E-learning overview

E-learning is the online teaching side of the management system: assignments and tests, school materials, assessments and live classes, with optional ShuleOne learning tools.

Go to E-learning → Dashboard.

For e-learning and exam administrators the dashboard answers three questions, from everything learners did on ShuleOne in the chosen Period (last 2 weeks, last month or last 3 months) for All classes or one Class:

1. Where are learners struggling? The five topics with the most learners below Meeting expectations (for the whole school, at most two per class), with the class’s average mastery and how many learners need support. Plan support opens Support with that class and topic chosen.
2. Is the help working? One sentence on the learning plans in the period: how many learners were checked again, how many improved, how many reached the target and the average gain. The bar splits the plans into reached the target, improving, no change yet, dropped and not re-checked yet. Below it: how many learners started their work, how often ShuleOne changed the approach (and how many improved after), and the average topic check against the period before.
3. Who needs a teacher now? Named learners whose score dropped since their plan started, who did not move after ShuleOne changed the approach, whose revision league asked for a teacher, or who are past their target date, the most urgent first. See all lists everyone flagged; Plan support opens Support with that learner already in the group.

The class and period follow you to Support and Learning reports. Print and the report links open Learning reports with the same choices.

Everything that was on the dashboard before is still there, folded underneath. Open a section when you need it; the dashboard remembers which you keep open:

• Exam results by class and subject: average result, trend, the class × subject map, follow-up actions, automatic learning progress, leagues and the detailed evidence and monthly archives described below.
• Study groups at a glance: active groups, learners in groups and group progress.
• Teaching tools: School materials, Assignments & tests, Live classes and Papers & practice, according to the school’s enabled features, and Next step.

Other staff see the teaching tools as before.

The E-learning sidebar no longer includes Learning games.

Choose the experience for your school

Use Learning settings to select curricula, map classes, choose School content, Both or ShuleOne content, and set material download permission. All schools use the same compact dashboard; enabled destinations follow their settings.

School materials brings private notes, videos, audio and images into one class-based library. CBC-specific tools below appear only when relevant to the school’s choices. Selecting another curriculum does not turn a CBC question bank into an international one.

What is here

Screen	Purpose
Learning settings	Curricula, class labels, content sources and learner access
School materials	Private class notes, videos, audio and images
Assignments	Work set, submitted and marked
Quizzes and self-tests	Auto-marked questions
Exams	Online examinations, with a question bank
Past Papers	Approved papers, marking schemes and KNEC coverage
Support	One class’s gaps, study groups, assigned work and outcomes (was Intervention Centre)
Learning reports	Diagnosis heat map, learner journeys, did the help work, then and now, league circles
Live Classes	Scheduled video lessons
Virtual Labs	Touch-friendly practical demonstrations
Topics / Tags	How material is classified
Interactive	Interactive learning content
LMS Content	Quests and lessons published to the student portal
AI spend	What the AI features cost, and budget alarms

E-learning and the student portal

The two overlap, and it is worth being clear about which is which.

E-learning is teacher-driven: a teacher publishes notes to Form 3, sets an assignment, schedules a live class. It is organised by class and subject.

The student portal is learner-driven: a learner works through a quest at their own pace. It is organised as a journey.

LMS Content is where the two meet — it is the authoring screen for the quests and lessons that appear in the portal.

Most schools use both: e-learning for the taught curriculum, the portal for independent work and the coding pathway.

Generate, review and publish curriculum quests

Open LMS Content → Generate from curriculum. The level list contains only curriculum levels with an active source mapping, an explicitly linked subject, and mapped source topics. Select the level, then select the required source/topic row. ShuleOne sends the stable sub-strand ID together with either its syllabus ID or its canonical CBC framework ID; it does not guess a board from a subject or level name. The learner age tier is derived from the mapped framework and stage.

Use the primary ShuleOne management application for this quest workflow. Grade 4+ V2 lessons in the portal’s Content studio now follow a separate automatic publication path: an exact mapped source, passing AI quality check and complete narration are required. The V2 release review queue and human approval step have been removed. The source version is indexed automatically when a mapped lesson is generated. Existing learner playback remains curriculum matched.

For early-years authoring, choose LMS Content → Play Group to Grade 3 · PlayLab, then select the grade and learning area. The curriculum table shows one current mapped row for each topic. When an older unnumbered strand or sub-strand remains beside its revised numbered replacement, PlayLab shows the current mapped candidate only. Existing quests and assessment history keep their original links; the older curriculum records are not deleted. If separate expected nodes have equivalent strand and sub-strand labels after spacing and case are normalized, the picker also shows that display path once. A learning area whose revised mapping is not ready continues to show its ordinary curriculum tree instead of becoming empty.

What’s new — 29 September 2026: one PlayLab curriculum row per topic

The PlayLab seed picker now hides superseded legacy strands and sub-strands when a current mapped curriculum candidate exists. It also resolves the small number of historical mappings that pointed two candidates at one expected topic, so content authors see one generation choice rather than a duplicate pair. Equivalent display paths attached to distinct expected nodes are also collapsed in the picker while both audited database records remain intact.

What’s new — 29 September 2026: consistent curriculum objective checks

Generation now stores and resolves the distinct-outcome count using the same whitespace and case normalization. Affected Cambridge Digital Literacy topics no longer stop with a false count-drift message when imported outcomes differ only in internal spacing. This correction does not grant source rights, approve mappings, select a school’s syllabus or make an unavailable syllabus generatable; all existing release and review gates remain in place.

