AI Literacy Workshop

AI Literacy for Y4-Y9 Students

Workshop taking place in a school hall with female pupils

AI is rapidly changing our lives and how we use computers to solve problems. All children benefit from understanding how AI works, why it sometimes makes mistakes and how to use it responsibly.

These highly interactive and entertaining workshops demystify AI and encourage critical thinking over its use. All the content emphasises the vital role which humans have to play in the ongoing development and use of AI. Activities for a typical 90 minute session are selected from the list below, to match the age and prior experience of the class. This makes the workshops suitable for everyone, from absolute beginners in Year 4, through to older pupils in Year 9 who are considering more sophisticated ethical issues.

Menu of possible activities

This is a list of every available activity with a combined duration of over 3 hours, however we would only deliver a small selection to students within a single session. We will suggest suitable combinations or you are welcome to pick your own. All the activities are undertaken in teams of 2-4 students.

Cat prowling across grass
Introduction
What is AI and how does it differ from coding?

Set the scene, as we see why traditional rules-based coding struggles with some problems which humans find easy, such as recognising cats. We share definitions of AI, introduce Machine Learning and the students hear about their new roles as AI Engineers.

UNESCO AI competency framework for students
Aspect
Level
Curricula Goal
AI techniques and applications
1: Understand
CG4.1.3.1
Exemplify the definition and scope of AI
CG4.1.3.2
Develop conceptual knowledge on how AI is trained based on data
AI system design
1: Understand
CG4.1.4.1
Scaffold critical thinking skills on when AI should not be used
CG4.1.4.3
Develop skills on assessing AI systems’ need for data, algorithms and computing resources
Gauge showing percentage confidence of an object being 79% Minion or 21% Human
Our most famous AI Activity!
Build an AI Minion Detector

Working in teams, pupils build their own AI models capable of telling the difference between Humans and Minions. Once the training images have been processed, teams compare the accuracy of their AI systems and observe how their different choices of training images impacts performance. They also learn why the AI algorithm does not always correctly recognise an object. The long version of this activity gives students a chance to add further training images and re-test their models, to see if they can address the issues we identified earlier.

UNESCO AI competency framework for students
Aspect
Level
Curricula Goal
Human-centred mindset
1: Understand
CG4.1.1.1
Foster an understanding that AI is human-led
Ethics of AI
1: Understand
CG4.1.2.1
Illustrate dilemmas around AI and identify the main reasons behind ethical conflicts
AI techniques and applications
1: Understand
CG4.1.3.1
Exemplify the definition and scope of AI
CG4.1.3.2
Develop conceptual knowledge on how AI is trained based on data
2: Apply
CG4.2.3.1
Offer opportunities to strengthen knowledge and skills on data modelling, engineering and analysis
3: Create
CG4.3.3.3
Equip students with skills to test and optimize their self-crafted AI tools
AI system design
1: Understand
CG4.1.4.2
Support the acquisition and reinforcement of skills in scoping a problem to be solved by an AI system
CG4.1.4.3
Develop skills on assessing AI systems’ need for data, algorithms and computing resources
2: Apply
CG4.2.4.1
Scaffold the acquisition of methodological knowledge and technical skills on AI architecture
3: Create
CG4.3.4.1
Develop the skills to critique AI systems
CG4.3.4.2
Support the building of technical skills and social responsibilities in optimizing, reconfiguring or shutting down an AI system
A pot of coloured pencils, pens and a calculator
Recognise anything!
Build an Image recogniser

Following on from the Minion Detector, students are given the freedom to build an AI image recogniser, trained on any objects they can find in the room. They can chooose up to five different categories of objects to recognise, however the more categories they choose, the harder the task becomes. This activity requires creativity and problem-solving skills in order to train a reliable AI model.

