AI Literacy Curriculum

Scope & Sequence

Kindergarten to Grade 12, Term 1. Aligned to the ADEK K–12 AI Fluency Framework.

KG1 KG2

Phase 1AI Aware ExplorerKG1–KG2

G1 G2 G3 G4 G5

Phase 2AI Literate ThinkerGrades 1–5

G6 G7 G8

Phase 3AI Solution BuilderGrades 6–8

G9 G10 G11 G12

Phase 4AI Systems & Solutions DesignerGrades 9–12

Fourteen year groups, four learner profiles. Select a step to open that grade.

Document: Scope & Sequence – the week-by-week plan and the framework expectations behind it
Framework: The K–12 AI Education Framework: From Awareness to Systems Design
Coverage: Week-by-week sequence for KG1 to Grade 12, with the framework expectations behind each year
Audience: Curriculum coordinators, heads of department, teachers and assessment leads
Companion document: AI Literacy Curriculum – Master Curriculum Document
Structure: One week per row. Each row names the lessons taught, the strand, and the framework outcome secured.

1How to read this Scope & Sequence

This document sets out what is taught, in what order, and which ADEK framework outcome each week secures. It is the planning instrument for the programme: a head of department should be able to plan a term from it, and an assessment lead should be able to audit coverage against the framework from it without opening a single lesson plan.

Every unit has the same shape

Across Grades 1 to 12 the Main Course follows one ten-week rhythm, and every Bridging Program follows one six-week rhythm. Learn the two shapes once and any grade’s table reads quickly.

Bridging Program Grades 4–12, six weeks taught before the Main Course

B1Rebuild 1B2Rebuild 2B3Rebuild 3B4Rebuild 4B5Integrate 1B6Integrate 2

Weeks 1–4 rebuild one strand each to prior-grade Advanced. Weeks 5–6 integrate them in one designed solution.

Main Course every grade, ten weeks

W1LaunchW2Strand 1W3Strand 2W4Strand 3W5Strand 4W6IntegrateW7PlanW8BuildW9RefineW10Showcase

Weeks 2–5 take the grade’s four strands one at a time. Week 6 integrates them. Weeks 7–9 are the signature activity; Week 10 is showcase and assessment.

The five columns of a sequence table

Column	What it tells you
Week	The teaching week. Grades 1 to 5 teach one lesson per week; Grades 6 to 12 teach a Core lesson and a paired Lab lesson in the same week. Pre-1 marks a session taught before Week 1.
Lessons this week	The lesson titles as they appear in the Teacher Pack, labelled Core or Lab where the grade runs both.
Strand	The framework strand the week develops. Where the week integrates, all four strands are in play at once.
Outcome secured (Emerging)	The framework’s own Emerging descriptor for that strand at that grade. This is the expected standard for Term 1 and the standard the week’s formative assessment checks.
Planned stretch (Proficient)	The framework’s own Proficient descriptor – the national entitlement standard, targeted across the full year. It is the stretch built into every lesson’s differentiation.

Three tiers, three bars

Emerging The expected standard for Term 1 and the outcome each Main Course week secures.
Proficient The national entitlement standard and the target for the full year; the planned stretch in every lesson.
Advanced Further stretch, and the prior-grade bar that Bridging rebuilds.

Strand colours

How AI works AI Conceptual Understanding, AI Systems Understanding
Data & design Data Awareness, Data Literacy, AI Solution Design & Development
Judgement Critical Evaluation & Informed Interaction
Ethics & governance Ethics & Privacy, Responsible AI Use, and the Ethics and Governance strands
All four strands Launch, integration, signature and showcase weeks
Integration across a named group of strands The Kindergarten signature weeks, and the three-strand Bridging weeks in Grades 4 and 5

2The Kindergarten to Grade 12 progression map

The framework’s own overview of the programme: the conceptual, technical, creation and ethics focus of every grade from KG1 to Grade 12. It is the clearest single view of how one year prepares the next.

Grade	Conceptual focus	Technical focus	Creation focus	Ethics focus
Phase 1: AI Aware Explorer KG1–KG2
KG1	Understanding physical cause and effect and the role of sensors.	Using physical sequencing (unplugged).	Following 1-step verbal instructions (unplugged).	Recognising personal information and trusted adults.
KG2	Understanding that digital tools use information.	Using multi-attribute grouping (unplugged).	Following 2–3 step verbal instructions (unplugged).	Recognising privacy basics and differences between human and machine communication.
Phase 2: AI Literate Thinker Grades 1–5
Grade 1	Understanding that machines follow rules using inputs and outputs.	Using basic logic sequences.	Completing guided digital tasks to solve simple problems.	Practising safe information sharing and following class rules.
Grade 2	Understanding rules and choices in digital systems.	Using simple decision logic.	Creating simple rule-based solutions to automate tasks.	Recognising fairness and unfairness in simple digital examples.
Grade 3	Understanding how rules can be combined to make more complex decisions.	Applying multi-step decision logic (sequencing and simple conditions).	Creating multi-step rule-based solutions to solve problems.	Recognising how rules affect outcomes and identifying potential unfairness.
Grade 4	Understanding how data is represented and used in digital systems.	Using pattern recognition and simple data labelling.	Creating solutions using block-based code to simulate decision logic.	Evaluating output fairness based on input data.
Grade 5	Understanding how data is used to generate outputs in learning systems.	Using prompting and output checking to interact with AI tools.	Creating and refining outputs using structured prompts.	Evaluating information reliability and recognising misinformation.
Phase 3: AI Solution Builder Grades 6–8
Grade 6	Understanding the difference between rule-based and learning systems.	Applying introductory ML concepts including training and testing datasets.	Building structured AI solutions and simple model training tasks.	Recognising bias in outputs and identifying privacy and safety risks.
Grade 7	Understanding how AI systems are structured as workflows.	Developing workflow design using input, process, and output structures.	Developing simple AI solutions using structured workflows.	Analysing risks in AI system responses.
Grade 8	Understanding how AI models are evaluated and improved.	Applying iterative refinement techniques.	Designing and refining AI solutions based on performance.	Applying strategies to mitigate bias and risk.
Phase 4: AI Systems & Solutions Designer Grades 9–12
Grade 9	Understanding how AI system components interact.	Applying input-output modelling.	Designing structured AI workflows.	Analysing ethical risks in AI applications.
Grade 10	Understanding how AI systems operate as integrated solutions.	Applying systems thinking to combine tools and data.	Designing multi-step AI solutions.	Evaluating bias and fairness in AI systems.
Grade 11	Understanding how AI solutions are optimised for performance.	Applying performance evaluation techniques.	Improving AI solutions for efficiency and usability.	Analysing the impact of AI solutions.
Grade 12	Understanding how AI systems are designed for strategic use.	Applying evaluation and decision-making frameworks.	Designing and refining multi-component AI systems.	Evaluating governance and societal impact.

How this release delivers that progression

Grade	AI Learner Profile	Term 1 unit	Main Course lessons	Bridging Program
KG1	AI Aware Explorer	How Things Respond – Sensors & Cause-and-Effect	10	Not required in Kindergarten
KG2	AI Aware Explorer	Talking to Machines – Inputs & Information	10	Not required in Kindergarten
Grade 1	AI Literate Thinker	Rules, Inputs & Outputs	10	Rebuilt within the unit
Grade 2	AI Literate Thinker	Rules & Choices in Digital Systems	10	Rebuilt within the unit
Grade 3	AI Literate Thinker	Combining Rules to Make Decisions	10	Rebuilt within the unit
Grade 4	AI Literate Thinker	Data All Around Us	10	6 lessons over 6 weeks
Grade 5	AI Literate Thinker	Working with AI	10	6 lessons over 6 weeks
Grade 6	AI Solution Builder	Rule-Based vs Learning Systems (ML Foundations)	20	12 lessons over 6 weeks
Grade 7	AI Solution Builder	AI as Workflows – Input, Process, Output	21	10 lessons over 6 weeks
Grade 8	AI Solution Builder	Evaluating & Improving AI Models	20	10 lessons over 6 weeks
Grade 9	AI Systems & Solutions Designer	How AI System Components Interact	21	10 lessons over 6 weeks
Grade 10	AI Systems & Solutions Designer	AI as Integrated Solutions – Systems Thinking	20	10 lessons over 6 weeks
Grade 11	AI Systems & Solutions Designer	Optimising AI Solutions for Performance	20	10 lessons over 6 weeks
Grade 12	AI Systems & Solutions Designer	Designing AI Systems for Strategic Use	20	10 lessons over 6 weeks

3End-of-phase expectations

The macro level of the framework: what a student should be, and be able to do, at the end of each phase. Every grade sequence in Section 4 is a step toward the phase expectation set out here.

Phase 1 / KG, KG1–KG2

AI Aware Explorer

Students recognise how simple systems respond to actions in their everyday environment through physical interaction, unplugged observation and sensory play. Actual digital engagement with AI tools and technology is not expected in the early years.

Core competency milestone: Explores inputs and responses through play
What this looks like: Students distinguish between human senses and basic machine inputs and understand cause-and-effect relationships. Learning is unplugged with no direct AI tool use.
Strands at this phase: AI Conceptual Understanding
Data Awareness
Critical Evaluation & Informed Interaction
Ethics & Privacy
Core competencies: Early computational thinking
Pattern recognition
Structured communication
Responsible behaviour awareness
Emerging ethical awareness

Phase 2 / Cycle 1, Grades 1–5

AI Literate Thinker

Students understand foundational AI concepts, apply rule-based and multi-step logic, and interact with AI tools to generate and refine outputs. They begin to evaluate outputs critically and develop early awareness of how data influences results.

Core competency milestone: Applies rules, logic, and data to generate and evaluate outputs
What this looks like: Students progress from rule-based thinking to multi-step logic, develop understanding of how data influences outcomes, and begin interacting with AI tools to refine outputs.
Strands at this phase: AI Conceptual Understanding
Data Literacy
AI Solution Design & Development
Ethics & Responsible Use
Core competencies: AI conceptual literacy
Data awareness and organisation
Logical design and structured thinking
Introduction to AI interaction and prompting
Responsible AI use

Phase 3 / Cycle 2, Grades 6–8

AI Solution Builder

Students design, build, and evaluate AI-powered solutions using structured workflows and foundational machine learning concepts. They refine outputs through iteration and apply basic risk awareness.

Core competency milestone: Designs and improves AI-powered solutions using data, models, and workflows
What this looks like: Students build, evaluate, and refine solutions using structured processes and foundational ML concepts.
Strands at this phase: AI Conceptual Understanding
AI Solution Design & Development
Critical Evaluation & Informed Interaction
Ethics & Governance
Core competencies: AI conceptual understanding
Workflow design and prompting
AI solution creation and iteration
Output evaluation
Risk awareness

Phase 4 / Cycle 3, Grades 9–12

AI Systems & Solutions Designer

Students design, evaluate, and refine AI-powered solutions to address real-world problems. They integrate data, tools, and workflows using systems thinking, and ensure solutions are effective, responsible, and aligned with societal and governance expectations.

Core competency milestone: Designs and governs integrated AI systems
What this looks like: Students develop real-world solutions using systems thinking and ensure effectiveness, responsibility, and alignment with societal and governance expectations.
Strands at this phase: AI Systems Understanding
AI Solution Design & Development
Critical Evaluation & Informed Interaction
Governance, Ethics & Societal Impact
Core competencies: AI systems understanding
Systems integration
Solution design
Evaluation and validation
Governance and impact analysis

4Grade-by-grade scope and sequence

One section per year. Each opens with the year’s framework expectations at all three tiers, then gives the taught weeks in order, then the Bridging Program that precedes them. The coloured strip under each heading is the term at a glance: select any week to jump to its row.

Phase 1 / KG, AI Aware Explorer, FS2, around 4–5 years

KG1 / FS2How Things Respond – Sensors & Cause-and-Effect

Main Course: 10 lessons over 10 weeks
Signature activity: Sorting toys and robot games, guided: planned, built and refined across Weeks 7 to 9
Bridging Program: Not required in Kindergarten
Weekly delivery: 1 × 45-minute lesson per week, unplugged and play-based
Student workbook: KG1 Student Workbook – ten picture-based, adult-guided sheets (WS1–WS10)

Core competencies (framework)

Early Computational Thinking
Pattern Recognition (Foundational)
Structured Communication (Basic)
Responsible Behaviour Awareness
Emerging Ethical Awareness

Ten ready-to-teach, unplugged and play-based lessons. Children work through the KG1 Student Workbook by circling, colouring, matching, tracing and drawing – never writing – and by play, gesture and talk. The unit builds the earliest foundations of AI thinking: noticing that things respond, spotting a simple sensor, sorting to get a job done, following one clear step, and keeping special information safe. All content is technology-agnostic and unplugged.

Unit 10 lessons over 10 weeks

W1Launch W2Concepts W3Data W4Evaluation W5Privacy W6Integrate W7Plan W8Build W9Refine W10Showcase

KG1 / FS2 framework expectations

KG1 / FS2 framework expectations
Strand	Emerging expected in Term 1	Proficient national entitlement standard	Advanced
AI Conceptual Understanding	Notices that machines or objects respond to human actions through unplugged observation.	Identifies simple sensors (e.g., cameras, microphones) and distinguishes them from human senses.	Describes simple cause-and-effect relationships independently during physical play.
Data Awareness	Recognises that information is needed to complete a task in guided physical examples.	Sorts physical objects and explains grouping by one attribute (e.g., colour, shape, size).	Sorts using multiple attributes and explains how grouping supports decision-making.
Critical Evaluation & Informed Interaction	Follows one-step instructions from a peer or teacher during role-play.	Follows and gives simple 1–2 step instructions clearly.	Identifies unclear instructions and suggests simple improvements independently.
Ethics & Privacy	Recognises personal information (e.g., name, age) when prompted.	Explains that some information is private and seeks adult help when unsure.	Demonstrates safe behaviour in social play and explains why it is important.

