Schools can teach AI literacy in Years 7–9 through subjects they already run. Cambridge Lower Secondary Digital Literacy (0082) covers evaluating AI outputs for bias and telling human from AI work, and Computing (0860) covers how systems work. Map both to the UNESCO or OECD/EC framework, then add AI tasks in science, humanities and Global Perspectives.
Why teach AI literacy in Lower Secondary?
Because students use AI before IGCSE, and the rules tighten after it. Cambridge and Pearson restrict AI in coursework, and the habits students form at 11 to 14 carry into their assessed work. In Europe, the EU AI Act also asks schools using AI to “support the development of AI literacy” of staff. See the EU AI Act and international schools. The OECD’s TALIS 2024 found “three in four teachers report that they lack the knowledge or skills to teach using AI”, so a curriculum map also shows where staff need training.
What does Cambridge Lower Secondary already include?
More than many schools use. Cambridge’s Digital Literacy (0082) curriculum names AI directly. It says digital participation “is accelerated by the use of Artificial Intelligence (AI) tools”, and that learners:
- “learn when to apply, and how to differentiate between, human and artificial intelligence”
- “apply media literacy skills to evaluate AI outputs to identify bias and validity in humanities or science”
- develop “skills to create learning outputs like reports and presentations, appreciating their responsibility to retain the role of main creator”
“There is no Cambridge Lower Secondary Progression Test or Cambridge Checkpoint for this subject”, so schools assess it themselves.
Cambridge Computing (0860) is organised in “five strands”, from Computational Thinking to Computer Systems. Its public page does not mention AI. Check the curriculum framework on the School Support Hub for the learning objectives your Computing teachers are working to.
Cambridge also publishes school guidance on its AI hub, including Getting started with AI in the classroom and The use of generative AI in coursework.
Which AI literacy frameworks can schools map to?
Two international frameworks, both free:
| Framework | Structure | Progression |
|---|---|---|
| UNESCO AI Competency Framework for Students (2024) | “12 competencies across four dimensions”: a human-centred mindset; ethics of AI; AI techniques and applications; AI system design | ”Understand, Apply, Create” |
| OECD/European Commission, Empowering Learners for the Age of AI (2026) | Four domains: Engage with AI, Create with AI, Manage AI, Shape AI | Basic, Intermediate and Advanced, which “do not correspond to specific age ranges or grade levels” |
The OECD/EC framework was “approved and declassified by the PISA Governing Board … on 8 April 2026”. It revises a draft launched in May 2025. Choose one as your school’s reference, so every department uses the same language.
How does AI literacy map to Lower Secondary subjects?
Our suggested map, using the OECD/EC domains:
| Domain | Where it fits in Cambridge Lower Secondary | Example task |
|---|---|---|
| Engage with AI | Digital Literacy 0082; Science | Test a chatbot’s answer to a science question against the textbook and explain the differences |
| Create with AI | English; Art & Design; Digital Literacy | Draft with AI, then rewrite and annotate what the student changed and why |
| Manage AI | Computing 0860; Mathematics | Train a simple image classifier and record when it fails |
| Shape AI | Global Perspectives; humanities | Research an AI issue, such as bias or jobs, and present an argued position |
This spreads the work across departments instead of leaving it all to Computing, and it keeps AI literacy tied to subject content.
What would a three-year plan look like?
Our recommendation:
| Year | Focus | Outcome |
|---|---|---|
| Year 7 | What AI is and isn’t; when AI help is allowed; human vs AI work | Students follow the school’s AI rules and can explain them |
| Year 8 | Evaluating outputs for accuracy and bias; using AI to draft, then improving it | Students check and correct AI outputs in two subjects |
| Year 9 | How models learn and fail; ethics; the board rules on AI in IGCSE coursework | Students are ready for IGCSE coursework rules |
Year 9 is the bridge to IGCSE. Students should leave it knowing that AI misuse in coursework is malpractice. See Cambridge and Pearson AI rules and the AI policy template.
How should schools assess it?
Lightly, inside existing subjects. Because Digital Literacy has no Checkpoint test, use short, recorded tasks each term, such as an evaluated AI output or an annotated draft. Record progress against the chosen framework’s levels. For UAE schools, compare the map with ADEK’s AI literacy requirements; see KHDA and ADEK AI literacy.
How schools do this with AI Buddy
AI Buddy is built for Cambridge and Pearson Edexcel IGCSE and A Level, so its natural place is the Year 9 bridge. There, teachers can use it to show students the difference between AI feedback on an exam-style answer and a teacher’s judgement, a core idea in both frameworks. Because it is school-licensed and supervised, it also models the kind of approved AI use students will meet at IGCSE. The Lower Secondary AI literacy curriculum itself is the school’s to design.
Frequently asked questions
How can schools teach AI literacy in Years 7–9?
Through existing subjects, mapped to one framework: Digital Literacy and Computing for how AI works and how to evaluate it, plus AI tasks in science, English, humanities and Global Perspectives.
Does Cambridge Lower Secondary include AI?
Yes. Cambridge Lower Secondary Digital Literacy (0082) includes differentiating human and artificial intelligence and evaluating AI outputs for bias and validity.
What AI literacy frameworks exist for schools?
UNESCO’s AI Competency Framework for Students (12 competencies across four dimensions) and the OECD/European Commission’s framework, with four domains: Engage, Create, Manage and Shape AI.
Is there a Checkpoint test for Digital Literacy?
No. Cambridge says there is no Lower Secondary Progression Test or Checkpoint for Digital Literacy, so schools assess it themselves.
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Sources
- Cambridge International, Lower Secondary Digital Literacy (0082), Lower Secondary Computing (0860) and Artificial intelligence: support for schools
- UNESCO, AI Competency Framework for Students (2024)
- OECD and European Commission, Empowering Learners for the Age of AI: An AI Literacy Framework for Primary and Secondary Education (2026)
- OECD, Results from TALIS 2024 (October 2025)