Signing in as a teacher takes you to Teaching, not to the course. It lists what you have set and who has not done it, then a card per class with its coverage of the course, then the live activity log, then the form for making a new class. The logo in the header brings you back to it.

Student view, in the header and at the top of the hub, is the course as a student sees it. Working through a lesson on your own account records real progress against it.

Admins see every class on the site here rather than only their own, and get an extra Admin link in the header.

Make a class at the bottom of the hub. It needs a name and a level, SL or HL: the level decides which lessons the class is measured against, and an SL class does not include the HL-only lessons.

Every class has a short join code, shown next to its name. Give it to your students and they enter it on their own dashboard. That is the only way into a class. If the code gets out, reissue it from the class page; existing members stay put.

From the bar on a class page you can also:

Admins can additionally reassign a class to a different teacher, keeping its roster, code and recorded progress, and enrol a student directly without a join code, from the Admin page.

A class page is a roster crossed with the course: a row per student, and for each lesson how many sections they have finished and how many marks they have earned, plus an estimate of time spent and when they were last active. Click a student for their own page, which gives the same per-lesson breakdown, plus every answer they have submitted, right or wrong, with what they typed.

Across the top are links to that class’s Assignments, its Most-missed questions, and its Syllabus view. Below the roster is the coverage panel, and below that the activity log for the class.

The coverage panel answers two separate questions about the course, and does not combine them into one number:

Once most of a class has finished a lesson you have not ticked, the panel asks whether it should be marked taught.

One block is one lesson, grouped by unit. Click a block for that lesson’s figures, the spec points it covers, a link into it, and the taught tick. How full a block is shows practice, and its border shows the tick. A dashed outline is a lesson that is not finished — either nothing is written yet, or only its exam practice is. Those count towards neither figure, though you can still tick one you have taught from your own materials, and a class’s work on a lesson whose questions are written is still reported in the block.

Four views of the same thing: Mosaic, Ring, Bars and By student. The one you pick is remembered.

For finer detail, the class Syllabus page carries the same two layers down to individual syllabus rows, in the IB’s own wording.

You can close lessons to a class. A locked lesson stays in your students’ lesson list with a padlock; opening it shows a line saying you open it in class. They cannot work through it, revise it, or answer its questions.

Two places to set them. The padlock in a coverage block’s popover locks or unlocks that one lesson. Your class’s Settings page lists the whole course with a padlock each, and carries Lock the whole course and Open the whole course — so a class can start closed and open lesson by lesson.

Ticking a lesson as taught unlocks it. Setting an assignment on a locked lesson unlocks it too; the form says so before you save. Neither ever re-locks by itself. If you lock a lesson your class has work set on, you are told what is due on it and asked to confirm.

Locking a lesson never deletes anything. Work already done still counts towards your students’ progress, and they keep their own record of what they got wrong in it. Locked lessons still count towards their course percentage. A student in two classes is locked out of a lesson if either class has locked it.

You never meet a lock yourself, on any class’s lessons. To see what a class can currently open, read the padlocks in its coverage panel.

An assignment is specific sections of one lesson, due at a date and time, cleared at a percentage of the marks in those sections that you choose. You can add a note, which the student sees on their dashboard and in their email.

Sections that carry no marks, a video or a page of notes, clear by being completed the ordinary way, so “watch the video and get 80% on the questions” is a single assignment.

Four things to know before you set one:

If a lesson is edited so that an assigned section no longer exists, the assignment warns you and drops that section from the totals.

Two emails go out, each addressed to one student at a time: one when you set the work, and a reminder the day before it is due, sent only to students who have not finished.

The hub lists every class’s assignments together, most urgent first, and each can be expanded to name who has not finished.

The feed at the bottom of the hub is everything your students do, as it happens: lessons opened, videos watched, questions answered (right and wrong, with the answer they submitted), sections finished, and progress resets. The version on a class page is the same feed scoped to that class; on the hub each row carries a chip saying which class it came from.

It updates by itself every twenty seconds, pauses while the tab is in the background and catches up when you come back, and can be paused outright. You can filter it by student, by lesson and by the kind of event, and scroll back through the history.

A question a student has got wrong three times without then getting it right is marked as stuck. It is worked out from the rows on screen, so it can miss one.

Per class, the questions it has got wrong most, hardest first, each with the answers students actually submitted.

Questions only one student has attempted are left out.

Every figure a dashboard shows is derived from what students have done, rather than stored as a summary, so editing an assignment re-scores immediately. A few need reading carefully.

A lesson that has not been written yet is excluded from every denominator.

A class’s level scopes what it is measured against. A student’s own level follows the classes they are in: in an SL class and an HL class of the same course, they see everything. A student in no class keeps whatever their account says, and their dashboard tells them once when joining a class has changed what they are shown.

The level is set on the lesson, not on its syllabus points, so an SL class does not include the HL-only lessons.

The site carries both IB Mathematics courses, Analysis and Approaches and Applications and Interpretation, at SL and HL. A class is created in one of the four, and everything about that class follows it: its lessons, its coverage, its syllabus page and the lessons you can set as work.

You can hold classes in different courses at once. Nothing you set for one affects another, and each class dashboard stays in its own course whatever else you are looking at.

A class decides a student’s course. All four are offered at sign-up, so a student arriving on their own picks one. The moment they join one of your classes, the class wins and their choice is replaced by it. They are told when that happens.

A student who is in no class can change their own course from their account page. One who is in a class cannot, and is pointed at you instead.

You can move a whole class between the two courses with the Course control on the class page. This moves every student in the class with it, so it asks you to confirm and tells you how many people that is. Use it when a class was created in the wrong course.

Adding a student who is currently on the other course will ask you to confirm too, because it changes everything they see. Nothing is deleted: their work on the course they are leaving is kept, and comes back in full if they move back.

Your Student view, the dashboard where you work through lessons on your own account, follows one course at a time, and there is a switch at the bottom of it. It is a setting for you only, and does not touch your classes.

Answers are marked by comparing the algebra, not the text, so equivalent forms are accepted. If a question rejects an answer that is genuinely right, that is worth reporting. Use the Report a problem button in the corner of any page; it sends along the lesson and the question. Students can report too, and reports land in a queue an admin works through.

If a whole class is failing one question, check Most-missed questions first. The submitted answers usually show whether the question is at fault.

The Admin page adds account and site management on top of everything above:

Public sign-up is restricted to the school’s email domain. Accounts created from this page are exempt, so a student on another address has to be created here rather than signing themselves up.

Email jamie@hubzillamaths.com for an account problem, a class that needs moving, or a lesson you would like written next.