Follow material in an order that builds understanding.
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Unit 02 · knowledge for judgment
Plan for this page
After this unit, you should be able to
Terms you will use
These definitions prepare you for the reading; you do not need to memorize them.Concepts, facts, methods, vocabulary, and patterns a learner can use to recognize a situation and reason without first outsourcing the whole question.
Using knowledge or a method in a different problem, setting, representation, or decision from the one in which it was learned.
Judging what is known, how it is supported, what remains uncertain, and which evidence or expertise is appropriate.
A learner cannot reliably evaluate every generated answer from style alone. Subject vocabulary helps frame a question; facts and concepts help notice an impossible result; methods help inspect the steps; and knowledge of the field helps find an appropriate source or expert.
This does not require memorizing every available detail. It requires enough connected knowledge to orient, formulate, compare, and detect when a situation exceeds your competence. What counts as enough varies by role, age, domain, consequence, and access to qualified support.
A traditional task may combine several goals: recalling terms, organizing evidence, calculating, writing clearly, practising persistence, or making an original interpretation. If AI can perform part of the task, educators should identify which capability the task was intended to reveal before keeping, banning, or replacing it.
Some routines can become less central while deeper goals remain. A learner may use a calculator after understanding quantity and operation, or a translation aid while still learning to interpret tone and context. Support should be introduced with an explicit account of what must become independent and what may remain tool-assisted.
Domain capability includes knowledge and methods. Learning capability includes practising, monitoring confusion, seeking feedback, and revising. AI capability includes understanding what the system can access, how it can fail, and how to verify it. Civic and ethical capability includes consequences, rights, attribution, fairness, and responsibility.
These layers reinforce one another. Technical tool skill without subject knowledge can produce confident misuse; subject knowledge without AI literacy can leave a learner unable to evaluate new workflows; both without ethical judgment can ignore affected people. Curriculum choices should make the intended combination visible.
Interactive model
Core concepts, facts, vocabulary, examples, and relationships needed to orient in the domain.
Misconception to correct
Active checks
Explain back and transfer
Source context
Frames student AI competency through human-centred judgment, ethics, techniques, applications and design; national and local curricula still determine specific subjects and progression.
Supports retrieval, worked examples, problem solving and connections between representations; it does not prescribe which facts every learner must memorize in an AI-rich environment.
A learning-design framework for agency, multiple representations and forms of action; it guides access and participation but does not imply that every learning goal or assessment should be identical.
