SIS Academic Honesty

1) Purpose

The goal of this document is to lay out the Academic Honesty policy of Senri International School of Kwansei Gakuin. It explains the role and responsibility of all community members, the expectations for middle and high school students and the procedures to follow when the guidelines are not followed.

The Academic Honesty policy incorporated in this document has, at its core, the SIS principle of the 5 Respects, in particular that of Respect for Learning. While it is an original policy developed specifically for SIS, one objective is that it be in keeping with the policy of our sister school, Osaka International School as laid out in its document “OIS K-12 Academic Honesty” Consequently, it also aligns with the ethos laid out by the International Baccalaureate in its document Academic Honesty in the IB Educational Context. UNESCO’s 21st Century Skills and the OECD’s Key Competencies have also been referred to in the development of this policy.

2) Definitions

Academic Honesty

This is the creation of an authentic piece of work based on one’s own original ideas with the work of others being fully acknowledged.

An authentic piece of work is one that is based on the student’s  individual and original ideas with the ideas and work of others being fully acknowledged. Therefore, all assignments for assessment, regardless of their format, must wholly and authentically use that candidate’s own language, expression and ideas. Where the ideas or work of another person are represented within a candidate’s work, whether in the form of direct quotation or paraphrase, the source(s) of those ideas or the work must be fully and appropriately acknowledged. (1.5)

Collaboration Cooperation and Creativity

In some units students may legitimately co-operate and collaborate on a project, sharing materials or data collected and discussing the interpretation of such material. Examples of legitimate co-operation and collaboration include:

  1. informal study/discussion groups;
  2. discussion of general themes and concepts;
  3. interpretation of assessment criteria; or
  4. strengthening and development of academic writing and/or study skills through peer assistance.

In some cases legitimate cooperation and collaboration may extend to researching and writing of joint projects, written works or other assessable works.

Although the principles of academic honesty apply equally to all subjects, there are issues that are particularly relevant to the arts, where imitation, influence and inspiration have a respectable tradition. The observation of form and its resemblance to nature, or to another artist’s work, is a skill to be nurtured. There is an expectation that students may be influenced by the work of other artists and writers, whose works may inspire the student’s own creativity. Thus there are circumstances where the creative use of the work or ideas of another person is acceptable, but the original source must always be acknowledged. (1.6)

3) Roles & Responsibilities

1. Administrators

The Head of School and/or Principal/s understands and actively encourages academic honesty, promotes a positive school culture, and provides resources to support academic honesty on the campus (3.2) 

Academic Honesty is considered an integral part of the SOIS Five Respects.

2. Librarian

The IB Academic Honesty document states that

“Teachers should take advantage of the role and expertise of the school librarian. Trained librarians are fully aware of issues associated with plagiarism, copyright and other ethical issues. School librarians will teach and employ good academic practice for documenting sources used. Their knowledge of resources available and their search skills can be used to validate sources cited, and they are often able to trace the origins of suspect passages. More importantly, the librarian’s skills in locating, evaluating and using information can help students find and use authoritative and reliable information from a variety of sources, print, online, people, and more.” (4.9)

3. Teachers

All teachers bear the following responsibilities

  • Teachers give specific requirements as well as written examples of proper citation of a variety of sources in all subject areas. (4.13).
  • Teachers observe the same procedures as students when providing students with reference material. All teachers epitomize good academic practice and act as role models for students (4.12).
  • Teachers guard against what might be described as “academic negligence”. In other words, teachers must warn students about the consequences of being careless when recording sources, or displaying a cavalier disregard for the origin of material within their work.(4.22)
  • Teachers report to the principals and follow the procedures shown in 5) below should there be any incident of academic dishonesty.

4. Parents

Provide support by sharing the school’s academic honesty policy with their children, encouraging ethical behaviour and monitoring students’ work in the home such as: computer use, homework, or written assignments.

5. Students

All students G7-12 are instructed in the correct conventions of academic honesty and encouraged to show ethical behaviour and model digital citizenship in their studies.

Students have a responsibility to adhere to SIS Academic Honesty guidelines and act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. Students take responsibility for their own actions and the consequences that accompany them.

4) Student Guidelines

Middle School

 The academically honest student agrees to:

  • Acknowledge the source of direct quotations.
  • Acknowledge references in a bibliography.
  • Use in-text citation.
  • Know what defines plagiarism.
  • Know what defines cheating and abide by the rules.
  • Follow all exam rules.

The academically honest student agrees not to:

  • Use notes during a test unless allowed by a teacher
  • Copy from another student during a test
  • Copy from the homework of another student
  • Hand in work as his/her own that has been copied
  • Do homework for another student
  • Give another student his/her own work to copy


High School Students

The academically honest student agrees to:

  • Keep and maintain accurate, personal course notes
  • Acknowledge, in a specific manner, information taken from a variety of sources.
  • Document source material in a formal and appropriate manner
  • Use direct quotations appropriately
  • Understand the concept of plagiarism
  • Understand the consequences of malpractice regarding both school-based work and external examinations 
  • Follow all exam rules.

The academically honest student agrees not to:

  • Copy the work of other students
  • Give another student his/her work to copy
  • Submit work done by another person
  • Use notes during a test unless allowed by the teacher or permitted by the examination rules
  • Purchase and submit pieces written by someone else
  • Write essays for other students
  • Present artistic or creative work in any medium that has literally been reproduced, except in a manner allowed by the teacher or permitted by the examination rules.
5) Definition and principles for dealing with malpractice


Is defined as behavior which may result in someone gaining an unfair advantage over another such as:

  1. Plagiarism (Using someone else’s idea or work as one’s own without proper documentation)
  2. Collusion (inappropriate collaboration)
  3. Duplication
  4. Misconduct

As a general rule, when malpractice is found, the assignment or test will be given zero points and the teacher involved will report the incident to the principal. 

