AI - FSTC Curriculum

Andhra Pradesh

AP MT Training

Round 1 �August 2026

Check - In:

🔵 Stand in a circle!

✏️ Pick up a sketch pen & blank name tag

😊 Write your name + draw an emoji showing your current feeling

🏫 Share your school & district

🌟 Share one memorable moment from your 2-year Amazon Future Engineer Program journey!

Expectations setting:

Cooking Pot:

Norm Setting

“What behaviours and norms do we need to create a space where everyone learns from everyone?”

• Respect everyone's opinion
• Listen actively
• Give everyone a chance to speak
• Participate actively
• No judgement
• Be open to learning
• Respect time
• Ask questions freely
• Support each other
• Keep phones away when not required

Unfolding Quest Alliance

QUEST ALLIANCE

Quest Alliance is a not-for-profit organization based in Bangalore, India with a presence across the country. Established in 2008, Quest Alliance equips children and young people with future skills for thriving careers enabling equitable school to work transitions

Problem Statement: By 2030, India is expected to add 31 Crore School Graduates, yet a significant challenge remains: Only 47% are likely to possess the Future-ready Skills needed for employability. Low prospects of employment are likely to trap youth into vicious cycles of unemployment, low wages and inter-generational poverty.

Who?

What?

Vision

A world where all young people take charge of their future and drive equitable social and economic progress.

Mission

We innovate for learning ecosystems to be future ready by creating and embedding tech enabled learning experiences for young people to thrive in their careers.

How?

Quest Alliance

Journey in AP

MasterCoach Model: Scaling computational thinking through dedicated MasterCoaches

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Educator Empowerment: 557 teachers trained on 21st-century pedagogy and STEM mindset via the I & H process

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Student Reach: 72,107 students actively engaged through the program

2021

MoU Signed: SSA, LFE - Funded by Amazon to build a state-level AI curriculum grounded in 21st-century teacher pedagogy��100 schools across Srikakulam, Vizianagaram, and Visakhapatnam

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Teachers Capacity: 200 teachers trained to deliver the curriculum�

Impact: 23,000 students (Grades 7–9) empowered with AI, Computational Thinking (CT), and Future Careers skills

2024

Journey of Andhra Pradesh

District Saturation Model

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State engagement: 640 schools in 3 districts and 102 schools across the state.

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Teachers Capacity: 1537 teachers trained to deliver the curriculum

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Impact: 1 lakh students on core concepts of AI, ethics, Equity , Justices and Problem solving lens.

2025

MoU Signed: Partnered with �Department of School Education, �Govt. of Andhra Pradesh.

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Skill Building: Fostering a STEM mindset and 21st-century skills in students.

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Impact: 44,000+ students across 91 schools in 2 districts (Srikakulam & Guntur)

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Implementation Partners: AIF and NIIT Foundation

2019

Impact Of AI Education

KEY FINDINGS

The programme made AI normal in the classroom. Now use style is what matters.

76%

of students now use AI�

Three in four, mostly for learning. About seven in ten use it weekly.

+0.75

the top technology gain�

AI-tool use rose more than any other learning technology (2.18 to 2.93 on a 1 to 6 scale).

+3.7

points on reasoning�

Raven's score rose every round, 62.6% to 66.3% correct. RAVENs is an objective, curriculum-free test of non-verbal cognitive ability. .

How,

not whether

is what counts�

Active, verifying users gain; passive over-reliance* goes with about 1.2 fewer Raven's items.

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The bottom line. AI-based teaching can work in these schools. The next step is teaching students to use AI actively, not passively, and equipping teachers to guide that.

*Passive over reliance: Students accept AI answers without checking, depend on AI for difficult homework, or find it hard to start work without AI

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WHAT WE MEASURED

Six instruments, the same students, three rounds

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THE SAMPLE

738 students across three north-coastal districts (76% AI users)

738

students followed across all three rounds

51

government secondary schools

562

had used AI by 2026 (76%)

Rural, first-generation learners in government schools.�

Adoption is remarkably even across districts, about 76% in each. This is not an elite or urban sample; it is exactly where low-cost AI could matter most.