Term 1 learning outcomes

As published in the KG1 / FS2 Teacher Pack. Emerging is the expected Term 1 standard.

KG1 / FS2 Term 1 learning outcomes
Strand	Children will be able to… Emerging	Framework reference
AI Conceptual Understanding (CU)	Notices that machines or objects respond to human actions, and points to a simple sensor that notices (unplugged observation).	`AIF·CU·KG1·E`
Data Awareness (CU)	Recognises that information is needed to complete a task, and sorts by ONE attribute in guided physical examples.	`AIF·CU·KG1·E`
Critical Evaluation & Informed Interaction (CE)	Follows and gives a single ONE-step instruction from a peer or teacher during role-play.	`AIF·CE·KG1·E`
Ethics & Privacy (GE)	Recognises personal information (e.g. name, age, home) as private and seeks a trusted adult when unsure.	`AIF·GE·KG1·E`

Unit rubric

The tiered rubric the unit is assessed against. Its wording is pitched to the concrete materials children handle, so it differs from the framework descriptors above and in Section 5.

KG1 / FS2 unit rubric
Strand	Emerging expected	Proficient stretch	Advanced stretch
AI Conceptual Understanding	Notices that objects respond when acted on, with adult encouragement.	Points to a simple sensor on a real object and says it ‘notices’, distinguishing it from human senses.	Describes cause-and-effect independently during play.
Data Awareness	Recognises information is needed for a task; sorts by ONE attribute in guided examples.	Sorts objects and explains grouping by one attribute.	Sorts by more than one attribute and explains how grouping helps decide.
Critical Evaluation & Informed Interaction	Follows a single ONE-step instruction during role-play.	Follows and gives clear 1-2 step instructions.	Spots an unclear instruction and suggests a fix independently.
Ethics & Privacy	Recognises personal information (name, age, home) when prompted.	Explains that some information is private; seeks a trusted adult when unsure.	Shows safe behaviour in play and explains why it matters.

Unit, week by week

KG1 / FS2 unit, week by week
Week	Lesson and worksheet	Strand focus	Framework outcome for the lesson	Success criteria and formative check
1Launch	WS1How Things Respond (Unit Launch)	Integration – all four strands `AIF·KG1 (unit)`	Orient to the unit; surface what children already notice and wonder about things that respond.	I can name something that responds when I touch it, and use a new word from our word wall.Check. Observation and talk: child names one thing that responds and points to where the sensor is on the automatic lamp.
2	WS2Things That Respond	AI Conceptual Understanding (CU) `AIF·CU·KG1·E`	Notice that objects respond to a human action, and that a sensor is the part that notices.	I can show an input and its response, and point to the sensor.Check. Child names the action and the response for one object and points to the sensor.
3	WS3Sorting to Get Things Done	Data Awareness (CU) `AIF·CU·KG1·E`	Recognise that information is needed to do a job; sort by ONE attribute.	I can sort by one thing and say why it helps.Check. Child sorts by one attribute and states the single rule used.
4	WS4Follow the Instruction	Critical Evaluation & Informed Interaction (CE) `AIF·CE·KG1·E`	Follow and give a single ONE-step instruction.	I can follow one step and give one step clearly.Check. Child gives and follows a single clear step and checks the result.
5	WS5My Name Is Mine – Keeping Safe	Ethics & Privacy (GE) `AIF·GE·KG1·E`	Recognise personal information as private and know to ask a trusted adult.	I can point to something private and name a trusted adult.Check. Child identifies one private item and names a trusted adult.
6Integrate	WS6Putting It Together	Integration – all four strands `AIF·KG1 (unit)`	Use responding, sorting and one-step following together in one playful task.	I can join the three ideas in one task and name a fair choice.Check. Child completes the task and names the sensor and one fair choice.
7Plan	WS7Plan Our Robot Games (Signature – Planning)	Integration – solution design (guided) `AIF·KG1 (unit)`	Plan the signature activity: a goal and what is needed.	I can say our goal and one thing we need.Check. Child states a goal and one required item.
8Build	WS8Build Our Sorting Toys & Robot Games (Building)	Integration – solution design (guided) `AIF·KG1 (unit)`	Follow the plan to build the station and test it.	I can build from our plan and say one thing that works.Check. Child builds from the plan and states one working feature.
9Refine	WS9Make It Better (Refining & Finishing)	Integration – critical evaluation `AIF·KG1 (unit)`	Check ONE thing and make it a little better.	I can pick one thing and make it better.Check. Child names one improvement made and shows before and after.
10Showcase	WS10Show and Tell (Showcase, Assessment & Reflection)	All strands – showcase & assessment `AIF·KG1 (unit)`	Show the work, explain one choice, and complete the short summative task.	I can show my work and do the one-step task.Check. Summative (Template B): child completes the one-step task and points to a sensor – scored on the Emerging rubric.

How this unit is pitched

Sensor is concrete: A real, tappable sensor object (an automatic hand-clap lamp or motion night-light) is used in Lessons 1 and 2 and in the Lesson 10 summative, so ‘notices / points to a sensor’ is taught and assessed with a genuine object – not only switch, torch and bell.
Emerging is strictly one step: Every Emerging instruction and worksheet asks for exactly ONE step. Giving or following 1-2 steps is named only as the Proficient stretch, and is never the default task.
Titles match: Each Student-Workbook worksheet subtitle is set to the official lesson title.

Back to grade list

Phase 1 / KG, AI Aware Explorer, Year 1, around 5–6 years

KG2 / Year 1Talking to Machines – Inputs & Information

Main Course: 10 lessons over 10 weeks
Signature activity: The robot-instructions game, guided: planned, built and refined across Weeks 7 to 9
Bridging Program: Not required in Kindergarten
Weekly delivery: 1 × 45-minute lesson per week, unplugged and play-based
Student workbook: KG2 Student Workbook – ten picture-based sheets (WS1–WS10)

Core competencies (framework)

Early Computational Thinking
Pattern Recognition and Classification
Structured Communication (Developing)
Responsible Digital Behaviour
Emerging Ethical Awareness and Fairness

Ten unplugged, play-based lessons. Building on KG1, children learn that we give machines inputs – our voice or our touch – and a sensor detects them; they sort by TWO attributes, follow 2-3 clear steps, and explain WHY some information is private. The familiar robot game continues as the signature activity. All content is technology-agnostic and unplugged; children work through WS1-WS10 by circling, matching, ordering, colouring and drawing.

Unit 10 lessons over 10 weeks

W1Launch W2Concepts W3Data W4Evaluation W5Privacy W6Integrate W7Plan W8Build W9Refine W10Showcase

KG2 / Year 1 framework expectations

KG2 / Year 1 framework expectations
Strand	Emerging expected in Term 1	Proficient national entitlement standard	Advanced
AI Conceptual Understanding	Recognises that some digital tools respond to inputs (e.g., voice, touch).	Explains simple differences between human decisions and machine responses.	Explores how sensors and patterns influence responses through structured play.
Data Awareness	Understands that machines use information to respond.	Sorts and groups objects using more than one attribute and explains reasoning.	Demonstrates that incomplete or incorrect information leads to incorrect outcomes.
Critical Evaluation & Informed Interaction	Recognises that clearer instructions lead to better responses.	Gives clear 2–3 step instructions and adjusts wording when needed.	Demonstrates persistence in refining instructions through iterative play.
Ethics & Privacy	Understands basic ideas of privacy and fairness in simple contexts.	Identifies personal information and explains why it should be kept private.	Consistently demonstrates safe, fair, and respectful behaviour in interactions.

Term 1 learning outcomes

As published in the KG2 / Year 1 Teacher Pack. Emerging is the expected Term 1 standard.

KG2 / Year 1 Term 1 learning outcomes
Strand	Children will be able to… Emerging	Framework reference
AI Conceptual Understanding (CU)	Recognises that some machines detect inputs (voice, touch) through a sensor – and that machines do not feel as people do.	`AIF·CU·KG2·E`
Data Awareness (CU)	Understands that machines use information; sorts and groups by TWO attributes in guided examples.	`AIF·CU·KG2·E`
Critical Evaluation & Informed Interaction (CE)	Follows and gives clear 2-3 step instructions and checks the result.	`AIF·CE·KG2·E`
Ethics & Privacy (GE)	Explains WHY some information is private (with concrete examples) and shows fair, kind behaviour.	`AIF·GE·KG2·E`

Unit rubric

The tiered rubric the unit is assessed against. Its wording is pitched to the concrete materials children handle, so it differs from the framework descriptors above and in Section 5.

KG2 / Year 1 unit rubric
Strand	Emerging expected	Proficient stretch	Advanced stretch
AI Conceptual Understanding	Recognises that some machines detect inputs (voice, touch).	Identifies a sensor (mic/touchscreen) and explains it detects, not feels.	Explains how sensors and responses relate through simple patterns.
Data Awareness	Sorts and groups by ONE-TWO attributes in guided examples.	Sorts reliably by TWO attributes and explains the grouping.	Chooses attributes and explains how grouping helps a decision.
Critical Evaluation & Informed Interaction	Follows a clear 2-3 step instruction.	Gives clear 2-3 step instructions and checks the result.	Improves an unclear instruction and explains the fix.
Ethics & Privacy	Recognises private information and simple fairness (taking turns).	Explains WHY information is private and why a rule is fair, using concrete examples.	Shows safe, fair, respectful behaviour and explains why it matters.

Unit, week by week

KG2 / Year 1 unit, week by week
Week	Lesson and worksheet	Strand focus	Framework outcome for the lesson	Success criteria and formative check
1Launch	WS1Talking to Machines (Unit Launch)	Integration – all four strands `AIF·KG2 (unit)`	Orient to the unit; wonder about machines we can talk to or touch.	I can name a machine we talk to or touch, and one input.Check. Child names a machine and one input (voice or touch).
2	WS2Machines That Listen & Respond	AI Conceptual Understanding (CU) `AIF·CU·KG2·E`	Recognise that a sensor detects a voice or touch – machines do not feel as people do.	I can show an input and say the machine detected it (it did not feel it).Check. Child shows an input, points to the sensor, and says the machine ‘detected’ (not ‘felt’) it.
3	WS3Machines Use Information	Data Awareness (CU) – two-attribute sorting `AIF·CU·KG2·E`	Understand that machines use information; sort by TWO attributes.	I can sort by two things and say both rules.Check. Child sorts by two attributes and names both rules.
4	WS4Say It Clearly (2-3 Steps)	Critical Evaluation & Informed Interaction (CE) `AIF·CE·KG2·E`	Give and follow clear 2-3 step instructions and check the result.	I can give 2-3 clear steps and check them.Check. Child gives clear 2-3 steps and checks the outcome.
5	WS5Private, Fair & Kind	Ethics & Privacy (GE) – explain WHY `AIF·GE·KG2·E`	Explain WHY information is private, and show fairness with tangible examples.	I can say why something is private and show one fair choice.Check. Child explains WHY one item is private and demonstrates a fair turn.
6Integrate	WS6Putting It Together	Integration – all four strands `AIF·KG2 (unit)`	Combine inputs and sensors, two-attribute sorting, 2-3 steps and a fair choice.	I can join the ideas and name a fair choice.Check. Child completes the task and names the sensor and a fair choice.
7Plan	WS7Plan Our Robot-Instructions Game (Planning)	Integration – solution design (guided) `AIF·KG2 (unit)`	Plan the signature game: goal, inputs and 2-3 steps.	I can state our goal, input and steps.Check. Child states goal, input and 2-3 steps.
8Build	WS8Build Our Robot Game (Building)	Integration – solution design (guided) `AIF·KG2 (unit)`	Build and test the game from the plan.	I can build from our plan and test it.Check. Child builds from the plan and tests input and steps.
9Refine	WS9Make It Better (Refining & Finishing)	Integration – critical evaluation `AIF·KG2 (unit)`	Improve one thing and get ready to show.	I can improve one thing and say why.Check. Child names one improvement and shows before and after.
10Showcase	WS10Show What We Know (Showcase & Assessment)	All strands – showcase & assessment `AIF·KG2 (unit)`	Show the game, explain a choice, complete the summative.	I can show my game and do the summative task.Check. Summative (Template B): input, two-attribute sort, 2-3 steps and identify a sensor – scored on the Emerging rubric.

How this unit is pitched

Machines detect – they do not feel: Lesson 2 states plainly that a sensor detects a voice or a touch; feelings belong to people. All ‘feels a touch’ wording is corrected to ‘senses/detects a touch’.
The sensor step-up is concrete: Children identify a real voice sensor (microphone) and touch sensor (touchscreen) – a clear, age-appropriate step up from KG1.
Fairness is tangible: Fairness is taught through turns, sharing equally and ‘everyone gets a go’, not abstract definitions.