The generated quest is always a draft. Its review panel records the curriculum, board, stage, subject and source version; stable framework/syllabus, class, subject and sub-strand IDs; source URL, anchor or hash and selected outcomes; prompt profile and model; generation time; language/localisation policy; reviewer; decision; and publication time. Check the source alignment, academic accuracy, age suitability, activity instructions and media, then choose Approve current revision or Reject and add decision notes if useful. Bulk-generated audio, images and video are attached atomically with append-only provider/model or voice metadata against the exact source snapshot and resulting content revision. A single editor wand first records an unattached generation receipt; saving the edited lesson attaches the chosen URL, advances the revision and requires review again.

Only an approved revision can be published. Starting an audio, illustration or video change first unpublishes and locks the quest as Media generation in progress; it returns to Pending review when the attempt finishes. Saving text, stages or lessons also immediately unpublishes the quest and returns it to Pending review. A review decision also includes the revision number shown when the reviewer loaded the quest, so a stale browser cannot approve content that another author changed. Reload and review the new revision instead.

Learner playback uses the exact recorded instruction-language code: English, Kiswahili, French, German, Arabic or Mandarin Chinese. Missing, unsupported or conflicting language metadata is hidden rather than guessed; Arabic lessons use right-to-left player controls. Generated lesson and video text is checked before it can enter review, but the human reviewer remains responsible for language quality and curriculum accuracy.

Existing imported lessons are grandfathered only while they remain unchanged and have an evidence-backed supported language. Old AI-generated material is not treated as reviewed. Editing or withdrawing a legacy item does not invent provenance or a review decision: create a new draft from an exact curriculum source instead.

If an exact syllabus-or-framework/topic mapping is missing, inactive, ambiguous or inconsistent with its subject and level, generation stops with a configuration message. It does not fall back to CBC/KICD, another board, Play Group or a similarly named topic. Ask a curriculum administrator to complete and review the source mapping before trying again. Loading the list or reviewing a draft does not generate paid content; generation starts only when an author selects Generate.

Reading exam exports and readiness previews

In the updated exam PDF and Excel exports, only fully marked submissions with valid scores contribute to percentages, averages and ranking. A genuinely marked zero remains zero. Pending submissions and missing or invalid totals display a dash for their score, percentage and rank; they are not counted as failures. If no usable final scores exist, the PDF average and top score also display a dash. Rankings order usable submissions by percentage. These are submission-level exports, so repeat attempts remain separate rows.

An individual PDF can still show marks already awarded to individual questions while the overall result is pending. Complete marking before treating it as a final result.

Readiness digest previews are restricted to eligible Grade 6/9 learners in your active school. If a named learner is not available for preview, check your active school and the learner’s current class/status. Previewing does not send a message or incur a send. This restriction also applies when requesting a preview by learner ID.

Learning leadership and monthly reports

Open Detailed evidence and monthly archives below the main dashboard for the legacy source-by-source report. Choose a week, last month, year-to-date, or custom dates (including your term dates). Filter the table by class or source. PDF and Excel downloads include the whole selected period, even when the screen is filtered. Report access and exports are audited and restricted to the active school and authorised e-learning/exam administrators.

School exam submissions, intervention exam submissions, Grade 4+ lesson completions and learning-game observations are shown separately. Intervention papers are not counted a second time as ordinary school exams. A game rating out of three is not a percentage. The observed change uses the same learner and subject in both periods, with at least two scored observations per period. It is not a standardised growth or exam-readiness claim. Means give each learner equal weight, rather than letting frequent attempts dominate.

Inactive means evidence exists only in the preceding equal-length period. No evidence means none in either period. These are not diagnoses of ability. If a source is unavailable, the report says so and does not label its missing data as zero. Historical periods use current class membership; lesson completion history is limited to saved completion rows.

Under Monthly reports, a school can opt into an in-app archive. Your administrator must also enable the server scheduler after applying the reporting migration. It checks daily for the previous closed month, publishes at most one snapshot per school/month, and retries later if source data is unavailable. Select a saved month to view or export the same snapshot. This setting does not send SMS, WhatsApp or email; external monthly delivery is not enabled.

Readiness SMS and weekly parent digests now acquire a persistent dispatch claim before contacting a provider. Repeated runs cannot bypass that claim. An uncertain delivery stays blocked for reconciliation, including after a restart; staff should check provider records before considering any manual resend. Deploy the delivery schema before enabling dispatch.

Topics and tags

Topics follow the syllabus; tags are freer. Both exist so that material can be found by what it is about rather than by when it was uploaded.

Agree the topic list per subject at department level. If three teachers use three spellings of the same topic, the classification stops working.

What’s new — 9 September 2026

The dashboard brings support KPIs and group progress above the teaching shortcuts. Use these counts to review support coverage, then open the Intervention Centre for learning gaps, follow-up actions and printable reports. Learning settings are now organised into three tabs with a shared preview and save action.

What’s new — 9 September 2026: clearer labels and compact pages

E-learning pages now use shorter instructions and labels. Headers, tab spacing and empty lists take less space, keeping teaching tools closer to the top of the page. In the paper queue, Generate paper replaces Write the paper, and Reference paper replaces Model it on. Approval requirements are unchanged.

Detailed evidence view — 9 September 2026

Within Detailed evidence and monthly archives, choose dates, then filter results by class or source. Participation totals cover the whole school; class and source filters apply to the evidence table and Areas to review.

