As part of the School’s start-of-year INSET programme, Huw Bradbury, Head of History, led staff in exploring how education is developing in response to Artificial Intelligence. Taking a research-informed approach, the session balanced the opportunities offered by AI with the challenges it presents, examining how Large Language Models work and why human expertise, critical thinking and professional judgement remain essential.
Staff considered practical examples of how AI can support innovative teaching and learning, while recognising that genuine understanding still requires curiosity, effort, questioning and the cognitive friction that develops independent learners. Through the Institute for Learning & Innovation, Barney aims to keep colleagues at the forefront of educational developments so that pupils are well prepared for university, employment and the changing world beyond school.
On the first day of term, pupils were introduced to clear principles for using AI responsibly in their own learning. Huw Bradbury and Peter Lavery explained how generative AI works and guided pupils through a series of practical Dos and Don’ts: use AI to support learning rather than replace thinking; keep work authentically their own; question and verify AI-generated information; protect personal information; and follow teachers’ guidance regarding assessments.
Pupils were encouraged to see AI as a tool for explanations, examples, questioning and revision rather than a shortcut around the process of learning. As a Microsoft school, Barney will use Copilot as its principal AI platform, allowing its use to sit within the School’s established safeguarding, filtering and monitoring systems.
Alongside this focus on Artificial Intelligence, the first HeadSpace of the year turned to something equally important: Emotional Intelligence. Peter Lavery introduced pupils to Self-Awareness as the first step in developing their EI, exploring growth mindset, brain development, emotional literacy and the ways in which emotions can influence our judgement, relationships, choices and behaviour.
Pupils were encouraged to notice and name emotions more precisely, reflect on their own patterns and recognise that, while we may not choose how we initially feel, we can learn to choose how we respond. As Barney embraces the opportunities created by new technology, we remain equally committed to developing the distinctly human skills young people will need throughout their lives. Education remains a conversation: about knowledge and judgement, about how we relate to others, and about who we are becoming.
Together, our work in AI and EI reflects our wider purpose: nurturing Community, developing Character and inspiring Ambition, so that pupils leave Barney not simply ready for their next examination, but well-rounded, well-grounded and ready for the world beyond.
Peter Lavery (Director, Barney Institute for Learning and Innovation)
Huw Bradbury (Assistant Director, Barney Intitute for Learning and Innovation)