Back to grade list

Phase 2 / Cycle 1, AI Literate Thinker

Grade 1Rules, Inputs & Outputs

Main Course: 10 lessons over 10 weeks
Bridging Program: Not required at this grade – prior-grade outcomes are rebuilt inside the unit
Weekly delivery: 1 × 45-minute period per week

Core competencies (framework)

AI Conceptual Literacy
Data Categorisation
Logical Sequencing and Rule-Based Thinking
Structured Communication
Responsible and Safe Use

Main Course 10 lessons over 10 weeks

W1Launch W2Concepts W3Data W4Evaluation W5Responsible use W6Integrate W7Plan W8Build W9Refine W10Showcase

Grade 1 framework expectations

Grade 1 framework expectations
Strand	Emerging expected in Term 1	Proficient national entitlement standard	Advanced
AI Conceptual Understanding	Recognises that machines follow simple rules to respond.	Describes inputs and outputs using everyday examples.	Explains how changing an input changes the output.
Data Awareness	Sorts information into simple groups with guidance.	Sorts information independently using one attribute.	Explains how different information leads to different results.
Critical Evaluation & Informed Interaction	Follows simple step-by-step instructions with support.	Creates simple step sequences to complete a task.	Adjusts steps when outcomes are not correct.
Responsible AI Use	Identifies personal information and safe sharing.	Follows rules for safe and respectful use.	Explains fairness in simple situations.

Main Course, week by week

Grade 1 Main Course, week by week
Week	Lessons this week	Strand	Outcome secured Emerging	Planned stretch Proficient
1Launch	Rules, Inputs & Outputs (Unit Launch)	All four strands	Unit launch. Students meet the unit’s big idea through a concrete comparison and establish the safe-use charter, drawing on all four Grade 1 strands in a first guided task.	Students state the big idea in their own words and predict which strand each part of the task will need.
2	Machines Follow Rules	AI Conceptual Understanding	Recognises that machines follow simple rules to respond.	Describes inputs and outputs using everyday examples.
3	Sort the Information	Data Awareness	Sorts information into simple groups with guidance.	Sorts information independently using one attribute.
4	Follow the Steps	Critical Evaluation & Informed Interaction	Follows simple step-by-step instructions with support.	Creates simple step sequences to complete a task.
5	Safe & Private	Responsible AI Use	Identifies personal information and safe sharing.	Follows rules for safe and respectful use.
6Integrate	Rules, Information & Steps Together	All four strands	Applies all four Grade 1 strands to one task, so the strands become a single practice rather than four separate lessons.	Students sequence the four strands independently and justify why each step is needed.
7Plan	Plan Our Rule Machine (Signature Project – Planning)	All four strands	Signature activity – planning. Students design a solution of their own that will require all four Grade 1 strands, and set the criteria it must meet.	Students justify design choices against their criteria before any building begins.
8Build	Build Our Rule Machine (Signature Project – Building)	All four strands	Signature activity – building. Students construct their planned solution, testing as they go and recording what changes and why.	Students diagnose what is not working from evidence rather than by trial and error.
9Refine	Test & Improve Our Rule Machine (Signature Project – Refining)	All four strands	Signature activity – refining and finishing. Students improve the solution against the criteria and prepare to defend the decisions behind it.	Students explain the impact of each refinement using the evidence they gathered.
10Showcase	Show What We Know (Showcase & Assessment)	All four strands	Showcase, assessment and reflection. Students present the work, peer-review it against the criteria, and are assessed across all four strands.	Students identify their own next target from the strand profile the rubric produces.

Back to grade list

Phase 2 / Cycle 1, AI Literate Thinker

Grade 2Rules & Choices in Digital Systems

Main Course: 10 lessons over 10 weeks
Bridging Program: Not required at this grade – prior-grade outcomes are rebuilt inside the unit
Weekly delivery: 1 × 45-minute period per week

Core competencies (framework)

AI Conceptual Literacy
Data Categorisation and Organisation
Decision Logic and Rule Application
Structured Communication
Responsible and Fair Use

Main Course 10 lessons over 10 weeks

W1Launch W2Concepts W3Data W4Evaluation W5Responsible use W6Integrate W7Plan W8Build W9Refine W10Showcase

Grade 2 framework expectations

Grade 2 framework expectations
Strand	Emerging expected in Term 1	Proficient national entitlement standard	Advanced
AI Conceptual Understanding	Recognises that systems follow rules and make simple choices.	Explains simple decision logic (if/then).	Explains how rules affect outcomes in different situations.
Data Awareness	Sorts information using one attribute.	Sorts using more than one attribute.	Explains how incorrect or missing information affects outcomes.
Critical Evaluation & Informed Interaction	Uses simple step-by-step instructions.	Creates multi-step instructions to solve a task.	Improves instructions to make outcomes more accurate.
Responsible AI Use	Identifies safe vs unsafe sharing.	Explains fairness in simple examples.	Recognises when outcomes may be unfair.

Main Course, week by week

Grade 2 Main Course, week by week
Week	Lessons this week	Strand	Outcome secured Emerging	Planned stretch Proficient
1Launch	Rules & Choices (Unit Launch)	All four strands	Unit launch. Students meet the unit’s big idea through a concrete comparison and establish the safe-use charter, drawing on all four Grade 2 strands in a first guided task.	Students state the big idea in their own words and predict which strand each part of the task will need.
2	IF → THEN: Rules Make Choices	AI Conceptual Understanding	Recognises that systems follow rules and make simple choices.	Explains simple decision logic (if/then).
3	Sort by One Thing	Data Awareness	Sorts information using one attribute.	Sorts using more than one attribute.
4	Step by Step	Critical Evaluation & Informed Interaction	Uses simple step-by-step instructions.	Creates multi-step instructions to solve a task.
5	Safe or Unsafe? Fair or Unfair?	Responsible AI Use	Identifies safe vs unsafe sharing.	Explains fairness in simple examples.
6Integrate	Rules, Choices & Steps Together	All four strands	Applies all four Grade 2 strands to one task, so the strands become a single practice rather than four separate lessons.	Students sequence the four strands independently and justify why each step is needed.
7Plan	Plan Our Rule Robot (Signature Project – Planning)	All four strands	Signature activity – planning. Students design a solution of their own that will require all four Grade 2 strands, and set the criteria it must meet.	Students justify design choices against their criteria before any building begins.
8Build	Build & Test Our Rule Robot (Signature Project – Building)	All four strands	Signature activity – building. Students construct their planned solution, testing as they go and recording what changes and why.	Students diagnose what is not working from evidence rather than by trial and error.
9Refine	Test & Fix Our Rule Robot (Signature Project – Refining)	All four strands	Signature activity – refining and finishing. Students improve the solution against the criteria and prepare to defend the decisions behind it.	Students explain the impact of each refinement using the evidence they gathered.
10Showcase	Show What We Know (Showcase & Assessment)	All four strands	Showcase, assessment and reflection. Students present the work, peer-review it against the criteria, and are assessed across all four strands.	Students identify their own next target from the strand profile the rubric produces.

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Phase 2 / Cycle 1, AI Literate Thinker

Grade 3Combining Rules to Make Decisions

Main Course: 10 lessons over 10 weeks
Bridging Program: Not required at this grade – prior-grade outcomes are rebuilt inside the unit
Weekly delivery: 1 × 45-minute period per week

Core competencies (framework)

AI Conceptual Literacy
Data Awareness and Input Quality
Multi-Step Logic and Rule Design
Structured Communication and Instruction Refinement
Fairness in Rule-Based Systems

Main Course 10 lessons over 10 weeks

W1Launch W2Concepts W3Data W4Evaluation W5Responsible use W6Integrate W7Plan W8Build W9Refine W10Showcase

Grade 3 framework expectations

Grade 3 framework expectations
Strand	Emerging expected in Term 1	Proficient national entitlement standard	Advanced
AI Conceptual Understanding	Recognises that multiple rules can be combined.	Explains how combining rules affects outcomes.	Predicts outcomes when rules are changed.
Data Awareness	Recognises that different information affects decisions.	Explains how missing or incorrect information changes outcomes.	Identifies simple errors in information and suggests improvements.
Critical Evaluation & Informed Interaction	Creates multi-step instructions with support.	Creates structured instructions combining steps and conditions.	Refines instructions independently to improve outcomes.
Responsible AI Use	Recognises when results may not be fair.	Explains how rules can create unfair outcomes.	Suggests simple ways to make outcomes fairer.

Main Course, week by week

Grade 3 Main Course, week by week
Week	Lessons this week	Strand	Outcome secured Emerging	Planned stretch Proficient
1Launch	Combining Rules (Unit Launch)	All four strands	Unit launch. Students meet the unit’s big idea through a concrete comparison and establish the safe-use charter, drawing on all four Grade 3 strands in a first guided task.	Students state the big idea in their own words and predict which strand each part of the task will need.
2	Two Rules at Once (IF this AND that)	AI Conceptual Understanding	Recognises that multiple rules can be combined.	Explains how combining rules affects outcomes.
3	Different Information, Different Decision	Data Awareness	Recognises that different information affects decisions.	Explains how missing or incorrect information changes outcomes.
4	Clear Multi-Step Instructions	Critical Evaluation & Informed Interaction	Creates multi-step instructions with support.	Creates structured instructions combining steps and conditions.
5	Is the Rule Fair for Everyone?	Responsible AI Use	Recognises when results may not be fair.	Explains how rules can create unfair outcomes.
6Integrate	Rules, Information & Steps Together	All four strands	Applies all four Grade 3 strands to one task, so the strands become a single practice rather than four separate lessons.	Students sequence the four strands independently and justify why each step is needed.
7Plan	Plan Our Rule Robot (Signature Project – Planning)	All four strands	Signature activity – planning. Students design a solution of their own that will require all four Grade 3 strands, and set the criteria it must meet.	Students justify design choices against their criteria before any building begins.
8Build	Build Our Rule Robot (Signature Project – Building)	All four strands	Signature activity – building. Students construct their planned solution, testing as they go and recording what changes and why.	Students diagnose what is not working from evidence rather than by trial and error.
9Refine	Test & Fix Our Rule Robot (Signature Project – Refining)	All four strands	Signature activity – refining and finishing. Students improve the solution against the criteria and prepare to defend the decisions behind it.	Students explain the impact of each refinement using the evidence they gathered.
10Showcase	Show What We Know (Showcase & Assessment)	All four strands	Showcase, assessment and reflection. Students present the work, peer-review it against the criteria, and are assessed across all four strands.	Students identify their own next target from the strand profile the rubric produces.

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Phase 2 / Cycle 1, AI Literate Thinker

Grade 4Data All Around Us

Main Course: 10 lessons over 10 weeks
Signature activity: A block-based decision program that sorts or decides using labelled data
Bridging Program: 6 lessons over 6 weeks, taught before the Main Course
Weekly delivery: 1 × 45-minute period per week

Core competencies (framework)

Data Representation and Understanding
Data Labelling and Organisation
Logic and Data-Driven Problem Solving
Structured Solution Development
Fairness in Data Use

Bridging 6 lessons over 6 weeks, before the Main Course

B1Concepts B2Data B3Evaluation B4Responsible use B5Integrate 1 B6Integrate 2

Main Course 10 lessons over 10 weeks

W1Launch W2Concepts W3Data W4Evaluation W5Responsible use W6Integrate W7Plan W8Build W9Refine W10Showcase

Grade 4 framework expectations

Grade 4 framework expectations
Strand	Emerging expected in Term 1	Proficient national entitlement standard	Advanced
AI Conceptual Understanding	Recognises that systems use data to make decisions.	Explains how data is represented and used.	Explains how patterns in data influence outcomes.
Data Awareness	Labels and organises simple data.	Identifies errors or imbalance in data.	Improves data to make it more accurate and balanced.
Critical Evaluation & Informed Interaction	Uses block-based tools to simulate decisions.	Creates simple solutions using data and logic.	Explains how data influences the outcome of a solution.
Responsible AI Use	Recognises that data can affect fairness.	Explains how biased data leads to unfair outcomes.	Evaluates fairness based on input data.

Main Course, week by week

Grade 4 Main Course, week by week
Week	Lessons this week	Strand	Outcome secured Emerging	Planned stretch Proficient
1Launch	Data All Around Us	All four strands	Unit launch. Students meet the unit’s big idea through a concrete comparison and establish the safe-use charter, drawing on all four Grade 4 strands in a first guided task.	Students state the big idea in their own words and predict which strand each part of the task will need.
2	Core Concepts: Input and Decision	AI Conceptual Understanding	Recognises that systems use data to make decisions.	Explains how data is represented and used.
3	Working with Information	Data Awareness	Labels and organises simple data.	Identifies errors or imbalance in data.
4	Simulating Decisions	Critical Evaluation & Informed Interaction	Uses block-based tools to simulate decisions.	Creates simple solutions using data and logic.
5	Data and Fairness	Responsible AI Use	Recognises that data can affect fairness.	Explains how biased data leads to unfair outcomes.
6Integrate	Bringing the Strands Together	All four strands	Applies all four Grade 4 strands to one task, so the strands become a single practice rather than four separate lessons.	Students sequence the four strands independently and justify why each step is needed.
7Plan	Signature Activity: Planning	All four strands	Signature activity – planning. Students design a solution of their own that will require all four Grade 4 strands, and set the criteria it must meet.	Students justify design choices against their criteria before any building begins.
8Build	Signature Activity: Building	All four strands	Signature activity – building. Students construct their planned solution, testing as they go and recording what changes and why.	Students diagnose what is not working from evidence rather than by trial and error.
9Refine	Signature Activity: Refining & Finishing	All four strands	Signature activity – refining and finishing. Students improve the solution against the criteria and prepare to defend the decisions behind it.	Students explain the impact of each refinement using the evidence they gathered.
10Showcase	Showcase, Assessment & Reflection	All four strands	Showcase, assessment and reflection. Students present the work, peer-review it against the criteria, and are assessed across all four strands.	Students identify their own next target from the strand profile the rubric produces.