The review list highlights approved school exam, e-learning exam and intervention results below the selected percentage, or with declining learners. The default 60% is an adjustable review threshold, not a school pass mark. View evidence filters the table to that class and source. Review topic-level results in Support before assigning practice, then reassess the same learning areas. These actions do not guarantee a particular score gain.

Use Support & progress to review saved study groups and baseline comparisons, and Teaching tools for materials, assessments and lessons. PDF/Excel exports include the full reporting period; monthly settings and archives are under Monthly reports and saved history.

This overview includes approved school exam marks, teacher rubrics and the existing e-learning reporting sources. Direct AI tutor session records are not academic scores. Rubric levels, lesson checks and game results remain separate from exams. Missing sources are flagged, and observed improvement is not evidence that AI tutoring caused it. No school-wide combined score is calculated from incompatible assessments.

What’s new - 10 September 2026: combined academic dashboard

Academic overview now brings results, learning gaps and study-group progress onto one compact page. Select Weekly or Monthly, a period, a class and an assessment source. The default is the last completed month. The recommended source starts with approved school exams, then teacher rubrics and e-learning assessments with recorded scores. Sources stay separate; the class and source apply to the headline numbers, chart, heatmap, learner detail and Print academic overview PDF.

• Result average weights each scored learner equally.
• Need support counts learners whose selected-source average is below 60% for marks, 2.5/4 for rubrics or 2/3 for games. This is a review threshold, not a curriculum pass mark. Subject-level gaps can exist even when the learner’s overall average is above 60%.
• Improving learners counts unique learners up by at least five percentage points, or 0.25 rubric/game points. The same learner and subject must occur in both periods; rubrics must also match the same sub-strand. Exams/rubrics need one record per matched area in each period; other sources need two.
• Assessment coverage shows scored learners out of active enrolled learners. Missing or unavailable scores are never treated as zero.

Are results improving? shows four periods. Bar height is the current average; green/red/grey show positive/negative/no comparable change. Change uses the same learners, while the current average can include additional learners. Incomplete weeks and months compare the same elapsed days in earlier periods; shorter months end at month-end. Dates use current class membership and do not reconstruct old class rosters.

Select a coloured cell in Which classes and subjects need help? to open the learner list. It starts with learners below the source review threshold or without a score. Clear the checkbox to see all learners. The list shows recorded topic gaps and the selected-period score; topic scores can be incomplete where questions were not mapped or marking is unfinished. Large heatmaps and learner lists have paging controls.

In that detail panel, enter the responsible teacher / owner, review date and teaching steps, then select Save action plan. Plans persist for the school, class, subject and assessment source and appear in director summaries. Past review dates are marked overdue. Saving is not a notification and does not certify that a classroom session happened. Use Create or review study groups to arrange support.

What support was given, and did it help? loads three active groups at a time for the selected class. It shows named learning topics, assigned practice, completion, starting/latest scores and reassessment coverage. Expand Learner progress for individual results. This section always describes starting-to-current evidence, not the chart’s historical date range. The PDF includes the first three current groups; use the Intervention Centre for the complete group reports.

Print academic overview downloads a printable PDF using the successfully loaded period, class and source. It includes the trend, priority actions, heatmap and current support summary. The legacy full PDF/Excel exports under Detailed evidence and monthly archives retain their original school-wide scope.

Approved school exam marks from Academics now contribute at whole-subject level. Direct AI tutor sessions are not scored academic outcomes. Recorded improvement does not establish that AI caused it. Teaching tools and saved monthly reports remain available from their existing dashboard sections.

What’s new - 10 September 2026: school exams, rubrics and source coverage

The Results selector includes six sources. Recommended source gives priority in this order when current-period valid scores exist: approved school exams, teacher rubrics, e-learning assessments, then intervention assessments. If there are no current scores, it uses the first of those sources with earlier evidence in the four chart periods. You can select a source yourself. This is a practical review order, not a claim that every school examination is more reliable than every teacher assessment.

Source	What contributes	What it can tell you
School exams (Academics)	Approved, non-combined exams; numeric marks divided by their recorded maximum, on the exam date	Subject performance and changes for matching subjects. These marks cannot identify strands or sub-strands.
Teacher rubrics	Recorded sub-strand assessments and their selected criteria levels	Actual assessed topic gaps; levels 1 (below), 2 (approaching), 3 (meeting), 4 (exceeding expectations).
E-learning assessments	Completed, marked assessments, excluding staff-assisted submissions	Subject scores and topic gaps where questions have topic mappings.
Intervention assessments	The same checks, for assessments assigned to study groups	Observed performance following assigned support.
Lesson checks	Valid scores on saved completed lessons	Supporting practice evidence; saved records are not an immutable attempt history.
Learning games	Unassisted performance ratings out of 3	Supporting practice evidence; ratings are not exam percentages.

Open Which data is contributing? to see record counts, valid scores, scored learners and availability for each source using the selected dates and class. Select a source name to inspect it. An unavailable source is shown as unavailable, not as zero. Learners may appear in several rows; do not add these counts together. Blank exam marks, combined exams and component papers are omitted to avoid counting unentered marks or the same work twice. Non-numeric grades and invalid maximum marks do not contribute a percentage. Genuine numeric zero marks remain zero.

Rubric dates are when the term assessment record was created. Editing that saved record does not produce a new weekly outcome. Comparisons match the same sub-strand, but are still observations rather than proof of equivalent assessment difficulty. School exam dates are the dates recorded in Academics, not the date marks were imported.

For a low school exam score, open the learner list and ask the teacher to assess specific topics before prescribing targeted work. The dashboard does not invent topic gaps from a subject mark. Rubrics and mapped question responses can supply those gaps.

