https://drive.google.com/file/d/1-6hO7OZzBBRDF7QLUgP2EJrKCdZu1h0S/view
🎬 SHORTENED VIDEO SCRIPT — “Generative AI Guide: Age-Appropriate Use”
OPENING
Narration:
“Generative AI is changing learning. But not every student is ready to use AI in the same way. Here’s a quick look at age-appropriate AI use in schools.”
On-screen:
Generative AI Guide – Chapter 5
#Gen-AI #Age-Appropriateness
OVERVIEW
Narration:
“To eventually use AI wisely, students need knowledge, values, self-regulation, and metacognitive skills. The goal is to use AI in ways that support development, safety, and long-term learning.”
On-screen points:
• Foundational knowledge
• Values & ethics
• Self-regulation
• Metacognition
• Human vs AI awareness
PRIMARY 1–3
Narration:
“Younger primary students are still developing cognitive, social-emotional, and executive skills. They learn best through physical and social activities. Unsupervised or open-ended AI use is not advised.”
On-screen points:
Pri 1–3
• Supervised only
• Awareness of AI in daily tools
• Teachers review AI feedback
PRIMARY 4–6
Narration:
“From Primary 4 to 6, AI can be introduced under teacher supervision. Students must complete the Basic Module on AI in SLS before using AI tools.”
On-screen points:
Pri 4–6
• Basic Module required
• Teacher-supervised AI tools
• Role-model how to interpret AI feedback
• Highlight that AI is not human
TRANSITION
Narration:
“As students move into secondary levels, their readiness varies. Intentional scaffolding becomes important.”
SECONDARY 1–2
Narration:
“Lower secondary students start taking ownership, but still need structured guidance to avoid cognitive offloading. After completing the Basic Module, they may interact with chatbots for targeted tasks, within time limits.”
On-screen points:
Sec 1–2
• Basic Module required
• Controlled chatbot use
• Teachers review chatlogs initially
• Responsible use routines
SECONDARY 3–4/5
Narration:
“In upper secondary, students gain stronger mastery and executive function. Teachers gradually release responsibility for independent use of AI.”
On-screen points:
Sec 3–4/5
• Gradual release
• Clear lesson objectives
• Ethics + metacognition
• Compare human vs AI contributions
PRE-UNIVERSITY
Narration:
“At Pre-U level, the focus shifts to using AI to augment human intelligence. Students reflect on how they use AI, critique its output, and avoid cognitive offloading.”
On-screen points:
Pre-U
• Critique AI
• Evaluate + integrate output
• Maintain agency
CLOSING
Narration:
“Across all levels, the aim is not just to use AI, but to develop thoughtful, ethical, and independent learners. Age-appropriate design ensures students work with AI without losing their own thinking.”
On-screen:
Generative AI Guide – Chapter 5
#Gen-AI #Age-Appropriateness
GENERATIVE AI GUIDE CHAPTER 5
#GEN-AI #age-appropriateness
use of Generative AI for Education
Pri 1-3
Pri 4-6
Sec 1-2
Pre-
University
Students have developed executive function
and strong knowledge foundations
Students are empowered to:
Use AI as a collaborator, with continued
focus on metacognition
Guard against cognitive offloading
Learning experiences include:
Ethical discussions
Developing novel applications of AI
Demonstrating how AI can augment human
intelligence while maintaining human
agency
Students take greater ownership of how they use
AI to support their learning, i.e. gradual release
for independent use of AI.
Students must complete the [Secondary] Basic
Module on AI and AI-enabled Features in SLS
(go.gov.sg/ai-sec) as part of the PDLP
onboarding.
Strong focus on use of AI to scaffold
metacognitive development to guard against
cognitive offloading.
Learning experiences (LEs) embed
opportunities for students to reflect on how
and why they use AI, manage emotional
responses, and apply ethical reasoning.
Sec 3-4/5
AGE GUIDANCE TO THE USE OF AI
Priority to develop foundational cognitive,
executive functioning and socio-emotional
skills through physical and social interactions.
Direct use of AI tools for teaching and
learning (T&L) in an unsupervised manner
and/or for open-ended tasks is not advisable.
Students should be made aware of AI's
presence in their daily lives such as in smart
devices or digital assistants.
Teachers can use AI-enabled Feedback
Assistants to support marking and provide
feedback to students. However, open-ended
feedback should be reviewed by the teacher
before releasing to students.
Age-appropriate AI tools to be directly used by
students introduced gradually under teacher
supervision.
Students must complete the [Pri 4-6] Basic
Module on AI and AI-enabled Features in SLS
(go.gov.sg/ai-upper-pri) before using any AI
tools (whether within SLS or COTS).
AI literacy incudes progressive students’
responsibility over time as they develop
ethical and purposeful approaches to using AI.
Level of teacher supervision will depend on the
technology powering the tool (less supervision
needed for rules-based vs closer supervision
for GenAI), and the use case (e.g. less
supervision for single exchange like marking
tools vs closer supervision for iterative tasks
like digital content creation). Close
supervision should be required for the use of
dialogic agents at this age.
Independent use of GenAI tools with emphasis
on strong lesson design to ensure students
learn.
Continuing emphasis on metacognitive
development to guard against cognitive
offloading, and ethical use of AI.
OVERVIEW
Learning experiences (e.g. concrete,
collaborative, abstract) which are
appropriate for their ages
Foundational knowledge of different
disciplines and how AI works. Students
need content before they can critically
analyse AI’s output and synthesise with
their own.
Values to guide ethical and
responsible use of AI and
contextual knowledge to
differentiate humans and AI
Self-regulation skills to manage their
emotions, time, focus and motivation
to help them use AI as a tool to
support learning rather than relying
on it to do the work for them
Metacognitive skills to reflect on
their own thinking and learning
with AI, including questioning when
and why to use AI
To become learners who can eventually
use AI wisely, students need...
