• Outline the Victorian Government’s guidelines for the responsible and impactful use of AI in schools.
• Outline the state’s requirements for protecting student data and privacy in AI tool usage.
• Victoria’s vision for supporting schools in ethical AI integration while maintaining academic integrity.

• Outlining the Department’s approach to supporting safe, intentional and responsible use of
  generative AI in schools.
• Discussing how the Victorian Teaching and Learning Model 2.0 can support teachers plan for the
  balanced and intentional use of generative AI
• Exploring emergent school-led approaches to using generative AI that reduce teacher workload
  and support planning

• Implement assessment strategies aligned with Victorian Curriculum standards.
• Develop protocols for detecting and managing AI use in student work.
• Create assessment tasks that promote original thinking while acknowledging AI tools.

• Crossing into unknown territory: Generative AI is not a passing storm – it’s a tectonic shift reshaping the landscape of education. There’s no going back.
• Re-mapping assessment: Traditional pathways no longer fit; assessment becomes an evolving journey of feedback, reflection, and growth with AI as a compass.
• Equipping student explorers: Students must learn to navigate AI tools with purpose – critically, creatively and ethically – building their own maps as they go.
• Teachers as trailblazers: The educator’s role transforms into one of modelling curiosity, risk-taking, and resilience in the face of uncertainty and imperfect tools.
• A dynamic, living map: Curriculum and pedagogy must stay fluid – responsive to shifting technologies, global realities, and the expanding terrain of what it means to learn.

• What is RAIL and why were St Leonard’s keen to become the 1st Australian school to attain accreditation?
• Details of the accreditation process, the organisation changes required, and the research
  projects undertaken.
• Examples of successful classroom implementations and the lessons learned.
• How RAIL Aligns with the school’s declaration of powerful learning whilst embracing responsible
  AI innovation.

• Understanding Victorian privacy regulations and student data protection in AI implementation.
• Addressing bias and fairness in AI tools within educational settings.
• Developing frameworks for ethical AI integration in schools.
• Practical strategies for maintaining academic integrity with AI tools.

• What does it take to lead schools into an AI future with integrity and imagination?
• Global insights from research fellowship with the International Coalition of Girls’ Schools, including how AI can strengthen metacognition and student independence.
• Highlight innovations in transparent, teacher-trained AI studybots and a practical three-level framework for AI integration.
• Bringing history to life to preparing students as ethical creators, a vision for how education can harness AI to shape not just learning, but by culture.

• As AI adoption accelerates, educators are inundated with new tools, making it challenging to stay ahead.
• EP’s two-year journey in helping teachers navigate these challenges and define AI efficacy in education.
• Cutting through the hype is crucial to uncover real student benefits.
• Focus is on transitioning from exploration to proven impact through testing, validation, and shared evidence to drive informed decision-making.

• How the MasterTech program and Project Genesis empowers students to tackle real-world challenges through technology.
• The conceptualisation of the 4Sight project. How accessibility was identified as a critical social need, and developing an AI application to assist people with vision impairment.
• Overcoming development challenges, refining functionality and ensuring the application genuinely served the needs of its target audience
• Lessons Learned from the 4Sight Journey – How student-led AI initiatives can achieve real-world impact when supported by flexible educational frameworks.

This session will include a video presentation – Student Voices: AI in Victorian Schools
Michael Reeves, Year 10 student, Ivanhoe Grammar
Scott Webster, Year 10 student, Ivanhoe Grammar
Alex Ellul, Year 10 student, Ivanhoe Grammar
Robbie Blackmore, Year 10 student, Ivanhoe Grammar

• How chatbots can personalise student learning with tailored, on-demand support
• Ways that AI builds student confidence and independence
• How Wodonga Senior Secondary College is finding success with personalised chatbots
• Suggested tools and techniques that free up teacher time by streamlining planning tasks

Key findings and trends from the Australian Parents Council survey on AI in education