Print academic overview retains the selected source, its units, comparisons and saved action plans. The detailed school-wide evidence report and future monthly archives also include school exam and rubric evidence. Previously saved archives remain historical snapshots; they are not rewritten.

Study groups and action plans explain what support was assigned and what was agreed. They do not prove teaching happened. Material views and tutor conversations alone do not measure academic attainment, and observed improvement does not establish AI impact.

What’s new - 10 September 2026: lowest subject results

What needs attention? now opens on Lowest subjects. It ranks subjects by the average for the selected dates, class and evidence source, giving each scored learner an equal share across classes. Three subjects appear first; Show all subjects expands the list. A low rank alone does not mean a subject is below standard.

Expand View classes, then select a class result to open learner scores and the action plan. Switch to Support priorities to rank class/subject results by the number of learners needing support, while retaining declining results for review.

Improving bars are green, declining bars red, and bars without a comparison grey. Colour uses comparable learner results, not simply the height of neighbouring bars. A period needs scores for matching learners and subjects before it can show change.

For school exam results, the Academics dashboard uses the latest analysed exams in its scope. E-learning uses the exams inside the dates and source shown above its chart. Compare the same scope before expecting identical averages or subject ranks.

School 3 demonstration walkthrough

ShuleOne Academy (School 3) has a prepared demonstration for its 12 active teaching classes. Select 2026, Term 3 in Academics to view the graded exams dated 2 and 9 September. Each class also has earlier exams to illustrate changes over time.

In E-learning Dashboard, select Month, 13 September 2026, All classes and Recommended source. Open Lowest subjects, expand a class, and select its result to see learner scores and the agreed review action. Switch to Week to compare the September academic exams. Green indicates improvement, red a decline; no comparison is shown where matching evidence is insufficient.

Switch Results to inspect teacher rubrics, e-learning assessments, intervention assessments, lesson checks and learning games. Rubrics and mapped assessment questions identify topics; ordinary school exam marks identify subjects only. Games and lessons appear for the classes with suitable published content, so their learner counts differ from the school exam count.

Open Support, choose the class, then Assign work, message parents and see outcomes to reach the saved groups. The prepared groups begin with DEMO3-20260913. Each includes named topic gaps, a baseline and follow-up practice. Use the existing report controls for the study group and heatmap PDFs, or Print academic overview for the dashboard filters.

This demonstration uses fictional results in the demonstration school. Its trends illustrate the workflow and should not be presented as measured outcomes from real schools or proof of AI effectiveness. School 3’s existing historical records remain alongside the prepared scenarios; dates and the selected source determine what appears.

Refreshing dashboard results

Use Refresh after marking work or recording assessments. The academic summary and study-group progress load separately; the summary is ready to use while group progress is still loading. The support table shows three active groups at a time. Use its Previous groups and Next groups buttons to inspect the rest, or All support groups to open the wider support workspace.

Changing the date or results source does not combine different kinds of evidence. The performance improvements made on 13 September retain the existing scores, comparison periods and review thresholds.

What’s new - 13 September 2026: teaching follow-up and reassessment

Follow-up actions on the dashboard connects a review plan to named learners, saved starting scores, a teaching log and subsequent marked results. The table loads separately from the academic charts and shows twelve actions per page. Its counts and actions use the selected class and results source, across all dates. An overdue action remains visible even when the chart period changes.

Start and carry out a plan

1. Choose the dates containing the starting assessment and a class/subject result in What needs attention? or the performance map.
2. Enter the responsible teacher, review date and teaching steps. Select Start follow-up, check the learners, then save. Learners below the review threshold are selected initially; each selected learner must have a starting score.
3. Optionally link an active study group for that class and subject. Its named topics and assigned practice help the teacher prepare the plan. Selected learners must belong to that group. Create groups and assign assessments in the Support.
4. Open Review action → Teaching log to record what was taught, when, how learners responded and the next step. Recording teaching changes the action to In progress. Select Ready for reassessment when the learners are ready for an independent check.
5. Record and mark that check in Academics, teacher rubrics or e-learning, using the same source as the starting assessment. In Reassessment, select dates after the logged teaching and starting assessment, then Compare and save reassessment.

Starting scores and reassessment snapshots are preserved. Updating an existing rubric cannot rewrite a saved starting score, but the later assessment still needs a record in the selected later period. There is one tracked action per class, subject and source: open the existing action to continue support rather than creating a duplicate. Lesson checks and game ratings remain supporting dashboard evidence; they cannot start a tracked follow-up action.

Decide whether support worked

The reassessment shows each learner’s starting and later score, measured gaps and areas still needing assessment. The overall change compares the same learners and matching subject/topic keys. A learner contributes only when every saved starting area has been reassessed. Missing scores are not zero; partial checks are shown but excluded from the overall change.

School exam marks identify a subject needing support. They cannot tell you which strand or sub-strand caused the low mark. Use teacher rubrics or mapped assessment questions for named topic gaps. Review thresholds are 60% for marks and 2.5 out of 4 for rubrics; they are support prompts, not curriculum pass grades.

Use Continue support / reopen when more teaching is needed. Adjust the plan, record the next teaching activity and reassess again. Close action becomes available only after all learners have complete reassessments and no measured area is below the review threshold. Record the closure decision in the teaching log. A closed action can be reopened; its earlier evidence remains available. If someone else edits the action, reload it before saving to avoid overwriting their work.

The change is observed after the recorded support. It does not by itself prove that an AI tutor or a particular teaching method caused the improvement.

