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Academics & Academyship Homework

Turn Every Task Into Visible Learning Progress.

Create the work, reach the right learners, collect every submission, and move from evidence to feedback without losing the class in between.

See Homework in Action Follow the Learning Loop

Set it. Submit it. See the learning.

One sheet says what good looks like.

The brief Clarity

Every file lands in one place.

Evidence in Submissions

The expectation is what gets measured.

Scored against a rubric Marking

A pattern you can act on today.

The class, at a glance Progress

Written on the work it is about.

A specific mark Feedback

A clear result for every learner.

One shared submission Group work

The invisible work

The Work Is Assigned. The Learning Disappears in the Gaps.

Briefs live in one place and files in another, late work arrives quietly, group contribution blurs, and feedback becomes a chase. The real workload is everything between ‘sent’ and ‘understood.’

Homework should reveal progress — not create detective work.

  • One task carries its class, resources, deadline and marking structure.
  • Every submission arrives against the task it belongs to.
  • Feedback stays on the work, so the next attempt can use it.

A brief with nowhere to belong

Posted with no class or subject attached. Nobody can say who it was for.

No learning context
A homework brief posted in a message thread with no class attached, beside two empty placeholders asking which class and which resources it belongs to, and a note that the task exists but the learning context does not

Evidence in six places

Email, a drive, a tray, a photo. Marking starts with reconstruction.

Scattered submissions
Submitted work spread across six different places including email, a shared drive, a printed tray and a photo in a message, with a loose paperclip trail between them and a panel showing the teacher rebuilding the list by hand before marking can start

A deadline that says nothing

No reminder for the learner, nothing for the guardian. Four miss it.

Silent expectations
A week strip with a Thursday deadline marked, beside a learner view showing no reminder and a guardian view showing nothing at all, and a note that four learners missed it without meaning to

Feedback nobody found

Written on the page, sent again as a message, read by nine of twenty-eight.

Lost response
A marked page beside the same feedback sent again as a message read by nine of twenty-eight learners, and a panel showing the same mistake returning three weeks later from the same learner

One learning loop

Every Handoff Connected. Every Next Step Visible.

Homework links the task to the exact class, resources, individual or group evidence, marking method, feedback and progress view that follow.

What the task is aimed at

  • Campus, year level, class, section, unit, subject
  • Learners, or groups you form
  • Resources, including staff-only material
  • A release moment and a deadline

What Homework does with it

  • Publishes the brief to that audience
  • Collects files and answers against it
  • Holds the rubric that measures it
  • Keeps draft and released apart

What comes back out

  • An evidence list for the class
  • A rubric result per learner or group
  • Feedback attached to the work
  • A released grade, once released

How a task moves

From the First Instruction to the Next Better Attempt.

Seven steps take one task from a teacher’s first instruction to a learner’s next attempt.

  1. An assignment brief titled Fractions in everyday life, with the instruction to solve four sharing problems and show the method, a worksheet and a worked example attached, and a rubric of three criteria

    Build

    Give students a clear brief, the right resources and a clear starting point. Write the instructions once, then attach the worksheet, worked example and rubric.

  2. The task being set for Class 6 Blue, then Mathematics, then the Fractions unit, with the chosen audience summarised as 28 learners in 6 Blue

    Target

    Connect the task to the class, subject and learners it belongs to. Pick the class, subject and unit, and see who it is set for.

  3. Release settings with the task opening on Monday at 9:00 am and a separate due date of Friday at 3:30 pm, and the resulting state: scheduled, opens Monday 9:00 am

    Publish

    Choose when work opens and make the deadline easy to find. Schedule the release, and give learners a due date that sits right beside the task.

  4. Maya R.'s submission for Fractions in everyday life: two named files, maya-fractions.pdf and method-photo.jpg, attached to the task, with the receipt Submitted Thursday 6:12 pm

    Submit

    Keep students’ answers and files attached to the task. Each submission arrives against the right assignment, with the time it came in.

  5. Maya R.'s submission open for review: her worked answer 3/4 of 20 = 15 beside three criteria scored Method 4 of 5, Accuracy 4 of 5 and Explanation 3 of 5, a total of 11 of 15

    Review

    Bring the work and the marking criteria together for a considered judgement. Score each criterion against the evidence, and hold the result as a draft.

  6. Feedback for Maya R. reading: your method is clear, add units to your final answers, held as a draft beside a Release result button

    Return

    Give each learner specific feedback they can use. Start from a saved comment, make it about this piece of work, then release the result.

  7. The next step from Maya R.'s feedback, add units to every answer, beside a worked example showing 3/4 of 20 m = 15 m with the unit written in

    Improve

    Make the next step clear enough to put into practice. A worked example beside the feedback shows what a better answer looks like.

