For schools and leadership
AI capability your staff keeps.
Commissioned workshops built on the IMPACTS Framework — a seven-step method for working with AI that starts with professional judgment, not prompts. Scoped to your school before anything is designed.
The problem
The problem isn’t the AI
Your teachers are already using it. What varies is the quality of what comes out — some of it excellent, some of it unusable — because there’s no shared method behind it. First outputs get accepted. Nobody has agreed what good looks like.
That is a management problem before it is a technology one, and it does not resolve on its own. It resolves when a school agrees how AI is used, where it is not, and what a good output looks like.
What your school receives
Before, during and after
- A scoping conversationBefore anything is designed: which tools are already in use, which subjects and year groups are involved, and where the real pressure sits.
- A tailored session planA written session outline, shared with academic leadership in advance, so the scope, outcomes and delivery plan are clear.
- The workshop itselfBuilt on the IMPACTS Framework and applied to your context rather than delivered off a shelf.
- An agreed position on guardrailsWhere AI supports learning, and where it quietly replaces the thinking a student needs to do. This is the conversation most schools have not had yet.
- Something reusable to take awaySo the method is still in use in week six, not just on the day.
- An optional leadership follow-upA later session with academic leadership on what has actually held in practice, and where it has not. Quoted separately.
How it is scoped
Shaped around your school
Every workshop is built on the IMPACTS Framework. What changes is the shape — the length, who is in the room, how it is delivered. That is settled in a scoping conversation before anything is designed.
What we set together
- Length. From a focused session to a full day, depending on how much of your staff’s time you can protect and how far you want to get.
- Who attends. A department, a year group, your academic leadership, or a larger cohort. Engagements are designed for a department, year group, leadership team or larger staff cohort, with the format agreed during scoping.
- Starting point. If your staff are new to AI, we start there. If they are already using it, we go straight to method.
- How hands-on it is. In person, the session is worked through — staff build classroom material during the session itself, so it is productive time rather than time away from the job. Online covers the same method with less of the collaborative building.
- How it is delivered. In person or online.
What stays the same
- A scoping conversation first, so the session is built on what your school is actually dealing with.
- An explicit conversation about guardrails — where AI supports learning, and where it quietly replaces the thinking a student needs to do.
- The IMPACTS method as the spine, so what your staff take away transfers across tools and tasks rather than expiring with one of them.
- Something reusable to take away, so the work holds after the session ends.
Tell me what you’re working with and I’ll come back with a suggested shape.
The method
IMPACTS
A seven-step method for professional AI use in education: Identify, Mine, Prompt, Assess, Calibrate, Tune, Systematise. Six of the seven happen outside the prompt. It is tool agnostic by design, so it holds whether your staff use ChatGPT, Gemini, NotebookLM, or whatever arrives next.
Results
What participants report
of participating teachers reported they intended to apply the method immediately.
DPS Vasant Vihar, New Delhi
respondents rated the session valuable. 60% rated it extremely valuable and said they would use it right away.
Indraprastha International School, Dwarka
positive feedback across the full teacher cohort at the flagship NCR session.
DPS Vasant Vihar, New Delhi
Before you enquire
Questions schools ask
How long is a workshop?
It varies. From a focused session to a full day, depending on how much of your staff’s time you can protect and how far you want to get. The length is agreed in the scoping conversation, before the session is designed.
How many people can attend?
Engagements are designed for a department, a year group, your academic leadership, or a larger staff cohort. The format is agreed during scoping.
Can it be delivered online?
Yes, and it covers the same method. In person allows more of the collaborative building, where staff produce classroom material during the session itself.
Our teachers haven’t used AI before. Is this too advanced?
No. The starting point is a scoping decision. If your staff are new to AI, the session starts there. If they are already using it, it goes straight to method.
We already run AI training. How is this different?
Most AI training covers tool features, which stops working when the tool changes. This covers method: establishing professional intent before generating anything, holding output to your own standard, and turning what worked into reusable systems. If your current training already does that, you are in good shape. If it does not, this complements it.
Our teachers are stretched. Can we justify the time?
In person, staff build classroom material during the session itself rather than only learning about it. That makes it productive time rather than time away from the job.
Does this support implementation of the CBSE Computational Thinking and AI curriculum?
Yes. Where relevant, implementation support for CBSE's Computational Thinking and AI curriculum (Classes 3 to 8) can be part of the scope, covering structured thinking, algorithms, decomposition and pattern recognition as teachable classroom practice.
We need to discuss this with management or the board. What can you send?
Send an enquiry and you will get a workshop brief setting out the suggested shape for your school, written so it can be forwarded to a leadership team or management committee.
Request a workshop brief
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