Bridging Program, week by week

Six weeks that rebuild each strand to prior-grade Advanced mastery before the Main Course begins. The outcomes below are the Grade 3 Advanced descriptors, exactly as the published Teacher Pack references them; Weeks 5 and 6 integrate the rebuilt strands in a single designed solution. A student who meets the Advanced bar of the previous grade is ready to start Grade 4 at Emerging.

Grade 4 Bridging Program, week by week
Week	Lessons this week	Strand as taught in Bridging	Prior-grade outcome rebuilt Advanced	Framework reference
1	Rules and What Happens Next: Predicting Outcomes	AI Conceptual Understanding	Predicts outcomes when rules are changed.	`AIF·CU·G3·A`
2	Spot the Mistake: Checking Information	Data Awareness	Identifies simple errors in information and suggests improvements.	`AIF·CU·G3·A`
3	Make It Better: Improving Instructions	Critical Evaluation & Informed Interaction	Refines instructions independently to improve outcomes.	`AIF·CE·G3·A`
4	Fair for Everyone: Making Outcomes Fairer	Responsible AI Use	Suggests simple ways to make outcomes fairer.	`AIF·GE·G3·A`
5Integrate 1	The Fair Decision Machine: Design & Build (Part 1)	Integration – three strands	Integration, part 1. Students design and build a small solution that applies three rebuilt prior-grade strands at once.	`AIF·CU·G3·AAIF·CE·G3·AAIF·GE·G3·A`
6Integrate 2	The Fair Decision Machine: Refine, Present & Reflect (Part 2)	Integration – three strands	Integration, part 2. Students evaluate the solution against their criteria, justify each change with evidence and present it – meeting the prior-grade Advanced bar independently within the integrated task.	`AIF·CU·G3·AAIF·CE·G3·AAIF·GE·G3·A`

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Phase 2 / Cycle 1, AI Literate Thinker

Grade 5Working with AI

Main Course: 10 lessons over 10 weeks
Signature activity: A guided, AI-assisted output (a short reliable information piece or recommendation) produced and checked with structured prompts
Bridging Program: 6 lessons over 6 weeks, taught before the Main Course
Weekly delivery: 1 × 45-minute period per week

Core competencies (framework)

AI Conceptual Understanding
Data Quality and Reliability Awareness
Prompting and AI Interaction
AI Output Generation and Refinement
Responsible AI Use and Output Evaluation

Bridging 6 lessons over 6 weeks, before the Main Course

B1Concepts B2Data B3Design B4Ethics B5Integrate 1 B6Integrate 2

Main Course 10 lessons over 10 weeks

W1Launch W2Concepts W3Data W4Design W5Ethics W6Integrate W7Plan W8Build W9Refine W10Showcase

Grade 5 framework expectations

Grade 5 framework expectations
Strand	Emerging expected in Term 1	Proficient national entitlement standard	Advanced
AI Conceptual Understanding	Recognises that AI systems generate outputs using data.	Explains how AI uses data to generate responses.	Explains how data quality affects AI outputs.
Data Literacy	Recognises that data affects outputs.	Identifies when data is incomplete or biased.	Suggests improvements to make data more reliable.
AI Solution Design & Development	Uses AI tools to generate simple outputs with guidance.	Uses structured prompts to generate useful outputs.	Refines prompts to improve output quality and explains why.
Ethics & Responsible Use	Recognises when outputs may be incorrect.	Evaluates outputs for accuracy and fairness.	Explains misinformation risks and proposes verification strategies.

Main Course, week by week

Grade 5 Main Course, week by week
Week	Lessons this week	Strand	Outcome secured Emerging	Planned stretch Proficient
1Launch	Working with AI: Data, Prompts & Outputs	All four strands	Unit launch. Students meet the unit’s big idea through a concrete comparison and establish the safe-use charter, drawing on all four Grade 5 strands in a first guided task.	Students state the big idea in their own words and predict which strand each part of the task will need.
2	How AI Makes Outputs	AI Conceptual Understanding	Recognises that AI systems generate outputs using data.	Explains how AI uses data to generate responses.
3	Does the Data Affect the Output?	Data Literacy	Recognises that data affects outputs.	Identifies when data is incomplete or biased.
4	Prompting for an Output	AI Solution Design & Development	Uses AI tools to generate simple outputs with guidance.	Uses structured prompts to generate useful outputs.
5	When Outputs May Be Wrong	Ethics & Responsible Use	Recognises when outputs may be incorrect.	Evaluates outputs for accuracy and fairness.
6Integrate	Bringing the Strands Together	All four strands	Applies all four Grade 5 strands to one task, so the strands become a single practice rather than four separate lessons.	Students sequence the four strands independently and justify why each step is needed.
7Plan	Signature Activity: Planning	All four strands	Signature activity – planning. Students design a solution of their own that will require all four Grade 5 strands, and set the criteria it must meet.	Students justify design choices against their criteria before any building begins.
8Build	Signature Activity: Building a First Draft with AI	All four strands	Signature activity – building. Students construct their planned solution, testing as they go and recording what changes and why.	Students diagnose what is not working from evidence rather than by trial and error.
9Refine	Signature Activity: Refining & Finishing Your Piece	All four strands	Signature activity – refining and finishing. Students improve the solution against the criteria and prepare to defend the decisions behind it.	Students explain the impact of each refinement using the evidence they gathered.
10Showcase	Showcase, Assessment & Reflection	All four strands	Showcase, assessment and reflection. Students present the work, peer-review it against the criteria, and are assessed across all four strands.	Students identify their own next target from the strand profile the rubric produces.

Bridging Program, week by week

Six weeks that rebuild each strand to prior-grade Advanced mastery before the Main Course begins. The outcomes below are the Grade 4 Advanced descriptors, exactly as the published Teacher Pack references them; Weeks 5 and 6 integrate the rebuilt strands in a single designed solution. A student who meets the Advanced bar of the previous grade is ready to start Grade 5 at Emerging.

Grade 5 Bridging Program, week by week
Week	Lessons this week	Strand as taught in Bridging	Prior-grade outcome rebuilt Advanced	Framework reference
1	Patterns in Data: Reading What the Data Says	AI Conceptual Understanding	Explains how patterns in data influence outcomes.	`AIF·CU·G4·A`
2	Improving Data: Making Information Accurate and Balanced	Data Literacy	Improves data to make it more accurate and balanced.	`AIF·CU·G4·A`
3	Meet the AI: Giving an Instruction, Reading an Output	AI Solution Design & Development	Foundations of AI Solution Design & Development: using an AI tool, with guidance, to generate a simple output. (New strand this grade – no prior grade; delivered fresh.)	`AIF·SD·G4·A`
4	Is It Fair? Judging Outcomes from the Data	Ethics & Responsible Use	Evaluates fairness based on input data.	`AIF·GE·G4·A`
5Integrate 1	Reliable Recommendation: Read, Improve & Design (Part 1)	Integration – three strands	Integration, part 1. Students design and build a small solution that applies three rebuilt prior-grade strands at once.	`AIF·CU·G4·AAIF·SD·G4·AAIF·GE·G4·A`
6Integrate 2	Reliable Recommendation: Generate, Judge & Reflect (Part 2)	Integration – three strands	Integration, part 2. Students evaluate the solution against their criteria, justify each change with evidence and present it – meeting the prior-grade Advanced bar independently within the integrated task.	`AIF·CU·G4·AAIF·SD·G4·AAIF·GE·G4·A`

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Phase 3 / Cycle 2, AI Solution Builder

Grade 6Rule-Based vs Learning Systems (ML Foundations)

Main Course: 20 lessons over 10 weeks
Signature activity: A structured, prompt-driven AI solution to a simple task, evaluated for accuracy and risk
Bridging Program: 12 lessons over 6 weeks, taught before the Main Course
Weekly delivery: 2 × 45-minute periods per week – a Core lesson + a paired Lab lesson each week

Core competencies (framework)

AI Conceptual Understanding
Machine Learning Foundations
Structured AI Solution Development
Evaluation of AI Outputs
Responsible AI Use and Risk Awareness

Bridging 12 lessons over 6 weeks, before the Main Course

B1Concepts B2Design B3Evaluation B4Ethics B5Integrate 1 B6Integrate 2

Main Course 20 lessons over 10 weeks

W1Launch W2Concepts W3Design W4Evaluation W5Ethics W6Integrate W7Plan W8Build W9Refine W10Showcase

Grade 6 framework expectations

Grade 6 framework expectations
Strand	Emerging expected in Term 1	Proficient national entitlement standard	Advanced
AI Conceptual Understanding	Recognises the difference between rule-based and learning systems.	Explains how AI systems learn from data to generate outputs.	Explains how training data affects output quality and performance.
AI Solution Design & Development	Uses AI tools with structured prompts to complete tasks.	Applies simple structured processes (input to output) to generate results.	Builds structured AI-assisted solutions using guided inputs and data.
Critical Evaluation & Informed Interaction	Identifies when outputs are incorrect or unclear.	Evaluates outputs for accuracy and relevance.	Explains how changes to inputs or data improve outputs.
Ethics & Governance	Recognises basic risks (e.g. incorrect outputs, unsafe use).	Explains bias, privacy, and the need for responsible use.	Identifies biased outputs and suggests simple ways to improve fairness and safety.

Main Course, week by week

Grade 6 Main Course, week by week
Week	Lessons this week	Strand	Outcome secured Emerging	Planned stretch Proficient
1Launch	CoreRule-Based vs Learning Systems LabRule vs Learning: Hands-On Exploration	All four strands	Unit launch. Students meet the unit’s big idea through a concrete comparison and establish the safe-use charter, drawing on all four Grade 6 strands in a first guided task.	Students state the big idea in their own words and predict which strand each part of the task will need.
2	CoreRules vs Learning: How Each System Works LabTrain a Simple Model	AI Conceptual Understanding	Recognises the difference between rule-based and learning systems.	Explains how AI systems learn from data to generate outputs.
3	CoreStructured Prompts to Complete a Task LabPrompt-to-Task Workshop	AI Solution Design & Development	Uses AI tools with structured prompts to complete tasks.	Applies simple structured processes (input to output) to generate results.
4	CoreJudging Outputs: Correct, Incorrect, Unclear LabOutput Triage Clinic	Critical Evaluation & Informed Interaction	Identifies when outputs are incorrect or unclear.	Evaluates outputs for accuracy and relevance.
5	CoreRisks and Responsible Use LabClass AI Risk Audit	Ethics & Governance	Recognises basic risks (e.g. incorrect outputs, unsafe use).	Explains bias, privacy, and the need for responsible use.
6Integrate	CoreBringing the Strands Together LabIntegrated Build-and-Check	All four strands	Applies all four Grade 6 strands to one task, so the strands become a single practice rather than four separate lessons.	Students sequence the four strands independently and justify why each step is needed.
7Plan	CoreSignature Solution: Planning LabPrototype and Pressure-Test the Plan	All four strands	Signature activity – planning. Students design a solution of their own that will require all four Grade 6 strands, and set the criteria it must meet.	Students justify design choices against their criteria before any building begins.
8Build	CoreSignature Solution: Building LabExtended Build and Evaluation	All four strands	Signature activity – building. Students construct their planned solution, testing as they go and recording what changes and why.	Students diagnose what is not working from evidence rather than by trial and error.
9Refine	CoreSignature Solution: Refining & Finishing LabFinal Iteration and Risk Review	All four strands	Signature activity – refining and finishing. Students improve the solution against the criteria and prepare to defend the decisions behind it.	Students explain the impact of each refinement using the evidence they gathered.
10Showcase	CoreShowcase, Assessment & Reflection LabShowcase Carousel and Reflection	All four strands	Showcase, assessment and reflection. Students present the work, peer-review it against the criteria, and are assessed across all four strands.	Students identify their own next target from the strand profile the rubric produces.

Bridging Program, week by week

Six weeks that rebuild each strand to prior-grade Advanced mastery before the Main Course begins. The outcomes below are the Grades 4 and 5 Advanced descriptors, exactly as the published Teacher Pack references them; Weeks 5 and 6 integrate the rebuilt strands in a single designed solution. A student who meets the Advanced bar of the previous grade is ready to start Grade 6 at Emerging.

