P1-S6 Form teachers: a student AI-use code with a classroom poster set (six rules, three A3 posters, a 30-minute briefing)

• StageP1-S6
• SubjectForm 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 · "Information Literacy for Hong Kong Students" Learning Framework (2024) · Values Education Curriculum Framework (2026) · EDBCM No. 156/2026 · Primary Information and Innovation Technology curriculum framework (trial version)
• Time to prepare, and time in classabout 50 minutes the first time (print three A3 posters, cut the six scenario cards); 30 minutes in a form-teacher period

Six rules, each with one 'you may' and one 'you may not' sentence and an official basis; three A3 classroom posters, a 30-minute form-teacher briefing and six scenario cards. The code sets behaviour boundaries only and carries no penalties.

• AudienceTeachers Students
• ThemeResponsible AI use

• EquipmentA3 printing (or A4 enlarged); scissors; magnets or tape; the editable Word document
• Version1.0
• Last updated2026-10-28

What a pupil has to remember is not six slogans but six things they can do at once: think first, check first, say what was used, keep other people’s data out, do not pass work off as your own, and stop when the task is done.

What this solves

Once a school publishes an AI-use code, the gap is rarely in the document. It is in the classroom: the code sits on page 12 of the student handbook and no pupil has read it; the form teacher has to cover it in a form-teacher period with nothing in hand; and after the lesson there is nothing on the wall to remind anyone.

Two things then happen:

• It is taught once. Ten minutes in a form-teacher period, on “you must not cheat”. What the pupils hear is a prohibition, not six actions they can take.
• The posters get hand-made. A teacher spends an hour on one poster by hand: too much text, no source, and it is gone by the end of term — then made again next year.

This resource puts four things together: six rules (each with one “you may” and one “you may not” sentence, and an official basis), three A3 classroom posters, a 30-minute form-teacher briefing, and six scenario cards. The attachment is an editable Word document containing the posters and the cards, ready to photocopy.

Two boundaries must be stated first.

1. The code carries no penalties. This resource sets behaviour boundaries only; it does not set consequences. How a school handles a breach is the school’s decision, taken through its existing reward-and-penalty arrangements. Writing penalties into the code means the same rule has different consequences in different classrooms, and the teacher is the one who finds it harder to apply.
2. Primary and secondary rest on different documents. The primary basis is the AI component of the Primary Information and Innovation Technology curriculum framework, and that component is still a trial version (P2 has a topic on rules for use, P3 has one on “situations where it is suitable”, P4 has one on a code and posters). A trial version is not final, so a school should adjust it to its own situation. At secondary level there is currently no equivalent official curriculum framework; a secondary school using the same code rests on the Guide to Using AI in Teaching and on the Education Bureau circulars. Neither may be presented as an Education Bureau requirement.

Two things are outside this resource. Communication with parents (the letter, the questions, the consent arrangements) is handled by a separate resource. So is any record of pupils’ thinking: this page sets behaviour boundaries and classroom display only, and asks pupils to hand in no thinking record.

Purpose

With this resource, a form teacher and the school can:

1. Use six rules so that a pupil can say what they may and may not do at this moment — not only “do not cheat”.
2. Point every rule at an official document a colleague or parent can look up, rather than answering “the school considers”.
3. Put three posters at pupil eye level, so a pupil sees them during the lesson without opening the handbook.
4. Cover it in 30 minutes with no extra preparation; the briefing is already timed.
5. Turn the abstract rules into situations the class will actually meet this week, using six scenario cards.

How to use it

Step 1: Read the six rules (about 10 minutes)

The wording of the six rules follows the official phrasing — outsourcing of thinking, academic integrity, personal data, copyright, over-use; “checking” is the one action this resource adds for classroom use. Each rule has one “you may” and one “you may not” sentence, and both must be taught: teach only the prohibition and what a pupil remembers is a ban.

Two practical notes:

• Write the “may not” concretely. “Do not plagiarise” gives a pupil nothing to judge against; “change a few words and call it your writing” is something a pupil knows they have done.
• The basis column is for the teacher, not the pupil. A primary pupil does not need document titles. The teacher needs to be able to say which document a rule comes from when a parent asks, and to be able to look it up.

Step 2: Print the three posters (about 15 minutes)

Each poster does a different job; drop one and the lesson falls back to prohibition or to slogans.

• Poster 1 · The six rules. One rule per line, each line with a single “you may”. Put it at the front of the room, on the wall the class looks at every day.
• Poster 2 · You may · You may not. Two columns, one line per rule. Put it near where the tool is actually used, so a pupil can look up mid-task.
• Poster 3 · The three steps of checking. ① Where does this claim come from? ② Is there a second source? ③ Where do the two sources differ? Only when all three are done does it go into the work.