UNESCO AI competency framework for students
Aspect
Level
Curricula Goal
Human-centred mindset
1: Understand
CG4.1.1.1
Foster an understanding that AI is human-led
CG4.1.1.3
Nurture critical thinking on the dynamic relationship between human agency and machine agency
AI techniques and applications
1: Understand
CG4.1.3.2
Develop conceptual knowledge on how AI is trained based on data
CG4.1.3.4
Concretize human-centred considerations in the design and use of AI
2: Create
CG4.3.3.3
Equip students with skills to test and optimize their self-crafted AI tools
AI system design
1: Understand
CG4.1.4.2
Support the acquisition and reinforcement of skills in scoping a problem to be solved by an AI system
CG4.1.4.3
Develop skills on assessing AI systems’ need for data, algorithms and computing resources
3: Create
CG4.3.4.1
Develop the skills to critique AI systems
CG4.3.4.2
Support the building of technical skills and social responsibilities in optimizing, reconfiguring or shutting down an AI system
CG4.3.4.3
Foster students’ self-identities as co-creators in the AI era
View inside a Tesla self-driving car
Computer vision
Object Detection

See how humans annotate training images to create AI with a richer understanding of its surroundings. Identifying moving objects is a core technology behind self-driving cars, on which students share their opinions.

UNESCO AI competency framework for students
Aspect
Level
Curricula Goal
Human-centred mindset
1: Understand
CG4.1.1.1
Foster an understanding that AI is human-led
3: Create
CG4.3.1.1
Foster awareness of being a critical AI citizen
CG4.3.1.2
Nurture personal and social responsibilities in AI societies
Ethics of AI
1: Understand
CG4.1.2.1
Illustrate dilemmas around AI and identify the main reasons behind ethical conflicts
2: Apply
CG4.2.2.1
Foster self-awareness and habitual compliance with ethical principles for the responsible use of AI
CG4.2.2.2
Offer opportunities to reinforce self-discipline in the responsible use of AI
AI techniques and applications
1: Understand
CG4.1.3.1
Exemplify the definition and scope of AI
CG4.1.3.2
Develop conceptual knowledge on how AI is trained based on data
CG4.1.3.3
Foster open-minded thinking on AI and an interdisciplinary foundation for AI
2: Apply
CG4.2.3.1
Offer opportunities to strengthen knowledge and skills on data modelling, engineering and analysis
AI system design
1: Understand
CG4.1.4.2
Support the acquisition and reinforcement of skills in scoping a problem to be solved by an AI system
CG4.1.4.3
Develop skills on assessing AI systems’ need for data, algorithms and computing resources
2: Apply
CG4.2.4.1
Scaffold the acquisition of methodological knowledge and technical skills on AI architecture
Processed black and white image of a person with objects in the background, where just the edges are shown in white
Feature Detection
How do AI models learn to 'see'

Students discover how a computer sees objects with a camera and what happens behind the scenes when the AI model is being trained to recognise them. This offers them a deeper understanding of computer vision with Machine Learning, and counteracts the magical view which is often held of AI.

UNESCO AI competency framework for students
Aspect
Level
Curricula Goal
AI techniques and applications
1: Understand
CG4.1.3.2
Develop conceptual knowledge on how AI is trained based on data
CG4.1.3.3
Foster open-minded thinking on AI and an interdisciplinary foundation for AI
2: Apply
CG4.2.3.1
Offer opportunities to strengthen knowledge and skills on data modelling, engineering and analysis
CG4.2.3.2
Provide opportunities to acquire age-appropriate technical skills in AI programming
3: Create
CG4.3.3.3
Equip students with skills to test and optimize their self-crafted AI tools
AI system design
1: Understand
CG4.1.4.2
Support the acquisition and reinforcement of skills in scoping a problem to be solved by an AI system
CG4.1.4.3
Develop skills on assessing AI systems’ need for data, algorithms and computing resources
2: Apply
CG4.2.4.1
Scaffold the acquisition of methodological knowledge and technical skills on AI architecture
3: Create
CG4.3.4.1
Develop the skills to critique AI systems
CG4.3.4.2
Support the building of technical skills and social responsibilities in optimizing, reconfiguring or shutting down an AI system
CG4.3.4.3
Foster students’ self-identities as co-creators in the AI era
Magnifiying glass icon
Quiz time
Knowledge check

Short quizzes for the teams, which check their understanding of Machine Learning, selecting training data and interpreting results.