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OUTCOME · TECHNOLOGY USE

AI-tool use grew the most of any learning technology

AI is the standout gain.�

Of eight learning technologies, AI-tool use rose the most, up 0.75 point since 2024. Other everyday uses stayed broadly flat.

Why the 2025 spike, then dip?�

AI-tool use jumped in 2025 as the module arrived, then settled in 2026 as novelty gave way to habit. Adoption is now steady at three in four students.

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OUTCOME · HOW AI IS USED

Students reach for AI to learn, but habits are mixed

Mostly for understanding.�

The top uses are learning uses: understand a topic, get step-by-step help, find information.

But over-reliance rivals good habits.�

About 4 in 10 copy answers exactly; only about 3 in 10 check, question or rewrite. That gap is the opening for the programme.

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THE KEY IDEA

There are two ways to use AI, and only one builds skill

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SAME START, DIFFERENT PATHS

Where students end up tracks how they use AI

They began together in 2024.�

Non-users, light users and heavy users all started within a few points of one another on reasoning. Starting ability does not explain what happened next.

They diverged by 2026.�

Light and non-users climbed to about 70%. Heavy, passive-leaning users fell back to where they began. The fork lines up with use style, not starting point.

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THE MESSAGE

AI-based teaching can work here, with the right safeguards

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SSA Report - AFE

SLIDE 1 OF 3

A joint review by Samagra Shiksha AP, Quest Alliance, and PwC evaluating AI & Computational Thinking in government secondary schools across Srikakulam & Vizianagaram.

Samagra Shiksha Andhra Pradesh • Quest Alliance Diagnostic Study

Guide for Teachers & School Leaders

• SAMAGRA SHIKSHA AP

Amazon Future Engineer (AFE) Program Insights

SLIDE 2 OF 3

EVALUATION RESULTS • SCORE BREAKDOWN (SCALE 1.0 - 3.0)

Student Learning & Classroom Delivery Scorecard

Tea Break

11:00 AM - 11:10 AM

Curriculum Framework + Exploration

Mentimeter: Palasa

Mentimeter: Srikakulam

6264 0139

Mentimeter: Visakhapatnam

Let’s Discuss:

THEN → NOW

THEN → NOW

If today’s change continues, what might 2035 look like?�

Include: � 1 opportunity + 1 concern

Live from 2035:

• Who benefits most?
• Who might be left out?
• What could go wrong?
• What should humans still remain responsible for?

Ethical way of usage

Let’s Reflect:

Grade 7 - Recognize AI:� �Where AI is used ?

Grade 8- �Analyse AI: � � What changed?

How are people affected?

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Grade 9 - �Judge & Shape AI: ��What future might follow? �Who benefits? �What could go wrong? �What should humans decide?

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Understanding �FSTC

Activity:

Scenario 1:

Revathy – Choosing My Next Career Step

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Revathy has worked for five years in a company changing rapidly due to Generative AI and automation. Some routine technical tasks are becoming less relevant. Her family wants her to stay because the job is secure, while her friends suggest an expensive technology course.

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How can Revathy understand her current strengths, explore changing opportunities, and make a confident decision rather than reacting to pressure?

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Activity:

Scenario 2:

Krishna – The Digital Jump

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Krishna is part of a third-generation family retail business. Store footfall is declining, and the family wants to explore digital marketplaces, payments, social media, customer databases, low-code/no-code and AI tools. They are also concerned about privacy, fraud and cybersecurity.

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How can Krishna and the family decide what technology they actually need, understand the risks, and transition to digital without losing their existing strengths?

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Activity:

Scenario 3:

Hemalatha – The School Transport Puzzle

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Hema latha's school team is trying to understand why students arrive late. Data about arrival times, routes, traffic, weather, breakdowns, stops and departure times is scattered across registers, WhatsApp messages and spreadsheets.

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How should Hemalatha break the problem into smaller parts, identify patterns, determine what information matters, and test possible explanations before choosing a solution?

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Let’s Discuss:

1. What is changing or creating difficulty here?
2. What does this person need to understand before acting?
3. What skills would help them respond?
4. What could be a sensible first step?

