AI supports exploration
AI supports exploration and drafting. It can help shape an early draft, while people decide what fits the brief and is ready to share.
Quillattice · How the work is shaped
AI can assist the draft. People shape the work.
Quillattice works with UK schools, tutoring providers, education publishers and edtech teams on learning content, mathematical data analysis, presentations, visual assets and concise educational video plans.
AI supports exploration and drafting; subject expertise, classroom wisdom, mathematical rigour and human judgement guide what is ready to share.
Five parts of one process
Useful assistance. Informed human decisions.
The tools can help explore a starting point. The subject, classroom and purpose of the work shape what happens next.
Subject expertise
The founder holds a BSc in Mathematics from Loughborough University, grounding work involving mathematical ideas and data in subject knowledge.
Classroom wisdom
A PGCE in Mathematical Education from the University of Leicester and current work as a Maths teacher in a secondary school bring classroom context. Experience includes higher-attaining pupils, Further Mathematics and UKMT Mathematical Challenges.
Mathematical rigour
Mathematical judgement helps keep explanations and interpretations precise, especially when the available data has limits.
Human judgement
A person reviews each deliverable before it is shared, considering accuracy, clarity and fit to the brief.
An illustrative planning lens
Connect curriculum, goal, support and access.
A specific brief can bring these decisions together. The example below shows the questions to ask; it is not a completed school-specific mapping.
- 01 · Curriculum context
Start from the reference in the brief.
For an illustrative KS3 algebra task, a National Curriculum reference is “use algebraic methods to solve linear equations in 1 variable”. A school may also supply its own year plan or scheme of work to shape sequencing and vocabulary.
Read the National Curriculum in England: mathematics programmes of study - 02 · Learning goal
Make the intended learning visible.
In this proposed sample, learners solve a two-step equation and check the solution by substitution.
- 03 · Targeted intervention option
Choose support for the identified gap.
If the teacher identifies it as useful, reveal one inverse operation at a time, then offer a near-transfer question. The choice depends on the learner and brief.
- 04 · Inclusion and SEN access
Review how the resource can be read and used.
Possible checks include clear wording, legible notation, manageable steps and spacing. Agree adaptations with the educator; no single format suits every learner.
This is an illustrative planning example, not a tested intervention or evidence of coverage across every curriculum, age, need or setting. Specialist schools, alternative provision, external provision and adult learning remain contexts to explore with partners.
Review before sharing
The checks follow the purpose of the work.
Each deliverable receives human review for accuracy, clarity and fit to the brief, guided by mathematical judgement and classroom context.
This describes a review practice. It does not guarantee accuracy or a particular learning, assessment or business result.
The approach in practice
Review shaped to the brief.
Learning content
Shape a learning objective into explanations, questions, worked examples and classroom-ready resources.
Learning content is considered in relation to its objective and intended learners.
Mathematical data analysis
Explore assessment, learner or programme data, identify patterns and explain what questions the numbers can support.
Data interpretation stays within what the supplied data supports. A visible pattern alone is not proof of cause.
Presentations and visual assets
Give teaching, staff development or education-product ideas a clear narrative through slides, diagrams, charts and graphics.
Presentations and visual assets are shaped around their audience, purpose and learning idea.
Educational video planning
Plan concise educational videos with scripts, storyboards and supporting materials focused on one learning idea at a time.
Video plans are shaped around their audience, purpose and learning idea.
A good place to begin
Bring the audience, purpose and context.
The project brief is a place to set out what the work needs to do and the material it should start from.
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