AldiaAldiaAwaiting review
FROM A MOMENT TO EVIDENCE
N
NoraLearning · Language
She read the text aloud and paused at full stops without being reminded.
SUGGESTED LEARNING AREAReading and punctuation
The teacher reviews it before saving
BORN IN THE CLASSROOM. BUILT TO EASE AND SUPPORT.
Every child leaves footprints.
Aldia helps you follow them.
Share what you noticed in a voice note, text or photo. Aldia helps you organise it to follow each child and prepare assessments without piecing the whole term together from memory.
Aldia suggests and you decide. Nothing enters the record without your approval.
A moment worth remembering
Small moments. A clearer learning journey.
OUR STORY
It starts
with a teacher.
A child is much more than what they do in any one moment.
Every day, Rocío prepares her classroom so children can grow, discover and learn independently. She nurtures routines, adapts materials, notices different rhythms and looks for ways to help each child find their place and their path.
But one question concerned her: how could she really keep every child in view? Understand what each one needs, who is progressing, who needs more support and who might be going unnoticed.
Classroom life is full of glances, gestures, small achievements and silences that a single activity does not always capture. Rocío wanted to keep those details to support each child better, without adding to her mental load or taking time away from what she loves: teaching.
She wanted a simple way to keep those moments —learning, relationships and work habits— so she could revisit them when it was time to support or assess. Aldia grew from that need.
The thinking behind Aldia
An ally for seeing the bigger picture.
Aldia aims to be an ally for teachers. A tool that helps them notice what often lies between the lines: how the group is doing, the atmosphere in the classroom, which habits are taking root, which children receive more attention and who might need us to pause and look a little closer.
A way to turn everyday observations into useful information for understanding what is happening in the classroom.
Perhaps a child who has not stood out in any activity today is making important progress inside. Perhaps the child who always asks for help needs a little more independence. And perhaps the child who never asks for our attention is the one who most needs us to come closer.
Aldia aims to make those small things visible. Together, they can tell us much more than they seem to.
The aim is clear: ease teachers’ mental load, help them become more aware of their classroom’s reality and offer a fuller, more balanced and individual view of each child.
An idea born in the classroom, with room to grow. We want to listen to other perspectives and build a tool that truly responds to classroom needs.
A little time each day to pause, observe and reflect. To ask what is happening, how it is happening and why.
Because behind each child is a story, a rhythm and individual needs. And every child deserves to be seen.
Rocío Fernández CamposPrimary teacher · pedagogical origin of Aldia
THE PROBLEM AND THE OPPORTUNITY
What you notice today.
A clearer picture tomorrow.
So much happens in a classroom that is worth remembering: a small step forward, a difficulty, an approach that helped. Aldia brings these moments together so you can follow each child’s journey throughout the year. It does not replace the teacher’s observation: it supports it.
Aldia’s approach: each child at the centre
Observe, record, analyse, reflect and act: a cycle that supports the teacher, with the child at the centre. Approved evidence can be revisited when it is time to support or assess.
ChildGrows and learns
- 01ObserveIn the classroom
- 02RecordVoice, text or photo
- 03AnalyseAldia suggests
- 04ReflectThe teacher decides
- 05ActEducational improvement
AN EVERYDAY EXAMPLE
From a note to a learning journey.
YOU SHARE
A moment of reading
Today Nora read the text aloud and paused at full stops without being reminded.
Voice, text or photo. When it suits you.
YOU CONFIRM
A suggestion in your hands
NoraReading and punctuation
Check the observation, the child and the learning area. Edit, approve or discard. Only what you approve enters the record.
YOU REVISIT
Progress, with context
- 5 Oct
Needed reminders to pause at full stops.
- 12 Oct
Paused at full stops after an initial reminder.
- 19 Oct
Paused at full stops without reminders.
When preparing an assessment, you can revisit the observations and the context from each day.
TRY IT HERE
Everything an observation can hold.
