Now live: Cambridge IGCSE, AS & A Level Economics · IGCSE and A Level Business coming soon

Adaptive, interactive lessons — ready to teach.

Every lesson is ready to go, with varied off-screen and on-screen activities, including exam practice. Work is marked in real time, giving live progress tracking. Less planning and admin, more time for the students who need you.

Try a full lesson — no account needed School pricing

Written, taught and reviewed by teachers with more than a decade in UK and international classrooms.

A teacher can switch the support level for written exam questions for some or all students. Supports can include sentence starters, step-by-step prompts, key terms and a structure for planning the answer.

Beyond recall — 39 activity formats

Other platforms stop at multiple choice. We start there and climb — recall, application, analysis, evaluation — with the format rotating every topic.

Differentiated lessons, both ways

Challenge tasks that stretch the strongest students, and three levels of support you set per class or per student.

Bespoke lessons in two clicks

Set every block to required, optional or removed. Build a different version of the same lesson for each class — because your classes are different — and the timings re-total as you go.

Live performance data

Not a percentage — a named misconception. Every question is tagged to the idea it tests, so the dashboard tells you what your class is getting wrong, not just how much.

Instant feedback on written work

Extended answers marked in seconds against the real level descriptors, by an AI trained on marked exemplar answers — not on a generic rubric.

Upload your calendar, get your scheme of work

Drop in your term dates and the whole year plans itself — every topic placed, every lesson timed, holidays and mocks worked around. Move a date and it re-plans.

Revision that adapts to each student

Every student gets their own queue. Weak topics come back sooner; secure ones come back harder, as application and evaluation rather than the same question again.

Upload your class list, get your markbook

Every activity, assignment and mark lands in it automatically — no data entry. Students see their own progress too, so they know where they stand without asking.

Lessons that get them off the screen

Every topic ships with printable class activities — simulations, structured debates and research briefs — in student and teacher versions. Not every lesson should be a laptop.

Live, specific feedback

Most platforms tell you a student scored 58%. This one tells you how best to support them.

Every question here is tagged, as it’s written, to the exact idea it tests — and every wrong answer to the specific mistake that produces it.

So you don’t open a dashboard and find a percentage. You find nine of your class draw the diagram correctly and then write an answer that never mentions it — it’s cost them three marks a question all term. That’s a lesson you can plan on Sunday night.

And because it’s counted from the tags rather than guessed at by an AI, it says the same thing every time you look.

Your teacher sees

“Nine of the class draw an accurate diagram and never refer to it in the prose — the AO2 marks are for using it.”

The student sees

“You drew the diagram, then didn’t use it. The marks are for explaining what it shows — try starting a sentence with ‘the diagram shows…’.”

Same finding, addressed to the person who made the mistake. Most platforms show students a red cross.

The live lesson board: headline figures for the class, a checkpoint-by-checkpoint grid for every student with a go back over note naming each student’s mistake, and below it the class summary of objectives to reteach and what is already secure. — One lesson, live. Every checkpoint and every exam question for every student — **ticks, part-marks and the go back over note** naming what each one actually got wrong — then the class rollup underneath. Student names replaced. Go-back-over notes, time on task and the summary figures are illustrative; a class needs a few marked assessments before those fill in on their own.

Data tracking

You can see who is stuck, on what, before the mock tells you

Every activity reports back — attempts, first-try accuracy, time on task, whether the student needed the support scaffold. It rolls up into a class view and a curriculum view, so intervention is aimed rather than general, and your one-to-one time goes to the students who actually need it.

The same data two ways: by lesson, then by student — target grade, working-at grade and a score per lesson, so a weak topic is visible before the mock. Names replaced.

A student’s own progress page: target grade, working-at grade, lessons started, average completion and stars, then a row per lesson showing percentage done, exam score and stars earned. — **The student’s own view of the same data.** Per lesson: how much is done, the exam score, the stars earned — so they can see what is thin before anyone tells them.

Curriculum progress

Which topics a class has finished, which are open, and where the cohort slowed down.

Assignments & release

Schedule a topic to open on a date, or release it automatically as the class reaches it.

Question-level detail

Down to the individual item: which wrong option a class picked, and how many tried twice.

