Guidance

Teacher's lesson plan: AI and coursework discussion (accessible)

Published 9 March 2026

Applies to England

Overview

Subject	PSHE / Tutor time / subject-specific
Year group	KS4 and KS5
Duration	15 to 20 minutes
Topic	Academic integrity and AI use in coursework

Learning objectives

By the end of this session, students will be able to:

• explain why, when working on coursework that counts towards a qualification, submitting AI-generated work as their own constitutes cheating
• articulate the personal and academic risks of misusing AI in coursework
• understand the consequences of cheating
• recognise the value of developing their own skills through genuine coursework

Suggested resources

• JCQ guidance on AI use in assessments
• School AI policy document
• Relevant exam board guidance (subject-specific)

Lesson structure

Part 1: Opening (3 minutes)

Aim: Gauge students’ understanding and open the discussion.

Teacher activity:

Open with an acknowledgement that AI tools are part of students’ everyday lives. Set a tone that is firm but fair. This is about helping students, not catching them out.

Key points to consider:

• AI tools are everywhere. Students have probably used them for lots of things.
• When it comes to coursework that counts towards qualifications, it’s important to understand where the line is and why it matters.

Student activity:

• Ask students what they think the current rules are around AI use. Use this to gauge existing understanding and address any misconceptions.
• Take a few quick responses.
• Note misconceptions without correcting yet – this sets up the next section.

Part 2: Clarifying the rules (3 minutes)

Aim: Provide clarity on acceptable versus unacceptable use.

Teacher activity:

Be explicit about what constitutes cheating. Emphasise the core principle clearly.

Key message to convey:

“The key question is: does this work represent your knowledge, your skills, your thinking? If AI did the thinking for you, the answer is no – and that’s cheating.”

Differentiation note:

Direct students to JCQ guidance for detailed information on specific scenarios.

Reference for teachers:

The JCQ guidance on AI use in assessments explains what counts as misuse and how to avoid it (see your school’s policy and the JCQ guidance).

Part 3: Why this matters (7 minutes)

Aim: Build understanding, not fear. Students engage more when reasons feel real.

Teacher activity:

This is the core of the lesson. Present 3 key arguments, then facilitate discussion.

Discussion questions:

• “Why do you think it’s important to do the work yourself?”
• “If everyone used AI to write their coursework, what would qualifications mean?”
• “What skills do you think you’re building by completing coursework yourself?”

Let students share ideas – then introduce the 3 core reasons:

Reason 1: Qualifications need to mean something

• Grades tell universities and employers what you can do.
• If AI produces your work, it says nothing about your abilities.
• Mini‑scenario for impact: “Imagine getting on to a college course because AI wrote your coursework—then realising you can’t actually do the tasks on day one.”

Reason 2: The learning is the point

• Coursework builds real skills: research, critical thinking, communication.
• If AI replaces that, you might get the grade but not the skill.
• In a world full of AI, people who can think for themselves will stand out.

Reason 3: Fairness to others

• Some students put in the effort; others might try shortcuts.
• Integrity protects fairness for everyone.

Assessment for learning:

Listen to responses to gauge understanding and address any remaining confusion.

Part 4: The consequences (3 minutes)

Aim: Be factual and serious. Students need to understand this isn’t hypothetical.

Teacher explanation and key points:

“If someone submits AI-generated work as their own, the consequences are serious.”

• They could lose their grade for that subject.
• A record of malpractice could affect applications later.
• Universities and employers take academic honesty very seriously.
• Almost 2,000 students lost marks in 2025 due to malpractice.

Part 5. Checking understanding (2 minutes)

Aim: Ensure key messages landed.

Quick activity:

Ask students: “What’s the most important takeaway from today’s discussion?”

Take 3 to 5 responses. This helps identify which parts resonated.

Part 6. Positive close (1 to 2 minutes)

Key messages:

• The work you are doing now builds skills that will last your whole life.
• Do your own thinking. Build your own abilities.

Invite final questions.

Follow-up actions

• Ensure students know where to access the school AI policy.
• Consider displaying key messages in the classroom, and encouraging discussions during coursework periods.
• Be available for individual questions from students who may be unsure about specific scenarios.

Notes for teachers

• Be prepared for students to ask about grey areas (for example, using AI for research or proofreading) – refer to JCQ and exam board guidance for specific scenarios.
• This conversation may need repeating at key points during the coursework period.