I. INTRODUCTION
Academic integrity encompasses the values and behaviours that uphold personal integrity and ethical conduct in teaching, learning, and assessment. Our school is committed to fostering a culture of academic integrity by promoting honest practices, responsible use of information, and authenticity in all work submitted for assessment. This policy is guided by the IB publication, Academic honesty: guidance for schools (September 2003), and is supported by the school’s Vision and Mission.
At Dalhousie Public School we are committed to fostering safe, dynamic, and inclusive learning environments. We nurture the growth of the next generation of informed global citizens, independent thinkers, curious inquirers, and compassionateindividualswithstrongethicalvalues.Ourgoalistoequipstudents with the future-ready skills needed to succeed in an interconnected and complex world.
The school views academic integrity as a core value reflected in key IB learner profile attributes. Students demonstrate integrity by acting with honesty and responsibility as principled individuals, by using critical and creative thinking to make ethical decisions as thinkers, and by evaluating their actions and learning with honesty and self-awareness as reflective learners. By upholding these attributes, students actively choose to embrace academic integrity.
II. PURPOSE AND CORE VALUES
The purpose of this policy is to embed the principles of academic integrity across all school practices and ensure that the entire community understands and upholds the five fundamental values of honesty, trust, fairness, respect, and responsibility. It establishes clear expectations for teaching, learning, and assessment, and provides guidance for addressing instances of malpractice or violations of academic integrity. By promoting principled behaviour, ownership of learning, respect for others’ ideas, and responsible use of information, the policy supports the development of reflective, ethical, and accountable learners who use their ATL skills to demonstrate authentic work and integrity in all aspects of learning.
III.KEY DEFINITIONS
Academic integrity is a guiding principle that underpins ethical decision-making and ensures a fair and equitable learning environment. It promotes the creation of authentic and legitimate academic work by setting age-appropriate expectations that strengthen a culture of honesty throughout the school. Learners are supported in demonstrating ethical behaviour during assessments, producing genuine individual or collaborative work, acknowledging and crediting the ideas of others, and using digital information responsibly.
Plagiarism
Plagiarism is the act of presenting another person’s ideas, words, or work as one’s own without proper acknowledgment. This includes copying text, ideas, images, or data from books, websites, or peers, as well as using translated material without attribution. Plagiarism misrepresents a student’s own understanding and learning. The school actively raises awareness about plagiarism through guidance, workshops, and explicit teaching, and uses appropriate tools to ensure authenticity in student work.
School Maladministration
School maladministration refers to any action by a staff member or the school that undermines the integrity of assessments or examinations. This can occur before, during, or after an assessment and may include actions such as providing unfair assistance to students, altering assessment conditions, or failing to follow prescribed procedures. Such behaviour threatens the credibility of the school’s academic standards and is considered a serious breach of academic integrity.
Student Academic Misconduct
Student academic misconduct encompasses behaviours that give a learner an unfair advantage or place other students at a disadvantage. This includes cheating in assessments, misrepresenting work, or failing to adhere to academic honesty principles. Misconduct not only compromises the learning process but also affects the fairness and trust essential in the school community.
Collusion
Collusion is knowingly assisting another student in committing academic misconduct. This includes allowing one’s work to be copied, copying another student’s work, or contributing to another student’s submission in a way that breaches the principles of independent learning. Collusion undermines fairness and accountability in the learning process.
Duplication
Duplication occurs when a student submits the same work, or substantial parts of it, for more than one assessment or task without proper acknowledgment. This practice misrepresents the amount of original work a student has completed and violates the principle of producing authentic, individual or appropriately collaborative work.
Fabrication
Fabrication refers to the deliberate invention or falsification of information, data, or references in any academic work. This includes creating fictitious data for experiments, citing sources that do not exist, or presenting imaginary evidence to support arguments. Fabrication undermines the authenticity of learning and misrepresents a student’s knowledge and skills, and is therefore considered a serious breach of academic integrity.
Misuse of Technology
Misuse of technology occurs when digital tools, applications, or online resources are used unethically to gain an unfair advantage or misrepresent one’s own work. This includes using AI-generated content without proper acknowledgment, copying from online sources without credit, employing unauthorized apps during assessments, or any activity that compromises the originality and integrity of work. The school emphasizes responsible and ethical use of technology to support learning while maintaining academic honesty.
