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Prompt Engineering for Literacy: Bringing Books to Life with AI
The Utility of Generative AI for Research-Informed Practice
Teaching in the Age of Algorithms- What is the Role of a Teacher in an AI Enhanced Profession?
The Elastic Classroom- AI and Neurodivergence
Using AI to code school software
More workshops to be announced on:
- Using AI for authentic assessment
- AI for lesson planning and resourcing
- How are teachers using AI and how is it shaping their professional lives
- AI simulations for developing professional decision making
- Effective prompt engineering for Generative AI
- AI and accessibility
- The AI Hackathon: innovation and digisolutions for AI and education
Prompt Engineering for Literacy: Bringing Books to Life with AI
How can we harness the power of Generative AI to deepen student engagement with reading? Join us for a practical, high-utility workshop based on a pioneering project launched for SEND students during the National Year of Reading.
This session introduces a proven methodology where pupils transition from passive readers to âprompt engineersâ. By crafting high-quality, descriptive prompts for AI tools like Gemini or Grok, students are challenged to bring scenes and characters from their favourite literature to life.
Why Attend?
- Learn how this model requires pupils to engage critically with texts, extracting subtle nuances and vocabulary to create effective visual outputs.
- Discover how to build essential AI literacy and general IT skills within a creative, curriculum-linked framework.
- Explore the results of recent staff and pupil trials, showcasing the high-quality outputs achievable through precise descriptive writing.
- Gain a clear roadmap for integrating AI into the English curriculum in a way that is both practical and inspiring for practitioners.
Dr. Nige Matthias, Headteacher of Kingâs Academy Lord Wilson. Nige is a passionate educator with over two decades of experience of teaching English and school leadership. He holds a Masters degree (M.Sc.) with Distinction in Education and a Doctorate in Education (Ed.D.) from the University of Southampton. He is currently undertaking an MBA and Chartered Leadership (C.Teach. Leadership) accreditation.
He is a Visiting Fellow of the University of Southampton and a member of the Leadership in Education, Policy and Skills (LEPS) Research Centre. He also holds the National Professional Qualification for Headteachers (NPQH) and National Professional Qualification for Executive Leadership (NPQEL). He is a regular contributor to the Times Educational Supplement (TES), sharing his insights and experiences with a wider audience.
His doctoral research at the University of Southampton was concerned with student experience in a policy context. In January 2026 he was made a Fellow of the Chartered College of Teaching (FCCT). He has led Kingâs Academy Lord Wilson to the top 1% of special schools nationally (FFT Progress 5) for GCSE outcomes. He was shortlisted for Special School Headteacher of the Year in the 2025 TES Awards. He was made a Fellow of the Chartered College of Teaching (FCCT) in 2025.
Emily Weaver – Associate Headteacher at King’s Academy Lord Wilson. As an experienced school leader Emily is committed to creating an inclusive and supportive learning environment for all pupils.
Her career has been dedicated to this mission, with extensive prior experience as an Assistant Head for Inclusion, working across primary, secondary, and special schools. Originally trained as a primary practitioner, her passion for inclusive education began early, and she went on to specialise in this area as an Assistant Head with a focus on inclusion at a junior school.
She looks forward to welcoming you and sharing her insights. Emily was awarded the NPQH in 2026 and is currently working towards an MBA and Chartered Management status.
The Utility of Generative AI for Research-Informed Practice
Finding and intelligently using research evidence is an important means by which teachers can improve their practice. Historically, it has been difficult for teachers to access the latest research due to paywalls and the time required to retrieve relevant studies (e.g., searching across multiple websites or physical collections), while the esoteric language used in scientific research can sometimes present challenges. Now, however, teachers can use new generative AI tools to instantly create accessible summarises of the latest evidence and use follow-up prompts to generate actionable plans. Despite these benefits, AI technologies carry certain risks, such as reporting fabricated sources or inaccurate and decontextualised information. This workshop offers a space to explore the scope and limitations of using AI tools for research-informed practice, along with providing practical advice for teachers to use these tools more effectively to retrieve, appraise, and adapt AI outputs for unique educational contexts.
