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Academic Integrity Policy and Academic Integrity Procedures Guide

Last update in August 2026

Table of Contents I. Policy Statement

II. Academic Integrity Procedures Guide

Section 1: Brockton School Mission

Philosophy & Purpose

Diversity, Equity, Inclusion, and Justice in Academic Integrity

Definitions

Section 2: Roles, Responsibilities, and Expectations

Students

Teachers

Coordinators and Department Heads

Parents/Guardians

Section 3: Teaching and Learning for Academic Integrity 3.1 Implementation of Academic Integrity Teaching and Learning Section 4: Ethical Use of Artificial Intelligence (AI)

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Junior and Senior School visual guides

Section 5: Authentication of Student Work

Section 6: Academic Integrity Misconduct Procedures

Consequences of Academic Misconduct (Grades k-7)

Consequences of Academic Misconduct (Grades 8–12)

Section 7: Alignment of our Mission and IB policies:

Appendix 1 - Thirteen (13) IB Scenarios to support DP and CP advisory, IA mentors

Appendix 2 - Academic Integrity Agreement

I. Policy Statement 219 – Academic Integrity Policy

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II. Academic Integrity Procedures Guide Section 1: Brockton School Mission Mission: Brockton School’s Mission is to inspire the growth of outstanding humans. Vision: Brockton will be a global influencer in educating and inspiring the growth of outstanding humans in the contribution to a better world. Brockton is and will be a school: Where every student matters Where every family matters Where community matters Where learning for life matters

Philosophy & Purpose Academic integrity is a foundational principle of Brockton School, rooted in the values of honesty, trust, fairness, respect, and responsibility. This Academic Integrity Policy is a working document of guidelines developed by staff and administration from each IB programme (PYP, MYP, DP, and CP), the BC Dogwood Graduation pathway, and from each division of the school (Junior and Senior). In alignment with the International Baccalaureate Organization, our school is committed to fostering a culture in which all members act with integrity in their academic work. Academic integrity supports the development of principled learners who take ownership of their ideas, acknowledge others' work, and engage authentically in the learning process. This policy applies to all students and staff in the Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP), Career-related Programme (CP), and BC Dogwood Graduation pathway. Academic integrity is explicitly taught, modelled, and assessed across all subject areas. Students are expected to produce authentic work and demonstrate increasing independence in ethical research, citation, collaboration, and responsible use of digital tools, including artificial intelligence.

Diversity, Equity, Inclusion, and Justice in Academic Integrity

Brockton’s Academic Integrity practices focus on developing an ‘ethical culture’ in which our entire community strives to be responsible, moral, and honest in our decision-making and behaviour. Whether it involves scholarly work, assessment, or the treatment of others, we are committed to acting responsibly so that others can trust us as members of the community. Should integrity be in question, we practice restorative justice to provide an opportunity for needs to be communicated and addressed, and for integrity to be repaired.

Definitions Academic integrity is the moral and ethical commitment to acting with honesty, trust, fairness, respect, and responsibility in all academic pursuits. It requires students and staff to

produce original work, accurately cite sources, and uphold standards against cheating and plagiarism, ensuring that academic credentials are truly earned. Authentic work is based on a person’s original ideas, with all external sources, data, and assistance appropriately acknowledged. Academic Misconduct includes, but is not limited to: ● Plagiarism (presenting others’ ideas or work as one’s own) ● Collusion (unauthorized collaboration) ● Duplication of work ● Fabrication or falsification of data ● Misuse of artificial intelligence or digital tools ● Cheating during assessments or examinations ● Sharing or receiving unauthorized assessment information ● Submitting or completing another student's work

Section 2: Roles, Responsibilities, and Expectations Students ● Produce and submit authentic, original work, where teachers can see the process ● Acknowledge all sources using appropriate conventions ○ Subjects may choose different styles in the graduation years ● Use AI tools ethically and transparently ● Follow all test and examination rules as determined by Brockton, IB, Ministry of Education ● Demonstrate the principles of fair play, honesty, and responsibility in all contexts

Teachers ● Explicitly teach academic integrity, definitions, and research skills across all subjects ● Model ethical use of information and citation practices ● Design assessments that promote authentic student voice and the learning process ● Verify the authenticity of student work through ongoing observation and feedback ● Assignments in Senior School require students to sign that it is their authentic work ● Provide a clear understanding of the academic requirements, expectations, and resources for the IB projects/ assessments (PYP exhibition, MYP Personal Project, DP Extended Essay, CAS, and IAs, CP Reflective project, CE).

