Grade 1: units, topics and lessons

1. A Cat and a Toy Cat
2. Things That Grow
3. Plants Grow Too
4. Machines Need Power
5. Alive, Machine, or Neither?

• ADEKSort human-made vs natural; machines are tools people build
• ADEKCompare human vs machine "smart"
• CSTA (US)Compare and contrast the ability of humans and of AI to perform various tasks and serve in various roles.

1. Machines in My Kitchen
2. Machines That Move Us
3. Machines That Make Sound
4. A Machine Does One Job
5. My House Is Full of Machines

• ADEKSort human-made vs natural; machines are tools people build

1. One Number for Each Thing
2. More and Fewer
3. A Clock Counts Time
4. Machines Show Us a Number
5. Machines Count Fast

Part of the course sequence; not cited as evidence for a specific requirement.

1. Brushing Teeth, In Order
2. Making Lunch
3. Getting Dressed
4. Wrong Order, Funny Result
5. I Can Give Instructions

Part of the course sequence; not cited as evidence for a specific requirement.

1. Remember Alive?
2. Remember Machines All Around?
3. Remember Counting?
4. Remember Steps?
5. All Four Together

Part of the course sequence; not cited as evidence for a specific requirement.

1. Steps at Home
2. Steps at School
3. Steps Outside
4. Morning and Night Steps
5. My Steps for a Seed

Part of the course sequence; not cited as evidence for a specific requirement.

1. One Step Does Not Belong
2. A Bug Is a Wrong Step
3. Find the Bug, Then Fix It
4. Say the Steps Out Loud
5. Bug Hunter

Part of the course sequence; not cited as evidence for a specific requirement.

1. Grandma's Letter, My Video Call
2. Paper Map, Phone Map
3. Counting by Hand, Counting by Machine
4. Farms: Hand, Horse, Tractor, Drone
5. What Might Come Next?

• CSTA (US)Compare how people live and work before and after the implementation or adoption of new computing technology.
• AI4K12 (US)Progress from identifying current uses of AI and how they have impacted society (K-2), to identifying how sectors of society such as manufacturing, retail, and healthcare are changing due to AI (3-5), to comparing AI-driven societal change to previous industrial revolutions (6-8), to predicting how a specific sector of society is likely to change in the short and intermediate term as a result of AI, referencing Amara's Law (9-12).

1. Again and Again
2. Repeat Card for Steps
3. When I Clap, Go!
4. Too Many, Too Few
5. My Dance Loop

• England + CambridgeCreate and debug simple programs
• Korea, Japan, HKIntroduce Scratch block-based programming environment to build foundational computational-thinking concepts of abstraction, algorithm and automation.
• Korea, Japan, HKUse Scratch programming (sequencing, loops, events, sprites) to build interactive stories/games as a vehicle for logical thinking and problem-solving.
• ChinaStudents operate simple AI-related tools and complete visual/block-based programming tasks

1. My Classroom Map
2. Dots and Lines
3. Places and Moves
4. Two Ways to Look
5. A Tree of Boxes

• CSTA (US)Create a representation of a physical object (e.g., line art drawing).
• AI4K12 (US)Progress from constructing a map of a home, school, or neighborhood and understanding that 'the map is not the territory' (K-2), to demonstrating how different map styles (geometric vs. topological) capture different aspects of the world (3-5), to showing how a game board (tic-tac-toe, chess) can be represented as a plain-language description of squares, relationships, and piece positions (6-8), to describing how to represent a concept as a schema.org-style schema with superconcepts and inherited properties (9-12).
• AI4K12 (US)Progress from giving examples of symbols encountered in daily life such as restroom icons and card suits (K-2), to explaining hierarchical tree structures such as ancestry trees and taxonomies (3-5), to translating a structure like a game board, road map, or mind map into a labeled graph of nodes and links (6-8), to translating the premises of a syllogism from English into predicate-logic notation and completing the inference (9-12).
• AI4K12 (US)Progress from drawing a tree by repeatedly splitting branches and placing data at nodes (K-2), to describing the parts of a tree (nodes, parent, leaves) and how they relate (3-5), to describing the parts of a labeled graph (nodes, links, source/target) and how trees are a special case of graphs (6-8), to describing how schemas structure information about people, places, or things within knowledge graphs used by search engines (9-12).
• AI4K12 (US)Progress from illustrating a next possible board state in tic-tac-toe (K-2), to illustrating how a computer represents game play as a linear sequence of board positions connected by legal moves (3-5), to illustrating how a computer solves a maze, finds a map route, or reasons over a knowledge graph by drawing a search tree (6-8), to identifying real-world problems (task planning, scheduling, resource allocation) as search problems and describing their states and operators (9-12).
• AI4K12 (US)Progress from drawing a simple 3-node search tree showing two possible tic-tac-toe moves (K-2), to drawing a full search tree of next moves for tic-tac-toe or nim and picking the best move (3-5), to modeling breadth-first search on a graph problem such as common-friend detection (6-8), to illustrating and comparing breadth-first, depth-first, and best-first search algorithms for growing a search tree (9-12).

