Curriculum alignment · East Asia

South Korea, Japan and Hong Kong AI and informatics curricula

We checked the LittleAIMaster Grade 1–12 AI course against all 43 rated requirements of this framework: 30 fully covered, 5 mostly covered, 8 partly covered. Open a requirement to see what learners do and the exact lessons.

81%
Fully covered 30Mostly covered 5Partly covered 8of 43 requirements13 taught earlier than the framework asks

Source documents (5)

2022 Revised National Curriculum — Informatics (정보) subject, incl. "AI Basics" (인공지능 기초) elective
Ministry of Education, Republic of Korea (교육부) / National Curriculum Information Center (NCIC)
Notified as 교육부 고시 제2022-33호 (Dec 2022); phased in from 2025 for elementary/middle, high school electives from 2025
Heisei 30 (2018) Course of Study revision; Information I compulsory from AY2022 entry cohort, examined on the Common Test from 2025
Ver.1.0 July 2023 (provisional); Ver.2.0 revised (fetched copy dated Apr 2025)
Module on Artificial Intelligence for Junior Secondary Level (10–14 hours, under Technology Education KLA / Information and Communication Technology)
Education Bureau (EDB), Hong Kong SAR, developed with CUHK Faculty of Engineering & Faculty of Education (CUHK Jockey Club AI for the Future Project)
Announced via EDBCM No.109/2023 (19 June 2023); Booklets 1–3
Enriched Module on Coding Education for Upper Primary Level ("Enriched coding and AI", 10–14 hours/year, P4–P6)
Education Bureau (EDB), Hong Kong SAR, adapted from the CoolThink@JC project (EdUHK, MIT, CityU HK)
Rolled out 2022/23–2023/24 school years, P4 booklet published June 2023 (P5/P6 following)

12 of 43 requirements are worded from secondary summaries or could not be checked against the primary document; they are marked.

Alignment chart

Every Korea, Japan, HK requirement, rated

5Taught at this grade5Some material5Grades the framework asks for
Open a requirement to see what learners do and the exact lessons.

Showing 43 of 43 requirements

Korea 2022 Revised Curriculum — Informatics

디지털 사회와 인공지능 (Digital Society and AI) — Practical Studies (실과), Gr.5-6

Compare digital and analogue data encountered in daily life through play/experiential activities, and identify types/forms of number, text, sound and image data usable for AI ([6실05-04]).

Framework grades 3–5· secondary source
Fully covered
Our Grades 3–5 Fully covered
What learners do

In Grade 4 'A Table of Clues, a Key With Two Sides' and Grade 5 'Everything Is a Code', learners identify text, number and yes/no clues and digital versus analogue forms, and explain how encoded clues support decisions.

디지털 사회와 인공지능 (Digital Society and AI) — Practical Studies, Gr.5-6

Through hands-on use of a simple AI tool built on machine learning, understand the basic principle of machine learning and explore how AI changes society and jobs ([6실05-05]).

We start Grade 2 · framework Grade 3Framework grades 3–5· secondary source
Fully covered
Our Grades 3–5 Fully covered
What learners do

In Grade 3 'Training', Byte is shown examples round after round, tested on unseen pictures, and predicts on new input from the patterns it found.

Robots and Control — Practical Studies, Gr.5-6

Explore examples of information technology fused into robots, know about products developed by combining robots with such technology, and control a simple AI-type robot's sensors and motions using block-based programming ([6실04-06]).

Framework grades 3–5· secondary source
Partly covered
Our Grades 3–5 Partly covered
What learners do

In Grade 5 'Program a Gadget', learners configure a live tablet sensor rule, see a screen response and tell it apart from learned motion.

Still to add

There is no external actuator or physical robot affecting the environment.

인공지능 (Artificial Intelligence) — Middle School Informatics

Explain the concept and characteristics of artificial intelligence and distinguish AI software from non-AI software ([9정04-01]).

Framework grades 6–8· secondary source
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 6 'What is AI?' and 'AI in Your Home', learners define AI and sort real gadgets as AI or not AI, using three levels, five clues and rule-based versus learning-based tests, giving reasons.

Construct and apply an AI system using a variety of data ([9정04-03]).

Framework grades 6–8· secondary source
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 7 'The Great Project Choice' and 'Your Building Week!', learners choose their own problem and build it over a structured week. They present at a showcase in 'The Big Day!' or the Grade 8 'Innovation Fair' with a rehearsed demo.

Identify problems that can be solved with an AI system and apply an AI system suited to that problem ([9정04-04]).