Assignment Studio

Set the Task. Make the Next Step Obvious.

Give students more than a deadline. Bring the brief, learning resources, class context and marking expectations together, so they know what to do, where to begin and how their work will be reviewed before they start.

  1. A brief students can act on

    Put the instructions and supporting resources together, so the task is clear from the first read.

  2. The right work for the right class

    Connect the assignment to its academic context and choose the learners it belongs to.

  3. Expectations made visible

    Bring the due date and assessment approach into the same preparation workflow.

New assignment Draft

Year 6 · Mathematics · 6 Blue

Fractions in everyday life

Instructions

Solve the four sharing problems. Show your method and include units in every answer.

Resources

  • Worksheet.pdf PDF
  • Worked example Video
Set for
6 Blue · 28 learners
Due
Friday · 3:30 pm

Assessment

  • Method
  • Accuracy
  • Explanation
Example assignment

One workspace

Move From Planning to Proof Without Changing Systems.

Browse work, reuse templates, form groups, follow submissions, evaluate evidence, manage rubrics and read progress.

01
All Work & Templates

See every task across classes and subjects, then turn successful work into reusable templates. Drafts, published tasks and repeatable structures stay easy to find in one workspace.

  • Every task by class and subject
  • Reusable task templates
  • Draft and published tasks
02
Groups & Variations

Build learner groups, give each group its own version of the brief and collect one shared submission. Teachers can run group work without a separate task for every group.

  • Form and edit groups
  • Variation sheets per group
  • One shared submission each
03
Submissions

See exactly who submitted, what they sent and when it arrived. Written answers, attached files and missing-work flags give teachers a clear queue for review and follow-up.

  • Files and written answers
  • Submission times to the minute
  • Nothing-in and follow-up flags
04
Evaluation & Rubrics

Bring the marking queue, assessment criteria and reusable feedback into one workflow. Teachers reach a clear judgement and return feedback without jumping between records.

  • The marking queue
  • Rubric templates and weights
  • Reusable feedback bank
05
Progress & Export

Follow class and learner progress across the term, including which feedback has been released and read. Export the useful records to CSV or PDF whenever the work needs to travel.

  • Class and learner progress
  • Feedback released and read
  • CSV and PDF export

Scroll sideways, or use the arrow and Home and End keys.

Class view

See the Whole Class Before the Gaps Become Problems.

Read who has work in, who is missing, what needs review, where feedback is waiting and which group needs attention — without opening every learner one by one.

The Homework class view for Year 6 Blue: a strip counting set, submitted, to review, feedback waiting and missing work; a learner-by-task matrix with the selected learner's trail lit; a deadline column for the week; a groups panel; and a review queue with the next action for the learner that is open
1 Five numbers, one week Set, submitted, to review, feedback waiting, missing. The last two need you today.
2 The class as a pattern One row per learner, one column per task. Gaps line up vertically when a task went wrong, horizontally when a learner did.
3 One learner, lit across the row Selecting a learner connects status, evidence and the next action.
4 Groups that need a look Groups with no shared file yet, and groups ready to mark, show here first.
5 What to mark next The queue names the next action, not just the count.

Fictional institution: every learner, class, group, file and mark here is invented, and every interface is a reconstruction.

Review and feedback

See the Work. Make the Judgement. Give a Clear Next Step.

Keep the student’s submission, assessment criteria and feedback together while you review. Move from evidence to a considered result, reuse comments where they help, and make the next step specific enough for the learner to act on.

Marking · Fractions in everyday life 6 Blue · due Friday 3:30 pm

Submitted work

maya-fractions.pdf · page 1

Question 2 · What is 3/4 of 20?

3/4 of 20 = 15

I divided 20 into four equal parts, then took three parts.

Rubric

  1. Method 4 / 5
  2. Accuracy 4 / 5
  3. Explanation 3 / 5

Total 11 / 15

Feedback

Your method is clear. Add units to your final answers and explain why you chose each operation.

Feedback bank Check your units Explain your choice

Draft Not yet released Release result

Submitted work

ava-fractions.pdf · page 1

Question 3 · What is 2/5 of 30 slices?

2/5 of 30 = 12 slices

30 ÷ 5 = 6, so two fifths is 12 slices.

Rubric

  1. Method 5 / 5
  2. Accuracy 5 / 5
  3. Explanation 4 / 5

Total 14 / 15

Feedback

Clear working, with units throughout. Next time, say why you divided first.

Feedback bank Explain your choice

Draft Not yet released Release result

Example marking view

  • Keep the evidence in view

    Review the submitted work while you apply the criteria, with less context to reconstruct.

  • Make feedback useful

    Start from a reusable comment when it fits, then explain what this learner should improve.