1. A Picnic Is Many Jobs
2. One Small Job at a Time
3. Plan, Then Do
4. Did It Do What I Said?
5. My Own Big Job

• CSTA (US)Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.
• Australia + NZStudents use decomposition skills to break down simple non-computerised tasks into precise, step-by-step instructions (algorithmic thinking); give these instructions; identify and correct errors in them as they are followed (simple debugging)

1. Sam's Mixed-Up Morning
2. Plan Sam's Morning
3. Make the Morning Steps
4. Test: Does It Work?
5. Fix It With a Friend

Part of the course sequence; not cited as evidence for a specific requirement.

1. Find the Twin
2. Odd One Out
3. Big and Small
4. Sort by Colour, Then by Shape
5. One Thing, Two Groups

• UAEExplain how AI uses data to learn

1. Red, Blue, Red, Blue
2. What Comes Next?
3. Patterns in Nature
4. Patterns in Music
5. My Own Pattern

• UAEExplain how AI uses data to learn

1. What Is a Clue?
2. Shape Is a Clue Too
3. Two Clues Are Better Than One
4. A Machine Uses Clues
5. A Clue Can Fool You

• UAEExplain how AI uses data to learn

1. My Eyes See
2. My Ears Hear
3. My Nose and My Hands
4. Machines Notice Too
5. Where Is the Noticing Part?

• ADEKPoint out AI in daily life and name what it does
• ADEKLocate sensors, compare computer vs human sensing
• ADEKPoint out AI in daily life
• CSTA (US)Identify where AI is being used in daily life.
• AI4K12 (US)Progress from identifying devices in daily life that use AI, e.g. smartphones, smart assistants (K-2), to describing how AI-powered services (search, recommenders, autonomous vehicles) are used in daily life (3-5), to examining an aspect of daily life predicted to change due to AI, e.g. transportation and self-driving cars (6-8), to explaining the kinds of cultural debates that arise as AI evolves, e.g. AI-generated art, LLM use in homework, data rights (9-12).
• ChinaStudents experience and recognize basic AI technologies such as speech recognition and image classification through hands-on demos
• ChinaLower-primary students build basic AI awareness (example: Haidian Experimental Primary School)
• Australia + NZDevelop foundational awareness that digital systems, including those using AI, are present in familiar environments (e.g. home, classroom) and are used for particular purposes

1. Remember Same and Different?
2. Remember Patterns?
3. Remember Clues?
4. Remember Noticing?
5. Putting It Together

Part of the course sequence; not cited as evidence for a specific requirement.

1. The Doctor and the X-ray
2. The Farmer and the Tractor
3. The Pilot and the Plane
4. The Chef and the Teacher
5. The Person Decides

• UAEEveryday uses of AI across sectors

1. Meet the Robot Friend
2. The Robot Cards
3. Say It Exactly
4. The Robot Forgot to Stop
5. Play Robot Friend

• ADEKRobotics / physical device

1. Close Together
2. Count the Same Clues
3. One Yes-or-No Question
4. Two Questions in a Row
5. Guess My Animal

• CSTA (US)Explain how binary choices (e.g., up/down, on/off, under/over) can be used to make decisions that lead to a specific goal by either a human or a machine.
• CSTA (US)Use data to construct a model for making decisions (e.g., a decision tree to determine what to wear based on the weather).
• AI4K12 (US)Progress from identifying the features that make objects in a collection unique and organizing them into a feature table (K-2), to constructing a feature-vector representation for a set of objects and showing that similar objects lie close together in feature space (3-5), to explaining how word embeddings represent words as numeric vectors for tasks like machine translation (6-8), to describing how a transformer network maps sequences of word-embedding vectors to output sequences (9-12).
• AI4K12 (US)Progress from modeling the use of a classification or search algorithm to solve a simple problem (K-2), to describing differences between decision-tree and neural-network classification algorithms (3-5), to comparing several algorithms that could solve a specific reasoning problem based on input data and decision complexity (6-8), to listing, for each of eight reasoning-problem types, an algorithm that could solve it (9-12).

