Page 27 - DAIS Digital School Diary-2025 - 2026

b) Academic Integrity

The school values academic integrity as a core value. It nurtures fair practices in
teaching, learning, and assessment. Through sessions in information literacy,
students are educated to recognise the meaning and implication of academic
misconduct, plagiarism, malpractice, and collusion. They are made to understand
that they are responsible for their academic honesty. An age-appropriate
procedure is followed while investigating cases of academic malpractice. Parents
are expected to support the school in promoting integrity over dishonest or unfair
means of achievement.
c) Generative AI Use at DAIS

At DAIS, we believe in preparing students for a future shaped by innovation and
responsible technology use. Our Generative AI Policy supports the safe, ethical, and
intentional integration of tools like Toddle AI to enrich teaching and learning.
Under teacher guidance, students engage with AI to deepen inquiry, support
differentiation, and enhance creativity—while maintaining academic integrity,
digital safety, and our values-based approach to education. GenAI is used as a
supportive tool, not a substitute for human thinking, relationships, or judgment.
The complete policy is available in the Parent Handbook.

d) Assessments
We recognise that teaching, learning, and assessment are fundamentally
interdependent. Our overarching philosophy of assessment is that it should
support student and curricular goals while nurturing age-appropriate learning. We
consider assessment to have four dimensions: monitoring, documenting,
measuring, and reporting.

Monitoring learning

• aims to check the progress of learning against personal learning and curricular
goals, and success criteria
• uses a variety of strategies and tools for Assessment for Learning (formative
assessment) and Assessment as Learning (self and peer assessment) and self -
reflection.
• allows for well-considered feedback to feed forward for next steps in learning
• occurs throughout the learning process.
Documenting learning

• compiles evidence of learning
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