IV.FORMS OF ACADEMIC MISCONDUCT
Academic Misconduct in Coursework
Academic misconduct in coursework includes any action that compromises the authenticity and integrity of student work. Examples include:
- Using online repositories, guides, or essay-writing services instead of producing original work.
- Submitting the same work for multiple assessment components without authorization.
- Using purchased or pre-written essays.
- Seeking or receiving assistance from peers, teachers, or family beyond the level of guidance appropriate for the student’s age and the task.
- Assisting others to copy or complete their work beyond recommended support.
- Failing to report known cases of academic misconduct.
Academic Misconduct in Assessments
Misconduct during examinations refers to behaviours that compromise fairness or violate assessment protocols. Examples include:
- Possessing unauthorized materials such as notes, electronic devices, or reference aids.
- Engaging in disruptive behaviour that affects other students’ performance.
- Failing to follow instructions or examination procedures provided by the teacher or invigilator.
- Sharing, exchanging, or passing on examination information before, during, or immediately after the assessment.
- Attempting impersonation or completing assessments on behalf of another student.
- Accessing, attempting to access, or distributing examination papers or materials inappropriately.
- Sharing information about an assessment in social groups or online platforms within 24 hours of completion.
This framework ensures that students understand the importance of producing authentic, responsible, and age-appropriate work, while promoting fairness and respect for others in both classroom and assessment settings.
V. ROLES AND RESPONSIBILITIES
STUDENTS
To foster a culture of honesty and principled learning, students are expected to:
Embody the principled attribute – Demonstrate integrity, honesty, and responsibility in all learning and assessment activities, reflecting the IB Learner Profile.
Participate in orientation – Attend all sessions arranged to understand the Academic Integrity Policy and other relevant school policies.
Acknowledge commitment -Sign the Academic Integrity Agreement following the orientation to confirm understanding and agreement to uphold academic honesty.
Submit authentic work -Take ownership of all work submitted for assessments, assignments, and core subject tasks, ensuring it is original and personally completed.
Use citations and references – Appropriately acknowledge all sources of information, including books, websites, peers, media, or other resources.
Verify authenticity -Use reliable online tools to check the originality of submitted work; only authentic work to be submitted.
Respect collaboration boundaries – Contribute responsibly to group tasks while clearly distinguishing individual contributions from collaborative efforts.
Avoid unauthorized assistance – Refrain from providing or receiving non-prescribed help from peers, parents, tutors, or external agencies that may compromise academic integrity.
Practice responsible technology use -Use digital tools, applications, and online resources ethically, ensuring that technology supports learning without breaching academic honesty.
Develop academic responsibility – Demonstrate self-management, reflection, and critical thinking to ensure learning outcomes are achieved with integrity and fairness.
TEACHERS
Teachers play a pivotal role in fostering a culture of academic integrity by guiding, modelling, and supporting students in ethical learning practices. Their responsibilities include:
Model principled behaviour -Exhibit honesty, fairness, and responsibility in all professional work and interactions, serving as role models for students.
Prevent misconduct through guidance – Support students in understanding academic integrity by teaching ethical research practices, academic writing, referencing, and proper acknowledgment of sources.
Embed integrity in teaching and learning – Integrate academic honesty into daily instruction and classroom activities. Use assessments such as single responses, projects, and assignments to provide constructive feedback that identifies areas for improvement and reinforces ethical practices.
Design authentic assessments – Create inquiry based and original assessment tasks that encourage independent thinking and reduce opportunities for misconduct. Share assessment criteria and rubrics clearly with students beforehand.
Use technology responsibly- Be proficient in using reliable online tools to verify the authenticity of student submissions and guide students in responsible use of digital resources.
Reinforce positive behaviour – Recognize and celebrate instances of academic honesty to cultivate a positive classroom and school-wide culture of integrity.
Handle incidents effectively – Understand and follow the school’s procedures for addressing academic misconduct. Ensure prompt reporting, thorough documentation, and appropriate action in response to incidents.
Teach research and citation skills – Provide explicit instruction on how to conduct research ethically, cite sources correctly, and distinguish between original and collaborative work.
Model ethical practices – Demonstrate proper citation, referencing, and fair use of information in teaching materials and classroom examples.
PARENTS
Understand the policy – Parents should be familiar with the school’s Academic Integrity Policy, including what constitutes student misconduct and the consequences of any breaches.
Avoid unauthorized assistance – Parents must refrain from providing help that compromises the authenticity of their child’s work or completing tasks on their behalf.