1. Five Noticing Parts
2. A Taste Test
3. Animals Notice Differently
4. Not Sure? Use Two
5. Machines Use Two Too

• AI4K12 (US)Progress from identifying the five human senses and sensory organs (K-2), to comparing how different animals perceive the world differently than humans, e.g. sonar, ultraviolet vision, colorblindness (3-5), to giving examples of how humans combine information from multiple sensory modalities to resolve ambiguous signals (6-8); AI4K12 marks 9-12 N/A for this topic since it is considered adequately covered by the lower bands (leaving deeper biology/psychology to other courses).

1. Helpers at the Hospital and the Bank
2. Helpers at School, on the Road, by the Water
3. A Job Changes
4. New Jobs Appear
5. Which Job Would I Like?

• ADEKCareers
• CSTA (US)Explore how some people use AI in their jobs and in their communities.
• AI4K12 (US)Progress from identifying current uses of AI and how they have impacted society (K-2), to identifying how sectors of society such as manufacturing, retail, and healthcare are changing due to AI (3-5), to comparing AI-driven societal change to previous industrial revolutions (6-8), to predicting how a specific sector of society is likely to change in the short and intermediate term as a result of AI, referencing Amara's Law (9-12).
• AI4K12 (US)Progress from describing jobs that no longer exist due to past technology advances, e.g. farriers replaced by auto mechanics (K-2), to describing how a specific job will change due to AI/robotic technology, e.g. warehouse workers alongside robots (3-5), to predicting a new job type that might arise or an existing job that might change/disappear due to AI adoption (6-8), to investigating the specific skills needed for AI-enabled careers across the workforce, not just for programmers (9-12).

1. One Test Is Not Enough
2. Predict, Then Run
3. Notes for a Friend
4. Watch the Robot Arm
5. Keep Going, Change It, or Switch Off

• England + CambridgeUnderstand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
• England + CambridgeFollow, and identify single errors in, everyday task algorithms; use directional language and create ordered instructions for simple tasks
• CSTA (US)Model daily processes by creating and following algorithms (step-by-step instructions) to complete tasks.
• CSTA (US)Develop plans that describe a program's sequence of events, goals, and expected outcomes.
• CSTA (US)Using correct terminology, describe steps taken and choices made during the iterative process of program development.
• OECD–EC (Europe)Recognise the need for decisions that support accountability and fairness when using AI (Manage 4, basic).
• Australia + NZFollow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems, building basic connections to understand why data and algorithms are necessary for digital solutions

1. Our Band Has a Problem
2. Pick the Sounds
3. Make the Beat
4. Test the Beat
5. Fix It and Add Lights

Part of the course sequence; not cited as evidence for a specific requirement.

1. Loud and Soft
2. What Made That Sound?
3. A Machine Can Listen
4. Sounds That Warn Us
5. Sounds That Tell Us Something

Part of the course sequence; not cited as evidence for a specific requirement.

1. A Machine That Answers
2. A Machine That Knows Your Face
3. A Machine That Noticed What You Like
4. Smart or Just Its Buttons?
5. I Know Smart Machines

• ADEKDecide whether an everyday technology is AI or not

1. Press the Button
2. On and Off
3. A Machine Waits for a Person
4. Who Tells the Machine?
5. A Smart Machine Still Waits

• UAECompare AI with humans (Cycle 1 part)
• ADEKCompare human thinking/sensing with how a machine processes info; what "smart" means

1. The Screen Shows Me Things
2. The Keys Let Me Tell It
3. The Part That Does the Work
4. In and Out
5. Find the Parts

• UAEIdentify safe and fair ways to use AI

1. Remember Sounds?
2. Remember Smart Machines?
3. Remember On and Off?
4. Remember Inside a Computer?
5. Putting It Together

Part of the course sequence; not cited as evidence for a specific requirement.