A tablet screen showing video recommendations from a streaming website
AI in the world
Applications of AI

We showcase a range of potential uses of AI, from video recommendation engines, to sorting waste and medical diagnostics. The exact applications are selected to be relevant to the content of the workshop. Students critically evaluate each example and vote on whether it is an appropriate use of AI.

UNESCO AI competency framework for students
Aspect
Level
Curricula Goal
Human-centred mindset
1: Understand
CG4.1.1.1
Foster an understanding that AI is human-led
CG4.1.1.2
Facilitate an understanding on the necessity of exercising sufficient human control over AI
CG4.1.1.3
Nurture critical thinking on the dynamic relationship between human agency and machine agency
2: Apply
CG4.2.1.2
Generate the understanding that human accountability is a legal and social responsibility when using AI in making decisions about humanity
CG4.2.1.3
Nurture the personal attitude that human accountability requires personal competencies to steer the purposeful use of AI
3: Create
CG4.3.1.1
Foster awareness of being a critical AI citizen
CG4.3.1.2
Nurture personal and social responsibilities in AI societies
Ethics of AI
1: Understand
CG4.1.2.1
Illustrate dilemmas around AI and identify the main reasons behind ethical conflicts
CG4.1.2.2
Facilitate scenario-based understandings of ethical principles on AI and their personal implications
CG4.1.2.3
Guide the embodied reflection and internalization of ethical principles on AI
2: Apply
CG4.2.2.1
Foster self-awareness and habitual compliance with ethical principles for the responsible use of AI
CG4.2.2.3
Deepen practical knowledge on the safe use of AI and awareness of locally applicable regulations
AI techniques and applications
1: Understand
CG4.1.3.1
Exemplify the definition and scope of AI
CG4.1.3.2
Develop conceptual knowledge on how AI is trained based on data
CG4.1.3.3
Foster open-minded thinking on AI and an interdisciplinary foundation for AI
CG4.1.3.4
Concretize human-centred considerations in the design and use of AI
AI system design
1: Understand
CG4.1.4.1
Scaffold critical thinking skills on when AI should not be used
CG4.1.4.2
Support the acquisition and reinforcement of skills in scoping a problem to be solved by an AI system
3: Create
CG4.3.4.1
Develop the skills to critique AI systems
CG4.3.4.2
Support the building of technical skills and social responsibilities in optimizing, reconfiguring or shutting down an AI system
CG4.3.4.3
Foster students’ self-identities as co-creators in the AI era
AI-generated photo of Taylor Swift dancing on a tennis court, but shown with three legs
Generative AI
Creating images with AI

A safe introduction to Generative AI, where students create their own moderated images from prompt words. The results appear convincing until we start seeing errors, known as hallucinations. Students find out why Taylor Swift might be shown as having three legs.

UNESCO AI competency framework for students
Aspect
Level
Curricula Goal
Human-centred mindset
1: Understand
CG4.1.1.1
Foster an understanding that AI is human-led
CG4.1.1.2
Facilitate an understanding on the necessity of exercising sufficient human control over AI
2: Apply
CG4.2.1.3
Nurture the personal attitude that human accountability requires personal competencies to steer the purposeful use of AI
3: Create
CG4.3.1.1
Foster awareness of being a critical AI citizen
CG4.3.1.2
Nurture personal and social responsibilities in AI societies
AI techniques and applications
1: Understand
CG4.1.3.1
Exemplify the definition and scope of AI
CG4.1.3.2
Develop conceptual knowledge on how AI is trained based on data
CG4.1.3.3
Foster open-minded thinking on AI and an interdisciplinary foundation for AI
AI system design
1: Understand
CG4.1.4.1
Scaffold critical thinking skills on when AI should not be used
CG4.1.4.2
Support the acquisition and reinforcement of skills in scoping a problem to be solved by an AI system
CG4.1.4.3
Develop skills on assessing AI systems’ need for data, algorithms and computing resources
3: Create
CG4.3.4.1
Develop the skills to critique AI systems
CG4.3.4.3
Foster students’ self-identities as co-creators in the AI era
Multi-coloured abstract musical notations
Fake data
Spotting AI-generated content

Students have a go at identifying whether images or music have been generated by AI or humans. We discuss whether AI can ever match human creativity and the potential impact on creative jobs.