Support ethical learning -Encourage children to adopt an ethical approach to all tasks and assessments, ensuring that work is completed independently and honestly.
Promote honest effort – Recognize and reinforce genuine effort and principled learning, highlighting the importance of integrity in academic work.
Monitor responsible use of resources – Guide and supervise the appropriate use of books, online tools, and digital resources at home to support ethical learning practices.
Maintain effective communication – Ensure timely and constructive communication with teachers and school staff regarding any concerns, questions, or observations related to academic integrity.
SCHOOL
Promote a culture of academic integrity and ensure that students, parents, and staff are aware of the school’s policy and expectations.
Provide appropriate resources, including tools to verify the authenticity of student work, to support ethical learning practices.
Apply consequences for breaches of academic integrity fairly and consistently to maintain trust and reinforce honest conduct.
Provide training for librarians and resource staff on academic integrity to equip them to guide and support students effectively.
VI. AGE-APPROPRIATE GUIDANCE FOR PYP STUDENTS
Students in the Primary Years Programme (PYP) are introduced to the concept of academic integrity in ways that are developmentally appropriate, helping them understand the importance of honesty, fairness, and responsibility in their learning. This guidance is integrated with the attributes of the IB learner profile:
- Knowledgeable – Students understand that taking credit for their own work demonstrates knowledge and allows others to learn from their insights.
- Principled – Students recognize that sharing credit for collaborative work reflects honesty, fairness, and respect for others.
- Integrity – Students learn to acknowledge the work of others, understanding the difference between fair and unfair practices.
- Caring and respectful – Contributing equally in group work shows respect for peers’ ideas and fosters cooperation.
- Independent and confident – Completing individual tasks independently demonstrates self-reliance, responsibility, and confidence in one’s abilities.
Teachers guide students in understanding and practicing these principles, providing support in a positive and constructive manner. When academic integrity concerns arise, teachers consider the student’s learning needs and challenges, recognizing that repeated issues may indicate difficulties in understanding content or assessment expectations.
The school ensures that students receive appropriate support to develop their understanding and skills in ethical learning, following the procedures outlined for handling academic concerns. Parents are informed as necessary, and interventions are designed to reinforce principled behaviour while promoting learning, growth, and student well-being.
VII.AGE-APPROPRIATE GUIDANCE FOR MIDDLE SCHOOL (CAMBRIDGE LOWER SECONDARY) STUDENTS
Students in Cambridge Lower Secondary are encouraged to develop an understanding of academic integrity in a way that supports independent, responsible, and ethical learning. The school provides guidance to help students recognize the importance of producing authentic work and using resources responsibly:
- Ownership of learning – Students understand that submitting their own work demonstrates knowledge, effort, and responsibility, and enables teachers and peers to assess their understanding accurately.
- Respect for others – Students acknowledge and properly credit the ideas, words, and work of others, including peers, textbooks, and digital resources.
- Fairness and collaboration – When working in groups, students contribute responsibly, share credit appropriately, and ensure that each member’s contribution is valued.
- Responsible use of technology – Students use digital tools, applications, and online information ethically, ensuring that technology supports learning without compromising originality.
- Independence and accountability – Students complete individual tasks and assessments independently, demonstrating self-management, critical thinking, and confidence in their abilities.
Teachers provide structured guidance to help students develop these skills, including teaching research, referencing, and citation practices, as well as strategies for producing authentic work. In cases of suspected academic misconduct, teachers consider the student’s learning challenges and provide support to address gaps in understanding, following the school’s procedures for handling academic concerns.
Parents are informed as necessary and encouraged to support their children in adopting ethical learning practices at home, fostering responsible, honest, and reflective learners.
VIII. CONSEQUENCES OF ACADEMIC MISCONDUCT
PYP:
- Academic dishonesty is treated as a learning opportunity rather than only a punitive issue.
- Verbatim copying or lack of citation is addressed as draft work; students are guided to rework material in their own words and cite sources appropriately.
- Self-evaluation and teacher explanations of rubrics help students reflect on their work and set goals to improve academic honesty.
- Malpractice is often linked to gaps in language or research skills and is addressed through targeted support.
- Deliberate and repeated malpractice by proficient students may lead to formal meetings with teachers, parents, and, if necessary, the principal.
- Records of continued malpractice may be documented in the student’s file.
