This paper presents a structured activity to introduce high school students in the topics of representation and reasoning in Artificial Intelligence, which are completely new for them at this educational level. The activity has been designed in the scope of the Eras-mus+ project called AI+, which aims to develop a curriculum of Artificial Intelligence (AI) for high school students in Europe. As established in the AI+ principles, all the teaching activities are based on the use of the student's smartphone as the core element to introduce a practical approach to AI in classes. In this case, a smartphone app is developed by students using the MIT App Inventor software. The topics of representation and reasoning are introduced to students by means of topological maps and graph-like representations, which are used later to perform a simple probabilistic reasoning over them.

The present paper is part of the European Erasmus+ project on educational innovation led by the UDC and entitled “AI+: Developing an Artificial Intelligence Curriculum adapted to European High School”. In this paper, the progress achieved during the first year of the project will be presented. Mainly, the definition of the methodological approach for this future subject has been defined, and the AI topics to be dealt with at this age have been established. It has been a great effort to select the most appropriate focus for this subject considering the students’ and teachers’ technical background and the schools’ equipment.

This paper presents a structured activity based on a game design to introduce k-12 students in the topic of super-vised machine learning from a practical perspective. The activity has been developed in the scope of an Erasmus+ project called AI+, which aims to develop an AI curriculum for high school students. As established in the AI+ principles, all the teaching activities are based on the use of the student's smartphone as the core element to intro-duce an applied approach to AI in classes. In this case, a smartphone-based game app is developed by students that includes a neural network model obtained with the "Personal Image Classifier" tool of the MIT App Inventor software. From a didactic perspective, the students dealt with supervised learning to solve a problem of image classification. The main learning outcome is the under-standing of how relevant is to develop a reliable machine learning model when dealing with real world applications. This activity was tested during 2021 with more than 50 students belonging to six schools across Europe, all of them enrolled in the AI+ project.

This paper presents a proposal of specific curriculum in Artificial Intelligence (AI) for high school students, which has been organized as a two-year subject. The curriculum was designed based on two premises. The first one is that, although the proposal is targeted to scientific programmes, the involved students and teachers do not have any previous knowledge about AI. Accordingly, the teaching units have been designed with the aim of supporting teachers in a new discipline for them and, in addition, providing an introductory level to students. The main didactical objective is to establish the fundamentals of AI from a practical perspective, learning technical concepts by using them to solve specific problems. The approach that has been followed in the teaching units is focused on developing embedded intelligence solutions, that is, programming real-world devices which interact with real environments. To this end, and to address a second fundamental premise of low investment capability at schools, it has been decided to use Smartphones as the central technological element to implement such embedded intelligence at classes. This curriculum has been developed within the Erasmus + project entitled "AI + : Developing an Artificial Intelligence Curriculum adapted to European High School". The project was carried out by a team of AI experts and high school teachers who created the teaching units, and a group of students that tested them for three years, providing feedback to make the curriculum feasible for its introduction in schools in the short-term. The main results obtained from its implementation within the project scope are presented and discussed here, with the aim of contributing to the AIEd community progress by means of a practical pilot experience. Although the curriculum has been designed and tested at European level, it has been created with a general perspective of AI education, so it can be applied worldwide.

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