AI literacy course | Sprout Guard

What participants practise

Correcting a claim using a source, leaving out private information and explaining their own choice of answer and help.

About the course

This is Sprout’s teaching programme, not an app, digital exam or official qualification. There are no pupil accounts, answers are not saved and the page uses no AI service. The teacher facilitates the activities and follow-up.

The materials were written for these activities. The library, answers and situations are fictional. Use the cards as provided; collecting real pupil information is not part of the programme.

Five modules

What is AI?

Distinguish an AI suggestion from something you have checked.

Open activity and materials

Read the two practice cards. Which gives a suggestion, and which describes something a person has seen? A suggestion still needs checking.

Prepared AI-style suggestion: ‘Make a poster with three tips about the library.’

Fictional observation: ‘I read the opening hours on the library sign.’

Teacher notes and follow-up

AI systems can suggest text using patterns in data. AI can also write ‘I read the sign’; that wording is not evidence. Ask what we know and what remains to check.

Check the answer

Correct a claim and show the information supporting the correction.

Open activity and materials

Compare the practice answer with the fact card. Find two errors and one unsupported detail. Write or say a new answer.

Fact card · fictional Milltown Library: Open Monday 10–16. Books can be borrowed for 21 days. Entry is free.

Deliberately incorrect practice answer: ‘The library opens Monday at 9. Books can be borrowed for 30 days. Free cocoa is served.’

Teacher notes and follow-up

Answer: 10, not 9; 21 days, not 30. The source says nothing about cocoa. Free entry does not mean free cocoa. The fact card is the source for this fictional activity.

Protect private information

Choose the information a practice task needs.

Open activity and materials

Sort the cards into ‘use in the practice task’ and ‘leave out’. The task is to suggest a title for a library poster.

Cards: poster topic · preferred length · a pupil’s full name · a private chat · a password.

The task can be described as: ‘Suggest a short title for a poster about borrowing books.’

Teacher notes and follow-up

Use the topic and length. Leave out the name, chat and password. These are categories; do not ask participants to provide their own information.

Explain your own work

Show what you chose, changed and can explain yourself.

Open activity and materials

Compare the two submissions. Then use the sentence starters to explain your own correction from the fact check.

Submission A: ‘I copied the practice answer.’ Submission B: ‘I changed the opening time to 10 because the fact card says 10–16.’

Sentence starters: I used … · I changed … because … · I can explain … myself.

Teacher notes and follow-up

Ask for a reason with a source, rather than a particular writing style. Participants can point, draw or speak. Agree permitted help before the task.

Choose useful help

Explain when to use a source, try for yourself or ask an adult.

Open activity and materials

Read the dilemmas. Choose a next step and explain why. More than one choice may be reasonable.

Dilemmas: ‘I do not understand the task.’ · ‘The answer says 9, but the card says 10.’ · ‘A service asks for my private chat.’

Possible steps: ask the teacher to explain the first step · read the source again · stop sharing and ask an adult.

Teacher notes and follow-up

Ask participants to explain their choice. For private content, stop and ask for help without showing it to the group. Agree three rules for the next task.

Suggested session · 45 minutes

A lesson with the cards

From an initial suggestion to a correction participants can explain.

View the session

Materials: the five modules’ practice cards, paper and a pencil, or spoken answers. The teacher can display the page or read the cards aloud.

5 min
Show module 1. Agree the goal: we can correct a claim and show our source.
10 min
Read module 2’s practice answer and fact card. Mark two errors and one unsupported detail.
15 min
Correct the answer in pairs. Use module 4’s sentence starters to explain a correction.
10 min
Sort module 3’s privacy cards and choose a next step in module 5.
5 min
Share one justified correction and one agreement about help. The teacher revisits the goal.

For shorter sessions, choose one module at a time. No answers are submitted or recorded on this page.

For teachers and staff

Try the cards yourselves and choose goals, support and shared agreements.

Open teacher guidance

With staff: complete the fact check for 10 minutes, discuss support and permitted help for 10 minutes, then agree a task and follow-up for 10 minutes. Total: 30 minutes. Then try one module with the class.

Early primary

Read the cards aloud. Use one statement at a time and let pupils point or draw their answer.

Upper primary

Work in pairs with fact cards and corrections. Ask for a source supporting each correction.

Lower secondary and youth education

Ask students to explain what the source does not say and keep a short record of help and their own choices.

Special school and adapted teaching

Keep the goal, offer two choices at a time, plan breaks and choose support and response format with the participant.

At schools and other educational institutions, the educator chooses the level, subject and setting. Review participants’ explanations and support needs. The programme provides no automated assessment.