P1-P3 Class teachers and parents: a supervision guide for junior pupils using generative AI (four settings, five rules, one page for parents)

• StageP1-P3
• SubjectClass teachers and parents
• Learning strandreflection on the application of AI
• Official documentsBlueprint for Digital Education Development in Primary and Secondary Schools · AI Literacy Learning Framework for Primary and Secondary Schools · Guide to Using AI in Teaching in Primary and Secondary Schools · Primary Information and Innovation Technology curriculum framework, "First steps with AI" (trial version) · EDB Circular No. 156/2026 · EDB Circular No. 107/2026
• Time needed to prepareAbout 30 minutes the first time; one 30-minute form-teacher lesson each term; the parents' page goes out with the parent letter

Four settings, each stating who operates, who is present and how many minutes; five supervision rules; a one-page parents' sheet with three things to do and three to avoid; and four record items. The ten-minute limit is this resource's suggestion.

• AudienceTeachers Parents
• ThemeResponsible AI use

• EquipmentEditable Word file; the four settings and the five rules are one page each and photocopy on their own; the parents' page is printed single-sided and sent with the parent letter
• Version1.0
• Last updated2026-11-03

A pupil in the first key stage is not a smaller secondary pupil: they can read the answer a tool gives, but not always tell whose sentence it is. So supervision is not mainly about whether the tool may be used. It is about somebody being present every time, a limit on the minutes, and one question afterwards that somebody writes down.

What this solves

The commonest problems in an AI lesson in the first key stage are not about using the tool too deeply. They are four things nobody wrote down:

• A demonstration becomes half the lesson. The teacher means to show one thing, hands go up, and fifteen minutes pass. The bell goes and nobody remembers that the answer on the screen was written by the tool.
• A group shares one account. Six pupils to one device, one account logged into three times in a row, and nobody can say who asked what or who saw what.
• A parent thinks they are supervising. The parent sits alongside but is looking at their own phone while the child asks one question after another. Afterwards the parent remembers only that “he loved it”.
• Homework becomes ghostwriting. The worksheet goes home, the question is pasted in, and the answer comes back far neater than the child’s own writing, so the teacher marks the neatness.

None of these is an attitude problem. Each is a missing column: who operates, who is present, how many minutes. This page adds those three columns, then five rules, one page for parents, and four record items.

Three things to say plainly first:

1. The name of this page (a supervision guide), the four-setting split, the five rules and the parents’ page are a suggestion from this resource, not an Education Bureau requirement. What the Bureau’s documents set out for the first key stage is a learning-and-teaching approach - demonstration and first-hand experience, initial contact under the teacher’s guidance, and avoiding overuse and premature dependence - together with home-school cooperation. They prescribe no supervision form, no number of minutes and no format for a parent consent sheet.
2. “No more than ten minutes at a time” is a suggestion from this resource, not an Education Bureau requirement. A school may adjust it to its classes, group sizes and equipment; once adjusted, write the actual number of minutes on the settings table and on the parents’ page so that teachers and parents read the same figure.
3. The Primary Information and Innovation Technology curriculum framework is a trial version, and there is no equivalent official framework at secondary level, so this page does not apply to secondary schools. A trial version is not final and a school should adjust it to its own situation; the three columns and the five rules here are written for P1 to P3 only.

Purpose

By the end of this guide a school will be able to:

1. Use four settings (class demonstration, group activity, use at home, after-lesson task) to put “how it is used” on one table whose every cell has three columns: who operates, who is present, how many minutes.
2. Use five rules to turn the common floor under all four settings into five sentences that can be checked on the spot, rather than a paragraph of principle.
3. Use the parents’ page to set out three things to do and three to avoid, sent with the parent letter, with no reply slip and no collection of a pupil’s name or photograph.
4. Use four record items to leave a trace that it happened: one line in the class log, one form-teacher lesson, one record of the parents’ page going out, and one interface for anything unusual.
5. Treat five existing school documents as interfaces only: cite them, change none of their wording, and open no second set.

The guide starts from nurturing the whole person, with technology as an aid, and takes as its values the four principles of technology for good, nurturing the whole person, equity and access, and forward-looking innovation. It is written around the three learning strands of AI literacy, and the strand it serves is reflection on the application of AI. The three strands are the fundamental operating principles of AI, human-AI communication and collaboration, and reflection on the application of AI. The four attitude sets - critical discernment, timely and appropriate use, human-AI collaboration and technology for good - look, with a seven-year-old, most concretely like the question “who do you think wrote that answer?” and a teacher who lets the pupil answer it. This is a supervision document rather than a permission slip because at this age a pupil needs somebody in the room, not a switch.

