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CIS Elementary AI Policy

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2024-2025 CIS Elementary AI Policy v1 (1)

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CIS Elementary Distance Learning Evidence Padlet

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CIS Elementary Distance Learning Documentation

CIS was successful in delivering high-quality teaching and learning during Distance Learning this past academic year.

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IVEI PD Conference

Teachers meeting and developing across Innoventures Scools

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IVEI Job Alike

An opportunity for teachers to meet across Innoventures Education

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IVEI Job Alike

An opportunity for teachers to meet across Innoventures Education

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IMPACT: Extreme change in followers, interactions and recignition via social media platforms

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https://www.facebook.com/cisdubai/

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@cis_dubai

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CIS has hired a media member to support in more effective social media

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CIS Elementary Artificial Intelligence Policy

Created to outline expectations and vision of AI in Elementary.

CIS believes that AI is not suitable for Elementary students. The goal for learning in the Elementary is to develop knowledge, understanding and skills that can be applied to AI in Grade 6.

Wellbeing lessons do focus on Responsible Use of Technology as outlined in the policy.

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IMPACT: At the end of Semester 1, 6 tours have been led with parents communicating to us they were encouraged to join CIS by their current nursery

This has led to 2 students applying to CIS

There has been more momentum in this area over the last few months.

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IMPACT: Breakfast has led to positive partnerships with 8 nurseries in the local area

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Incentive Contract was designed to support nurseries in encouraging parents to consider CIS as their next destination in schooling

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Nusery Breakfast

03 October 2025

CIS invitred local nurseries in for a breakfast to make connections and start partnerships with local nurseries

This included:

Breakfast with introduction of who we are

Tour of the school

Discussion about how partnerships will support everyone

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CIS Nursery Contact List - Nurseries in our Area

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2025-2026 CIS Nursery Contact Information

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Possible Evidence Gathering

Data: Number of students/teachers using AI tools; tracking of AI-assisted assignments versus non-AI tasks; assessment results showing progress.

Planning: Lesson plans embedding AI for research, writing, creativity, or simulations; digital citizenship curriculum including AI ethics.

Student Work: AI-generated projects (art, writing, data analysis); side-by-side work showing student input vs. AI collaboration; student-created guidelines for AI use.

Reflections/Feedback: Student reflections on AI’s role in their learning; teacher reflections on personalization; surveys on digital literacy confidence.

Documentation: AI usage guidelines; records of workshops/training; exemplars of ethical use cases; parent communications on AI integration.

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Possible Evidence Gathering

Data: Usage statistics for different learning spaces (maker spaces, breakout rooms, online platforms); surveys of student satisfaction with environments.

Planning: Classroom seating/space design plans; teacher planning showing use of varied environments for learning.

Student Work: Evidence of group projects, collaborative murals, digital portfolios, or online learning outputs.

Reflections/Feedback: Student reflections on preferred learning spaces; teacher surveys on accessibility and impact; parent comments on engagement at home.

Documentation: Photos of redesigned spaces in use; screenshots of digital platforms; accessibility audits; technology integration reports.

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Possible Evidence Gathering

Data: Number and type of external speakers, mentorships, partnerships, and internship hours completed; student participation in service projects.

Planning: Unit plans showing integration of real-world problems, community links, or cross-disciplinary collaboration.

Student Work: Project-based learning products (presentations, prototypes, community campaigns); evidence of collaboration with external experts.

Reflections/Feedback: Student journals on career aspirations; teacher notes on student engagement; feedback from community partners.

Documentation: Memorandums of understanding with partners, internship logs, press releases, event programs, or partnership certificates.

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Possible Evidence Gathering

Data: Attendance and participation rates in assemblies, showcases, or exhibitions; number of student submissions for newsletters, social media, or displays; engagement metrics (likes, comments, views) on school platforms.

Planning: Teacher plans showing intentional inclusion of authentic audiences (e.g., parent showcases, blog posts, performances).

Student Work: Portfolios, published writing, digital content, artwork, or videos shared publicly.

Reflections/Feedback: Student self-reflections on how it felt to have work shared; parent surveys/comments; teacher reflections on student motivation and confidence.

Documentation: Photos/videos of exhibitions, newsletters, social media posts, bulletin board displays, school magazine articles.