Artificial Intelligence (AI) in schools: guidelines and guardrails

Section 3 - Checklist and Exemplification

In line with the guidance produced by SQA (now Qualifications Scotland) and the ethical approaches outlined in Section 1, this section provides examples of acceptable and unacceptable uses of AI within a school setting.

Technology evolves rapidly and, as such, there is no set list of examples. AI suitability will largely depend on your context and the approach taken by your local authority.

However, some examples have been developed to help you think about how AI could help with teaching and learning, and when this may not be acceptable (see exemplification below). Furthermore, to help guide your decisions about possible use of AI in your work, and to ensure fairness for children and young people, you should consider the following questions.

Due to differing considerations, these have been divided into two categories, namely using AI for teaching and learning and using AI to assist with administrative tasks. If the answer is NO or DON’T KNOW to any of these questions, then you should not use AI for this purpose.

AI Use Checklist

All AI use within education should be considered within the context of the principles set out in Section One of this guidance.

Using AI for teaching and learning

Example: Utilising an AI tutoring system to assist with literacy skills in the classroom.

1. Will the AI output serve as an effective means for children and young people to demonstrate their knowledge, skills, or understanding?

2. Can I, or a responsible person in my school, provide appropriate supervision and guidance on the use of this tool?

3. Is the tool suitable for pupil use, including being age-appropriate for the intended users and stage of education?

4. Is the tool approved for use by my local authority, and does it align with your local authority and school’s current policy on AI?

5. Will the use of this tool ensure the privacy and security of users, including compliance with data protection law, without requiring personal data to be shared with unverified or insecure sources?

6. Does this tool uphold children’s rights and is information about the tool being used available to both children and parents and carers?

Using AI to assist with administrative tasks

Example: Producing a progress report for a pupil.

1. Will the use of this AI tool fully protect the privacy, including compliance with data protection law, and security of pupils and staff, ensuring that personal data is not shared with unverified or insecure sources?

2. Have pupils and parents and carers been made aware that an AI tool will be used for this purpose, and is this information available in child-friendly language?

3. Is the selected AI tool both suitable and secure for the intended administrative purpose?

4. Can I, or my colleagues, provide sufficient oversight and validation of the AI-generated output, guaranteeing accuracy and fairness?

5. Will the implementation of this tool help minimise errors and biases, supporting sound decision-making and reliable reporting?

6. Is it clear to all stakeholders how AI-generated content will be used and reviewed within our administrative processes and is there a clear route for pupils and parents and carers to express their views on the use of AI in this way?

Exemplification

The following examples of possible acceptable and unacceptable uses of AI in a school setting include those from both the perspective of a teacher and of a pupil.

Examples of Acceptable Pupil Use of Generative AI

Example: Generating practice questions or quizzes

Description: Pupils use AI to create revision questions based on studied topics, supporting active recall.

Further Considerations:

• Pupils should be supported to verify that questions are accurate and relevant at an appropriate stage of learning.
• Teachers may guide prompt-writing to focus learning.

Example: Seeking help with understanding concepts

Description: AI provides simplified explanations, used to support understanding.

Further Considerations:

• Pupils should check explanations with a teacher or secondary source to avoid inaccurate or oversimplified content.
• AI is not a substitute for teaching.

Example: Getting feedback on a draft

Description: Pupils ask AI for general feedback on structure, tone, or clarity, then revise accordingly.

Further Considerations:

• AI feedback must not replace teacher or peer review.
• Keep original drafts for reflection.
• Ensure that latest Qualifications Scotland guidance on summative assessment is adhered to.

Example: Exploring different perspectives or styles

Description: Pupils prompt AI to rewrite text in different voices or tones, e.g. in the style of a particular author.

Further Considerations:

• Pupils should be supported to reflect critically on differences.
• AI outputs are learning aids, not final submissions.

Example: Exploring ideas for creative writing and other projects

Description: Pupils use AI to generate initial ideas, prompts, or themes for stories, poems or presentations.

Further Considerations:

• Use AI suggestions as inspiration only.
• Pupils should be supported to critique AI generated ideas.
• Ensure originality in final work and add personal creativity.

Example: Summarising complex texts or notes

Description: AI helps pupils condense lengthy readings or notes into key points for easier review.

Further Considerations:

• Pupils should verify summaries and engage with the full text for deeper understanding at an appropriate stage of their learning.
• Avoid over-reliance that bypasses full reading.

Example: Language practice and vocabulary building

Description: Pupils interact with AI to translate phrases, learn new vocabulary, or practice foreign language sentences.

Further Considerations:

• Cross-check AI translations and usage with teacher feedback or trusted dictionaries.
• Use as a supplement, not the sole source.

