Guided tour
For teachers & tutors
Four stops, in order. Everything here is the real product with real questions — no video, no sales call first. Nothing you do on this tour is recorded against a student, and you do not need an account for any of it.
Try the mistake a student would actually make: drop a minus sign, forget the last step, use the wrong operation. The feedback names that mistake. Wrong answers are written at authoring time, one response each, which is the difference between marking and teaching.
Most online practice is type-a-number only. Look for the diagram questions, the multi-part stems with marks per part, the grid you draw a reflection on, and the frequency trees you fill in — the parts of a real paper that usually get skipped.
271 published questions across 140 GCSE skills, carrying 786 coded wrong answers. Every one has a worked solution.
Open the question showcase →You have already done the marking — this is what those marks are worth once they are typed in. The one worth slowing down for: click through to any individual student and look at their “Try Again” list. Those are not a generic worksheet — each one is built from the specific questions that student got wrong, so two students in the same class end up with two different retry sets.
Load the sample class and press through to the feedback step. Every question is tagged to the skill it tests, so a column of numbers becomes:
To see it: after generating feedback, click any name in the student list on the left — the class overview doesn't show it, the individual view does.
That is the win you get the same afternoon. The slower one is stop 4: because marks attach to skills rather than to a single paper, they build into a picture of the class that a drawer full of spreadsheets never quite gives you. Set up here for AQA Foundation Paper 3, November 2024; if your class sat a different paper, ask and I'll add it.
Open it with the sample class →Both of these are populated with sample data so you can see a term's worth at once. Look at how a wrong answer travels: a question is tagged to a skill, the skill moves on the student's map, and the class view surfaces the skills where most of the group is stuck — so “what should I reteach on Monday” has an answer.
Stops 3 and 4 are the ones that matter. Marking a paper takes the time you already spend and returns per-student feedback and a starter sheet from it; the class view then accumulates across assessments so the gaps are visible without you tallying anything.
Stops 1 and 2 matter more. A student can practise between sessions and you see exactly which misconception they hit, not just a score — so the next hour starts from evidence. Students hold their own accounts; you do not need a class to use it.
I am building this with teachers and tutors rather than at them, so critical feedback is genuinely more useful than a sign-up. Either is welcome.
Students sign up themselves at mathsense.net/student · full detail for schools on the teachers page