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Own Mindfor schools
See it workChoose how to start

Implementation · Phase the routes · Keep one foundation

Built for a school timetable—not a perfect pilot.

Schools can phase a dedicated curriculum and Control Room line and Across Subjects rollout, but each band’s Across Subjects practice rests on its taught AI-literacy foundation.

Follow one illustrative project from genuine need to first attempt, one declared AI job, reader test and AI-off defense. Its complete arc is planned against the timetable the school actually runs. (Follow one project →)

Explore timetable modelsChoose your starting route
Where your school can beginPick where it starts in your school
  1. ATeach it in timetabled lessons
  2. BUse it in subjects after students complete the relevant AI-literacy foundation
  3. CConnect both across the school
  4. GateThe gate on every route: student AI stays off until your school’s safeguarding and data checks pass.
No required home access · Equal AI-off route · Your school controls live use

School-specific timetable planning

Planned around the timetable your school actually runs.

Schools run weekly, two-week and rotating timetables. Own Mind is planned against each school’s actual block length, meeting pattern and calendar; it does not assume one universal cycle.

Grades 6–7 · BUILD · Build Studio

Protect continuity across each project arc and place retrieval and later transfer against the school calendar.

Five six-session project arcs plus protected retrieval and transfer sessions.

Local placementGive Grades 6–7 their own timetable line; do not reduce the sequence to a short carousel.
If a session is missedReschedule the missed session before the next dependent phase, keeping later retrieval and transfer dates separate.
School maps locally
  • The local period, cycle and calendar dates used for each required session.
  • An explicit double or two-session split where one local period cannot hold the complete session anatomy.
  • The named catch-up placement used when a required session is missed.
Curriculum guardrails
  • The governed curriculum order, prerequisites and project structure stay fixed. Required learning, making, checking and rework cannot be removed or reordered.
  • A retrieval check 7–10 calendar days after the relevant independent-use point.
  • A separate transfer task at least 21 calendar days after that point and outside the originating project arc.
  • Protected between-project sessions and 10–15% contingency; missed work is rescheduled, not compressed.
Protected project phasesThese six phases map across the selected band’s authored session span; they are not six interchangeable timetable blocks.
01

Find + listen

Know the situation, affected people and intended user.

02

Act

Use taught knowledge to create a substantive first version before AI contributes.

03

Delegate

Give AI one exact job—or continue through the equal AI-off route.

04

Verify

Test the draft against a real reader, a source, or the case most likely to break it.

05

Critique + rework

Change what the evidence exposed — and be able to say why.

06

Return + own

Hand over or close responsibly, then explain with AI off.

Calendar spacingRetrieval follows 7–10 calendar days after the relevant independent-use point. Transfer follows at least 21 calendar days later and never inside the originating project arc.
What teachers receiveSession scripts, clear preparation and review expectations
When the usual teacher is awayA ready-to-use cover lesson keeps students learning without introducing unsupported new content

Choose the pressure to solve first

Three deliberate starting points. One standard for student-owned work.

Choose the problem to solve first. Each route keeps the same learning, evidence and safety guardrails, and subject use begins only after students complete the relevant grade-band AI-literacy foundation.

Curriculum + Control Room

Give it protected timetable time.

Choose the grade band, protect the planned timetable blocks and prepare staff to supervise, support access, safeguard and review selected work.

Best when the first need is explicit teaching and purposeful making.
Across Subjects

Begin in departments—with the foundation in place.

Bring one existing assignment, define what students must do, choose one bounded AI contribution and review the first work records together.

Best when teachers need safer AI use in current lessons.
Both, connected

Teach the method, then use it in subjects.

Introduce the shared method first, then schedule subject use and teacher review without changing departmental criteria.

Best when the school wants one coherent Grades 4–12 practice.
Annual school license£9,500 per school · per year
Groups of 5+ schools£7,000 per school · per year
See what the license includes →

Catch-up projects · Start at the right level

Start at any grade level—with a complete catch-up project for that band.