Framework grades 6–8· secondary source
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 8 'The AI Hammer', learners run a suitability checklist over data, complexity, cost and ethics, sort green-light from red-flag cases and write a justification.

Examine problems that can arise in the collection and use of data needed for AI learning (bias, privacy, consent) and propose legally, socially and ethically valid solutions ([9정04-05]).

Framework grades 6–8· secondary source
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 6 'AI and Privacy', Grade 7 'Teaching by Showing' and Grade 8 'Data for AI', learners study asking permission before recording classmates, community data licences, spotting privacy violations in datasets and data-protection rights.

인공지능 기초 (AI Basics) — high school elective

Understand the characteristics of machine learning versus traditional (rule-based) programming, judge which problems are suited to machine-learning-based AI, and collect data appropriate to the problem.

We start Grade 3 · framework Grade 11Framework grades 11–12· secondary source
Fully covered
Our Grades 11–12 Fully covered
What learners do

Grade 8 chapters such as 'What Makes AI Intelligent?' teach rule-based versus learning-based AI with code. Grade 12 sorts product ideas into needs-AI versus needs-a-rule.

Where it is taught

Collect data for machine learning, identify missing values and outliers, select attributes needed for the problem, and preprocess data into a usable form.

We start Grade 9 · framework Grade 11Framework grades 11–12· secondary source
Fully covered
Our Grades 11–12 Fully covered
What learners do

Grade 9 chapters such as 'The Mysterious Gaps' and 'The Messy Data Monster' have learners handle missing values, outliers, encoding, scaling and leakage-safe train/test splitting with pandas and scikit-learn.

Where it is taught

Classify machine learning into supervised, unsupervised and reinforcement learning, and select the type appropriate to a given problem's characteristics.

Framework grades 11–12· secondary source
Fully covered
Our Grades 11–12 Fully covered
What learners do

In Grade 11 'The Gaming Champion', 'AI in Finance' and 'AI in Retail', learners define the three families, repeatedly sort tasks into supervised, unsupervised or reinforcement learning, and run k-means.

Where it is taught

Apply deep-learning-based computer vision, speech recognition and natural-language-processing technologies, choosing appropriate deep-learning techniques to solve real-life and cross-disciplinary problems.

We start Grade 10 · framework Grade 11Framework grades 11–12· secondary source
Fully covered
Our Grades 11–12 Fully covered
What learners do

In Grade 10 chapters such as 'Convolution Operations', 'Building a CNN' and 'Object Detection Basics', learners build CNNs in Keras for image tasks and LSTMs for text; GANs, diffusion and transformers are described in Grade 11.

Where it is taught

Japan MEXT — Information I

(1) 情報社会の問題解決 (Problem-solving in the information society)

Understand the properties of information and media, and use information and information technology to discover and solve problems in the information society.

Framework grades 9–10
Partly covered
Our Grades 9–10 Partly covered
What learners do

In Grade 9 'The Right Question' and Grade 10 'Presentation and Demo', learners use an AI chat tool on their own textbook paragraph, write a project Gantt chart, plan a goal with AI, and record and self-score a 3-minute demo.

Still to add

Learners do not practise finding information with search tools, managing information across subjects, or keeping their tool knowledge current; those are only told.

Understand laws/regulations on information, the importance of information security, and individual responsibility and information morals in the information society.

We start Grade 5 · framework Grade 9Framework grades 9–10
Fully covered
Our Grades 9–10 Covered earlier · Grade 5
What learners do

In Grade 5 learners see what a search and a photo give away, sort what is private, and decide what to do about a stranger's messages, scary pop-ups and mean game chat (do not reply, keep a picture, tell a trusted adult).

Where it is taught

Understand the roles information technology plays for people and society and its effects, explicitly including how AI and robots change the nature of work and raise cybercrime/digital-divide/health concerns.

We start Grade 6 · framework Grade 9Framework grades 9–10
Fully covered
Our Grades 9–10 Fully covered
What learners do

In Grade 10 'AI and the Future of Work', learners sort eight jobs as growing or shrinking, order five steps of how AI transforms a job, and identify five future-ready skills.

Judge, based on scientific reasoning, the appropriate and effective use of information and information technology suited to purpose and situation, and consider what constitutes a desirable information society.

We start Grade 8 · framework Grade 9Framework grades 9–10
Fully covered
Our Grades 9–10 Fully covered
What learners do

In Grade 8 'Maya's Discovery', learners use an AI suitability checklist, overkill test and cost-benefit analysis; Grade 10 'Spark of Inspiration' asks whether a project needs AI.

