We’re moving thoughtfully—not rushing adoption. Our priorities are student well-being, privacy, equity, and learning that strengthens thinking rather than replacing it.

What this means:

• Build staff AI literacy first (ethics, bias, assessment, effective use).

• Teach students about AI (how it works, its limitations, when to use it, when not to).

• Emphasizing the learning process in addition the the product of learning.

Technology is changing faster than it ever has before, and AI is no exception. As new tools and capabilities emerge, our goal is to stay responsive while keeping safety, privacy, and educational purpose at the centre. Our guidelines are designed to evolve as the technology evolves—flexible enough to adapt, but steady in their alignment with the core values and public mandate of our schools.

In School District 54, the use of AI tools is viewed through the same lens: does it support learning, protect student data, and reflect the values of equity, inclusion, and human dignity that guide all of public education?

We prioritize:

• Protecting student privacy and personal information in line with provincial and district standards

• Using tools that enhance teaching and learning rather than automate or replace it

• Ensuring all students have equitable access to technology and opportunities

• Maintaining transparency with families and staff about when AI tools are being used

Our approach is intentionally cautious. We’d rather take time to understand a tool properly than rush to adopt something that could compromise trust or learning. As AI continues to evolve, our responsibility remains the same: to make decisions that are safe, ethical, and grounded in what’s best for students.

Students are encouraged to use AI as a tool to support their learning, not replace it. Appropriate uses might include brainstorming ideas, organizing outlines, refining clarity, or exploring examples to better understand a concept—always with the teacher’s permission and with clear disclosure of how AI was used. The goal is to help students think with AI, not let it think for them.

Not acceptable:

• Submitting AI-generated work as one’s own

• Using AI to fabricate reflections, lab data, or citations

• Copying AI responses without understanding or personal input

• Hiding or misrepresenting AI assistance in submitted work

Academic integrity means demonstrating authentic learning. When students use AI, they must still show their own thinking, creativity, and understanding. Teachers may ask students to share drafts, notes, or process evidence to help verify this.

What we look for in assessment:

• Process evidence – drafts, notes, and planning that show how ideas developed over time and where AI may have played a role

• Understanding – the student can explain their thinking, answer questions about the topic, or apply the concept in a new way (such as an oral explanation, demonstration, or reflection)

• Original thinking – the work includes personal connections, analysis, critique, or creativity that shows the student’s voice and reasoning

Ultimately, AI can be a useful partner when used thoughtfully. Students should stay in charge of their own thinking—using AI to extend ideas, not replace them—and develop the judgment to know when to use it and when to rely on themselves.

Learning about AI fits most naturally within the Applied Design, Skills, and Technologies (ADST) curriculum, which encourages students to explore how technologies are designed, used, and improved. ADST already emphasizes critical and creative thinking, ethical use, and problem-solving—all skills that align closely with understanding and using AI responsibly.

But AI learning doesn’t stop there. It connects meaningfully to many areas of the BC curriculum:

Language Arts
Students can use AI tools to brainstorm ideas, organize writing, or revise drafts—while also learning to evaluate accuracy, bias, and tone. Discussions about authorship and originality help students reflect on their own voice and the ethical use of technology in communication.

Social Studies
AI opens conversations about truth, perspective, and power. Students might examine how algorithms influence news, social media, or civic engagement. Exploring who creates AI systems and whose voices are represented supports deeper understanding of equity, ethics, and digital citizenship.

Science
In science, AI can be explored as both a topic and a tool. Students can investigate how AI models simulate ecosystems, predict climate trends, or analyze data. At the same time, they learn about limitations—how data quality and bias affect results—and practice scientific skepticism when interpreting AI-generated information.

Career Education
AI is changing how nearly every profession works. Through Career Education, students can explore new and emerging fields, understand how automation is reshaping work, and reflect on the uniquely human skills—like creativity, empathy, and judgment—that remain essential.

Across all subjects, the goal isn’t just to use AI, but to understand it—to think critically about how it works, what it means for society, and how students can use it ethically and effectively in their own learning.