GoLearn Education

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GoLearn is an English literacy teaching and learning solution with unique Continuous Assessment technology. We partner with educators worldwide to achieve greater outcomes for their students.

The GoLearn platform is underpinned by our evidenced pedagogical model and unique continuous assessment technology which give teachers all the support they need to target learning gaps and easily improve student outcomes. - Achieve maximum results and accelerate learning - Reduce your workload and improve wellbeing - Low-cost solution with high impact results Our mission is to improve student outcomes child-by-child in every classroom until all children are equipped with the literacy skills necessary to read, write and communicate their way to better wellbeing. Our platform works by supplying teachers with quality and ready-made lesson content for students to work through in class (or at home) and enables teachers to easily track and monitor student performance in real-time. Step 1 - Initial Assessment Post setup and teacher training students are presented with our initial assessment which is designed to measure skills to establish a baseline level of each students learning. Step 2 - Pin point gaps in learning Review the initial assessment data and pick an appropriate curriculum-mapped scheme of work from our library complete with lesson plans, learning objectives, differentiated activities, teacher instructions, engaging lesson content and diverse tasks for students to work through. Step 3 - Choose a Scheme of Work Students work through the Scheme of Work and our platform provides in-depth and granular learning data on your students and class as a whole so you can effectively address gaps in learning and plan interventions. Step 4 - Assess and reflect Formative and summative assessments are seamlessly embedded at key points in the educational journey, providing a truly accurate view of your students' learning. Achievement and learning progress reports are easily exportable to share with senior leadership.




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