Coordinators and Department Heads 5

● Ensure alignment with IB policies, guides, skills, expectations, and changes ● Provide professional development and guides for staff and those who take supervision/ mentorship roles ● Oversee consistent implementation across programmes ● Support investigation and documentation of misconduct ● Audit your programme or department for integrity practice

Parents/Guardians ● Support ethical learning habits at home ● Reinforce expectations of honesty and responsibility ● Engage in discussions about fairness, honesty, credibility, and academic integrity

Section 3: Teaching and Learning for Academic Integrity Teaching academic integrity involves helping students understand not only the rules around honesty in academic work, but also the values behind those rules (such as fairness, trust, responsibility, and respect for knowledge). Approaches include: 1. Explicit instruction ○ Teaching what plagiarism, unauthorized collaboration, fabrication, and cheating are. ○ Show concrete examples of acceptable and unacceptable practices. ○ Explain citation and referencing requirements. 2. Skill development ○ Help students learn note taking, paraphrasing, summarizing, and source evaluation. ○ Teach research and time-management skills, since academic misconduct is often linked to confusion or poor planning. 3. Creating a culture of integrity ○ Discussing why academic honesty matters in education, professional life, and society. ○ Model ethical behavior as an instructor. ○ Encouraging students to ask questions when they are unsure about expectations. 4. Addressing AI tools ○ Clearly communicate when and how AI may be used. ○ Teach students to disclose AI assistance when required. ○ Focus on critical thinking and verification rather than simply banning technology.

Academic integrity is explicitly taught across the K–12 continuum and embedded in all subject areas. Instruction includes: ● Research and citation skills development ● Use of tools (such as NoodleTools) ● Scaffolded inquiry and reflection ● Ethical use of digital tools, including AI ● Application of the IB’s academic integrity scenarios to real-life dilemmas

3.1 Implementation of Academic Integrity Teaching and Learning Primary Years (K–5) ● Introduce simplified, age-appropriate scenarios (e.g., copying a friend’s idea, using images without permission) ● Use storytelling, role-play, and class discussions, focused on fairness, honesty, and giving credit ● Students apply these skills during the PYP Exhibition, demonstrating independent research, ethical sourcing, and reflection. ● Citations and Referencing Guide JKKindergarten Authorship

●Concept of authorship- identifying author and illustrator roles and where to find the source ●Beginning to understand that ideas belong to others ●Principled behaviour is doing what is right, even when no one is looking.

Grade 1-2 Foundational research skills

●Recording simple jot notes ●Identifying basic source information: books, articles (title, author) ●Using one or two sources for research on projects, and when sharing ●Understanding text features such as tables of contents and indexes

Grade 3Early research independence

●Identifying keywords, captions, and text features and recording stronger jot notes ●Recording sources in projects (books and simple online articles: author, title/website, date) ●Distinguishing between their own voice and sourced information ●Being introduced to plagiarism and artificial intelligence (Google, Alexa, images created by AI)

Grade 4Strengthenin g ethical research practices

●Paraphrasing using keywords and writing in their own words ●Incorporating simple quotations with citation in the text. ●Recording references in projects- books, articles, web, images (author, title/ website, date) ●Evaluating basic source reliability (AI images, databases, Wikipedia) ●Exploring ethical use of digital tools, including AI (bias, loss of critical thinking, reflection skills) ● Digital Citizenship, including responsible use of technology, passwords, and security

Grade 5

●Identifying and using keywords effectively to find websites ●Paraphrasing and quoting accurately

