Curriculum alignment · Singapore

Singapore coding, AI and computing programmes

We checked the LittleAIMaster Grade 1–12 AI course against all 31 rated requirements of this framework: 18 fully covered, 5 mostly covered, 8 partly covered. Open a requirement to see what learners do and the exact lessons.

74%
Fully covered 18Mostly covered 5Partly covered 8of 31 requirements9 taught earlier than the framework asks

Source documents (6)

Code for Fun (CFF)
Infocomm Media Development Authority (IMDA) & Ministry of Education (MOE)
Introduced 2014; mandatory for upper primary since 2020
Introduced from 2025, rolling out further
Launched March 2020
Launched 2023, horizon to 2030
GCE O-Level Computing (Syllabus 7155)
Singapore Examinations and Assessment Board (SEAB), MOE & Cambridge University Press & Assessment
For examination in 2026
GCE A-Level H2 Computing (Syllabus 9569)
SEAB, MOE & Cambridge University Press & Assessment
For examination in 2026

2 of 31 requirements are worded from secondary summaries or could not be checked against the primary document; they are marked.

Alignment chart

Every Singapore requirement, rated

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

Showing 31 of 31 requirements

Code for Fun (CFF)

Coding & Computational Thinking

Use basic coding concepts (variables, loops, functions) in a block-based coding platform to build simple programs.

We start Grade 2 · framework Grade 3Framework grades 3–5, 6–8
Mostly covered
Our Grades 3–5 Mostly covered
What learners do

In Grade 3 'Byte on the Grid', learners build executable routes and repeats, observe failures and debug. In Grade 5 'Program a Gadget' they set up a live sensor event-response rule.

Still to add

The grid language has no event command linking events and loops inside one program.

Our Grades 6–8 Covered earlier · Grade 3
What learners do

In Grade 3 'Byte on the Grid', learners drag blocks into a program with a sequence, an event start and a repeat, run it on a grid, watch where it goes wrong and fix one block. Grade 4 adds nested repeats and counters.

Where it is taught

AI Literacy

Develop a basic understanding of what AI is, as part of the core Code for Fun curriculum (before taking the AI for Fun elective).

We start Grade 2 · framework Grade 3Framework grades 3–5, 6–8
Fully covered
Our Grades 3–5 Fully covered
What learners do

In Grade 3 'Robots' and 'AI at Work', learners sort machines into those told the steps and those shown examples, see that a toaster needs no AI, and learn AI as a machine that learns.

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.

Computational & Design Thinking

Apply computational thinking and design-thinking concepts to create a solution for a real-world problem (secondary school students).

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

In Grade 8 'Designing AI Solutions' and 'The Wrong Solution', learners use six-step design thinking on school food waste, do 5 Whys root-cause work, run user interviews and sort problem statements as strong or too vague.

AI Ethics

Understand AI's uses, risks and limitations, and apply ethical considerations (e.g. academic integrity, proper data handling) when using AI to support learning.

Framework grades 3–5, 6–8, 9–10
Fully covered
Our Grades 3–5 Fully covered
What learners do

In Grade 4 'How AI Is Built' and Grade 3 'Predicting', learners see that Byte is wrong one time in a hundred, that confidence is not correctness, pick the smallest tool that works, and sort uses into fine-to-use and check-first.

Our Grades 6–8 Fully covered
What learners do

In Grade 8 'The AI Hammer', learners judge whether AI fits a stated purpose using a suitability checklist. Grade 6 'AI Makes Mistakes' and 'When to Trust AI' cover mistakes, limits and risks.

Our Grades 9–10 Fully covered
What learners do

Learners sort the pros and cons of K-Nearest Neighbors and decision trees in Grade 9, judge real versus hyped AI capability in Grade 10 'AI for Global Good', and check whether eight project ideas can be built in 'Spark of Inspiration'.

AI for Fun (elective module under CFF)

AI Literacy / Digital Making

Understand what a smart/intelligent robot is and how AI enables it to respond to inputs.

Framework grades 3–5, 6–8
Fully covered
Our Grades 3–5 Fully covered
What learners do

In Grade 3 'Kinds of Robots', learners classify robots by terrain and control, distinguish a cobot and justify the choice of robot for a job.

Our Grades 6–8 Covered earlier · Grade 3
What learners do

In Grade 3 'Kinds of Robots', learners sort robots from ordinary machines and cobots, sort them by land, air, water or space, and by who steers. Grade 7 'How Robots Sense, Decide and Move' adds a four-part robot test and what AI adds.

Train a robot or AI-enabled prototype to respond to external signals through hands-on exploration and tinkering.