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Debrief:

“Identify about three to five important skills, but be prepared to explain why those skills are needed.”

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What is FSTC?

🔤 F = Future

📚 S = Skills for

🌟 T = Thriving

💼 C = Careers

Let’s Reflect:

• Grade 7 — Recognise & Explore

“At this stage, learners are developing awareness: � of themselves, of technology, of changing opportunities and of the skills involved.”�

• Grade 8 — Analyse & Apply

“Learners now move beyond recognising the skill. They begin using skills to understand problems, evaluate situations and respond to changing contexts.”�

• Grade 9 — Decide, Adapt & Shape

“Here, the learner is expected to exercise greater agency: making reasoned choices, responding to uncertainty, adapting and thinking about how they can shape outcomes.”

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Lunch

12:30 PM - 01:30 PM

Energizer

MT Identity –

Community Formation

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Activity: Instructions

• There are posters placed around the room.
• You will move from one poster to another in pairs or groups of three.
• “At every poster, you will read the prompt, discuss your experience with your partner or group, write your response on a sticky note, and stick it on that poster.”
• “Once you finish one poster, move to the next poster. Don't stay with the same people throughout. Try to meet people you haven't interacted with yet.”

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Posters:

Let’s Reflect:

“If your entire two-year journey as a nominated teacher were an OBJECT or a MOVIE, what would it be? and why?”

Activity: Story-telling

Instructions:

• Don’t tell your own story this time.
• Instead, think about one person you left/right to you.
• You heard their proud moment, challenge, growth or object.

Individual Reflection : 10 mins

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Think and write.

• Which section of the training do I feel most confident facilitating?

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• Which section of the curriculum do I feel most confident facilitating?

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• Which section of the training feels most challenging?

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• What support would help me become more confident?

Day Closure:

What is one learning or one takeaway you are carrying with you from today?

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MT Training round 1

August

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MT Training + Cascade training round 2

Hack to the Future , Recognition and reward to students and teachers and Top announcement

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State level showcase event & Teacher recognition

HM Orientation�Cascade Training +�Curriculum delivery in classroom

September

QA Field team support to MT teachers , by school visits, 1 on 1 phone call mentoring, biweekly virtual calls

MT Journey - 2026 - 27

Join the journey�July�

AI Curriculum Vetted by SCERT

Intermediate Ideathon Process with selected schools

84 740 500 1569 100000

MT| Schools | Head Teachers | Teacher Trained | Students

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MASTER TRAINER JOURNEY ROADMAP

July–October 2026

From selected teacher to facilitator, implementer and mentor

Selected MT →Prepared Learner→Cascade Facilitator→Classroom Implementer→Teacher Mentor

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Purpose

The MT journey builds a teacher-led support system in which Master Trainers remain rooted in their own classrooms while helping cascade teachers implement the Critical AI and Data Literacy curriculum. Across these four months, MTs move from onboarding and preparation to facilitation, classroom implementation and sustained teacher support.

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Journey at a glance

July - Join the journey

August - Train to facilitate

September - Train teachers & begin implementation

October - Mentor & monitor

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👥 Confirmed Cohort Size 84 Master Trainers

📑 Official Communication Final MT list � communicated to the � State Education � Department

💬 Community Building WhatsApp onboarding & � continuous engagement � launched

JULY 2026 |

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AUGUST 2026 |

SEPTEMBER 2026 |

OCTOBER 2026 | I Implement, Mentor and Support Teachers

Role shift: Cascade facilitator → classroom implementer and teacher mentor

With my own students

· Complete the first curriculum construct- First 2 chapters.

· Begin the next construct.

· Track lesson completion- Call Cascade Teachers, fill KOBO Form.

· ** Support student participation, project work and emerging Ideathon-Hackathon milestones.

· Use student work and classroom experience to strengthen my own facilitation.

With my pre-assigned cascade teachers

· Make at least one meaningful contact with every assigned teacher during the month.

· Use phone or WhatsApp; where possible, use both meaningfully.

· Confirm whether classroom implementation has started.

