with you and your world!

The micro:bit also helps students develop computational thinking skills. With it they can learn how to code and learn to think creatively in their application of digital technologies to problem-solving challenges and product design.

The micro:bit has additional teacher resources, which you can find on their website, including professional development courses, videos for your classroom, posters, and more.

Frequently asked questions

What is the micro:bit?

The BBC micro:bit is a pocket-sized computer that introduces you to how software and hardware work together. It has an LED light display, buttons, sensors and many input/output features that, when programmed, let it interact with you and your world.

For more information go to: https://microbit.org/get-started/first-steps/introduction/

Do I need to have taught all of Course C, D, E, or F to start using the micro:bit?

Nope! You can incorporate these extension lessons into your CS teaching at any point. Whether you want to match a particular concept in CSF to a set of the micro:bit lessons or teach the full CSF course before transitioning to physical computing the choice is yours.

Do I need to have the physical micro:bit devices in order to teach this?

Students do not need the micro:bit devices to use the coding platform in the classroom, they can program the simulator in MakeCode. The simulator lets you test code and see it working on the virtual micro:bit. This is also a useful teaching device when you want to share demo with your whole class when introducing and working on code projects together.

What coding language will I be using?

All of the micro:bit lessons and projects for the CS Fundamentals courses are created to use with the Microsoft MakeCode blocks-based editor.

The BBC micro:bit can be programmed using 2 code editors: Microsoft MakeCode a blocks-based code editor and the micro:bit Python, which offers text-based code.

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micro:bit resources for CS Fundamentals Classrooms

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Have you completed CS Fundamentals Course C, D, E or F with your students and are looking to continue your learning? We have partnered with micro:bit to offer four extension lessons for each course. These extension lessons allow students to try their hand at being a maker and learn about physical computing.

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The survey is a series of seven engaging, cross-curricular activities for primary schools across the UK. Five activities involve data collection and each of these is made up of three or four simple parts (sessions) including classroom-based planning, optional coding, playground fieldwork and whole-class data analysis.

The activities are: Getting started (Introduction), Comparing surface temperatures, Investigating biodiversity, Measuring area, Tracking our physical activity, Exploring machine learning and What next? (Extension).

There will be a BBC Teach guide including a video for each of the activities and a micro:bit how to guide from the Micro:bit Educational Foundation for the coding and machine learning.

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A guide for teachers all about the BBC micro:bit playground survey.

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Machine Learning Video from Code Studio

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Using AI cross curricular link to diversity. Then questioning the results to see if it was accurate and a true reflection.

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KS1/LKS2 Cartoon explaining how it can be used to generate stories and images.

Also a cartoon on wearable tech which uses GPS

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Generative AI (Gen AI) is a type of artificial intelligence where computers can generate text, images or other media in response to a request. It can be used for many different things such as translating languages, creating music and helping write code for other computer programmes.

Gen AI learns from what humans input into it and the feedback it receives to continue to improve the accuracy and usefulness of the answers and solutions it provides. Gen AI is so powerful because it does not only learn from one user, it scans the internet to gather as much information as it can before providing an answer. The amazing thing is, this can be done much faster than a human, in most cases it takes only seconds.

We can’t predict exactly what Gen AI will look like in the future or how we will use it, but we do know that Gen AI is already super smart, and with time, it will only get better and will be used more and more in our everyday lives. It could be our personal assistant and help us with homework and planning holidays, or it could even help scientists discover new things.

Gen AI cannot totally replace humans because we have imagination and feelings which Gen AI does not. Although the accuracy of Gen AI is constantly improving, this doesn’t mean it will always get things right. This is why we should never assume that Gen AI will give us a perfect answer but it will often give us a great start which humans can then use their creativity and knowledge to build on.

The challenge

Tell the children that we are going to have a go at learning and improving as we are given more information - just like Generative AI does.

Ask the children to sit in pairs.

Child A: The Generative AI Computer - sits with their back to the board with something to draw on i.e. whiteboard and pen or paper and pencil.

Child B: The user/human - sits facing the board - no equipment needed.

On the board,  display a picture of a variety of shapes joined together. See example below:

Vary the complexity of the shape in relation to the children’s mathematical language ability.

