- Homework
- Assignments
- Teaching Resources
- Learner Work
- Teacher Review
- Feedback
- Evidence
Class
Assign work to the relevant teaching group.
Learner
Use individual learner scope where supported.
Subject
Keep the assignment connected to the correct curriculum context.
Instructions
Explain what the learner needs to do.
Teaching Resources
Connect suitable material from the Teaching Resource Library.
Due Date
Set an appropriate deadline.
Teacher
Keep responsibility connected to the relevant staff member.
Status
Understand where the assignment sits in its current workflow. The assignment should remain connected to the class and learning context rather than becoming an isolated task.
Existing Resources
Use material already held in the resource catalogue.
Department Resources
Reuse suitable shared material.
School Resources
Connect approved wider-school resources.
External Links
Include appropriate external content where supported.
Assignment Context
Add instructions, learner scope and relevant dates.
Reuse
Return to useful material for revision, extension, or future classes. The Teaching Resource Library owns reusable teaching material. This page explains what happens when that material becomes a learner activity.
Current Assignments
See relevant active work.
Instructions
Understand the task.
Resources
Open approved learning material.
Due Dates
See when work is expected.
Subject Context
Understand which class or curriculum area the assignment belongs to.
Submission
Return appropriate learner work through the supported workflow.
Feedback
Access teacher-approved feedback where available.
Previous Work
Review appropriate earlier learning activity. Learners should see the work relevant to them – not another learner’s assignment evidence.
Assignment
Keep the evidence linked to the original activity.
Learner
Preserve who completed the work.
Submission
Record the learner’s submitted assignment evidence.
Date
Maintain the relevant submission context.
Supporting Evidence
Connect appropriate learner work where enabled.
Status
Make submitted work visible for teacher review.
History
Preserve appropriate earlier activity where the workflow supports resubmission or later review.
Teacher Queue
Bring submitted work into the responsible teacher’s review workload. A submitted assignment is evidence of learner activity. It does not automatically become a formal assessment result.
Assignment Work
Work completed through an assigned activity.
Learning Journal Evidence
Maintain suitable records of learning activity where enabled.
Portfolio Evidence
Keep selected learner work connected over time.
Teacher Evidence
Connect appropriate observations or review information.
Feedback
Preserve relevant teacher comments.
Assessment Evidence
Link suitable learner work into an authorised academic-assessment workflow.
Support Evidence
Use relevant evidence within authorised intervention or SEND review where appropriate. The evidence can be connected across workflows without copying the same learner work into multiple disconnected records.
Work to Review
See relevant submitted assignments requiring attention.
Learner
Open the correct learner context.
Assignment
Return to the original task and resources.
Submitted Evidence
Review the work connected to that task.
Comment
Add appropriate teacher feedback where supported.
Assessment Context
Connect relevant evidence to academic assessment where required.
Follow-Up
Identify appropriate next learning activity.
History
Keep relevant earlier feedback available. The teacher remains responsible for interpreting the learner’s work.
Teacher Comments
Record appropriate feedback.
Assignment Context
Keep the comments attached to the relevant learning activity.
Learner Evidence
Connect feedback to the work being reviewed.
Feedback History
Maintain appropriate earlier feedback.
Next Steps
Explain suitable educational next actions.
Learner Access
Share approved feedback through the learner experience where enabled.
Assessment
Connect appropriate feedback evidence to formal assessment separately. Feedback should support learning. It should not automatically create a grade, target or formal assessment outcome.
Learner Work
Preserve the original assignment evidence.
Subject
Keep the correct academic context.
Teacher Review
Record appropriate feedback.
Assessment Evidence
Reference suitable learner work from the assessment workflow.
Teacher Judgement
Keep the academic interpretation human-led.
Formal Assessment Entry
Record the actual assessment decision separately.
Progress
Use the wider Academic Assessment workflow to understand change over time. An assignment submission does not automatically determine attainment.
Learning Activity
Maintain appropriate evidence of what the learner has worked on.
Assignment Evidence
Connect relevant completed tasks.
Achievement
Preserve suitable examples of learner success.
Reflection
Include learner contribution where supported.
Feedback
Keep appropriate teacher responses connected.
Progress Evidence
Use selected work during authorised review.
Transition
Include appropriate evidence in later learner-continuity workflows where enabled. A portfolio should help demonstrate the learner’s journey. It should not become an unrestricted archive of every file ever created.
Reasonable Adjustments
Apply agreed changes to the learner’s access or response where appropriate.