How to use it

The file is a Word document in six parts: the five facts at the top, the four settings, the five rules, the parents’ page, the four records and interfaces, and a one-page proofreading list. The curriculum lead or a form teacher should lead it: agree it once in 30 minutes, then read it with the class in one 30-minute form-teacher lesson each term, and send the parents’ page out with the parent letter.

Step 1: four settings, and only four

The four are fixed; none is added and none removed. Each setting fills three columns only: who operates, who is present, how many minutes. The fourth column, the one question, is for the adult in the room, not for the pupil to fill in.

Three things worth saying about using them:

• The fourth setting happens in the lesson. Once a task at this age goes home, nobody knows what was asked or how much was copied. Putting it in the last ten minutes of the lesson means the teacher sees the whole process, and no parent has to enforce a rule at home.
• “How many minutes” is a number, not a range. “Ten minutes” is enough; “about ten minutes” is no limit at all, and both pupil and parent will add time.
• Where one device per pupil is impossible, reduce the number of pupils, not the accounts. Split a group of six into two rounds of three; a shared account makes the record impossible to match to a person, and “who asked what” can never be answered.

Step 2: five supervision rules, and only five

The five are a fixed number; none is added and none removed. Each is written as one sentence that can be checked on the spot, with the reason beside it.

Three things to add under the rules page:

• None of the five says “must not be used”. For a pupil this age, contact with a tool under the teacher’s guidance is part of the learning; what has to be written is “under the teacher’s guidance” and “how many minutes”, not a prohibition.
• Rule 3 can change, and the change must be written down. If a school moves the limit to eight or twelve minutes, change the settings table and the parents’ page at the same time, so all three carry one number.
• Rule 5’s “record” is one line, not a form. “An unsuitable reply appeared during a group activity in class X; use stopped and the form teacher was told” is enough; the detail is handled under the school’s existing procedures, and no second incident form is opened.

Step 3: the parents’ page, three to do and three to avoid

This page is printed single-sided and sent with the parent letter. It does not explain what the tool is. It sets out three things a parent can do at home and three it is better to avoid.

Three things to do:

1. Sit with them. Same table, same screen. You do not need to know how to operate it; you need to be there.
2. Ask before, ask after. Before: “what do you want to ask it?” After: “how much of that answer do you believe?”
3. Say where the limits are. Tell the child that it writes confidently and is not always right, and say what the time limit at home is - the same number as at school.

Three things to avoid:

1. Do not open an account for the child, and do not upload their photograph. Both are hard to undo, and the school account is enough for classroom use.
2. Do not become the tutor. A parent’s job is to sit alongside and ask one question, not to explain the tool’s answer again; explained twice, the child learns that there are two versions of an answer.
3. Do not hand in generated work as the child’s own. Work handed in says which part the pupil wrote and which part the tool wrote; the pupil fills that line in.

The parents’ page has three things to do and three to avoid - six items, no more and no fewer. It carries no box for a name, a class or a photograph, and no reply slip; a parent who wants to respond uses the contact route already on the parent letter. The wording deliberately contains no prohibition, because at this age what a child needs most is somebody sitting alongside, not another house rule.

Step 4: four record items

Four records, each one line or one page, and no new form.

The interfaces with six existing resources are listed, not changed: the parent communication pack explains the school’s overall AI use and consent arrangements, and this page only adds the three classroom columns; the student AI-use code and classroom posters are the P1 to S6 version, and this page is that code made concrete for P1 to P3; the data-minimisation checklist lists the categories that may and may not be typed in, and is cited here rather than repeated; the whole-school AI risk register and incident process is the only record of anything unusual, and this page opens no second form; the assessment-integrity policy deals with task design at secondary level, and this page stays inside its boundary for a P1 after-lesson task; the hallucination hunt is a multi-source verification routine for secondary pupils, and this page only demonstrates once, in the last ten minutes, that an answer has to be read by somebody. None of those six has its wording changed, and none has its items or counts altered because of this page.

Step 5: P1 to P3, and the difference from secondary

The four settings and the five rules are written for P1 to P3 only. The first key stage works through demonstration and first-hand experience, initial contact under the teacher’s guidance, and avoiding overuse and premature dependence, which is why “pupils operate” appears here only inside the group activity and the after-lesson task, and both require the teacher to be present. There is no equivalent official framework at secondary level, and the room for a pupil to operate and judge independently is different, so this page does not apply there; secondary schools should use the student AI-use code and the assessment-integrity policy.

