Helper Loop cards · Year 2 AICCG AI Programme
1 of 5🖼️ExamplesLots of different examples, each with the right label.
2 of 5👀SenseCameras, microphones and other sensors turn the world into data.
Print, cut along the middle and laminate. Put them on the wall in a loop: each card leads to the next, and Check leads back to Examples.
Helper Loop cards · Year 2 AICCG AI Programme
3 of 5💭GuessIt guesses, and shows how sure it is.
4 of 5✋DoIt does something: speaks, shows, moves.
Helper Loop cards · Year 2 AICCG AI Programme
5 of 5🔍CheckPeople check, with a fair test, and decide.
Family letter · Year 2 AICCG AI Programme
AI in our classroom this year
Dear families,
This year your child's class continues learning about artificial intelligence (AI). Building on last year, children find out how sure a computer is, why it made a guess, and how to test it fairly, the way scientists do.
What your child will do
- Discover that you cannot write rules for everything (try describing a cat!), so computers learn from examples instead.
- Train the class computer to play Rock, Paper, Scissors, then run a fair test to find out how good it really is.
- Find a real problem in our school, design a camera helper for it and test that it works for everyone in the class.
- Learn that some AI can make up pictures and stories, and four rules for staying safe with AI that talks.
Cameras: how we keep your child safe
- We always ask first. Before the camera is used, the teacher asks. A child who says no is respected and given another job.
- Pictures stay on the classroom computer. The AI tools run inside the web browser. Pictures are not uploaded or sent anywhere.
- What is kept. When the class trains its computer, small example pictures (mostly of hands) are kept on the classroom computer for the next lesson, then deleted when the project ends. We point the camera at hands, not faces.
- Listening. In one lesson the computer turns speech into words. This sends the sound to Google, so children read a prepared sentence with no names or personal details.
- Chatbots. No child uses a chatbot or AI picture maker in these lessons. We use prepared, made-up examples.
How you can help
Each unit has a home link card with something to try together. At the end of the year, please come to our Helper Fair, where the children will show you their helper and how they made it fair.
If you have any questions, please speak to your child's teacher.
Class teacher
Home link cards · Year 2 AICCG AI Programme
Home link cards
🏠 Unit 1: Rules or examples?Exact instructions: give a grown-up exact instructions to draw a cat, without saying "cat". What happened?
What we are learning: You cannot write rules for everything in the world. Instead, we teach computers with examples, and they guess, with some level of sureness.
✂ cut here 🏠 Unit 2: AI around usAI spotting: with a grown-up, spot three AI helpers on a trip out (shops, roads, home). Which sensor did each one use?
What we are learning: AI tools sense the world through sensors, guess, and act. Talking is not understanding, and finding a face is not knowing who it is.
✂ cut here 🏠 Unit 3: Data detectivesTry it first: choose something tricky at home (tying laces, a puzzle, a new word) and keep a tally of your tries this week. Did it get easier?
What we are learning: Computers learn from data. Labels tell them what each example is, features are the clues they use, and some data is about us and needs looking after.
✂ cut here Send one card home at the start of each unit. The space is for a drawing, photo or a few words to bring back to class.
Home link cards · Year 2 AICCG AI Programme
🏠 Unit 4: Training AI fairlyRecommendation detective: with a grown-up, look at what a video or music app suggests. Why do you think it chose those?
What we are learning: Computers learn patterns from examples. To know if a model is good we test it fairly, and better examples beat just more examples.
✂ cut here 🏠 Unit 5: Design our classroom helperInterview at home: ask a grown-up what is hard in their day. Could a camera helper help? Why or why not?
What we are learning: AI is designed by people to solve real problems for real people. Good designers ask, plan, test fairly, and improve.
✂ cut here 🏠 Unit 6: Responsible AITalking to AI safely: share the four safety rules with your family. Invite them to the Helper Fair.
What we are learning: AI is a powerful helper, but it can be wrong, it can make things up, and it can be unfair. People must check, decide, and make it work for everyone.
✂ cut here Lessons 20 and 21 · A fair testCCG AI Programme
Fair test record sheet
A fair test uses the same test cards every time and changes only one thing. Test with children whose hands were not used in training.
Our prediction: score out of 10 | Turn | Test card | Test 1 ✓ or ✗ | Test 2 ✓ or ✗ | Test 3 ✓ or ✗ |
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What we changed before Test 2 What we changed before Test 3 Test card column: write rock, paper or scissors for each turn before you start, so every test uses the same order.
Lesson 25 · Fair for everyoneCCG AI Programme
Fairness test: does our helper work for everyone?
Every child takes a turn. Mark ✓ if the helper got it right and ✗ if it got it wrong. Then add examples from the children it missed, train again, and test everyone again.
| Name | Test 1 ✓ or ✗ | Test 2 ✓ or ✗ | What was different? |
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"What was different?" is for clues about who it missed: left hand, long sleeves, far from the camera, standing up.
Lesson 23 · Plan our helperCCG AI Programme
Helper project card
👀 Sense: what will the camera look at? ✋ Do: what happens when it sees each one? 🙋 Whose pictures will we use, and how will we ask? ⚖️ How will we test it fairly? Our helper on the Helper Loop: Examples → Sense → Guess → Do → Check The two labels are the most important decision. They must be clear and different, and something a camera can see, for example "Hand up" and "No hand up".