UNESCO AI competency framework for students
Aspect
Level
Curricula Goal
Human-centred mindset
1: Understand
CG4.1.1.1
Foster an understanding that AI is human-led
CG4.1.1.3
Nurture critical thinking on the dynamic relationship between human agency and machine agency
2: Apply
CG4.2.1.3
Nurture the personal attitude that human accountability requires personal competencies to steer the purposeful use of AI
3: Create
CG4.3.1.1
Foster awareness of being a critical AI citizen
CG4.3.1.2
Nurture personal and social responsibilities in AI societies
Ethics of AI
1: Understand
CG4.1.2.1
Illustrate dilemmas around AI and identify the main reasons behind ethical conflicts
AI techniques and applications
1: Understand
CG4.1.3.1
Exemplify the definition and scope of AI
CG4.1.3.2
Develop conceptual knowledge on how AI is trained based on data
CG4.1.3.4
Concretize human-centred considerations in the design and use of AI
AI system design
3: Create
CG4.3.4.1
Develop the skills to critique AI systems
CG4.3.4.2
Support the building of technical skills and social responsibilities in optimizing, reconfiguring or shutting down an AI system
CG4.3.4.3
Foster students’ self-identities as co-creators in the AI era
AI-generated pencil sketch of a female footballer celebrating in front of a crowd
Bias
Bias in AI

Students generate images using AI, then test for any bias in the results. We discuss where this bias comes from and how it could be tackled.

UNESCO AI competency framework for students
Aspect
Level
Curricula Goal
Human-centred mindset
1: Understand
CG4.1.1.1
Foster an understanding that AI is human-led
CG4.1.1.2
Facilitate an understanding on the necessity of exercising sufficient human control over AI
CG4.1.1.3
Nurture critical thinking on the dynamic relationship between human agency and machine agency
2: Apply
CG4.2.1.2
Generate the understanding that human accountability is a legal and social responsibility when using AI in making decisions about humanity
CG4.2.1.3
Nurture the personal attitude that human accountability requires personal competencies to steer the purposeful use of AI
3: Create
CG4.3.1.1
Foster awareness of being a critical AI citizen
CG4.3.1.2
Nurture personal and social responsibilities in AI societies
CG4.3.1.3
Nurture the sense of self-actualization as an AI citizen and the lifelong learning attitude to AI
Ethics of AI
1: Understand
CG4.1.2.1
Illustrate dilemmas around AI and identify the main reasons behind ethical conflicts
CG4.1.2.2
Facilitate scenario-based understandings of ethical principles on AI and their personal implications
CG4.1.2.3
Guide the embodied reflection and internalization of ethical principles on AI
2: Apply
CG4.2.2.1
Foster self-awareness and habitual compliance with ethical principles for the responsible use of AI
CG4.2.2.2
Offer opportunities to reinforce self-discipline in the responsible use of AI
3: Create
CG4.3.2.1
Build awareness and understanding on ‘ethics by design’
AI techniques and applications
1: Understand
CG4.1.3.2
Develop conceptual knowledge on how AI is trained based on data
CG4.1.3.4
Concretize human-centred considerations in the design and use of AI
2: Apply
CG4.2.3.1
Offer opportunities to strengthen knowledge and skills on data modelling, engineering and analysis
3: Create
CG4.3.3.3
Equip students with skills to test and optimize their self-crafted AI tools
AI system design
1: Understand
CG4.1.4.1
Scaffold critical thinking skills on when AI should not be used
CG4.1.4.3
Develop skills on assessing AI systems’ need for data, algorithms and computing resources
2: Apply
CG4.2.4.1
Scaffold the acquisition of methodological knowledge and technical skills on AI architecture
3: Create
CG4.3.4.1
Develop the skills to critique AI systems
CG4.3.4.2
Support the building of technical skills and social responsibilities in optimizing, reconfiguring or shutting down an AI system
CG4.3.4.3
Foster students’ self-identities as co-creators in the AI era
Photograph of a woman smiling, with a bar underneath appearing to measure her happiness
Detecting our emotions
Face Detection

Working in teams, students learn how AI applciations learn to recognise faces. We then push the technology further to detect facial expressions and decide whether AI can demonstrate emotional intelligence.