Support usage

Who reached for the scaffold and who didn’t — often the more useful signal of the two.

What one class gets back

Three working weeks and $1,328 a year saved per class

Because the lessons, the activities, the printables and the marking are already done.

111

teacher hours a year

Three working weeks, or 3.1 hours every week of term

$1,328

off the department budget

Printing, coursebooks and revision guides you stop buying

$74

saved per student

Against a licence of $17 per student

14k

sides of A4

Not printed, not carried, not recycled in July

And nothing here goes out of date. A printed coursebook is written against one syllabus and starts ageing the day it arrives; when the specification changes you buy it again. This website updates itself, so every student is always working to the exam they are actually sitting.

Run two classes and it doubles. Book a demo and we’ll work it out on your own timetable.

Figures are for a class of 18 — the workings are at the foot of this page.

You decide what students can see

Control, not just visibility

A dashboard that only reports is half a tool. The settings that matter are the ones that let you run the class the way you want to run it.

Mark schemes and model answers — always visible, only after a student submits, or never
Teacher-only questions — a reserved set students can’t reach on their own, so an assessment stays an assessment
Limit topics — open only what you’ve taught, and release the rest on your schedule
Switch features off — gating, timers, leaderboards, AI help; not every class wants every one
Set a task in under two minutes — pick a topic, pick a class, set a date, done
Automatic emails — optional reminders when work is due, and praise for great progress

Leadership view

Heads of faculty and senior leaders get an overview across classes and cohorts — engagement, completion and progress — without having to ask a teacher to export anything.

Reports you can print

Per-student summaries with actual next steps on them — the thing you need for a parents’ evening, an intervention meeting or a report deadline, without an evening of copy-and-paste.

Fits your existing systems

Google ClassroomMicrosoft / EntraManageBacToddleClass rosters via CSV

Confirm which of these are actually built before publishing.

In the classroom

Everything you need to actually teach the lesson

The student page is one of four things that ship with every topic. The rest is the material you would otherwise spend a Sunday making — which is the point. Time spent building resources is time not spent with the student who is quietly lost at the back.

Teacher slide deck — built for the board, big type, one idea per slide
Printable off-screen activities — simulations, experiments, debates and research briefs, in student and teacher versions
Teacher view — the same page with every activity solved in place
Timings on every block — so you can plan a term, and totals re-sum when you switch a block off

The top of a lesson page in teacher view: the opening read-check, then buttons for the teacher slides, the starters and plenaries deck and the off-screen class activity, and the lesson timings: about 49 minutes in total, 25 of lesson, 24 of exam practice and 25 off-screen. — The top of every lesson page: **teacher slides, starters & plenaries and the off-screen class activity**, one click each, with the timings already worked out.

Bespoke by class

Three settings per block, and the lesson re-plans itself

Your Tuesday group and your Thursday group are not the same class, and a scheme of work that pretends otherwise gets ignored. So every subsection, activity and question on a page has three states rather than a crude on/off:

Required, optional, removed — and the lesson total moves with it: 49 minutes becomes 44 plus 5 optional, then 44 with one block cut. A removed block sits dimmed, not deleted.

Drop three blocks to optional for the group that needs longer on the basics, leave them required for the group that doesn’t. The timings re-total as you go, so you always know what you have actually got for Tuesday period four.

Set per class — one topic, several plans
Two running totals: required lesson time, and optional time on top
Nothing is ever deleted, so a cut block is one click from coming back
Release topics on a date, or automatically as a class reaches them

Beyond recall

Recall is where we start. It is not where we stop.

Retrieval practice works, and the platforms built around it are good at it. But a student who can recall every definition still walks out of a twelve-marker with half the marks, because the exam is not testing whether they remember — it is testing whether they can use it, weigh it and decide.

So the practice climbs. As a student gets stronger on a topic, the questions they meet move up the ladder rather than simply repeating.

01 · Recall

Do they know it?

Definitions, terms, the basic mechanics. Fast, low-stakes, repeated at spaced intervals until it sticks.

Looks like: quickfire multiple choice, flashcard-style key terms, timed retrieval games.

02 · Application

Can they use it?