Grade 6 Bridging Program, week by week
Week	Lessons this week	Strand as taught in Bridging	Prior-grade outcome rebuilt Advanced	Framework reference
1	CoreData Quality and AI Outputs LabData Quality Investigation	AI Conceptual Understanding	Explains how data quality affects AI outputs.	`AIF·CU·G5·A`
2	CoreRefining Prompts for Better Outputs LabPrompt Refinement Workshop	AI Solution Design & Development	Refines prompts to improve output quality and explains why.	`AIF·SD·G5·A`
3	CoreHow Data Shapes a Solution’s Outcome LabTrace-the-Data Investigation	Critical Evaluation & Informed Interaction	Explains how data influences the outcome of a solution.	`AIF·CE·G4·A`
4	CoreMisinformation Risks and Verification LabVerify and De-risk Workshop	Ethics & Governance	Explains misinformation risks and proposes verification strategies.	`AIF·GE·G5·A`
5Integrate 1	CoreTrustworthy AI Helper: Design & Test the Data (Part 1) LabTrustworthy AI Helper: Build & Refine the Prompt (Part 1)	Integration – all four strands	Integration, part 1. Students design and build a small solution that applies four rebuilt prior-grade strands at once.	`AIF·CU·G5·AAIF·SD·G5·AAIF·CE·G4·AAIF·GE·G5·A`
6Integrate 2	CoreTrustworthy AI Helper: Trace the Data & Plan Checks (Part 2) LabTrustworthy AI Helper: Verify, De-risk & Showcase (Part 2)	Integration – all four strands	Integration, part 2. Students evaluate the solution against their criteria, justify each change with evidence and present it – meeting the prior-grade Advanced bar independently within the integrated task.	`AIF·CU·G5·AAIF·SD·G5·AAIF·CE·G4·AAIF·GE·G5·A`

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Phase 3 / Cycle 2, AI Solution Builder

Grade 7AI as Workflows – Input, Process, Output

Main Course: 21 lessons over 10 weeks
Bridging Program: 10 lessons over 6 weeks, taught before the Main Course
Weekly delivery: 2 × 45-minute periods per week – a Core lesson (period 1) and a paired Lab lesson (period 2) on the same outcome; the Foundation session is taught before Week 1

Core competencies (framework)

AI Systems Understanding
Workflow Design and Multi-Step Problem Solving
AI Solution Development
Evaluation and Iterative Improvement
Ethical Risk Analysis

Bridging 10 lessons over 6 weeks, before the Main Course

B1Concepts B2Design B3Evaluation B4Ethics B5Integrate 1 B6Integrate 2

Main Course 21 lessons over 10 weeks

Pre-1Foundation W1Launch W2Concepts W3Design W4Evaluation W5Ethics W6Integrate W7Plan W8Build W9Refine W10Showcase

Grade 7 framework expectations

Grade 7 framework expectations
Strand	Emerging expected in Term 1	Proficient national entitlement standard	Advanced
AI Conceptual Understanding	Describes how AI systems follow a sequence of steps (input to process to output).	Explains how workflows structure AI systems.	Explains how different workflow designs affect outcomes.
AI Solution Design & Development	Builds simple AI solutions using guided steps.	Designs multi-step AI workflows to complete tasks.	Refines workflows by improving structure, sequencing, and tool selection.
Critical Evaluation & Informed Interaction	Identifies issues in outputs or workflow steps.	Evaluates outputs using criteria such as accuracy and usefulness.	Improves workflows through iteration and explains the impact of changes.
Ethics & Governance	Identifies risks in AI-generated outputs.	Explains bias, misuse, and limitations in workflows.	Proposes ways to reduce risks and improve responsible use of AI systems.

Main Course, week by week

Grade 7 Main Course, week by week
Week	Lessons this week	Strand	Outcome secured Emerging	Planned stretch Proficient
Pre-1Foundation	FoundationHow Models Learn	AI Conceptual Understanding	Describes how AI systems follow a sequence of steps (input to process to output).	Explains how workflows structure AI systems.
1Launch	CoreAI as a Workflow LabCompare and Log the Difference	All four strands	Unit launch. Students meet the unit’s big idea through a concrete comparison and establish the safe-use charter, drawing on all four Grade 7 strands in a first guided task.	Students state the big idea in their own words and predict which strand each part of the task will need.
2	CoreThe Three-Stage Shape LabBuild, Trace and Test a Workflow	AI Conceptual Understanding	Describes how AI systems follow a sequence of steps (input to process to output).	Explains how workflows structure AI systems.
3	CoreBuilding a Workflow LabTest, Fix and Chain	AI Solution Design & Development	Builds simple AI solutions using guided steps.	Designs multi-step AI workflows to complete tasks.
4	CoreJudging Outputs LabThe Evaluation Clinic	Critical Evaluation & Informed Interaction	Identifies issues in outputs or workflow steps.	Evaluates outputs using criteria such as accuracy and usefulness.
5	CoreSpotting the Risks LabThe Risk Audit	Ethics & Governance	Identifies risks in AI-generated outputs.	Explains bias, misuse, and limitations in workflows.
6Integrate	CoreFour Strands, One Task LabThe Full Run	All four strands	Applies all four Grade 7 strands to one task, so the strands become a single practice rather than four separate lessons.	Students sequence the four strands independently and justify why each step is needed.
7Plan	CoreArchitect First, Build Second LabRun It, Break It, Make It Safer	All four strands	Signature activity – planning. Students design a solution of their own that will require all four Grade 7 strands, and set the criteria it must meet.	Students justify design choices against their criteria before any building begins.
8Build	CoreBuild, Evaluate, Improve LabFinish It, Then Prove It	All four strands	Signature activity – building. Students construct their planned solution, testing as they go and recording what changes and why.	Students diagnose what is not working from evidence rather than by trial and error.
9Refine	CoreRefining & Finishing LabLock It & Rehearse	All four strands	Signature activity – refining and finishing. Students improve the solution against the criteria and prepare to defend the decisions behind it.	Students explain the impact of each refinement using the evidence they gathered.
10Showcase	CoreShowcase & Reflection LabPeer Review & Stress-Test	All four strands	Showcase, assessment and reflection. Students present the work, peer-review it against the criteria, and are assessed across all four strands.	Students identify their own next target from the strand profile the rubric produces.

Bridging Program, week by week

Six weeks that rebuild each strand to prior-grade Advanced mastery before the Main Course begins. The outcomes below are the Grade 6 Advanced descriptors, exactly as the published Teacher Pack references them; Weeks 5 and 6 integrate the rebuilt strands in a single designed solution. A student who meets the Advanced bar of the previous grade is ready to start Grade 7 at Emerging.

Grade 7 Bridging Program, week by week
Week	Lessons this week	Strand as taught in Bridging	Prior-grade outcome rebuilt Advanced	Framework reference
1	CoreThe Data Behind the Answer LabRun the Fair Test	AI Conceptual Understanding	Explains how training data affects output quality and performance.	`AIF·CU·G6·A`
2	CoreBuild a Structured Solution LabTest, Find, Refine	AI Solution Design & Development	Builds structured AI-assisted solutions using guided inputs and data.	`AIF·SD·G6·A`
3	CoreA Better Input, A Better Output LabRank, Then Iterate	Critical Evaluation & Informed Interaction	Explains how changes to inputs or data improve outputs.	`AIF·CE·G6·A`
4	CoreThe Fairness Checker LabOne Workflow, Several Concerns	Ethics & Governance	Identifies biased outputs and suggests simple ways to improve fairness and safety.	`AIF·GE·G6·A`
5Integrate 1	Integrated: Build a Sorting Helper	Integration – all four prior-grade strands	Integration, part 1. Students design and build a small solution that applies four rebuilt prior-grade strands at once.	`AIF·CU·G6·AAIF·SD·G6·AAIF·CE·G6·AAIF·GE·G6·A`
6Integrate 2	Integrated: Prove It and Guard It	Integration – all four prior-grade strands	Integration, part 2. Students evaluate the solution against their criteria, justify each change with evidence and present it – meeting the prior-grade Advanced bar independently within the integrated task.	`AIF·CU·G6·AAIF·SD·G6·AAIF·CE·G6·AAIF·GE·G6·A`

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Phase 3 / Cycle 2, AI Solution Builder

Grade 8Evaluating & Improving AI Models

Main Course: 20 lessons over 10 weeks
Bridging Program: 10 lessons over 6 weeks, taught before the Main Course
Weekly delivery: 2 × 45-minute periods per week – a Core lesson (period 1) and a paired Lab lesson (period 2) on the same outcome

Core competencies (framework)

AI Systems Understanding
AI Workflow Design and Integration
AI Solution Development and Refinement
Performance Evaluation and Optimisation
Responsible AI Governance

Bridging 10 lessons over 6 weeks, before the Main Course

B1Concepts B2Design B3Evaluation B4Ethics B5Integrate 1 B6Integrate 2

Main Course 20 lessons over 10 weeks

W1Launch W2Concepts W3Design W4Evaluation W5Ethics W6Integrate W7Plan W8Build W9Refine W10Showcase

Grade 8 framework expectations

Grade 8 framework expectations
Strand	Emerging expected in Term 1	Proficient national entitlement standard	Advanced
AI Conceptual Understanding	Describes how AI systems process inputs and generate outputs.	Explains how different factors (data, inputs, design) affect performance.	Compares approaches and explains why some solutions perform better.
AI Solution Design & Development	Develops AI-powered solutions for specific tasks.	Designs structured workflows combining multiple steps or tools.	Designs and refines solutions considering how components interact.
Critical Evaluation & Informed Interaction	Identifies limitations in outputs.	Evaluates solutions using criteria such as accuracy, bias, and reliability.	Refines solutions systematically and justifies improvements using evidence.
Ethics & Governance	Identifies ethical concerns in AI use.	Conducts structured evaluation of risks (bias, privacy, misuse).	Proposes mitigation strategies and explains their impact.

Main Course, week by week

Grade 8 Main Course, week by week
Week	Lessons this week	Strand	Outcome secured Emerging	Planned stretch Proficient
1Launch	CoreFrom ‘It Works’ to ‘How Well’ LabTwo Outputs, One Verdict	All four strands	Unit launch. Students meet the unit’s big idea through a concrete comparison and establish the safe-use charter, drawing on all four Grade 8 strands in a first guided task.	Students state the big idea in their own words and predict which strand each part of the task will need.
2	CoreInside the Pipeline LabChange One Factor	AI Conceptual Understanding	Describes how AI systems process inputs and generate outputs.	Explains how different factors (data, inputs, design) affect performance.
3	CoreDesign the Workflow LabBuild, Test, Improve	AI Solution Design & Development	Develops AI-powered solutions for specific tasks.	Designs structured workflows combining multiple steps or tools.
4	CoreJudge with Criteria LabThe Evaluation Clinic	Critical Evaluation & Informed Interaction	Identifies limitations in outputs.	Evaluates solutions using criteria such as accuracy, bias, and reliability.
5	CoreAccurate Is Not Ethical LabThe Ethics Audit	Ethics & Governance	Identifies ethical concerns in AI use.	Conducts structured evaluation of risks (bias, privacy, misuse).
6Integrate	CoreOne Model, Four Strands LabRun It End to End	All four strands	Applies all four Grade 8 strands to one task, so the strands become a single practice rather than four separate lessons.	Students sequence the four strands independently and justify why each step is needed.
7Plan	CoreArchitect the Plan LabPrototype and Pressure-Test	All four strands	Signature activity – planning. Students design a solution of their own that will require all four Grade 8 strands, and set the criteria it must meet.	Students justify design choices against their criteria before any building begins.
8Build	CoreThe Build Loop LabThe Evaluation Log	All four strands	Signature activity – building. Students construct their planned solution, testing as they go and recording what changes and why.	Students diagnose what is not working from evidence rather than by trial and error.
9Refine	CoreRefining and Finishing LabLock It and Show It	All four strands	Signature activity – refining and finishing. Students improve the solution against the criteria and prepare to defend the decisions behind it.	Students explain the impact of each refinement using the evidence they gathered.
10Showcase	CoreShowcase and Reflect LabReview, Measure, Aim	All four strands	Showcase, assessment and reflection. Students present the work, peer-review it against the criteria, and are assessed across all four strands.	Students identify their own next target from the strand profile the rubric produces.

Bridging Program, week by week

Six weeks that rebuild each strand to prior-grade Advanced mastery before the Main Course begins. The outcomes below are the Grade 7 Advanced descriptors, exactly as the published Teacher Pack references them; Weeks 5 and 6 integrate the rebuilt strands in a single designed solution. A student who meets the Advanced bar of the previous grade is ready to start Grade 8 at Emerging.

Grade 8 Bridging Program, week by week
Week	Lessons this week	Strand as taught in Bridging	Prior-grade outcome rebuilt Advanced	Framework reference
1	CoreThe Design Behind the Outcome LabRun the Fair Test	AI Conceptual Understanding	Explains how different workflow designs affect outcomes.	`AIF·CU·G7·A`
2	CoreThree Levers to Refine a Workflow LabOne Alert, Two Audiences	AI Solution Design & Development	Refines workflows by improving structure, sequencing, and tool selection.	`AIF·SD·G7·A`
3	CoreChange, Judge, Improve LabScore, Iterate, Justify	Critical Evaluation & Informed Interaction	Improves workflows through iteration and explains the impact of changes.	`AIF·CE·G7·A`
4	CoreSpot the Risk, Fix It LabRank Risks, Build a Plan	Ethics & Governance	Proposes ways to reduce risks and improve responsible use of AI systems.	`AIF·GE·G7·A`
5Integrate 1	Integrated: Design, Build, Test	Integration – all four prior-grade strands	Integration, part 1. Students design and build a small solution that applies four rebuilt prior-grade strands at once.	`AIF·CU·G7·AAIF·SD·G7·AAIF·CE·G7·AAIF·GE·G7·A`
6Integrate 2	Integrated: Evaluate and Prove It	Integration – all four prior-grade strands	Integration, part 2. Students evaluate the solution against their criteria, justify each change with evidence and present it – meeting the prior-grade Advanced bar independently within the integrated task.	`AIF·CU·G7·AAIF·SD·G7·AAIF·CE·G7·AAIF·GE·G7·A`

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Phase 4 / Cycle 3, AI Systems & Solutions Designer

Grade 9How AI System Components Interact

Main Course: 21 lessons over 10 weeks
Bridging Program: 10 lessons over 6 weeks, taught before the Main Course
Weekly delivery: 2 × 45-minute periods per week – a Core lesson (period 1) and a paired Lab lesson (period 2) on the same outcome

Core competencies (framework)

AI Systems Understanding
AI Workflow Design and Development
Evaluation of AI Outputs
Responsible AI Use

Bridging 10 lessons over 6 weeks, before the Main Course

B1Systems B2Design B3Evaluation B4Ethics B5Integrate 1 B6Integrate 2

Main Course 21 lessons over 10 weeks

W1Launch W2Systems W3Design W4Evaluation W5Ethics W6Integrate W7Plan W8Build W9Refine W10Showcase

Grade 9 framework expectations

Grade 9 framework expectations
Strand	Emerging expected in Term 1	Proficient national entitlement standard	Advanced
AI Systems Understanding	Describes how AI systems use inputs to generate outputs.	Explains how data, tools, and prompts interact within a solution.	Explains how design choices affect output quality and reliability.
AI Solution Design & Development	Uses AI tools to complete structured tasks.	Designs structured AI workflows to solve defined problems.	Refines workflows to improve outputs and usability.
Critical Evaluation & Informed Interaction	Identifies when outputs are incorrect or unclear.	Evaluates outputs for accuracy, bias, and usefulness.	Explains limitations and suggests targeted improvements.
Ethics & Responsible Use	Identifies risks in AI-generated content.	Explains bias, misinformation, and misuse.	Proposes actions to ensure responsible and safe use.