Framework grades 3–5, 6–8
Mostly covered
Our Grades 3–5 Fully covered
What learners do

In Grade 3 'Change the Examples, Change the Guess' and Grade 5 'Program a Gadget', learners capture motion-sensor examples, train the model and see the device classify fresh signals.

Note

Live capture works on phones and tablets only; web practice does not count as live sensor capture.

Our Grades 6–8 Mostly covered
What learners do

In Python Lab Module 48 learners read live phone motion and write code that reacts to gestures taught in the Motion trainer. Grade 7 'Lily's Big Moment' gives Teachable Machine setup steps for camera projects.

Still to add

Microphone data is never used to train a model, camera training happens only outside the app, and no Grade 6-8 chapter sends learners to the motion tools.

Where it is taught

Design and build a prototype that incorporates artificial intelligence to address a problem.

Framework grades 3–5, 6–8
Fully covered
Our Grades 3–5 Fully covered
What learners do

In Grade 3 'Change the Examples, Change the Guess' and Grade 5 'Program a Gadget', learners collect movement examples, train a local classifier, test fresh signals and report misses and revisions.

Our Grades 6–8 Fully covered
What learners do

In Grade 7 'The 70% Problem' and Grade 8 'Building & Training AI', learners build and evaluate prototypes, such as a Teachable Machine classifier improved from 70 to 91 percent and a Python chatbot traced end to end.

National Digital Literacy Programme (NDLP)

Digital Safety & Security

Develop digital safety and security competencies as one of the nine core NDLP digital competencies.

We start Grade 5 · framework Grade 6Framework grades 6–8, 9–10
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 6 'Being a Good Digital Citizen' and 'AI and Privacy', learners use STOP, SAVE, BLOCK, TELL for cyberbullying, report to a trusted adult, use a nickname over a real name, apply a permissions need-test, and never meet online contacts alone.

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

Digital Responsibility

Develop digital responsibility as one of the nine core NDLP digital competencies.

We start Grade 5 · framework Grade 6Framework grades 6–8, 9–10
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 6 'Being a Good Digital Citizen' and 'AI and Privacy', learners use STOP, SAVE, BLOCK, TELL for cyberbullying, report to a trusted adult, use a nickname over a real name, apply a permissions need-test, and never meet online contacts alone.

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

Digital Knowledge Currency

Keep digital knowledge current, including awareness of emerging technologies such as AI, as one of the nine core NDLP digital competencies.

Framework grades 6–8, 9–10
Partly covered
Our Grades 6–8 Fully covered
What learners do

In Grade 6 'How to Learn More', Grade 7 'Two Presentations' and Grade 8 'Building a Portfolio', learners pick free platforms for a goal, produce posters and demos, choose portfolio platforms for code, visuals, documents and video, and plan to keep learning.

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.

Computational Thinking

Develop computational thinking as one of the nine core NDLP digital competencies.

We start Grade 4 · framework Grade 6Framework grades 6–8, 9–10
Fully covered
Our Grades 6–8 Covered earlier · Grade 4
What learners do

In Grade 4 'Thinking Tools, Real Names', learners learn decomposition, pattern recognition, abstraction and algorithms by name, split a task, choose what a program keeps, write exact steps, and pick the tool that fits each problem.

Where it is taught
Our Grades 9–10 Fully covered
What learners do

Learners name and practise decomposition, pattern recognition and algorithm design in Grade 6, such as 'Patterns Are Everywhere'. Scoping and decomposition continue in Grade 9 'The Failed Project'.

Digital Information Management

Develop digital information management skills as one of the nine core NDLP digital competencies.

Framework grades 6–8, 9–10
Partly covered
Our Grades 6–8 Fully covered
What learners do

In Grade 6 'How to Learn More', Grade 7 'Two Presentations' and Grade 8 'Building a Portfolio', learners pick free platforms for a goal, produce posters and demos, choose portfolio platforms for code, visuals, documents and video, and plan to keep learning.

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.

Digital Communication, Collaboration & Participation

Develop digital communication, collaboration and participation skills as one of the nine core NDLP digital competencies.

Framework grades 6–8, 9–10
Partly covered
Our Grades 6–8 Fully covered
What learners do

In Grade 6 'How to Learn More', Grade 7 'Two Presentations' and Grade 8 'Building a Portfolio', learners pick free platforms for a goal, produce posters and demos, choose portfolio platforms for code, visuals, documents and video, and plan to keep learning.

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.

Data Competencies

Develop data competencies as one of the nine core NDLP digital competencies.

