Artificial Intelligence

Profile

Beijing World Youth Academy (BWYA) is an independent, international, day school located in Beijing. Founded in 2001 with a small cohort of students studying the International Baccalaureate Diploma Programme, it has now grown into a large K-12 school with over 1100 students. BWYA has developed a reputation for academic excellence coupled with a strong sense of community. We educate students with English and Chinese as the main language of instruction, as well as with a commitment to the Chinese government education policies for national students. BWYA is authorised with International Baccalaureate Organisation (IB), Cambridge International Examinations (CIE), and accredited by Western Association of Schools and Colleges (WASC). The school is also a member of Association of China and Mongolia International Schools (ACAMIS) and East Asia Regional Council of Schools (EARCOS).

Mission

Beijing World Youth Academy strives to provide members of our community excellent learning opportunities that incorporate critical investigation, exposure to different cultural perspectives and assessment against objective criteria. Our mission is to develop principled, open-minded thinkers who are capable of integrating with diverse international communities and who are empowered to shape their environs for the improvement of quality of life for themselves and others.

Values

As a school community, these are our values:

Compassion: We respect and empathise with the rights, opinions, culture and feelings of others.
Trust: We believe that honesty, integrity and reliability in ourselves and others, forms the cornerstone of our community.
Solidarity: We value harmony and oneness while recognising the individuality of each person in our community.
Collaboration: We recognise that the development of the student is the shared responsibility between the student, the family and the school.

Schoolwide Learner Outcomes

We have adopted the International Baccalaureate ® (IB) Learner Profile, which describes a broad range of human capacities and responsibilities that go beyond academic success, as our Schoolwide Learning Outcomes as part of our commitment to help all members of the school community learn to respect themselves, others and the world around them.

As learners we strive to be:

Inquirers: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
Knowledgeable: We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
Thinkers: We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
Communicators: We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
Principled: We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
Open-minded: We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
Caring: We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
Risk-takers: We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Balanced: We understand the importance of balancing different aspects of our lives — intellectual, physical, and emotional — to achieve well-being for ourselves and others. We recognise our interdependence with other people and with the world in which we live.
Reflective: We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

Introduction

Artificial Intelligence is not new to education and has existed in various forms to support teaching and learning. At BWYA, we recognise the importance of integrating AI as a tool for learning while maintaining a human‑centred approach. While generative AI tools have brought about significant discussions around its use in educational settings, we believe that AI should augment human intelligence, not replace it. BWYA embraces the potentials of generative AI in education while ensuring that we adhere to our school mission to develop principled, open‑minded thinkers. This policy outlines our stance on leveraging AI technologies to enhance student learning experiences, all while emphasizing the crucial role of human interaction and ethical considerations in teacher practice.

Guiding Principles

Teachers and guardians have an irreplaceable role in student learning.
AI can assist teachers in providing individualised support and unique learning experiences for students.
AI is a permanent fixture. As a school community, we bear the responsibility to adopt practices that teach students how to use AI tools ethically and effectively.
AI presents ethical implications for everyone in the school community. Through modelling and training the responsible and mindful usage of AI, our community can ethically and effectively use AI as a tool that positively impacts teaching and learning.
We acknowledge the rapid advancements in AI and commit to adapting practices to align with emerging trends.
We are committed to safeguarding, child protection, and the data security of users of AI within the community.
We commit to upholding personal agency and the authenticity of our own voice and work, ensuring that AI enhances rather than replaces our originality and integrity.

Policy and Implementation

Responsibilities

School

Is expected to inform and train staff about AI technology and its applications in education.
Provide access to AI tools that are appropriate for K‑12 education.
Is expected to provide opportunities for collaboration between parents, educators, and the school community to ensure a shared understanding of the benefits and implications of AI technology in education.

Teachers

Are expected to stay informed about AI technology and its applications in education.
Purposefully integrate AI‑based tools into their teaching practices, aligning them with unit goals and objectives.
Clearly communicate to students the expectations for AI use in all assessed tasks.
Communicate transparently their use of AI tools to staff and students.
Prioritise and model the ethical use of AI tools, guiding students on responsible and mindful usage to foster academic integrity.
Receive professional development to equip them with the necessary knowledge and skills to effectively integrate AI tools into the learning process.
Are required to use school‑endorsed AI technologies with students. Other AI tools not endorsed by the school, should not be used with students.
Adhere to child protection and safeguarding practices when using AI.
Ensure that any personally identifiable information is protected when using AI tools.
Ensure the authenticity of student work using AI detection tools, such as Turnitin and GPTZero.

