P1-S6 cross-subject AI-literacy coverage audit: which subject teaches which strand, and where the gaps are

• StageP1-S6
• SubjectCross-subject
• Learning strandthe fundamental operating principles of AI / human-AI communication and collaboration / reflection on the application of AI
• Official documentsAI Literacy Learning Framework for Primary and Secondary Schools · Blueprint for Digital Education Development in Primary and Secondary Schools · EDBCM No. 156/2026 · EDBCM No. 20/2023 and No. 18/2023 · The curriculum guides and curriculum documents of each learning area
• Session timeOne curriculum meeting (about 60 min) plus follow-up fill-in by the curriculum coordinator

An editable cross-subject AI-literacy coverage audit workbook: the eight learning areas broken down into thirty subjects, checked subject by subject against three learning strands and four learning stages, showing which positions have no coverage at all, with a smallest next step for every gap and a partly completed example from a fictional school.

• AudienceTeachers
• ThemeSchool planning

• EquipmentEditable spreadsheet (the audit workbook), a projector or large screen; also runs on printouts
• Version1.1
• Last updated2026-10-17

What this solves

Digital education and AI literacy are meant to be delivered across subjects, and in practice each panel assumes another panel is doing it. The result is that some content is taught three times over and some learning strands never appear at all between P1 and S6 — while the school holds only a list of activities, with no way to see where the gaps are.

This workbook turns coverage into a grid you can look at: eight learning areas broken down into thirty subjects, by three learning strands, by four learning stages. Each cell does not record “whether we teach AI”; it records whether this subject has covered this strand — taught, partial, or not taught.

Breaking the grid down to subject level is what makes the tool usable. With only the eight learning areas, a Chinese Language teacher, a Music teacher and a PE teacher all fail to find their own subject on the sheet, and the school is back to each panel assuming another one has it. Listed subject by subject, every teacher can go straight to their own row and see which strand their subject still leaves blank.

The resource falls within the policy scope of the Blueprint for Digital Education Development in Primary and Secondary Schools and is written to the AI Literacy Learning Framework for Primary and Secondary Schools: the Blueprint asks a school to plan how digital and AI education will be delivered in its School Development Plan, and EDBCM No. 156/2026 asks schools to build digital education into the School Development Plan and/or the Annual School Plan. The coverage audit is what turns that requirement into evidence — which subject, which stage, which strand — and the gap list also names the tiered and learning-data arrangements and who carries the professional gatekeeping.

Use the current subject names throughout: Primary Humanities and Primary Science (they replace General Studies; all primary schools have been required to implement them from the 2025/26 school year — see EDBCM No. 20/2023 and No. 18/2023). Update the subject names in the audit grid accordingly.

Planning objectives

After one curriculum meeting, principals, curriculum coordinators and panel heads can:

1. Use the grid — eight learning areas, thirty subjects, three strands, four stages — to record which strands the school already covers.
2. Name the subjects, strands or stages with no coverage at all, and the places where several subjects duplicate the same coverage.
3. Write one smallest next step for each gap, with the panel responsible and an approximate date.
4. Use a partly completed example from a fictional school to judge whether an audit “leads to a next step” rather than being a marked-up table.

The audit keeps nurturing the whole person, literacy first, application-oriented use and technology for good in view; next steps are designed with learning diversity and tiered arrangements in mind, and professional gatekeeping is exercised where it belongs — in the classroom.

Planning steps

One 60-minute curriculum meeting, in four segments.

1. State the purpose and claim the learning areas (15 min) — This is not an appraisal of teachers; it is to find out where the three strands still have no landing place, in which subjects and at which stages. Whoever is present speaks for the learning areas represented; for any area with nobody in the room, the curriculum coordinator fills it in afterwards rather than leaving it empty and reading it as “none”.
2. Fill in the grid (20 min) — In the subject coverage sheet, record for each subject a short name of the existing activity with its year level and term, and mark each of the three strands taught, partial or not taught. Primary teachers can filter on the applicable-stages column to see junior primary and upper primary only, without wading through secondary subjects.
3. Read the gaps (18 min) — The stage-by-strand summary sheet shows automatically how many subjects at each stage have marked a strand as taught; a 0 means no coverage at all. Then list the subjects or stages with no landing place in the gaps sheet, and flag the cells covered by three or more subjects.
4. Write the next steps (7 min) — For each gap, write one smallest next step, sorted into short term (one lesson or one co-planning session this term), medium term (plan it next term) and long term (it has to be handled at curriculum-document level), with the panel responsible.

