P1-S6 All subjects: library and self-study AI provision (four resource categories, three time slots, five rules)

• StageP1-S6
• SubjectAll subjects / cross-subject
• Learning strandfundamental operating principles of AI / human-AI communication and collaboration / reflection 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 · EDB Circular No. 156/2026 · Chinese Language Curriculum Guide (Primary 1-6) (2023) · Music Curriculum Guide (Primary 1 to Secondary 6) (2024) · Primary Information and Innovation Technology curriculum framework (trial version)
• Time neededAbout 60 minutes to set it up the first time; about 15 minutes a term for the one-page use record; the supervision sheet and the rules page print once

Four resource categories, three time slots and five rules: what the library provides, when it is open, which post is on duty, and what a pupil leaves behind — plus a one-page use record a term that counts categories and numbers, never names.

• AudienceTeachers
• ThemeSchool planning

• EquipmentEditable Word file; A3 or enlarged A4 printing (the rules page can be enlarged and posted up); the duty arrangement for the library's designated slots
• Version1.0
• Last updated2026-10-31

The library is one of the few places in a school where a pupil decides for themselves how long to use something and what for. So what it needs is not another code of conduct but three things said plainly: who is present, when it may be used, and what it leaves behind.

What this solves

Once a school has approved its tools and written its AI-use policy, the library is usually treated as “another place you can use them”: devices, tablets and headphones sit there, and pupils walk in at break, at lunch and after school. Three situations come up most often:

• The time slots are lumped together. Lesson borrowing, lunchtime and after-school self-study are treated as one thing, so “the teacher is responsible during lessons” quietly becomes “somebody in the library is always watching” — when in fact nobody is present in some of those slots at all.
• Duty is never written down. A colleague is on duty, but nobody has said that they may not leave during it, and nobody has said who a pupil should go to when generated content looks wrong. A pupil finds the nearest adult, and that colleague does not know what their role is in the arrangement.
• The record turns into surveillance. To have “something to show”, the library starts recording which pupil, at what time, used what, and asked what — a usage statistic that is really a list of pupils’ activity. That goes well beyond what is needed, and it stops pupils using the space.

This page does three things: four resource categories, three time slots, five rules, plus a one-page use record each term.

Two things to say plainly first:

1. The name, the four-category split and the three-slot split on this page are a suggestion from this resource, not an Education Bureau requirement. The Bureau sets requirements for a school’s use of AI tools; it does not prescribe how a library’s resources are categorised or when it opens. A school adjusts them to its own situation.
2. No named commercial tool, brand or person’s name appears on this page. Tools are filled in by the school from its own approved list, and duty is always written as the post, never as a name.

Purpose

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

1. Use four resource categories to say exactly what the library provides and what it does not, including the one category that is written as categories only, with no brands.
2. Use three time slots to say who is responsible: the subject teacher during lessons, the duty post in the designated slots, and approved tools and school accounts as the boundary for home self-study.
3. Use five rules so that a pupil in the library knows immediately what they may and may not do, without opening a handbook.
4. Use a one-page record each term so that the review has numbers to work with, while no name and no individual pupil’s use is recorded.
5. Give incidents a fixed form of words: anything involving personal data or an account is handled under the school’s existing procedures and the requirements of the law, and recorded in the whole-school AI risk register.

The plan is built on the values of nurture first, literacy first, application-oriented and AI for good, and on the three learning strands of AI literacy (the fundamental operating principles of AI, human-AI communication and collaboration, and reflection on the application of AI). It is a policy document rather than a room’s house rules because the library is the one space in school where pupils lead their own use: the rules here are, in effect, the school’s position on whether a pupil can judge when to use a tool, how long for, and how to leave it. Critical discernment, timely and appropriate use, human-AI collaboration and technology for good look, in a library, most concretely like this: a pupil walks in knowing when they may ask, when they should think first, and what they are leaving behind when they go.

How to use it

The file is a Word document in four parts: the four resource categories, the three time slots with a supervision sheet, the five rules (which can be enlarged and posted), and the one-page use record each term (which photocopies on its own). The teacher-librarian and the curriculum lead should set it up once; after that only the record page changes each term.

