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Resources for parents

How to guide and check AI homework at home — from a parent notice to a family homework agreement.

Illustration: a parent and child sitting side by side at a home dining table looking at one blank sheet, with a tablet, a deep red mug and a blue pencil cup.

This page collects the resources made for parents. The main one today is the Family AI homework guide, with three separate activities: three 15-20 minute activities you can do at home with your child, a family homework agreement you fill in together, and a parent notice a school can adapt and send out.

The starting point is simple. When a child uses AI for homework, what a parent usually wants to know is not what AI is, but how much of it should be allowed, and whether the work handed in is still the child's own. The guide turns those two questions into a few things you can do together: agree what is allowed first, then agree how you will check.

The family homework agreement is one page for exactly that. Parent and child fill it in together and write down which homework AI may be used for, what it may be used to do, what has to be checked before the work is handed in, and who to ask when nobody is sure. It does not decide the boundary for you — it writes the boundary down, so the family does not have to argue it out again every evening.

Everything is free to download and needs no registration. The guide is designed to be used at home, with no teacher present. If you are a teacher, the same material also sits in the teacher resources, and the parent notice in it can be adapted for your school and sent out.

The material follows Hong Kong's official documents — above all the Education Bureau's AI Literacy Learning Framework for Primary and Secondary Schools and its Blueprint for Digital Education Development in Primary and Secondary Schools. At home the practical points are the framework's strands around reflection on the use of AI and human-machine communication and collaboration, and the values the documents set out — nurturing the whole person, literacy first, application-oriented use and technology for good — checked against your own judgement about what your child should do with a tool.

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  • Audience Parents · Fixed by this page

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Showing 1–1 of 1 resources

  • A faceless teacher holding a blank sheet of paper and a red pen, standing beside a plain desk with a stack of papers and a blue box.

    P4-S6 cross-subject: data-minimisation checklist — strip it before you type it

    P4-S6 · Cross-curricular · Responsible AI use

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  • Two faceless pupils in school uniform standing at a plain table, holding up a blank pale card with a red section along its top edge, one of them pointing at it.

    S1-S6 ICT: hidden-instruction safety drill — when a prompt carries more than you wrote

    S1-S6 · Information and Communication Technology · Responsible AI use

    View this resource
  • Three pupils in school uniform around a table with graph paper and printed charts, one of them pointing at a line on the chart, against a plain wall.

    S1-S3 Where Hong Kong lives: comparing housing choices with a scoring model

    S1-S3 · Mathematics · Hong Kong inquiry

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  • A pupil in school uniform standing at a table holding a blue pencil, looking out of a window at a city skyline, with a small plant on the table.

    P4-P6 Hong Kong population line graph: check an AI explanation

    P4-P6 · Mathematics · Hong Kong inquiry

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  • Two faceless pupils in school uniform sitting at a plain desk, holding a red ruler against a blank sheet of paper, with coloured blocks and a pen nearby.

    P4-P6 Mathematics: what we throw away — building a broken line graph from official figures

    P4-P6 · Mathematics · Hong Kong inquiry

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  • Two simple faceless school staff standing side by side in a plain bright storeroom, one holding a deep red storage box and the other a royal blue storage box, with shelving of plain boxes behind them.

    P1-S6 School planning: AI-readiness infrastructure checklist (devices, network, accounts, filtering, storage)

    P1-S6 · School planning · School planning

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  • Two simple faceless colleagues standing side by side in a plain bright office beside a pale filing cabinet, one holding a red folder and the other a blue folder.

    P1-S6 School planning: staff data-handling guide — what may and may not be put into an AI tool

    P1-S6 · School planning · School planning

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  • Two simple faceless secondary pupils in school uniform crouching either side of a plain blank pale street-sign plate, one holding a sheet of paper and the other looking on, against a plain wall.

    S1-S3 Humanities: street names as evidence, checking an AI's account of their origin

    S1-S3 · History · Hong Kong inquiry

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  • Three pupils sit at a table sorting a pile of small wooden blocks into a red tray and a blue tray.

    S1-S3 ICT: repair the biased AI (four debugging tasks)

    S1-S3 · ICT · Responsible AI use

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  • Four faceless colleagues standing behind a light wooden table, each holding one closed folder, two of them deep red and two blue.

    P1-S6 cross-subject AI-literacy coverage audit: which subject teaches which strand, and where the gaps are

    P1-S6 · Cross-subject · School planning

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  • Two pupils stand at a table; one holds up a red card while the other points at a chain of four blank pale cards laid across the table, with a blue pencil beside them.

    S4-S6 History: AI evidence-trail workshop (three classroom tasks)

    S4-S6 · History · Student thinking

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  • A hand holds a fan of pale cards with red tabs, with a blue pencil resting on the table beside them.

    S4-S6 Mathematics: teacher-controlled AI hint cards (four levels, never the answer)

    S4-S6 · Mathematics · Student thinking

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  • Two pupils wearing over-ear headphones sit at a table; one holds up a red card while a blue speaker sits on the table.

    S1-S3 Music: listening and remix pack (describe and rework a musical idea)

    S1-S3 · Music · First & inclusive lessons

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  • An adult and a primary pupil sit side by side on a sofa; the pupil holds a blank notebook while a small blue recorder rests on the low table in front of them.

    P4-P6 Chinese Language: my story, many voices (interview and record)

    P4-P6 · Chinese Language · First & inclusive lessons

    View this resource
  • Three simple figures seen from behind: two adults standing and one primary pupil seated at a pale table, with one deep red folder and one royal blue folder on the table.