The dimensions of the grid

The eight learning areas and their thirty subjects (the rows of the grid):

Chinese Language Education        Chinese Language · Chinese Literature · Putonghua
English Language Education        English Language
Mathematics Education             Mathematics (P1-S6) ·
                                  Mathematics Extended Part (Module 1 / Module 2)
Science Education                 Primary Science · Science (S1-S3) · Physics ·
                                  Chemistry · Biology
Technology Education              Primary Information and Innovation Technology
                                  (the AI Exploration strand) · Information and
                                  Communication Technology · Design and Applied
                                  Technology · Technology and Living · Business,
                                  Accounting and Financial Management ·
                                  Health Management and Social Care
Personal, Social and              Primary Humanities · Chinese History · History ·
Humanities Education              Geography · Economics · Citizenship, Economics
                                  and Society · Citizenship and Social Development ·
                                  Ethics and Religious Studies · Tourism and
                                  Hospitality Studies · Religious Education
Arts Education                    Music · Visual Arts
Physical Education                Physical Education

The applicable-stages column follows the curriculum documents and a school then adjusts it to what it actually offers; primary and secondary subjects are listed separately so a primary teacher only sees the stages they teach.

Review checklist

There is no single right answer, but an audit that “leads to a next step” can be checked against these points:

The key judgement: the next-step column is what matters. If every gap only gets “teach more AI”, the audit is not useful; each next step must be small enough to finish within one term. Note also that a gap does not automatically mean new curriculum time — approaching an existing activity from a different angle is often enough.

The activity names in the audit are the school’s own internal record and need not be published; the workbook also recommends naming no commercial AI tool.

Files

Cross-subject AI-literacy coverage audit workbook (editable Excel spreadsheet)

Four sheets: the subject coverage grid (eight learning areas, thirty subjects plus one blank row, marked taught / partial / not taught), the stage-by-strand summary (summarised automatically, showing how many subjects at each stage cover each strand), gaps and next steps (short, medium and long term), and a completed example (a fictional school, demonstrating both a primary and a secondary fill).

A note on the subject names: they follow the curriculum documents, which are published in Chinese. Where a document has no published English version, the English rendering used here is ours.

Official documents

Every resource in this library is written to the AI Literacy Learning Framework for Primary and Secondary Schools and falls within the policy scope of the Blueprint for Digital Education Development in Primary and Secondary Schools.

This resource maps to:

• Supplement I: AI Literacy Learning Framework for Primary and Secondary Schools (pp.1-4 and 1-6 to 1-10): sets out the three learning strands and the progression across four learning stages, and describes how AI education is to be taken forward across the learning areas and cross-subject contexts — the source of the audit grid’s three dimensions.
• Blueprint for Digital Education Development in Primary and Secondary Schools (three-fold leaflet, p.2): requires digital and AI education strategies in school development plans, with a clear implementation timetable.
• EDBCM No. 156/2026 (2026/27 School Year Holistic Planning of School-based Digital Education and Related Teacher Training): states that schools must build digital education into the School Development Plan and/or the Annual School Plan in the 2026/27 school year; this resource is the audit that turns that requirement into cross-subject coverage evidence.
• EDBCM No. 20/2023 and No. 18/2023: set out the implementation arrangements for Primary Humanities and Primary Science (which replace General Studies), and the current subject names used in the audit grid.
• The curriculum guides and curriculum documents of each learning area: the source of the thirty subject names and their learning areas in the grid.

Learning strand: the fundamental operating principles of AI / human-AI communication and collaboration / reflection on the application of AI

Official documents page: https://www.edb.gov.hk/en/edu-system/primary-secondary/applicable-to-primary-secondary/it-in-edu/debp.html

This page is an independent Beets teaching resource, not an official EDB document.

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