In our first detailed article on AI and history in primary history we explored the best ways of using AI and promised to follow this up with a further article.
Without wanting to make this too academic, we need to be clear about the uses history has for developing pupils’ understanding of AI. To me there are two main ones; one is suitable for KS1 and 2; the other best left to KS3 and 4. So what are the two uses and which should you be focussing on? The disciplinary approach to teaching history ( i.e. looking at the key concepts not just story) is particularly well-suited to developing ways of thinking in pupils that lie at the heart of key AI competencies. All the AI literature stresses the need for students to critically evaluate, rather than passively accept AI output at face value. Both the OECD and the