Explore three classroom situations and discover how Aldia organises them for you to review and revisit.
Fictional examples prepared with Aldia. Explore them without entering data or sending an observation.
Writing
WHAT THE TEACHER SHARES
Second year of primary school
Today, during a Catalan writing activity, Nora wrote two sentences with initial capital letters and full stops without reminders. She then reread them and added a missing full stop in a third sentence.
An observation captures a moment. Assessing progress requires evidence over time.
WHAT ALDIA ORGANISES
Awaiting review- The observed event
- Nora wrote two sentences with initial capital letters and full stops without reminders. She then reread them and added a missing full stop in a third sentence.
- Context
- Writing sentences
Suggested learning content
- Writing sentencesCatalan language and literature
- Initial capital letter and full stopCatalan language and literature
Why this learning content?
The child writes fully structured sentences without needing support.
The child independently uses initial capital letters and full stops correctly.
Learning content from this example’s teaching plan. Links to subject-specific competencies and assessment criteria need to be checked against the school’s teaching plan.
View the primary curriculum framework ↗Revisit the original excerpt
Today, during a Catalan writing activity, Nora wrote two sentences with initial capital letters and full stops without reminders. She then reread them and added a missing full stop in a third sentence.
Support that helps
WHAT THE TEACHER SHARES
Second year of primary school
Aina was not starting the maths problem because she did not understand the instructions. I read the first step aloud to her and she was able to solve it on her own. Tomorrow I want to try having her underline the information before starting.
An observation captures a moment. Assessing progress requires evidence over time.
WHAT ALDIA ORGANISES
Awaiting review- The observed event
- Aina was not starting the maths problem because she did not understand the instructions. I read the first step aloud to her and she was able to solve it on her own.
- Context
- Solving a maths problem
- The support provided
- The teacher read the first step of the instructions aloud.
- What happened next
- Aina was able to solve the problem on her own after the instructions were read aloud.
- The follow-up planned by the teacher
- Try having Aina underline the information before starting.
Suggested learning content
- Problem solvingMathematics
Why this learning content?
This learning content covers problem solving, where Aina needed support to understand the initial instructions.
Learning content from this example’s teaching plan. Links to subject-specific competencies and assessment criteria need to be checked against the school’s teaching plan.
View the primary curriculum framework ↗Revisit the original excerpt
Aina was not starting the maths problem because she did not understand the instructions. I read the first step aloud to her and she was able to solve it on her own. Tomorrow I want to try having her underline the information before starting.
Getting along
WHAT THE TEACHER SHARES
Second year of primary school
During pair work, Nora and Pol argued because they both wanted the same felt-tip pen. I suggested taking turns and they then continued working, sharing the materials.
An observation captures a moment. Assessing progress requires evidence over time.
WHAT ALDIA ORGANISES
Awaiting review- The observed event
- During pair work, Nora and Pol argued because they both wanted the same felt-tip pen. I suggested taking turns and they then continued working, sharing the materials.
- Context
- Pair work
- The support provided
- Suggest taking turns to share the materials.
- What happened next
- They continued working, sharing the materials.
This observation records a situation involving relationships and work habits. There is no need to force a subject link.
Revisit the original excerpt
During pair work, Nora and Pol argued because they both wanted the same felt-tip pen. I suggested taking turns and they then continued working, sharing the materials.
YOUR TRIAL
What about trying an observation of your own?
Invent a classroom situation or describe one without names or personal details. You will see the suggestion in the same format as the examples.
Does this sound familiar?
We’d like to find out whether Aldia could help you too. The first step is to explore it with fictional examples.
WHAT CHANGES OVER TIME
Three ways to keep every child in view.
Keep every child in view
Some children demand more attention; others go unnoticed. Aldia lets you know when you have not observed a child for a few days, so they stay in view too.
See progress in context
Compare evidence for the same learning area on different dates and revisit the support you offered. Reminders of gaps in your observations help you decide where to focus next.
