Frequently Asked Questions

Connecting the learning

How can Qridi Core help us make PYP and MYP genuinely transdisciplinary and interdisciplinary?

Transdisciplinary and interdisciplinary learning depends on teachers knowing what students are learning beyond their own classroom or subject. Planners are often viewed separately, and there is rarely enough collaborative planning time to continually make these connections.

Qridi Core allows planners shared with the same cohort to connect behind the scenes. Teachers can see learning across unit, subject and stand-alone planners and identify where meaningful connections exist. This supports learning that connects across subjects without requiring connections to be forced into a particular unit or planner.

How can subject teachers contribute without forcing connections?

Art, music, PE and other single-subject learning in the PYP, as well as subject teaching in the MYP and DP, can make powerful contributions to transdisciplinary and interdisciplinary learning. Not every subject, however, has a meaningful connection to every unit or area of learning. Trying to create one can result in connections that are superficial or tenuous.

Qridi Core allows teachers to see planners shared with their cohort and connect their learning when it genuinely fits. Their learning remains visible even when it stands alone, so its contribution to ATL skills, concepts, learner profile attributes and other curriculum elements is not lost simply because it does not connect to the current unit.

How can we manage stand-alone learning without creating endless planners?

Not everything students need to learn belongs within one unit of learning. Stand-alone planners provide an important option, but creating a separate planner for every area of learning would quickly become unmanageable, particularly when several teachers work with the same cohort.

Qridi Core allows stand-alone planners to sit alongside and connect with other planners for the cohort. Learning can be organized where it makes sense while still remaining visible as part of the shared picture of what students are learning across the program.

How can Qridi Core help us make better use of limited collaborative planning time?

Authentic transdisciplinary and interdisciplinary planning requires collaboration, but most schools struggle to provide enough time for teachers to meet.

Qridi Core does some of the connecting before teachers enter the room. Shared planners and learning data make it possible to see what colleagues are planning, what is actually being taught, and where connections, gaps or concentrations are emerging. Collaborative time can then focus on what people do best: interpreting what they see, asking questions, identifying meaningful connections and making decisions together.

Seeing what is actually happening in your program

How can I see what was actually taught, not just what was planned?

Responsive teaching means that learning does not always follow the original plan. Teachers adjust in response to student understanding, questions and needs, so planners alone cannot provide a complete record of what students actually experienced.

Qridi Core's View Balance shows both what was planned and what was actually used in learning tasks. Teachers and coordinators can compare the intended curriculum with the learning that actually took place, maintaining a record of the enacted curriculum without expecting teachers to continually rewrite their planners.

How can I ensure a balance of implicit and explicit ATL teaching across the year?

ATL skills can easily become concentrated in particular units or addressed implicitly without a clear overview of what students are experiencing across the year.

Qridi Core brings the ATL skills identified in planning together in View Balance, giving teachers and coordinators a visual overview across units for each cohort, depending on the settings teachers have chosen when creating their planners. They can compare where skills were planned with where they were actually used in learning tasks, helping teams make informed decisions about balance and where more explicit teaching may be needed.

How can I identify gaps or over-emphasis in our curriculum?

Looking at individual planners makes it difficult to see patterns across a whole program. Important curriculum elements may receive little attention while others appear repeatedly.

Qridi Core's View Balance brings information across planners together and allows teachers and coordinators to focus on different curriculum elements. They can see how elements are distributed across units and compare how often they were planned with how often they were actually used in learning tasks, making gaps and concentrations much easier to identify.

How can we make our ATL continuum something that actually lives in teaching?

An ATL continuum can show how a school intends skills to develop, but the document alone cannot show whether those skills are actually being taught and practiced across everyday learning.

Qridi Core connects ATL skills and individual skill indicators to planning and learning tasks. View Balance shows where skills are planned and used, while learning data provides evidence of how students are developing them. This allows the ATL continuum to become part of ongoing planning, teaching and assessment rather than remaining a document that describes what the school hopes will happen.

Seeing the whole learner

How can teachers see a student's learning beyond the subjects they teach?