Main Course, week by week

Grade 9 Main Course, week by week
Week	Lessons this week	Strand	Outcome secured Emerging	Planned stretch Proficient
1Launch	CoreOpen the Black Box LabChange One Thing	All four strands	Unit launch. Students meet the unit’s big idea through a concrete comparison and establish the safe-use charter, drawing on all four Grade 9 strands in a first guided task.	Students state the big idea in their own words and predict which strand each part of the task will need.
2	CoreUnderstanding the System ExtraHow AI Learns LabTest the System	AI Systems Understanding	Describes how AI systems use inputs to generate outputs.	Explains how data, tools, and prompts interact within a solution.
3	CoreDesigning a Solution LabBuild, Test, Chain	AI Solution Design & Development	Uses AI tools to complete structured tasks.	Designs structured AI workflows to solve defined problems.
4	CoreJudging Outputs LabThe Evaluation Clinic	Critical Evaluation & Informed Interaction	Identifies when outputs are incorrect or unclear.	Evaluates outputs for accuracy, bias, and usefulness.
5	CoreRisk Is a System Property LabAuditing the Risks	Ethics & Responsible Use	Identifies risks in AI-generated content.	Explains bias, misinformation, and misuse.
6Integrate	CoreFour Strands, One Workflow LabRunning It End-to-End	All four strands	Applies all four Grade 9 strands to one task, so the strands become a single practice rather than four separate lessons.	Students sequence the four strands independently and justify why each step is needed.
7Plan	CoreDesigning the System LabPrototype and Pressure-Test	All four strands	Signature activity – planning. Students design a solution of their own that will require all four Grade 9 strands, and set the criteria it must meet.	Students justify design choices against their criteria before any building begins.
8Build	CoreAssemble, Evaluate, Refine LabTest, Log, Iterate	All four strands	Signature activity – building. Students construct their planned solution, testing as they go and recording what changes and why.	Students diagnose what is not working from evidence rather than by trial and error.
9Refine	CoreRefining & Finishing the System LabLock It & Rehearse the Demo	All four strands	Signature activity – refining and finishing. Students improve the solution against the criteria and prepare to defend the decisions behind it.	Students explain the impact of each refinement using the evidence they gathered.
10Showcase	CoreShowcase, Assess & Reflect LabPeer Review & Aim Higher	All four strands	Showcase, assessment and reflection. Students present the work, peer-review it against the criteria, and are assessed across all four strands.	Students identify their own next target from the strand profile the rubric produces.

Bridging Program, week by week

Six weeks that rebuild each strand to prior-grade Advanced mastery before the Main Course begins. The outcomes below are the Grade 8 Advanced descriptors, exactly as the published Teacher Pack references them; Weeks 5 and 6 integrate the rebuilt strands in a single designed solution. A student who meets the Advanced bar of the previous grade is ready to start Grade 9 at Emerging.

Grade 9 Bridging Program, week by week
Week	Lessons this week	Strand as taught in Bridging	Prior-grade outcome rebuilt Advanced	Framework reference
1	CoreComparing Approaches LabThe Fair Test	AI Systems Understanding	Compares approaches and explains why some solutions perform better.	`AIF·CU·G8·A`
2	CoreParts That Work Together LabGrowing the Workflow	AI Solution Design & Development	Designs and refines solutions considering how components interact.	`AIF·SD·G8·A`
3	CoreRefine Like an Engineer LabRun the Whole Cycle	Critical Evaluation & Informed Interaction	Refines solutions systematically and justifies improvements using evidence.	`AIF·CE·G8·A`
4	CoreRisk Lives Between the Parts LabBreak the Risk Chain	Ethics & Responsible Use	Proposes mitigation strategies and explains their impact.	`AIF·GE·G8·A`
5Integrate 1	Integrated: Build the Assistant	Integration – all four prior-grade strands	Integration, part 1. Students design and build a small solution that applies four rebuilt prior-grade strands at once.	`AIF·CU·G8·AAIF·SD·G8·AAIF·CE·G8·AAIF·GE·G8·A`
6Integrate 2	Integrated: Prove It Works	Integration – all four prior-grade strands	Integration, part 2. Students evaluate the solution against their criteria, justify each change with evidence and present it – meeting the prior-grade Advanced bar independently within the integrated task.	`AIF·CU·G8·AAIF·SD·G8·AAIF·CE·G8·AAIF·GE·G8·A`

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Phase 4 / Cycle 3, AI Systems & Solutions Designer

Grade 10AI as Integrated Solutions – Systems Thinking

Main Course: 20 lessons over 10 weeks
Bridging Program: 10 lessons over 6 weeks, taught before the Main Course
Weekly delivery: 2 × 45-minute periods per week – a Core lesson (period 1) and a paired Lab lesson (period 2) on the same outcome

Core competencies (framework)

AI Systems Understanding
Systems Thinking and Integration
AI Solution Design and Development
Evaluation and Iterative Improvement
Responsible AI Governance

Bridging 10 lessons over 6 weeks, before the Main Course

B1Systems B2Design B3Evaluation B4Governance B5Integrate 1 B6Integrate 2

Main Course 20 lessons over 10 weeks

W1Launch W2Systems W3Design W4Evaluation W5Governance W6Integrate W7Plan W8Build W9Refine W10Showcase

Grade 10 framework expectations

Grade 10 framework expectations
Strand	Emerging expected in Term 1	Proficient national entitlement standard	Advanced
AI Systems Understanding	Describes how different AI tools can be used together.	Explains how components interact as a system.	Evaluates how system design affects performance and reliability.
AI Solution Design & Development	Designs simple AI workflows for specific tasks.	Designs multi-step solutions combining tools and data.	Selects and structures tools strategically to improve performance.
Critical Evaluation & Informed Interaction	Identifies strengths and weaknesses of outputs.	Evaluates solutions using criteria (accuracy, fairness, usefulness).	Refines solutions and explains the impact of improvements.
Governance & Ethics	Identifies ethical concerns in AI use.	Conducts structured evaluation of risks (bias, privacy, misuse).	Proposes mitigation strategies and explains their effectiveness.

Main Course, week by week

Grade 10 Main Course, week by week
Week	Lessons this week	Strand	Outcome secured Emerging	Planned stretch Proficient
1Launch	CoreSee the Whole System LabCompare, Map, and Stress-Test	All four strands	Unit launch. Students meet the unit’s big idea through a concrete comparison and establish the safe-use charter, drawing on all four Grade 10 strands in a first guided task.	Students state the big idea in their own words and predict which strand each part of the task will need.
2	CoreUnderstanding the System LabTrace, Change, Compare	AI Systems Understanding	Describes how different AI tools can be used together.	Explains how components interact as a system.
3	CoreDesigning a Solution LabBuild, Test, Improve	AI Solution Design & Development	Designs simple AI workflows for specific tasks.	Designs multi-step solutions combining tools and data.
4	CoreJudging & Improving Outputs LabThe Evaluation Clinic	Critical Evaluation & Informed Interaction	Identifies strengths and weaknesses of outputs.	Evaluates solutions using criteria (accuracy, fairness, usefulness).
5	CoreLocate the Risk in the System LabMeasure the Risk and Govern It	Governance & Ethics	Identifies ethical concerns in AI use.	Conducts structured evaluation of risks (bias, privacy, misuse).
6Integrate	CoreBringing the Strands Together LabRun It End-to-End	All four strands	Applies all four Grade 10 strands to one task, so the strands become a single practice rather than four separate lessons.	Students sequence the four strands independently and justify why each step is needed.
7Plan	CoreArchitect Your Signature Solution LabPrototype and Pressure-Test	All four strands	Signature activity – planning. Students design a solution of their own that will require all four Grade 10 strands, and set the criteria it must meet.	Students justify design choices against their criteria before any building begins.
8Build	CoreBuild, Evaluate, Improve LabFinish It, Then Prove It	All four strands	Signature activity – building. Students construct their planned solution, testing as they go and recording what changes and why.	Students diagnose what is not working from evidence rather than by trial and error.
9Refine	CoreRefining & Finishing the System LabLock It and Rehearse the Demo	All four strands	Signature activity – refining and finishing. Students improve the solution against the criteria and prepare to defend the decisions behind it.	Students explain the impact of each refinement using the evidence they gathered.
10Showcase	CoreShowcase & Reflection LabPeer Review & Aim Higher	All four strands	Showcase, assessment and reflection. Students present the work, peer-review it against the criteria, and are assessed across all four strands.	Students identify their own next target from the strand profile the rubric produces.

Bridging Program, week by week

Six weeks that rebuild each strand to prior-grade Advanced mastery before the Main Course begins. The outcomes below are the Grade 9 Advanced descriptors, exactly as the published Teacher Pack references them; Weeks 5 and 6 integrate the rebuilt strands in a single designed solution. A student who meets the Advanced bar of the previous grade is ready to start Grade 10 at Emerging.

Grade 10 Bridging Program, week by week
Week	Lessons this week	Strand as taught in Bridging	Prior-grade outcome rebuilt Advanced	Framework reference
1	CoreDesign Choices Shape the Output LabRun the Fair Test	AI Systems Understanding	Explains how design choices affect output quality and reliability.	`AIF·CU·G9·A`
2	CoreRefine the Weakest Stage LabMeasure, Don’t Guess	AI Solution Design & Development	Refines workflows to improve outputs and usability.	`AIF·SD·G9·A`
3	CoreExplain Limitations, Target the Fix LabTrace, Prioritise, Justify	Critical Evaluation & Informed Interaction	Explains limitations and suggests targeted improvements.	`AIF·CE·G9·A`
4	CorePropose Responsible-Use Actions LabBuild a Responsible-Use Plan	Governance & Ethics	Proposes actions to ensure responsible and safe use.	`AIF·GE·G9·A`
5Integrate 1	Integrated: Design & Build an AI Solution	Integration – all four prior-grade strands	Integration, part 1. Students design and build a small solution that applies four rebuilt prior-grade strands at once.	`AIF·CU·G9·AAIF·SD·G9·AAIF·CE·G9·AAIF·GE·G9·A`
6Integrate 2	Integrated: Evaluate, Justify & Showcase	Integration – all four prior-grade strands	Integration, part 2. Students evaluate the solution against their criteria, justify each change with evidence and present it – meeting the prior-grade Advanced bar independently within the integrated task.	`AIF·CU·G9·AAIF·SD·G9·AAIF·CE·G9·AAIF·GE·G9·A`

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Phase 4 / Cycle 3, AI Systems & Solutions Designer

Grade 11Optimising AI Solutions for Performance

Main Course: 20 lessons over 10 weeks
Bridging Program: 10 lessons over 6 weeks, taught before the Main Course
Weekly delivery: 2 × 45-minute periods per week – a Core lesson (period 1) and a paired Lab lesson (period 2) on the same outcome

Core competencies (framework)

AI Systems Thinking and Integration
AI Solution Design and Optimisation
Critical Evaluation and Decision-Making
AI Governance and Impact Analysis
Human-Centred AI Design

Bridging 10 lessons over 6 weeks, before the Main Course

B1Systems B2Design B3Evaluation B4Governance B5Integrate 1 B6Integrate 2

Main Course 20 lessons over 10 weeks

W1Launch W2Systems W3Design W4Evaluation W5Governance W6Integrate W7Plan W8Build W9Refine W10Showcase

Grade 11 framework expectations

Grade 11 framework expectations
Strand	Emerging expected in Term 1	Proficient national entitlement standard	Advanced
AI Systems Understanding	Describes how AI solutions operate within broader systems.	Explains interactions between data, tools, and users.	Evaluates trade-offs (accuracy, efficiency, usability, reliability).
AI Solution Design & Development	Designs AI-powered solutions for real-world tasks.	Designs structured multi-step solutions addressing user needs.	Optimises solutions to improve efficiency, usability, and performance.
Critical Evaluation & Informed Interaction	Identifies limitations in solutions.	Evaluates solutions using multiple criteria and evidence.	Justifies improvements using data and structured reasoning.
Governance & Impact	Identifies potential impacts of AI solutions.	Conducts structured analysis of ethical and societal implications.	Proposes responsible-use approaches considering broader impact.

