Digital literacy and AI talks for schools

Practise asking permission and accepting a no.

You need: The worksheet, paper and colouring pencils. An adult reads the story aloud.

1. Draw a picture Asta could take that respects Noa's choice.
2. In pairs, practise asking permission, saying no and responding to a no.
3. Explain what Asta could do if the picture has already been sent.

Follow up: Agree on a sentence the class can use when someone does not want to be photographed.

Choose what to keep private and who can help.

You need: The worksheet and pencils. Read the messages aloud or act them out with paper characters.

1. Circle what Star7 asks Mio to do.
2. Should Mio send something, wait or show an adult? Choose and explain why.
3. Draw an adult in the story whom Mio could ask for help.

Follow up: Practise saying: "I have received a message I need help with."

Look at how a message excludes someone and write a different reply.

You need: The worksheet chat and paper for a new reply. Work in groups of three.

1. Mark the message that excludes Sam. How might it affect Sam?
2. Write a reply from the pupil reading along. Try including Sam without putting Malte down.
3. Choose what the group could do if the exclusion continues, and who could help.

Follow up: Write one agreement about how the class responds when someone is excluded.

Compare an answer with a source before using the information.

You need: The worksheet fact card, prepared AI example and two colours. No AI account is needed.

1. Mark what matches the fact card and what has been changed or added.
2. Write a new answer using only information from the fact card.
3. Find one question you would still need to ask the teacher.

Follow up: Use the question "Where does it say that?" the next time the class checks an answer.

Choose actions that support the person in the picture.

You need: The fictional worksheet scenario and paper. Use no real photographs or student cases.

1. Write a reply that takes Alex's request seriously and asks for the sharing to stop.
2. Choose two next actions for a witness without forwarding the picture.
3. Allocate responsibility: what can pupils do, and what needs an adult's help?

Follow up: Agree how the class will help a pupil who wants a picture removed.

Separate observations, assumptions and things that need checking.

You need: The worksheet profile card. Make three columns: know, assume and need to check.

1. Sort the profile's information into the three columns. What can you actually see on the card?
2. Identify what you cannot establish about the person, even when alias and avatar match.
3. What can the person do without sharing a code, address or other private information?

Follow up: Make a short list of things a profile match can never prove.

Assess whether a conclusion goes beyond its evidence.

You need: The worksheet source card and prepared AI paragraph. Work in pairs with highlighters.

1. Mark claims in the AI paragraph that the source card does not support.
2. Rewrite the paragraph, clearly stating the participants, duration and limitations.
3. Describe the information needed to assess a more general or lasting effect.

Follow up: Choose one claim in a later assignment and state exactly what its source supports.

Explain your choices and AI use within a specific assignment brief.

You need: The fictional assignment brief and work log on the worksheet. No account or real assignment is needed.

1. Identify where the work log follows the brief and where work must be changed or checked.
2. Plan how to read the source and write your own analysis with reasons for your conclusions.
3. Write a short, honest account of the AI use and the work still needed.

Follow up: Add a short note to the next assignment: "I used AI for ... I checked ..."

Practise a first response that gives the child space to explain.

You need: The worksheet scenario and paper. Work in pairs as the adult and an observer.

1. Write the adult's first two sentences. Start by thanking the child for telling you.
2. Choose one open question. Practise the response while the observer listens for blame and assumptions.
3. Agree a first step with the child and explain what the adult will help with.

Follow up: Agree how a child can contact an adult, including after an incident at home or in the evening.

Rewrite a vague rule so everyone knows what to do and who follows up.

You need: The worksheet and paper. Work as a fictional parent or staff group.

1. Identify what the current agreement leaves unclear for pupils and adults.
2. Write up to three agreements about channels, response times and help. State who does what.
3. Choose a follow-up date and one question pupils should have a chance to answer.

Follow up: At the follow-up, ask: "Which agreement helped, and what was still unclear?" Change one thing at a time.