Framework grades 6–8, 9–10
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 7 'Patterns in Data' and 'Pattern Challenge', learners work a canteen food-waste case from collecting to testing a prediction. Grade 8 'Capstone Project' turns interviews into data needs.

Our Grades 9–10 Fully covered
What learners do

In Grade 9 'The Right Question', 'The Data Hunter' and 'Graphs Tell Stories', learners decide what data is needed, acquire it ethically, then collect, clean, visualise, analyse and act to support a decision.

Device & Software Operations

Develop device and software operation skills as one of the nine core NDLP digital competencies.

Framework grades 6–8, 9–10
Partly covered
Our Grades 6–8 Partly covered
What learners do

In Grade 6 'Memory and Storage' and 'Input and Output', learners sort CPU from GPU, compare RAM and storage, and order the input-process-output chain.

Still to add

Operating systems, system and application software, drivers, common hardware faults and troubleshooting are not named, and how components pass data is only implied.

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

Coding & Programming

Develop coding and programming skills as one of the nine core NDLP digital competencies.

Framework grades 6–8, 9–10
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 8 chapters such as 'Making Decisions: If Statements', 'Loop Magic' and 'Loops Inside Loops', learners assemble and trace programs with variables, if/elif/else, and/or/not, for and while loops and nested loops, and justify condition order.

Our Grades 9–10 Fully covered
What learners do

Learners complete sequence, if/elif/else, for and while loops, range, break/continue, nested loops and compound conditions in Grade 8, such as 'Welcome AI Builders' and 'The 100 Names Problem', before Grade 9.

Digital Literacy Framework

Apply the Find-Think-Apply-Create framework when locating, evaluating, using and creating with digital information (exact breakdown of the four components not published on the primary MOE page reviewed).

Framework grades 6–8, 9–10· secondary source
Partly covered
Our Grades 6–8 Fully covered
What learners do

In Grade 6 'How to Learn More', Grade 7 'Two Presentations' and Grade 8 'Building a Portfolio', learners pick free platforms for a goal, produce posters and demos, choose portfolio platforms for code, visuals, documents and video, and plan to keep learning.

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.

National Digital Literacy Programme (NDLP) - AI literacy strand

AI Literacy

Understand what AI is.

Framework grades 6–8, 9–10
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.

Our Grades 9–10 Fully covered
What learners do

In Grade 9 'Welcome, AI Engineers!', learners sort eight tasks as traditional programming or machine learning and judge eight products, such as Netflix, a calculator, Gmail and Tesla, as AI or not with reasons.

Identify and explain AI's potential benefits, limitations and risks.

Framework grades 6–8, 9–10
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 8 'The AI Hammer', learners judge whether AI fits a stated purpose using a suitability checklist. Grade 6 'AI Makes Mistakes' and 'When to Trust AI' cover mistakes, limits and risks.

Our Grades 9–10 Fully covered
What learners do

Learners sort the pros and cons of K-Nearest Neighbors and decision trees in Grade 9, judge real versus hyped AI capability in Grade 10 'AI for Global Good', and check whether eight project ideas can be built in 'Spark of Inspiration'.

Leverage AI tools effectively for learning and for daily life.

We start Grade 5 · framework Grade 6Framework grades 6–8, 9–10
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 6 'AI Today - ChatGPT & Beyond' and Grade 8 'Carlos's Writing Helper', learners sort fair help from over-the-line help, follow a seven-step assistant process that keeps the thinking with the student, and see copying an app's steps flagged as bad use.

Our Grades 9–10 Fully covered
What learners do

In Grade 6 'AI Makes Mistakes' and Grade 7 'AI Understands Words', learners study honest AI use in schoolwork, tool-versus-boss dependence, and plan-and-check versus handover.

EdTech Masterplan 2030 (AI in education)

AI Literacy - Four Learns

Learn about AI: understand what AI is and how it works.

Framework grades 1–2, 3–5, 6–8, 9–10, 11–12
Mostly covered
Our Grades 1–2 Mostly covered
What learners do

In Grade 2 'Can a Machine Think?' and 'Rules or Examples?', learners tell a machine that learns from one that only follows buttons, and explain their choice when the teacher revisits it.

Still to add

The repeated definition equates AI with learning from examples; rule-based AI is not clearly included in it.

Our Grades 3–5 Fully covered
What learners do

In Grade 3 'Robots' and 'AI at Work', learners sort machines into those told the steps and those shown examples, see that a toaster needs no AI, and learn AI as a machine that learns.

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.

Our Grades 9–10 Fully covered
What learners do

In Grade 9 'Welcome, AI Engineers!', learners sort eight tasks as traditional programming or machine learning and judge eight products, such as Netflix, a calculator, Gmail and Tesla, as AI or not with reasons.

