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Q: What does Generative AI & Academic Integrity: IP and JC Guardrails for 2026 cover? A: Definitive policy explainer on how Singapore's MOE, SEAB, and IB expect students to use generative AI responsibly in 2026.
TL;DR Generative AI is acceptable only when students follow school instructions, keep work authentic, and cite any AI assistance. Use MOE’s guidance on responsible AI, obey SEAB’s 2025 ban on unauthorised devices/materials in exams and coursework authenticity rules, and follow the IB’s requirement to reference AI outputs (with prompts and dates) in EE/IA submissions.
Status: MOE responsible-AI page (last modified 2025-11-28), SEAB 2025 Rules & Regulations (last modified 2025-05-13), and the IB 2022 Academic Integrity Policy remain the latest references as of 2025-11-29.
1 Policy Guardrails You Must Internalise
1.1 MOE’s guidance on responsible generative AI
Purpose: Support safe, ethical classroom use while protecting student data. (MOE guidance)
Key expectations: Follow school instructions on when AI is allowed, keep personal or assessment data out of public tools, and be prepared to explain and, where required, acknowledge AI assistance in your work.
Teacher authority: Schools may prohibit AI for specific tasks; ignoring instructions can be treated as misconduct.
1.2 SEAB’s 2025 examination rules
SEAB’s 2025 “Rules and Regulations for School Candidates” ban unauthorised electronic/communication/computerised devices and unauthorised materials in exam premises. (SEAB rules PDF)
Coursework and practicals must be authentic; submitting work with unauthorised assistance can trigger penalties (including annulment of results).
1.3 IB’s Academic Integrity Policy (2022 update)
The IB treats AI output as third-party assistance: if used, it must be cited with the tool, prompt, and date. (IBO Academic Integrity)
For EE/IA, AI use should be documented (for example, in the RPPF or methodology), and supervisors may request prompts/logs to confirm authenticity.
Record the tool name, model version, date accessed, and prompt in your research log.
Example: ChatGPT (OpenAI GPT-4o mini), accessed 19 Sep 2025 — Prompt: “Outline energy audit experiment variables for H2 Physics IA.”
Verify
Cross-check AI-generated facts against primary sources (MOE syllabi, SEAB data booklets, peer-reviewed articles).
Highlight validated vs unresolved claims using colour codes.
Reflect
Write 2–3 bullet insights about what the AI output contributed (idea generation, rephrasing, error flagging) and what you still need to do manually.
Log emotional/mental load to monitor over-reliance.
2.2 Classroom-ready tracker
| Task | AI tool | Prompt summary | Manual checks | Reflection |
| ----------------------- | --------------- | ------------------------------- | ------------------------------------------- | ------------------------------------------------------------ |
| H2 Physics SPA planning | ChatGPT 4o mini | Suggested apparatus list | Verified with SEAB SPA guide (p.12) | AI helped brainstorm; still need teacher vetting |
| GP essay outline | Claude 3 Sonnet | Generate argument counterpoints | Cross-checked with Straits Times commentary | Useful for idea expansion; rephrased final paragraphs myself |
📎 Tip: Store this log in a shared Google Sheet with your subject tutor so they can monitor compliance quickly.
3 Scenario Playbook for IP & JC Classrooms
3.1 Mathematics WA preparation
Allowed: Using AI to propose alternative solution paths, then manually verifying steps against textbook methods.
Not allowed: Submitting AI-generated solutions without personal working.
Teacher check: Request raw working in pen-and-paper or digital stylus to prove conceptual ownership.
3.2 Science investigations (IB IA / H2 Practical)
Use AI to generate hypothesis variants or apparatus comparisons, but you must validate against SEAB practical guides.
Keep screenshots of prompts and highlight subsequent lab results to illustrate divergence.
3.3 Humanities essays
AI may assist with brainstorming angles or structuring outlines.
Final drafting requires personal synthesis with citations from credible sources (e.g. MOE policy briefings, parliamentary debates).
Use plagiarism detection tools (Turnitin) to ensure paraphrasing is authentic.
3.4 Project-based assessments
Create an AI usage appendix in Google Docs or Notion that attaches prompts, outputs, and annotations.
Encourage group members to sign off on each AI interaction so accountability is shared.
4 Monitoring & Governance Toolkit
4.1 Personal governance checklist
Maintain an AI interaction log for each subject.
Update a source triangulation map (AI claim → official document → action taken).
Schedule weekly integrity reflection: what went well, what still feels blurry.
4.2 Teacher/parent oversight tools
SLS analytics: Teachers can see when AI-assisted quiz attempts spike; follow up to ensure comprehension.
Google Docs revision history: Spot sudden jumps in prose quality; request commentary to confirm authorship.
AI detection heuristics: Instead of relying on unreliable detectors, examine voice consistency and require oral defenses.
4.3 Logging template (copy-ready)
- Week of: 22 Sep 2025
- Subjects monitored: H2 Chemistry IA, IP Math WA2 prep, EE draft 1
- Key AI aids used: ChatGPT 4o mini, Gemini 1.5 Pro
- Verification sources: SEAB practical rules (p. 14-18), MOE policy brief (2024), Nature Education article on kinetics
- Outcome: All AI-derived data re-run in personal spreadsheet; flagged one hallucinated reference and replaced with MOE bulletin
5 Well-being & Executive Function Guardrails
5.1 Managing cognitive load
Track AI usage alongside mood/energy notes so you can spot over-reliance early and rebalance with offline practice.
5.2 Healthy screen-time boundaries
The American Optometric Association recommends the "20-20-20" rule (every 20 minutes, focus on something 20 feet away for 20 seconds) to curb digital eye strain. (AOA computer vision guidance)
Build in device-free problem-solving blocks to ensure conceptual mastery without AI crutches.
5.3 Emotional resilience checkpoints
Use HPB or school counsellor resources to discuss academic stress triggered by AI comparison culture.
Adopt journalling prompts: "What did AI do for me? What did I learn myself? How confident am I without the tool?"
6 Deliverables & CTA
6.1 Printable "Cite–Verify–Reflect" worksheet
1. Task & deadline
2. AI tool name + version
3. Prompt(s) used
4. Verification source(s) + status (✓ / follow-up)
5. Reflection (skills gained, gaps to close)
6. Teacher/parent countersignature
6.2 Academic integrity escalation flow
Spot potential breach (sudden jump in writing voice, missing citations).
Need a broader planning view for IP/JC subject mixes while you tighten AI guardrails? Keep our Integrated Programme school list & pathways guide handy so every policy update flows back to your family’s subject and portfolio roadmap.
🎯 CTA: Download the editable AI usage tracker and register for our "Academic Integrity in the Age of AI" webinar. We guide IP/JC families through practical routines, policy updates, and wellbeing strategies that keep students future-ready without compromising ethics.