Stephen Sowa, Senior Teaching Fellow at the University of Southampton and the Associate Programme Lead for the BSc Education & Psychology programme.
Stephen has published research that examines how generative AI tools are contributing to and challenging teachersâ research-informed practice.
Stephen’s research interests include topics such as the artistry of teaching, conceptions of teaching, education in the context of a rapidly changing world of work, and the implications of technological advances for teaching.
Teaching in the Age of Algorithms – What is the Role of a Teacher in an AI Enhanced Profession?
This session will share the findings of a collaborative research project conducted with local schools to explore how teachers are using AI to support their practice. Within this we explore how the use of AI is shaping teacher professional identity and their work. We will discuss implications for schools and teachers and consider how we maximise the parts of the job that AI cannot easily replicate.
Rachele Newman is Director of Teacher Professional Learning at Southampton Education School and the co-founder of the Education Research Practice Network (ERPN). Having been a secondary teacher for 13 years, Rachele has spent a further 15 years as a Teacher Educator holding a variety of roles including Director of Initial Teacher Education.
Rachele is particularly interested in teacher professional learning, with a focus on teacher autonomy and identity. Rachele believes strongly in the importance of teacher agency in their own development and in the power of collaboration. She co-founded the ERPN to provide a collaborative space for teachers and researchers to work together, to share knowledge and ideas and drive authentic professional learning experiences for teachers and school leaders
The Elastic Classroom- AI and Neurodivergence
In this session, weâll look at pupilsâ experiences of AI, polarising utopian and dystopian narratives around AI, and show where human-AI collaboration genuinely helps in education: dismantling barriers to learning, reducing admin load, lowering cognitive pressure, and freeing staff for more human-to-human work. We will discuss The ANDI Projectâs âElastic Classroomâ which is a package for schools based on Cognitive Elasticity: designing learning environments where different minds can meet different tasks with strategic flexibility at key friction points. Weâll discuss how targeted flexibility, aided by technological and non-technological design choices can reduce friction for learners, support staff wellbeing, and help schools feel confident they are preparing students for a positive, achievable future.
Ross Sanderson is a Neurodiversity Practitioner within Southampton City Councilâs Neurodiversity Multidisciplinary Team, working alongside families, schools and professionals to reduce barriers for neurodivergent children and young people.
With over 20 yearsâ experience across education, alternative provision and youth services, Ross takes a practiceâled approach focused on building systems and ways of working that better meet the needs of neurodivergent learners at scale. His work is shaped by both extensive frontline experience and lived experience of neurodiversity.
Ross is particularly interested in relational practice, family engagement and reâthinking neurotypical service design, with a strong focus on supporting young people to develop the skills, confidence and intrinsic motivation that enable them to engage with learning over time.
Lilli Hagerupsen is a SEND Locality Officer in the Neurodiversity Multidisciplinary Team at Southampton City Council, supporting schools and social care professionals to reduce barriers faced by young people with a range of neurodivergent needs. With a background in education since 2017 and lived experience of neurodiversity, she is currently completing a partâtime Masterâs in Psychology at the University of Exeter. Lilli is particularly passionate about inclusive classroom design and improving support for autistic and ADHD girls and to better prepare young people for the future.
Using AI to code school software
This session focuses on what is arguably one of the strongest capabilities of AI – the ability of non-coders to create software. The session will provide practical examples of how to code using AI for school leaders, teachers and practitioners and give examples of the types of software that can be created that could replace existing systems. The session will argue that AI has significant potential to save schools money and time when deployed effectively.
Dr Cyrus Golding is a Senior Teaching Fellow and Co-Director of Online Programmes in the School of Education at the University of Southampton. He advises school groups on AI adoption, curriculum and provides staff training in the UK and in Asia.
More workshop information coming soon!