Private cloud planning using a Planner Code, protected by a verified recovery email.
Your weekly planner is ready in the background. Choose how you want to connect to your private Planner Workspace.
Use Export when you want a safety snapshot before making major changes, before importing another backup, or simply as a regular extra copy of your planning.
Use Import to restore planning from a Planner Backup file — for example after an accidental change, when moving a local backup into an editable cloud Planner, or when returning to an earlier saved snapshot.
Archive the outgoing year and prepare this same Planner Workspace for the next class.
Weekly, Term and Year planning starts clean. Teaching Slides mappings and Workspace-level settings remain attached.
Select only students who will remain with you next year. Their identity is carried forward, but the new year's assessment period starts clean.
Everyone is disengaged by default. Tick only teachers who should continue to have access in the new year.
Archived years are read-only historical records and do not affect the current class, assessments or class-progress calculations.
Map an optional Weekly Focus plus intended Teach Lists and teaching foci across weeks before building the day-by-day teaching. Long-range planning is planning evidence only: it never counts as taught or covered in the Teaching Tracker.
| Week | Weekly Focus | Teach List(s) | Teach focus(es) | Weekly Plan |
|---|
Use the tracker to see completed teaching coverage, planned and missed work, spacing across time, detailed per-focus breadth, what needs attention next, and a chronological history of Teach and Review use. Completed days contribute to coverage data, and a Review item explicitly marked Taught on a Partially Taught day contributes Review coverage. Multi-focus Lists are tracked at sub-focus level.
The tracker reports what is recorded in the Weekly Planner. Completed = full-day coverage; Partially Taught can record the Explicit Teaching focus and individual Review items as Taught while untaught work remains missed evidence; Planned = intention; Planned but not taught = missed planning evidence. It is a planning and coverage tool, not an assessment of pupil mastery. The selected Timeframe, Year band and Search filters affect the data shown.
The number of different Lists with a completed Teach use in the selected timeframe. Teaching the same List on several days increases its Teach-day count, but it is still one List.
Example: The same List taught on Monday and Wednesday = 1 List taught, 2 Teach days.
For Lists with more than one focus, the tracker uses the selected Read words, Spell words and Dictation evidence to identify which specific focus was used.
Example: Selecting words from one sub-focus credits that focus without automatically claiming the other sub-focuses in the same List.
A multi-focus List can still count as taught when the saved plan does not contain enough word or Dictation evidence to identify the exact sub-focus. The tracker deliberately avoids guessing.
Example: A multi-focus List is selected for Teach but no identifying words are selected: the List is recorded as covered, but no individual sub-focus is claimed.
These count distinct dated planner days with completed evidence. Teach can come from a Completed day or from the Explicit Teaching focus with its Taught checkbox selected on a Partially Taught day. Review can come from a Completed day or an individual Review item with its Taught checkbox selected on a Partially Taught day. Planned and not-taught evidence never increases these totals.
Example: Six Review words selected on one Tuesday marked Completed = 1 Review day.
These show the breadth of unique words selected on Completed Teach days from the available words for that focus. Words sitting only in Planned or Planned but not taught days are excluded. They indicate planner coverage only — not whether pupils have mastered those words.
Example: 4 different Read words used on Completed days from 8 available words = 50% Read coverage.
Each planner day has a status. Completed counts the whole day as coverage. Partially Taught lets the Explicit Teaching focus and each Review item be marked individually with their Taught checkboxes. Read, Spell and Apply coverage is only credited when the whole day is Completed; unticked Explicit Teaching or Review work remains Not Taught. Planned days remain unconfirmed, even after their date passes, and Planned but not taught days are excluded from completed coverage.
Example: If Tuesday was planned but the session did not happen, mark the day Planned but not taught. The List stays visible in history but does not increase Teach or Review totals; it can also be rescheduled to a later planner day.
Status uses completed evidence only. Taught means Teach evidence from a Completed day or an Explicit Teaching focus marked Taught on a Partially Taught day; Reviewed includes Review evidence from a Completed day or an individual Review item marked Taught on a Partially Taught day; Taught & Reviewed means both types of completed evidence exist in the selected timeframe.
Example: A focus taught on 3 August and reviewed on 18 August is shown as Taught & Reviewed.
A focus appears here when the selected number of days or more have elapsed after its latest Completed Teach and there has been no Completed Review on a later date. A later Completed Teach starts a new Review window. A Review recorded on the same day as Teach does not clear the post-Teach Review requirement.
Example: With a 7+ day flag, a focus taught 7 days ago with no later Completed Review is Priority Review. It remains flagged at 8, 9, 10 or more days until a later Completed Review occurs.
This flags limited or uneven recorded Read/Spell breadth. It is intended as a prompt for teacher judgement, not a statement that a focus needs reteaching.
Example: strong Read coverage but very little Spell coverage may be flagged as an imbalance.
The timeframe is global: Overview, Coverage Map, Focus Coverage, Needs Attention and Teaching History all use the same selected date range.
Example: Choosing This term limits the tracker to planner evidence within the current Term; future dates in that range remain planned rather than completed.
| Year band | List | Focuses covered | Teach days | Review days | First taught | Last taught | Read words | Spell words |
|---|
| Year band | List / teaching focus | Teach | Review | Read coverage | Spell coverage | Last Teach | Last Review | Status | Plan | Details |
|---|
Schedule this focus as planned work. It will not count as Tracker coverage until the target day is marked Completed, or — for Review — the individual Review item is marked Taught on a Partially Taught day.
A missed plan stays attached to its original date for tracking. You can keep it there, move it to an empty future day, or shift the sequence of future planned work forward.
Choose which weekly plans to include. Each plan will be exported as its own A4 landscape page with 15 mm margins, combined into one PDF.
Create a clean, relief-facing plan directly from the teaching already entered in the Weekly Planner. No Tracker or editing controls are included.
Record Word Check A/B, Heart Word and Liz Kane Literacy Phonemic Awareness results, identify class patterns, and deliberately carry needs into Planned Review.
Plan targeted acceleration, record Catch-Up assessments, monitor progress and connect identified needs directly with protected Code resources.
Use the protected Code List catalogue alongside your actual teaching evidence. The sequence shows where each List sits, what is currently planned or taught, and aggregate Student Tracking review needs without displaying student names.
Choose how and when this List should be added. Existing Weekly Focus and Explicit Teaching will never be replaced automatically.
Choose the type of Planner destination first. You can select multiple destinations on the next step.
A searchable companion reference for terminology used through the Planner, plus a concise Heart Word teaching routine.
Teaching guidance informed by Liz Kane Literacy’s Explicit Teaching of Heart Words. The Code and associated teaching materials © Liz Kane Literacy.
Build a snapshot test from Heart Words and Additional Words used earlier in this Planner week.
Words are collated from earlier days in this week. Untick anything you do not want to test, or drag/reorder the words before saving.
You can add a word that was not used earlier in the week. It will be recorded as part of this test snapshot.