Students often demonstrate different strengths, needs and ways of learning in different subjects. Teachers rarely have an easy way to see what a student is doing outside the classes they teach themselves.

Qridi Core's Learning Task List provides a digital grade book for a teacher's own subjects while also allowing shared learning from other subjects to be viewed. Teachers can see both student self-assessment and teacher assessment across subjects, providing a more holistic picture of the learner.

How can we identify student strengths that might otherwise remain hidden?

A student who struggles in one learning context may demonstrate significant strengths somewhere else. These strengths can easily remain invisible to teachers who could use them to support learning in their own subjects.

Qridi Core allows teachers to view shared learning and assessment across subjects. A strength demonstrated in art, music, mathematics or another area can therefore become visible to other teachers, providing insights that can be used to make connections and support the student's learning in different contexts.

How can I see how a student is developing a particular skill or concept across subjects?

ATL skills and concepts are intended to extend beyond individual subjects, but evidence of their development is often scattered across different classrooms and learning experiences.

Using Filter more closely in the Learning Task List, teachers can filter a student's learning by any curriculum element tagged to learning tasks. This makes it possible to look specifically at, for example, research skills or the concept of connection and see evidence of the student's development across subjects and learning contexts.

How can Qridi Core make our conversations about students more meaningful?

Schools value opportunities for teachers to discuss students together, but limited meeting time makes it difficult to consider every learner in depth. Conversations can naturally focus on students whose achievement or needs are most immediately visible.

Qridi Core gives teachers access to shared evidence, student self-assessment and teacher assessment across subjects before those conversations take place. Collaborative time can then focus on interpreting a broader picture of the learner, sharing insights and deciding how different teachers can support that student's learning.

An automatic, emerging digital portfolio

How can we create meaningful portfolios without adding another task?

Digital portfolios can become something students and teachers have to maintain separately from learning. Work needs to be selected, uploaded and documented, creating another process alongside teaching and learning.

In Qridi Core, every completed learning task automatically becomes part of the student's digital portfolio, together with the learning evidence, student self-assessment and teacher assessment created along the way. The portfolio grows naturally through everyday learning rather than requiring students and teachers to build a separate record of what already happened.

How can we make student reflection more authentic?

Reflection can lose its purpose when students are repeatedly asked to reflect simply because a portfolio entry or unit requires it. Meaningful reflection should support learning rather than become a documentation exercise.

Qridi Core builds student self-assessment into the learning process. Students consider their learning as they complete learning tasks, alongside feedback and assessment from their teachers. Their reflections then become part of the portfolio automatically, allowing reflection to serve the learning first and the documentation second.

How can students see their growth over time?

Individual pieces of work show what a student could do at one point in time. Seeing those learning experiences together can help students recognize how their understanding, skills and achievement are developing.

Qridi Core's digital portfolio builds continuously as students complete learning tasks. Students can revisit earlier work, self-assessment, teacher assessment and feedback alongside more recent learning, making growth and changes over time easier to see.

How can parents see the learning journey, not just finished products?

Parents often see the outcomes of learning through reports, grades or selected finished work, which can make it difficult to understand the learning process behind them.

Qridi Core gives parents access to the student's developing digital portfolio, where they can see learning tasks together with student self-assessment and teacher assessment. This provides an ongoing window into learning and helps parents see the process and progress behind the final outcomes.

Measuring what we say we value

How can we see how students are developing their understanding of concepts?

Conceptual understanding is central to IB learning, but schools have traditionally had far more information about subject achievement than about how students are developing their understanding of concepts.

Qridi Core connects concepts to the learning tasks in which they are being developed and assessed. The Data Dashboard brings this information together, allowing students and teachers to see development in concepts such as connection, perspective or change across learning rather than relying only on individual planners or teacher observations.

How can we see development in ATL skills, not just subject achievement?

ATL skills are central to learning across IB programs, but their development can be difficult to see when evidence is spread across subjects, units and individual learning experiences.