Students

Maintain academic integrity. Students are expected to comply with teacher instructions and learning processes to ensure the authenticity of their work.
Should clearly understand the expectations for AI use for each task assigned by teachers.
Should communicate transparently their use of AI tools to complete academic work and correctly cite AI sources in their learning process.
Are expected to engage with AI tools to enhance their creativity, problem‑solving abilities, and adaptability with the supervision and guidance of their teachers.
Evaluate AI generated content critically, questioning the source and verifying the accuracy of the information.

Parents

Familiarise themselves with the school's stance on AI in education as outlined in the policy document.
Play a crucial role in supporting their children's exploration of AI technology and encouraging responsible use of AI tools, including modelling the ethical use of AI.
In instances of suspected academic misconduct related to AI, parents are expected to participate in investigations and discussions initiated by school administrators.

Ensuring the Authenticity of Student Work

Processes for ensuring the authenticity of student work:

Teachers should focus on the process and not the product, gathering evidence of student learning, such as speaking/writing output throughout the learning process.
Teachers are expected to teach students how to cite AI generated text and media using the guidance from the IBO and CIE.
All formally assessed student work should be evaluated using Turnitin and GPTZero to analyze for AI generated content, excluding work under teacher supervision.
Work suspected of being AI generated should be evaluated using additional tools for detecting AI generated content.
Students who are suspected of submitting uncited work using AI generated content may be subject to oral examination as part of the authentication process to verify students' understanding and ownership of the work.
Students should transparently communicate their use of generative AI tools to support their learning, following guidelines outlined by the school and in accordance with the IBO and CIE.
Failure to follow authentication guidelines may result in disciplinary actions for academic misconduct per the Academic Integrity Policy.

Guidelines for AI in Teaching and Learning

The below guidelines seek to address expectations for teachers choosing to implement AI in their teaching practice.

Personal and Identifiable Information

Teachers must not include staff or student personal and identifiable information in any AI system. This includes:

ID numbers (Students/Staff)
Full Names (Students/Staff/Parents)
Photos of staff or students
Phone numbers
Email addresses
Parent contact information (phone, email, physical address)

Teachers may include the following information in AI prompts:

Student given names or English names
Age
Grade Level

Student‑facing AI

Teachers will only allow students to use the following AI tools endorsed by the school. These tools have been verified for student use based on the following criteria:

Guardrails established to ensure Child Protection, Safeguarding, and data security and privacy
Compliant with FERPA, CIPA, COPPA, GDPR, and PIPL.
Guardrails that mitigate academic dishonesty concerns

List of Accepted AI Tools:

Magic School
Canva AI Image Generator
Microsoft CoPilot (Grades 6 and above)
Khan Academy
Jstor

Prompt Engineering

Teachers using AI for teaching and learning must always adhere to prompt design principles. Though not an exhaustive list, teachers should use prompt engineering when:

developing classroom materials and resources
creating chatbots for student engagement
generating report comments
differentiating content
creating model content
generating formal or informal communications
developing individualized support

Prompt Engineering Principles

When creating prompts, teachers should include the following information in the prompt:

Role (who is the AI acting as?)
Audience (who is AI writing to?)
Task (what instructions are you giving the AI?)
Context (what is the context or situation that this content will be used?)
Constraints / Limitations (what is the scope of the topic or content?)
Structure (what is an example of the expected output or an example structure of the output?)

Human Review

A typical workflow when using generative AI is:

Human Input > AI Generated Content > Human Review

Teachers using AI must take the extra step to review and verify the output of the generated text for the following:

Fact‑check. All information produced by AI may have factual inaccuracies. Teachers must review the information for factual errors.
Grammar Errors. Although AI excels at language, it still may contain grammatical errors.
Bias. AI is built on content samples from many sources. Depending on the AI model, the source content may have inherent biases. Teachers must be vigilant in reviewing content for biases.
Coherence. Ensure that the content produced is coherent and readable by the target audience.
Cohesion and Logic. Teachers should review the content for a logical structure and a cohesive narrative. This includes clear main ideas, details and evidence in support of the main ideas, and cohesion between main ideas throughout the text.
Tone. Teachers should ensure that the tone fits the target audience, the context of the communication, and the intended message.