1. It Notices Your Touch
2. It Notices Sounds
3. It Notices Pictures
4. It Notices Tipping
5. My Tablet's Noticing Parts

• ADEKRobotics / physical device

1. Plug or Battery?
2. Charging Up
3. Big Computers Far Away
4. Switch Off When Done
5. My Power-Saving Steps

Part of the course sequence; not cited as evidence for a specific requirement.

1. I Try First
2. Then I Can Check
3. My Idea and the Machine's Idea
4. Mix the Ideas
5. The Right Machine for My Job

• OECD–EC (Europe)Explore how AI tools can expand thinking and spark ideas (Create 1, basic).
• SingaporeLearn with AI: apply AI to support and enhance one's own learning process.
• SingaporeLearn beyond AI: develop distinctly human capabilities and dispositions that AI cannot replicate.
• Australia + NZStudents and educators use generative AI tools in ways designed to enhance teaching and learning outcomes rather than replace core learning processes

1. The Working-Out Chip
2. The Keeping Part
3. Apps Tell the Parts What to Do
4. How the Parts Talk
5. When It Stops Working

• ADEKLocate sensors, compare computer vs human sensing
• England + CambridgeRecognise common uses of information technology beyond school
• England + CambridgeIdentify that everyday devices contain computers and recognise basic input/output methods
• CSTA (US)Select and operate appropriate software to perform a variety of tasks, and recognize that users have different needs and preferences for the technology they use.
• CSTA (US)Use appropriate terminology in identifying and describing the function of common physical components of computing systems (hardware).
• CSTA (US)Describe basic hardware and software problems using accurate terminology.
• CSTA (US)Compare and contrast human sensing with computer sensors.
• AI4K12 (US)Progress from locating and identifying computer sensors such as cameras and microphones on everyday devices (K-2), to illustrating how computer sensing differs from human sensing (3-5), to giving examples of intelligent agents (e.g. self-driving cars) combining data from multiple sensors (6-8), to describing the limitations and advantages of specific sensor types such as cameras, microphones, radar, lidar, GPS, and accelerometers (9-12).
• Australia + NZRecognise and use digital systems (e.g. computers, robotic devices) in familiar environments, and identify how data is represented on digital systems and displayed for a purpose
• Australia + NZStudents discuss the differences between digital and non-digital devices/outcomes, and identify and understand the inputs and outputs of a simple digital system

1. Who Works Out the Answer?
2. Hot, Hot Computers
3. Power and Water
4. Fix It First
5. Be a Saver

• ADEKFootprint / resource cost of AI
• CSTA (US)Students examine security implications and environmental impacts of AI systems within Systems & Security.
• OECD–EC (Europe)Recognise that computers and AI require physical resources to run (Engage 5, basic).

1. Pick the Search Picture
2. About It, or Not?
3. Make My Poster
4. A Friend Helps Me Fix It
5. Share It and Say Who Made It

• England + CambridgeUse technology purposefully to create, organise, store, manipulate and retrieve digital content
• CSTA (US)Give attribution when using the ideas and creations of others while developing programs.
• OECD–EC (Europe)Know that AI-generated content may reuse or copy protected work (Create 4, basic).
• SingaporeLearn to use AI: use AI tools safely and responsibly.
• SingaporeDevelop digital literacy and technological skills needed to thrive in an increasingly technology-driven world, as a central goal of the Masterplan.
• Australia + NZApply digital literacy skills (investigating with, creating with, communicating and collaborating with, and managing/operating digital tools) across all learning areas, including recognising the role of AI-enabled tools in everyday digital systems

1. Robo Has a Job
2. Plan Robo's Orders
3. Make Robo's Orders
4. Test Robo: Find the Bug
5. A New Job for Robo

Part of the course sequence; not cited as evidence for a specific requirement.

1. A Tall Bar Means More
2. Count, Then Draw the Chart
3. Which Group Won?
4. A Chart Tells a Story
5. What Comes Next?

Part of the course sequence; not cited as evidence for a specific requirement.

1. Ask a Grown-Up First
2. Some Things Stay Mine
3. Tell Someone If It Feels Wrong
4. Be Kind Through a Machine
5. Rest Your Eyes

• UAEIdentify safe and fair ways to use AI
• UAEHumans control AI; protect personal information

1. Fast and Slow
2. Machines Get Worn Out Too
3. Slow Can Be Better
4. Fast Cars Must Wait
5. Fast Machine, Careful Person

Part of the course sequence; not cited as evidence for a specific requirement.