Communication
Use suitable instructions and formats.
Resources
Choose material appropriate to the learner’s current context.
Time
Apply authorised timing adjustments where relevant.
Evidence Format
Use suitable ways for the learner to demonstrate learning where supported.
Classroom Strategies
Keep approved support information close to the teacher workflow. The platform supports the workflow. It does not independently decide how an assignment should be adapted for a learner.
Assigned Work
See approved homework or assignment information.Maintain appropriate evidence of what the learner has worked on.
Due Dates
Understand relevant deadlines.
Resources
Access material approved for family visibility.
Progress Information
See information the school has chosen to share.
Feedback
Access appropriate reviewed information where enabled.
Multiple Learners
Keep each linked learner’s work separate. The learner remains the person completing the assignment. Family access supports understanding and communication.
Teachers
Create and review assignments for relevant classes and learners.
Cover Staff
Access appropriate current work where their temporary responsibility permits it.
Learners
See assignments and evidence belonging to them.Choose material appropriate to the learner’s current context.
Parents and Carers
Access approved information for their linked learner.
School Leaders
Receive appropriate oversight according to role.
Support Staff
Access relevant learner activity where required for assigned support.
Assignment Drafts
Help prepare initial task instructions.
Questions and Activities
Generate working ideas for teacher review.
Learner-Friendly Wording
Help make instructions clearer.
Feedback Drafts
Assist with initial feedback wording.
Evidence Summaries
Organise selected learner evidence for human review.
Next-Step Drafts
Help teachers phrase possible learning next steps. Every AI output remains a draft.
EdiWay AI does not:
- Assign a final academic grade autonomously
- Determine learner ability
- Decide SEND status
- Decide that submitted work proves mastery
- Replace teacher marking or professional judgement
- Automatically publish feedback without authorised review
1. Create the Assignment
Choose the appropriate class or learner and define the learning task.
2. Add Resources
Connect suitable teaching material.
3. Make It Available
Publish the activity through the appropriate learner workflow.
4. Complete the Work
The learner undertakes the task.
5. Submit Evidence
Return appropriate work where the workflow supports submission.
6. Review
Bring submitted activity into the teacher’s review workload.
7. Give Feedback
Record and share appropriate teacher feedback.
8. Connect Evidence
Use suitable learner work within academic assessment or support review where authorised.
9. Preserve the Journey
Keep relevant learning evidence connected to the learner over time.
Yes.
EdiWay supports homework and learner-assignment workflows.
Assignments can be connected to relevant class and learner contexts.
Yes.
Suitable resources can move from the teaching-resource catalogue into assignment workflows.
Submitted resource-assignment workflows are supported within the current teacher-review foundation.
Exact submission formats and evidence handling depend on the enabled workflow.
Submitted resource assignments can contribute to the responsible teacher’s pending review workload.
Teacher marking support, comments and feedback history are represented within the connected assessment and review tools.
No.
Assignment evidence may contribute to assessment, but the formal academic judgement remains separate.
Yes.
Appropriate learner evidence can be connected to an authorised academic-assessment workflow.
Learning-journal and learner-portfolio evidence can be maintained through supported workflows.
Appropriate assignment information may be made available to linked parents and carers where the school enables that visibility.
Teachers can use approved reasonable adjustments and classroom strategies when setting and reviewing learning.
The platform does not autonomously determine adaptations.
This page should not claim integrated plagiarism or originality checking unless that capability is separately implemented, tested and documented.
EdiWay AI may assist with draft feedback where enabled.
Final marking, assessment and feedback decisions remain with authorised teaching staff.
No.
The Teaching Resource Library organises reusable teaching material.
Homework, Assignments and Learner Evidence manages learner activity created from that material and the work returned afterwards.
Schools can begin with available assignment, resource and review workflows and expand their use of learner evidence, portfolios, assessment connections and AI-assisted drafting as implementation develops.
Availability may depend on configuration, permissions and controlled rollout.
Teaching Resource Library
Find and reuse teaching material before assigning it to learners.
Teacher and Classroom Workspace
Create, manage and review learner activity from the teacher’s everyday workspace.
Academic Assessment and Progress Tracking
Use appropriate submitted work as evidence within human-led academic assessment.
Educational Screening and Learner Support Profiles
Keep approved classroom strategies and reasonable adjustments close to teaching.
Parent and Learner Experience
Give learners access to assigned work and share appropriate information with linked families.
Transition Packs and Learner Continuity
Carry selected learner evidence forward through authorised transition workflows.