(2) コミュニケーションと情報デザイン (Communication and information design)

Scientifically understand the characteristics of media and communication methods, including how they have changed over time, and the role information design plays for people and society.

We start Grade 6 · framework Grade 9Framework grades 9–10
Fully covered
Our Grades 9–10 Fully covered
What learners do

Grade 10 'Deepfakes and Misinformation' teaches responding to deepfakes and synthetic media with source checking, building on SIFT and the STOP method for viral content from Grade 6.

Understand and apply the concepts and methods of information design (including universal design, usability and accessibility) needed for effective communication with a given audience, and evaluate/improve created content.

Framework grades 9–10
Partly covered
Our Grades 9–10 Partly covered
What learners do

Grade 10 lessons such as 'AI for Global Good' cover accessibility needs (captions, text-to-speech, image descriptions) and barriers such as language and low connectivity, and learners match barriers to design fixes.

Still to add

No interface is designed or evaluated against diverse users at Grades 9-10, and no usability heuristics or accessibility standard such as WCAG are named or applied.

(3) コンピュータとプログラミング (Computers and programming)

Understand the mechanisms and characteristics of computers and external devices, internal representation of information, and the limits of computation.

Framework grades 9–10
Partly covered
Our Grades 9–10 Partly covered
What learners do

In Grade 10 'GPU vs CPU', learners cover the CPU, GPU, VRAM, main RAM, drivers and operating system, and out-of-memory errors, using memory arithmetic and GPU setup steps.

Still to add

Storage, the motherboard, buses and the network interface do not appear, and hardware faults such as overheating or a failing drive are not taught.

Where it is taught

Understand means of expressing algorithms and be able to write programs (including defining/using functions) to make use of computers and networks, and evaluate/improve the resulting program.

We start Grade 8 · framework Grade 9Framework grades 9–10
Fully covered
Our Grades 9–10 Fully covered
What learners do

In Python Lab Module 31 'Refactor Without Changing the Answer', learners split a data report into load_rows, cleaning, summary and report functions with parameters, and check it still works on a second file.

Understand methods for modelling social/natural phenomena and evaluate/improve a model through simulation, having experienced solving the same problem with and without a computer.

Framework grades 9–10
Fully covered
Our Grades 9–10 Fully covered
What learners do

In Python Lab Module 33 'Simulate, Then Check Reality', learners build a birthday-collision simulation and compare its estimate with the exact probability and a published observed count, then evaluate consistency and limits.

Where it is taught

(4) 情報通信ネットワークとデータの活用 (Networks and data utilisation)

Understand the structure and components of communication networks, the role of protocols, and methods/techniques for ensuring information security; design a small-scale network.

Framework grades 9–10
Partly covered
Our Grades 9–10 Partly covered
What learners do

Learners build on Grade 8 'How a Message Crosses the Internet' (packets, addresses, routers, TCP). In Grade 10 'Keeping Secrets: Encryption' they follow a message across café Wi-Fi and study HTTPS.

Still to add

DNS and network topology are not taught, and neither is how network design affects reliability or security.

Where it is taught

Understand how information systems store, manage and provide data as services over networks, and evaluate/discuss one's own use of such services.

Framework grades 9–10
Partly covered
Our Grades 9–10 Partly covered
What learners do

In Grade 10 'GPU vs CPU', learners cover the CPU, GPU, VRAM, main RAM, drivers and operating system, and out-of-memory errors, using memory arithmetic and GPU setup steps.

Still to add

Storage, the motherboard, buses and the network interface do not appear, and hardware faults such as overheating or a failing drive are not taught.

Where it is taught

Understand and apply methods for representing/storing data and for collecting, organising and analysing data (comparison, relation, change, classification), selecting, executing, evaluating and improving the analysis method.

Framework grades 9–10
Fully covered
Our Grades 9–10 Fully covered
What learners do

In Python Lab Modules 9, 22, 30 and 44 and the Grade 9 'Science Fair Star' capstone, learners create their own activity log, write and read CSV, edit and save JSON, and retrieve a supplied data file.

Japan MEXT — Information II

Information II (advanced elective)

Deepen understanding and skills for realising diverse communication and using information systems and diverse (including large-scale/multimedia) data, and understand the development of information technology and social change including its effect on intellectual activity.

We start Grade 6 · framework Grade 11Framework grades 11–12
Fully covered
Our Grades 11–12 Fully covered
What learners do

In Grade 12 'Jobs Transformed' and 'The AI Revolution', learners compare the Industrial Revolution with the AI Revolution feature by feature; Grade 6 lessons trace life before and after computing with prediction tasks.