UNESCO AI competency framework for students
Aspect
Level
Curricula Goal
Human-centred mindset
1: Understand
CG4.1.1.1
Foster an understanding that AI is human-led
3: Create
CG4.3.1.1
Foster awareness of being a critical AI citizen
Ethics of AI
1: Understand
CG4.1.2.1
Illustrate dilemmas around AI and identify the main reasons behind ethical conflicts
CG4.1.2.2
Facilitate scenario-based understandings of ethical principles on AI and their personal implications
2: Apply
CG4.2.2.2
Offer opportunities to reinforce self-discipline in the responsible use of AI
AI techniques and applications
1: Understand
CG4.1.3.1
Exemplify the definition and scope of AI
CG4.1.3.2
Develop conceptual knowledge on how AI is trained based on data
CG4.1.3.3
Foster open-minded thinking on AI and an interdisciplinary foundation for AI
CG4.1.3.4
Concretize human-centred considerations in the design and use of AI
2: Apply
CG4.2.3.1
Offer opportunities to strengthen knowledge and skills on data modelling, engineering and analysis
AI system design
1: Understand
CG4.1.4.1
Scaffold critical thinking skills on when AI should not be used
CG4.1.4.2
Support the acquisition and reinforcement of skills in scoping a problem to be solved by an AI system
CG4.1.4.3
Develop skills on assessing AI systems’ need for data, algorithms and computing resources
3: Create
CG4.3.4.1
Develop the skills to critique AI systems
CG4.3.4.3
Foster students’ self-identities as co-creators in the AI era
Photo of two men walking along a busy street, with their faces bounded by green and orange boxes
Mistaken identities
Facial Recognition

Students explore a mathematical simulation of facial recognition in crowds, as used by police. We discuss the implications of false positives and false negatives in this AI application and investigate the effects of adjusting its sensitivity. This activity illustrates how the accuracy of AI decision-making algorithms can be measured and starts an important discussion about data privacy and personal freedoms.

UNESCO AI competency framework for students
Aspect
Level
Curricula Goal
Human-centred mindset
1: Understand
CG4.1.1.1
Foster an understanding that AI is human-led
CG4.1.1.2
Facilitate an understanding on the necessity of exercising sufficient human control over AI
CG4.1.1.3
Nurture critical thinking on the dynamic relationship between human agency and machine agency
2: Apply
CG4.2.1.2
Generate the understanding that human accountability is a legal and social responsibility when using AI in making decisions about humanity
CG4.2.1.3
Nurture the personal attitude that human accountability requires personal competencies to steer the purposeful use of AI
3: Create
CG4.3.1.1
Foster awareness of being a critical AI citizen
CG4.3.1.2
Nurture personal and social responsibilities in AI societies
Ethics of AI
1: Understand
CG4.1.2.1
Illustrate dilemmas around AI and identify the main reasons behind ethical conflicts
CG4.1.2.2
Facilitate scenario-based understandings of ethical principles on AI and their personal implications
CG4.1.2.3
Guide the embodied reflection and internalization of ethical principles on AI
2: Apply
CG4.2.2.1
Foster self-awareness and habitual compliance with ethical principles for the responsible use of AI
CG4.2.2.2
Offer opportunities to reinforce self-discipline in the responsible use of AI
CG4.2.2.3
Deepen practical knowledge on the safe use of AI and awareness of locally applicable regulations
AI techniques and applications
1: Understand
CG4.1.3.1
Exemplify the definition and scope of AI
CG4.1.3.3
Foster open-minded thinking on AI and an interdisciplinary foundation for AI
CG4.1.3.4
Concretize human-centred considerations in the design and use of AI
2: Apply
CG4.2.3.1
Offer opportunities to strengthen knowledge and skills on data modelling, engineering and analysis
CG4.2.3.3
Encourage students to develop analytical and synthesis skills to leverage open- source datasets and AI tools
3: Create
CG4.3.3.3
Equip students with skills to test and optimize their self-crafted AI tools
AI system design
1: Understand
CG4.1.4.1
Scaffold critical thinking skills on when AI should not be used
CG4.1.4.2
Support the acquisition and reinforcement of skills in scoping a problem to be solved by an AI system
CG4.1.4.3
Develop skills on assessing AI systems’ need for data, algorithms and computing resources
3: Create
CG4.3.4.1
Develop the skills to critique AI systems
CG4.3.4.2
Support the building of technical skills and social responsibilities in optimizing, reconfiguring or shutting down an AI system
CG4.3.4.3
Foster students’ self-identities as co-creators in the AI era
Photo of electronic circuit board with two mini plastic figures of construction workers standing on it
Is AI always the answer?
Tech Solutionism