Qridi Core collects ongoing assessment data from learning tasks and brings it together in the Data Dashboard. Students and teachers can see ATL development alongside subject progress and achievement, making the skills the school says it values a visible part of the learning picture.

How can we look beyond broad ATL categories to specific skills such as critical and creative thinking?

Broad ATL categories can hide important differences in student development. Knowing that students are developing their Thinking Skills, for example, tells us much less than knowing how they are developing as critical and creative thinkers.

Qridi Core allows teachers to drill down through ATL categories and clusters to individual skill indicators. This makes it possible to examine specific areas of development and use that information to inform planning, teaching and conversations about where students may need further opportunities or support.

How can students see their own development in the areas we say matter?

Students receive a great deal of information about how they are doing in subjects, but an IB education values much more than subject achievement.

The Qridi Core Student Reflection Dashboard allows students to see their progress and achievement by subject alongside their development in ATL skills, concepts and learner profile attributes. This makes these elements a visible part of their own learning story rather than something that exists mainly in curriculum documents and classroom language.

How can parents better understand what their child's IB education is developing?

ATL skills, concepts and learner profile attributes can be difficult for parents to understand when they encounter them mainly through school communications or occasional reports.

Qridi Core gives parents ongoing visibility into their child's learning and development across these areas. Seeing formative assessment alongside subject learning helps make the language and aims of the IB program more concrete and shows parents how these elements are developing through everyday learning.

How can coordinators use learning data to ask better questions about the program?

Program-level conversations can easily remain broad because gathering detailed evidence across classes and subjects is difficult. Questions such as “How are our students developing as critical thinkers?” may be important, but traditionally difficult to answer.

Qridi Core's Data Dashboard allows teachers and coordinators to explore learning data at increasingly detailed levels, from subjects and broad ATL categories to clusters and individual skill indicators. This provides evidence for more focused conversations about what students are learning, where development is strong and where the program may need greater attention.

Leading with evidence

How can Qridi Core help me get a quick picture of what is happening across the program?

Coordinators need to understand what is happening across classes, subjects and year levels, but that information is often spread across planners, assessment records, portfolios and conversations with teachers.

Qridi Core connects planning, learning tasks, assessment and curriculum data in one environment. Tools such as View Balance, the Learning Task List and Data Dashboard allow coordinators to move between the program-level picture and the learning behind it, without asking teachers to create separate evidence simply for monitoring purposes.

How can Qridi Core help us prepare for IB evaluation without creating an evidence scramble?

Much of the best evidence of program implementation is created through everyday teaching and learning. The challenge comes when schools need to find that evidence later and discover that it is scattered across documents, classrooms and systems.

Qridi Core creates an ongoing record through planning, learning tasks, student self-assessment, teacher assessment and portfolios. Curriculum elements are connected to the learning in which they appear, making it easier to locate authentic examples and examine patterns when reflecting on program implementation or preparing for evaluation.

How can Qridi Core help coordinators support teachers without continually checking their planners?

Supporting program development requires coordinators to understand what is happening, but repeatedly checking individual planners can turn the coordinator role into one of monitoring rather than professional support.

Qridi Core gives teachers and coordinators shared access to planning and learning information. Coordinators can use View Balance and other shared views to identify patterns or questions before going into individual planners, allowing conversations with teachers to focus more on learning, curriculum decisions and development.

How can we know whether our program priorities are actually reaching students?

Schools identify priorities for development, but agreeing that something matters does not necessarily mean students are experiencing it consistently in their learning.

When priorities are represented through curriculum elements tracked in Qridi Core, coordinators can examine where they are being planned, where they are actually being used in learning tasks and, where assessed, how students are developing. This creates a line of sight from program intention to classroom learning to student development.

How can Qridi Core help us base professional conversations on evidence rather than impressions?

Teachers and coordinators know their students and programs well, but it is difficult for anyone to hold the full picture of learning across subjects, units and cohorts in their head.

Qridi Core brings together evidence that is already being generated through teaching and learning. Teams can use that shared information to identify patterns, ask more focused questions and then bring their professional knowledge to interpreting what the evidence means and deciding what to do next.