· Ask how many curriculum sessions have been completed.

· Understand challenges and support required.

· Escalate unresolved issues to the assigned PO immediately when urgent, or through the next scheduled support space when non-urgent.

WhatsApp support

· Share reminders.

· Respond to routine teacher questions.

· Encourage peer exchange.

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Milestones

✓ Complete the first curriculum construct in my classroom and begin the next.

✓ Contact every assigned cascade teacher, confirm whether implementation has begun and escalate every unresolved issue.

Continuous Support Across July–October

WhatsApp engagement

WhatsApp engagement continues from July 2026 to June 2027.

· Onboarding and training preparation.

· Curriculum resources and reminders.

· Questions, troubleshooting and peer exchange.

· Celebration of progress and informal recognition.

Virtual support

Four fortnightly/bi-weekly calls across the two-month support period:

· Three curriculum or content-focused virtual support calls.

· One virtual support call for cascade-teacher progress review.

The final format and ownership of the review meeting will be communicated separately.

Recognition

· Informal recognition during July–October through WhatsApp appreciation, training spaces and programme interactions.

· Formal recognition after October, based on completion of MT training, facilitation of Cascade Teacher Training, and sustained support to cascade teachers and implementation progress.

Curriculum Exploration - 1

Https://www.menti.com/?code=86512380

PPPPPPPPPPPPA

MENTIMETER DAY 2 -PALASA

Turing Test:

WHAT DID YOU NOTICE?

• How did you identify the Machine?
• Where were its answers coming from?
• Did it actually understand the question?
• What happened when the answer was not already available?
• Who made the Machine able to respond?

Transition

So far, the machine depended on what humans had already provided.

“What will change when we give a machine data-examples instead of every answer?”

Learning Patterns:

2 → A 4 → A 6 → A

3 → B 5 → B 7 → B

8 → ?

• How many of you think it is A, raise your hand !
• How many of you think it is B, raise your hand !

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REVEAL

A = Even numbers

B = Odd numbers

EXAMPLES → NOTICE A PATTERN → PREDICT A NEW CASE

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So the machine says that

New Case 8 = Gorup A

Group �1

Group �2

Activity:

· Did more examples help?

· Could poor or limited examples lead to a poor prediction?

· Can a machine make a confident prediction and still be wrong?

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Group �3

MACHINE VERSION 1- �Turing Machine

HUMAN

↓

RULE / PREPARED ANSWER

↓

MACHINE

↓

RESPONSE

WHAT STAYED THE SAME? WHAT CHANGED?

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VERSION 1: Turing Machine learns Rules → Gives Response

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VERSION 2: Takes in Examples/Data → Recognizes Pattern → Makes Prediction

What stayed the same in both?

Where were humans involved?

FINAL KEY MESSAGE

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VERSION 1: Turing Test Machine

Human instructions → Machine response

RULE BASED MACHINE

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VERSION 2: MACHINE LEARNING From DATA (AI Systems)

Examples/Data → Pattern → Prediction

DATA BASED MACHINE

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In both, humans design, provide information and check the system.

Curriculum Exploration - 2

Activity:

Scenario:

YOUR SCHOOL IS OFFERED AN AI LEARNING ASSISTANT

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Benefits: Personalised questions; language translation; identifies learning gaps.

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Concerns: Unequal device access; may give wrong explanations; collects performance data; recommendations are not fully transparent.

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Activity:

Scenario:

YOUR SCHOOL STUDENTS WANTS TO USE AN AI ART & WRITING GENERATOR FOR COMPETITION

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Benefits: Helps students who struggle with drawing or writing create professional-looking artwork and polished stories quickly; saves production costs and time.

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Concerns: AI models are trained on real artists’ and writers’ work without permission; student artists might feel demotivated; generated content might lack authentic voice and emotional depth.

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Activity:

Scenario:

A LOCAL YOUTH CENTER PLANS AN AI RESUME & INTERVIEW COACH FOR JOB SEEKERS

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Benefits: Gives tailored feedback on job applications; helps young adults practice interviews anytime; improves grammar and professional formatting

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Concerns: Might suggest buzzwords that don't reflect the applicant's real skills; candidates without regular internet access lose out; employers' AI filters might reject AI-generated resumes.

