HILLS Guidance for AI Use in Learning, Teaching, and Operations
Podcast Overview: AI in Education at HILLS Summary
Purpose and Scope
This website supports HILLS staff, students, and families in the ethical and purposeful use of AI tools. It outlines how generative AI (e.g. ChatGPT, Bing Chat, Gemini) can be used responsibly to support learning, creativity, operations, and wellbeing, while safeguarding academic integrity, privacy, and human agency.
Scope
Applies to all staff, students, and third parties interacting with AI tools in classroom learning, teacher support, and school operations. Aligns with our existing Technology Use, Privacy, and Academic Integrity policies.
AI Assistant: HILLS EthosAI Bot
Hello! I'm your AI guide to navigating this document and answer any questions you may have about HILLS approach to AI in Education. Feel free to ask questions about responsible AI use at HILLS. This website and chatbot aims to provide clear direction on appropriate AI use while encouraging innovation. It recognizes that AI technologies are rapidly evolving and our approaches must remain flexible and adaptive.
Integrating AI into our Learning Environment: A Staged Approach
The journey to integrating AI at HILLS has unfolded across several key stages, each responding to the evolving landscape of generative technologies in education.
Stage 1: The Initial Response Phase
Initial Staff Discussion
When generative AI tools like ChatGPT emerged, we quickly came together as a staff to discuss their implications.
TeachAI Toolkit Reference
We referenced the TeachAI Toolkit to guide our initial steps and developed a simple, practical set of "Dos and Don'ts" for AI use in our context.
Updated Agreements
We updated our Internet and Digital Usage Agreements to reflect the shift in possibilities and responsibilities.
Expert Insights
To support staff, we invited guest speakers and AI experts to share early insights. This phase was all about raising awareness, encouraging reflection, and preparing for what was to come. Experts include: Dr Nick Jackson, Leon Furze and Adrian Cotterell.
Stage 2: The Philosophical Phase
As the conversation deepened, we recognized the need for a more structured and values-driven approach. This led to the development of our school-based AI Integration Framework, a tool that aligned with our school's mission, internet usage agreements, and national standards. This framework allowed us to explore not only what we could do with AI, but what we should do.
Code.org, CoSN, Digital Promise, European EdTech Alliance, Larimore, J., and PACE (2023). AI Guidance for Schools Toolkit. Retrieved from teachai.org/toolkit. [2024].
Transforming Learning with Purposeful AI at HILLS
At HILLS, we see AI not just as a tool to address immediate needs, but as a catalyst for long-term improvement. Our goal is to get students thinking more, not less, by using AI as a tool to spark critical thinking, creativity, and curiosity (Cotterell, 2023). AI serves as a thinking partner, not a shortcut.
Policy
We responded swiftly when generative AI tools like ChatGPT first emerged. Drawing on resources such as the TeachAI Toolkit, we developed a clear set of "Dos and Don'ts" for AI use and updated our Digital Usage Agreements to reflect the changing landscape.
Organizational Learning
Recognising the need for a deeper, values-driven approach, we brought in leading AI experts, including Dr Nick Jackson and Leon Furze, to engage with staff, inform policy updates, and support ongoing professional development.
Improvement and Transformation
Guided by global and national standards, including the UNESCO AI Competency Framework, Australia's AI in Schools Framework, and ACARA's AI Curriculum Connections, we are embedding AI in ways that align with our school values and vision.
Together, these stages ensure that AI at HILLS is integrated intentionally, equitably, and with a clear focus on student learning.
Code.org, CoSN, Digital Promise, European EdTech Alliance, Larimore, J., and PACE (2023). AI Guidance for Schools Toolkit. Retrieved from teachai.org/toolkit. [2024].
1. Purpose – Using AI to Support Learning for All
At HILLS, we use AI to help all students achieve their educational goals by enhancing learning, reducing inequities, and supporting wellbeing. We focus on purposeful, values-aligned use that reflects our vision for inclusive education. We consider age, consent, and curriculum alignment, while providing staff and students with the support they need to use AI responsibly.
2. Integrity and Ethical Use of AI
At HILLS, we are committed to ensuring that AI is used in ways that reflect our core values. We updated our Internet Usage Agreements and developed a dedicated AI Digital Citizenship Unit. Generative AI tools are not introduced until Year 7, and only reputable, age-appropriate tools are used within a scaffolded framework aligned with ACARA recommendations and student privacy laws.
