RETEACH
Target the misconception.
Start from the evidence and focus the reteaching sequence on what learners actually appear to need.
Teachers · Free planning tool
Turn a learning gap into a focused intervention plan.
Use assessment evidence or observed misconceptions to plan targeted reteaching, differentiated practice, an exit check and a sensible reassessment step.
DIFFERENTIATE
Plan useful practice levels.
Create Foundation, Core and Stretch practice so the class is not forced through one identical next step.
REASSESS
Check whether it worked.
Use an exit check and a bounded reassessment step rather than repeating the same work without evidence.
Teacher workflow
Check → intervene → reassess.
Use the free assessment checker when the assessment itself may be the problem. Use the intervention planner when the evidence points to a learner or class misconception that needs reteaching and practice.
Professional boundary
The teacher keeps the judgement.
The planner organises supplied evidence into a practical sequence. It does not diagnose learners, replace school support processes or make official curriculum, assessment or moderation decisions.