Teaching in the portal

Sign in at portal.shuleone.co.ke. Teachers get a tutor view rather than a learner view.

What is in it

Screen	What it is for
Overview	Your classes, and what needs attention
Quests	The quests your learners are working through
Submissions	Work handed in, waiting to be marked
Exams	Setting exams, and marking them
Classwork	Work set to a class
Marks	Marks from portal work
Open learners	Learners not attached to a class

Generated Grade 4+ lessons

Open Content → Create to choose a curriculum level, learning area and mapped sub-strand. Generation checks the exact source, its permitted use and an independently verified set of outcomes for that level and topic. Its quality check must identify where each outcome is taught and practised, and check the tasks and answers. A lesson that passes these checks and finishes narration is published automatically. There is no release review queue, decision note or human approval step for these lessons. An active mapping alone is insufficient. If independent source evidence or permission to generate or deliver content is missing, the studio blocks the operation with a reason. Do not replace the source outcomes with a generic topic to get past that block.

Some lessons address a reviewed subset of a broader official objective. Their checks use the specific lesson targets, while keeping the full source objective and the limits of that subset distinct. For example, a lesson may practise making and interpreting bar charts from supplied tables without teaching dot plots or constructing a table from raw results. A useful published lesson can count toward the starting set; it does not certify that every part of the official objective has been taught. The automatic checks review the stated targets and limits against the exact curriculum source.

England Years 7–9 lessons can use reviewed targets from the shared Key Stage 3 programme. Their year placements are ShuleOne teaching allocations, not a statutory year-by-year sequence. Check the selected year and topic before generating.

The CBC Grade 5 preview pilot is limited to ten reviewed topics across Mathematics, English, Science and Technology, and Social Studies. Only the admitted targets are eligible after their source permissions are enabled. A public preview is evidence for original lesson authoring; it does not permit copying the source PDF. Other topics remain blocked until their own source checks are complete.

The separate CBC Grade 6 pilot also covers ten reviewed topics in those four learning areas, after its own source permissions are enabled. Check that learners actually create their multiplication patterns, reading-advocacy messages, school–community strategies and peace-promoting responses where required. Recognising a supplied example does not replace creating one. Supplied observations and fictional peer viewpoints assess a bounded lesson task; they do not certify physical practical work, real collaboration or enduring attitudes. An earlier lesson’s published status alone does not certify these reviewed targets.

For the prepared CBC Grade 7 topics, Studio distinguishes the Reviewed source heading from the retained Catalogue label used for grouping. The editor shows the same distinction. If the exact source heading cannot be verified, Studio displays Reviewed source heading unavailable; the catalogue label is not a substitute. These display checks do not enable Grade 7 authoring or learner delivery by themselves: the exact source bindings, permissions and current lesson checks must also qualify.

The Cambridge Stage 6 pilot supports original lesson authoring for ten reviewed topics: three Mathematics, three English, three Science and one Computing. Its lesson targets are drawn from 26 selected official objectives. Check the selected topic and its stated limits; this pilot does not certify complete Stage 6 coverage, anatomy, flowchart construction or physical practical work.

Where required, learners must derive a sequence rule, write sentences using parenthetical commas, dashes and brackets, produce an argument with a plan, draft and meaningful revision, or create and test a two-variable algorithm. Selecting supplied examples does not replace that work. Complete local passages, models and instructions must support the task. Source admission alone does not mean that ten lessons have been generated or that their learner audits are complete; each lesson still follows the automatic source, task, answer and narration checks described above.

To build a starting set across learning areas, select the class and choose Fill class to 10. The preview shows how many uncovered topics it will generate to reach ten published V2 lessons. Existing published lessons count toward ten; drafts do not. Topics with an existing V2 lesson are skipped, and the new lessons are spread across learning areas. Keep the page open while the batch runs. If a lesson fails a check, repair its draft and run Fill class to 10 again for the remaining places.

Open Content → Library to see the published lesson. If a quality check or narration fails, the lesson remains a draft with its issues shown in the studio. Use Edit to inspect the learner activities and answers, then regenerate or retry publication after the issue is resolved. A draft does not appear to learners. The source version and curriculum identity remain attached to every lesson.

Tables need clear column labels and a matching cell for each column in every row. A lesson with an invalid or unlabelled table stays a draft. Use Edit to repair the labels or cells, then review the corrected table before publishing. Intentional blank form cells can remain blank.

For the reviewed Grade 4 subtraction and multiplication lessons, and Grade 5 addition, subtraction and multiplication lessons, learners must create their own four-term pattern, show all three transition equations, and explain a linked practical use in one written response. Grade 5 addition and subtraction terms stay within one million. The Grade 5 growing multiplication task specifies a multiplier from 2 to 9 and terms no greater than 1,000; follow the bounds shown in the task. Choosing or ordering a supplied pattern is practice; it does not replace this creation task. A missing or changed required task holds publication, and an outdated task review makes that lesson unavailable until repaired and reviewed.

