LEARNING EVIDENCE & ASSESSMENT
Did your child do it independently—or with a prompt? See what changed in the work, what still needs support and what to practise next.
WEEK 01 / A WAYFINDING MISSION
Step inside a week of INSPIX 01. Follow a wayfinding mission to see how children think and explain.
Teaching examples from a fictional mission, showing how learning evidence can be recorded. These are not actual student work or individual results.
01 / EXPLORE / RESPOND
Less guessing. More evidence.
Explain what the evidence supports and what remains unknown.
Practise separating facts, inferences and untested assumptions—a foundation for evidence-based answers and academic writing.
The sign shows a lift next to Block 12.
There is a lift beside Block 12.
The sign does not tell us whether the lift is working today.
02 / THINK / COMPOSE
Build audience awareness.
Consider the user’s next decision, choose useful information and name a limitation.
Move from “I have written it” to “Can someone else use it?” Choosing information for a parent with a pushchair means considering step-free access and checking what is still unknown.
I choose the street map because it shows the lift. I still need to check whether the lift is open.
Teacher prompt: What still needs to be checked?
03 / CREATE / REFLECT
Use feedback. Revise with growing independence.
Keep the first draft, the sticking point and the revision so the change is visible.
Look beyond a perfect first answer. Can your child use a partner’s test note to add a missing location or condition—and apply that learning independently next time?
Go across the road.
Use the marked crossing. Wait for the pedestrian signal before crossing.
Test note: the partner did not know where to cross. The revision adds a location and a condition for the action.
FADING SUPPORT
Record the support behind the performance, as well as the work itself.
See a worked example, then try.
Use a question to find a next step.
Organise your own ideas with a language frame.
Try a new task without those supports.
These are support codes, not scores, fixed levels or a required sequence. Prompts and frames may be combined as needed. Teachers adjust support to the task and check transfer through a fresh independent attempt.
A RECORD YOU CAN READ
Explore a completed teaching example and a blank template: the task, evidence, support, revision and next step.
This is a task-level learning record, not a standardised assessment or a full term report. No email is required to download.
Download the bilingual sample PDFLEARNING RECORD / SAMPLE
Illustrative content, not a student result.
ASK AT HOME
On your next trip to a mall or on public transport, ask your child who a sign helps—and what it leaves out.
YOUR NEXT STEP
Discuss programme fit, register your interest or request your confirmed payment link.
Start a conversation. No obligation to enrol.