Our Grades 11–12 Fully covered
What learners do

Grade 6 'What is AI?' gives a five-clue test for spotting AI and sorts AI from automation and connected devices. Learners apply a rule-based versus learned test to each device. Grade 11-12 builds on this.

Where it is taught

Learn to use AI: use AI tools safely and responsibly.

Framework grades 1–2, 3–5, 6–8, 9–10, 11–12
Partly covered
Our Grades 1–2 Mostly covered
What learners do

In Grade 1 'Find It, Make It, Share It' and Grade 2 'Rules for AI', learners use privacy, permission, attribution and checking rules when making a shared piece.

Still to add

The personal checklist does not bring all the harmful-content and identifiable-person-image restrictions into one practised routine.

Our Grades 3–5 Fully covered
What learners do

In Grade 3 'Who Owns It?', learners apply a personal responsible-use checklist covering permission, privacy, credit, truthful sharing and harmful impersonation.

Our Grades 6–8 Covered earlier · Grade 3
What learners do

In Grade 3 'Who Owns It?', learners use six AI rules on one card: private things, ask or credit, say when AI made it, check before sharing, kind words, no fakes of real people. They sort cases and finish a poster honestly.

Where it is taught
Our Grades 9–10 Partly covered
What learners do

In Grade 10 'Choosing and Judging AI Tools', learners write an AI-use note for their own AI-assisted work; other lessons cover licences, consent for identifiable people and deepfake labelling through fixed-answer items.

Still to add

Learners never write or follow a personal lawful-practice checklist; copyright for AI output and avoiding hate speech or harassment in their own work are not covered.

Our Grades 11–12 Fully covered
What learners do

In Grade 11 'AI Art and Ethics', learners adapt a seven-line AI-practice checklist (no personal data, copyright, labelling AI output, verifying claims, no hateful content, consent for real people, crediting sources) and apply it to their capstone with evidence and one change.

Where it is taught

Learn with AI: apply AI to support and enhance one's own learning process.

Framework grades 1–2, 3–5, 6–8, 9–10, 11–12
Mostly covered
Our Grades 1–2 Mostly covered
What learners do

In Grade 1 'Me and the Smart Machine', learners try a learning task first and choose a helper that explains or quizzes instead of replacing practice.

Still to add

Learners judge and rehearse choices; using an actual learning AI through a sustained task is not shown.

Our Grades 3–5 Fully covered
What learners do

In Grade 4 'Why Did It Say That?' and Grade 5 'AI Around the World', learners try tasks alone first, ask for a hint, ask to be quizzed rather than told, and see that a finished answer leaves them unready for the test.

Our Grades 6–8 Fully covered
What learners do

In Grade 6 'AI Today - ChatGPT & Beyond' and Grade 8 'Carlos's Writing Helper', learners sort fair help from over-the-line help, follow a seven-step assistant process that keeps the thinking with the student, and see copying an app's steps flagged as bad use.

Our Grades 9–10 Fully covered
What learners do

In Grade 6 'AI Makes Mistakes' and Grade 7 'AI Understands Words', learners study honest AI use in schoolwork, tool-versus-boss dependence, and plan-and-check versus handover.

Our Grades 11–12 Fully covered
What learners do

In Grade 7 'AI Understands Words' and 'How Chatbots Work', plus Grade 6 lessons, learners meet plan-and-check versus handover and academic integrity; Grade 12 teaches using AI to review rather than replace thinking.

Where it is taught

Learn beyond AI: develop distinctly human capabilities and dispositions that AI cannot replicate.

Framework grades 1–2, 3–5, 6–8, 9–10, 11–12
Partly covered
Our Grades 1–2 Mostly covered
What learners do

In Grade 1 'Me and the Smart Machine' and 'Who Should Do It?', learners practise their own thinking, care, checking and creative choices while assigning routine parts to a helper.

Still to add

Children practise their own ideas alongside supplied machine suggestions, but actual AI use is not joined to these tasks.

Our Grades 3–5 Fully covered
What learners do

In Grade 4 'Who Is Responsible?' and Grade 5 'Rules for AI', learners see that caring, comforting and deciding what is fair stay with people, that only they know how their home feels, and that real friends check on you.

Our Grades 6–8 Fully covered
What learners do

In Grade 6 'Your AI Superpowers', learners name and practise curiosity, decomposition, persistence and noticing unfairness as their own superpowers, and test the human edge against machines.

Our Grades 9–10 Mostly covered
What learners do

In Grade 10 'AI and the Future of Work', learners meet named human skills such as critical thinking and creativity and sort a teacher's tasks; in 'Choosing and Judging AI Tools' they check an AI plan and rewrite its message.