Use AI in a manner
that considers
students’ cognitive
and affective
development,
safety and
long-term learning.
AGE-APPROPRIATE
Correct as at 12 Sept 2025 Official (Closed) \ Non-Sensitive
Considerations for age-appropriate use of AI
GENERATIVE AI GUIDE CHAPTER 5
#GEN-AI #age-appropriateness
use of Generative AI for Education
Primary students are still developing core skills:
🧠Cognitive: memory, attention, reasoning
🎯 Executive function: planning, self-control
💬 Social-emotional: empathy, teamwork, emotional understanding
How they learn best:
Through physical, sensory, and social experiences
Struggle with abstract ideas or complex digital tools
Tend to see AI as a friend or person, which can lead to emotional
attachment
What teachers should do:
Always supervise AI use in class
Use teacher-in/over-the-loop strategies
Why is this important
for the Primary level?
Progressively start students on the use of AI and technology while bearing in mind the
developmental sensitivity of these younger learners
Use Gen AI tools in a safe and
closed online environment
such as SLS, where safety
and pedagogical
considerations have been
incorporated in its design.
Students must complete the
Basic Module on AI and AI-
enabled Features in SLS
(go.gov.sg/ai-upper-primary)
before they independently
use highly scoped AI tools like
Adaptive Learning Systems or
feedback tools.
When using AI chatbots, teachers should remind
students that they are not humans, even if they
give responses that are human-like. Teachers
should also supervise the in-class use and be
able to monitor students’ interactions with AI,
e.g. through Data Assistant in SLS, a monitoring
dashboard, or students’ screens.
Look out for signs of distress, disruptive
behaviour or distractions and intervene in a
timely manner.
Given the developmental
sensitivity of younger
learners, it is especially
important to adhere to
terms of use when using
Gen AI tools, and be guided
by MOE’s AIEd
Implementation Guide and
Checklist.
AIEd Ethics Implementation
Guide and Checklist
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PRIMARY 4-6
Create avenues for students to know about AI and understand how AI works
Demonstrate use of simple AI tools and role-
model how to use AI’s output meaningfully.
E.g. Guide students on how to interpret and
use AI’s feedback via the Learning Feedback
Assistants in SLS to revise their work. Avoid
allowing students to directly interact with
chatbots.
Use teachable moments to highlight AI’s presence in
COTS* tools used during lessons (e.g. Google, Padlet)
and in common apps (e.g. Siri, Netflix), and that AI output
may not always be accurate, and there is always a need
to check.
*COTS: Commercial Off-the-Shelf
PRIMARY 1-3
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Pri 1 & 2: Light use of tech, prioritising
concrete learning experiences
Pri 3: Progressive increase of use of tech
Pri 4 to 6: In-class supervised use of tech
General guidance to use of EdTech
AGE-APPROPRIATE
Correct as at 4 Sept 2025 Official (Closed) \ Non-Sensitive
GENERATIVE AI GUIDE CHAPTER 5
use of Generative AI for Education
Development of our students is uneven:
Cognitive, executive functions, and social-emotional skills mature
at different rates.
Students have varied readiness levels, especially at lower
secondary. This calls for the need for more intentional scaffolding
(e.g., reflection routines, guided questioning).
Why is this important
for the Secondary
and Pre-U levels?
Balance independent use of GenAI tools with a continued emphasis on the ethical and
responsible use of AI and metacognitive development to guard against cognitive offloading
Teachers should continue to emphasise strong lesson
design guided by e-Pedagogy, and reiterate the role of
the student in their learning.
Make learning objectives of AI-facilitated activities
clear to students before enabling independent use of
AI.
Students should co-create with teachers, rules around
the ethical and responsible use of AI in the classroom.
“How is the use of the AI tool intended to
sharpen my understanding?”
“What are my expected contributions versus
the AI tool in this activity?
When and how am I expected to critique or
improve upon AI output?
Possible objectives
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Sec 3-4/5
Help students take greater ownership of how they use AI to support their learning,
i.e. gradual release for independent use of AI
Sec 1-2
Correct as at 4 Sept 2025 Official (Closed) \ Non-Sensitive
AGE-APPROPRIATE
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After students have completed Basic Module on AI and
AI-enabled Features in SLS (go.gov.sg/ai-sec), they
could be allowed to interact independently with
chatbots for a specific and well-defined lesson task,
within a limited time frame.
For a start, teachers should review students’ chatlogs
to identify inappropriate behaviour. Gradually, as
teachers reinforce AI Literacy, teachers may identify
specific students or learning tasks to review chatlogs.
Lessons involving AI should strongly focus on
responsible student use of AI to avoid cognitive
offloading. E.g., teachers designing lessons that allow
students to use AI tools should also include lesson
routines for students to reflect on and critique the use
of AI. Students should be reminded of the responsible
use of AI and the potential risks that their learning
could be compromised if they do not use it well.
Sec 1-2: Use of tech both in and out of class, with guidance on
homework time and screen time for homework. PDLP introduced at
Sec 1, with mandatory DMA installation in all PLDs.
Sec 3-5: Independent use of tech and Gen AI with focus on student
independent learning and agency.
General guidance to use of EdTech
#GEN-AI #age-appropriateness
Facilitate student-GenAI collaboration that helps augment human intelligence
and retains student agency
Students generally have strong executive function and subject mastery. Teachers can guide students on
metacognition and guard against cognitive offloading, such as:
Reflecting on how and when they use AI
Evaluating and responding critically to AI output
Assessing how AI enhances their final work
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