Printing and hanging:

• Print A3 and hang at pupil eye level (about 1.4 m). Anything higher is never looked at.
• Do not stack the three together. Split them: poster 2 where the tool is used, the other two at the front.
• Keep the source note in the bottom-right corner. All three posters carry a one-line source note there, naming the official documents they rest on. A school name may be added below it, but not over it.
• No commercial tool or organisation logo, and no QR code or promotional link. A poster has to last three years; a tool will not.
• Leave one blank line at the foot of poster 2 for the class agreement (step 5).

Step 3: The 30-minute briefing (one form-teacher period)

The briefing is laid out in five parts; the attachment gives the script and the notes for each.

Three things that go wrong:

• Do not add content to 5-15 minutes. Ninety seconds each is already tight; once a teacher starts on “why AI matters”, the time runs out and the sixth rule (over-use) is never reached.
• The demonstration must be able to fail. A question the tool answers badly teaches ten times more than one it answers well; afterwards, say plainly that it was wrong about a school rule today and may be wrong about homework tomorrow.
• Do not close on “the school will punish you”. The code is not a penalty scheme; the close is about what this class will do, and consequences follow the school’s own procedure.

Step 4: Six scenario cards (about 10 minutes to cut)

All six are situations a pupil will meet this week. Each card asks only three questions: what would you do at this moment? which rule does it rest on? and what do you note on the work afterwards?

Cutting and use:

• Print each card’s rule number on the back, read out by the teacher only after the discussion — printed on the front, pupils look for the answer instead of judging.
• The cards require no writing. The discussion is spoken; this page keeps no record of pupils’ thinking and collects no pupil work.
• Card 4 is the important one. It touches personal data, copyright and integrity at once; if there is time for only one card, use it.

Step 5: Turn the code into a class agreement (about 5 minutes)

The six rules do not change; add one class practice only, written in the blank line at the foot of poster 2:

• One addition only. For example “close the tool before break” or “write your own answer before you ask”. Three or more and no pupil remembers them and no teacher enforces them.
• The form teacher and the class monitor write it together, then read it back to the class so nobody has misunderstood it.
• Review it once at the end of term. If nothing needs changing, change nothing — a new version every term is treated as a slogan.

Review checklist

The test: a pupil leaves the room remembering an action, not a prohibition. If one of the six is something they can actually do, the lesson was not wasted.

Files

Student AI-use code and classroom poster set (editable Word document)

Four parts: ① the six rules with their official basis ② three A3 posters (the six rules / you may and you may not / the three steps of checking, each with a source note in the bottom-right corner) ③ the 30-minute form-teacher briefing, in five timed parts with a script and notes ④ six scenario cards, ready to cut, with the rule number on the back.

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): requires digital and AI education to be planned in the School Development Plan, with the arrangements explained to teachers, pupils and parents; displaying the material in the classroom is part of explaining the arrangements.
• Supplement I: AI Literacy Learning Framework for Primary and Secondary Schools (p.1-4): sets out the three learning strands; this resource takes reflection on the application of AI.
• Supplement II: Guide to Using AI in Teaching in Primary and Secondary Schools (pp.2-2 to 2-5): the seven principles, including putting people first with technology as an aid; rules 1 and 6 are written to it.
• Supplement II: Guide to Using AI in Teaching in Primary and Secondary Schools (p.2-4): principle 6, understand it deeply and use it with care, which notes that a tool produces inaccurate content; rule 2, checking, is written to it.
• Supplement II: Guide to Using AI in Teaching in Primary and Secondary Schools (pp.2-4 to 2-9): sets out the requirements on learning data and data handling; rule 4 is written to it.
• “Information Literacy for Hong Kong Students” Learning Framework (2024) (issued under EDBCM No. 075/2024): adds a literacy area covering the legal and ethical issues, academic integrity and over-reliance that AI raises; rules 3 and 5 are written to it.
• Values Education Curriculum Framework (2026): sets the overall direction for planning and implementing values education; the integrity in rule 3 rests on it.
• EDBCM No. 156/2026 (2026/27 School Year Holistic Planning of School-based Digital Education and Related Teacher Training): paragraph 4 sets out the requirements on the outsourcing of thinking, academic integrity, privacy and wellbeing; the wording of the six rules follows it.
• Primary Information and Innovation Technology curriculum framework (trial version), AI component: P2 has a topic on rules for use, P3 one on situations where it is suitable, P4 one on a code and posters; the primary edition of this resource is laid out to it.

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 primary framework’s AI component that it draws on is a trial version, and there is no equivalent official curriculum framework at secondary level; the rules, posters, briefing and scenario cards are this resource’s suggestion for schools to adopt, and a school may adjust them. They must not be presented as an Education Bureau requirement. The code carries no penalties; a breach is handled through the school’s existing arrangements.

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