Curriculum
Your curriculum lives in a planning system as hundreds of units and thousands of lessons. Nobody has read all of it. Edda has, and she answers in the flow of work: in Claude, in plain language, grounded in your school's own materials, with the source linked every time.
For coordinators
Coordinator questions are whole-curriculum questions. They need someone who has read everything, not a search box.
Assess the programme of inquiry per year and per theme. Which units genuinely build their central idea, which are collections of activities, and what to do about it.
Standards coverage read from lesson content rather than tags, across every framework in your library, with the untagged gaps listed.
How key concepts, approaches to learning, learner profile, and student action spread across the programme: what is over-relied on and what is under-served.
Who would benefit from planning coaching, and on what, from the completeness and quality of what they author. A signal for support, never a league table.
Compare this year's programme to last year's: what was added, dropped, or rewritten, and whether quality moved.
Any review, map, or report leaves as a finished Word document with your school's name on it, ready for a staff meeting or a board pack.
For teachers
Nothing generic. Every suggestion starts from the unit the teacher is actually teaching, and every output is a proposal for their judgement.
For a real line of inquiry, in the unit's own context, with a teaching sequence, formative checks, and links back to the central idea.
A craft review of the central idea, lines of inquiry, and lesson arc, with concrete suggestions and the reasoning shown.
SEN and EAL adaptations with stretch, specific to the lesson rather than a generic checklist.
Single-point rubrics and formative tasks that fit the unit's goals.
Provocations to open a unit, genuine transdisciplinary connections across the programme, and inquiry activities that fit.
A reflection scaffold specific to the lesson: the evidence to look for, likely misconceptions, and the single highest-value tweak.
The ground rules
Every answer comes from your real units and lessons, with the source linked. If it is not in your curriculum, she says so.
Nothing writes back to your planning system. Every output is a proposal for professional judgement.
Curriculum and staff planning only. Never children's records.
A pilot connects a few staff to your real programme. Coordinators get the honest picture; teachers get a colleague. Then you decide.
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