Tell the users (child B) that they are going to tell their Gen AI computers (child A) how to draw the picture on the board as this is what they want them to create and would therefore be the perfect answer their computers could give them.

Give the children a set amount of time i.e. 3 minutes to ‘input into their computer’. To do this they will use verbal instructions only - THEY CANNOT USE THEIR HANDS TO DEMONSTRATE.

I.e: Draw a square in the middle of the page. Then draw another square around it.

The GEN AI computers (child A) must not show their user what they are drawing until the end time is up.

When the timer ends, Child A (who still needs to face away from the board) can show Child B their drawing and Child B needs to think about  how it can be improved to make it more like the original picture. They can’t speak to the computer at this point though.

Tell the users (child B) they are now going to help their Gen AI computers get even better by inputting more data to help them improve the picture.

Repeat with a set amount of time to allow the users to improve the data they input (what they verbally tell their partner).

After the time is up, Child A can show their drawing again and hopefully this time it is more accurate.

The children can then swap roles and repeat. If time, you could even swap partners.

Reinforce at the end that this is how Gen AI works, it learns from the input we give it. The more precise and accurate our input is, the better the result will be. Also, the more times we ask the same question or try to do the same task, the more information the Gen AI gets and therefore the better its answers will be.

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About young boys/teens being influences by algorithms on social media

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The rise of the aggro-rithm | Vodafone UK

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How It Works

Our AI detection tool analyzes images to determine whether they were likely generated by a human or an AI algorithm. The tool works by using machine learning models to examine various features of the image, such as color patterns, shapes, and textures, and then compares them to patterns typically found in human-generated images or AI-generated images.

The machine learning models were trained using a large dataset of images that were labeled as either human or AI-generated. Through this training process, the models were able to learn to recognize patterns that are indicative of either human or AI-generated images.

How to Use

Using our AI detection tool is simple and straightforward. All you need to do is upload an image to our website and click the "Check" button. Our tool will then process the image and display a set of confidence scores that indicate how likely the image is to have been generated by a human or an AI algorithm.

Try it Now

Ready to see our AI detection tool in action? Upload an image to give it a try. Keep in mind, however, that the results of this check should not be considered final as the tool could have some false positives or negatives. While our machine learning models have been trained on a large dataset of images, they are not perfect and there may be some cases where the tool produces inaccurate results.

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How It Works Our AI detection tool analyzes images to determine whether they were likely generated by a human or an AI algorithm. The tool works by using

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PEGI rating 12

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Palworld's cute creatures and similarities to Pokémon can make the game seem child-friendly. However, it does contain violence, weapons and interactions with strangers.

The PEGI 12 rating suggests that children 12 and over can play it, but this will vary from child to child. It's a good idea to play with your child and gauge whether it is appropriate yourself.

Available safety settings

Palworld is available for Xbox consoles and PCs with Windows installed. So, you can make use of Microsoft Family and console controls to manage screen time.

In-game, you have control over whether your gameplay is single player or multiplayer. When you start, you can create a new world with any name you like. Then, you can choose to keep it single player or set it to multiplayer. As such, you can control the element of contact in the game.

Taking breaks

The Palworld developers encourage its users to take breaks from the game. "Play lots of games, try different genres, and frequently flick through indie libraries to find hidden gems," they said in a statement following reports of a dwindling fanbase.

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What is Palworld? Safety guide for parents | Internet Matters. Learn about the Palworld video game to keep kids safe online.

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Computational thinking in the EYFS -Barefoot Computing 

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Computational thinking in the EYFS -Barefoot Computing 

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Why use such a complicated term?

This term 'Computational Thinking' can send practitioners into a panic, as it sounds very complicated. It is in fact just a technical term for the set of problem solving skills that were pinpointed by a number of computer scientists when they looked at how they solved problems. Often, but not always, the solutions they came up with involved building some kind of technology to help them solve the problem, but always they involved these problem solving skills - Computational Thinking skills.

So why should children in Early Years have to learn about Computational Thinking?

Interestingly, children in Early Years are already using and learning about Computational Thinking, we practitioners just may not realise we are embedding these already in our practise. The Early Learning Goals, Characteristics of Learning and Guiding Principles are peppered with Computational Thinking.