Staying Aligned with AI-Related Laws and Regulations
At HILLS, we stay informed with both Australian and international laws relating to AI in education. Our framework takes into account the following key regulations:
Australian Context
  • Australian Privacy Principles (APPs) – Ensuring AI tools comply with national standards for handling personal information.
  • ACARA Guidance on AI in Education – Aligning with the Australian Curriculum guidance on AI use in schools.
  • Generative AI in Schools Framework – Following the Australian Government's Framework for ethical use and student safety.
International Considerations
While we operate within Australia, we also follow global best practices:
  • FERPA– Ensuring student data remains under school control.
  • COPPA – Not allowing students under 13 to use AI tools that collect personal data without parental consent.
  • IDEA & Section 504 – Ensuring AI tools are inclusive and accessible.
  • GDPR – Observing principles of transparency and consent.
Knowledge – Promoting AI Literacy at HILLS
At HILLS, we are committed to developing AI literacy across our school community. AI literacy includes awareness of AI's capabilities, limitations, and real-world implications across disciplines.
Our Approach at HILLS
  • Professional learning opportunities for staff from basic use to deeper pedagogical implications.
  • Integration into Digital Technologies curriculum, with links to Science, English, and Humanities.
  • Introduction of an AI Digital Citizenship Unit exploring AI's impact on students' lives.
  • Staff support through expert keynotes, resource sharing, and collaborative planning.
AI and Computational Thinking at HILLS
(Digital Technologies Specialist Lessons)
AI education helps students build core computational thinking skills, including:
  • Decomposition – Breaking complex problems into smaller parts.
  • Pattern Recognition – Understanding how machine learning models identify patterns.
  • Algorithmic Thinking – Exploring how AI follows logical processes.
  • Debugging – Analyzing and adjusting processes when AI generates errors.
  • Evaluation – Assessing the effectiveness of AI-generated solutions.
Code.org, CoSN, Digital Promise, European EdTech Alliance, Larimore, J., and PACE (2023). AI Guidance for Schools Toolkit. Retrieved from teachai.org/toolkit. [2024]. 
HILLS Scaffolded Approach to AI Literacy
Our learning pathway is developmentally appropriate, ethical, and aligned with our AI frameworks. In early years, students explore data collection and patterns. Upper primary introduces machine learning concepts through hands-on experiences. From Year 6 to Year 10, students are gradually introduced to reputable AI tools in supported contexts, ensuring they understand digital citizenship and data responsibility.
Balance: Harness the benefits of AI while addressing risks
At HILLS, we approach AI with balance, recognizing both its potential and the need for guidance. We embed responsible use through age-appropriate experiences, from exploring data collection in early years to introducing trustworthy generative AI tools in upper years, always within our digital citizenship framework.
Student Learning: Opportunities and Risk Mitigation
Preparing Students for an AI-Enhanced Future
By embedding AI into our learning environment in ways that are ethical, equitable, and empowering, we are preparing our students not just to use AI, but to understand it, question it, and shape its role in a sustainable future.
See also:
  • Principle 1: Purpose – Why we use AI in education
  • Principle 5: Integrity – How we teach students to use AI honestly and responsibly
Teacher Support
Empowering educators with purposeful and reputable AI tools, while upholding teacher agency and ethical practice
At HILLS, AI is seen as a supportive partner, not a replacement for teacher expertise. Used well, it can reduce workload, unlock time for deeper student connections, and offer innovative pathways for differentiation and reflection. However, we remain grounded in ensuring that all tools serve the human heart of education: our teachers.
Below is an outline of how AI can support educators at HILLS, alongside key risks and how we mitigate them with integrity and care.
Educator Applications of AI
AI as a Teaching Partner
At HILLS, we see AI as a tool to enhance, not replace, the creativity, judgement, and deep insight that educators bring to their work. Our approach centres on empowering teachers to use AI with clarity, care, and confidence, grounded in ethics, curriculum goals, and student wellbeing.
Management and Operations
Using AI to support systems, without compromising people
At HILLS, we embrace AI tools that streamline operations and enhance decision-making, but never at the cost of trust, privacy, or human connection. When integrated responsibly, AI can reduce administrative load and allow staff to focus more on what matters most: nurturing learning and community.
