A syllabus lists what a class should learn. A weekly plan decides what can actually be taught in the available sessions. Teaching progress records what happened. Keeping these three ideas separate helps you adjust a week without losing the larger course structure. EduSheet brings syllabus management, weekly planning, resources, progress and paper creation into one teacher workspace.
Start with a learning outcome
Consider a fictional mathematics class with five sessions available for a unit on fractions. “Finish fractions” is too broad to assess. A more useful outcome is: students can compare two fractions, explain the comparison using a visual model and solve a small set of mixed practice questions.
Place that outcome under the relevant class and syllabus topic. Attach resources you intend to use, such as a diagram sheet or a worked example. Give each resource a recognizable name so it is easy to find before class. A folder of files named “new worksheet final” does not explain which lesson they support.
Plan for the sessions you really have
Count available sessions after holidays, tests and school activities. In this example there are five, but only four are assigned new work; the fifth remains a buffer for review or unfinished practice. A buffer makes the plan usable when one concept needs more attention.
| Session | Purpose | Evidence to collect |
|---|---|---|
| 1 | Identify numerator and denominator using diagrams. | A short explanation beside a shaded fraction. |
| 2 | Compare fractions with the same denominator. | Two comparisons with reasons. |
| 3 | Compare unlike denominators using a common model. | One worked comparison and one independent attempt. |
| 4 | Use mixed practice to check understanding. | A small question set with common errors noted. |
| 5 | Review, catch up or extend the topic. | A decision about the next week's starting point. |
Use the plan to record the intended lesson and supporting resources. Keep activity descriptions short enough to read during preparation. “Draw the two fractions, compare the shaded areas, then explain” is more actionable than a paragraph describing an ideal classroom.
Record progress after teaching
After each session, update the teaching record based on what actually happened. If the comparison activity was completed but students still confuse denominators, do not treat the topic as mastered merely because the scheduled period ended. Record the difficulty and reserve review time.
Planned coverage and demonstrated understanding are different signals. A progress view helps you see where the class has reached in the syllabus; a student's explanation or answer helps you decide whether to proceed. Use both. If session three is interrupted, move its unfinished work to the buffer rather than marking it complete and hoping the gap will disappear.
Topic: Fractions — comparisons Planned: Unlike denominators with a visual model Taught: Introduction and two guided examples Still needed: Independent comparisons with explanations Next session: Review the model before mixed practice
Build an assessment around the outcome
EduSheet also supports math-first question-paper creation. For this unit, choose questions that test the stated outcome: one diagram interpretation, two comparisons and one explanation. A longer paper is not automatically a better check of understanding.
Before exporting a PDF or Word document, verify the marks add up, instructions explain what students should show and the page layout leaves enough space for working. Check fractions, symbols and diagrams in the exported file rather than relying only on the editing view. Print or view a sample at the size students will use.
If the assessment exposes the same mistake across the class, change the next week's plan. The point of linking planning and paper creation is to make this feedback useful: the result informs what to teach next instead of becoming an isolated document.
Prepare the next week without hiding the gap
At the end of the week, compare the syllabus topic, the plan and the actual record. Carry unfinished work forward explicitly. Keep successful resources for reuse, but revise instructions that caused confusion. Name the next plan with its class and week so another teacher can find it without opening every file.
Offline-first work still needs an independent recovery plan. Keep exported teaching materials in a location you can access if a device is unavailable. Check the current app's backup and export options before assuming that a local workspace is synchronized across Android and Windows.
Continue with the Teacher Planner guide, quick start and user manual. These explain the product's workflows in more detail.