CBC Grade 10 has separate 2025 reviewed pilot source identities for Core Mathematics, English and Chemistry. Match the school subject to the exact source and version when configuring its curriculum. The earlier source identities remain separate. A source selection does not grant lesson-generation or delivery permissions; those checks still apply before a lesson becomes available.

For the prepared Core Mathematics update, Real Numbers, Indices and Logarithms, and Quadratic Expressions and Equations each require 12 activities. Set Activities per lesson to 12 activities. Leave Required specialist activities empty, or select Handwritten working; the other specialist choices do not fit these reviewed lesson sets. An incompatible count or format stops the request before paid generation starts. Keep the required worked models and learners’ own production tasks. The quadratic lesson must retain its reviewed area image, dimensions and supporting text; asking learners to imagine or draw an unseen model does not replace it. These prepared checks do not announce availability: source permissions and current automatic lesson checks must still qualify. Learners’ written responses continue through the usual marking process.

The prepared England Year 6 Animals including humans lesson has a fixed set of 10 activities. Set Activities per lesson to 10 activities and leave Required specialist activities empty. An incompatible count or format stops before paid generation. Keep both reviewed circulation and absorption models, their complete local explanations, and the one task asking for the learner’s own linked explanation. The lesson uses a simplified human functional model, not an anatomical drawing or a practical or medical assessment. It distinguishes lifestyle support and risk from a guarantee of health, and does not treat all medicines as harmful. Written responses still use the usual marking process; the fixed task checks do not certify a learner’s understanding. Changing or omitting a required model, task or answer binding produces a specific issue. Restore the reviewed task before re-review; do not substitute an unseen diagram or a copied completed answer. This prepared pilot does not announce learner availability.

Evidence-matching records show a source label and its detail. Put the full evidence body in detail so learners can read it. Source labels must be nonblank text; optional detail and text bodies must also be text when supplied. Leave detail out or use an empty string when the label contains all the evidence. A hidden or conflicting text body produces a validation issue; a source label alone remains valid when it contains the evidence.

For pilot lessons, availability requires the exact reviewed topic and source, current automatic lesson checks, and permission to use that source. If the source or required evidence changes, an earlier lesson may become unavailable. Valid regenerated or re-reviewed content must pass the current checks before learners can open it again.

The reviewed Stage 4 Science object-key lesson uses a fixed set of four described shape-and-colour objects. Its eight activities show the complete key locally and check both decisions on a route. Changes that contradict the supplied observations, branches or answer bindings keep the lesson as a draft. This lesson practises applying that closed key; it does not certify identifying materials or living things.

If repeated generation attempts fail validation, the studio keeps the closest editable candidate as a separate draft and lists its specific errors. Open its draft ID or Edit to inspect and repair it. It counts as a failed generation, not a published lesson, and does not replace an existing published lesson. If no editable candidate can be saved, the studio reports that explicitly.

If the source release has changed, generate a new lesson for that topic. The studio checks the current release before generating and keeps the earlier draft and its source record for inspection. Retrying a review on an outdated release stops before an AI review is charged. A valid new lesson still follows automatic publication checks.

Saved lesson counts can remain visible for resolved subjects while another subject’s source is unavailable. A partial-update notice does not mean those saved completions were lost. Check the affected subject’s curriculum source in the school settings; retrying cannot repair a missing or conflicting source identity. Exact Kiswahili sources resolve automatically when their subject and language identities agree. This does not approve their lesson content or source permissions.

What’s new - 18 October 2026

Evidence-matching validation now checks that any source body is present in the visible source detail. Conflicting hidden text must be corrected before the lesson passes checks. Source labels and bodies now also receive type checks before a lesson opens; malformed objects or numeric fields produce an issue instead of reaching the activity renderer.

The prepared England Year 6 Animals including humans pilot requires ten activities, two reviewed functional models with local text, and one original linked explanation. Incompatible requests stop before paid generation. Source permissions and current lesson checks still apply; these task checks do not certify practical, medical or written understanding.

Prepared Grade 7 topics now distinguish their reviewed source heading from the existing catalogue label in Studio and the editor. An unavailable source heading stays explicit. Grade 7 authoring and delivery still require exact source bindings, permissions and current lesson checks.

The reviewed Grade 4 subtraction and multiplication lessons, and Grade 5 addition, subtraction and multiplication lessons, now check that the required own-pattern task is present, including three transition equations and its linked practical explanation. Older task reviews need repair and a fresh review before the lesson becomes available again.

CBC Grade 10 now lists distinct 2025 pilot source identities for Core Mathematics, English and Chemistry. Existing school defaults are unchanged; the new options still require their separate source-permission and lesson checks. Pilot lessons remain unavailable until their exact reviewed topic, source permissions and current automatic review qualify. A changed source or required evidence can make an earlier lesson unavailable until valid regenerated or re-reviewed content passes.

