Our focus is on helping students demonstrate that their work genuinely reflects their own learning and thinking. Students are expected to be able to explain their ideas, describe their learning process, and provide evidence that the work they submit is authentically their own. When questions arise about a piece of work, our starting point is to verify its authenticity rather than to prove academic misconduct. Demonstrating ownership of learning is an important part of acting with integrity.

Teachers explicitly teach the skills of note-taking, paraphrasing, referencing and citation, and recognise that mistakes may occur as students develop these skills. Academic integrity is a shared responsibility. Students are expected to complete their work honestly, follow teacher guidance, and seek clarification whenever they are unsure about what is acceptable. 

Academic misconduct occurs when a student acts dishonestly or unfairly in order to gain an academic advantage or presents work that is not authentically their own. Students who knowingly help another student commit academic misconduct are also responsible for their actions.

The main areas that constitute academic misconduct include:

To help students demonstrate that their work authentically reflects their own learning, teachers may use a range of strategies, including:

Demonstrating Authenticity: students may be asked to explain their thinking, describe how they completed a task, or share evidence of their learning process. This may include discussing drafts, research notes, planning documents, version history, or earlier stages of their work.

Drafting and the Learning Process: Teachers monitor the development of students' work throughout the drafting and submission process to verify that it authentically reflects their learning. Students are expected to develop their work in class as well as at home so teachers can observe their thinking and provide feedback.

Unless otherwise directed by the teacher, all digital work, including drafts, must be produced in the JIS Google Workspace (e.g. Google Docs, Slides or Sheets). Students must not complete work in another application and then copy and paste it into Google Workspace. When AI is permitted, students must use the school's approved AI platform, Flint AI, unless their teacher has given different instructions.

Support from Parents and Tutors: Parents and tutors can play an important role by encouraging students, asking questions and helping them organize their work. However, the ideas, writing and final product must remain the student's own. If a student receives support from a parent or tutor beyond general guidance, they should discuss this with their teacher so that expectations are clear and the authenticity of the work can be maintained.

Citations and References: JIS Middle and High School use MLA 9th Edition for citations and references. Teachers explicitly teach students how to take notes, paraphrase, cite sources and reference information appropriately as they develop their research skills.

Teacher Check-ins: Teachers may hold conferences with students during or after an assessment to discuss their work, ask questions about their thinking or clarify how they reached their conclusions.

At JIS, we are committed to preparing students for a world where Artificial Intelligence (AI) plays a significant role. Our philosophy is simple: AI’s job is not to do students’ work for them, but to help them explore ideas, organize their thoughts, and push their creativity further than ever before. These guidelines establish a framework for how to use this tool wisely, ensuring students’ personal judgment and original ideas always come first. 

Student Guidelines:

Ask first. Never assume that you can use AI in your learning task.

• When unclear or in doubt about if/how you are allowed to use AI, ask your teacher for clarification. 

If you are allowed to use AI:

• For those under the age of 13, responsible use of AI includes only using AI tools offered by teachers (example: FlintAI and Canva). 

Think first. Problem-solve on your own before using AI.

Use AI as a thinking partner, not a shortcut. Use AI as a tool to enhance your ideas and thinking, not to replace your work or do the task for you.

Check before you trust AI. Always verify information you obtained from AI with other sources, just as you would any information. AI can be biased, inaccurate, or wrong.

Always give credit to AI. Describe how you used the tool to help you in your tasks. Failure to do so will be considered plagiarism. Here are some examples of how you might acknowledge the use of AI tools.

For all externally assessed work, the external body’s AI policies will apply:

• IBO ChatGPT/AI statement

• IB Summary (Short Version)

• IB Summary (Long Version)

• College Board Guidance for AI use on AP assignments/assessments

Prohibited Use Examples:

• Using AI to generate full essays, scripts, or creative works without human authorship

• Using AI to bypass required cognitive effort or academic tasks intended to assess individual skill.

• Submitting AI-generated work as original without disclosure (plagiarism).

• Entering full names, ID numbers, emails, grades, or sensitive student data into AI platforms.

• Using AI below the age of 13, unless under direct teacher supervision with parental consent.

Parent-Specific Guidelines:

1. Build your understanding of AI and its impact on learning. Take the time to learn how AI can influence your child’s thinking, learning habits, cognitive development, and day-to-day school experience.

   1. Utilize school-provided resources such as workshops, research materials, and presentations to stay informed.

2. Familiarize yourself with JIS AI guidelines. Review how AI is used across Elementary, Middle, and High School divisions, noting that expectations may differ depending on the subject and type of tasks. 

3. Keep an open dialogue with your child(ren) about how they use AI, why honesty and academic integrity matter, and the importance of fact-checking. Encourage them  to use AI as a support for  learning, not a replacement for their own thinking.

4. Support safe and responsible use. Ensure your child follows age restrictions and remind them  not to share personal information (e.g., name, email, or other identifying details.) when using AI tools. 

In Middle School, our response to academic misconduct is centred on learning. We recognise that students are developing the knowledge and skills needed to act with academic integrity, and that mistakes may occur as they learn. All breaches of academic integrity are taken seriously and are viewed as opportunities to teach, reflect and build understanding.

When determining an appropriate response, the school will consider:

• the student's age and stage of development

• the nature and seriousness of the misconduct

• whether the behaviour resulted from a misunderstanding or a deliberate choice

• any previous incidents of academic misconduct*.

Responses are cumulative throughout Middle School, with students expected to demonstrate increasing independence and integrity as they prepare for High School. Repeated or deliberate breaches will result in increasingly significant academic and behavioural consequences.

Taking Responsibility: If a student realises they have made a mistake or breached academic integrity, they are encouraged to tell their teacher before it is discovered. Taking responsibility and being honest will be considered when determining the appropriate response.

*Repetition of offences impacts the severity of consequence.

Possible Consequences for Repeated Offences

2nd Instance in Middle School:

• • No Grade (NG) for work submitted

  • Meeting with parents at school

  • Record in PowerSchool

  • Detention. 

Subsequent Instances in Middle School:

• • Suspension (internal or external). Incident logged, family meeting, written reflection, and meeting(s) with Associate Principal and/or external support

  • Ineligible for MS student leadership positions

  • Possible recommended withdrawal from JIS.

Important Information

Repeated Incidents

Academic integrity incidents are cumulative throughout a student's time in Middle School. Repeated breaches will result in increasingly significant academic and behavioural consequences.

Honesty Matters

Students who take responsibility for their actions and honestly acknowledge a breach of academic integrity demonstrate integrity. This honesty will be taken into consideration when determining the appropriate response, although it does not remove the academic consequences of the misconduct.

Updated August 2026