Version: 2.0. Audience: Classes 8–10 first, with adaptable notes for Classes 11–12. Status: school pilot resource. A realistic first-pilot route — one session per week fits most school timetables.
> Educational resource only. Not legal advice, not regulatory certification, not emergency or mental-health support.
Session 1 — What does responsible AI use mean?
Duration: 60–75 minutes
Learning objectives: introduce the five GUARD letters, complete the baseline diagnostic, establish classroom norms for the unit.
Before class: project the GUARD overview page; print pocket cards if devices are limited.
Minute-by-minute
0–10 min: Opening discussion: when has AI helped your learning, and when could it have quietly replaced it? Use the opening script from the Facilitator Guide.
10–25 min: Teach the five GUARD letters with one example each, drawn from the Scenario Lab mission summaries.
25–45 min: Students complete the 10-question Diagnostic individually.
45–60 min: Discuss two diagnostic questions as a class — pick ones with split answers.
60–75 min: Pocket-card reflection: each student writes one GUARD letter they most need to practise.
Teacher language
"What surprised you about a question you got 'wrong'?"
"What's the difference between AI being wrong and AI being unhelpful?"
"Which GUARD letter do you already do without thinking?"
Individual, pair and class activities
Individual: Diagnostic.
Pair: compare one disagreement before the class discussion.
Class: vote on the two most-argued questions before revealing the model answer.
Formative assessment: Diagnostic score reviewed as baseline only, not graded; teacher notes which GUARD letter the class is weakest on to prioritise in Session 2–3.
Homework or extension: Read the GUARD pocket card and note one recent AI use at home that would have scored differently under GUARD.
Printable alternative: Print the GUARD pocket card and run the diagnostic as a paper Q&A if devices are unavailable.
Session 2 — Evidence and manipulated media
Duration: 60–75 minutes
Learning objectives: recognise fabricated citations and AI hallucination; respond responsibly to uncertain, potentially harmful media.
20–30 min: Class discussion using Mission 1 teacher prompts from the Answer Key.
30–45 min: Mission 2 (viral audio) — in pairs, Teacher-led discussion mode if devices are shared; pause after each GUARD stage.
45–60 min: Class discussion: why forwarding can cause harm even when a student is genuinely worried.
60–75 min: Decision Record exit ticket on one of the two missions.
Teacher language
"What would make this quotation trustworthy?"
"Why is asking the same AI to confirm itself not independent verification?"
"Why can forwarding increase harm even before we know if the clip is real?"
Individual, pair and class activities
Individual: Mission 1.
Pair: Mission 2 discussion before the class debrief.
Class: vote on the 'what would you do' question before reveal.
Formative assessment: Decision Record entry citing at least one specific piece of evidence from the mission's evidence pack, not a generic justification.
Homework or extension: Complete the Source Verification Worksheet on a real claim from any subject.
Safeguarding note: This session includes the viral-audio mission. If a student discloses a real deepfake, impersonation or harassment concern, stop treating it as the simulation and follow the School Pilot Kit's Safeguarding Protocol immediately.
Printable alternative: Use the printable Source Verification Worksheet and the Focused Labs' Hallucination Detective and Source Verification Trail student cards from Focused Labs → Printable resources.
Session 3 — Privacy, fairness and academic integrity
Duration: 60–75 minutes
Learning objectives: identify affected people and consent issues; recognise bias and the limits of automated fairness claims; apply disclosure norms to real coursework.
Before class: read Missions 3–5 in the Simulation Answer Key; decide what AI assistance you will permit on your next real assignment (Facilitator Guide Section 19).
20–32 min: Mission 4 (science report) in pairs, connected to a real subject assignment.
32–50 min: Mission 5 (scholarship shortlist) as a class, Teacher-led discussion mode, pausing to debate the vendor's '91% accurate' claim.
50–65 min: Introduce the AI-Use Log; students add one real entry from recent schoolwork.
65–75 min: Class share-out: one thing each student would disclose.
Teacher language
"Who else is affected by this decision besides the person asking?"
"Can two systems have the same overall accuracy but very different fairness outcomes for different groups?"
"What should a one-line AI-use disclosure say?"
Individual, pair and class activities
Individual: Mission 3, AI-Use Log entry.
Pair: Mission 4 discussion.
Class: Mission 5 debate and vote before reveal.
Formative assessment: A completed AI-Use Log entry with a specific, honest description of assistance used — not 'used AI' with no detail.
Homework or extension: Find one real example (news article, product, or app) that makes an automated-fairness claim and note what evidence is missing from the claim.
Printable alternative: Use the printable AI Disclosure Templates and Privacy & Sharing Checklist from Student Toolkit.
Session 4 — Human escalation and capstone
Duration: 75–90 minutes
Learning objectives: recognise when a situation requires stopping and escalating to an adult; complete and self-assess a full GUARD capstone case.
"Why is escalation not the same as diagnosing your friend?"
"Which trusted adults and emergency contacts should you know before a crisis, not during one?"
"Where did GUARD change what you would have done a week ago?"
Individual, pair and class activities
Individual: Mission 6, capstone reflection.
Pair: compare capstone decisions before submitting.
Class: closing reflection round.
Formative assessment: Capstone submission assessed against the GUARD Assessment Rubric's five competencies, not against matching the model decision exactly.
Homework or extension: None — this is the unit's culminating session. Optional: share the anonymous feedback form with parents per the School Pilot Kit.
Safeguarding note: This session includes the worried-friend mission, which rehearses escalation. Reinforce before starting: if anyone has a real concern about a friend, they should tell you privately after class, not raise it during the activity.
Printable alternative: Use the printable Student Classroom Pack and the capstone pack's printable version for a paper-based final session.
Educational resource. GUARD is a practical WhizzStep classroom method, not an externally certified or accredited standard. Not legal, safeguarding-policy or emergency-response advice.