The prepared Grade 10 Core Mathematics update requires 12 activities for Real Numbers, Indices and Logarithms, and Quadratic Expressions and Equations. Use compatible formats and preserve the quadratic area image and required learner production. Incompatible requests stop before paid generation; source permissions and current checks still apply.

Reviewed KS3 lessons now keep their shared-stage objectives distinct from ShuleOne year placements. The CBC Grade 5 and Grade 6 pilots each admit only ten reviewed topic subsets when their own source permissions are enabled. Cambridge Stage 6 now has a separate ten-topic original-authoring pilot across Mathematics, English, Science and Computing. Its 26 selected objectives retain explicit coverage limits and require actual learner production where specified.

The reviewed Stage 4 Science object-key lesson now checks its supplied observations, complete routes and answers against one fixed model before publication.

Table checks now hold invalid or unlabelled source tables as drafts so you can repair the labels and cells before learners see them.

Failed generation now retains an editable draft where possible, with all validation reasons visible. A batch reports these as failures so you can repair them before filling the remaining places. Source-release changes now create a separate current-source artifact when you generate the topic again, preserving the earlier draft’s record. Reviewed-subset lessons now distinguish their specific teaching and practice targets from the full official objective. A published lesson or a full starting-set count does not certify coverage of omitted formats or practical skills.

What’s new - 17 October 2026

Generated Grade 4+ lessons now need independent evidence for the exact curriculum level and topic. An older passing AI verdict needs a fresh source-grounded review before republication. Missing source evidence or delivery rights blocks publication automatically; there is no new manual approval step. Fill class to 10 is a coverage aid: a count of ten does not certify curriculum alignment, subject balance or the learner experience.

What’s new - 16 October 2026

Grade 4+ generated lessons now publish after their AI quality and narration checks pass. The manual release review screen and its approval step have been removed from the portal. Lessons that fail a check remain visible as drafts in Content.

Seeing where learners are

The class view shows each learner’s position on their quests, what they have completed, and what they are getting wrong.

The last of those is the one to use. It shows a topic several learners are failing on while there is still time to reteach it — which is a different kind of information from an exam result, and arrives about a month earlier.

Look at the class before the individual. Five learners stuck on the same stage is a teaching problem. One learner stuck is a learner problem. They need different responses.

Marking submissions

Projects and written work come to the submissions queue.

Open the submission, review the work, award marks and write a comment.

The comment is the teaching. A mark tells a learner where they finished; a comment tells them what to do next. One specific sentence beats three general ones.

Mark promptly. Work marked two weeks later has stopped being about the learning and started being about the grade. Little and often, rather than a weekend of forty.

For coding projects, look at how it was built rather than only whether it runs. A working project assembled by copying is worth less than a partly working one where the learner understood every block.

Running the coding pathway

The coding pathway runs like any other quest, with one difference: learners get stuck in ways that need a different response.

Teach reading the error. Most learners do not read them at all. The error usually says what is wrong and where. Making a class read one aloud before touching the code is the single most useful habit to build.

Do not fix their code. Ask what they expected to happen and what happened instead. The gap between those two answers is where the learning is, and taking the keyboard removes it.

Let them break things. The playground and the sandbox exist for that.

Expect the pace to spread. Coding classes spread further and faster than most subjects. Plan for the fast learners to have somewhere to go — extending their own project usually works better than more exercises.

Exams

Set exams from the tutor view: build the paper, set the window, activate it.

For a tab-locked online coding or robotics exam, choose Allow interrupted automatic submissions to continue if learners should be able to recover from a switched-off laptop, closed page or tab-lock submission. You can also change this setting on the exam’s row after creating it.

This reopens the learner’s same attempt and saved answers; it is not a fresh sitting. The original duration keeps running, and the attempt must still be inside both that duration and the exam’s closing time. A learner who deliberately selects Hand in cannot return. While an automatic submission can still be continued, it stays out of the marking queue; it appears for marking when the recovery time ends or when you switch the setting off.

Before a real online exam, run a five-minute practice with the class. Every problem you will have on the day — a device that will not load, a learner who cannot sign in, a corner of the room with no signal — appears in the practice, when it costs nothing.

Marking picks up written answers; the rest is marked automatically. The per-question analysis is worth reading before you hand the results back.

What’s new - 5 October 2026

Tutors can now allow an automatically submitted coding or robotics exam to continue after a device or browser interruption. Saved answers return on the same attempt, the original clock does not restart, and deliberate hand-ins remain final.

Open learners

Learners not attached to a class — self-directed, or from outside the school — appear separately. They are visible if your school has enabled it, and they progress at their own pace without set work.

The portal and the classroom

The portal is at its best when it is doing something the classroom cannot: letting each learner move at their own pace, and telling you what they are getting wrong before an exam does.

It is at its worst when it is used as the whole lesson. Learners working through quests in silence for forty minutes are not learning much that they could not have learned at home.

Use it for practice, for the learners who need to go back, and for the diagnosis. Keep the teaching.