1. Remember Charts?
2. Remember Safe and Kind?
3. Remember Resting?
4. Remember Fast and Careful?
5. Putting It Together

Part of the course sequence; not cited as evidence for a specific requirement.

1. Food Grows on Farms
2. Plants Need Water
3. Drip, Drip: Saving Water
4. A Drone Looks at the Crops
5. Helping the Whole World

• ADEKResearch an SDG and design/evaluate an AI solution
• AI4K12 (US)Progress from describing how AI can be used to solve a societal problem, e.g. Code.org's AI for Oceans classifying wildlife vs. debris (K-2), to designing a solution to a societal problem using AI technology, e.g. environmental protection, energy conservation (3-5), to researching a societal problem and describing how AI perception/reasoning/learning technologies could address it, referencing the UN Sustainable Development Goals (6-8), to evaluating an actual AI-for-social-good project in terms of the problem addressed and its real or potential impact (9-12).
• Korea, Japan, HKApply computational thinking and creativity in an 8-hour project-based unit, using programming/innovative technology to formulate a solution to an everyday problem for the benefit of society.

1. Why We Have Rules
2. A Grown-Up Says When
3. Keep Secrets Safe
4. Be Kind and Ask for Help
5. People Are the Boss

• ADEKAI governance / civic participation

1. Tally While You Ask
2. Same Answers, Two Ways
3. Which One Helps?
4. I Think... Because
5. Our Class Chart

• ADEKBuild a chart from data
• England + CambridgeUse technology purposefully to create, organise, store, manipulate and retrieve digital content
• CSTA (US)Store, copy, search, retrieve, modify, and delete information using a computing device and define the information stored as data.
• CSTA (US)Collect and present the same data in various visual formats.
• CSTA (US)Identify and describe patterns in data visualizations, such as charts or graphs, to make predictions.
• SingaporeDevelop digital literacy and technological skills needed to thrive in an increasingly technology-driven world, as a central goal of the Masterplan.
• Australia + NZApply digital literacy skills (investigating with, creating with, communicating and collaborating with, and managing/operating digital tools) across all learning areas, including recognising the role of AI-enabled tools in everyday digital systems

1. Who Can See It?
2. Someone I Don't Know
3. A Password Is a Secret Key
4. Strong Picture Passwords
5. Face, Finger or Password

• IBUse digital tools safely, respectfully, and effectively as part of transdisciplinary units of inquiry
• England + CambridgeUse technology safely and respectfully, keeping personal information private; identify where to go for help and support about online content or contact
• CSTA (US)Work respectfully and responsibly with others online.
• CSTA (US)Keep login information private, and log off of devices appropriately.
• CSTA (US)Explain what passwords are and why we use them, and use strong passwords to protect devices and information from unauthorized access.
• SingaporeLearn to use AI: use AI tools safely and responsibly.

1. Machine or Person? Why?
2. What People Bring
3. One Job, Many Parts
4. Why This Helper?
5. My Helper Plan

• OECD–EC (Europe)Identify AI systems and the tasks they support (Manage 1, basic).
• OECD–EC (Europe)Identify problem types and consider whether AI might help solve them (Manage 3, basic).
• SingaporeLearn beyond AI: develop distinctly human capabilities and dispositions that AI cannot replicate.

1. Good for Everyone
2. Help Everyone Join In
3. Where Do Rules Come From?
4. My Rule Idea
5. Vote and Send

• ADEKAI governance / civic participation
• Australia + NZStudents understand that generative AI tools should be used in ways that benefit all members of the school community and support wellbeing, not just individual convenience

1. Pick a Problem
2. Gather the Steps
3. Make Your Helper
4. Test Your Helper
5. Make It Better

• UAEDesign AI projects that support humans
• ADEKBuild an AI solution to a real, student-chosen problem

1. A Machine Helps Us Cook
2. A Machine Helps Us Travel
3. A Machine Helps Us Talk Far Away
4. A Smart Machine Helps Too
5. Machines Are Helpers

• UAEHumans control AI; protect personal information
• UAEDesign AI projects that support humans
• ADEKBuild an AI solution to a real, student-chosen problem