Still, why should we take any notice of Computational Thinking if we are already doing it?

We are required to ensure children's 'school readiness' and 'give them a broad range of knowledge and skills that provide the right foundation for good future progress through school and life' - Statutory Framework for EYFS March 2017. Computational Thinking is at the heart of the computing curriculum and children will only be ready for this subject if we provide them with foundational experiences. The problem solving of Computational Thinking closely aligns with the Characteristics of Effective Learning. So by aligning EYFS provision to Computational Thinking, we use the same vocabulary as used by our colleagues in KS1, and ensure progression.

What are these problem solving skills of Computational Thinking?

There are lots of definitions for Computational Thinking, some more suited to university graduates, others for KS3/KS4, others for primary. For EYFS a simplified version has been created. These are based on the Barefoot project's definition of Computational Thinking.

EYFS Computational Thinking simple definitions

So is Computational Thinking something children only do on a computer?

NO, definitely not. Computational Thinking is a set of problem solving skills we can learn away from the computer. When children are older they will start to use their Computational Thinking skills to create computer systems that are part of solutions to problems - but not quite in Early Years. We might use online activities now and then to practise some aspects of Computational Thinking skills, but in EYFS we can learn Computational Thinking without computers. This is called an 'unplugged' approach.

What will Computational Thinking look like in my learning environment?

We have created activities for you to use in your classroom that show you what Computational Thinking looks like in EYFS. These include a wide assortment of familiar activities such as water play, outdoor play, role play ideas, games and challenges. Each resource has a description, key questions and assessment support. Once you have tried these you might see how your normal planning already has Computational Thinking in it, and then you can just highlight the Computational Thinking in what you already do.

How does an activity map to my EYFS Profile/Assessments?

Each activity is mapped to the ELG it meets. Exemplification materials will build up over time to help you assess children's progress as you complete your EYFS Profile or assessments.

A note about sorting, ordering and sequencing, grouping and naming and abstraction!

Sorting

Often, in school, we use the word sort when we ask children to spot what is the same about a set of items. For example, we use sorting hoops or sorting trays for children to group items by colour, shape, size, use etc.

When we use the term sort in this way, it might upset computer scientists! In computer science, sorting is associated with putting things in order, rather than grouping things. In mathematics there is a similar distinction. Interestingly, the term sort is not mentioned in current EYFS guidance, but ordering and grouping is.

Ordering and sequencing

For example, if we sorted the set of numbers '5,2,3,1' we might put them in order from smallest to largest resulting in '1,2,3,5'. We might call this ordering. Computer scientists would say they sorted or ordered the numbers. The term sequencing is also used to mean putting in some kind of order, such as sequencing a daily routine.

Grouping and naming

In computer science, we are often concerned with spotting common features of a set of items and naming that group. You might hear computer scientists use the term class for the name of a group, and the term generalisation used to describe the activity of working out a general group.

For example, I have a pet called 'Tibbles', and my friend has a pet called 'Fluffy'. Both of these pets have whiskers, sharp claws, and chase mice, one of them has long fur, the other short, they are both cats. Here we have two pets with similarities and differences, but they both belong to a general group, a class called 'cats'.

Grouping and naming is specifically mentioned in EYFS Development Matters guidance.

'Understanding - Speaking 40 to 60+ months - Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words.'

The act of creating groups is also mentioned in EYFS Development Matters guidance.

'Mathematics - Numbers - 30 to 50 months - Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same.'
Notably the word sort is not mentioned in any of the EYFS materials, but ordering and grouping are.

Abstraction

Abstraction is perhaps an unfamiliar word in EYFS, but it is actually something we do all the time, but perhaps we don't notice. This could be one of the most powerful things we can teach children! Simply put, abstraction can be described as working at the right level of detail for a task. We abstract as we summarise, as we ignore detail we don't need at that point in time. We abstract when we make a mind map. Decomposition is a type of abstraction. The word decomposition is often used to describe how we break something down into parts.
Images used with kind permission from Edd Naylor, St Gerard's Catholic Primary and Nursery School, Gail Padfield, Mapplewell Primary School and Andy Burt, Early Excellence.

