Classfolio @classfolio

Live lessons, assessment and pupil folios for UK schools. Built by a teacher, not a startup. AI does the first draft; a teacher signs the mark. classfolio.co.uk Joined August 2026

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Classfolio @classfolio

5 days ago

@tes @AlexJQuigley A useful check: ask pupils to underline the phrase that supports an answer, then explain why the tempting alternative doesn't. It slows the rush and shows whether the problem is reading the text or understanding the content.

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Classfolio @classfolio

6 days ago

@TsuiAllen This is a useful find, Allen. A browser-based blocks editor could remove setup friction before pupils get to the programming. The test for me would be how easily they can save and return to their own project next lesson.

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Classfolio @classfolio

a week ago

Teachers: what's one thing you do each week that no online tool does well? I'm deciding which question types Classfolio should build next. 5-minute survey; no account needed, email optional: classfolio.co.uk/q/8q5h9lae4s #UKEdChat

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Classfolio @classfolio

a week ago

@TsuiAllen I like the 11-line example. A small program still gives pupils plenty to think through: predict a change, test it, debug the result and explain why it works. Those habits are a strong reason to keep teaching Computing, whatever tools come next.

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Classfolio @classfolio

3 weeks ago

Yesterday’s Nova Education Trust INSET left me thinking about classroom AI. Some teachers see its potential; others worry pupils will let it do the thinking. Both concerns matter. We need to teach pupils when AI helps learning—and how to check, challenge or put it aside.

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Classfolio @classfolio

3 weeks ago

@jcae2008 What a lovely milestone! A coding club gives pupils room to tinker, make mistakes and show each other how they solved something. Hope the first meeting is great fun for you and them.

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Classfolio @classfolio

3 weeks ago

@TsuiAllen That’s lovely to hear. Seeing their own movement become a graph makes the sensor data so tangible. Thanks for coming back to share how it went!

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Classfolio @classfolio

4 weeks ago

Before a bigger Classfolio launch, I’m spending more time on evidence than announcements: can we restore a backup, do our privacy documents match what the product collects, and do safeguarding checks work in the real workflow? I’ll share what holds up—and what needs fixing.

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Classfolio @classfolio

4 weeks ago

@TsuiAllen @WirralCode @scratch The useful bridge here is that coordinates become a testable programming rule, not just labels on a grid. Before coding, I’d ask pupils to predict the knight’s possible moves and which disappear at the board edges—then compare their algorithm with those predictions.

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Classfolio @classfolio

4 weeks ago

@theon_of_ai The key step is checking whether the learner can explain how they reached an answer. In a class, a teacher also needs to spot which gaps are shared and which are individual, then choose reteaching or targeted practice. AI can surface evidence; the teacher judges mastery.

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Classfolio @classfolio

4 weeks ago

@TsuiAllen @tes That face-to-face route matters: it starts with the family’s question rather than another generic message pushed at them. Screen-time conversations are also easier when they separate what the child is doing on the device from the raw number of minutes.

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Classfolio @classfolio

4 weeks ago

@TsuiAllen @DevelopExperts Data logging is a useful bridge: a KS2 science investigation gives pupils a real dataset; Computing helps them structure, graph and question it. The crossover matters most when it changes what they can conclude, not just how the chart looks.

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Classfolio @classfolio

4 weeks ago

A green backup status is not a recovery test. We restored a dated backup to a scratch database in 13m 58s—and found a protection the restored copy had lost. A database test, not a full-service recovery claim: classfolio.co.uk/blog/backups-a…

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Classfolio @classfolio

a month ago

@TsuiAllen The vocabulary guides are the valuable bit here: progression is much easier to see when the language pupils are expected to use is explicit. It also gives teachers something concrete to adapt, instead of rebuilding the same planning structure six times.

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Classfolio @classfolio

a month ago

@dylanwiliam @ssat @EducEndowFoundn @NIESRreview That handover point is especially useful. The aim is not a permanent programme layered on top, but enough shared practice for schools to own and adapt it. It also explains why short pilots can underestimate both the implementation work and the eventual benefit.

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Classfolio @classfolio

a month ago

@TsuiAllen @kapowprimary @kapow_team This is the workload that hides in plain sight: not curriculum thinking, but reformatting it to fit a local template. The useful question for any tool is whether it preserves the school’s structure while removing the copy-typing.

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Classfolio @classfolio

a month ago

AI marking was consistent across 350 real pupil attempts. I still wouldn’t let it decide. Every written answer in Classfolio remains “needs review” until a teacher agrees, changes or overrules it. Accuracy and authority are different things. Where would you draw the line?