(Modified from AIContentfy)

Transparency

Just as we hold students accountable to citing AI generated content. Teachers must add citations or notes where content has been generated using AI. The prompt used and the original output is not required to be added to resources produced for students.

Citation examples include:

(text taken from [Platform], 2024)
(text paraphrased from [Platform], 2024)

Document note example:

[Platform]. (9 May 2024)

Classroom Materials and Resources

When creating classroom materials and resources with AI, teachers should ensure the highest quality result by:

Following prompt engineering principles
Reviewing the output according to the human review guidance
Indicating to students that the content was produced with AI

The content should be used purposefully within the context of the task, such as to:

Differentiate for student needs, such as making texts accessible or seeking increased engagement based on student interest.
Act as a substitute where no other resource is available. School endorsed resources, such as textbook resources or digital resources, should always be considered before generating AI content.
Modify or redesign approaches to teaching and learning, providing opportunities to improve student engagement and outcomes.

Unit Plans, Lesson Plans, and Assessments

Unit plans, lessons plans, and assessments generated with AI, should only be used as a starting point for inspiration or identifying creative opportunities. Teachers exploring AI to support with unit planning, lesson planning, and developing assessments should:

Follow prompt engineering principles
Review the output according to the human review guidance
Indicate to students that the content was produced with AI

AI generated content may be used to support the development of unit plans, lesson plans, and assessments. However, under no circumstances should wholly AI‑generated unit plans, lesson plans, or assessments be used to document curriculum or assess student learning.

Feedback

Written feedback to students whether for formative or summative assessments may be generated with AI under the following conditions; however, the teacher is ultimately the primary provider of feedback and AI tools to supplement teacher feedback.

AI Generated Feedback

For generating feedback with AI:

Prompt engineering principles should be strictly followed, containing:
- Grade
- Task Instructions
- Rubric
- Examples of student work with grades and teacher‑produced feedback
Teachers should review the output according to the human review guidance
- Review the student work to ensure that the feedback meets the task criteria
- The feedback can be adequately rationalized based on the student work and the task rubric

Revising Teacher Feedback with AI

There are instances where teachers may need to produce narrative feedback or revise dot‑pointed feedback. AI can support with this under the following conditions:

The teacher first reviews the student work and creates dot‑point feedback based on the task rubric.
Prompt engineering principles are strictly followed, containing:
- Grade
- Task Instructions
- Rubric
- Examples of student work with grades and teacher‑produced feedback
The dot‑point feedback is revised or produced as narrative using the AI.
The teacher must review each student’s feedback using the human review guidance.

Student Feedback Tools

Generative AI presents opportunities for creating student feedback chatbots. These chatbots cannot replace individualized feedback and conferencing from teachers. The writing process is iterative and where smaller iterations are taking place, student feedback chatbots can prove useful for students. Teachers must adhere to the following guidance for creating student feedback tools:

Prompt engineering principles should be strictly followed, containing:
- Grade
- Task Instructions
- Rubric
- Examples of student work with grades and teacher‑produced feedback
The teacher should test the chatbot using several examples of student work and modify the prompts until the chatbot can consistently produce the expected results.
The chatbot should be created using one of the listed and approved AI tools for students.

Reporting with AI

AI has the potential to save teachers and admin time when writing and reviewing report comments. Teachers may use AI to facilitate report comment generation under the following conditions:

For the subject being reported on, the teacher first prepares a dot‑pointed list of individualized feedback for each student following the divisional reporting guidelines.
Prompt engineering principles are strictly followed, including at least two lengthy exemplars of previous comments written in the author’s own tone and style.
The teacher provides the prompt, example comments, and individualized student feedback.
The teacher goes through the human review process to ensure the validity of the information and includes revisions.
The prompts, examples, dot‑pointed feedback, and revised comments are archived by teachers in the event that the department head and division head would require review.