Main Course, week by week

Grade 11 Main Course, week by week
Week	Lessons this week	Strand	Outcome secured Emerging	Planned stretch Proficient
1Launch	CoreSee the System LabCompare and Read the Trade-off	All four strands	Unit launch. Students meet the unit’s big idea through a concrete comparison and establish the safe-use charter, drawing on all four Grade 11 strands in a first guided task.	Students state the big idea in their own words and predict which strand each part of the task will need.
2	CoreUnderstanding the System LabTrace, Change, Compare	AI Systems Understanding	Describes how AI solutions operate within broader systems.	Explains interactions between data, tools, and users.
3	CoreDesigning a Solution LabBuild, Test, Improve	AI Solution Design & Development	Designs AI-powered solutions for real-world tasks.	Designs structured multi-step solutions addressing user needs.
4	CoreJudging Outputs LabRank and Defend	Critical Evaluation & Informed Interaction	Identifies limitations in solutions.	Evaluates solutions using multiple criteria and evidence.
5	CoreRisks, Ethics & Responsible Use LabAudit, Rate, Mitigate	Governance & Impact	Identifies potential impacts of AI solutions.	Conducts structured analysis of ethical and societal implications.
6Integrate	CoreBringing the Strands Together LabRun It End-to-End	All four strands	Applies all four Grade 11 strands to one task, so the strands become a single practice rather than four separate lessons.	Students sequence the four strands independently and justify why each step is needed.
7Plan	CoreArchitect Your Signature Solution LabPrototype and Pressure-Test	All four strands	Signature activity – planning. Students design a solution of their own that will require all four Grade 11 strands, and set the criteria it must meet.	Students justify design choices against their criteria before any building begins.
8Build	CoreBuild, Evaluate, Improve LabFinish It, Then Prove It	All four strands	Signature activity – building. Students construct their planned solution, testing as they go and recording what changes and why.	Students diagnose what is not working from evidence rather than by trial and error.
9Refine	CoreRefining and Finishing LabLock It and Rehearse	All four strands	Signature activity – refining and finishing. Students improve the solution against the criteria and prepare to defend the decisions behind it.	Students explain the impact of each refinement using the evidence they gathered.
10Showcase	CoreShowcase and Reflection LabPeer Review and Aim Higher	All four strands	Showcase, assessment and reflection. Students present the work, peer-review it against the criteria, and are assessed across all four strands.	Students identify their own next target from the strand profile the rubric produces.

Bridging Program, week by week

Six weeks that rebuild each strand to prior-grade Advanced mastery before the Main Course begins. The outcomes below are the Grade 10 Advanced descriptors, exactly as the published Teacher Pack references them; Weeks 5 and 6 integrate the rebuilt strands in a single designed solution. A student who meets the Advanced bar of the previous grade is ready to start Grade 11 at Emerging.

Grade 11 Bridging Program, week by week
Week	Lessons this week	Strand as taught in Bridging	Prior-grade outcome rebuilt Advanced	Framework reference
1	CoreDesign Shapes Performance LabInvestigating Trade-offs	AI Systems Understanding	Evaluates how system design affects performance and reliability.	`AIF·CU·G10·A`
2	CoreRight Tool, Right Stage LabOptimising a Multi-Tool Workflow	AI Solution Design & Development	Selects and structures tools strategically to improve performance.	`AIF·SD·G10·A`
3	CoreRefine and Explain the Impact LabRun the Optimisation Cycle	Critical Evaluation & Informed Interaction	Refines solutions and explains the impact of improvements.	`AIF·CE·G10·A`
4	CorePropose Mitigations LabDesign a Mitigation Plan	Governance & Impact	Proposes mitigation strategies and explains their effectiveness.	`AIF·GE·G10·A`
5Integrate 1	Integrated: Design and Build	Integration – all four prior-grade strands	Integration, part 1. Students design and build a small solution that applies four rebuilt prior-grade strands at once.	`AIF·CU·G10·AAIF·SD·G10·AAIF·CE·G10·AAIF·GE·G10·A`
6Integrate 2	Integrated: Evaluate and Showcase	Integration – all four prior-grade strands	Integration, part 2. Students evaluate the solution against their criteria, justify each change with evidence and present it – meeting the prior-grade Advanced bar independently within the integrated task.	`AIF·CU·G10·AAIF·SD·G10·AAIF·CE·G10·AAIF·GE·G10·A`

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Phase 4 / Cycle 3, AI Systems & Solutions Designer

Grade 12Designing AI Systems for Strategic Use

Main Course: 20 lessons over 10 weeks
Bridging Program: 10 lessons over 6 weeks, taught before the Main Course
Weekly delivery: 2 × 45-minute periods per week – a Core lesson (period 1) and a paired Lab lesson (period 2) on the same outcome

Core competencies (framework)

AI Systems Thinking and Strategic Design
AI Solution Design and Optimisation
Critical Evaluation and Evidence-Based Decision-Making
Responsible AI Governance and Policy Awareness
Societal Impact and Ethical Leadership

Bridging 10 lessons over 6 weeks, before the Main Course

B1Systems B2Design B3Evaluation B4Governance B5Integrate 1 B6Integrate 2

Main Course 20 lessons over 10 weeks

W1Launch W2Systems W3Design W4Evaluation W5Governance W6Integrate W7Plan W8Build W9Refine W10Showcase

Grade 12 framework expectations

Grade 12 framework expectations
Strand	Emerging expected in Term 1	Proficient national entitlement standard	Advanced
AI Systems Understanding	Explains how AI solutions function in real-world contexts.	Analyses how system components interact and influence outcomes.	Evaluates system effectiveness considering performance, risk, and scalability.
AI Solution Design & Development	Designs AI-powered solutions for defined problems.	Designs and refines solutions addressing complex challenges.	Designs integrated, multi-component solutions with strategic intent.
Critical Evaluation & Informed Interaction	Identifies areas for improvement.	Evaluates solutions using evidence and defined criteria.	Justifies refinements using data, evidence, and structured reasoning.
Governance, Ethics & Societal Impact	Identifies ethical and societal risks.	Conducts structured impact analysis (bias, privacy, societal implications).	Designs responsible-use approaches and defends decisions considering impact.

Main Course, week by week

Grade 12 Main Course, week by week
Week	Lessons this week	Strand	Outcome secured Emerging	Planned stretch Proficient
1Launch	CoreSee the Whole System LabCompare and Map the System	All four strands	Unit launch. Students meet the unit’s big idea through a concrete comparison and establish the safe-use charter, drawing on all four Grade 12 strands in a first guided task.	Students state the big idea in their own words and predict which strand each part of the task will need.
2	CoreUnderstanding the System LabTrace the Divergence	AI Systems Understanding	Explains how AI solutions function in real-world contexts.	Analyses how system components interact and influence outcomes.
3	CoreDesigning a Solution LabRefine Toward Complexity	AI Solution Design & Development	Designs AI-powered solutions for defined problems.	Designs and refines solutions addressing complex challenges.
4	CoreJudging Outputs LabRank and Defend	Critical Evaluation & Informed Interaction	Identifies areas for improvement.	Evaluates solutions using evidence and defined criteria.
5	CoreRisks, Ethics & Societal Impact LabMeasure Fairness and Govern	Governance, Ethics & Societal Impact	Identifies ethical and societal risks.	Conducts structured impact analysis (bias, privacy, societal implications).
6Integrate	CoreBringing the Strands Together LabRun End-to-End and Measure	All four strands	Applies all four Grade 12 strands to one task, so the strands become a single practice rather than four separate lessons.	Students sequence the four strands independently and justify why each step is needed.
7Plan	CoreArchitect Your Signature System LabPrototype and Pressure-Test	All four strands	Signature activity – planning. Students design a solution of their own that will require all four Grade 12 strands, and set the criteria it must meet.	Students justify design choices against their criteria before any building begins.
8Build	CoreBuild to Your Plan LabFinish It and Handle Edge Cases	All four strands	Signature activity – building. Students construct their planned solution, testing as they go and recording what changes and why.	Students diagnose what is not working from evidence rather than by trial and error.
9Refine	CoreRefining and Explainability LabLock the Architecture and Rehearse	All four strands	Signature activity – refining and finishing. Students improve the solution against the criteria and prepare to defend the decisions behind it.	Students explain the impact of each refinement using the evidence they gathered.
10Showcase	CoreShowcase and Reflection LabPeer Review and Aim Higher	All four strands	Showcase, assessment and reflection. Students present the work, peer-review it against the criteria, and are assessed across all four strands.	Students identify their own next target from the strand profile the rubric produces.

Bridging Program, week by week

Six weeks that rebuild each strand to prior-grade Advanced mastery before the Main Course begins. The outcomes below are the Grade 11 Advanced descriptors, exactly as the published Teacher Pack references them; Weeks 5 and 6 integrate the rebuilt strands in a single designed solution. A student who meets the Advanced bar of the previous grade is ready to start Grade 12 at Emerging.

Grade 12 Bridging Program, week by week
Week	Lessons this week	Strand as taught in Bridging	Prior-grade outcome rebuilt Advanced	Framework reference
1	CoreFour Qualities and Trade-offs LabWeighted Evaluation	AI Systems Understanding	Evaluates trade-offs (accuracy, efficiency, usability, reliability).	`AIF·CU·G11·A`
2	CoreOptimise the Limiting Stage LabOptimise Across Competing Demands	AI Solution Design & Development	Optimises solutions to improve efficiency, usability, and performance.	`AIF·SD·G11·A`
3	CoreJustify with Data LabDefend with a Connected Argument	Critical Evaluation & Informed Interaction	Justifies improvements using data and structured reasoning.	`AIF·CE·G11·A`
4	CoreResponsible-Use Approaches LabResponsible Use for an Integrated System	Governance, Ethics & Societal Impact	Proposes responsible-use approaches considering broader impact.	`AIF·GE·G11·A`
5Integrate 1	Integrated: Design, Build, Evaluate, Justify	Integration – all four prior-grade strands	Integration, part 1. Students design and build a small solution that applies four rebuilt prior-grade strands at once.	`AIF·CU·G11·AAIF·SD·G11·AAIF·CE·G11·AAIF·GE·G11·A`
6Integrate 2	Integrated: Evaluate, Justify, Showcase	Integration – all four prior-grade strands	Integration, part 2. Students evaluate the solution against their criteria, justify each change with evidence and present it – meeting the prior-grade Advanced bar independently within the integrated task.	`AIF·CU·G11·AAIF·SD·G11·AAIF·CE·G11·AAIF·GE·G11·A`

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5Vertical progression of each strand, Kindergarten to Grade 12

The vertical view. Each table follows one continuous competency from Kindergarten to Grade 12, so the spiral is visible in a single reading: the same idea, revisited at rising demand. These are the framework’s descriptors, unaltered.

Under each grade, the strand label appears in bold wherever it changes from the grade before.

Knowing how intelligent systems learn and operate

Labelled AI Conceptual Understanding in Phases 1 to 3 and AI Systems Understanding in Phase 4.

Knowing how intelligent systems learn and operate: Kindergarten to Grade 12
Grade and strand label	Emerging	Proficient	Advanced
Phase 1: AI Aware Explorer KG1–KG2
KG1AI Conceptual Understanding	Notices that machines or objects respond to human actions through unplugged observation.	Identifies simple sensors (e.g., cameras, microphones) and distinguishes them from human senses.	Describes simple cause-and-effect relationships independently during physical play.
KG2AI Conceptual Understanding	Recognises that some digital tools respond to inputs (e.g., voice, touch).	Explains simple differences between human decisions and machine responses.	Explores how sensors and patterns influence responses through structured play.
Phase 2: AI Literate Thinker Grades 1–5
Grade 1AI Conceptual Understanding	Recognises that machines follow simple rules to respond.	Describes inputs and outputs using everyday examples.	Explains how changing an input changes the output.
Grade 2AI Conceptual Understanding	Recognises that systems follow rules and make simple choices.	Explains simple decision logic (if/then).	Explains how rules affect outcomes in different situations.
Grade 3AI Conceptual Understanding	Recognises that multiple rules can be combined.	Explains how combining rules affects outcomes.	Predicts outcomes when rules are changed.
Grade 4AI Conceptual Understanding	Recognises that systems use data to make decisions.	Explains how data is represented and used.	Explains how patterns in data influence outcomes.
Grade 5AI Conceptual Understanding	Recognises that AI systems generate outputs using data.	Explains how AI uses data to generate responses.	Explains how data quality affects AI outputs.
Phase 3: AI Solution Builder Grades 6–8
Grade 6AI Conceptual Understanding	Recognises the difference between rule-based and learning systems.	Explains how AI systems learn from data to generate outputs.	Explains how training data affects output quality and performance.
Grade 7AI Conceptual Understanding	Describes how AI systems follow a sequence of steps (input to process to output).	Explains how workflows structure AI systems.	Explains how different workflow designs affect outcomes.
Grade 8AI Conceptual Understanding	Describes how AI systems process inputs and generate outputs.	Explains how different factors (data, inputs, design) affect performance.	Compares approaches and explains why some solutions perform better.
Phase 4: AI Systems & Solutions Designer Grades 9–12
Grade 9AI Systems Understanding	Describes how AI systems use inputs to generate outputs.	Explains how data, tools, and prompts interact within a solution.	Explains how design choices affect output quality and reliability.
Grade 10AI Systems Understanding	Describes how different AI tools can be used together.	Explains how components interact as a system.	Evaluates how system design affects performance and reliability.
Grade 11AI Systems Understanding	Describes how AI solutions operate within broader systems.	Explains interactions between data, tools, and users.	Evaluates trade-offs (accuracy, efficiency, usability, reliability).
Grade 12AI Systems Understanding	Explains how AI solutions function in real-world contexts.	Analyses how system components interact and influence outcomes.	Evaluates system effectiveness considering performance, risk, and scalability.

