Conceptual understanding
Students examine the role of data and patterns in AI systems. They distinguish systems that follow rules from those that learn from examples, and consider the limitations of each approach.
AL NAJAH PRIVATE SCHOOL / CURRICULUM
Artificial Intelligence at ANPS
AI Literacy Curriculum
Al Najah Private School’s AI Literacy curriculum develops students’ understanding of artificial intelligence, its applications, and its limitations. From Kindergarten to Senior School, students learn to evaluate AI-generated information and develop solutions with appropriate consideration of safety, fairness, and responsibility.
The curriculum is informed by ADEK’s K–12 AI Literacy Framework and its Implementation Guide for Schools. These documents establish progressive learning across school phases and connect technical knowledge with critical evaluation and ethical practice. At ANPS, this approach supports our mission to develop initiative and critical thinking through learning appropriate to students’ ages and stages of development.
Four connected areas of learning
Critical evaluation
Students develop clear instructions, refine prompts, and assess responses for accuracy and reliability. They learn to recognise bias and identify claims that require verification.
Solution design
Practical challenges develop students’ ability to plan, build, test, and improve solutions. Tasks progress from simple logic towards projects involving data, tools, and structured workflows.
Responsible governance
Privacy, fairness, and societal impact are considered throughout learning. Students examine who may benefit from a solution, who may be affected, and which safeguards are appropriate.
Each strand is revisited as students progress through school. Technical skills develop alongside the ability to evaluate evidence, explain decisions, and consider the consequences of using AI.
AI LITERACY / LEARNING & PROGRESSION
From discovery to systems design
ADEK’s framework uses a spiral approach: students revisit the same four strands with increasing depth. Earlier ideas about patterns, instructions, and choices provide the foundation for designing solutions and evaluating more complex systems.
Pre-primary
DISCOVERY
Explore senses, machines, and cause and effect through play and observation.
Possible activity: sort pictures of people and machines, then discuss how each responds to its surroundings.
Years 2–6
LOGIC & DATA
Develop understanding of rules, patterns, inputs and outputs, and how data is used.
Possible activity: arrange instruction cards, test a simple decision rule, or compare an answer with known facts.
Years 7–9
CREATION
Build structured AI solutions and improve them through testing, using introductory machine-learning ideas.
Possible activity: test a classifier with different examples and investigate why some predictions fail.
Years 10–13
SYSTEMS & SOLUTIONS
Combine data, tools, and workflows; evaluate performance, trade-offs, and societal impact.
Possible activity: design a solution to a school or community problem and explain its limitations and safeguards.
AI LITERACY / TEACHING, ASSESSMENT & RESPONSIBILITY
Teaching and learning
Dedicated AI lessons include teacher explanation, guided exploration, discussion, and practical tasks. Students investigate a question or challenge, test an approach, review the outcome, and identify improvements. Teachers provide support appropriate to students’ needs as they develop greater independence.
In line with ADEK’s emphasis on human-led learning, students remain responsible for their reasoning and decisions. They are expected to explain their methods, verify information, and demonstrate understanding of the work they produce with AI assistance.
How students demonstrate progress
Discussion, practical tasks, projects, and reflection provide evidence of learning. Assessment considers conceptual understanding, the quality of instructions and solutions, critical evaluation, and responsible decision-making. ADEK describes progression through three mastery tiers:
EMERGING
Recognise and explore with guidance.
PROFICIENT
Apply understanding independently.
ADVANCED
Justify, refine, and defend decisions.
Safety and academic integrity
Students learn to protect personal information, question unreliable outputs, and recognise when human judgement is needed. Teacher guidance, age-appropriate access, and school-approved tools support safe learning. As students mature, they consider how AI may affect fairness, opportunities, and the wider community.
Academic integrity is an important part of this learning. Students are expected to follow school guidance, acknowledge permitted AI assistance, and demonstrate their own understanding. Responsible use means knowing when a tool is helpful and when another approach is needed.
Wider learning outcomes
AI Literacy strengthens problem-solving, collaboration, communication, and the evaluation of evidence. These skills support students’ learning across subjects and their preparation for further study and participation in an increasingly digital society.
CURRICULUM REFERENCES
ADEK, K–12 AI Literacy Framework: School Implementation Webinar, pp. 5–9 and 12; K–12 AI Literacy Framework: Implementation Guide for Schools, pp. 3–8. Curriculum figures are adapted summaries; stages follow ADEK’s framework, shown in the school’s year groups (ADEK’s Grades 1–5 are Years 2–6).