SENIOR SCHOOL STUDENT - PARENT HANDBOOK

o understand that observed cases of academic dishonesty should be
reported
o do not take ideas or concepts from others and present them as their own
o do not put classmates in a difficult situation by asking to copy their work
o do not allow others to copy their work
o acknowledge academic difficulties and discuss them openly to find
solutions
o accept correction or constructive criticism, recognizing that it helps them to
learn
o accept responsibility for their own actions and words.
Teachers who follow the principles of academic integrity:
o model good practice in their own work
o answer questions truthfully and are willing to admit mistakes
o understand and uphold the school’s standards
o establish clear academic guidelines and standards in the classroom and
apply them consistently
o provide opportunities for all students to demonstrate academic success
o give students clear guidance to avoid plagiarism
o encourage students to take responsibility for their own work
o apply assessment criteria consistently and fairly
o design assessment tasks which are not open to cheating or plagiarism.
Cheating/plagiarism.
Many cases of academic dishonesty arise from unique circumstances and
will therefore be treated on a case-by-case basis, but the procedure below
should guide responses to reported incidents of academic dishonesty.
This procedure assumes that students have been given clear guidelines
for each assignment, especially with respect to appropriate use of sources
and what is considered acceptable help from other people.
For extended assignments, teachers should establish a clear checkpoint
process which can confirm the provenance of the students’ work e.g.
submission of outline, first draft, copies of notes, mind maps etc.
If a student is suspected of academic dishonesty (cheating, plagiarism,
collusion, any other attempt to deceive the teacher about the source of the
work) the teacher should discuss the matter with the student to discover if
the suspected dishonesty was intentional rather than the result of other
factors such as ignorance, carelessness, misunderstanding or cultural
differences
First occasion:
a. If the infraction was unintentional, the teacher should advise the
student on how to avoid such situations in the future, and inform the
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