Step 1: four resource categories, and only four

The four are fixed. Each says only its category and what it is for, never a brand.

Two things worth saying about using it:

• Category 3 is written as categories on purpose. A brand list goes out of date with the next product launch, and it teaches pupils that “anything except these few brands is fine”. Written as categories, a pupil judges “may I use this kind of thing”, not “is this particular app on the list”.
• Category 4 has to reach “after use”. Where the headphones go back, where downloaded files are cleared, who pays for printing — if those are not written down, the colleague on the spot decides each time.

Step 2: three time slots, each with its own owner

The three slots are fixed. Each says only who is responsible, what they do, and what they do not do.

Three things worth saying about using it:

• “Does not leave during duty” belongs on the supervision sheet, not in a briefing. It is the one item in the three slots that can be checked at a glance: a pupil walks in and can see whether anyone is there.
• The designated slots must be named. “Lunchtime and after school” is a set of slots, not a slot; the school writes the actual times and publishes them at the start of term.
• Home self-study is a different arrangement, not an extension of the library. Its boundary is “the tools the school has approved and school accounts”, not “whatever the pupil has at home”.

Step 3: the five rules (library edition)

The five rules are fixed, printed on the rules page, which can be enlarged, photocopied and posted.

How this divides from the classroom edition: this page is the library edition; the student AI-use code with its classroom posters is the classroom edition. Of the five rules, rules 2 and 3 are the same as the classroom edition (no one else’s personal details, mark AI-generated work). The other three differ, and the differences fall on the time slot (rule 1: sign in when borrowing, sign out and clear downloads before leaving), the environment (rule 4: quiet use, headphones to listen) and duty (rule 5: go to the duty colleague). The page also adds a one-page use record each term, which the classroom edition does not have — that is the difference in the record.

Step 4: a one-page record each term, three columns only

The record is one page and photocopies on its own. Three columns, and only three:

Three boundaries, none optional:

• Categories and counts only — no names, no individual pupil’s use. The record answers “which category gets used a lot, and which kind of incident occurs”, not “who used it”.
• It must not be written as surveillance. A record holding names, times and transcripts reads as surveillance however good the intention, and a pupil who knows every session is logged will choose not to use the space — and not using it is the hardest outcome to see at review.
• “One sentence on incidents” is one sentence, not a report. Its job is to flag what to watch for next term, not to be the full handling record; the full record lives in the school’s existing procedures.

Step 5: how incidents are written

Anything involving personal data or an account is written as “handled under the school’s existing procedures and the requirements of the law”, and noted as recorded in the whole-school AI risk register. Three things are fixed:

1. This page names no reporting body, no number of days and no deadline. Those belong to the school’s existing procedures and to the law; written here they go out of date with the next amendment, and they read as if this page were the requirement.
2. No second incident form. The school keeps one incident record (see the whole-school AI risk register and incident process); an incident in the library goes into the same one, with no separate form opened.
3. The list of what may and may not be put into a tool is quoted from the staff data-handling pack, not repeated here. The same list written two ways leaves frontline colleagues asking which one to follow.

Step 6: the boundary with the school’s other documents

Each does its own part; none replaces another:

• The student AI-use code with classroom posters: the classroom edition, six rules; this page is the library edition, five.
• The staff data-handling pack: the list of what may and may not be put into a tool; quoted here, not repeated.
• The whole-school AI risk register and incident process: incidents go into the same one; this page opens no second form.
• The school AI-use policy template: the policy layer of what is and is not allowed; this page is the layer that says how it works in a library.
• The AI tool evaluation and procurement rubric: decides which tools reach the approved list; this page only writes the four categories.
• The scheme-of-work AI literacy mapping table: which unit carries which learning element; this page does not touch curriculum planning.

Step 7: primary and secondary

The AI component of the Primary Information and Innovation Technology curriculum framework is a primary-stage trial version, and P2 has a topic in which the teacher reminds pupils of the rules for use; the primary use of this page follows it. At secondary level the same vocabulary is used but there is no equivalent official framework, so the secondary library edition rests only on the Guide to Using AI in Teaching and on the Education Bureau circulars and must not be written as an Education Bureau requirement. A trial version is not final, so a school should adjust it to its own situation.