Print the leadership view

Print academic overview includes current follow-up counts and up to four actions ordered by review urgency, with owners, dates, teaching plans and measured outcomes. The compact performance map shows up to six lowest-scoring subjects and twelve priority classes. The report labels these limits; use the dashboard and full heatmap report for the complete results. Detailed teaching logs and learner comparisons open under Review action, keeping the academic overview short.

For a local School 3 walkthrough, Mathematics examples in Grade 4, Grade 5, Grade 6 and Grade 8 illustrate reviewed, in-progress, planned/overdue and closed actions. Their starting scores are from 12–13 August; the reviewed examples use September results. These are demonstration scenarios, not evidence of real school outcomes.

What’s new - 13 September 2026: quest and AI tutor learning plans

Learners now receive automatic plans when they open their LMS home; teacher assignment is optional. For additional classroom work, open Follow-up actions → Review action → LMS learning. Select a sub-strand, check the learners and assign a short learning plan with a review date, session count, estimated minutes and classroom instructions. The school must enable ShuleOne content and map the class and subject to the shared CBE/CBC curriculum.

The plan uses published, curriculum-mapped quests and the LMS AI tutor. Random school uploads are not recommendation inputs. A missing quest is clearly shown; tutor practice can still be assigned. When a matching quest is published, it becomes available in the existing plan automatically. Unpublished content is never offered.

Recent, sufficiently supported sub-strand evidence can suggest where practice is needed. Whole-subject school exam marks do not identify topic gaps. Where topic evidence is missing, choose a teacher-identified topic for an initial diagnostic check rather than treating it as a proven weakness. The default is three sessions of about 15 minutes, with a review after a week and a retention check two weeks later. These are editable checkpoints, not promised improvement dates.

Learners see My learning plan in the LMS and can open the quest, practise with the tutor or take a fresh check. Teachers see assigned plans and the same fresh-check results in LMS learning. Quest completion is participation; tutor conversation is guided practice. Neither is counted as an independent check or proof of improvement.

The new plan comparison uses fresh-question tutor assessments recorded after this update. It preserves the last fresh check available when the plan started and compares later checks in the same sub-strand. If no starting check exists, it shows the later score without claiming improvement. Repeated questions do not create fresh evidence. Question difficulty may differ. The existing Academics-based reassessment remains separate, so a tutor score never replaces a normal school examination mark.

The structured recommendations currently follow the seeded CBE/CBC curriculum. Grades 1–3 can use the text tutor; generated fresh checks follow the existing Grade 4+ and subscription rules. Other curricula retain their existing learning experience until suitable structured curriculum content is available. Teachers manage school plan dates; independent learners can adjust their own schedules. Adjusting a schedule does not rewrite its starting scores.

Content staff can expand Content needed for learning plans in the existing LMS content hub. It lists assigned sub-strands without a published quest and the number of learners waiting, without learner names. Use the sub-strand ID in the existing generation workflow, review the quest and publish it. Loading recommendations does not generate content or spend AI credits.

What’s new - 13 September 2026: automatic learning and teacher oversight

Students do not wait for a teacher to recommend work. Opening the LMS creates up to three topic plans from their current curriculum and assessed needs. The same process works for independent learners without a school. It does not generate new paid AI content during page loading. Published quests and focused tutor practice remain the recommended resources; school uploads are excluded.

A topic without enough evidence starts with a diagnostic check. That first fresh check becomes the starting score when there is no earlier baseline. A later fresh check can then show change. Below 70% on the latest check, the plan asks for a different explanation and further practice. At 70% or higher, it makes room for another topic and keeps a retention reminder. This is a practice threshold, not a school pass mark. Returning to the learning home recalculates the next steps; no teacher approval is required and existing teacher schedules are preserved.

In E-learning dashboard, expand Automatic learning · participation and progress. It loads separately from the academic dashboard and follows the selected class. Review learners who need help, have a review due, have not started, or have no recorded plan yet. No plan means the learner has not opened this workflow or does not yet have supported curriculum/access; it is not evidence of refusal to learn.

Expand a learner’s topic to see the recommended quest, schedule, next step, starting and later checks, and retention result. Opening an activity is labelled Activity opened; it never counts as completion. Quest completion and fresh-check completion are separate. The last-seven-days count is recent check participation, not a claim that the score improvement happened within that week. Counts apply to the learners on the current page. Print this page includes the selected page and status filter; use Next to review further learners. No email or SMS is sent for each recommendation.

What’s new - 13 September 2026: learner identity and review targets

Learner progress rows show the admission number and school class alongside the name, including the printed automatic-learning page and follow-up results. Missing identifiers are labelled as not recorded; internal class IDs are not used as class names.

Each quest/tutor plan shows a Practice target, the points still needed to reach it, and the review date with days remaining or overdue. The current practice target is 70% on a fresh topic check. For example, a latest score of 40% leaves 30 percentage points to the target; this is a goal, not a prediction of a 30-point improvement. Actual change remains in the starting/later result comparison. Without a starting score, take a short check first. After meeting the target, the next checkpoint is the retention date.

If the school screen says the LMS service is unavailable, start or restore the configured LMS backend and retry. For local use the school and LMS backends run separately on ports 8090 and 8095. Updating the database alone does not start the LMS service.

What’s new - 14 September 2026: shorter learner lists

Automatic learning progress now opens with 5 learners per page. Choose 5, 10, 25 or 50 under Per page, then use Previous and Next. The table shows the matching learner total and current page. Topic details stay collapsed until opened.

