Before schools talk about tools, policies, or routines, they need to understand AI literacy.

In this episode of Mr F’s AI Classroom, we explore the foundations of AI literacy and why it must come before any attempt to use AI in teaching and learning. Mr F breaks down the first three principles of AI literacy: understanding what generative AI actually is, recognising bias and ethical implications, and protecting pupil data through sound safeguarding and GDPR practice.

This episode sets the groundwork for responsible, confident AI use in schools.

You will hear:

• Why AI literacy is about judgement, not tools
• What generative AI is — and what it is not
• How bias and ethics show up in classroom use
• Why data protection is a professional responsibility

This is the starting point schools cannot afford to skip.

Many teachers feel that “prompt engineering” sounds technical, complex, or intimidating. In reality, it is simply about writing clear instructions — something teachers already do every day.

In this episode of Mr F’s AI Classroom, we explore how schools can support teachers to become confident AI prompt users without adding pressure or performance anxiety. Mr F reframes prompting as an extension of professional judgement, explains what confidence actually looks like in practice, and highlights the role of collaboration and shared expertise in building trust.

You will hear:

• Why prompt engineering is not a new skill for teachers
• What confident AI use really looks like in practice
• How collaboration builds confidence without comparison
• Why pressure and performative CPD undermine progress
• How teacher confidence with AI shapes student behaviour

This episode is for teachers and school leaders who want AI use to feel supportive, sustainable, and grounded in everyday practice.

Welcome back to Mr F’s AI Classroom.

Many schools now have an AI policy. Far fewer have shared understanding.

In this episode of Mr F’s AI Classroom, we explore why AI guidance often stops at compliance and how schools can communicate boundaries clearly so staff and students are not left interpreting policy in isolation.

Mr F examines the gap between intent and implementation, why staff understanding must come before student expectations, and how visible, consistent frameworks help protect teachers, students, and schools. The episode also introduces the idea of clear levels of AI use and explains why assumptions create unfairness, safeguarding risks, and misconduct.

You will hear:

• Why having a policy is not the same as shared understanding
• How unclear communication creates inconsistency and risk
• Why staff must understand AI boundaries before students
• Where AI guidance should live day to day
• How clear communication protects fairness and trust

This episode is for teachers and school leaders who want AI policies that actually work in practice.

Welcome back to Mr F’s AI Classroom.

As artificial intelligence becomes embedded in everyday school practice, unclear boundaries create risk rather than safety.

In this episode of Mr F’s AI Classroom, we explore where schools should draw clear lines around AI use and why those boundaries protect teachers, students, and institutions. The episode addresses safeguarding and GDPR risks, the misuse of AI for homework, and why well-meaning workload reduction can quickly become professional vulnerability without clarity.

Mr F also connects this discussion to the Department for Education’s Curriculum and Assessment Review, explaining why AI guidance must focus on objectives and levels of use rather than specific tools or platforms.

You will hear:

• Why boundaries are not bans, but protection
• How unclear AI use creates safeguarding and GDPR risks
• Why levels of AI use are more effective than naming tools
• How clear boundaries prevent misconduct and over-reliance
• Why waiting for statutory guidance is the riskiest option

This episode is for teachers, school leaders, and anyone responsible for setting safe, realistic expectations around AI in education.

Welcome back to Mr F’s AI Classroom.

In this episode of Mr F’s AI Classroom, we move past theory and policy to focus on practice.

What does good AI use actually look like when the goal is to reduce teacher workload without transferring thinking away from the teacher?

Mr F explores how AI can be used to remove friction from planning, adapt resources for diverse learners, and provide low-stakes classroom support without undermining assessment integrity or professional judgement. The episode also addresses why poor prompts increase workload, how clear modelling prevents misuse, and what sustainable AI use really looks like in day-to-day teaching.

You will hear:

• What good AI use means for teachers, not students
• How AI can reduce workload before and during lessons
• Examples of low-stakes, ethical classroom use
• Why prompt quality matters more than tools
• How modelling AI use creates clarity rather than chaos

This episode is for teachers who want AI to make the job more sustainable — not more complicated.

Welcome back to Mr F’s AI Classroom.

In this episode of Mr F’s AI Classroom, we move beyond policy debates and bans to focus on practice.

What does explicit AI instruction actually look like in a real school, with real timetables and real students?

Mr F explores why vague or inconsistent approaches to AI create more problems than they solve, and why teaching AI as a form of literacy is essential. The episode examines where AI fits within the curriculum, the leadership role of Computing, and why AI instruction cannot sit in one department alone.

You will hear:

• What explicit AI instruction is — and what it is not
• Why AI should be treated as a form of literacy rather than a tool
• Where AI fits within the curriculum in practice
• Why Computing cannot carry AI education alone
• How a spiral approach supports understanding across Key Stage Three

This episode is for teachers and school leaders who want clarity, consistency, and practical direction when it comes to AI in education.

Welcome back to Mr F’s AI Classroom.

January brings fresh starts, new routines, and the same unresolved questions about artificial intelligence in schools.

In this episode of Mr F’s AI Classroom, we tackle one of the most common and least effective responses to AI in education: banning it entirely or writing a policy purely for inspection purposes.

Mr F explores why outright bans fail to stop student use, disadvantage teachers, and create the very issues schools are trying to prevent. We examine the gap between policy and practice, the rise of so-called “cheating,” and why the real issue is a lack of AI literacy rather than student misconduct.

This episode also looks at how school policies can align with the shared goals of Ofsted and the Department for Education, focusing on safety, fairness, and responsibility through structured use rather than avoidance.

You will hear:

• Why banning AI drives usage underground rather than stopping it
• How policy-only approaches fail without classroom implementation
• Why teachers are being put at a disadvantage by blanket bans
• The difference between rules and AI literacy
• What a stronger, more realistic alternative actually looks like

This episode is for teachers, leaders, and schools ready to move beyond fear and towards confident, ethical, and practical use of AI.

Welcome back to Mr F’s AI Classroom.

Welcome to the very first episode of Mr F’s AI Classroom.

This podcast is for teachers, leaders, and educators who want to understand how artificial intelligence fits into real classrooms, without the hype, fear, or unrealistic promises.

In this opening episode, Mr F introduces the purpose of the podcast and sets out a clear vision for how AI should be used in education: as a professional partner that supports thinking, planning, and inclusion, not as a shortcut or a replacement for teachers.

You will hear what this podcast is not about, what it is here to challenge, and how it connects directly to the forthcoming book Mr F’s Classroom Prompts Unleashed.

In this episode, you will explore:

• Why AI in education should be treated as a form of literacy, not a novelty
• How poor prompts lead to poor outcomes, and why this is not the fault of the tool
• The principle of Garbage In, Garbage Out and how it applies to lesson planning
• How better prompts start with better teacher thinking
• Why context, nuance, and professional judgement still matter more than automation