Still to add

Skills are named in one place and practised in another with no link; learners do not deliberately practise a named capability alongside AI and self-assess it.

Where it is taught
Our Grades 11–12 Partly covered
What learners do

In Grade 12 'Jobs Transformed', learners learn a three-question task test and which skills complement AI, sort tasks into AI first pass versus human-led, and apply the test to a job they might want.

Still to add

No task asks learners to name a human capability, practise it on purpose while using AI and reflect; capabilities are named and sorted only.

Where it is taught

National Digital Literacy Programme (NDLP) - Generative AI literacy

AI Literacy - Critical Thinking

Think critically about AI's biases, question AI-generated outputs, and discern or identify false or misleading information produced by AI.

We start Grade 4 · framework Grade 6Framework grades 6–8, 9–10
Fully covered
Our Grades 6–8 Fully covered
What learners do

In Grade 6 'When to Trust AI' and 'Real vs Fake: Deepfakes', learners use the SIFT and STOP methods and three verification questions, sort jobs into 'just use it' versus 'check it first', and do not pass on unverified AI facts.

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.

EdTech Masterplan 2030

Digital Literacy & Technological Skills

Develop digital literacy and technological skills needed to thrive in an increasingly technology-driven world, as a central goal of the Masterplan.

Framework grades 1–2, 3–5, 6–8, 9–10, 11–12· secondary source
Partly covered
Our Grades 1–2 Mostly covered
What learners do

In Grade 1 'Find It, Make It, Share It' and 'Tally It, Chart It', learners find facts in supplied results, revise a caption and present a poster of collected data with credit.

Still to add

Search and file management are teacher-supported and limited to prepared material, not a broader independent digital workflow.

Our Grades 3–5 Fully covered
What learners do

In Grade 3 'Pick the Right Chart' and Grade 5 'My Digital Toolkit', learners find an attributed fact, name, store and retrieve versions, combine real project counts in a poster, and revise and present it.

Our Grades 6–8 Fully covered
What learners do

In Grade 6 'How to Learn More', Grade 7 'Two Presentations' and Grade 8 'Building a Portfolio', learners pick free platforms for a goal, produce posters and demos, choose portfolio platforms for code, visuals, documents and video, and plan to keep learning.

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.

Our Grades 11–12 Fully covered
What learners do

In Grade 12 'GitHub Pro!' and 'The Portfolio That Got the Interview' and Grade 11 'Documentation & Presentation', learners find, manage, create, communicate and present work using GitHub, READMEs, portfolios, slides and research tools.

GCE O-Level Computing (Syllabus 7155)

Module 5.4 Emerging Technologies (AI/ML)

Describe Artificial Intelligence (AI) as the ability of a computer to perform complex tasks without constant human guidance and improve its performance as more data is collected.

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

In Grade 9 'Welcome, AI Engineers!', learners sort eight tasks as traditional programming or machine learning and judge eight products, such as Netflix, a calculator, Gmail and Tesla, as AI or not with reasons.

Give examples of common personal and business tasks that can be performed well by AI: face recognition, voice recognition, image classification and spam filtering.

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

In Grade 9 'Welcome, AI Engineers!' and Grade 10 'Real-World CV Applications', learners name AI tasks in healthcare, finance, entertainment, agriculture, education and transport, and match tasks to sectors.

Still to add

Defence and military AI is not taught as a sector in Grades 9-10; it appears only in Grade 12.

Define Machine Learning (ML) as a technique used in AI and explain the difference between ML and traditional programming.

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

In Grade 9 'Welcome, AI Engineers!', learners sort eight tasks into traditional programming or machine learning and get feedback on which approach suits each.

Use the nearest neighbour method for a classification task with two quantitative features to demonstrate the basic principles behind ML.

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

In Grade 9 'Which Algorithm Wins?', learners compare k-NN and a tree on the same cross-validation folds, choose with a reason, and evaluate k-NN on a held-out real Iris split.

Where it is taught

Explain how unethical use of AI or using AI with biased data can lead to negative consequences.

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

In Grade 10 'Bias in AI Systems' and Grade 9 'The Biased Hiring Model', learners examine real skewed outputs in hiring, healthcare, credit and photo tagging, with the system cause explained each time.

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.

  • Complete a self-paced basic module on AI literacy (e.g. via the Student Learning Space) covering how AI works, its benefits and risks, and how to use it to support learning.

Bring the course to your school or region

Schools, school groups, resellers and partners: we will walk you through the alignment for your board and the lessons behind it.

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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.