Whole-staff AI-literacy baseline self-audit and one-term CPD plan (P1-S6)

• StageP1-S6
• SubjectSchool planning
• Learning strandthe basic operating principles of AI / human-machine communication and collaboration / reflection on the use of AI
• Official documentsBlueprint for Digital Education Development in Primary and Secondary Schools · AI Literacy Learning Framework for Primary and Secondary Schools · Guide to Using AI in Teaching in Primary and Secondary Schools · Education Bureau Circular Memorandum No. 156/2026
• Session timeAbout 30 minutes for the whole-staff baseline, plus one planning meeting of about 60 minutes

An editable whole-staff AI-literacy baseline self-audit and one-term CPD plan: 18 items mapped to the official training units, four rating levels, role routing, a plan measured against a 30-hour target, and a completed example from a fictional school.

• AudienceTeachers
• ThemeSchool planning

• EquipmentEditable spreadsheet (the audit and the CPD plan), a projector or large screen; also runs on printouts
• Version1.1
• Last updated2026-10-15

What this solves

Schools are expected to bring digital education into the School Development Plan for 2026/27, and one practical requirement is that the whole staff becomes AI-literate. The hard part is not deciding whether to train staff — it is knowing who already has which capability, and who still needs which unit. A pile of attendance records cannot answer that, and it cannot show a sponsoring body or the Education Bureau that training has actually landed.

This resource puts the whole-school baseline and one term of action into a single editable spreadsheet. Staff first self-rate 18 items that map one-to-one to the official training units (nine basic units for every teacher, plus nine advanced units for panel heads and school leaders), the gaps are then routed by role, and finally they are arranged into a one-term CPD plan. The sheets depend on one another: without a baseline, a plan is only a wish list.

The resource sits 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. It recommends no commercial AI tool; the training content stays with the units the circular already sets out.

Planning objectives

After one baseline self-audit and one planning meeting, school leaders can:

1. Hold an AI-literacy baseline for every member of staff, each item mapped to an official training unit (nine basic units; nine advanced units).
2. Name, by role (classroom teacher / panel head / school leadership), the one to three units each person should take next, rather than sending everyone through the same basic course.
3. Arrange the gaps into an ordered one-term plan with hours attached, measured against the target of not fewer than 30 hours of digital-education CPD within each three-year cycle.
4. Use a worked example from a fictional school to judge whether a plan can actually be carried out.

The audit and the plan keep nurturing the whole person, literacy first, application-oriented use and technology for good as their guiding principles, and put teaching and learning, assessment and learning data at the centre of the training rather than stopping at tool handling. They use tiered and formative assessment to meet staff at different starting points, and aim to give every teacher the confidence to exercise professional gatekeeping in class: to recognise an AI hallucination, to check a claim against a source, and to avoid over-reliance and the outsourcing of thinking.

Planning steps

This is one baseline self-audit of about 30 minutes and one planning meeting of about 60 minutes, which can be folded into a panel or administrative meeting:

1. Build the baseline (about 30 minutes, whole staff together) — every member of staff rates each of the 18 units on one of four levels: not yet encountered / aware of the concept / can do it with guidance / can do it independently and teach colleagues. The top level is “teach colleagues”, because being able to teach it is what shows real command.
2. Read the role routing (10 minutes, panel heads and leadership) — use the role-routing sheet to turn each person’s gaps into “who needs which units”. Classroom teachers focus on the nine basic units; panel heads and leadership add the nine advanced units.
3. Set the term’s plan (about 60 minutes, one administrative or panel meeting) — order the gaps in the one-term plan sheet: fill the most common, most classroom-relevant gaps first, then the advanced units that particular roles need. Each row records the official course it maps to, the format, the hours and the owner.
4. Check against the 30-hour target (in the same meeting) — total the hours across the three-year cycle at the foot of the plan and mark what is still short.
5. Look at the worked example (10 minutes) — project the completed fictional school example in the attachment and show what each column holds and what makes a plan doable.

Review checklist

A whole-school plan that can actually be carried out can be checked against these points:

The test is this: if you cannot say who is still missing which unit, it is not yet a plan. “We ran some training” does not answer the school’s accountability.

The examples use the current subject names: Primary Humanities and Primary Science.

Files

Whole-staff AI-literacy baseline self-audit and one-term CPD plan (editable Excel spreadsheet)

Four parts: (1) the baseline self-audit, 18 items on four levels; (2) role routing; (3) the one-term CPD plan, with the 30-hour target tracked; (4) a completed example from a fictional school.

Official documents

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

This resource maps to:

• Blueprint for Digital Education Development in Primary and Secondary Schools (three-fold leaflet, p.2): asks schools to put digital and AI education into the School Development Plan, with teacher professional development as one part of it.
• Supplement I: AI Literacy Learning Framework for Primary and Secondary Schools (pp.1-2 and 1-4): sets out the rationale and the learning strands of AI literacy, which the 18 self-audit items are mapped to.
• Supplement II: Guide to Using AI in Teaching in Primary and Secondary Schools (pp.2-2 to 2-5): sets out the principles for using AI in teaching, and explains how training should cover teaching and learning, assessment and professional judgement.
• Education Bureau Circular Memorandum No. 156/2026 (whole-school digital education planning and related teacher training for the 2026/27 school year): lists the training units and the tiering, which the 18 items are taken from.

Learning strands: the basic operating principles of AI / human-machine communication and collaboration / reflection on the use 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 is an independent teaching resource produced by Beets; it is not an official EDB document.

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