No student has to replay a younger course. New students begin with one age-appropriate catch-up project in their current curriculum band; teachers use the work itself to decide what targeted support comes next.

QUESTION · Discovery Lab

A genuine first project at the right level.

A student entering Discovery Lab starts with a bounded, real project for their own class: question a genuine need, make a version before AI contributes, give AI one small job or none, test it with a real reader and explain the decision.

Evidence carried forward

First idea · what AI did · reader test · change made · AI-off explanation

How the catch-up project works
  1. Listen to a real need and frame it
  2. Act: make a version, then bound any machine job
  3. Test with a real reader, revise and explain with AI off

If the project reveals a specific gap, the teacher can add a short targeted clinic. Returning students may bring selected earlier work as context; it informs support but never blocks entry.

Every student has a full starting point. There is no earlier-grade prerequisite or automatic placement. Every grade band begins with a complete catch-up project at the right level.

What a workable launch includes

A launch is a controlled educational change.

The product does not treat implementation as a login and a slide deck.

A login does not change classroom practice. Curriculum, people, school decisions and access all need to line up.

01 · Starting point

Decide where to begin.

Choose the grade bands, timetable shape, first departments and curriculum connections.

Everyone knows who owns the rollout.
02 · Staff

Prepare the adults.

Use session scripts, examples, review routines and teacher practice before asking staff to improvise.

Professional judgment remains human.
03 · Controls

Set the school boundary.

Decide roles, providers, AI permissions, retention, safeguarding, access routes and shutdown conditions.

Student AI stays off until the required settings are approved.
04 · Access

Keep the route to completion open.

Plan equivalent media, AI-off completion, low-spec devices and no required home connection or public exposure.

Access is part of the implementation, not an afterthought.
05 · Review

Review what is working.

Review curriculum coverage, staff workload and student work. Logins alone are not evidence of learning.

Implementation evidence ≠ learning evidence. Usage data is not presented as proof of learning.
06 · Expand

Connect only when ready.

Add grade bands, departments or the second use through a clear school decision.

Add the next department without inventing a second method.

For teachers and school leaders

Ready for a department. Coherent across a school.

Own Mind connects curriculum, classroom practice and school policy without asking every teacher to design a new way of using AI.

01

Teach a shared method.

Give students and staff the same four steps: Act → Delegate → Verify → Defend.

02

Carry it into subjects.

Teachers start with the knowledge, task, sources and rubric they already intend to use.

03

Keep the boundary visible.

Students see what must remain theirs, what AI may do and the equal AI-off route before they begin.

04

Review the work that matters.

Teachers inspect decisions, contributions, tests and explanations without an authorship score or hidden profile.

Shared principle

AI is optional.

Each task is designed with an AI-off route carrying equal completion status.

Shared principle

Teachers retain authority.

No automated grade, authorship accusation or student ranking.

Shared principle

Record the work, not the student.

Keep decisions and significant AI contributions, without storing unrestricted chat or building a hidden profile.

Your school controls live use

Student AI stays off until your school is ready.

Buying Own Mind does not switch on live student AI. School, safeguarding, data, provider and release checks still have to be current.

School authority

Named owners and approved scope.

Your school decides the roles, classes, projects, providers and permissions for its intended use.

A generic account does not grant student access.
Assurance

Checks matched to your exact use.

Legal, safeguarding, privacy, accessibility and operational checks must be current for the specific AI use and student group.

If a required check is unsigned or expired, student AI stays off.
Fallback

Learning continues if AI does not.

Provider-unavailable and AI-off routes carry equal completion status; shutdown does not erase the educational pathway.

The curriculum is not hostage to a model.

From one department to whole-school practice

Start deliberately. Expand without losing the principle.

Choose the first problem to solve, then fit the shared method, timetable and subject use around the school you already run.

Choose a starting routeSee the school safety checks