The same idea dropped into an unfamiliar context, where the student has to work out which tool applies before they can use it.

Looks like: fill in the missing figures, build the diagram, calculate and interpret, place it on a scale.

03 · Analysis

Can they explain the chain?

Not the answer — the reasoning that gets there. Where most marks are actually lost, and where most platforms stop looking.

Looks like: order the chain of reasoning, spot the flawed step, predict the knock-on effects, written explanations marked by assessment objective.

04 · Evaluation

Can they judge it?

Weighing both sides and committing to a supported conclusion. The hardest marks on the paper, and the ones a quiz app cannot touch.

Looks like: two-sided argument builders, counterexample hunts, extended writing marked against the real level descriptors.

The activity library

Over 900 different activities, so no two lessons feel the same

857 individually built activities across the IGCSE, AS and A Level lesson pages, plus 81 review game formats in the revision section. Variety is a design requirement, not a nice-to-have — a student who meets the same drag-and-drop for the eighth week running stops thinking and starts clicking. We rotate the format every topic.

Diagrams you move — drag a line, shift a curve, read a graph, and watch every consequence recalculate
Sort, match, order and fill the gaps — the core vocabulary and ideas, checked the moment it’s placed
Estimates and sliders — a best guess first, then the real figure and why
Read-checks in the text — quick taps woven into the reading, so it can’t be skimmed
Reasoning tasks — put an argument in order, spot the odd one out, decide what makes it stronger
Exam-style questions — marked as they go, with feedback on what earns the next mark

Students learn by doing

The rule we build to: if a concept has a number, a process, a relationship or a spectrum in it, the student should be filling it in, dragging it or placing it — not reading a paragraph with a picture next to it. And they cannot skip past the bit they didn’t follow.

Checkpoint gating

The next section stays locked until they can do this one

Students cannot scroll past what they haven’t understood. Each section ends in a checkpoint, and the content below it is genuinely hidden until that checkpoint is cleared — so the student who skims is stopped by the page rather than by a disappointing mock three months later. Checkpoints are optional: the teacher chooses whether to use them.

Scoring rewards getting there, not getting it first time: three stars on the first attempt, fewer on a retry, never a penalty for trying again.

Four to five gated checkpoints per topic
Attempt counts and first-try accuracy logged for the teacher
Hints appear after the first wrong attempt, not before

A lesson page as a student sees it: a Read the PPC checkpoint with a production possibility curve and a draggable orange dot, and beneath it two padlocked sections reading locked, finish Checkpoint 1 to continue. — **Student view.** The next two sections stay padlocked until the current task is completed.

Diagrams you manipulate

Drag it, and watch what actually happens

We build interactive diagrams wherever a subject has one. In Economics, for example, a student shifts supply left and sees price rise, quantity fall and the new equilibrium land where the theory says it should — then shades consumer surplus and the page tells them whether they shaded the right region.

On written questions there is a sketch pad above the answer box, so the student builds the diagram then writes about it — because the marks are for using it, not for having drawn one.

Move a curve, a line or a variable and see every consequence recalculate
Click-to-shade regions, checked against the correct answer
Guided walkthroughs that build a complex diagram one step at a time
Shape and scale toggles that show what a shape actually means

Drag the price. The gap shades in as a surplus or a shortage, the quantities recalculate, and the page says what the market will do about it.

Accessible by design

Every student in the room can access the lesson

Not a separate “accessible version” that ends up being the worse one — these are toggles on the same page, so a student changes what they need and nobody else notices.

Read-aloud audio

Any block of text can be played back, so a student who reads slowly still gets through the lesson in the lesson — and keeps up with the class rather than falling behind it.

Dyslexia-friendly reading

One toggle switches the typeface and opens up letter, word and line spacing across the whole page. No request, no separate worksheet, no fuss.

Light and dark themes

Light is the default, because light text on a dark field haloes for readers with astigmatism. Students who prefer dark switch in one click.

WCAG AA throughout

Every colour pair tested, every activity reachable by keyboard, and motion reduced automatically when the device asks for it.