If such behavior is repeated, parents, homeroom teachers, and head teacher will all be informed and guidance and disciplinary action will be taken.

  • International Baccalaureate Organization (2014) 「 Academic honesty in the IB educational context」
  • 国際バカロレア機構 (2014)「 IBの教育環境における学問的誠実性」
  • UNESCO(2017)「 Education for the 21st century」<>
  • 文部科学省(2017) 「OECDにおけるキーコンペテンシーについて」<>

Please click here for the Japanese translation, or download the bilingual booklet below


作成にあたっては、本校生徒の行動の指針である5つのリスペクトの中の一つである「Respect for Learning 学習を大切に」を土台にし、同じキャンパスにある併設校の大阪インターナショナルスクールの保有する「大阪インターナショナルスクールK-12 Academic Honestyの考え方」と最大限の統一性を図っている。従って大阪インターナショナルスクールが基盤にしている国際バカロレア機構の「Academic honesty in the IB educational context」、その日本語版「学問的誠実性」をも参考にしている。またUNESCOの示す21世紀型学力やOECDのキー・コンペテンシーをも参考にし本校独自のものとして作成されたものである。


学問的誠実性(アカデミックオネスティ)とは、個人の学問に対する誠実さ、および、一定の価値観とスキルである。のちに述べる「学問的不誠実さ」の事例を説明する方が簡単であると思われるが、「Respect for Learning 学習を大切に」している学習者として、「誠実さ」を尊重する姿勢を持つことの必要性を第一に説くものとする。





  1. ディスカッショングループ
  2. 一般的なテーマや概念についてのディスカッション
  3. 評価基準の解釈
  4. 生徒同士が助け合うことで、学問的な文章力を伸ばす








「教師は、学校図書館司書(school librarian)がもつ役割と専門知識を活用すべきです。熟練した司書は、剽窃や著作権その他の倫理問題に精通しており、出典記載方法に関する学問的に望ましい行いについて指導し、実践することができます。生徒がアクセスできるソースについて司書がもっている知識、および検索のスキルは、引用された出典を検証する際に役立つうえ、司書は疑わしい文の出所を突き止める際にも手腕を発揮することが多々あります。さらに重要な点として、情報を見つけて評価し、利用することにかけて司書が有しているスキルは、印刷媒体やオンライン媒体、さらには人的リソースなど生徒がさまざまな情報源のなかから権威のある信頼性の高い情報を見分けるうえでも役だちます。」(4.9)

3. 教員


  • どの教科においても、多様な文献からの引用についての適切な例を示し、具体的な指示を与える。(4.13)
  • 教員自身も、引用を含んだ文書を提示するときには生徒と同じ方法を使って示す。教員が生徒の模範となって学問的誠実性の例を示す。(4.12)
  • 教員は、「学問的怠慢」(academic negligence)と見なされる行為を防止するよう努めなければならない。生徒が出典の記録を不注意に行ったり、文献の出所を学習成果物に含めることを平然と無視したりした場合に、どのような結果を招くかを必ず生徒に警告する。(4.22)
  • 万一、不誠実な行為が見られた場合は、教頭に報告のうえ、以下の5)に記した対応をとる。

4. 保護者


5. 生徒






  • 直接引用の引用元を示す
  • 参考文献一覧に、参考にした文献を示す
  • 本文中で引用を示す
  • 剽窃(ひょうせつ)とは何か、が分かっている
  • 不正行為が何か、が分かっていて、ルールを守る
  • テストの時の決まりを守る


  • 先生の許可なくテスト中にノートなどを見る
  • テスト中に他の生徒の答案を見て写す
  • 他の生徒の宿題を写す
  • 写した宿題を自分のものとして提出する
  • 他の生徒の宿題を代わりにする
  • 他の生徒に課題などを写させてあげる




  • 個人的な授業の記録ノートをとる
  • 具体的な手法で、多様な出典文献から得た情報を示す
  • 正式で適切な方法で、出典を明記する
  • 直接引用を適切に使用する
  • 剽窃(ひょうせつ)の意味を理解している
  • 校内での課題であれ、学外での活動であれ、不正行為があった場合の責任について理解している
  • テストに関する決まりに従う


  • 他の生徒の課題等を写す
  • 他の生徒に自分の課題等を写させてあげる
  • 他の人がした課題等を提出する
  • 教員の許可やテストの決まりには無いのに、試験中にノートなどを見る
  • 他人の作品を購入して提出する
  • 他の生徒の代わりに論文(等の文書)を書く
  • 教員の許可や課題の決まりがあるのでは無いのに、他作品の模倣にあたる芸術作品や創造的作品を作る



  1. 剽窃(ひょうせつ:他の人の考えや作品を適切な出典を示さずに自分のものとして使うこと。
  2. 共謀(不適切な協働作業)
  3. 複製
  4. 不正行為(カンニング)




  • International Baccalaureate Organization (2014) 「 Academic honesty in the IB educational context」
  • 国際バカロレア機構 (2014)「 IBの教育環境における学問的誠実性」
  • UNESCO(2017)「 Education for the 21st century」<>
  • 文部科学省(2017) 「OECDにおけるキーコンペテンシーについて」<>

SIS Academic Honesty Policy