Students explore a simulated scenario in which an AI application becomes progressively more ambitious and invasive. This activity illustrates many ethical issues around AI such as bias, errors and data privacy and why AI's use must always be justified.

UNESCO AI competency framework for students
Aspect
Level
Curricula Goal
Human-centred mindset
1: Understand
CG4.1.1.1
Foster an understanding that AI is human-led
CG4.1.1.2
Facilitate an understanding on the necessity of exercising sufficient human control over AI
CG4.1.1.3
Nurture critical thinking on the dynamic relationship between human agency and machine agency
2: Apply
CG4.2.1.2
Generate the understanding that human accountability is a legal and social responsibility when using AI in making decisions about humanity
CG4.2.1.3
Nurture the personal attitude that human accountability requires personal competencies to steer the purposeful use of AI
3: Create
CG4.3.1.1
Foster awareness of being a critical AI citizen
CG4.3.1.2
Nurture personal and social responsibilities in AI societies
Ethics of AI
1: Understand
CG4.1.2.1
Illustrate dilemmas around AI and identify the main reasons behind ethical conflicts
CG4.1.2.2
Facilitate scenario-based understandings of ethical principles on AI and their personal implications
CG4.1.2.3
Guide the embodied reflection and internalization of ethical principles on AI
2: Apply
CG4.2.2.1
Foster self-awareness and habitual compliance with ethical principles for the responsible use of AI
CG4.2.2.2
Offer opportunities to reinforce self-discipline in the responsible use of AI
3: Create
CG4.3.2.1
Build awareness and understanding on ‘ethics by design’
AI techniques and applications
1: Understand
CG4.1.3.1
Exemplify the definition and scope of AI
CG4.1.3.3
Foster open-minded thinking on AI and an interdisciplinary foundation for AI
CG4.1.3.4
Concretize human-centred considerations in the design and use of AI
AI system design
1: Understand
CG4.1.4.1
Scaffold critical thinking skills on when AI should not be used
CG4.1.4.2
Support the acquisition and reinforcement of skills in scoping a problem to be solved by an AI system
CG4.1.4.3
Develop skills on assessing AI systems’ need for data, algorithms and computing resources
3: Create
CG4.3.4.1
Develop the skills to critique AI systems
CG4.3.4.2
Support the building of technical skills and social responsibilities in optimizing, reconfiguring or shutting down an AI system
CG4.3.4.3
Foster students’ self-identities as co-creators in the AI era
Five stacks of coins, in increasing height order
Valuing the humans behind AI
Distributing wealth from AI

An eye-opening activity where the students attempt to share the profit from AI generated art with all the people who have contributed to its output. We highlight the vital, but often hidden role of the artists and social media users who created the training data, the data labellers who annotated it and the engineers who built the AI system.

