Curriculum-aware AI feedback and independent practice for Australian senior-secondary students - with supported onboarding, aggregate cohort insight and school-controlled safeguards.
Australia-wide platform
Student communities learning with Polarbear nationwide
35K+
Australian students trust Polarbear for revision
1.5M+
Learning activities completed by Australian students
1,000+
Australian school communities represented by students* School count methodology available below.
Based on self-reported school names matched against Australia’s official school registry and deduplicated by parent-school identifier. Ambiguous and unverified entries excluded. These verified database figures describe reach and usage, not causal academic, wellbeing or teacher-workload outcomes. “Represented” means student presence, not a customer, partner, endorsement or formal school rollout.
The commitments below are how the pilot is designed today. The drafting tools are concepts we want to shape with pilot teachers - part of the first conversation is deciding which of these would actually help your faculty.
Draft questions and marking guidance from teacher-supplied curriculum, outcomes and cohort context.
Illustrative concept
Senior English practice paper
Analyse how the writer positions the reader to share a point of view.
10 marksCompare how evidence is used across the two supplied texts.
8 marksDevelop an extended response using one teacher-selected outcome.
12 marksSurface evidence against a teacher-selected rubric, for you to check and adjust before anything counts.
Structure a lesson draft around a teacher-defined objective and class context.
The pilot never asks teachers to build lessons, question banks or assignments inside Polarbear. Launch support and the cohort report are handled for you.
Students get explanations, essay feedback and focused practice through their own accounts - after hours, between touchpoints and during revision.
These are real screens from the live product students use today - not concept mockups. A rollout works when students want to come back.
Comments they can use on the next edit. An overall result, criterion-level detail and comments beside the writing make the next move visible while the draft is still active.
Help that begins with their actual question. Students bring in their notes, ask follow-ups and turn an explanation into a quick knowledge check inside their own workspace.
Revision that asks for an answer. Focused questions, instant explanations and a second attempt move students beyond passive rereading.
Aggregate insight and boundary controls, delivered through a supported pilot. The report is pilot-delivered and the admin surface is pilot-gated - there is no live self-serve dashboard yet.
Signal, not surveillance. A fortnightly aggregate report on activation, weekly use, product mix and subject demand - with small groups suppressed and no student-content feed.
*Pilot-delivered report, not a live dashboard.
Controlled settings default off. A pilot only enables what has been operationally approved and agreed with the school.
Administration deliberately has no student list, transcript, note or essay-content view. That boundary is a product decision, not a missing screenshot.
A 45-minute launch session, a defined setup path, parent communication material and founder-led support keep the rollout on rails.
Australian full-time lower-secondary teachers report a 46.5-hour working week, compared with 41 hours across the OECD. These figures are external workforce context, not a claim that Polarbear saves teacher time - which is exactly why the pilot is designed to add no authoring workload.
Reported weekly working hours
69%
report too much administrative work as a source of stress
1 in 5
intend to leave teaching within five years
Polarbear separates the work a student does from the aggregate signals a school pilot can use - and states that boundary precisely enough for the next ICT conversation.
In the student's space
Here's my intro - is the thesis actually arguing?
It asserts. Add one "because" line and it argues.
Tasks, Tutorbear feedback and retries stay with the student - never a school-admin content feed.
At the privacy boundary
At the boundary
Aggregate cohort activationcrosses
Aggregate weekly use and demandcrosses
Essay draftsnever
Tutorbear conversationsnever
Agreed cohort-level patterns cross. Individual notes, prompts, essays and Tutorbear conversations do not become a school-admin content feed.
In the school's view
A pilot-delivered cohort report summarises activation, weekly use, product mix and demand - staff decide where human support helps.
The school-control surface exists in the product code, but access is feature-gated and controlled settings default off. A pilot only enables what has been operationally approved and agreed with the school.
No school-admin content feed. The current surface does not expose student notes, prompts, essays or conversations.
No Australia-only claim. Some service providers may process data overseas; the privacy policy contains the current detail.
View our Privacy Policy and Terms of Service.
School settings
Note Taker
Allow note-capture functionality for the school environment.
Public publishing
Control whether school-linked work can be published publicly.
Product analytics
Control analytics for the school environment.
Append-only change history
A small rollout with a real finish line: access, launch, aggregate insight and a scheduled decision - agreed up front, priced as a paid pilot and measured honestly. No open-ended free trial.
Designed to run with no teacher content-authoring requirement. Each public inclusion still requires an assigned Polarbear delivery owner before a pilot starts.
A defined senior cohort receives access to the agreed product tier, including guided tutoring, essay feedback and focused exam practice.
A concise report on activation, weekly use, product mix and subject demand - with small groups suppressed and no student-content feed.
A 45-minute launch session, a defined setup path and founder-led support keep the pilot bounded and moving.
Pilot-gated settings, parent communication material and an explicit access boundary help schools evaluate the rollout honestly.
The first pilots should create stronger evidence - with a baseline, a denominator, privacy thresholds and room for results that do not improve.
No public claim yet about grade gains, stress reduction or teacher time saved. Those claims stay withheld until a reviewed study meets the evidence gate.
Share and count of the invited cohort completing account linking and one meaningful learning activity by week three.
How many students return across distinct weeks - not just how many accounts exist.
Aggregate product, subject and topic demand, with privacy thresholds applied.
Whether the report prompts a useful school action and whether the rollout should continue.
Step 01 · Together
Agree the cohort, timing, success measures and privacy questions.
Step 02 · You
Confirm the paid pilot scope, invoice or PO and annual decision point.
Step 03 · Us
Provision the agreed cohort and prepare staff and family communications.
Step 04 · Together
Run the 45-minute session and give students a clear first study job.
Step 05 · Us
Review activation at week three, then deliver mid and end reports.
Step 06 · Together
Meet against the agreed evidence and choose whether to continue annually.
We agree the cohort, delivery window and success measures first. School purchasing then follows a proposal and invoice or purchase order - never a consumer checkout.
The fee, scope and delivery window are confirmed in the founder discussion.
The proposal can credit the pilot toward an annual licence if the school continues.
A whole-cohort annual quote follows the agreed pilot - with invoice or PO support.
Tell us about your cohort, timing and role. We will use the first conversation to confirm fit, product boundaries and the delivery path - including where Polarbear is not yet the right answer.