Arrive ready for assessment
Short notes over time build up evidence for assessment meetings and draft reports. You can explain progress with dated observations and context.
WHAT YOU SEE IN THE APP
Relationships, habits and colour-coded learning.
Beyond learning, Aldia keeps notes on getting along and work habits, maps observed relationships and summarises progress with levels you can take in at a glance.
GROUP ALERT
It has been 5 days since any observation of MarcA quiet reminder so no child slips out of view.
RELATIONSHIPS AND HABITS
RelationshipsWork habits
Nora and PolThey argued over the same felt-tip pen. After suggesting turns, they carried on working and shared the materials.
Who has worked with whom
Lines show pairs observed together. Thickness grows with more evidence.
| Learning area | Nora | Marc | Aina |
|---|---|---|---|
| Punctuation | |||
| Problem solving | |||
| Pair work |
- Not yet
- Developing
- Achieved
FOR SCHOOLS
From what happens in class
to what needs assessing.
For school leadership, value begins with a record that can be explained: configured subjects and learning areas, approved observations and reports that lead back to the evidence.
Let’s talk about your school’s needs- Connect learning areas with observations
One observation can link to several learning areas and subjects in the group, always with teacher confirmation.
- See the whole child
Learning, relationships and work habits are kept with the context in which they were observed.
- Assessments with a learning journey
The teacher can revisit observations from each period and prepare individual and group reports.
Today, records live in the teacher’s own workspace; a dedicated leadership view is a future step. Aldia helps document assessment but does not certify regulatory compliance.
Starting with primary education in Catalonia.
First, primary teachers. Schools are a potential purchasing channel; the pilot needs to validate who buys, pricing and perceived value.
After validating the first market, we aim to explore the rest of Spain and other countries. Early childhood education is a possible extension that still needs validation.
primary pupils in Catalonia
2024/25 school year · Idescat ↗primary pupils in Spain
2026/27 forecast · Ministry of Education ↗Education-sector context, not projected customers or revenue. The figures refer to different school years and should not be added together.
ROADMAP
Grow in stages.
Multiply the value of each observation.
A working application already exists. Now we want to test it with more teachers and measure its value before expanding. Investment should help prove each step.
Product for the teacher
A working application with capture, teacher review, observation history and progress tracking.
Current milestone: demonstrate the complete workflow and everyday relief.
Pilot and pedagogical review
Test sustained use with teachers, with the necessary permissions and safeguards.
Milestone: measure usefulness, review time, evidence quality and the ability to act in time.
Schools and leadership
Test the proposition with schools: aggregated reading with permissions, purchasing, support and pricing.
Milestone: show that the same evidence adds value for leadership and willingness to pay.
Inspection and new markets
Explore useful system-level traceability and adapt languages, curricula and operations; early childhood as a hypothesis.
Milestone: validate each step and territory before expanding.
TEAM AND ADVISORY
Classroom practice.
Complementary perspectives.
The project is born in the classroom and developed with digit4l.cat. The pedagogical approach is being reviewed with educational psychology before expanding.
Rocío Fernández Campos
Classroom insight and originPrimary teacher. Her approach to preparing the classroom, adapting materials and encouraging independence inspires Aldia.
digit4l.cat
Product developmentThe digit4l.cat team turns teachers’ needs into a working tool, with human review for every observation.
Robin Olivé Tous
Educational psychology advisoryEducational psychologist. We are reviewing Aldia’s pedagogical approach with him; the role and scope are still taking shape.
THE FIRST TRIALS
Your perspective
could be next.
We’re looking for primary teachers who want to explore Aldia and help us improve it.
- Tell us about your context
We’ll contact you to understand your needs and show you Aldia using fictional examples.
- Explore a trial together
We’ll agree on a small scope and learn what helps you and what gets in your way.
You do not need to send children’s data to get to know Aldia. A trial with real school data requires school authorisation and appropriate data-protection safeguards.