UNESCO AI competency framework for students
Aspect
Level
Curricula Goal
Human-centred mindset
1: Understand
CG4.1.1.1
Foster an understanding that AI is human-led
CG4.1.1.3
Nurture critical thinking on the dynamic relationship between human agency and machine agency
2: Apply
CG4.2.1.3
Nurture the personal attitude that human accountability requires personal competencies to steer the purposeful use of AI
3: Create
CG4.3.1.1
Foster awareness of being a critical AI citizen
CG4.3.1.2
Nurture personal and social responsibilities in AI societies
CG4.3.1.3
Nurture the sense of self-actualization as an AI citizen and the lifelong learning attitude to AI
Ethics of AI
1: Understand
CG4.1.2.1
Illustrate dilemmas around AI and identify the main reasons behind ethical conflicts
CG4.1.2.2
Facilitate scenario-based understandings of ethical principles on AI and their personal implications
CG4.1.2.3
Guide the embodied reflection and internalization of ethical principles on AI
2: Apply
CG4.2.2.1
Foster self-awareness and habitual compliance with ethical principles for the responsible use of AI
CG4.2.2.2
Offer opportunities to reinforce self-discipline in the responsible use of AI
CG4.2.2.3
Deepen practical knowledge on the safe use of AI and awareness of locally applicable regulations
3: Create
CG4.3.2.1
Build awareness and understanding on ‘ethics by design
CG4.3.2.2
Develop a critical attitude to the ethics-by-design principles behind existing AI systems and algorithms
CG4.3.2.3
Cultivating social responsibilities to uphold ‘ethics by design’ in regulations on AI
AI techniques and applications
1: Understand
CG4.1.3.2
Develop conceptual knowledge on how AI is trained based on data
CG4.1.3.3
Foster open-minded thinking on AI and an interdisciplinary foundation for AI
CG4.1.3.4
Concretize human-centred considerations in the design and use of AI
AI system design
1: Understand
CG4.1.4.2
Support the acquisition and reinforcement of skills in scoping a problem to be solved by an AI system
CG4.1.4.3
Develop skills on assessing AI systems’ need for data, algorithms and computing resources
2: Apply
CG4.2.4.1
Scaffold the acquisition of methodological knowledge and technical skills on AI architecture
3: Create
CG4.3.4.2
Support the building of technical skills and social responsibilities in optimizing, reconfiguring or shutting down an AI system
CG4.3.4.3
Foster students’ self-identities as co-creators in the AI era

Equipment

Raspberry Pi miniature computer, camera and tablet

All equipment is provided and no school IT equipment or network access is required, apart from a screen or projector to which we connect our laptop.

Each team receives a touchscreen tablet and a battery-powered Raspberry Pi mini computer, with a webcam attached. They use the tablet to interact with the Raspberry Pi, control the camera, view results and participate in team quizzes.

The tablet and Raspberry Pis do not have any internet access and are fully locked down so that only the workshop content is accessible.

Session format

The format is very flexible, however we recommend that each session lasts 90 minutes for approximately 30 pupils at once, which ensures time for multiple activities, discussions and plenty of interactivity. The minimum duration is 60 minutes and the maximum capacity is 40 pupils.

The workshop is intended for pupils in Years 4 to 9 and we are also experienced in adapting the material and delivery for SEN pupils.

No prior knowledge is needed and none of the activities require any coding.

The workshop can be run in any classroom or hall with tables and does not need to be where school computers are situated.

Please get in touch to discuss your requirements.

AI curriculum links

UNESCO AI competency framework

The workshop content has been mapped to UNESCO's AI competency framework for students , which suggests four aspects of AI literacy, each with three levels of progression of curricula goals. You can view the mappings of each activity to the goals by clicking the coloured icons at the end of their descriptions.

Human-centered mindset
Ethics of AI
AI techniques and applications
AI system design
SEAME framework

The workshop content also aligns with the Raspberry Pi Foundation's SEAME framework , which suggests four groupings of learning objectives when teaching AI:

  • SE - Social, Ethical considerations: e.g. bias, privacy, impacts on employment
  • A - Applications e.g. knowing a range of AI applications and understand their difference with rules-based coding
  • M - Models e.g. knowing methods of training an AI model such as Machine Learning
  • E - Engines e.g. how the model works, feature detection in neural networks

National curriculum links

The workshop content links with the National Computing Curriculum, as well as promoting data literacy and data ethics:

"Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems."

"Select, use and combine a variety of software on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals."


National curriculum in England: computing programmes of study | DofE

Safety and privacy

Information about safeguarding, safety measures and data privacy can be found on our Safety page.

Cost

  • £450 for a half-day visit (1-2 workshops)
  • £650 for a full-day visit (3-4 workshops)

This workshop is eligible for the Neon bursary scheme for schools.

We do not charge VAT on these prices. Our timings are flexible so please get in touch to discuss your requirements.

Currently we are only able to visit schools in and around Greater London but hope to reach more areas in future.

How to book

You can either book online or contact us to make an enquiry.