Lesson 15 · Two features and twenty questionsCCG AI Programme
Twenty questions animal cards
🐸Frog
🐋Whale
🐠Fish
🦉Owl
🦋Butterfly
🦒Giraffe
🐘Elephant
🐶Dog
🐱Cat
🐧Penguin
🦇Bat
🐊Crocodile
The first nine match the computer's question tree on the screen. Penguin, bat and crocodile are the "break it" cards: they do not fit its questions neatly, so children must invent better ones.
Lesson 27 · AI that makes things upCCG AI Programme
Talking to AI safely
🤖It is a computer, not a person or a friend.
🔒Never tell it your name, address or school, or share a photo.
🔍It can be wrong. Check with a grown-up.
🧑🏫If anything worries you, tell a grown-up.
Print in colour for the classroom wall. A copy goes home with the Unit 6 home link card.
"I can" class record · Year 2 AICCG AI Programme
Unit 1: Rules or examples?
| Name | I can say how sure a computer is from its sureness bar. | I can explain why rules do not work for recognising things like cats. | I can say that examples teach a computer, and that it is only good at what it was taught. |
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Mark each statement when you see or hear it in class talk or play, not in a test: ✓ secure, ~ on the way. Note one quote or observation where you can.
"I can" class record · Year 2 AICCG AI Programme
Unit 2: AI around us
| Name | I can name a sensor and the data it collects. | I can explain that a machine can say words without understanding them. | I can explain the difference between finding a face and knowing who it is, and say our two picture rules. |
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Mark each statement when you see or hear it in class talk or play, not in a test: ✓ secure, ~ on the way. Note one quote or observation where you can.
"I can" class record · Year 2 AICCG AI Programme
Unit 3: Data detectives
| Name | I can record data in a tally chart and read it as a pictogram or block diagram. | I can explain why trying first, then asking for a hint, helps my brain learn. | I can explain what happens when an example has the wrong label. | I can sort by two features and follow a yes/no question tree. | I can say which data about me is private. |
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Mark each statement when you see or hear it in class talk or play, not in a test: ✓ secure, ~ on the way. Note one quote or observation where you can.
"I can" class record · Year 2 AICCG AI Programme
Unit 4: Training AI fairly
| Name | I can predict what comes next in a pattern and explain how a machine does it. | I can say why a video app suggests what it does, and that I can choose something different. | I can run a fair test: same test cards, change one thing. | I can explain why different examples help more than more of the same. |
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Mark each statement when you see or hear it in class talk or play, not in a test: ✓ secure, ~ on the way. Note one quote or observation where you can.
"I can" class record · Year 2 AICCG AI Programme
Unit 5: Design our classroom helper
| Name | I can find a real problem by asking someone. | I can plan a helper: who it is for, its sense, its labels and what it does. | I can collect labelled examples carefully and with permission. | I can test our helper fairly with everyone and improve it. |
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Mark each statement when you see or hear it in class talk or play, not in a test: ✓ secure, ~ on the way. Note one quote or observation where you can.
"I can" class record · Year 2 AICCG AI Programme
Unit 6: Responsible AI
| Name | I can say why people must check AI and give an example. | I can say that AI can make things up, and four rules for talking to AI safely. | I can explain what makes AI fair, using our own helper as evidence. | I can explain our helper to a visitor using the Helper Loop. |
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Mark each statement when you see or hear it in class talk or play, not in a test: ✓ secure, ~ on the way. Note one quote or observation where you can.
My AI passport · Year 2 AICCG AI Programme
My AI passport
My nameMy class
Unit 1: Rules or examples?☆I can say how sure a computer is from its sureness bar.
☆I can explain why rules do not work for recognising things like cats.
☆I can say that examples teach a computer, and that it is only good at what it was taught.
Unit 2: AI around us☆I can name a sensor and the data it collects.
☆I can explain that a machine can say words without understanding them.
☆I can explain the difference between finding a face and knowing who it is, and say our two picture rules.
Unit 3: Data detectives☆I can record data in a tally chart and read it as a pictogram or block diagram.
☆I can explain why trying first, then asking for a hint, helps my brain learn.
☆I can explain what happens when an example has the wrong label.
☆I can sort by two features and follow a yes/no question tree.
☆I can say which data about me is private.
Colour a star when you and your teacher agree you can do it. Print double-sided and fold, or staple the two pages.
My AI passport · Year 2 AICCG AI Programme
My AI passport, continued
Unit 4: Training AI fairly☆I can predict what comes next in a pattern and explain how a machine does it.
☆I can say why a video app suggests what it does, and that I can choose something different.
☆I can run a fair test: same test cards, change one thing.
☆I can explain why different examples help more than more of the same.
Unit 5: Design our classroom helper☆I can find a real problem by asking someone.
☆I can plan a helper: who it is for, its sense, its labels and what it does.
☆I can collect labelled examples carefully and with permission.
☆I can test our helper fairly with everyone and improve it.
Unit 6: Responsible AI☆I can say why people must check AI and give an example.
☆I can say that AI can make things up, and four rules for talking to AI safely.
☆I can explain what makes AI fair, using our own helper as evidence.
☆I can explain our helper to a visitor using the Helper Loop.
Certificate · Year 2 AICCG AI Programme
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This is to certify that
has completed Year 2 AI in the CCG AI Programme, and can:
- How AI works: explain why we teach computers with examples, not rules
- Data and training: train a model and test it fairly
- People in charge: choose jobs for people, AI or a team
- Safe, private and fair: keep private data private and test a helper for fairness
- Thinking for yourself: try first, ask for a hint, and say honestly when a tool helped
- Design and build: plan, build and improve a helper with a team
TeacherDate