Levels, tests and reports
Every Maktab teaches to its own structure. Some run Qaida in eight stages, some in twelve. Some assess Tajwid separately, some fold it in. A system that insists on its own levels is a system somebody has to work around from the first week.
So the four systems — Qaida, Tajwid, Hifdh and Islamic Studies — come built in, and the levels inside them are yours: the names, the order, and what counts as passing. Creating one is a plain one-page form, and there is a bulk option for adding many items at once with the numbering handled for you.
A level test records pass, merit or distinction against the system a child is working through, with the full history kept. A failed test resets cleanly and the retake is recorded as a retake rather than quietly overwriting what happened. That history is the point: a conversation about whether a child is ready to move up should have evidence behind it, not an impression.
Reports then write half of themselves. When the report window opens, attendance, sessions attended, current level and recent results are already filled in from what teachers recorded during the term. What is left is the part only a teacher can do — the words about this particular child. A class of thirty prints as one job.
What that gives you
Your own level systems
Qaida, Tajwid, Hifdh, Islamic Studies: levels you define, with Hifdh tracked by juz and page.
Qaida, Tajwid, Hifdh and Islamic Studies come built in, and you shape the levels inside them to match how your Maktab actually teaches — the names, the order, and what counts as passing. Hifdh is tracked by juz and by page rather than as a single number. Creating a system is a plain one-page form, and there is a bulk option for adding many items at once with the numbering handled for you. A child's history follows them through every level they have sat.
Level tests
Pass, merit, distinction: recorded with full history per student, per system. Retakes reset cleanly.
Pass, merit or distinction, recorded against the level system the child is working through, with the full history kept per pupil. A failed test resets cleanly and the retake is recorded as a retake rather than overwriting what happened. Because the history survives, a conversation about whether a child is ready to move up has evidence behind it instead of an impression.
Term reports, half-written
Open report time and attendance, sessions and level are already filled in: teachers add the words.
When the report window opens, half of every report is already filled in. Attendance, sessions attended, current level and recent test results come straight from what teachers recorded during the term, so nobody is transcribing a register into a report. Teachers add the words, which is the part only a teacher can do. Reports print as a set, so a class of thirty is one job rather than thirty.
Report writing without the admin
When the report window opens, half of every report is already filled in from your daily marks.
When reports open, attendance, sessions and level are already filled in from what you recorded through the term. What is left is the part that needs a teacher: the words about this particular child. It turns report writing from an evening of copying numbers into an evening of actually writing.
Merits, live in class
Tap a name, award the star. Caps keep it fair; the milestone keeps them going.
Tap a name, award the merit, carry on teaching. Daily and weekly caps stop a generous evening from devaluing every star awarded since September, so a merit still means something in June. Milestones give a child something to aim at, and leaders are notified as they are reached. The whole thing is designed to be usable while standing in front of a class rather than afterwards at a desk.
Set up in a day. Built to last.
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