Impact
Distinct work over the years, across Thailand, Australia and the UK, including inside my own IB World School. The voices first, because that's the real result. The numbers sit underneath them.
Littlejohns is an educator-led partnership that helps schools make AI work in everyday practice. If someone sent you this page, the place to start is the partnership.
"Vaughn has the AI education revolution in hand with some outstanding strategies and no BS. Highly recommend his approach."
In their words
"I went from having no idea where to start with AI to knowing what systems there were to use, how to prompt them to do what I want, how to refine the output, and how to manage my team and students…"
Rachael · Head of Science · A year of working together
A head of department who rated her own AI confidence at 2 out of 10 when we started. By the end she was managing AI use across her team.
2 → 7her own confidence rating
Read the story"The collaborative element is absolutely key and the live support, sharing, listening sessions."
Gideon Williams · Former Head of Digital Learning · Vibe Coding Collective
A four-week cohort of educators building real AI tools together, run twice. Live build sessions, not slides, with the recordings and workbooks carrying it on.
2cohorts of educators, four weeks each
Read the story"A good blend of teaching and learning experiences … I could use it tomorrow."
Teacher · Whole-staff session · Ulladulla High School, NSW
Around a hundred teachers in one room, from never-attempted to intermediate, at the school where I was deputy principal. The brief: nobody leaves with theory.
~100teachers in the room
Read the story"I would recommend it for all settings and roles."
Deputy Principal · Leadership conference · New South Wales
Practical AI for the people accountable for getting it right: deputy principals, working hands-on rather than being talked at.
40deputy principals, 2023 and 2025
Read the storyThe shift that matters
The strongest evidence isn't a score. It's teachers describing their own change of mind, in writing, after the work:
"From being someone who doesn’t want to use it, to someone who [wants] to actively integrate it…"
"AI doesn’t deprive you of critical thinking, it actually helps you think deeper and refocus brain power on what actually matters."
More voices
"He is a very reflective person who asks great reflective questions to get you to hone in on what you want to improve, even if you struggle to articulate it. And he doesn't let you get away without asking yourself the uncomfortable questions you need to grow, but gives you a safe space to do it."
"The concept of traffic lights and clear communication with students."
"Give it a go, it's something you'll definitely be able to use straight away."
"I have implemented a strategy that was discussed in our Masterclass & my students have taken it in their stride and have benefited from it. So much so, that students are more prepared for their draft submissions than ever before."
"Even for someone with little to no prior experience using AI in education, the structure made it feel accessible and empowering."
"AI has saved me time in planning and… simplifying content for students with specific learning needs."
Inside my own school
I'm leading this work right now as a Director of Technology, which means every approach on this page ran with my own staff before it ever reached another school. Two of them, after a whole-staff session:
"I really liked how you gave us a clearer, less emotional language around the use of AI. I think that this will help us as a teaching cohort to communicate with one another and students in a way that is more coherent and concrete."
"Changing the way of thinking when setting tasks. I never thought you could actively incorporate AI into it; I always tried to find ways to make students NOT use it!"
The numbers behind the voices
The case study, on film
A short film on the whole-school AI readiness assessment at Grey Coat Hospital School in Westminster: what 764 students, parents, teachers and leaders actually said, and what the school did with it.
Produced with NotebookLM, Google's AI research tool, from the assessment's real findings. Building with the tools is part of the method.
The stories in full
2 → 7her own AI confidence
A Head of Science who began at 2/10 for AI confidence, and through coaching learned to choose the tools, refine the output, manage AI with her team and students, and build a scheme of work she could use the next term.
A department leader2cohorts of educators, four weeks each
A four-week educator cohort, run twice, building real AI tools live. "A pretty special model that is hard to replicate."
Vibe Coding CollectiveReluctant → integratingthe stance shift across the series
A three-part AI workshop series with live support between sessions. Reluctant teachers became ones who wanted to actively integrate AI.
AI Replay workshop series~100teachers in one staff session
Whole-staff AI PD for around a hundred teachers at a large NSW high school. The verdict that matters: “a good blend… I could use it tomorrow.”
Ulladulla High School“Do it.”what leaders said they'd tell a colleague
A hands-on session for serving Deputy Principals in New South Wales. Several built a working AI tool in the room, and the recommendations were unanimous: “for all settings and roles.”
Conference speakingCommon questions
Most schools have done the training, bought the platform and written the policy, and still nothing changed. The difference is what happens after the workshop. We work as a partner across the year, not a one-off day, so the practice embeds: champions, follow-up, and tools your staff keep using because they solve a real problem.
Typically IB World Schools and British-curriculum schools with a board or trustee structure. Our primary focus is schools across Thailand and Southeast Asia, alongside work in the UK and Australia. If your school has tried AI and it has stalled or fragmented, you are who we are built for.
The point of school has always been the thinking, and that is the thing we protect. Used well, AI does not replace critical thinking, it makes more room for it: more discussion, more curiosity, more genuinely human work. The fear tends to bite only when the task was not engaging in the first place.
Your school