Example: Creating study timetables or organisation plans

Description: AI assists pupils in planning revision schedules or organising project steps.

Further Considerations:

• Pupils should adjust plans based on their personal learning pace and deadlines.
• Teachers can help verify feasibility.

Example: Creating images or artwork using AI tools

Description: Pupils use AI to generate initial concepts, backgrounds, or visual elements for creative projects.

Further Considerations:

• Ensure compliance with local Child Protection and Safeguarding policies within the school and / or local authority.
• In line with age restrictions of products, AI-generated images should be used as inspiration or starting points, with pupils adding personal input or refinement.
• Ethical use requires crediting AI tools where appropriate.
• Pupils should be supported to develop an understanding of AI limitations.

Examples of Acceptable Teacher Use of Generative AI

Example: Generating differentiated resources

Description:AI helps create texts or tasks at varying difficulty levels to support diverse literacy needs.

Further Considerations:

• Ensure AI-generated materials are accurate and age-appropriate.
• Review and customise content to reflect curriculum goals and the needs of pupils.
• Avoid over-reliance on AI that may reduce teacher creativity or understanding of pupil needs.
• Consider accessibility and cultural relevance of generated materials.

Example: Creating formative assessment tasks

Description:Teachers use AI to produce quick quizzes or comprehension tasks, saving preparation time.

Further Considerations:

• Verify questions align with learning objectives and are free of bias.
• Use AI-generated questions as a starting point, refining them to match pupils’ abilities and needs.
• Ensure tasks encourage critical thinking, not just recall.

Example: Drafting lesson plans or starter activities

Description:AI suggests warm-ups or creative ideas, which teachers tailor to suit their class context.

Further Considerations:

• Always personalise AI suggestions to fit the class dynamics, pupil needs and the context of Curriculum for Excellence.
• Maintain professional judgment. AI ideas should enhance, not replace, teacher planning.
• Consider whether activities are inclusive and promote engagement.
• Reflect on ethical implications if AI suggests culturally sensitive content.

Example: Supporting EAL pupils

Description:AI tools assist with translation or simplification of texts for pupils with English as an additional language.

Further Considerations:

• Confirm translations are accurate and contextually appropriate.
• Use AI as an aid alongside human support; avoid full dependency.
• Be mindful of dialect and cultural nuances that AI may overlook.

Example: Analysing pupil progress and data

Description:Process assessment data to identify learning gaps, trends, or patterns in pupil progress.

Further Considerations:

• Use AI insights as one part of a holistic approach, combining with teacher observations.
• Avoid bias or overgeneralisation from AI outputs.
• Maintain transparency with pupils and parents and carers about data use.

Example: Creating personalised learning pathways

Description:AI suggests tailored learning resources or activities based on individual pupil needs and progress.

Further Considerations:

• Regularly review AI recommendations to ensure relevance and fairness.
• Consider AI input in context of teacher judgment and pupil preferences.
• Avoid reinforcing stereotypes.
• Ensure accessibility for all children and young people.

Example: Generating professional development resources

Description:AI assists teachers in sourcing or creating training materials, lesson ideas, or research summaries.

Further Considerations:

• Verify the accuracy, relevance and quality of AI-generated content.
• Use AI to complement, not replace, collaborative professional learning.
• Reflect critically on AI suggestions to suit local context.

Example: Supporting administrative tasks

Description:Automate routine tasks such as attendance tracking or scheduling, freeing time for teaching.

Further Considerations:

• Maintain oversight to ensure AI accuracy.
• Safeguard confidential data and respect pupil privacy.
• Avoid over-reliance that might deskill staff.
• Monitor for potential biases in automated systems.

Examples of Unacceptable AI Use

Unacceptable Pupil Use of AI

Submitting AI-generated work as own*: Pupil copies AI-produced work and submits it without edits or acknowledgement.

Using AI in controlled assessments*: Using AI tools during exams or coursework where assistance is not permitted.

Bypassing learning: Regularly using AI to summarise texts or generate arguments without engaging in the material themselves.

* Please check specific guidance on acceptable and unacceptable use of AI in summative assessments for qualifications awarded by Qualifications Scotland.

Unacceptable Teacher Use of AI

Using AI-generated feedback without personalisation and review: Copying generic AI feedback without reviewing pupils’ work, which may result in irrelevant or inaccurate comments and risks damaging the teacher-pupil relationship.

Replacing professional judgement with AI: Overdependence on AI for pupil assessments or decisions without professional insight is inappropriate.

Sharing sensitive data with AI tools: Entering pupil names, assessment data, or safeguarding issues into non-compliant AI tools breaches data protection legislation.

Using AI without transparency: Failing to disclose the use of AI in lesson planning or feedback may undermine trust and clarity.