Capture varied phenomena as information and its connections, and apply information and information technology appropriately, effectively and creatively toward problem discovery and solution (content areas include content creation for communication, data processing, and programming to build information systems).

Framework grades 11–12
Mostly covered
Our Grades 11–12 Mostly covered
What learners do

In Grade 11 'Building Your App' and Grade 12 'The Blueprint Before the Building', learners choose their own problem, build and test an assistant in Prompt Lab, and write a pitch. Grade 12 also trains and tests a Raise Your AI companion.

Still to add

The finished build is not delivered as a recorded talk at these grades, and the build is a system-prompt assistant rather than a model or pipeline the learner owns.

Cultivate an attitude of participating proactively in, and contributing to the development of, the information society while creating new value through appropriate use of information and information technology and adherence to information morals (law, security).

We start Grade 6 · framework Grade 11Framework grades 11–12
Fully covered
Our Grades 11–12 Fully covered
What learners do

In Grade 12 'The Right Thing', 'The Foundation of Trust' and 'Graduation Day', learners work through scenarios on workplace ethics, research integrity and digital citizenship, ending on the idea that their values decide what AI amplifies.

Japan MEXT — Generative AI school guideline

Basic concept — human-centred utilisation

Students and teachers should treat generative AI output as one reference among others, always keeping human judgement and responsibility final, and use the information only after checking it against the qualities/abilities set out in the curriculum guidelines.

Framework grades 9–10
Fully covered
Our Grades 9–10 Fully covered
What learners do

In Grade 10 'Responsible AI Development' and 'Deployment Basics', learners study continuous monitoring after launch, production red flags and drift, and ethics boards with authority to stop harmful projects.

Strengthening information literacy

Students should consciously develop an understanding of how generative AI works, how to apply it to learning, and how to critically evaluate/master its use in each subject area, combining "learning about AI itself", "learning how to use it", and "actively using it in subjects".

Framework grades 11–12
Fully covered
Our Grades 11–12 Fully covered
What learners do

In Grade 11 'The Creative Revolution' and 'Word by Word' and Grade 12 'Art Partner', learners contrast generative with discriminative AI, and study training on large datasets and text, image and audio generation through sorting and quizzes.

Japan MEXT — Generative AI pilot schools (FY2023 findings)

Pilot-school findings feeding back into guidance

Findings from FY2023 pilot schools showed some students uncritically accepted AI answers as fact or could not judge appropriate situations for use on their own — confirming an explicit target competency: judge the appropriateness/veracity of generative-AI output rather than accept it uncritically.

We start Grade 6 · framework Grade 9Framework grades 9–10· secondary source
Fully covered
Our Grades 9–10 Fully covered
What learners do

In Grade 10 'Deepfakes and Misinformation', learners pause, check and verify before sharing; this builds on risk-based checking in Grade 6 and verifying AI-generated information in Grade 8.

Hong Kong EDB — AI Curriculum Module for Junior Secondary

Unit 1 — Introduction to AI (Booklet 1)

Trace the history and background of AI (from the 1943 perceptron and 1950 Turing Test through the Dartmouth Conference, AI winters, big data/deep learning and generative AI) and describe how AI, machine learning and deep learning relate as nested concepts.

Framework grades 6–8
Fully covered
Our Grades 6–8 Fully covered
What learners do

Grade 6 'Birth of Computers', 'AI Gets Its Name', 'The AI Winter' and 'The Deep Learning Revolution' cover the Turing test, Dartmouth 1956, AI winters, AlexNet and ChatGPT, with repeated oldest-to-newest ordering games.

Unit 2 — AI Basics (I) / Unit 1 (II, Booklet 2, includes generative AI elements)

Explain how a neural network is built from perceptron units (inputs, weightings, bias, activation function) and how it "learns" via backpropagation to adjust weights to fit training data.

We start Grade 5 · framework Grade 6Framework grades 6–8
Fully covered
Our Grades 6–8 Covered earlier · Grade 5
What learners do

In Grade 5 'Inside a Learning Machine', learners add weighted clues, check the total against a line to switch a unit on, and sort jobs into input, hidden and output layers. Grade 6 repeats this and trains a network in the playground.

Where it is taught

Unit 3 — AI Ethical Principles / Unit 2 — AI Ethical Issues

Identify AI ethical principles and analyse ethical issues raised by real AI applications (bias, fairness, accountability), as a dedicated unit distinct from general 'societal impact'.

