Digital Learning Policies & Learner Code

Governance, purpose and scope

These policies protect learners, staff, families, schools, curriculum resources and the integrity of qualifications delivered through the Rabboni Group of Schools Learning Management System (“the platform”). Access is provided for authorised educational and administrative purposes.

Who must follow these policies

• All learners, applicants, parents or guardians using learner accounts or services.
• Teachers, assessors, moderators, facilitators, administrators, support staff and contractors.
• Visitors or partner organisations granted access to platform resources.

Responsibilities

Learners must read instructions, submit honest work, protect accounts and ask for help before a deadline. Staff must apply rules consistently, protect learner information, provide clear assessment requirements and refer suspected misconduct for review. Parents or guardians must not complete work for a learner or share learner credentials.

Acceptable use of the platform and technology

The platform may be used for learning, assessment, communication, collaboration, support and approved school administration. Users must act lawfully, safely, respectfully and in a way that does not disrupt other users or services.

Academic integrity and plagiarism

All submitted work must be the learner’s own work unless collaboration is explicitly authorised. Sources, ideas, quotations, images, code, data and assistance must be acknowledged in the manner required by the teacher or assessor.

Academic misconduct includes

• Copying or closely paraphrasing without acknowledgement.
• Purchasing, commissioning, exchanging or selling answers or assignments.
• Submitting work completed by another learner, parent, tutor, staff member, online service or unauthorised tool.
• Collusion, unauthorised collaboration, sharing answers or enabling another learner to cheat.
• Fabricating evidence, research, attendance, results, references, logs or practical work.
• Reusing previously assessed work without written approval.
• Using hidden notes, devices, communication or assistance during a controlled assessment.
• Submitting unauthorised AI-generated or AI-rewritten work as personal work.

Artificial intelligence and digital assistance

Artificial intelligence may support learning only when the activity instructions or a staff member permit it. Permission for one activity does not automatically apply to another.

When authorised

• Declare the tool used and explain how it assisted.
• Verify accuracy, sources, calculations and references.
• Protect personal, confidential and assessment information.
• Keep drafts or prompts when an assessor requires evidence of process.
• Remain personally responsible for every submitted statement and result.

Never permitted without explicit written approval

• Generating and submitting complete answers, projects, code, reports or portfolios as one’s own.
• Using AI during tests, examinations or controlled assessments.
• Uploading confidential school content, learner data, assessment papers or answers to external AI systems.
• Using AI to impersonate a person, fabricate evidence or avoid demonstrating required competence.

Assessment, submissions, evidence and progression

Learners must follow the published task, format, deadline, authenticity and evidence requirements. A successful upload does not guarantee that a submission is complete, readable, authentic or assessable.

• Check the correct course, unit, file, version and submission status before the deadline.
• Retain original working files, notes, drafts and practical evidence until results are final.
• Do not edit timestamps, metadata, screenshots, attendance or evidence to misrepresent work.
• Request extensions or accommodations through the approved process before the deadline where possible.
• Resubmission, remediation, reassessment and progression remain subject to programme rules and staff approval.
• Technical issues must be reported immediately with useful evidence; reporting an issue does not automatically extend a deadline.

Curriculum content, copyright and intellectual property

Course designs, curriculum content, assessments, answer guides, images, videos, recordings, software, logos, templates and learning resources are protected. Access is a limited permission for the enrolled user’s education.

• Content may not be copied, photographed, screen-recorded, reproduced, republished, translated, modified, uploaded elsewhere, distributed, licensed or sold without written permission.
• Login access, downloads and assessment materials may not be shared with another person or organisation.
• Users must respect third-party copyright, licences, trademarks and privacy when creating or uploading content.
• Staff and learners must obtain consent before recording or publishing identifiable people.
• Suspected unauthorised sale or distribution must be reported to RGS immediately.

Accounts, access and cybersecurity

Each account is personal. Activity recorded under an account may be treated as activity of its assigned user unless promptly reported as compromised.

Privacy, learner information and monitoring

RGS processes information needed to operate the platform, support learning, assess progress, secure services, communicate with users and meet educational or legal responsibilities. This can include identity, contact, enrolment, activity, submission, assessment, support, device and security information.

• Access is limited according to roles and legitimate educational or operational need.
• Platform activity may be logged and reviewed for support, safety, assessment integrity, security and policy enforcement.
• Users must not disclose another person’s private information or upload unnecessary sensitive information.
• Information must be corrected, retained, archived or deleted through authorised processes.
• Privacy questions or suspected data exposure must be reported to the RGS helpdesk.

