Where schools and families start with AI
AI literacy materials for European and international schools, mapped competence by competence to the EU/OECD AILit Framework and UNESCO's AI competency framework for students, plus the assessment and documents school leaders need to make it official. Made by Diana: an IB teacher, cybersecurity and compliance lead, and AI builder.
Young learners use paper, stories and discussion, with no accounts.
What brings you here?
Choose parents, teachers or school leadership.
In school For teachers and for leaders
The library
Complete lesson packs with the scripts, unplugged-first for the youngest, mapped competence by competence to the AILit Framework and UNESCO’s student framework, plus two courses for your own practice. Start with the free Robot in the Box lesson.
Get your staff and students AI-ready
The Leader’s Toolkit for the whole-school decisions, safety-first courses for your staff, and the classroom library scoped with your school.
The future of AI should benefit humanity.
Who’s behind this
A teacher turned AI builder
These resources are brought to you by Diana, a former teacher with almost two decades in international education. She taught and examined IB Theory of Knowledge, IB integrated humanities (I&S), GCSE ethics, and linguistics. She later managed operations in cyber security and led compliance (ISO 27001 and 9001). As the founder of AI Safe Lens, she’s now a safety-first AI literacy educator, AI architect and builder, and EU AI compliance consultant.
The classroom materials come from someone who spent thousands of hours teaching and examining. The policies and assessments are written to the standard a compliance lead is held to. The AI is what she works with every day, building and governing these systems herself.
- Almost two decades in education
- Former IB TOK teacher & examiner
- Cyber security ops, ISO 27001 & 9001 lead
- EU AI Act & GDPR consulting
- AI community workshop leader
Contact
Send feedback, corrections or requests for a resource to [email protected].
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