Revision & exam practice

Thousands of exam-style questions, each tied to a topic

Multiple choice for retrieval, structured written questions for technique. Every question is mapped to a syllabus subtopic, a command word and a mark tariff — so you can set practice on exactly the thing a class got wrong on Tuesday, and a wrong answer points straight back at the lesson that fixes it.

2,880

multiple-choice questions

677

structured written question parts

subtopics covered, AS and A Level

command words, each taught explicitly

Multiple choice

Built for retrieval practice and for finding misconceptions fast.

2,880 questions spanning the whole syllabus
815 diagram questions, rebuilt as clean readable diagrams rather than scans
Explained answers — including why each wrong option was tempting
Cross-tagged where a question legitimately tests two topics

Structured & extended writing

Data response and essays, in the current paper’s format and its evaluation-heavy structure.

677 question parts making up 249 full questions
56 source-material sets — text, tables and figures for data response
193 twelve-mark and 185 eight-mark evaluation questions
Full mark schemes, worked exemplars and an evaluation framework

Adaptive learning, personalised for every student

Each student’s revision reshapes itself around their gaps in learning

This is adaptive learning: practice is not a fixed list everyone works through in the same order. It draws on 81 different review formats and more than 4,500 review questions for AS alone, and each student gets their own revision order: weak topics come back sooner and more often, secure ones drop away, and the whole thing re-sorts every time they answer something.

What makes it different from a retrieval app is what comes back. Get a topic right three times and it doesn’t just reappear as the same question — it returns harder, as an application or analysis task. Repetition alone builds recall; escalation builds the skill.

Spaced repetition — weak areas revisited at widening intervals until they stick
Interleaving — topics deliberately mixed rather than blocked, which is harder and works better
Escalating difficulty — secure topics come back as higher-order questions, not repeats
Weekly goals — achievable targets that turn revision into a habit instead of a panic
Progress over time — each student sees their own trajectory, not just today’s score

Revising on your own? Students can use the revision section without a school licence, from $5 a month, plus tax where applicable, with 4 days free. Plans for students →

SCREENSHOT — coming soon Review activities — an overview of the revision section, going live shortly Show a student’s review queue: the weak topics surfaced first, the activity mix, and how far through they are.

Instant AI feedback

A student writes an essay at 9pm and finds out what’s missing at 9.01pm

Extended answers are marked against the same level descriptors an examiner uses, split by assessment objective. Crucially, the model has been trained on real marked exemplar answers rather than turned loose on a generic rubric — so it recognises the difference between an answer that looks thorough and one that actually earns the band.

The feedback points at the gap, not the grade: which side of the argument is missing, which term would have earned the analysis mark, where the chain of reasoning stopped one link short.

Trained on marked exemplars, benchmarked against the descriptors
Feedback by assessment objective, not a single grade
Flags one-sided answers before the exam does
Teacher can review and override any mark, and marking patterns roll up into the class view

A two-mark Explain question with a student’s answer and the AI feedback beneath it: Feedback 1 out of 2, saying the definition is right but the second mark needs the specific next best alternative named in context. — Marked within a minute of pressing Submit. The feedback says **what earned the mark, what would earn the next one**, and ends on a question rather than the answer — so the second attempt is the student’s own thinking.

The marking control on a written question: four options, AI marks it, students peer-mark, I mark it, or on paper, with a note that the AI marks it on submission and the mark scheme unlocks straight away. — Who marks it is **your call, per question**: the AI, the class peer-marking each other, you, or on paper. The mark scheme unlocks on your terms, not the platform’s.

Who makes it

Written, tested and reviewed by teachers — not a content team

Every lesson on this platform was built by someone who teaches the course, used with a real class before anyone else saw it, and revisited after that class had been through it. There is no separate content department, because a writer who has never marked the paper does not know which mistakes students actually make.

Made by experienced teachers

More than a decade in the classroom, across UK schools and international schools. That combination matters: UK teaching brings the exam-technique rigour, international teaching brings the mixed-language, mixed-background classroom most of our schools actually have.

Tested with real classes first

Nothing ships on the strength of looking good in a planning document. Every activity has been run with a class, watched, and changed where students got stuck for the wrong reasons — which is usually the instructions rather than the economics.