The Show status filter searches all active learners in the selected class (or school when all classes are selected), including learners on later pages. Changing class, status or page size returns to page 1. Empty results mean no learners match the selection. The small summary counts still describe only the loaded page. Print this page prints the current matching page, with its status and range, rather than the whole school.

A No saved LMS plan row means there is no individual quest/tutor plan on record. Plans are created automatically from eligible school topic evidence or when the learner opens their LMS, subject to curriculum and learning access. Existing school exam marks and support-group assignments do not by themselves create an individual LMS plan. The compact results column keeps topic details collapsed until you open them.

What support was given, and did it help? reads saved support groups from the school backend. If it cannot reach the server, restore that connection (start the local school backend in Eclipse when presenting locally) and select Retry. A timeout message means the server did not respond in time; an access message means the session needs signing in again or its e-learning permissions checked. These are loading failures, not evidence that the school has no groups.

What’s new - 14 September 2026: School Academic Overview

The dashboard report is now School Academic Overview. Use Print academic overview to download it with the selected filters. The report is intended for teachers, academic leads, school administrators and directors.

The class and subject map uses report labels for known equivalent names. Each class retains its own results and original subject records. See the update below for matching rules and the new quest/tutor progress measures.

What’s new - 14 September 2026: clearer subjects and learning progress

The School Academic Overview brings together current results, support actions and progress after follow-up checks. The same filters apply when printing.

Clearer subject headings

Known equivalents such as Maths, MATH and Mathematics share the Mathematics heading. Common alternatives for English, Kiswahili, CRE, Social Studies and other named subjects are also recognised. Grade suffixes are removed only when the remaining subject has a known equivalent; the class remains visible beside its result. Hover over a score to see its original subject name. Clicking it still opens that original class/subject and its saved actions.

Broad categories are not used for matching. Subject codes alone are not reliable: SCI can mean Integrated Science or Science and Technology, while AGRI can mean Agriculture or Agriculture and Nutrition. These distinct subjects remain separate. Unknown names are retained rather than guessed. If multiple names within the same class would share a heading, their original names appear in brackets so neither result is hidden. Standardising names in school setup will make reports easier to read.

A dash means no result for that class/subject in the selection. It is not zero and does not establish whether the subject is offered. Class averages can cover different work; use each class’s own previous results to assess progress.

Is targeted practice helping?

The overview and its PDF now show four counts for saved quest and AI tutor plans:

• With a plan: active learners in the selected school/class with a saved plan created by the period end.
• Started: those learners who opened a recommended activity, started a quest, or took a check by the period end. This does not mean they completed the task.
• Checked again: learners with a later check in the selected period and a starting check for the same planned topic. Without an earlier saved baseline, two checks are needed.
• Higher check score: learners whose latest check improved on the starting check in at least one planned topic. They may still have gaps in other topics.

Each learner counts once in each measure. These counts are separate from school exam marks and use the selected class and reporting dates; they are not just the five rows visible in the individual progress table. An unavailable service is shown as unavailable, not as zero activity.

Next step identifies learners who need to start, need another check, or need further practice. Open their individual plan for the recommended topic, practice target, time commitment and review date. The 70% target is a practice goal; the review date is a checkpoint, not a promise of a particular grade increase. Use teacher-marked work to confirm whether better practice scores carry into classwork. The report shows activity and observed improvement without claiming that AI alone caused the change.

Simple review routine

1. Check the average result, learners needing help and learners assessed.
2. Open a low class/subject result to identify the learners and any recorded topic gaps.
3. Agree the teacher, teaching steps and review date. Record what teaching took place.
4. Use the learners’ quest/tutor plans for targeted practice, then complete fresh checks.
5. Review starting and later scores. Continue support for remaining gaps and check again on the plan’s review date.

Whole-subject exam marks identify which subject needs attention. They do not identify a specific topic without a topic assessment. Detailed scoring explanations remain under How to read these results instead of filling the main report.

Topic leagues

Open E-learning dashboard → Topic leagues · practice, progress and next steps. The dashboard’s class and weekly/monthly dates select rounds started in that period. The scores are the latest recorded results for those rounds, not a historical score snapshot.

A topic league brings together learners practising the same curriculum sub-strand and grade. For example, a Geometry League targets a specific geometry topic. A learner may belong to several leagues. Subjects and different grade levels are kept separate. Leagues support mapped CBE/CBC classes from Playgroup through Grade 12. Playgroup, PP1 and PP2 remain separate levels; Playgroup can use explicitly linked PP1 topics.

How learners join

The system scans eligible school learners with recent, reliable topic evidence and creates targeted plans without waiting for a teacher or an LMS visit. School content settings, current class curriculum mappings and learner subject choices still apply. Background work runs in small batches; a large school may take several batches to appear. Independent learners receive their automatic plans through their learning home. A plan with a verified topic difficulty becomes a league round. Missing evidence and whole-subject examination marks alone do not establish a topic difficulty.

Learners open their league from Your next learning steps in the LMS. Each league offers the matching published quest, tutor practice and a fresh check. If a quest has not been published, tutor practice remains available. Random school uploads are not used to target these leagues.

What happens at the end of a round?

Result	Automatic next step
Practice has started	Three suggested 15-minute sessions; review after seven days.
A fresh check reaches 70%	Schedule a later memory check, normally on day 21 and at least 14 days after the first passing check.
The later check also reaches 70%	Complete the round and preserve its history.
A check remains below 70% at review	Start another round with a revised tutor explanation and simpler practice.
Three practice rounds still fall short	Flag direct teacher/adult support; the learner can still use the tutor, quest and checks.
No fresh check by day 21	Pause the round. A fresh check restarts it with an updated starting score.
A new check shows a difficulty after completion	Start a new round without deleting the completed one.

