Ask what AI can bring to education, rather than dismiss it.

New teachers

They start with a class before they have built a single progression.

Contract teachers

Hired during the year, they often take up the post the same week.

Replacements

They must adapt to a class, a level and a progression already under way.

Return to work

The same adaptation, after months away from the classroom.

New class or level

In the same school or after a transfer, the work starts again.

These situations share one feature: the teacher must quickly produce a progression they had no time to build, while already teaching. Students with specific learning disorders add to the difficulty, and so do teaching conditions, which often depend on the school’s socio-economic environment.

• Truncated paths: some concepts were never taught, because of a missing teacher, a strike, a lockdown or a period out of school.
• Challenging classes.
• Students in difficulty.

Curricula

The official curriculum sets knowledge, competencies and end-of-year expectations. It says what to teach, not how to organise it over time. When it changes, nothing links the old version to the new one.

Training

Initial training comes before the post, continuing training from time to time. Neither gives a concrete progression for the class in front of the teacher. A contract teacher hired mid-year has often had neither.

Expertise

Practitioners know which sequences work and which errors students make, but this knowledge travels poorly. Didactics research has described many typical errors; its findings rarely reach the classroom in a usable form.

Supervision

The pedagogical council and the inspectorate guide practice, with limited means: one inspector follows several hundred teachers, with no hold on the tools teachers use every day.

Resources

Official banks, textbooks and publishers offer abundant content. Each organises it in its own way, with its own coding of the curriculum.

An ecosystem to connect

Taken together, these supports are considerable. What is missing is not one more resource, but alink: a common curriculum reference, in a form tools can use, to which every resource, item, teaching sequence and typical error can be attached. With such a link:

• a curriculum revision spreads to the progressions that depend on it;
• practitioners’ expertise is shared between colleagues in a reusable form;
• research findings feed directly into error diagnosis;
• supervisors can validate and share reference progressions;
• existing resources are integrated without being rewritten.

The tool we propose replaces none of these supports: not the curriculum, not training, not the inspectorate, not textbooks. It links them, and puts the result in the teacher’s hands at the moment they build their teaching.