Consolidate research and integrity skills

●Citing sources in all projects (including images, interviews, and anonymous works) ●Differentiating between reliable and unreliable sources ●Creating bibliographies (introductory level) ●Understanding and applying the ethical use of AI

Specialist Academic integrity habits and skills

●Art: Students are encouraged to learn from various artists and discuss how they can apply artists’ processes and styles to create unique, inspired art pieces without copying others’ work. ●Music: Students may play arrangements of an original composition and discuss reworking a piece to simplify or expand it to include various instruments, while recognizing the original piece and composer by citing the original arrangement. ●French: The translation should be authentic, not done through Google Translate. All sources are cited in the grade 5 and grade 6 research. Model growth mindset and making mistakes. ●ADST: Students design and create projects that may model the work of designers, programmers, builders, and other creatives. They are encouraged not to copy others' work and to ensure they include their own unique additions and ideas. ●PHE: Students build academic integrity and sportspersonship through fair play, respect, honesty, and teamwork. They learn to follow rules, take responsibility for their actions, and work cooperatively and inclusively with others.

Middle Years Programme (Grades 6–10)

● Integrate scenarios into subject classes and advisory. Example prompts: “Is it okay to reuse your own work?” “What counts as helping vs. collusion?”, “When does AI use become misconduct?” Students justify decisions using IB language and principles. ● Use debate, think-pair-share, and case study analysis ● Connect scenarios to: Research tasks, Digital citizenship, The Personal Project ● Students apply these skills in the MYP Personal Project, demonstrating independence, authenticity, and reflection. ● Citations and Referencing Guide Grades 6–7 Foundational MLA skills and ethical practice

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Learning MLA terminology and formatting Creating Works Cited pages and using in-text citations Referencing a variety of sources (books, websites, articles, media, AI tools) Practicing ethical use of information and technology

Grade 8 Reinforce and expand research skills and ethical use of AI

● Accurately applying MLA citation conventions ● Referencing a wide range of sources (including emails, journal articles, and organizational documents) ● Evaluating sources for reliability (author, purpose, audience, timeliness) ● Practicing ethical use of AI and information

Grade 9 Research skill independence & make

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Applying MLA citation consistently and accurately Using diverse and credible sources Evaluating sources critically and selecting appropriate evidence Seeking multiple perspectives

ethical research decisions

● Making informed and ethical research decisions, including AI use

Grade 10 Proficiency in research and academic integrity.

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Applying MLA conventions across all subject areas Accurately referencing a full range of source types Demonstrating strong evaluation of sources and critical thinking Independently managing research and ethical decision-making Applying integrity principles in sustained inquiry

Graduating Years (Grades 11-12) ● Analyzing complex scenarios aligned with: Extended Essay (EE), Internal Assessments (IAs), Reflective Project (RP), Capstone Project (BC) See IB example Scenarios (Section 6 or Appendix ) ● Students demonstrate independence, academic honesty, and advanced research skills required for success in IB assessments and to meet the graduation standards of the British Columbia Ministry of Education (Dogwood Diploma). ● Students are expected to apply ethical decision-making consistently in complex academic contexts and produce authentic, well-documented work. ● Citations and Referencing Guide subjects teachers may choose different citation styles Grade 11-12 Foundations of Academic Research

Students demonstrate academic integrity by: ● Engaging in seminar-style discussions exploring: Ethical use of data, Authentic authorship, Academic voice vs. external support ● Requiring written reflections connecting scenarios to their own work Students develop the skills required to begin major assessments by: ● Formulating focused, arguable research questions ● Conducting research using credible academic sources (databases, journals, books) ● Distinguishing between summary, paraphrasing, and critical analysis ● Integrating sources into writing using an appropriate academic voice ● Applying citation conventions accurately (MLA) ● Learning subject-specific expectations for Internal Assessments (IAs) Academic Integrity Skills: ● Ethical use and acknowledgment of all sources, including data, images, and media ● Clear understanding of plagiarism, collusion, and duplication ● Responsible and transparent use of AI tools ● Maintaining documentation that shows process and revision history. ● Use evidence to support ideas in extended writing ● Demonstrate personal and social responsibility through ethical research practices

