P4-P6 curriculum coverage workbook

BEETS AI · Theme A · Resource #2 · v0.1 (draft) · School planning · P4-P6

⚠️ All examples on this page are fictional and do not refer to any real school or person. This file is a draft and must be reviewed by an educator before publication.

How to use

In the blank coverage table, record each subject's existing AI-literacy activities by subject and term.
Check them against the P4-P6 stage goals below and mark covered, repeated and empty.
In the gap-and-next-step table, write the smallest next step and an owner for each gap.
Use the meeting checklist to confirm the map leads to a next step, then turn the page to compare with the three fictional examples.

P4-P6 stage goals (suggested list)

[[VERIFY]] The goal rows below are a working scaffold and must be checked word for word against the P4-P6 stage goals in F (the AI Literacy Learning Framework for Primary and Secondary Schools, pp.1-6 to 1-10) before they are quoted.

Goal	Suggested P4-P6 goal (check against F pp.1-6 to 1-10)
G1	Understand what AI is and where it appears in everyday life
G2	Use AI safely and responsibly, and know what information should not be entered or shared
G3	Check AI's output against other sources and spot what is questionable
G4	Understand AI's limits and bias, and know that data affects results
G5	Use AI to support creating and collaborating under teacher guidance, keeping one's own judgement
G6	Understand data and personal privacy, and know how information is collected and used

Blank coverage table (subject × term)

Write each "existing AI-literacy activity" in its cell; leave empty if there is none. If your school has two terms, merge the third into the second.

Subject	Term 1: existing activity	Term 2: existing activity	Term 3: existing activity
General Studies
Chinese Language
English Language
Mathematics
ICT / Computer
Visual Arts
Music
PE
Library / Reading
Class / Form time

Gap and next step (blank)

Gap (which goal is not covered)	Smallest next step	Owner	Dates / term

Meeting checklist

□ Existing activities state "which subject, which level, what was taught"

□ Every goal is marked "covered / repeated / empty"

□ Every gap has one smallest next step

□ Every next step has an owner (a named person or post)

□ Each next step is small enough to finish within one term

□ Each activity can be tied to the EDB framework (F pp.1-6 to 1-10 or B p.2)

Completed examples (three fictional schools)

The three schools below are fictional, shown for illustration only. The "covered / partial / empty" judgements use the suggested goal list above and are not the EDB's assessment of any school.

Example 1: an aided primary school (scattered activities, no overview)

A 24-class aided primary school; each subject has scattered activities, but no one has brought them together or seen which goals repeat.

Goal	Existing activity (subject, level)	Judgement	Next step (if a gap)
G1 What AI is	General Studies P5 "smart devices" unit	Covered	—
G2 Safe use	ICT P4 "not giving away personal data"	Covered	—
G3 Checking output	Chinese Language P6 "telling true from false information"	Partial	Add a P6 General Studies period "check an AI answer" (General Studies panel head)
G4 Limits and bias	None	Empty	Add a P5 General Studies period "AI gets things wrong too" (General Studies panel head)
G5 Creating with AI	Visual Arts P5 tried AI image generation	Partial	Change it to "sketch first, then AI, then explain the changes" (Visual Arts panel head)
G6 Data and privacy	ICT P4 touched on it	Partial	Add an ICT P6 period "where your data goes" (ICT coordinator)

Example 2: a school with a strong ICT panel (coverage in one subject only)

The ICT panel is well staffed; AI literacy is concentrated in ICT and other subjects rarely link to it.

Goal	Existing activity (subject, level)	Judgement	Next step (if a gap)
G1 What AI is	ICT P4-P6	Covered (one subject only)	Link "what AI is" to the General Studies "smart living" unit (General Studies panel head)
G2 Safe use	ICT P4-P6	Covered (one subject only)	Revisit "what not to tell AI" once in form time (form teacher)
G3 Checking output	ICT P6 taught it	Covered	Run one cross-subject period "checking sources and checking AI" with General Studies (General Studies panel head + ICT coordinator)
G4 Limits and bias	ICT P6 touched on it	Partial	Add one "AI gets it wrong" case discussion in ICT P6
G5 Creating with AI	None (other subjects do not use AI to create)	Empty	Add "use AI to correct, then rewrite yourself" to English Language writing (English Language panel head)
G6 Data and privacy	ICT P5 taught it	Covered	—

Example 3: a school starting from nothing (do one or two things first)

No systematic AI education yet, only occasional tablet use. A school like this should run one or two pilots rather than chasing all six goals at once.

Goal	Existing activity (subject, level)	Judgement	Next step (if a gap)
G1 What AI is	Form time P4 mentioned smart devices	Partial	—
G2 Safe use	None	Empty	Add a P4 form-time period "what not to tell AI" (form teacher, Term 1)
G3 Checking output	None	Empty	Add a P6 General Studies period "check an AI answer" (General Studies panel head, Term 2)
G4 Limits and bias	None	Empty	Discuss next term
G5 Creating with AI	None	Empty	Discuss next term
G6 Data and privacy	None	Empty	Discuss next term

The key judgement: a school starting from nothing runs the G2 and G3 pilots first; "discuss next term" is a legitimate next step provided the meeting actually sets a review date.

How this relates to the EDB framework

Maps to F (the AI Literacy Learning Framework for Primary and Secondary Schools, pp.1-6 to 1-10): cross-subject implementation and progression across four learning stages, used to check a school's own activities against the stage goals; and B (the Blueprint for Digital Education Development in Primary and Secondary Schools (three-fold leaflet), p.2): digital and AI education strategies in school development plans with a clear implementation timetable.

This page is a teaching resource independently produced by Beets and is not an official EDB document.