- Resources
- Homework
- Assignments
- Submissions
- Feedback
- Learning Journals
- Learner Evidence
Resource
Use appropriate teaching material.
Class
Connect learning to the relevant teaching group.
Assignment
Set the task or homework.
Learner
Make the work available to the appropriate learner.
Submission
Keep completed work connected to the assignment.
Feedback
Allow authorised teachers to review and respond.
Evidence
Preserve appropriate learner evidence.
Progress
Use suitable evidence within the relevant assessment or review workflow. This creates continuity from what was taught to what the learner produced.
School Resources
Maintain suitable school-wide teaching material.
Department Resources
Share appropriate content within subject or departmental teams.
Search
Find relevant resources more efficiently.
Classification
Organise resources so staff can understand what they contain.
Permissions
Control who can access or use particular resources.
External Links
Reference appropriate external learning material.
Classroom Use
Connect suitable resources into teaching and assignment workflows. The resource library is designed for teaching content. It is separate from physical book loans, barcodes, reservations and other library-circulation operations.
Platform-Shared Resources
Use resources deliberately made available more broadly.
School Resources
Keep school-owned content within the appropriate organisation.
Department Resources
Restrict appropriate materials to relevant staff.
Class Resources
Connect suitable content to a teaching group.
Learner Resources
Make assigned materials available to the appropriate learner.
Staff Access
Keep editing and management rights separate from learner viewing rights. A user being able to access one resource does not automatically provide access to every resource in the school.
Lesson
Keep the resource connected to the correct teaching context.
Class
Respect the current class relationship.
Resource
Use an authorised resource.
Version Context
Preserve appropriate links when lesson plans change.
History
Keep suitable earlier lesson context understandable.
Removal
Record appropriate changes where supported. Resource links help describe what supported the lesson. They do not prove that every learner viewed, understood or mastered the material.
Assignment
Describe the work to be completed.
Class or Learner
Identify the intended audience.
Resource
Connect supporting material where appropriate.
Instructions
Make the task clear.
Deadline
Set the expected completion date.
Submission
Define the appropriate way the learner provides their work where enabled.
Feedback
Keep teacher review connected.
Evidence
Preserve appropriate learner work after completion. The detailed assignment lifecycle belongs to Homework, Assignments and Learner Evidence.
- In the classroom
- At home
- Through independent study
- During hybrid learning
- Through alternative provision
- Through flexible education arrangements
- As part of a wider learner project
EdiWay can keep appropriate assigned activity and evidence connected to the same learner without pretending that every learning environment is the same. The source and context of evidence should remain clear.
Learner
Who submitted the work?
Assignment
Which task does it relate to?
Date
When was it submitted?
Evidence
What work was provided?
Teacher
Who is responsible for review?
Feedback
What authorised response was added?
Status
What stage has the assignment reached? Keeping the submission attached to the original task reduces the need to reconstruct the learning context later.
Written Work
Learner-created written evidence.
Uploaded Work
Suitable files or documents.
Teacher-Captured Evidence
Appropriate classroom evidence.
Learning Activity
Relevant evidence from an assignment or lesson.
Home Evidence
Suitable contributions from learning outside school.
Assessment Evidence
Evidence deliberately used within an assessment workflow.
Project Evidence
Work produced through longer learning activities. The existence of evidence does not automatically prove that a learner has mastered a skill, met a curriculum objective or achieved an assessment outcome. Those judgements remain human-led.
- A lesson
- An assignment
- Teacher feedback
- Academic assessment
- A learner portfolio
- SEND support
- Intervention review
- Home learning
- Transition
Where supported, EdiWay’s model keeps learner evidence in its canonical evidence portfolio and links it into the appropriate workflow. This helps avoid creating competing versions of the same learner evidence.
Activities
What learning took place?
Resources
What material supported it?
Learner Work
What was produced?
Reflections
What did the learner or teacher record?
Feedback
What response was provided?
Evidence
What should remain part of the learning record?
Dates
When did the activity happen? A learning journal helps preserve educational context. It should not automatically become a formal assessment record.
Work Produced
Examples of learner activity.
Progress Over Time
How appropriate evidence has developed.
Achievements
Suitable recognised outcomes.
Interests
Relevant learner-created work.
Projects
Longer pieces of evidence.
Skills
Appropriate evidence connected to reviewed skill development.
Transition
Selected evidence that may support future learner continuity. The portfolio should reflect selected evidence. It should not be treated as an unrestricted copy of every record held about the learner.
Marking Context
Understand what was submitted.
Teacher Comments
Add appropriate feedback.
Feedback History
Preserve relevant earlier responses.
Evidence
Keep the work available for review.
Next Steps
Record suitable educational guidance.
Assessment Handoff
Use appropriate evidence within academic assessment where required. Feedback helps guide learning. It does not automatically establish a formal assessment judgement unless the authorised assessment workflow records that judgement.
Evidence
Shows what the learner produced.
Feedback
Records appropriate teacher response.
Assignment Status
Shows the state of the learning task.
Assessment
Owns the authorised academic judgement.
Progress
Uses reviewed assessment information.
Targets
Remain part of the appropriate assessment process. Completing an assignment does not automatically mean an assessment objective has been achieved. Appropriate evidence connected to reviewed skill development.
Learning Strategies
What appears to support participation?
Provision
What evidence is relevant to agreed support?
