State-based Perspective Policy in Action

Phase 1: Compliance & Privacy Guardrails

• Enforce the "No PII" Rule: Strictly prohibit staff and students from uploading Personally Identifiable Information (PII)—including real names, student histories, report comments, assessment results, or attendance logs—into public AI tools.
• Obtain Explicit Parental Consent: Secure explicit, opt-in parental consent before permitting students to register for any commercial AI platform requiring personal details beyond standard school credentials.
• Preserve Human Accountability: Do not use AI tools to directly write final student reports, make unmonitored grading decisions, or automate parent communications.
• Apply Risk Assessment: Work with colleagues to use structured risk models (e.g., the National AI Centre).

Phase 2: System Infrastructure & Tool Selection

• Utilise State-Owned Platforms: The imperative of utilising state-owned platforms where available—such as NSW’s NSWEduChat or South Australia's EdChat—to ensure student data remains secure on local servers.
• Verify Tech Safety via ST4S: Prior to procuring third-party EdTech software, check product safety and privacy reports through Education Services Australia’s Safer Technologies 4 Schools (ST4S) portal.
• Block Unvetted Platforms: Work with school network administrators to block unapproved commercial platforms, preventing unauthorized data harvesting.

Phase 3: Curriculum & Pedagogical Design

• Embed ACARA v9 AI Literacy: Align unit planning with the ACARA Curriculum Connection: Artificial Intelligence to teach computational thinking, algorithms, and data analysis in Mathematics, Technologies, and Science.
• Mandate Academic Integrity Training: Require secondary students to complete structured academic integrity training (such as QCAA's mandatory online certification) to establish clear protocols around citation and plagiarism.
• Protect Against Cognitive Offloading: Design tasks that safeguard the "productive struggle," ensuring students do not rely on AI fluency as a substitute for deep critical thinking and domain knowledge.

Phase 4: Assessment Redesign & AI-Resilient Frameworks

• Question AI Detector Practices: Critically question AI plagiarism detection software, recognising its technical unreliability and demonstrated bias against English as an Additional Language/Dialect (EAL/D or LBOTE) student.
• Re-evaluate & Emphasise Supervised Conditions: Increase the use of supervised, in-class writing tasks and pen-and-paper assessments for high-stakes grading in alignment with state authority directives.
• Build In-Task Checkpoints: Structure assessments around verified learning process milestones by increasing an understanding of progress maps, including sequential draft portfolio collections, literature mapping, and oral defenses (oracy).
• Incorporate AI Critique Tasks: Engage students in active evaluation tasks, such as sourcing triage or "counter-syntheses," where students critique AI-generated outputs for inaccuracies, "hallucinations," or bias.

Key Support Channels for School Leaders