The Schoolgle notebook
AI and expert work: keep the review where it matters
Where an assistant can help, and why responsibility still needs a person.
An assistant can produce a convincing first draft remarkably quickly. That changes how some work starts. It does not remove the need to understand what the draft says.
The DfE publishes guidance on generative AI in education. Schools should consider the particular use case, data and safeguards rather than treating every AI task as equivalent.
Find a bounded job
Our suggestion is to begin with work where a person can readily check the result: reorganising a public document, drafting a general explanation or suggesting an agenda. Keep the source available and make the review part of the task.
Do not confuse fluent writing with knowledge of your school. An assistant may fill a gap with a plausible invention unless the information and limits are made explicit.
Design the handoff
Name who reviews the output and what they must check. Facts, dates, audience, tone and missing context all matter. For sensitive work, approval of the tool and data use comes before the prompt.
Some decisions have consequences an assistant cannot own. Safeguarding, employment and decisions about individual pupils require the appropriate professional process.
Measure the finished job
Count the time needed to check and correct the draft, not just the time needed to generate it. Notice whether the work became clearer or simply longer.
Schoolgle's view is practical: let AI help with the legwork and keep the judgement visible. A useful assistant should make it easier for people to do responsible work, not obscure who is accountable.
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