Grade 11-12 Independent Scholarship and Application

Students demonstrate academic integrity by: ● Analyzing complex scenarios aligned with: Extended Essay (EE), Internal Assessments (IAs), Reflective Project (RP), Capstone Project (BC), Creativity, Activity, Service (CAS), Community Engagement (CE) ● Engaging in seminar-style discussions exploring: Ethical use of data, Authentic authorship, Academic voice vs. external support ● Requiring written reflections connecting scenarios to their own work Mastery of independent research, analysis, and reflection. Students: ● Conduct sustained, independent inquiry

● Synthesize multiple academic sources into coherent arguments ● Apply critical evaluation of evidence ● Write in a formal, discipline-specific academic voice ● Apply citation conventions consistently and accurately Academic Integrity Skills: ● Demonstrate full ownership of ideas and arguments ● Collect, analyze, and present data ethically ● Acknowledge all sources and support transparently ● Apply integrity principles in high-stakes and externally assessed tasks

Academic integrity is reinforced through modelling, feedback, and progressive skill development aligned with IB Approaches to Learning (ATL).

Section 4: Ethical Use of Artificial Intelligence (AI) We are committed to fostering an environment where students develop the digital literacy necessary to engage with AI as a collaborative partner in inquiry. Our goal is to ensure students cultivate the critical faculties required to use these tools with integrity, enhancing - rather than replacing - the human elements of critical thought, creativity, and personal reflection. AI tools may be used ethically as part of the learning process only when students have developed the digital literacy to do so, and when such use is clearly defined by teachers. Some examples of Permitted Uses- Always confirm with a teacher if this is ok ● Generating research questions (except in IB Extended essay, IAs, and reflective project) ● Generating a list of potential topics ● Clarifying instructions from a teacher ● Clarifying rubric understanding ● Summarizing a difficult article Not permitted (also see Appendix IB scenarios) ● Submitting AI-generated work as their own or not properly cited ● Using AI to replace analysis or reflection ● Failing to disclose AI use All AI-generated content must be clearly acknowledged in-text and referenced in a bibliography/ Works Cited where applicable.

Junior and Senior School visual guides These visuals are designed to support students in understanding assessment requirements for Junior (Diagram 1) and Senior School (Diagram 2) Diagram 1 - Junior School

Diagram 2 (senior School):

Section 5: Authentication of Student Work Authentication is the process of verifying that an assignment, test, or essay is the student’s original work, completed without unauthorized assistance. Teachers are responsible for actively verifying the authenticity of student submissions and guiding students in demonstrating their learning throughout the project lifecycle. Authentication includes: ● Monitoring student progress through consistent check-ins and formative feedback. ● Engaging in dialogue to verify that students can articulate their research methodology, key

findings, and personal inquiry process. ● Ensuring work reflects the student’s unique voice and authentic engagement with the course material. ● Validating citation and referencing practices to ensure all external sources are accurately and appropriately acknowledged. Students may be required to verify the authorship of their work at various stages prior to final submission. Most IB assessments suggest at least three check-ins:

Check-in 1

Check-in 2

Check-in 3

Early in the project process, students give a verbal explanation and proof of the process of their inquiry development.

Before starting to write about their project, students verbally explain and show how they chose and have engaged with their sources. They might include an outline for writing.

At the midpoint of the writing process, students provide a brief verbal summary of their process to date.

The student keeps a process journal throughout their project.

Section 6: Academic Integrity Misconduct Procedures When misconduct is suspected: 1. The teacher investigates and documents the concern 2. The student is given the opportunity to respond 3. IB Coordinator(s) and/or Department Chairs are informed 4. The decision is made based on evidence and intent 5. Consequences are applied and recorded 6. Learning restoration may be provided where appropriate 12

All Senior School incidents are recorded using the school’s Academic Integrity Documentation Form. Students in the MYP, DP, CP, and Dogwood programmes are expected to comply with Brockton’s Academic Integrity Agreement (see Appendix 2). This agreement is distributed at the beginning of the year and signed by the student and the parent/ guardian.