Here's how we approach the opportunities and challenges of AI in school management and operations:
Operational Applications of AI
AI and Assessment at HILLS
At HILLS, we are actively shaping assessment practices that reflect the evolving AI landscape. We work closely with AI consultant Adrian Cotterell, using AI not to shortcut thinking but to deepen it. Adrian's expertise supports:
  • Socratic dialogue prompts using AI to enhance student reasoning
  • Redesigning assessments that encourage original thinking and application
  • Trialling secure lockdown browser assessments that prevent plagiarism while preserving student agency
We also use document-tracking tools as a first-level response when plagiarism is suspected. However, our priority is proactive design, crafting assessments that clearly communicate when and how AI can be used. Our AI digital citizenship units further reinforce ethical boundaries. Socratic discussion and dialogue are used with students to help assess their understanding and intent before accusations of misuse are made. These conversations help uphold a culture of trust, fairness, and reflection.
Student & Educator Feedback and Future Directions
Student & Educator Feedback on AI Use
To shape ongoing practice, we gather student feedback on AI integration across three key categories:
1
Teacher Use for Efficiency
e.g., lesson planning, marking assistance, resource creation
2
Teacher Use for Teaching
e.g., differentiated instruction, visual aids, adaptive assessment
3
Student Use for Learning
e.g., creativity support, content generation, study aids
This feedback helps ensure AI is used meaningfully, equitably, and in alignment with student voice and learning needs.
Code.org, CoSN, Digital Promise, European EdTech Alliance, Larimore, J., and PACE (2023). AI Guidance for Schools Toolkit. Retrieved from teachai.org/toolkit. [2024]. 
Stage 3: The Action Stage at HILLS
With a strong foundation in place, HILLS moved into the Action Stage, bringing our AI strategy to life across the school.
  • We hosted and continue to host a series of guest speakers, including national and international AI experts, to inspire and inform staff.
  • Our fortnightly AI Tech Talks became a space for shared learning, showcasing tools, classroom examples, and teacher-led experiments.
  • We curated and regularly updated a scaffolded list of reputable AI tools, ensuring all platforms used protect student privacy and align with our staged introduction of Generative AI from Year 6–10.
  • In collaboration with Adrian Cotterell, we explored AI Socratic Dialogue, deepening student critical thinking and inquiry through conversational assessment models.
  • We launched this dedicated HILLS AI Resource Page, inspired by examples like this one, which includes:
  • All AI-related policies and guidelines
  • Our updated Internet Usage Agreements
  • A custom-designed AI Chatbot to answer school-specific questions about AI use at HILLS
  • Ongoing professional development opportunities including regular​Tech Talks
  • A clear, up-to-date list of approved tools and scaffolded classroom integration plans
We also piloted AI-enhanced learning with our Year 9 and 10 students in immersive VR-based projects, which can be seen in the AI in Education Case Study Video. Under the research guidance of Dr Paul Unsworth (Uni SA), we gathered real student and teacher feedback to refine our classroom approach and contribute to broader research discussions.
Finally, we updated our school-wide APA-7 citation style guide in SACE to include proper referencing for AI-generated content, reinforcing academic integrity and transparency across all year levels.
STAGE 4: STRENGTH STAGE
Strengthening and Sustaining AI Integration at HILLS
HILLS has entered the Strength Stage of AI integration, solidifying our commitment to ethical, innovative, and educationally sound AI practices. As a pilot school, we are leading in the use of Socratic dialogue, immersive technologies, and responsible AI use in education.
  • We've adopted ChatGPT Teams to ensure student data privacy (as we hold and own the data) and empower educators to build custom AI chatbots tailored to learning needs, with a Socratic dialogue methodology.
This stage represents our ongoing focus on deep thinking, safe practice, and purposeful innovation.
We Follow These AI Usage Guides
To ensure consistency, safety, and clarity in how we engage with AI, all students and teachers at HILLS are supported by the following guides:
Code.org, CoSN, Digital Promise, European EdTech Alliance, Larimore, J., and PACE (2023). AI Guidance for Schools Toolkit. Retrieved from teachai.org/toolkit. [2024]. 
These living documents help guide decision-making, ensure ethical use, and reinforce Looking Ahead: Shaping the Future of AI in Education
At HILLS, we are not simply adapting to AI, we are actively shaping its role in education. Our values continue to guide a learning environment where AI is used ethically, creatively, and purposefully. We are committed to:
  • Tracking the impact of AI on teaching and learning through ongoing reflection and feedback
  • Evolving our policies in step with the rapid pace of AI advancement
  • Empowering students to think more, not less, with AI as a thinking partner, not a shortcut
As AI continues to grow, so will we, ensuring our students are not just prepared for the future, but equipped to lead it.
Reference List
Code.org, CoSN, Digital Promise, European EdTech Alliance, Larimore, J., and PACE (2023). AI Guidance for Schools Toolkit. Retrieved from teachai.org/toolkit. [2024]. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.