Using AI with Learners
AI can strengthen learning and teaching when used appropriately and at the right stage of development. Expectations for pupil use must reflect age, maturity and assessment context.
AI should support learning and never replace thinking.
Developing AI Literacy
AI literacy should develop progressively alongside digital literacy, critical thinking and subject knowledge. It is not a standalone skill, but part of a broader understanding of how technology, information and knowledge are constructed.
AI literacy involves helping learners to:
- Understand that AI systems are trained on data and do not “think” or “understand” in human terms
- Recognise that AI outputs can be inaccurate, incomplete or biased
- Question the reliability and credibility of AI-generated information
- Refine prompts to improve clarity and precision
- Evaluate when AI use is appropriate and when independent thinking is required
- Act with integrity when using AI in learning and assessment contexts
At early stages, AI literacy begins with awareness and questioning. As learners mature, it develops into critical evaluation, responsible independence and ethical decision-making.
Strong AI literacy supports deeper thinking. It enables learners to use AI as a tool to enhance understanding, rather than as a substitute for knowledge or effort.
AI Progression of Use
AI use should move progressively from teacher modelling to guided interaction and, ultimately, to responsible independence as learners mature.
- ELC–P3: Teacher-led modelling and early awareness.
- P4–P7: Guided use, developing questioning and checking skills.
- S1–S3: Increasing independence with explicit teaching of evaluation and authenticity.
- S4–S6: Strategic, ethical use aligned with assessment standards and professional responsibility.
AI should deepen thinking at every stage and never replace it.
Overview of Uses by Stage:
ELC – P3
AI use is fully teacher-led. The focus is on modelling safe and purposeful use, building awareness that AI is a human-created tool, and beginning to question whether information is correct.
Appropriate Use
- Teacher modelling how AI generates simple story starters
- Creating images to support early literacy
- Generating vocabulary lists
- Demonstrating how AI answers simple questions
Impact on Learning
- Builds early awareness that AI is a human-created tool
- Supports language development through structured prompts
- Encourages curiosity about how digital tools work
Expectations
- Developing an understanding that AI does not “think” like people
- Beginning to question whether information is correct
- Developing safe and responsible digital habits
The emphasis is on modelling safe, purposeful use rather than independent interaction.
P4 – P7
AI use is guided and supervised. Pupils begin to interact with AI in structured ways, developing questioning skills, digital literacy and habits of checking accuracy.
Appropriate Use
- Generating ideas before writing
- Asking for clarification of concepts
- Creating simple quizzes for revision
- Comparing AI responses with trusted sources
Impact on Learning
- Supports idea development and creative confidence
- Strengthens retrieval practice
- Encourages questioning and verification skills
- Develops responsible digital habits
Expectations
- AI responses must be checked for accuracy
- Pupils must not copy AI text as their own work
- Clear prompts should be modelled and practised
- AI should scaffold thinking, not replace it
The focus is on building digital literacy and responsible use.
S1 – S3
AI can be used independently but with guidance and support. Pupils use AI to support revision, idea development and critical evaluation, with explicit teaching around authenticity, bias and reliability.
Appropriate Use
- Supporting revision and retrieval practice
- Drafting ideas before refinement
- Exploring alternative viewpoints
- Evaluating bias and misinformation
Impact on Learning
- Strengthens critical thinking
- Encourages evaluation of sources
- Supports structured independent study
- Builds confidence in responsible AI use
Expectations
- Pupils must understand plagiarism and authenticity
- AI must not complete assessed classwork
- AI use should be declared where required
- Critical evaluation must be explicitly taught
AI literacy should be embedded within digital learning.
S4 – S6
AI use is independent and responsible. Pupils use AI strategically for revision and preparation while understanding assessment boundaries, malpractice implications and professional responsibility.
Appropriate Use
- Structured revision support
- Generating practice questions
- Clarifying complex topics
- Creating study plans
Impact on Learning
- Supports independent study habits
- Strengthens exam preparation
- Encourages metacognitive reflection
- Develops responsible use for future study and employment
Clear Boundaries
- AI must not generate coursework for submission
- AI must not compromise authenticity
- Pupils must understand malpractice implications
- Qualifications Scotland guidance must be followed
The emphasis is on integrity, independence and professional preparation.ge is on integrity, independence and professional preparation for further study or employment.
Core Expectations Across All Stages
- Personal data must never be entered into AI tools
- AI output must be checked for accuracy
- Age-appropriate supervision is required
- Professional judgement remains central
AI should widen access and support learning while protecting standards and wellbeing.
