Halqas with their own teachers and students, and a daily record of sabaq, sabqi and manzil per student across the whole syllabus.
Book a demoMost school software has no idea what hifz is. Schools that need it end up recording memorisation as a subject with a mark out of a hundred, which describes none of what actually happens in a halqa.
So the real record stays in the teacher's own register: which para a student is on, what was revised, what was weak this week. When that teacher leaves, the record leaves with them.
Tracked properly, a student's progress through the syllabus is institutional knowledge rather than one person's notebook.
Grouped by the job it does rather than listed as one long set of features.
Groups with their own assigned teacher and enrolled students, which is how the teaching is actually organised.
New memorisation recorded per student per day, at the granularity a teacher works in.
Recent and long-term revision tracked separately, because they are separate disciplines and a student can be strong at one and weak at the other.
Where a student is, how they got there and how the pace compares with the halqa.
How well a portion was recited, not only that it was, which is the judgement a teacher actually makes.
Parents see genuine progress rather than a mark out of a hundred that describes nothing.
A student moving halqa, or a teacher leaving, without the record leaving with them.
Recorded alongside the memorisation, because presence and progress are the same conversation here.
Progress across halqas, which is how a madrasa knows whether its teaching is working.
Hifz as a subject with a mark. General school software has no concept of sabaq or manzil, so schools record memorisation as a percentage. That number tells a parent nothing and a teacher less.
The record in the teacher's notebook. The real detail lives with the ustadh. When they move on, the school loses years of knowledge about where every student actually is.
Revision counted as new memorisation. Sabqi and manzil are not sabaq. A system that adds them together reports a student as further ahead than they are.
The student who changes halqa. Moving group should not reset their history, but it does when the record is per-teacher rather than per-student.
These are the cases worth testing in a demo. Bring the messiest one you have.
The same records, presented differently depending on the job.
Records daily sabaq, sabqi and manzil for their own halqa, with quality alongside quantity.
See genuine progress through the syllabus rather than a mark that means nothing to them.
See their own progress and what is due for revision.
Progress across halqas, and whether a group has fallen behind, without asking each teacher.
A hifz student is a student, so the halqa record attaches to the same person the rest of the institution knows - their attendance, their fees, their academic record where the school also teaches a general curriculum.
Halqa attendance sits alongside class attendance. Progress reports reach families through the portal they already use. A student who moves halqa keeps their history.
That is what makes it a module rather than a separate register that happens to be in the same building.
The parts of the institution this touches most.
The way your ustadh actually records sabaq and manzil. If it does not fit, we would rather find out in the demo.
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