  • Stay in control of the result

    Review the judgement and feedback before sharing them with the learner.

01
02
The learner's task view: the brief, what is expected, the resources attached, the deadline and a single place to add evidence and submit

The learner journey

Open the Brief. Know What Good Looks Like —

The task, the expectations and the evidence in one place.

The brief arrives with its resources, its deadline and the criteria it will be measured against, and evidence is added on the same screen.

Expectations read before starting separate a task attempted from a task understood.

  • Open the brief, resources attached
  • Read what good looks like
  • Add files or an answer
  • Submit, and see it arrived
See the Controls Behind It

Capability example

The same task after submission and release: the evidence that was handed in, the rubric result, the feedback the teacher released and the next step it names

The learner journey

Read the Feedback. Know the Next Step —

The mark and the response arrive together, on the work itself.

Until the teacher releases it the learner sees the work was received and is under review. On release, the result and the feedback arrive attached to the evidence.

No guessing what was sent, received or returned — and one next step to act on.

  • See the work was received
  • See the review state, not a draft mark
  • Read the result band by band
  • Act on one next step
See Who Can See What

Capability example

01
02

Evidence that travels

Every Task Leaves Useful Evidence Behind.

A clear brief becomes learner evidence; evidence becomes a rubric judgement; judgement becomes feedback, a released result and a stronger view of progress.

An evidence pack for one task: counts of learners, submissions, files and messages, then a table of eight learners with their file count, submission time and marking state
A released feedback sheet for one learner: four rubric criteria with scores and a note against each, the total and competency result, the written feedback with its next step, and the reusable bank lines two of which were used
A progress trace across six tasks in one term showing the share of the class submitted, late and with nothing in, beside counts of feedback released, read and still in draft, and four export formats

For the class

  • Task evidence list — CSV
  • Who has nothing in — CSV
  • Submission times — CSV
  • Class progress view — On screen

For the learner

  • Rubric result — PDF
  • Released feedback — PDF and Portal
  • One learner's trail — PDF
  • Their own evidence — Portal

For the institution

  • Rubric results by class — CSV
  • Feedback released and read — CSV
  • Task and template use — CSV
  • Archive and restore log — On screen

Every export comes from the work itself: what was set, what came back and what the feedback said.

Group assignments

One Shared Submission. A Clear Result for Every Learner.

Bring the group’s brief, variation and submitted work into one clear view. Assess the shared outcome, keep individual results understandable, and record the reasoning behind a teacher’s adjustment when the work calls for a different judgement.

  • One place for the group’s work

    Keep the submitted files connected to the task and the group responsible for them.

  • Variation without confusion

    Make it clear which version of the brief belongs to each group.

  • Teacher judgement stays central

    Record individual results and the reason behind an adjustment.

Group 3 submission

Water cycle poster Variation B

Brief Explain evaporation and condensation.

water-cycle-poster.pdf Shared submission

Group rubric 17 / 20

Member results
LearnerResultTeacher note
Maya R. 17 / 20 Group result
Leo T. 17 / 20 Group result
Ava S. 15 / 20 Teacher adjustment Reason: Individual explanation needs more detail.
Example group review

Built for the work in front of you

Fit the Work to the Learning — Not the Other Way Round.

Move from a quick practice task to a rubric-led assignment or a differentiated group challenge while keeping the same coherent learning loop.

The builder set to a quick practice task: no rubric, a complete-or-not marking method, one class as the audience and a two-day window
The builder set to an assessed assignment: a four-band rubric with weights, points marking, a staff-only answer key and a scheduled release
The builder set to a group challenge: five groups of five, three variation sheets, a group rubric and individual judgement left available to the teacher

Simple when it should be. Structured when it matters.

The right view for every role

The Right Work Reaches the Right People — With the Right View.

Each role works from the same task, with the view it needs.

Lane

Teachers

Set the work. Review the response.

  • Build, target and publish tasks
  • Assess submissions and return feedback
What teachers control
Teachers prepare the task, review the submitted work and decide when results and feedback are ready to share.

Lane

Learners

Know what to do and what comes next.

  • Open instructions, resources and criteria
  • Submit work and read released feedback
What learners work from
Learners receive the task context, supporting resources, deadline and feedback connected to their work.

Lane

Guardians

Follow their learner’s work.

  • See the task information available to them
  • Follow outstanding work and released results
What guardians can follow
Guardians receive the appropriate view of the learner’s task and the updates made available through their role.

Lane

Managers

Understand the picture across classes.

  • Review task activity across classes
  • Follow completion and feedback patterns
What managers can review
Managers use the information available to their role to understand how tasks and feedback are progressing across classes.

Lane

Administrators

Keep the workflow organised and controlled.