Framework grades 6–8
Mostly covered
Our Grades 6–8 Mostly covered
What learners do

In Grades 6-8, learners apply named frameworks such as the UNESCO Recommendation and the UAE Charter to cases like a school-gate face camera (Grade 7), an exam proctor and a hiring filter (Grade 8), choosing the broken principle and the fix.

Still to add

Framework verdicts are always picked from options; learners do not write their own justification, and bioethics is not used.

Where it is taught

Units 3–4 (across booklets) — Computer Vision (I/II/III)

Understand and experiment hands-on with computer-vision AI functions (object/face recognition, object tracking, colour recognition, line detection, tag recognition) using an AI robotics kit, progressing from basic concepts to a food-delivery/robotics experiment.

Framework grades 6–8
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 7 'How AI Sees' and 'Computer Vision in the Real World', learners repeatedly order the capture, preprocess, extract, recognise and output pipeline and study classification, detection, face recognition, number-plate reading and tracking.

Units 4–5 — Computer Speech and Language (I/II, incl. generative-AI elements)

Understand speech recognition and natural-language-processing techniques and try a word-association-style generative-AI tool to see how language models generate text.

Framework grades 6–8
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 7 'Sentiment Analysis' and 'Voice Assistants Explained' and Grade 8 'Simple Text Classifier', learners study speech recognition, translation, spam filtering and summarisation, and build a classifier and sentiment detector in Python.

Units 5–6 — AI and Computer Simulation (I/II)

Use a simulation tool (e.g. a traffic-light decision simulator) to explore how an AI system makes sequential decisions under simulated conditions.

Framework grades 6–8
Mostly covered
Our Grades 6–8 Mostly covered
What learners do

In Python Lab Module 48 'Thermostat Controller', learners implement on-off and proportional controllers and a 200-step temperature simulation, and compare the end behaviour and oscillation.

Still to add

Learners do not test a hypothesis against observations of a real room; constants are invented and evidence is simulation-only.

Units 3–7 (across booklets) — AI in Robotic Reasoning (I/II/III)

Distinguish skill-based reasoning (direct task response), rule-based reasoning (decisions from learned patterns) and knowledge-based reasoning (applying machine learning to find the best solution) in a hands-on robot-reasoning experiment (e.g. a moral-dilemma or line-following task).

Framework grades 6–8
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 6 'Unit 3 Review - AI Scavenger Hunt!', learners sort ten everyday examples as recognise or predict. Classifiers, predictors and recommenders each get a chapter with their limits stated.

Units 4–7 (across booklets) — Societal Impact of AI (I/II)

Evaluate the societal impact of AI, including both opportunities and risks it poses to communities, drawing on real cases (e.g. AlphaFold's protein-folding breakthrough, AI-assisted astronomy, AI-generated music).

Framework grades 6–8
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 6 'Real vs Fake: Deepfakes', 'AI and Jobs' and 'AI in 2030' and Grade 7 'Computer Vision in the Real World', learners study deepfakes, job change, surveillance and proctoring backlash, and the digital divide across communities.

Units 3–6 (across booklets) — AI and Future of Work (I/II)

Analyse how AI adoption is changing the nature of jobs and the skills workers need, and reflect on implications for the student's own future career choices.

Framework grades 6–8
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 6 'AI and Jobs' and 'AI Jobs of Tomorrow', learners match shrinking jobs to the new jobs beside them, sort eight jobs as mostly gone or newly created, and write and justify a future skill.

Final units — Group Project Design, Development and Presentations (I/II)

Design, develop and present a group AI project (e.g. an AI-robotics solution to an everyday/pandemic-related problem such as an automatic soap dispenser or light switch) applying knowledge, skill and — in the culminating Booklet-3 project — attitudes from the whole module.

Framework grades 6–8
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 7 'The Great Project Choice' and 'Your Building Week!', learners choose their own problem and build it over a structured week. They present at a showcase in 'The Big Day!' or the Grade 8 'Innovation Fair' with a rehearsed demo.

Hong Kong EDB — Enriched Module on Coding Education for Upper Primary ("Enriched coding and AI")

Computational thinking foundations — Primary 4, Core Unit 1

Introduce Scratch block-based programming environment to build foundational computational-thinking concepts of abstraction, algorithm and automation.

Framework grades 1–2
Mostly covered
Our Grades 1–2 Mostly covered
What learners do

In Grade 1 'Do It Again' and Grade 2 'Robo Repeats', learners assemble and run grid commands and repeats and debug the visible behaviour. In 'Notice, Then Do' they program a sensor-triggered response.

