Skills, diagnosis, progress and retained understanding

For: Student, Teacher, Centre Manager, Super Admin

Look for: Skills & diagnosis · My progress · My history

1. Students use My progress for the skill picture and My history for their saved work. Staff use Skills & diagnosis or open a learner’s report.
2. Inspect prerequisite links, possible misconception tags and the suggested next focus. These are learning clues, not medical diagnoses.
3. Staff can open an enrolled inactive course to inspect its skill evidence. Assigning work or changing evidence settings requires an active course.
4. An offered course can be selected before enrolment while a learner is being set up. Course skill map and Chapter & question progress show the latest published bank read-only so staff can inspect what is available. Save the enrolment, placement and plan before assigning work. A course from another centre is not accessible.
5. Teachers can assign a diagnostic, guided practice, a fresh independent check, a delayed retention check or a context/textbook-style transfer check.
6. Different number variants of the same structure do not each prove new understanding. Assisted or repeated successes stay distinct from independent evidence.
7. Authorised teachers can adjust evidence thresholds and review intervals in the skill-map controls; changes create a plan revision.
8. Question coverage may still be incomplete. These skill states and difficulty bands do not guarantee exam marks such as 60, 80 or 90.
9. English skill maps show when the current question inventory cannot support the selected initial and delayed checks. This is a content gap, not a low student score. Instructional family labels still need structural review; repeating or renaming a question does not provide new evidence.

This guide explains the feature; reading it does not change any setting or grant access. Back to all help