ISH Academy International School of The Hague

ISTE in Secondary

The reason to open this site

Make one task better in 20 minutes.

Bring an actual unit from this term. Work from what students need to do, then make the digital capability and AI boundary explicit.

Start now Open the A4 sheet

The task

Four decisions

Take one unit you teach this term. Pick one ISTE student standard. Write the student-facing task in two sentences. Set the AI guardrail in one line (allowed, not allowed, how to cite). Name the evidence you will collect.

  1. Name the unit. Use a unit already scheduled this term, not a hypothetical one.

  2. Pick one standard. Choose the student capability that improves the learning, not the tool you happen to use.

  3. Write to students. Two sentences must state what they make or do, for whom, and what matters.

  4. Set the boundary and evidence. One AI line, then one observable artefact or action you will collect.

Filled examples

MYP, DP and CP

These are models for the four-line structure. Adapt the subject detail and keep your programme requirements intact.

MYP Sciences

Source check before a climate explanation

Unit
MYP Year 9, climate systems.
Standard
1.3 Knowledge Constructor.
Student-facing task, two sentences
Use three sources with different origins to explain one local effect of climate change to a Year 7 reader. Add a source note that compares authority, date, evidence and possible bias, then explain why you trusted one source most.
AI guardrail
Allowed for search terms and questions; not allowed as a cited source or final explanation; cite any AI use in a process note and verify every claim against the three sources.
Evidence
The comparison note and the final explanation with linked sources.

DP History IA

Build a defensible source choice

Unit
DP History, Internal Assessment source selection.
Standard
1.3 Knowledge Constructor.
Student-facing task, two sentences
Select two sources that offer meaningfully different value for your investigation and annotate their origin, purpose and relevant evidence. Record one reason each source strengthens your inquiry and one limitation you must manage.
AI guardrail
Allowed to suggest database keywords; not allowed to invent, summarise or evaluate a source you have not read; cite AI assistance in your process log and verify bibliographic details at the source.
Evidence
Two annotated source records plus the student’s selection rationale.

CP Reflective Project

Represent an ethical dilemma fairly

Unit
CP Reflective Project, mapping stakeholder perspectives.
Standard
1.6 Creative Communicator.
Student-facing task, two sentences
Create a one-page visual that explains the ethical dilemma to a reader outside your career-related study and represents at least three stakeholder perspectives without caricature. Add a 100-word design note explaining how layout, wording and evidence support clarity and fairness.
AI guardrail
Allowed to test whether wording is understandable; not allowed to generate stakeholder claims or the final visual; cite the tool and prompt in the process log and trace every factual claim to a source.
Evidence
The visual, design note and linked source list.

Place it in ManageBac

Put the four lines into ManageBac

Unit context: add the chosen standard and its programme connection in the unit’s aims, skills or learning-process area used by your department.

Student-facing wording: paste the two-sentence task into the learning experience or task instructions.

AI boundary: keep the allowed, not allowed and citation line beside the task, not in a distant policy page.

Evidence: name the exact artefact in the assessment or evidence field, then attach the rubric or subject criteria you already use.

ManageBac labels can vary by programme and school configuration. Use the matching field in your unit template rather than creating a duplicate planning structure.