CAMBRIDGE LOWER SECONDARY
Academic dishonesty is treated as a serious breach of the school’s expectations for responsible and ethical learning. Students are made aware of the Academic Integrity Policy, the types of misconduct, and the consequences for breaches. The focus is on supporting learning, developing responsible habits, and preventing repeated violations.
Internal contracts for academic misconduct
- First incidence (Minor concerns)
- Teacher holds a conversation with the student to reflect on the importance of honesty in learning.
- The student may be asked to redo the task to demonstrate original thinking.
- Guidance is provided on acknowledging sources and using information correctly.
- Second incidence (Repeated concerns)
- Teacher and student discuss patterns of misconduct and set clear goals for improvement.
- Written reflection is submitted and added to the student’s record.
- The student participates in guided sessions or workshops on responsible research and academic integrity.
- Parents are informed, and the case is documented.
- Third incidence (Serious concerns)
- The task may remain ungraded until authentic work is submitted.
- Parents and school leadership are informed.
- Additional support or counselling is provided to address learning gaps or understanding of academic integrity.
- In rare cases of continued or serious misconduct, further disciplinary action may be taken as per the School Code of Conduct.
This framework emphasises learning, skill development, and ethical behaviour while maintaining fairness, accountability, and consistent application of consequences.
IX. USE OF ARTIFICIAL INTELLIGENCE
Students are expected to use Artificial Intelligence (AI) tools ethically and responsibly, ensuring that these technologies support learning rather than replace independent thinking. The following guidelines outline appropriate practices for incorporating AI into academic work:
Understanding the role of AI
- AI tools are designed to assist learning, provide explanations, and offer suggestions, but they do not replace a student’s own thinking, creativity, or effort.
- Students should use AI to enhance understanding and generate ideas while maintaining responsibility for producing original work.
Ethical use of AI
- Students must not use AI to complete assessments, assignments, or projects in ways that violate academic integrity. This includes copying AI-generated content and submitting it as one’s own work.
- Any use of AI must be transparent, honest, and in line with the school’s Academic Integrity Policy.
Attribution and Citation
- When AI tools are used to support research or writing, students must clearly acknowledge and cite the AI as a source.
- In-text citations should follow the school’s referencing style, for example: “The development of the tools and variables required for…” (Text generated by ChatGPT, 2023).
- Bibliography entries should include the AI tool, the prompt used, and the date of the response, for example: OpenAI (23 February 2023), ChatGPT response to prompt about [topic].
Supervised use
- Students should use AI under the guidance of teachers and follow instructions on how AI tools can be incorporated appropriately into tasks.
- Teachers may provide examples and training on responsible AI use to ensure alignment with learning goals and ethical standards.
Consistency and Transparency
- Maintain a consistent style for all quotations and references throughout the work.
- Ensure that AI-generated content is clearly distinguished from the student’s own original ideas.
Staying informed
- Students should keep up-to-date with evolving guidelines on the ethical use of AI in academic work.
- Cambridge Lower Secondary students should follow school-specific guidance, while PYP students should receive age-appropriate explanations and support for responsible AI use.
Alignment with Academic Integrity
- All AI use must comply with the school’s Academic Integrity Policy and reflect the principles of honesty, fairness, and responsibility.
- Students are expected to apply these guidelines to develop independent thinking, produce authentic work, and properly acknowledge the contribution of AI tools.
By following these guidelines, students in PYP and Cambridge Lower Secondary will be able to integrate AI responsibly into their learning while upholding academic honesty and ethical practices.
X. REVIEW OF THE POLICY
The DPS New Chandigarh Academic Integrity Policy came into effect from August 2025 and will be reviewed every two years or earlier as needed by the policy review committee and the Pedagogical Leadership Team (PLT).
Policy creation and first review : August 2025
Second iteration: September 2025
Third iteration: November 2025
Framed by: Aditi Sharma, Gurpreet Singh, Ravneet Kaur, Rupple Dhar, Kanika Gupta, Shelza Shakya
Reviewed by: All teaching staff, (student name), (parent name) and PLT
Next Review: Academic session- 2027-28 (Or as required)
XI. REFERENCES
- Diploma Programme Assessment procedures 2021(C5.2.1)- IBO
- Academic Integrity Policy (2019)- IBO
- Academic honesty in the IB educational context (2016)
- Academic Integrity Policy 2020-21, GPS Brookes, Kochi
- Academic Integrity Policy 2020-21, Oakridge International School Bacchupalli
- KiiT International School Academic Integrity Policy,2023.
