Helping every teacher share meaningful moments, and helping subject leaders see the bigger picture.
"How do you embed Blippit Boards into everyday practice?"
This article brings together key information, phrases, and examples to help you explain how Blippit fits naturally into school life, while also making subject leadership and monitoring more efficient.You may already have heard a colleague say something like:
“Please can you Blippit this so I can include it in my review later?”
That sentence captures the shift Blippit is designed to support.
Introducing Blippit Boards to staff
Blippit helps subject leaders spend more time reviewing and less time chasing. It supports monitoring in a way that feels proactive, rather than reactive.Blippit Boards offers a simple, paper-saving way to gather photo and video evidence of the curriculum as it is actually lived. It is not about sharing with parents. It is a professional tool for teachers and leaders to support curriculum development, school improvement, and organisational learning.
How subject leaders have traditionally tried to build a picture of what is happening
When subject leaders want to understand how a subject is being lived across the school, they often have to piece together a picture from lots of separate moments.Using a familiar example, an English subject leader might decide to focus on writing in science over a term.They may ask colleagues to email photos, upload files to a shared folder, or save examples somewhere on the network. Teachers might be asked to share one or two examples from each class, often chosen to represent a range of attainment.Over time, photos and videos end up spread across iPads, shared drives, email inboxes, and folders with long names and unclear structures.Folder paths can become complex, for example:
Academic Year → Key Stage → Year Group → Term → Subject → Class → Week
Individual photo files usually have automatic names and very little context. There are often duplicates saved just in case. Subject leaders have to keep checking folders to see whether anything new has been added, and follow up with colleagues when it has not.
Each photo or document has to be opened and interpreted in isolation. Understanding what is happening across a year group or subject relies heavily on the subject leader holding everything in their head and trying to join the dots.
Until everything has been checked manually, it is hard to know whether some year groups, classes, or types of experience are missing from the picture. Gaps tend to become visible late in the process, which leads to rushed follow-ups and uncomfortable chasing.
What is missing is a simple way to see the lived curriculum as it is unfolding, rather than reconstructing it afterwards.
How Blippit changes the picture
Blippit Boards creates a shared space where moments are captured as part of everyday practice, not gathered retrospectively.
Instead of asking for files, subject leaders can be clear about the focus and ask colleagues to Blippit moments when they spot them.
Using the same example, the English subject leader might say:
“This term we’re focusing on writing in science.
Please Blippit some moments when you can from books or lessons.
Use plenty of tags so I can see the whole picture.
A short bit of context with each moment really helps.”
As teachers share moments to boards, those moments are immediately visible. Notifications using Blippit's 'Watch Groups' feature (coming spring term 2026) means leaders can see activity building across classes and year groups without checking folders or chasing emails.
Tags are pre-set and consistent, which saves time and helps everyone contribute in the same way. Subject leaders can add or adjust tags if needed to keep the picture clear.
Photos and videos sit together in boards, making it easier to view patterns over time rather than opening files one by one.
The result is a live window into the curriculum, shaped by teachers as they go.
Seeing the bigger picture without extra work
With Blippit, subject leaders can filter moments by subject, year group, class, or focus area to see how the curriculum is being lived across the school.
Instead of discovering gaps at the end of a term, it becomes easier to notice them as the picture develops and offer support earlier.
When a summary is needed, for example for a review conversation or planning next steps, reports can be generated directly from the views already in use. These bring together board titles, descriptions, tags, photos, and links to video into a single document which is very handy and one of it's biggest time saving features.
The important difference is that nothing new needs to be created. The report reflects moments that have already been shared as part of everyday practice.
Why subject leader ownership matters
For Blippit to become embedded, subject leaders need to aim to use it as the main way colleagues open a window into the curriculum.
Creating a small number of model boards can help staff understand:
• what useful written context looks like
• which tags are important to include
• what no longer needs to happen, such as saving photos to the network or printing them
Clear expectations help teachers feel confident and keep the process light.
Added value over time
As moments build, Blippit also helps schools reflect more clearly on their curriculum over time.
Many schools use Blippit alongside accreditation and quality frameworks, supported by ready-to-use tags from partners such as Values-based Education, UNICEF UK’s Rights Respecting Schools, Eco-Schools, and Christian Aid’s Global Neighbours.
For schools in Wales, Blippit also supports the Curriculum for Wales in both English and Welsh. Agreeing a shared approach to language and tags helps keep the picture clear and consistent.
RECOMMENDED VIEWING
Watch: Quick-start video guide for Blippit Board Admins
Watch: Quick-start video guide for Blippit Boards Users
Help Articles: Blippit Uni is a collection of self-help articles that are illustrated or have video included
Watch: An introduction to the concept of Blippit Boards (YouTube)
