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1Clear out junk files and repair common Windows errors2Scan for outdated or missing drivers - takes under a minute3Repair Windows errors before they cause bigger problemsThe strongest classroom AI policy starts with the assignment’s learning goal. For every task, state what students may do with generative AI, what requires disclosure, what is prohibited, what information must stay out of tools, and how students will show their own understanding. Check district, school, age, privacy and approved-tool requirements before asking students to use any system. UNESCO’s international guidance supports this human-centred approach, but it does not replace your local rules.
Start with the skill, not the software
A single rule such as “AI is allowed” or “AI is banned” cannot fit every learning activity. A brainstorming prompt may help a student plan an essay, while generated paragraphs could defeat an assignment intended to assess writing. An answer generator may support language practice in one lesson but remove the reasoning a mathematics problem is designed to reveal.
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Write the learning outcome first: the knowledge, process or performance students must achieve themselves. Then decide whether AI supports that outcome or substitutes for it. UNESCO’s Guidance for generative AI in education and research, published 7 September 2023 and last updated 16 January 2026, emphasizes pedagogically appropriate interaction, human agency, privacy and learner competencies. A useful interpretation for teachers is simple: permit assistance that leaves the assessed thinking visible; restrict assistance that performs the assessed thinking.
“AI must not usurp human intelligence.”
— Stefania Giannini, UNESCO Assistant Director-General for Education, foreword to Guidance for generative AI in education and research
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Use a three-level permission system for each assignment
Put the rule in the assignment directions, learning-management-system post or handout. Students should not have to infer permission from a general school statement.
| Category | Typical permitted actions | Student obligation | When it fits |
|---|---|---|---|
| Allowed | Generating practice questions, suggesting topics, explaining a concept in new words or offering non-substantive language support. | Check the output and complete the assessed work themselves. | The tool supports practice or access without replacing the target skill. |
| Allowed with disclosure | Brainstorming, translation, outlining, code debugging, feedback on a draft or editing for clarity. | Name the tool, describe the task, and identify what the student accepted, changed or rejected. | Assistance affects the process or wording but students retain responsibility for decisions and accuracy. |
| Not allowed | Submitting generated answers, analysis, images, code or prose as the student’s own when those elements are being assessed. | Use the school’s academic-integrity process if a concern arises; do not disguise prohibited assistance. | AI would perform the central skill or make independent understanding impossible to evaluate. |
The categories are assignment-specific. A student may use translation with disclosure in a language-support activity, for example, while translation is prohibited in an assessment of independent language production.
Compare tasks before deciding permission
Use the same six questions whenever you design or revise a task:
- What is the learning objective? State the exact skill or knowledge students must demonstrate.
- Does AI support or substitute for that objective? Distinguish a hint or explanation from a completed solution.
- What level of assistance is acceptable? Define whether students may ask for ideas, feedback, editing, translation, generation or none of these.
- What disclosure is required? Tell students whether a brief statement, process log or full interaction record is needed.
- Is the tool suitable and safe? Check approval status, age terms, data handling and accessibility.
- How will students demonstrate understanding? Plan a draft, oral explanation, worked steps, reflection, demonstration or other evidence.
| Assignment example | Likely rule | Evidence of learning |
|---|---|---|
| Idea generation for a research question | Allowed with disclosure; students must verify and narrow the suggestions. | Final question, source rationale and short note describing the prompts used. |
| Close reading of a poem | Not allowed for interpretation if independent analysis is the objective; accessibility accommodations may be handled separately. | Annotations and an explanation that quotes the poem accurately. |
| Revision of a student-written draft | Allowed with disclosure for grammar or clarity feedback; no wholesale rewriting. | Original draft, selected feedback, revised draft and a change explanation. |
| Introductory coding practice | Allowed for hints or debugging if the student can explain each change; generated solutions may be prohibited. | Runnable code, comments on the logic and a short live or written walkthrough. |
| Timed exam measuring recall | Not allowed unless the assessment explicitly includes an approved accommodation. | Responses produced under the stated assessment conditions. |
Write a disclosure rule students can follow
“Cite AI” is too vague unless you explain what counts as meaningful assistance and what record to keep. The reviewed UNESCO guidance does not mandate one universal format, so choose a consistent method that matches the task.
A short disclosure statement
For minor assistance, require a sentence such as: “I used [tool name] to brainstorm three possible topics and to suggest grammar corrections. I checked the suggestions and wrote the final response myself.” Students should replace the bracketed text with the actual tool name; template variables belong in code formatting only when you publish a reusable form.
A process log for substantial assistance
For an extended project, ask students to record:
- The tool and date of use.