Working with data, and designing solutions

Data Awareness from KG1 to Grade 4 and Data Literacy in Grade 5; from Grade 6 this row becomes AI Solution Design & Development as students begin to build.

Working with data, and designing solutions: Kindergarten to Grade 12
Grade and strand label	Emerging	Proficient	Advanced
Phase 1: AI Aware Explorer KG1–KG2
KG1Data Awareness	Recognises that information is needed to complete a task in guided physical examples.	Sorts physical objects and explains grouping by one attribute (e.g., colour, shape, size).	Sorts using multiple attributes and explains how grouping supports decision-making.
KG2Data Awareness	Understands that machines use information to respond.	Sorts and groups objects using more than one attribute and explains reasoning.	Demonstrates that incomplete or incorrect information leads to incorrect outcomes.
Phase 2: AI Literate Thinker Grades 1–5
Grade 1Data Awareness	Sorts information into simple groups with guidance.	Sorts information independently using one attribute.	Explains how different information leads to different results.
Grade 2Data Awareness	Sorts information using one attribute.	Sorts using more than one attribute.	Explains how incorrect or missing information affects outcomes.
Grade 3Data Awareness	Recognises that different information affects decisions.	Explains how missing or incorrect information changes outcomes.	Identifies simple errors in information and suggests improvements.
Grade 4Data Awareness	Labels and organises simple data.	Identifies errors or imbalance in data.	Improves data to make it more accurate and balanced.
Grade 5Data Literacy	Recognises that data affects outputs.	Identifies when data is incomplete or biased.	Suggests improvements to make data more reliable.
Phase 3: AI Solution Builder Grades 6–8
Grade 6AI Solution Design & Development	Uses AI tools with structured prompts to complete tasks.	Applies simple structured processes (input to output) to generate results.	Builds structured AI-assisted solutions using guided inputs and data.
Grade 7AI Solution Design & Development	Builds simple AI solutions using guided steps.	Designs multi-step AI workflows to complete tasks.	Refines workflows by improving structure, sequencing, and tool selection.
Grade 8AI Solution Design & Development	Develops AI-powered solutions for specific tasks.	Designs structured workflows combining multiple steps or tools.	Designs and refines solutions considering how components interact.
Phase 4: AI Systems & Solutions Designer Grades 9–12
Grade 9AI Solution Design & Development	Uses AI tools to complete structured tasks.	Designs structured AI workflows to solve defined problems.	Refines workflows to improve outputs and usability.
Grade 10AI Solution Design & Development	Designs simple AI workflows for specific tasks.	Designs multi-step solutions combining tools and data.	Selects and structures tools strategically to improve performance.
Grade 11AI Solution Design & Development	Designs AI-powered solutions for real-world tasks.	Designs structured multi-step solutions addressing user needs.	Optimises solutions to improve efficiency, usability, and performance.
Grade 12AI Solution Design & Development	Designs AI-powered solutions for defined problems.	Designs and refines solutions addressing complex challenges.	Designs integrated, multi-component solutions with strategic intent.

Exercising judgement in the use of AI systems

Labelled Critical Evaluation & Informed Interaction throughout, except in Grade 5, where AI Solution Design & Development carries this row.

Exercising judgement in the use of AI systems: Kindergarten to Grade 12
Grade and strand label	Emerging	Proficient	Advanced
Phase 1: AI Aware Explorer KG1–KG2
KG1Critical Evaluation & Informed Interaction	Follows one-step instructions from a peer or teacher during role-play.	Follows and gives simple 1–2 step instructions clearly.	Identifies unclear instructions and suggests simple improvements independently.
KG2Critical Evaluation & Informed Interaction	Recognises that clearer instructions lead to better responses.	Gives clear 2–3 step instructions and adjusts wording when needed.	Demonstrates persistence in refining instructions through iterative play.
Phase 2: AI Literate Thinker Grades 1–5
Grade 1Critical Evaluation & Informed Interaction	Follows simple step-by-step instructions with support.	Creates simple step sequences to complete a task.	Adjusts steps when outcomes are not correct.
Grade 2Critical Evaluation & Informed Interaction	Uses simple step-by-step instructions.	Creates multi-step instructions to solve a task.	Improves instructions to make outcomes more accurate.
Grade 3Critical Evaluation & Informed Interaction	Creates multi-step instructions with support.	Creates structured instructions combining steps and conditions.	Refines instructions independently to improve outcomes.
Grade 4Critical Evaluation & Informed Interaction	Uses block-based tools to simulate decisions.	Creates simple solutions using data and logic.	Explains how data influences the outcome of a solution.
Grade 5AI Solution Design & Development	Uses AI tools to generate simple outputs with guidance.	Uses structured prompts to generate useful outputs.	Refines prompts to improve output quality and explains why.
Phase 3: AI Solution Builder Grades 6–8
Grade 6Critical Evaluation & Informed Interaction	Identifies when outputs are incorrect or unclear.	Evaluates outputs for accuracy and relevance.	Explains how changes to inputs or data improve outputs.
Grade 7Critical Evaluation & Informed Interaction	Identifies issues in outputs or workflow steps.	Evaluates outputs using criteria such as accuracy and usefulness.	Improves workflows through iteration and explains the impact of changes.
Grade 8Critical Evaluation & Informed Interaction	Identifies limitations in outputs.	Evaluates solutions using criteria such as accuracy, bias, and reliability.	Refines solutions systematically and justifies improvements using evidence.
Phase 4: AI Systems & Solutions Designer Grades 9–12
Grade 9Critical Evaluation & Informed Interaction	Identifies when outputs are incorrect or unclear.	Evaluates outputs for accuracy, bias, and usefulness.	Explains limitations and suggests targeted improvements.
Grade 10Critical Evaluation & Informed Interaction	Identifies strengths and weaknesses of outputs.	Evaluates solutions using criteria (accuracy, fairness, usefulness).	Refines solutions and explains the impact of improvements.
Grade 11Critical Evaluation & Informed Interaction	Identifies limitations in solutions.	Evaluates solutions using multiple criteria and evidence.	Justifies improvements using data and structured reasoning.
Grade 12Critical Evaluation & Informed Interaction	Identifies areas for improvement.	Evaluates solutions using evidence and defined criteria.	Justifies refinements using data, evidence, and structured reasoning.

Assessing AI systems for ethical use

The label rises with the demand: Ethics & Privacy in Kindergarten, Responsible AI Use in Grades 1 to 4, then Ethics & Governance and, by Grade 12, Governance, Ethics & Societal Impact.

Assessing AI systems for ethical use: Kindergarten to Grade 12
Grade and strand label	Emerging	Proficient	Advanced
Phase 1: AI Aware Explorer KG1–KG2
KG1Ethics & Privacy	Recognises personal information (e.g., name, age) when prompted.	Explains that some information is private and seeks adult help when unsure.	Demonstrates safe behaviour in social play and explains why it is important.
KG2Ethics & Privacy	Understands basic ideas of privacy and fairness in simple contexts.	Identifies personal information and explains why it should be kept private.	Consistently demonstrates safe, fair, and respectful behaviour in interactions.
Phase 2: AI Literate Thinker Grades 1–5
Grade 1Responsible AI Use	Identifies personal information and safe sharing.	Follows rules for safe and respectful use.	Explains fairness in simple situations.
Grade 2Responsible AI Use	Identifies safe vs unsafe sharing.	Explains fairness in simple examples.	Recognises when outcomes may be unfair.
Grade 3Responsible AI Use	Recognises when results may not be fair.	Explains how rules can create unfair outcomes.	Suggests simple ways to make outcomes fairer.
Grade 4Responsible AI Use	Recognises that data can affect fairness.	Explains how biased data leads to unfair outcomes.	Evaluates fairness based on input data.
Grade 5Ethics & Responsible Use	Recognises when outputs may be incorrect.	Evaluates outputs for accuracy and fairness.	Explains misinformation risks and proposes verification strategies.
Phase 3: AI Solution Builder Grades 6–8
Grade 6Ethics & Governance	Recognises basic risks (e.g. incorrect outputs, unsafe use).	Explains bias, privacy, and the need for responsible use.	Identifies biased outputs and suggests simple ways to improve fairness and safety.
Grade 7Ethics & Governance	Identifies risks in AI-generated outputs.	Explains bias, misuse, and limitations in workflows.	Proposes ways to reduce risks and improve responsible use of AI systems.
Grade 8Ethics & Governance	Identifies ethical concerns in AI use.	Conducts structured evaluation of risks (bias, privacy, misuse).	Proposes mitigation strategies and explains their impact.
Phase 4: AI Systems & Solutions Designer Grades 9–12
Grade 9Ethics & Responsible Use	Identifies risks in AI-generated content.	Explains bias, misinformation, and misuse.	Proposes actions to ensure responsible and safe use.
Grade 10Governance & Ethics	Identifies ethical concerns in AI use.	Conducts structured evaluation of risks (bias, privacy, misuse).	Proposes mitigation strategies and explains their effectiveness.
Grade 11Governance & Impact	Identifies potential impacts of AI solutions.	Conducts structured analysis of ethical and societal implications.	Proposes responsible-use approaches considering broader impact.
Grade 12Governance, Ethics & Societal Impact	Identifies ethical and societal risks.	Conducts structured impact analysis (bias, privacy, societal implications).	Designs responsible-use approaches and defends decisions considering impact.

6Coverage summary

A count of what is sequenced in this document, for audit. Lesson counts are taken from the published materials.

212taught lessons

84Bridging lessons

57single-strand weeks

84integration weeks

Lessons per year in Term 1 BridgingMain Course

KG110

KG210

Grade 1 10

Grade 2 10

Grade 3 10

Grade 4 6 + 10

Grade 5 6 + 10

Grade 6 12 + 20

Grade 7 10 + 21

Grade 8 10 + 20

Grade 9 10 + 21

Grade 10 10 + 20

Grade 11 10 + 20

Grade 12 10 + 20

KG1 to Grade 5 teach one lesson per week. Grades 6 to 12 teach a Core and a Lab lesson each week, which doubles the lesson count within the same ten weeks. Grade 7 adds a Foundation session before Week 1; Grade 9 adds an extra lesson in Week 2.

Coverage summary by grade
Grade	Term 1 unit	Main lessons	Single-strand weeks	Integration weeks	Bridging lessons	Main Course referenced to	Bridging referenced to
KG1	How Things Respond – Sensors & Cause-and-Effect	10	4	6	–	KG1, Emerging	–
KG2	Talking to Machines – Inputs & Information	10	4	6	–	KG2, Emerging	–
Grade 1	Rules, Inputs & Outputs	10	4	6	–	Grade 1, Emerging	–
Grade 2	Rules & Choices in Digital Systems	10	4	6	–	Grade 2, Emerging	–
Grade 3	Combining Rules to Make Decisions	10	4	6	–	Grade 3, Emerging	–
Grade 4	Data All Around Us	10	4	6	6	Grade 4, Emerging	Grade 3, Advanced
Grade 5	Working with AI	10	4	6	6	Grade 5, Emerging	Grade 4, Advanced
Grade 6	Rule-Based vs Learning Systems (ML Foundations)	20	4	6	12	Grade 6, Emerging	Grades 4, 5, Advanced
Grade 7	AI as Workflows – Input, Process, Output	21	5	6	10	Grade 7, Emerging	Grade 6, Advanced
Grade 8	Evaluating & Improving AI Models	20	4	6	10	Grade 8, Emerging	Grade 7, Advanced
Grade 9	How AI System Components Interact	21	4	6	10	Grade 9, Emerging	Grade 8, Advanced
Grade 10	AI as Integrated Solutions – Systems Thinking	20	4	6	10	Grade 10, Emerging	Grade 9, Advanced
Grade 11	Optimising AI Solutions for Performance	20	4	6	10	Grade 11, Emerging	Grade 10, Advanced
Grade 12	Designing AI Systems for Strategic Use	20	4	6	10	Grade 12, Emerging	Grade 11, Advanced
Total	KG1 to Grade 12, Term 1	212	57	84	84

The Scope & Sequence counts Grades 1 to 12 only: 192 Main Course lessons, 84 Bridging lessons, 49 single-strand weeks and 72 integration weeks. The KG1 and KG2 rows are added from their own Teacher Packs, and Kindergarten runs the same ten-week rhythm: four single-strand weeks and six integration weeks.

Reading a framework reference

AIFAI Fluency framework

CEStrand

G8Grade

ETier

Strand segment

CU: Conceptual and systems understanding, and the data strand, which sits under it
SD: Solution design and development
CE: Critical evaluation
GE: Ethics, governance and societal impact

Tier segment

E: Emerging. Main Course lessons are referenced to the teaching grade at this tier, the expected standard for Term 1.
A: Advanced. Bridging lessons are referenced to the prior grade at this tier, because Bridging rebuilds each strand to prior-grade Advanced mastery.

Where a strand does not exist at the immediately preceding grade, the Bridging reference reaches back one further grade, as the table above records. Grades 1 to 3 additionally use unit-level references of the form AIF·G1 (unit) for their integration, signature and summative lessons.