    P1-S6 School planning: AI-use policy template for staff and students

    P1-S6 · School planning · School planning

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  • Three pupils kneel around a wooden planter box of seedlings; one holds a small blue trowel and another rests a hand on a red plant pot.

    S1-S3 Visual Arts: school garden design sprint (observe, propose, improve)

    S1-S3 · Visual Arts · Hong Kong inquiry

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  • Three faceless school staff standing behind a pale table, two holding deep red folders and one holding a royal blue folder, against a plain wall.

    Whole-staff AI-literacy baseline self-audit and one-term CPD plan (P1-S6)

    P1-S6 · School planning · School planning

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  • Two pupils kneeling at a window sill examining a potted plant, one using a magnifying glass on a leaf, with a blue watering can and a deep red plant pot.

    Campus plants: observe first, then check what the AI says (P4-P6)

    P4-P6 · Science · Hong Kong inquiry

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  • Three students in school uniform around a table, one holding up a deep red card, a blue phone lying on the table, a cityscape through the window.

    Deepfake response game: pause, check, report (S1-S3)

    S1-S3 · Citizenship, Economics and Society · Responsible AI use

    View this resource
  • A parent and child at a table together, with a deep red mug, a notebook, a blue cup holding a pencil, and a tablet.

    Family AI homework guide: three activities, one agreement, one parent notice (P1-P6)

    P1-P6 · Pastoral and parents · Responsible AI use

    View this resource
  • A teacher beside a table handing a stack of worksheets to two students, with a deep red pencil holder and a blue tray on the table.

    Your first AI lesson: a self-guided kit for P4-P6 teachers who have never taught with AI

    P4-P6 · Cross-curricular · First & inclusive lessons

    View this resource
  • An older family member and a young girl sitting together on a light grey sofa looking at a book, with a deep red cushion and a blue potted plant.

    Hong Kong then and now: a local history project with an alternative to a family interview (P4-P6)

    P4-P6 · Primary Humanities · Hong Kong inquiry

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  • A teacher seated at a desk holding a clipboard, with a stack of papers and a deep red cup holding pencils on the desk.

    Homework redesign kit: two before-and-after assignments that show student thinking (P4-P6)

    P4-P6 · Cross-curricular · Student thinking

    View this resource
  • A hand reaching towards three blank folders on a table, the left marked with a deep red tab and the middle with a blue tab.

    One Humanities worksheet, three versions: standard, scaffolded and visual

    P4-P6 · Primary Humanities · First & inclusive lessons

    View this resource
  • Two simple faceless teachers standing side by side against a pale wall, one holding a deep red folder and the other a royal blue folder, with a table beside them.

    One-term AI education plan: editable planning template with a completed school example (P1-S3)

    P1-S3 · School planning · School planning

    View this resource
  • Two school leaders standing behind a table with three sheets of paper on it — one deep red and two blue.

    P4-P6 curriculum gap map: where AI literacy already fits your subjects

    P4-P6 · School planning · School planning

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  • Three pupils in a school hall with arms raised, a deep red ball on a blue floor marker in front of them.

    P1-P3 PE: two screen-free AI games (no devices needed)

    P1-P3 · PE · First & inclusive lessons

    View this resource
  • A teacher in a classroom holding up a deep red card to two pupils seated at a desk with a blue pencil on it.

    Ten-minute AI judgement checks: three quick formative tasks for P4-P6

    P4-P6 · Cross-curricular · Student thinking

    View this resource
  • A teacher standing at a desk, placing a document into a deep red folder, with a royal blue paper clip, a blank sheet and a small plant on the desk.

    Safe-to-upload rehearsal: find and remove pupil information before using AI (P4-P6)

    P4-P6 · Cross-curricular · Responsible AI use

    View this resource
  • A pupil sitting at a desk with a hand under their chin, looking at a blank sheet, a deep red cup holding a blue pencil beside them.

    Student AI-use process sheet: first attempt, prompt, check, revise (P4-P6)

    P4-P6 · Cross-curricular · Student thinking

    View this resource

Frequently asked questions

Should parents ban AI for homework altogether?

There is no single answer: it depends on the task and on what the school asks for. What this page offers is an activity and an agreement that let you and your child write the boundary down — which homework AI may be used for, what it may do, what to check before handing work in — rather than a rule imposed on your family.

Is the guide for school, or for home?

It is designed for home use, with no teacher present: the activities are built in 15-20 minute units for a parent and child to do together. The same material also contains a parent notice that a school can adapt and send out.

Is this an official EDB requirement?

No. This is an independent resource initiative by Beets Limited and not an official EDB publication. We turn the content of Hong Kong's official documents — the AI Literacy Learning Framework for Primary and Secondary Schools, for example — into things a family can actually do, and each resource names the document it draws on.

My child is in P1. Is the guide suitable?

The guide is built from 15-20 minute activities and is written for primary-age families, so a younger child will need an adult working alongside them. Parents of secondary students can still use the family homework agreement and the checking steps, but the activities themselves will need adjusting.

I do not know much about AI tools. How do I start?

Start with the first activity. Parent and child ask the same question of the same AI, then look at the answer together and ask whether it named a source and whether it sounded more certain than the evidence supports. You do not need to learn the tool first: the activity is how you learn it.

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  • Illustration: a teacher standing at a classroom table with one hand on a stack of blank sheets, a deep red pencil cup and a blue paper tray on the table.

    Teachers

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  • Illustration: a student sitting at a desk writing in an open notebook with a blue pencil, with a deep red pencil cup on the desk.

    Students

    For projects and for checking what an AI tells you: find worksheets and steps by subject and learning stage.

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