  • Manage templates and tasks across classes
  • Control access through assigned permissions
What administrators manage
Administrators support the Homework setup and access model according to the permissions configured by the institution.

Lane

Automation

Handle timing without making the judgement.

  • Open scheduled tasks at the selected time
  • Keep draft and released states separate
What automation does not decide
Automation supports workflow timing and status changes. It does not mark work, detect plagiarism or judge individual contribution.
A worked example of late work on a reading response due Thursday at 3:30 pm: submitted Friday at 9:04 am, 17 hours 34 minutes after the deadline, what the teacher sees, the three things the teacher decides, and the feedback they wrote

Work that arrived late

A reading response arrived seventeen hours after its Thursday deadline. The teacher sees the time and decides what happens next.

Homework applies no automatic penalty or refusal.

The same task, Fractions in everyday life, shown for four roles side by side: the teacher, learner, guardian and manager, each with the three things they work with

The same task, four roles

Four roles open the same task, each with what it works with.

An illustrative example with a fictional class.

Details that keep work moving

The Small Controls That Make a Complete Learning Workflow.

Less chasing. Better evidence. Sharper feedback.

  • The Weekly reading log template selected, supplying a brief, a rubric and a Friday due day

    Task templates

    Start from a structure that worked, with the brief, rubric and due day already in place.

  • Two academic selectors set to Class 6 Blue and Mathematics, and the resulting audience of 28 learners in 6 Blue

    Academic targeting

    Choose the class and subject, and see exactly who the task is set for.

  • A release date of Monday 9:00 am and a separate due date of Friday 3:30 pm in two labelled fields, with the task marked as scheduled

    Scheduled release

    Set when a task opens and when it is due, as two clear dates.

  • A rubric with three weighted criteria, Method 40 per cent, Accuracy 40 per cent and Explanation 20 per cent, totalling 100 per cent, each scored on levels 1 to 5

    Rubric builder

    Name the criteria, weight them and describe each level before marking starts.

  • An Individual or Group switch set to Group, with Group 3 of three members sharing one submitted file, water-cycle-poster.pdf

    Individual or group

    Set work for one learner, or for a group sharing one submission.

  • A reusable comment, Check your units, chosen from the feedback bank and inserted into editable feedback that reads: your method is clear, check your units in Q3

    Feedback bank

    Save the comments you use often, insert one, then make it specific.

  • Three learners selected, Maya R., Leo T. and Ava S., with one shared action: mark the Reading log complete for those 3 learners

    Bulk evaluation

    Apply one decision to several selected learners when the judgement is the same.

  • Feedback and a result of 11 out of 15 held as a draft beside a Release button

    Draft and release

    Keep results and feedback as drafts until you choose to release them.

  • Leo T. shown with nothing submitted for Fractions in everyday life, due Friday 3:30 pm, and a Flag for follow-up action

    Flags and follow-up

    See whose work is still outstanding and flag it for follow-up.

Clear answers

Everything You Need to Know Before the First Task Goes Live.

Direct answers about how Homework works.

What is the difference between Homework and an Assignment?

Homework is for everyday learning tasks; Assignment is for structured work that may carry groups, rubrics and formal evaluation. Both follow one loop in one workspace.

Can I assign work to a specific class, section, unit or subject?

Yes. Homework is built around Academyship’s academic hierarchy, so a task is set for a class, section, unit or subject rather than a hand-picked list of names.

Does Homework support group work?

Yes. Teachers form groups, give each group its variation of the brief and collect one shared submission. Where a learner’s part calls for a different judgement, the teacher records that result and the reason. Contribution is never detected automatically.

When do learners see grades and feedback?

Results and feedback stay as drafts while you mark. You decide when to release them to the learner.

Which marking methods can I use?

Complete, pass or fail, competency, points, percentage, letter and level-based marking, chosen for each task.

Are learners and guardians notified?

Homework includes portal notifications for learners and guardians with portal access. It does not send SMS messages.

Connected Academyship

One task can connect the whole learning experience.

Where learners act

Student Portal

The brief, the deadline, the evidence and the released feedback, where learners already look.
Where families follow

Parent Portal

What was set, what is outstanding and what came back — for their own child.
What the task aims at

Academic Hierarchy

The campus, class, section, unit and subject a task is targeted to.

Teaching & Learning · Homework

Set Clear Work. Give Feedback That Moves Learning Forward.

Bring tasks, submissions, marking and feedback into one connected workflow, from the first instruction to the next step.

See Homework in Action View Plans & Pricing

Clear task instructions

Connected submissions

Practical feedback

A homework task moves through five stages, from assign to improve

  1. Assign
  2. Submit
  3. Review
  4. Return
  5. Improve