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This term 'Computational Thinking' can send practitioners into a panic, as it sounds very complicated. It is in fact just a technical term for the set of problem solving skills that were pinpointed by a number of computer scientists when they looked at how they solved problems. Often, but not always, the solutions they came up with involved building some kind of technology to help them solve the problem, but always they involved these problem solving skills - Computational Thinking skills.

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EYFS Prompt cards (think could also be used in Yr1)

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EYFS Prompt cards (think could also be used in Yr1)

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These handy cards provide key questions to prompt discussion in your classroom linked to the Barefoot computational thinking concepts and ap

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osprey catching a fish on a lake

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Spiderman minecraft

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rabbit wearing sunglasses on a trampoline

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Penguin wearing sunglasses singing karaoke

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A butterfly on the Statue of Liberty with a cup of tea 

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A butterfly on the Statue of Liberty with a cup of tea 

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meerkat roller skating seaside sunglasses

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chicken wearing roller-skates in a snowstorm

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Anyone can learn computer science. Make games, apps and art with code.

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We've just updated Busy Things with some new features that should let you get

Single Sign-On working through Wonde.

I think it should be fairly straight-forward to get everything set up, but if you

need any help then let us know and we can arrange a Zoom.

First, you'll need turn on the new features. Log into Busy Things with your

teacher username/password, click Account Settings (in the teacher bar at the

top), then on the ID Settings tab, click Advanced Login Settings and enable

both options on that popup.

Then, you'll need to make a Registration Group for each class and import the

pupils - you can do this in Manage Setups, click the big +New Early Years/KS1...

buttons. You will be able to import the pupils at the end of the process,

otherwise select Add/Manage Pupils from the red dropdown menu and click

Add or Import Pupils in the top right. Select Create Busy Things pupil IDs and

paste/upload a CSV file of pupil names exported from Wonde.

Once they have been imported, go to the Manage Pupils area in that class,

select all of the pupils and click Export Login Details (in the bottom left, you may

have to scroll down to see it). That will let you export a CSV file of text-based

usernames/passwords for those pupils. You can also get individual sets of login

details by clicking Edit in the red dropdown menu by each pupil. If you need to

change their login details, you can also do that on this popup.

Teacher login details can be exported in the same way from the Teacher Admin

-> Manage Teacher IDs area.

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London Grid for Learning | Play and Learn |Logging in to Busy Things

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There are several alternative ways of logging in to your Busy Things account. Read our guide on how you and your pupils can log in with a Google/ Microsoft account or create a Busy Things login.

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Getting set up

I have spoken with LGfL and some schools are set up already and can get started immediately.

A few schools will need to request licensing /set up their console. To do this visit Adobe Request Options (lgfl.net) and request Adobe Creative Cloud licences. (Adobe Express will then be added to your console)

Once you have your console, it will be a case of asking your technician to deploy the licences. Information can be found here.

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The Just2easy Toolsuite is user-friendly, versatile, and collaborative. It's as easy to use as a sheet of paper and encourages natural creativity. It allows you to combine text, graphics, animations, sounds, videos, and embedded objects on a single web page. It's an online, fun, and creative environment that requires no software installation and can be used on any browser, anytime, anywhere - even on mobile devices. Collaboration is easy, with real-time sharing and the ability to see changes made by other users instantly. The safety of users is a top priority, with unique safety features like custom safety and copyright permission checks. Teachers can provide feedback by adding pins or stickers, such as stars and smiley faces, to a piece of work, and search for them later as part of the assessment and review process.

The Just2easy Toolsuite offers even more features, including the ability to make your own school website, interactive measurements, instant QR code generation, the paint package, text-to-speech, document versioning, sound recordings, and more.

Eligible for primary and special schools with an active LGfL Let's Get Digital Broadband subscription, the Just2easy Toolsuite is a valuable resource for any school looking to improve the quality of its teaching and learning.

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Create, edit, style, save, share, publish, blog, vote, review - see what you can do with j2e! The j2e Tool Suite is a collection of online educational tools specifically designed to engage, motivate and inspire. j2e is an online, fun, creative environment.