- The purpose of each interaction: brainstorming, explaining, translating, editing, coding or another defined function.
- A concise description or copy of important prompts and outputs, subject to privacy rules.
- Which suggestions were accepted, modified or rejected.
- How facts, quotations, calculations and citations were independently checked.
Do not require students to submit sensitive conversation content. A description of the assistance can be enough when the full transcript would expose personal information or another person’s data.
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State the consequence of silence clearly
Tell students whether failure to disclose is handled as a process violation, an academic-integrity concern or a request for clarification. Apply the school’s established procedure rather than inventing a separate penalty for AI cases.
Protect student privacy and choose age-appropriate access
Students should not enter personal, sensitive or identifiable information into a generative-AI tool unless the school has approved that specific use. “Anonymous” text can still contain names, locations, health details, family circumstances, unique events or identifiable writing.
Information to keep out by default
- Full names, student numbers, email addresses and account credentials.
- Health, disability, counselling, safeguarding or disciplinary information.
- Home addresses, precise locations, schedules and family financial details.
- Unpublished work belonging to another student, colleague or community member.
- Photos, voice recordings or documents that identify a child or another person.
Approval and age checks
Before assigning access, confirm that the tool appears on the school or district’s approved list, understand the account and retention settings, and check the service’s age terms. UNESCO identifies data privacy and age limits as policy issues; the legal requirements vary by jurisdiction. If approval or age eligibility is uncertain, provide a non-AI route that lets the student meet the same objective.
Teach a safe prompting routine
- Remove names and identifying details.
- Replace a real scenario with a fictional or generalized one.
- Paste only the minimum text needed for the task.
- Check whether the tool stores, shares or uses inputs for other purposes under the school’s approved configuration.
- Delete drafts or conversations when the approved retention policy requires it.
Make students’ learning visible
A finished product alone may not show who made the decisions. Build proportionate process evidence into the task instead of treating surveillance as the main control.
Evidence options
- Planning notes, outlines, worked calculations or version history.
- A short explanation of why a claim, design choice or code approach was selected.
- Fact-checking notes that identify the original source of important information.
- An oral conference, demonstration or in-class writing sample.
- A reflection describing useful, incorrect or biased AI suggestions.
Use only the evidence needed for the learning goal. Requiring a full transcript for every low-stakes brainstorm creates privacy and workload problems without improving assessment.
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Generative systems can produce confident but false statements, invented citations, arithmetic errors, incomplete explanations and biased framing. Require students to verify consequential claims against reliable sources, inspect calculations, test code and confirm that quotations actually appear in the cited work. The verification method should be part of instruction, not an unspoken expectation.
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Do not treat detector output as proof
The official material reviewed here does not establish the accuracy of AI-writing detectors or prescribe a universal enforcement process. A detector score alone should therefore not be the basis for a misconduct finding. If work raises concerns, follow the school’s existing academic-integrity procedure, invite the student to explain the process, and consider drafts, notes, version history and demonstrated understanding.
Teach responsible use instead of compliance alone
Rules are more effective when students understand the reason behind each limit and practice the required behavior. UNESCO calls for AI competencies for learners and capacity building for teachers. A short lesson can cover:
- How generated text differs from evidence and expert knowledge.
- How to ask for an explanation without surrendering the decision.
- How to detect unsupported claims, stereotypes and missing perspectives.
- How to protect personal information and respect copyright or confidentiality.
- How to disclose assistance honestly and preserve their own voice.
Model a flawed output anonymously, have students mark claims that need checking, and show how a revised prompt or a non-AI source improves the result. Make clear that a tool may be unavailable because of age, accessibility, privacy, cost or approval constraints; students are entitled to an equivalent non-AI pathway.
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Publish a one-page classroom policy
A concise policy is easier to apply than a long list of abstract principles. Adapt this structure to your school’s rules:
Purpose
“We use generative AI only when it supports the learning objective and does not replace the thinking being assessed.”
Assignment label
Mark every task as Allowed, Allowed with disclosure or Not allowed, and list any exceptions for accommodations.
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Disclosure instruction
“If you use AI in an allowed-with-disclosure task, name the tool and explain whether it helped you brainstorm, explain, translate, edit, code or generate content. Describe what you checked and changed.”
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Privacy instruction
“Do not enter personal, sensitive or identifiable information, or anyone else’s private work. Use only approved tools and follow age and account requirements.”
Evidence instruction
“Keep the drafts, notes, calculations or version history specified in the assignment. Be prepared to explain your choices and verify important claims.”