Consequences of Academic Misconduct (Grades k-7) Academic integrity is taught as part of learning fairness, honesty, and acknowledgement. Students are supported in understanding basic citation skills (e.g., title, author, illustrator, database, website, date, publisher) and are guided to correct mistakes through teaching and restorative practices. When integrity concerns arise, students are given opportunities to learn from the experience by revising work, receiving feedback on citations, and demonstrating understanding. In Grades 6–7, repeated or more serious concerns are addressed through teacher-student conferences, parent involvement when needed, and possible referral for additional learning support. The focus is always on instruction, reflection, and skill development rather than punitive consequences.

Consequences of Academic Misconduct (Grades 8–12) All Cases of plagiarism must be added to the internal Brockton School Plagiarism Report and brought to the attention of the following people within a week of detection: Level 1:

Level 2:

Level 3:

First misconduct

Repeated or intentional misconduct

Severe or repeated misconduct

Addressed by the teacher and Department Chair; parents and IB Coordinator informed. May result in

Addressed by the teacher, IB Coordinator, and Grade Lead with the student and parent. May result in:

Addressed by school leadership, with students, parents, and teachers.

●A zero on the assignment ●Mandatory revision or replacement task Examples include: ●Copying or minor citation errors ●Unauthorized collaboration ●Unacknowledged AI use

●Level 1 consequences ●Possible suspension or loss of privileges ●Record in the student permanent file/ report card

● Expulsion or withdrawal from the programme ● Possible reporting to IB or BC Ministry authorities Examples include: ● Exam theft or tampering ● Grade manipulation ● Repeated violations

May result in:

NOTE: The plagiarism report is active for grades 8-12. The IB Coordinators, Director, and Principal will keep an active eye on violations with the support of teachers and Department Chairs.

Section 7: Alignment of our Mission and IB policies: To our Mission Statement, Vision, and Values: We are committed to inspiring the growth of outstanding humans who have integrity and compassion, and take principled action. Our Academic Integrity Agreement, signed by both students and parents, demonstrates our commitment to upholding our mission. To our Language Policy: Our Academic Integrity Policy aligns with it, as all faculty share responsibility for teaching academic integrity throughout the school year and are expected to encourage a principled approach to learning. Assessment Policy: Should Academic Integrity be in question, this policy outlines the steps to resolve the issue and the impact on the assessment. Inclusion Policy Learners at Brockton are held accountable to this policy regardless of their learning abilities; however, the Learning Service team may support the student and teacher in adjusting expectations for citation skills, taking into account the student's individual learning needs. Policy Review This policy is reviewed annually by school leadership and programme coordinators to ensure alignment with: ● IB Academic Integrity expectations ● BC Ministry of Education requirements ● Emerging practices in digital learning and AI

Related Documents ● Citations and Referencing Guide ● Academic Integrity Handbook (Teacher Resource) ● Code of Conduct

Appendix 1 - Thirteen (13) IB Scenarios to support DP and CP advisory, IA mentors Developed by the International Baccalaureate Organization, these thirteen scenarios offer schools a framework for addressing student use of artificial intelligence in IB coursework, complete with suggested teacher responses.

Reference: International Baccalaureate Organization. Evaluating 13 Scenarios of Artificial Intelligence (AI) in Student Coursework. International Baccalaureate Organization, 2023. International Baccalaureate, please see original document here. media.vsb.bc.ca/media/Default/frf/103/IB%20Evaluating%20AI%20Scenarios.pdf.

Green Light Scenarios (Acceptable Support) These scenarios are allowed because they use AI as a tool to expand or deepen student inquiry, not replace original thought.