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Scenario: YOUR SCHOOL IS OFFERED AN AI LEARNING ASSISTANT (Time 5 mins)

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Benefits: personalised questions; language translation; identifies learning gaps.

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Concerns: unequal device access; may give wrong explanations; collects performance data; recommendations are not fully transparent.

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Place 4 charts in the 4 corners of the room:

Corner 1 Chart: YES — USE IT

Corner 2 Chart: YES USE IT, BUT WITH CONDITIONS

Corner 3 Chart: NO — DO NOT USE IT AT ALL

Corner 4 Chart: WE CANNOT DECIDE, WE NEED MORE INFORMATION

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Ask participants to move to the position that best reflects their judgement.

Let’s Reflect:

• Which benefit of using new AI Technology (in this case the AI Assistant) was worth accepting?
• What problem does using AI solve?
• Who benefits from using AI ?
• What could go wrong?
• Is anyone overlooked, excluded or harmed unintentionally/intentionally?
• What safeguards are needed?

Prepare your reasons:

Each corner has 3 minutes.

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They have to prepare:

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1 strong reason for choosing that specific corner +

1 concern they have for not choosing any other corner

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Shareout from each corner - Only one person will consolidate and share. Everyone else will listen to each other

Listen to others.

Use your judgement.

Shift corners if anything changed your mind

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**If you move, be ready to say what changed your mind.

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Now ask all participants

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Which benefit of using new AI Technology (in this case the AI Assistant) was worth accepting?

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What problem does using AI solve?

Who benefits from using AI ?

What could go wrong?

Is anyone overlooked, excluded or harmed unintentionally/intentionally?

What safeguards are needed?

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Then introduce trade-offs and human oversight:

gaining a benefit may involve a limitation, cost or risk that must be reduced, managed or sometimes rejected. Trade-off does not mean every risk is acceptable → Connect to Tamarind Truth Story

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Big Picture Question:

So What responsibility do we have as humans in an AI-applied environment ?

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access, language, infrastructure, learner needs and teacher capacity may change the decision.

Let’s Reflect:

Facilitation Sessions

Facilitation Habits:

“What facilitation habits build a classroom culture focused on deep conceptual understanding rather than rote memorization?”

• Ask students for their answer before you explain
• Test the reasoning given by students
• Give a chance to speak
• Ask the student for evidence
• No judgement
• Don't give direct answers, ask more helpful questions. Keep uncertainty alive
• Disagreement is good, use it productively to guide Empathy and Equity
• Don't just do an activity. Consolidate it and reflect to make learning deeper

FACILITATE OR TELL? - Quiz Mode

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AGREE (Stand Up) if it is GOOD Facilitation

DISAGREE (SIT down) if it is NOT GOOD Facilitation.

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1. If a student is confused , give the correct AI definition even before giving thinking prompt to students — DISAGREE

2. If students have different opinions during activity/discussion, resolve the disagreement immediately — DISAGREE

3. Ask students to for evidence before calling an AI output correct/verified — AGREE

4. In a discussion on ethics-related topic, every student in the class must reach one correct answer. — DISAGREE

Key insight

A facilitation strategy is not tied to one activity.

The same pedagogy can come across lessons, but its depth & details becomes deeper as learners progress from Grade 7 to Grade 8 to Grade 9.

Match the Following - This is an individual Activity

MATCH THE FACILITATION MOVE TO THE LESSON

A. G7 L1 — What is AI? AI Around Us

B. G7 L7 — Understanding Problems Around Us

C. G8 L2 — What Makes Good Data?

D. G8 L3 — How Machines Learn Patterns

E. G9 L2 — AI and Society: Opportunities, Risks & Trade-offs

F. G9 L6 — Who Is Responsible? Accountability in AI Systems

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1. Examine the issue from developer, user, company, school and government perspectives

2. “Who benefits? What could go wrong? What conditions would change your decision?”

3. “Useful for what? What information is missing?”