Dates are review checkpoints and 70% is a practice target. Neither promises an examination grade. Teachers should use the flagged next step to arrange direct help when automated practice is insufficient.

Reading and printing the report

Each league card shows learners, those reaching 70%, confirmed later checks, learners needing teacher help, completed quests and learners who opened the tutor. View learners and next steps includes admission number, current class, starting and latest checks, review dates and prescribed next steps. Both lists use five rows per page.

Print league report creates a PDF containing every matching learner in that league, not just the current screen page. It includes a starting/latest score graphic, participation figures and the learner action table. One learner’s latest round within the selected start dates contributes to the summary, avoiding double counting repeated rounds. Select earlier dates to review earlier rounds.

A tutor opening is a recorded visit, not proof of a completed tutoring conversation. Quests count recorded completions during the round. Missing checks are not zero. Comparisons use the same learner and topic; they do not isolate the effect of AI from teaching and other practice.

Friendly competition

The learner’s View progress board ranks change in fresh-check scores for the same topic, grade and week of starting the round. School learners compete within their school; independent learners have a separate group. At least two checks are required. Other learners use anonymous labels; the school report retains authorised learner names. The general XP leaderboard remains separate and is labelled All-time XP leaderboard.

What’s new — 14 September 2026

• Automatic topic leagues now connect targeted plans, quests, tutor practice and checks.
• Rounds complete, repeat or pause based on recorded results; learning history is retained.
• Schools can review paginated league progress and print a league-specific PDF.

One academic overview for every class

Use E-learning dashboard and Print School Academic Overview for all classes, including Playgroup, PP1, PP2 and Grades 1–3. Select a class or All classes and the reporting period. The same KPIs, performance map, learner details and support-action workflow apply throughout the school. There is no separate lower-grade dashboard or PDF.

The source of a result determines how it is interpreted, not the child’s class:

• Academic exams uses approved subject marks from Academics, including lower-class exams. Marks are converted to percentages using the recorded maximum mark. Blank and invalid marks are not zero.
• School rubrics uses the recorded rubric levels and curriculum topics for any class with assessments.
• School exams and Interventions use marked e-learning assessments.
• Quest and AI tutor progress shows the available learning-plan and check records alongside academic results. Material availability does not determine whether exam marks appear.

The recommended source uses current approved Academic exams first, then falls back to another available assessment source. You can choose a source explicitly from Results. Use Which data is contributing? to check coverage.

A low whole-subject exam mark identifies a subject needing attention. It does not identify a weak strand or substrand by itself. Use a topic assessment to identify the specific gap before assigning targeted practice. Comparable results show improvement or decline; missing results remain unassessed.

Playgroup may use the school’s PP1 curriculum links. Reports retain the learner’s actual Playgroup class and do not merge its learners with PP1. Learning content and activities can differ by class while school reporting remains consistent.

What’s new — 14 September 2026: unified class reporting

The separate Playgroup–Grade 3 section and early-years PDFs have been removed. Use the existing School Academic Overview, performance map and support reports for these classes too. Exam marks and rubric results follow the same source rules as every other class. This reporting correction does not change LMS content or create new assessment records.

School 3 demonstration leagues

When the demonstration league seed is applied, choose its start date in the dashboard and open Topic leagues · practice, progress and next steps. Cohorts are selected from School 3’s existing topic assessments. Open a league to see its learners or use Print league report for the full group and next steps.

Newly enrolled learners still need an LMS starting check. Earlier school results are shown as a plan estimate; enrolment alone does not mean a quest was completed or an improvement was measured. Review dates start seven days after enrolment. The current league engine supports Playgroup through Grade 12; shared academic reports cover all classes.

What’s new — 14 September 2026: leagues for lower classes

Playgroup, PP1, PP2 and Grades 1–3 now use the same league overview, progress reports and round history as upper classes. Eligibility depends on reliable topic evidence, not on whether a class uses exam marks or rubrics. Whole-subject marks still require a topic check before a specific gap can be identified.

Marked school e-learning topic assessments can supply league checks after a plan starts. Only a completed student’s first sitting of a published paper, with all questions for that topic marked validly, is counted. Retakes, staff submissions and incomplete marking do not establish fresh league progress. These records remain school assessment evidence; they are not proof that AI caused improvement.

For preschool learners, plans show short teacher/parent-guided activities and the school-assessment route. Grades 1–3 can also use the existing text tutor. Generated tutor checks retain their existing Grade 4+ access rules. Missing topic-matched quests are shown as unavailable; random uploads or loosely matching PlayLab titles are not presented as targeted material. Lower-class plans default to ten-minute sessions.

The automatic scan now considers all eligible school learners, refreshes their topic evidence and creates support plans in batches. A small class may have a one-learner league. No learner is labelled as needing support solely to fill a group.

Curriculum imports — updated 21 September 2026

Existing CBE school workflows, marks, class links and learning plans remain in place. New curriculum content is stored in the shared subject and topic catalogue with an explicit curriculum, syllabus version and official source. Adding content does not switch a school’s curriculum or publish new learning materials.

The England import now covers Reception/EYFS and the national curriculum through Year 11. Years 1–9 include all 12 published subjects. Reception uses the seven areas and 17 early learning goals in the EYFS framework effective 1 September 2026. Years 10–11 include the six statutory Key Stage 4 subjects: English, mathematics, science, citizenship, computing and physical education.