Review checklist

Check once before use and once after:

• □ All four settings are present, in the order above, with no fifth added.
• □ Every setting states who operates, who is present and how many minutes; no cell is blank.
• □ All five rules are present, in the number above, with no sixth added.
• □ Nothing anywhere says “must not be used”; where there is a limit, it says “under the teacher’s guidance”.
• □ No named commercial tool, brand or supplier appears anywhere.
• □ Nothing asks a pupil to open an account or to register in the lesson.
• □ There is no box for a pupil’s name, class, class number or photograph.
• □ The settings for use at home and the after-lesson task both say who is present.
• □ The ten-minute limit is marked as this resource’s suggestion, not an Education Bureau requirement.
• □ Where a school has adjusted the number, the settings table, the rules page and the parents’ page carry the same figure.
• □ The parents’ page has three things to do and three to avoid - six items, with nothing added or removed.
• □ The parents’ page has no reply slip and no box for a name or a photograph.
• □ All four record items are present, each one line or one page.
• □ Anything unusual goes into the whole-school AI risk register, with no separate incident form opened.
• □ The page says the name, the four settings, the five rules and the parents’ page are this resource’s suggestion, and gives the Bureau’s own learning-and-teaching approach for the first key stage and its home-school cooperation.
• □ The page says the primary framework is a trial version, that there is no equivalent official framework at secondary level, and that this page does not apply to secondary schools.
• □ The six interfaces are listed only, with no wording, item or count changed.

Files

Supervision guide for junior pupils using generative AI (Word document, editable)

Six pages, each usable on its own: the five facts at the top (stage, subject, learning strand, the official documents it maps to, time needed to prepare); the four settings (one page); the five rules (one page); the parents’ page (single-sided, sent with the parent letter); the four records and interfaces (one page); and the proofreading list (one page). A school fills in its own classes, minutes and dates of issue; the file carries no box for a pupil’s name, class or photograph.

Official documents

Every resource in this library is written to the AI Literacy Learning Framework for Primary and Secondary Schools and falls within the policy scope of the Blueprint for Digital Education Development in Primary and Secondary Schools.

This resource maps to:

• Blueprint for Digital Education Development in Primary and Secondary Schools (three-fold leaflet, p.2): its four principles are technology for good, nurturing the whole person, equity and access, and forward-looking innovation; this page puts “who is present” under nurturing the whole person - every pupil in a class should get the same ten minutes with somebody there.
• Supplement I: AI Literacy Learning Framework for Primary and Secondary Schools (p.1-4): sets out the three learning strands; this page serves one of them, reflection on the application of AI, because the reflection a P1 to P3 pupil can manage is “whose sentence is this”, not an assessment of a tool’s limits.
• Supplement II: Guide to Using AI in Teaching in Primary and Secondary Schools (p.2-4): the teacher’s professional gatekeeping, compliance with the law, and safe learning; the five rules are that section, made concrete for P1 to P3. (pp.2-2 to 2-5) The seven principles open with nurturing the whole person, with technology as an aid; that is why the teacher holds the operating position here and the tool the supporting one.
• Primary Information and Innovation Technology curriculum framework, “First steps with AI” (trial version): at the first key stage the approach is demonstration and first-hand experience, initial contact with AI under the teacher’s guidance, and avoiding overuse and premature dependence; the three columns of the four settings are how those three sentences land. This framework is a trial version and not final, and a school should adjust it to its own situation.
• EDB Circular No. 156/2026 (Appendix 1, section 3): upholding professional gatekeeping; “the teacher runs the demonstration” and “one question afterwards” are written to it. (Appendix 1, section 4) attending to pupils’ physical and mental well-being and cultivating habits of appropriate use of digital tools; the ten-minute limit and “stop and record anything unusual” are written to it, though the number of minutes is this resource’s suggestion.
• EDB Circular No. 107/2026 (paragraph 4): bringing digital education into the school development plan and/or the annual school plan, and reviewing it through a self-evaluation cycle; the four records here are one piece of evidence for that cycle at class level.

Learning strand: reflection on the application of AI

Official documents page: https://www.edb.gov.hk/en/edu-system/primary-secondary/applicable-to-primary-secondary/it-in-edu/debp.html

This page is an independent Beets teaching resource, not an official EDB document. The name “supervision guide”, the four-setting split, the five rules and the parents’ page are a suggestion from this resource, not an Education Bureau requirement; what the Bureau’s documents set out for the first key stage is a learning-and-teaching approach (demonstration and first-hand experience, initial contact under the teacher’s guidance, avoiding overuse and premature dependence) together with home-school cooperation, and they prescribe no supervision form and no number of minutes. The ten-minute limit is this resource’s suggestion, not an Education Bureau requirement, and a school may adjust it and state the figure on the page. The AI component of the Primary Information and Innovation Technology curriculum framework is a trial version, and there is no equivalent official framework at secondary level, so this page does not apply to secondary schools. This page gives no legal or personal-data compliance advice; anything involving personal data is handled under the school’s existing procedures and the requirements of the law.

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