| Phase | Stage | Expected Approach |
|---|---|---|
| FS | Foundation Stage | No pupil use of AI. Teachers are AI-aware and able to respond naturally when AI arises in everyday conversation. Focus on age- appropriate e-safety, trusted adults, personal information and understanding that not everything seen or heard digitally is real or reliable. |
| KS1 – Y1–2 |
Awareness & Safety |
No pupil use of AI. AI can be referenced through normal classroom discussion and digital learning. Teachers develop pupils’ early understanding of online safety, privacy, trusted information and talking to an adult when unsure. |
| Lower KS2 – Y3–4 |
Introduction for Learning |
First structured exposure to AI for learning only, through approved tools and under direct teacher guidance. Pupils begin to understand what AI is, what it can and cannot do, and that its answers may be incorrect. AI does not replace independent thinking or the development of core skills. |
| Upper KS2 –Y5–6 |
Guided Use |
Pupils use approved AI tools for learning purposes within teacher-defined boundaries. They learn to question outputs, check information against trusted sources, protect personal information and distinguish their own work and thinking from AI assistance. |
| KS3 –Y7–9 |
Critical Use |
AI use becomes increasingly purposeful and independent. Students learn to question, verify and improve AI outputs, recognise bias and limitations, reference AI use appropriately and understand when its use is—and is not—appropriate for learning. |
| KS4 –Y10–11 |
Responsible Independence |
Students make informed decisions about when, why and how AI can support learning. They verify outputs, maintain academic integrity, acknowledge AI assistance, and clearly understand where AI use is restricted in assessed work and examinations. |