Support and alternatives
“Ask before using a tool if you are unsure. A non-AI option is available when access, approval, age or privacy requirements prevent use.”
Independent reader supportYour contribution helps us test, update, and keep practical guides available for everyone.Implement the policy in a repeatable sequence
- Write the outcome. Identify what students must know or do without outsourcing the central performance.
- Map assistance. List specific AI actions that support the outcome and actions that would replace it.
- Assign a permission level. Choose allowed, allowed with disclosure or not allowed; record exceptions.
- Add the disclosure method. Provide the sentence, form or process log students will use.
- Check tool and student eligibility. Confirm approval, age terms, privacy settings, accessibility and account requirements.
- Prepare an equivalent alternative. Do not make a student’s grade depend on access to an unapproved or unavailable service.
- Plan evidence. Decide which drafts, explanations, demonstrations or reflections are proportionate.
- Teach the reason. Explain the learning goal, privacy risk and verification expectation before students begin.
- Assess the work and process. Evaluate the stated criteria and use established integrity procedures for concerns.
- Review after the task. Note confusion, unequal access, privacy issues and whether the rule measured the intended skill.
Handle common classroom situations
“Can I use ChatGPT for homework?”
Answer by naming the assignment category, not by giving a blanket yes or no: “For this homework, you may use it to generate practice questions, but not to write your response. If you use it for brainstorming, include the disclosure sentence.” If the directions do not say, students should ask before using it.
A student submits polished work with no process evidence
Request the evidence specified in the assignment and ask the student to explain key decisions. Avoid treating style or a detector score as conclusive. Apply the school’s normal process if the explanation and available evidence indicate a possible integrity breach.
The approved tool is unavailable
Allow the prepared non-AI route and do not penalize the student for an outage, age restriction, inaccessible interface or account problem. Record the incident and revise the task if access is repeatedly unreliable.
A student pastes private information
Stop the activity, follow the school’s data-incident procedure, and avoid redistributing the material. Review what was entered, who may have received it and whether accounts or records need attention. Then reteach the anonymization routine before the student resumes.
An accommodation involves AI assistance
Coordinate with the appropriate support staff and the student’s documented plan. Distinguish an accessibility accommodation from an unapproved substitution for the learning objective, and record the permitted support in the assignment directions.
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Keep rules current and fair
Generative-AI services, school approvals and age terms change. Revisit the policy when a tool is added or removed, when an assignment’s objective changes, after a privacy incident, and at a scheduled point each term or school year. Ask students whether the instructions were understandable and whether the alternative route was genuinely equivalent.
Apply the same permission categories to comparable tasks, but do not force every subject into identical rules. A science lab report, a language exercise and a timed recall test measure different skills. Consistency means explaining the reason for the difference, not pretending the objectives are the same.
Ireland’s Department of Education has announced national guidance on AI use in schools drawing on UNESCO and European Union best practice. That example illustrates why teachers should check their own district, school and legal requirements rather than importing another country’s policy unchanged.
Teacher and school responsibilities
- Provide professional learning on prompting, verification, privacy and assessment redesign.
- Maintain a current list of approved tools, age restrictions and data-handling expectations.
- Offer shared disclosure language so students do not receive conflicting instructions.
- Audit whether AI rules create unequal access for students with limited connectivity, paid-tool barriers or disabilities.
- Give staff a clear route for reporting privacy incidents and resolving integrity concerns.
- Review assessment design so important learning is demonstrated through more than a detachable final product when appropriate.
Teachers should not be expected to approve a service, interpret privacy law or investigate a suspected breach alone. School leadership needs to define those responsibilities and communicate them to families and students.
Questions to answer before publishing any rule
- Can a student read the rule and tell exactly what is permitted on this task?
- Does the rule protect the skill the assignment is meant to measure?
- Does it explain what to disclose, in what format and by when?
- Does it prohibit entering personal or identifiable information?
- Has the school confirmed tool approval and age suitability?
- Can a student complete the work without AI if access is unavailable?
- Will the evidence requested reveal learning without collecting unnecessary private data?
- Is the response to suspected misuse grounded in the established academic-integrity process rather than a detector alone?
Bottom line for classroom policy design
Set the rule at the assignment level: protect the learning objective, classify assistance as allowed, allowed with disclosure or not allowed, require a practical disclosure, keep personal data out of tools, and ask for proportionate evidence of the student’s own understanding. Teach verification and human judgment, provide a non-AI route, and revisit the wording as local policy and technology change. UNESCO’s guidance offers a human-centred foundation, but the binding answer for a classroom comes from the school, district and applicable jurisdiction.
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