Still to add

Events are in a separate sensor-rule activity; the grid program has no event block inside the same program.

Core Units 2–4 (Exploring Under the Sea, Storytelling, Space Traveling) — Primary 4

Use Scratch programming (sequencing, loops, events, sprites) to build interactive stories/games as a vehicle for logical thinking and problem-solving.

Framework grades 1–2
Mostly covered
Our Grades 1–2 Mostly covered
What learners do

In Grade 1 'Do It Again' and Grade 2 'Robo Repeats', learners assemble and run grid commands and repeats and debug the visible behaviour. In 'Notice, Then Do' they program a sensor-triggered response.

Still to add

Events are in a separate sensor-rule activity; the grid program has no event block inside the same program.

Core Unit 5 / Extension Unit 6 — Creating a Maze Game (with micro:bit) — Primary 4

Connect coding to a physical micro:bit device, using its sensors and actuators to interact with the physical environment as an extension of a Scratch-built maze game.

Framework grades 1–2
Partly covered
Our Grades 1–2 Partly covered
What learners do

In Grade 2 'Notice, Then Do', learners choose a rule driven by real tablet tilt or shake and watch the screen movement and light change.

Still to add

The output is on screen; no external actuator changes the physical environment.

Final Project — Primary 4

Apply 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.

Framework grades 1–2
Partly covered
Our Grades 1–2 Partly covered
What learners do

In Grade 1 'Machines Help Farms and Water' and Grade 2 'A Helper for Everyone', learners study crop needs and test a supplied leaf helper for a farmer.

Still to add

Research and evaluation of real societal impact stay separate from the supplied helper's card score.

School and system rules (not rated)

These apply to schools and education systems (hours, delivery, assessment, staffing, age rules). A course cannot meet them on its own.

  • Elementary school allocates a dedicated "Informatics" component (“학교자율시간+정보 68시간” in aggregate framing) covering coding/AI content within Practical Studies, up from the prior curriculum's minimal ICT hours.
  • Middle school Informatics (68 hours) is organised into five strands: Computing Systems, Data, Algorithms and Programming, Artificial Intelligence, and Digital Culture — AI is a named, dedicated strand (not folded into programming).
  • High school introduces "Information" as a newly-established dedicated subject (previously folded elsewhere), a general elective covering computational thinking, data, algorithms and AI application at an intermediate level.
  • High school Informatics/Technology-Home Economics group offers a menu of named electives touching AI: 정보 (Information), 인공지능 기초 (AI Basics), 인공지능 수학 (AI Mathematics), 소프트웨어와 생활 (Software and Life), 정보과학 (Information Science).
  • From 2025, AI-adaptive digital textbooks were introduced as a common feature of Math, English and Information/Informatics instruction starting with elementary Gr.3-4, middle-school Gr.1, and high-school Gr.1 — an infrastructure requirement layered on top of the content standards, exposing all these grades to AI-personalised learning tools.
  • Whether and how students use generative AI in learning must be decided considering their developmental stage and existing information-utilisation ability, weighing risks and concerns before use is introduced.
  • Any use of generative AI in schools must attend to safety, information security, personal information/privacy/copyright protection, fairness, and transparency/accountability to stakeholders.
  • Schools must plan 10–14 hours of AI learning into the junior secondary curriculum under the Information and Communication Technology category of the Technology Education Key Learning Area, using the three-booklet, ~15-unit progressive sequence rather than a single stand-alone AI subject.
  • Schools incorporate 10–14 hours per year of enriched coding education for all upper-primary (P4–P6) students, extending the 2020 'Computational Thinking - Coding Education' primary curriculum supplement; almost all publicly-funded primary schools now implement this plus AI education at the upper-primary level.
  • Teacher professional-development courses cover integrating AI features (chatbot and image-recognition/'imagebot' extensions) into the upper-primary coding module for Primary 5/6, beyond the pure-coding Primary 4 booklet.
  • Boards of education should lead in designing systems and setting direction for generative-AI use, avoiding rigid blanket bans or blanket mandates, and instead take flexible measures reflecting each school's circumstances while sharing best-practice cases, materials and training.

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See how the course maps to the other 13 curricula on the curriculum alignment overview, or browse the course grade by grade.

Our own reading of our own course, ratings reviewed 22 October 2026. It is not an endorsement, certification or accreditation by any authority named here, and it makes no claim about learning results.