Guidance for Teachers and HODs in Aotearoa PE Contexts
Why This Matters
With the rapid growth of generative AI tools like Microsoft Copilot, ChatGPT, and Google Gemini, many of us in education are grappling with how to use them safely, ethically, and meaningfully. In Physical Education, where both theory and practical components intersect, the boundaries can be particularly blurry.
While the Ministry of Education (MOE) and NZQA are gradually releasing guidance, navigating what’s allowed (and what’s not) can still feel murky. Here’s a starting point for Physical Education departments looking to build confident and culturally responsive practices around AI use.
Step One: Develop a Robust Policy
School-Wide is Best, but Departmental Still Helps. Where possible, align with school-wide policies on AI use. But even within your department, it’s helpful to set clear expectations for staff and students. Having your own policy gives you a reference point for decision-making, especially in relation to assessment authenticity. We recommend using or adapting a traffic light system (see below) that outlines where and how AI can be used.
Current MOE / NZQA Position (as of 2025)
External Assessments: AI tools cannot be used for external assessments (e.g. AS 1.3 and 1.4 under NCEA).
Internal Assessments: AI can be used, with clear conditions. These must include:
- Teacher oversight
- Demonstrated student understanding
- Transparent referencing of AI-assisted input
Check the latest guidance at:https://www.nzqa.govt.nz
Approved Tools for Use in Schools
Microsoft Copilot and Google Gemini. These tools currently meet age restriction and data sovereignty requirements when accessed via school-managed accounts.
Important: Tools like ChatGPT may not meet these standards unless additional permissions or data protection protocols are in place.
How AI Can Be Used in PE (Internals)
Here’s how our department (and others like SBHS) have begun using GenAI in ways that enhance student learning while staying within the guidelines:
- As a 1:1 tutor – for students to ask questions and get content explanations.
- For research support – AI helps filter and summarise quality sources.
- For ideation – brainstorming and exploring topic options for assessments.
- For feedback – students can ask for feedback on their writing but cannot get AI to rewrite content for them.
Traffic Light System for AI Use
- Green
Use case: Idea generation, questioning, summarising research
Example: "Help me list key sociocultural influences in sport."
Allowed? Yes.
Use case: Structuring content, paraphrasing.
Example: "Suggest a paragraph structure for a PE assessment."
Allowed? With guidance.
- Red
Use case: Generating full answers, rewriting assessments.
Example: "Write my 1.2 report for me."
Allowed? No.
Assessment Integrity & Authenticity
Maintaining authenticity is still one of the biggest challenges. We’re addressing this by:
- Using exam.net's secure assessment mode
- Embedding discussions about AI and digital literacy in lessons
- Encouraging student reflections on how they used AI, if applicable
Final Thoughts for Staff
- Keep up to date with evolving guidance
- Model ethical AI use for your ākonga
- Encourage curiosity but maintain firm expectations around originality
- Collaborate with other departments – sharing examples and policies will
strengthen practice across your kura
