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Module 1 of 7

Foundations of AI-ready teaching

Build a shared language for the six capabilities, interpret assessment evidence responsibly, and plan an inclusive learning sequence.

Module outcome: Leave with a focused four-week plan that connects assessment evidence to everyday classroom practice.

3 lessons 60 min totalSelf-paced
Module learning sequence

Lessons and classroom practice

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Key idea

AI readiness is the ability to reason with and about intelligent systems—not familiarity with one particular app.

Learning goals

  • Describe the six capabilities in teacher-friendly language
  • Distinguish durable thinking from tool-specific training
  • Recognise where these capabilities already appear in your curriculum

Watch for these misconceptions

  • AI readiness means teaching pupils to prompt a chatbot.
  • Every lesson needs a device or an AI tool.
  • The six capabilities must be taught in separate units.

Teach the thinking, not the interface

Tools change quickly. The durable curriculum is learning to simplify a problem, identify patterns, divide it into parts, specify a process, understand what a model can infer, and judge whether its use is responsible.

The six capabilities work together

The capabilities are lenses rather than isolated subjects. A rich task may use several at once. Naming the lens helps pupils transfer a strategy from mathematics to science, languages, or humanities.

Make thinking visible

Use short prompts such as ‘What can we ignore?’, ‘What repeats?’, ‘What are the smaller jobs?’, and ‘Who could be affected?’. Consistent prompts turn tacit classroom habits into strategies pupils can choose deliberately.

Classroom activity

Capability audit

20 minutes
Prepare: A recent lesson plan · Six sticky notes or a shared document
  1. Choose one lesson pupils already know.
  2. Mark moments where pupils simplify, notice, divide, sequence, infer, or evaluate impact.
  3. Add one teacher prompt that makes each hidden thinking move explicit.
  4. Share one change with a colleague and refine it.
Younger or less experienced

Use one familiar classroom routine and identify just two capabilities.

Older or more experienced

Ask pupils to annotate where capabilities overlap and justify the strongest one.

Evidence to collect

A revised lesson plan containing at least two explicit thinking prompts.

Check your understanding

Answer each prompt to yourself, then mark whether you can explain it confidently. These are reflective checks, not scored questions.

  1. Can you explain each capability without naming a digital tool?
  2. Which capability is most visible in your current curriculum?
  3. Where could one prompt reveal pupils’ reasoning rather than only their answer?
Reflect

Which capability have you been teaching implicitly, and what language will make it visible next week?

Try next

Add one capability prompt to tomorrow’s lesson starter and listen for pupils using the language independently.

Ready to put it into practice?

Choose a classroom action above, then mark the lesson complete.

Rozum for Educators · Computational Thinking & AI readiness, aligned to the CBSE CT-AI curriculum.