Intervention
What work helps demonstrate reviewed progress?
EHC Review Evidence
Which selected evidence may contribute to a review?
Learner Voice
What does the learner’s own work or reflection show? Learning evidence does not diagnose SEND.,A homework submission, unfinished task or particular style of work should not automatically determine SEN status, need type or provision.
Assigned Work
Understand appropriate current learning tasks.
Deadlines
See relevant due dates.
Resources
Access suitable learner-facing materials.
Submitted Work
See appropriate evidence where the workflow permits it.
Feedback
View suitable teacher feedback.
Progress Context
Move into the relevant family-facing progress workflow.
Family Contribution
Provide appropriate home-learning evidence where requested or enabled. Family access remains relationship-based and permission-aware. Internal teacher planning and unrestricted learner evidence should not automatically become family-visible.
What Has Been Assigned
The learning task.
What They Need
Relevant resources.
When It Is Due
The expected deadline.
What They Submitted
Their recorded work.
What Feedback Was Given
Appropriate teacher response.
What Comes Next
Relevant follow-up or new learning. The learner experience should remain age-appropriate and focused on learning rather than exposing the school’s administrative interface.
- Pedagogically appropriate
- Factually correct
- Suitable for every learner
- Accessible in every circumstance
- Free from copyright restrictions
- Licensed for every intended use
- Appropriate for a particular age group
- Suitable for a learner's individual needs
Teachers and schools remain responsible for reviewing the resources they choose to use. External resource links remain third-party material rather than becoming EdiWay-authored content.
Teachers
Use resources and assignments for appropriate classes.
Learners
Access material and assignments intended for them.
Parents and Carers
See appropriate family-facing learning information.
Department Staff
Use suitable department resources.
School Leaders
Receive relevant educational oversight.
SEND Staff
Access evidence according to their authorised support responsibilities.
External Professionals
Do not automatically receive access to classroom work or learner portfolios.
Resource Drafting
Help prepare working teaching material.
Lesson Support
Suggest or organise suitable lesson content.
Assignment Drafts
Help prepare working task instructions.
Feedback Support
Assist teachers with draft feedback.
Resource Search
Help authorised users locate relevant material.
Evidence Summaries
Help organise selected learner evidence.
Next-Step Ideas
Suggest possible learning directions for teacher consideration. AI-generated content remains a draft.
EdiWay AI does not:
- Decide what curriculum a learner should study
- Determine that a resource is automatically suitable
- Mark a learner as having achieved an objective without human review
- Make formal assessment judgements
- Diagnose SEND from learner work
- Replace teacher feedback
- Decide whether learner work is plagiarised without an appropriate reviewed process
- Remove the teacher's responsibility for checking generated content
1. Find or Prepare the Resource
Use an appropriate teaching resource.
2. Connect the Class
Keep the learning within the correct teaching group.
3. Create the Assignment
Define what learners should complete.
4. Make the Work Available
Provide the appropriate instructions and resources.
5. Learner Completes the Work
Maintain the learner’s contribution.
6. Submit Evidence
Connect the work to the assignment.
7. Teacher Reviews
Provide appropriate human feedback.
8. Preserve Useful Evidence
Keep suitable work within the learner evidence portfolio.
9. Use Evidence Where Relevant
Link appropriate evidence into assessment or learner-support workflows.
10. Continue the Learning Journey
Use reviewed information to inform what happens next.
Yes.
Teaching-resource catalogue, search, school sharing, department sharing and permission controls are represented within the current platform scope.
No.
The Teaching Resource Library manages educational materials.
Book circulation, loans, barcodes, holds and stock management are a different operational domain.
Yes.
Homework management is represented within EdiWay’s learning-management capability.
Yes.
Learner assignment capability is represented.
Yes.
Resources can be connected to lessons and wider assignment workflows where enabled.
The connected learning model supports learner work and evidence being maintained against learning activity.
Availability of individual submission formats may depend on the enabled workflow.
Teacher marking support, assessment comments and feedback-history capabilities are represented.
Yes.
Learner portfolios, learning journals and evidence records are represented.
No.
Homework and evidence can provide assessment context, but the authorised academic judgement belongs to the assessment workflow.
No.
Objective attainment and formal academic judgement remain human-led within the assessment workflow.
Appropriate family-facing learning and learner information can be made available where enabled and permitted by the family relationship.
Appropriate family evidence contribution can be supported where requested or enabled.
Its source remains clear.
Relevant authorised evidence can contribute to support and review workflows.
It does not itself determine SEND status or diagnosis.
External learning-resource links are represented within the current resource capability.
Schools remain responsible for reviewing external content and its suitability.
AI may assist authorised staff with draft educational content where enabled.
Teachers remain responsible for reviewing accuracy, suitability and use.
AI may assist with feedback or marking support where enabled.
Formal judgements and feedback remain subject to authorised human review.
Teaching Resource Library
Find, organise and share teaching materials.
Homework, Assignments and Learner Evidence
Manage the detailed assignment, submission and evidence workflow.
Teacher and Classroom Workspace
Move from classes and lessons into everyday teaching activity.
Academic Assessment and Progress Tracking
Use reviewed evidence within formal academic assessment.
Parent and Learner Experience
Give learners and families appropriate access to learning activity and feedback.
Hybrid Learning and Flexible Education Pathways
Keep appropriate learning and evidence connected across different settings.