4. Let learners predict, give more examples, then revise.

5. “What made you decide about AI?”

6..Keep asking “Why?” to move towards a root cause.

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Suggested matching: A→5, B→6, C→3, D→4, E→2, F→1.

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6 Helpful Facilitation Habits for 21st Century Pedagogy

1. Ask students for their answer before you explain — “What do you think?”

2. Test the reasoning given by students— “What made you say that?”

3. Ask the student for evidence when they make any claim— “What are you noticing?”

4. Dont give direct answers, ask more helpful questions. Keep uncertainty alive — “What more do we need to know?”

5. Disagreement is good, use it productively to guide Empathy and Equity — “Who sees it differently? Why?”

6. Dont just do an activity. Consolidate it and reflect to make learning deeper — “So what have we discovered?”

The facilitator’s job is not to remove thinking by giving answers too quickly.

It is to create the conditions in which learners can:

NOTICE → QUESTION → INVESTIGATE → REASON → JUDGE → ACT RESPONSIBLY.- 21st Century PEDAGOGY

MOCK SESSION

Min ClassRoom : 15 mins

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• Give/Ask participants a short curriculum-based activity - Grade 9 Lesson 5- AI Failure Lab
• 1 group will facilitate
• 2 groups will act as students
• Everyone else will be observers, will watch silently. No discussion or suggestions

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• The facilitator should intentionally use different moves: questioning, probing, waiting, asking for evidence, inviting multiple responses, rather than explaining.

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Checklist for observers during facilitation. They can share out after activity is done:

1. What did the facilitator do that made you think?
2. Where did the facilitator step in?
3. Where did they step back?
4. What would have happened if the facilitator had simply explained the answer?

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Now Individual Reflection Wall for all:

Put up 3 charts with the above prompts give them 2 min. To write their responses on sticky notes and put it on the charts.

• One facilitation behaviour I already use: ________
• One behaviour I need to consciously practise as an MT: ________
• One behaviour I need to stop doing: ________

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Mini Training Scene preparation (15 min.):

Say “So far we thought of facilitating a classroom, but you are also a Master Trainer who will be guiding the teachers, so now think if you have to facilitate the same activity in a teacher training rather than a classroom, what would you do differently?”

Take responses on the shift they will bring in a teacher training and note it down on a chart/board.

Consolidate

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1. Facilitation is about enabling thinking, not giving answers. Create space for learners to explore, reason, question and arrive at conclusions.
2. Facilitation moves should be intentional. Ask questions and intervene based on the learning objective and what learners need at that moment.
3. Know when to step in and step back. Provide a nudge when needed, but allow learners to productively struggle, explore and learn from each other.
4. MTs should model the facilitation they expect teachers to use. Experience and demonstration are more powerful than simply explaining facilitation strategies.
5. Cascade for application, not replication. When training teachers, create opportunities for them to practise, reflect and adapt the facilitation strategies to their own classroom context.

Check - In:

🔵 MY WALL OF STRENGTH

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✏️ After attending the MT training sessions:

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What are my new learnings that makes me confident as a Master Trainer to support my Cascade Teachers?

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Curriculum Theme/Construct 3 :

Bias, Ethics & Responsibility Studios

Themes for Cascade Training:

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1. QA + State Journey
2. Pre-Training Form (Day 1)
3. Impact of AI Education
4. Curriculum Theme:
1. Theme 1 : AI Sparks & Future Stories
2. Theme 2: AI System Labs Discovery
3. Theme 3: Bias Ethics Responsibility Studio
5. Facilitation & PedaGOGY - Mock Session Practice
6. Lesson Completion Form
7. Post-Training Form (Day 2)

Individual Reflection : 10 mins

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Think and write.

• Which section of the training do I feel most confident facilitating?

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• Which section of the curriculum do I feel most confident facilitating?

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• Which section of the training feels most challenging?

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• What support would help me become more confident?

Observation questions:

- what tools did the group use?

- was there space for participants to think?

- what is one thing you liked about the presentation.

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Day Closure: MAKE A PLEDGE

What is one thing that I will do better as an MT from today?

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GROUP PHOTO

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