● Scenario 1: Summarizing Key Points ○ A student uses AI to summarize dense research articles or key points for an essay and asks for suggested references. ● Scenario 2: Exploring Counter-Positions ○ A student uses AI to explore alternative viewpoints or counterarguments to broaden their understanding of a debate. ● Scenario 10: Formatting and Peer Feedback ○ A student uploads their own draft to AI to "mark" it against basic guidelines or provide feedback for structure.

Yellow Light Scenarios (Proceed with Caution / Teacher Discretion) These scenarios can easily cross the line into cheating if the AI begins to alter the student's core logic or voice.

● Scenario 7: Essay Rewriting ○ A student writes an original essay, but uploads it into AI and asks the tool to rewrite the prose. (Note: If the AI changes the core argument, it is unacceptable). ● Scenario 9: Grammar and Sentence Editing ○ A student uses AI strictly to suggest improvements for grammar, flow, or basic sentence structure. ● Scenario 13: Technical Coding or Graphing

○ A student uses basic technical AI functionality to construct graphs, format data tables, or generate a specific snippet of code required for an Internal Assessment (IA).

Red Light Scenarios (Unacceptable Misconduct)

● Scenario 3: Copy-Pasting AI Quotes○ A student asks AI to find quotes on a topic and copies them into their work without reading the original source. ● Scenario 4: Generating the Research Question ○ A student instructs AI to invent their Extended Essay (EE) or IA research question. (The foundational spark must come from the student). ● Scenario 5: Using AI Models as Blueprints ○ A student has AI generate a complete sample essay for a prompt and heavily models their assignment directly off that structure. ● Scenario 6: Generating Paragraphs ○ A student has AI generate chunks of text (such as the introduction or conclusion) and inserts them into the essay. ● Scenario 8: Total Essay Translation ○ A student writes the assignment in their native tongue and uses AI to translate the entire essay into the target assessment language. ● Scenario 11: Faking Reflections ○ A student asks AI to ghostwrite their personal reflections for Theory of Knowledge (TOK) or Creativity, Activity, Service (CAS). ● Scenario 12: Hiding AI Usage ○ A student intentionally hides their use of AI tools from their teacher or attempts to bypass AI detection software.

Appendix 2 - Academic Integrity Agreement

As an IB World School, Brockton prioritizes academic integrity as a cornerstone of our community. We assume that all student submissions—including examinations, tests, essays, and assignments—are the student’s original work. To support this commitment, our faculty provides ongoing guidance on the principles of academic integrity, including how to avoid plagiarism and cheating. Students will participate in dedicated learning and will have continuous access to resources to support their ethical learning journey. Commitment to Integrity - I understand that academic integrity means being honest, fair, and responsible in all my learning. My Responsibilities ● I will demonstrate my process (eg, brainstorming, journal, document history) ● I will submit my own work and give credit when I use someone else’s ideas. ● I will follow the teacher's expectations in all assessments and use sources and AI tools responsibly. ● I will act honestly during assignments, tests, and exams. Use of AI Tools ● I will use AI only when my teacher permits it. ● I will not submit AI-generated work as my own. ● I will acknowledge the use of AI every time I use it. Understanding of Academic Integrity - I understand that academic misconduct includes plagiarism, cheating, collusion, or any attempt to present work that is not my own. Support and Learning - I understand that academic integrity is taught and supported at Brockton, and I can ask for help if I am unsure. Consequences - I understand that not following academic integrity expectations may result in school consequences, as outlined in the Academic Integrity Policy (such as Zero on assignment, mandatory revision or replacement task, suspension, reporting to parents, principal, Ministry and or IB, and/ or expulsion) Benefits of Integrity Upholding academic integrity protects the value of your education and degree, fosters a culture of trust within our school community, and supports your personal growth and development as an ethical learner. Commitment Statement- I agree to act with honesty and integrity in all my learning. By signing this agreement, I commit to acting ethically and respectfully toward myself and others. I agree to uphold the principles outlined in this agreement and the Academic Integrity Policy and Academic Integrity Procedures Guide, and I understand that failure to do so may result in disciplinary action by the school.