The platform may use essential cookies, browser storage and similar technologies to maintain sessions, remember settings, protect accounts and operate learning features. Users should not block essential functions on a device used for assessed work without first confirming that the platform continues to operate correctly.

Learning activity information

When a signed-in user actively uses the portal, RGS may record the user, date and time, portal area, course, unit, lesson, page path and active foreground time. “Online now” means that recent activity was received during the previous five minutes. An open tab that is hidden or idle does not continue accumulating active time.

• Teachers may see totals for learners enrolled in courses they teach, but may not use this facility to inspect unrelated users.
• Only authorised Super Administrators may inspect organisation-wide totals and individual activity details.
• Activity information must be used for legitimate learning support, attendance interpretation, safeguarding, troubleshooting, security, assessment-integrity review and authorised reporting.
• Activity information must not be used as the sole evidence of learning, attendance, misconduct or performance; context and other evidence must be considered.
• Records are retained only for the approved operational, educational and legal period, then securely archived or deleted according to the RGS retention schedule.

Online conduct, communication and community standards

Every user has the right to learn and work in a respectful environment. The same standards apply to discussions, messages, feedback, video sessions, shared documents and other connected services.

• Communicate respectfully, truthfully and for an educational purpose.
• Do not bully, harass, threaten, shame, discriminate, stalk or deliberately exclude others.
• Do not publish rumours, humiliating material, private conversations or images without permission.
• Do not send spam, chain messages, commercial promotions or unrelated political campaigning.
• Disagreements must address ideas and evidence, not attack people.
• Staff instructions, moderation decisions and safeguarding directions must be followed.

Online safeguarding and child protection

Safety concerns take priority over confidentiality between users. Learners should use approved channels and should never be pressured to move school communication to private or secret accounts.

• Never request or share sexual content, exploitative material, intimate images or unsafe personal details.
• Do not arrange private meetings with a learner through the platform outside approved school processes.
• Report grooming, threats, self-harm concerns, abuse, exploitation or exposure to harmful content immediately.
• Preserve evidence where safe, do not redistribute harmful material, and follow urgent safeguarding instructions.
• For immediate danger, contact local emergency services and then notify the school through the fastest safe channel.

Accessibility, inclusion and reasonable support

RGS aims to provide meaningful access to learning across different ages, phases, programmes, devices and support needs. Learners should report barriers early so that appropriate support or reasonable accommodation can be considered.

• Use clear language, meaningful titles and accessible file formats where possible.
• Do not mock, exclude or disadvantage a person because of disability, language, background, age or learning need.
• Approved accommodations do not reduce academic-integrity or essential competence requirements.
• Alternative access or assessment arrangements must be authorised and documented.

Technical support, incidents and reporting

Report problems as soon as they occur. Include your name, username, course or unit, the time, device or browser, a clear description and a screenshot where appropriate. Never include a password in a support request.

Report immediately

• Account compromise, suspicious links, malware or unauthorised access.
• Missing submissions, incorrect enrolments, inaccessible content or assessment problems.
• Privacy, copyright, harassment, safeguarding or academic-integrity concerns.
• Any incident that could harm a learner, staff member, school or platform service.

Investigation, restrictions, sanctions, review and appeals

Concerns should be considered fairly and proportionately. RGS may preserve records, restrict access or pause an activity while protecting learners, evidence and services.

Review process

1. The concern and available evidence are recorded.
2. The learner or user is informed of the issue where appropriate and given an opportunity to respond.
3. Relevant staff review instructions, evidence, history and any support needs.
4. A decision, required corrective action and applicable consequence are communicated.
5. An appeal or review may be requested through the school’s authorised process and within the stated period.

Consequences may include a warning, required training, content removal, reassessment, whole-unit or subject reset, temporary restrictions, account suspension, loss of privileges, disciplinary referral, enrolment consequences, recovery of losses or referral to relevant authorities. Serious or repeated conduct may receive stronger action.

A pending review does not automatically remove a safety or security restriction. Retaliation against a person who reports a concern in good faith is prohibited.

Acknowledgement, updates and questions

Access to the platform is conditional on compliance with applicable RGS policies, programme rules, assessment instructions and lawful staff directions. Users are responsible for reviewing notices and policy updates. Material changes will be published or communicated through appropriate channels.

Where a programme, school or assessment has a stricter specific rule, that rule also applies. If two instructions appear to conflict, the user must ask an authorised staff member before acting.

Current portal policy version: 2026-09-03. The platform records the authenticated user and acceptance time when this version is accepted. A materially updated version may require a new acknowledgement.