Reviewed and updated continuously

Content is revisited every year against the current syllabus, and rewritten when the papers change what they ask for. Case studies get refreshed rather than left to date. Updates reach every school automatically, at no extra cost.

Every question is written by a teacher

None of the content is machine-generated. Each question, each activity and each mark scheme was written by someone who teaches the course and has marked the real thing — which is why the wrong options are the mistakes students genuinely make, rather than plausible-looking noise.

AI marks. It doesn’t write.

We use AI for the one job it does better than a tired teacher on a Sunday night: instant, consistent feedback on extended writing at 9pm. It is trained on marked exemplars, and a teacher can override any mark it gives.

Courses

What’s live, and what’s coming

One syllabus done properly is worth more than six done thinly, so each course is finished before the next one starts — and we don’t release one until it is complete. You will never be sold half a course and asked to wait for the rest. The platform underneath is subject-agnostic and board-agnostic; the depth is the slow part, not the technology.

Course	Board & level	Status
Economics	Cambridge International AS & A Level	Available now — complete
Economics	Cambridge IGCSE	Available now — complete
Business	Cambridge IGCSE, AS & A Level	Coming soon
Economics	Other boards — IB, and UK A Level	Planned
Further subjects	GCSE and A Level	Under consideration — tell us what you need

Departments on a licence get a say in build order. If the course you teach isn’t here yet, that conversation is worth having.

How those figures are worked out

Everything above comes from the numbers below. Put your own in and the headline figures at the top of the page change with them. Nothing here is hidden, and nothing is rounded in our favour.

Your class

Students in the class

Lessons per fortnight

Teaching weeks a year

Sides of A4 printed per student per lesson

That works out at 198 lessons a year.

Time

Planning — 20 min a lesson66 h

Marking and feedback — 10 min a lesson33 h

Markbook and reporting — 20 min a week12 h

Total111 h

Money

Printing — 14,256 sides of A4 at 3c$428

Coursebooks — $30 each$540

Revision guides — $20 each$360

Total$1,328

Planning, 20 minutes a lesson. The lesson, its activities, the slide deck and the printable class activity already exist. The saving is the time you would spend making them — not the time you spend thinking about how to teach your class.

Marking, 10 minutes a lesson. Activities mark themselves as students work, and extended answers come back marked by assessment objective, so a teacher reviews rather than marks from scratch.

Printing at 3c a mono page, all-in on a managed print contract. Colour costs several times that, so this sits at the cautious end.

Books charged once per student per year, at $30 a coursebook and $20 a revision guide. Charging annually rather than spreading the cost is deliberate: specifications are revised often, and a coursebook written against the old one has to be replaced rather than passed down. If your department genuinely reuses the same books for several years, drop the figure accordingly — the time saving is unaffected.

36 teaching weeks, after exams and study leave — not 39. A working week is taken as 37.5 hours.

Not a revision site

Most platforms summarise the course. This one teaches it.

Revision resources assume the teaching already happened. Second Nature Learning is the teaching — a full scheme of work you can run a department on, with the revision and exam practice built in on top rather than instead.

A scheme of work, not a topic list

Every subtopic arrives as a complete, planned lesson — hook, taught content, checkpoints, exam practice, extension — with every block timed so you can plan a term against it.

And it isn’t all screen time. Every topic ships with teacher-led, off-screen class activities as printable packs in student and teacher versions:

Simulations and experiments — run the concept in the room before you name it
Structured debates — with roles, prep cards and connectives
Research briefs — group tasks that end in something presented

Depth, not breadth

The big platforms cover forty subjects an inch deep. We go all the way down on one syllabus before we start the next — its command words, its mark tariffs, its level descriptors, its diagrams. Depth and interactivity are the product; the subject list will grow behind them.

Built for the teacher too

Every topic comes with a slide deck, the printable off-screen activities, and a teacher view that solves every activity in place — so you can walk a class through it without hunting for an answer key or building anything yourself.

Every lesson page also carries its own starters and plenaries deck, drawn from a bank of 48 game formats — four to six of each per page, so you pick one to open with and one to close on. No printing and no preparation: everything runs from the slides, and each one takes five to ten minutes.