Cambridge now includes Early Years 1–3, the full public Primary and Lower Secondary subject/strand catalogue, IGCSE Mathematics, and AS/A Level Mathematics. Cambridge’s public pages disclose the programme structure, but many detailed stage objectives remain in its registered-school support sites. For those public-outline subjects, ShuleOne provides independently authored outcomes, activities and formative indicators. They are labelled as not endorsed by Cambridge International Education; they are not presented as Cambridge-authored objectives.

The public-structure imports do not copy Cambridge past papers, mark schemes, examiner reports, protected questions or audio. Adding a curriculum tree also does not publish a learner lesson by itself: learners see only content that has separately passed review and been published for their curriculum, level and subject.

An initial published lesson is now available at every England level from Reception to Year 11 and every Cambridge level from Early Years 1 through A Level. This is a level-availability baseline, not complete lesson coverage for every imported subject or topic; additional lessons still require content review and publication.

A new school class using supported CBE content can use its linked subjects even when its display name differs, such as “Oak classroom”. Conflicting level mappings require correction rather than guessing. Playgroup may continue using linked PP1 topics.

Mapped schools can now receive automatic topic plans and leagues from an active syllabus. A tutor or quest action appears only when a matching delivery path and published material exist for that curriculum and level. Normal academic reporting continues to use the school’s exams.

Sources: Department for Education national curriculum collection, 2026 EYFS statutory framework, Cambridge Early Years curriculum, Cambridge Primary curriculum, and Cambridge Lower Secondary curriculum. Contains public sector information licensed under the Open Government Licence v3.0.

Automatic learning across curricula — 14 September 2026

The school class’s curriculum setting and its subjects’ shared curriculum links now select learning topics. The engine checks that the linked syllabus is active and matches the class curriculum. A class using England mathematics will not receive CBE or Cambridge topics merely because it has a similar class or subject name.

For an existing class, keep its current links. For a new class, select its curriculum in E-learning settings and link its subjects to the appropriate shared syllabus level through the existing subject setup. No demo seed or new code is needed for another class using an active, supported syllabus. Conflicting level links need correction. School-only content mode continues to disable platform recommendations.

Learners see their next learning steps on the LMS home, including schools with a materials-focused home. New learners get starting checks; leagues require credible topic-level evidence of a learning gap. A completed, marked first-sitting school topic assessment can update progress. Whole-subject exam marks still contribute to academic reporting but do not identify a specific topic gap.

England Reception and Years 1–11, and Cambridge Early Years through A Level, now have active catalogue levels where a supported syllabus or public outline exists. Schools must explicitly link their subjects to the appropriate level; no class is switched automatically. The same automatic progress table, dashboard totals and printable league reports show each learner’s class, topic, results and next step.

Available actions depend on actual support. England and Cambridge offer topic plans, school assessments and curriculum-matched published activities where available; they do not inherit CBE-only tutor or quest content. Enabling topic plans does not mean a lesson or AI tutor path has been published for every topic. Independent learners receive only activities published for their saved curriculum and level; content from another programme is not used as a fallback.

What’s new — 14 September 2026: reliable class mappings

Learning topics now follow the Academics class ID and a saved curriculum level. Class renaming does not change the mapping. New classes can resolve automatically from consistent subject links; conflicting links require correction. Review or change this under Learning settings → Curricula & classes. New plans and league rounds retain their starting class for historical reporting. Existing academic marks and grading are unchanged.

What’s new — 14 September 2026: checking the learning cycle

A completed quest records participation. A fresh scored topic check shows whether understanding has changed. A further check at least 14 days after the first passing check is needed before the learning plan treats that result as remembered learning. A late first pass moves that memory-check date forward; it does not prove retention by itself. Learner plans and the school’s automatic-progress filters use this rule.

The School Academic Overview counts measured changes from starting checks. League reports show the topic, learner, class, activities and further checks. Whole-subject exam results still show subject performance, but cannot identify a particular topic gap. For preschool classes without tutor delivery, the next step directs the adult to a practical activity and a school topic check rather than an unavailable tutor.

Curriculum priorities and available content

Our current priorities are CBE/CBC, Cambridge, Montessori and British curriculum. They share the reporting workflow while retaining separate content and level links.

Programme	Current boundary	Next content work
CBE/CBC	Existing class and topic catalogue; published quests cover only part of it	Prioritise missing quests for topics learners currently need; review against KICD designs
Cambridge	Early Years and the public Primary/Lower Secondary structure are active with independently authored outcomes; IGCSE and AS/A Mathematics use public syllabuses; at least one lesson is published per active level	Expand reviewed lesson coverage and obtain publisher or Cambridge permission before using protected detailed frameworks or examination material; Cambridge school support provides registered-school resources
Montessori	No verified school scope and sequence imported in this release	Map the school’s approved developmental progression; AMI programmes describe its mixed-age approach
British	England Reception/EYFS and national-curriculum subjects through Year 11 are imported under the Open Government Licence; at least one lesson is published per level	Expand reviewed lesson coverage; qualification-specific Key Stage 4 entitlement courses must use the chosen awarding body’s specification

Selecting a programme does not create lessons. Cambridge is not substituted with England content, and Montessori is not substituted with CBE. Existing school exams, materials and reporting remain available according to the school’s settings.

The AI tutor and learning placement now also use the saved class-level mapping for configured schools. A class renamed to “Oak” retains its assigned level. Existing CBE placement-bank versions, language choices and the legacy 8-4-4 tutor route are preserved.