Review checklist

Once the plan is set up, check each line:

• □ All four resource categories are present, in the order above, with no fifth category.
• □ Category 3 is written as categories only, and no named commercial tool or brand appears anywhere.
• □ Category 4 reaches “after use”: headphones returned, files cleared, printing arranged.
• □ All three time slots are present, each saying who is responsible.
• □ Lesson borrowing says the subject teacher is responsible and the library provides the room and the account only.
• □ Lunchtime and after school says these are designated slots, that a colleague is on duty, that duty is not left, and that slots without duty are not open.
• □ Home self-study says approved tools and school accounts only.
• □ The five rules match this page, with no sixth rule added.
• □ The page says three of the five differ from the classroom edition, and names the time slot, the environment and duty as the differences.
• □ The record page has three columns, and says categories and counts only — no names, no individual pupil’s use.
• □ The record page says it must not be written as surveillance.
• □ The incident wording is “handled under the school’s existing procedures and the requirements of the law” and recorded in the whole-school AI risk register.
• □ No reporting body, number of days or deadline appears anywhere, and no second incident form exists.
• □ The data list is quoted from the staff data-handling pack, not written again.
• □ Duty is always written as the post, and no person’s name appears.
• □ The page says the name, the four categories and the three slots are this resource’s suggestion, not an Education Bureau requirement.
• □ The page says the AI component of the primary framework is a trial version and that there is no equivalent official framework at secondary level.

Files

Library and self-study AI provision plan (Word document, editable)

Four pages, each usable on its own: the four resource categories (one page); the three time slots with the supervision sheet (one page, with slots, responsible post, duty arrangement and a check column); the five rules (one page, in larger type, for enlarging, photocopying and posting); and the one-page use record each term (three columns, for photocopying on its own). A school fills in its own slots, posts and tool names.

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.1): sets a direction for resources and provision; the four categories turn “what the school provides” into a checkable list rather than a claim that “the library has equipment”.
• Supplement I: AI Literacy Learning Framework for Primary and Secondary Schools (p.1-4): sets out the three learning strands and progression across four learning stages; this page is designed around the three strands, and the library’s role is to give pupils one occasion to lead their own use.
• Supplement II: Guide to Using AI in Teaching in Primary and Secondary Schools (pp.2-2 to 2-5): starting from a teaching need, handling learning data, and the teacher’s professional gatekeeping; the division of the three slots and the five rules are written to it.
• EDB Circular No. 156/2026 (Appendix 1, section 4): attending to pupils’ physical and mental well-being and cultivating habits of appropriate use of digital tools; rule 4 (quiet use, headphones to listen) and the “counts only, no names” boundary of the record are written to it. (Appendix 1, section 3) upholding professional gatekeeping; lesson borrowing being the subject teacher’s responsibility and the designated slots being the duty post’s is that section, in a library.
• Chinese Language Curriculum Guide (Primary 1-6) (2023) (section 4: school library resources): sets curriculum-level expectations for a school library’s resources and their use; this page treats the library’s AI resources as part of the curriculum’s resources rather than as a venue for extra-curricular activity.
• Music Curriculum Guide (Primary 1 to Secondary 6) (2024) (section 4.6): sets expectations for the subject’s resources and learning environment; this page takes one point from it — that the library’s tools and hardware must be able to serve a subject’s learning activities, which is why category 4 separates “hardware and environment” from “tools”. This page does not draw on anything else in either curriculum guide.
• Primary Information and Innovation Technology curriculum framework (trial version) (AI component): P2 has a topic in which the teacher reminds pupils of the rules for use; the primary use of this page and its rules page are laid out to it. That framework is a primary-stage trial version.

Learning strand: fundamental operating principles of AI / human-AI communication and collaboration / 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, the four resource categories and the three time slots are a suggestion from this resource, not an Education Bureau requirement, and a school may adapt them. Anything involving personal data or an account is handled under the school’s existing procedures and the requirements of the law and recorded in the whole-school AI risk register; this page does not replace the school’s data-breach, complaint or personnel procedures and does not give legal advice. 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.

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