The student who's underperforming in Term 3 has a different trajectory depending on what happened in Terms 1 and 2, and a completely different trajectory depending on whether there's a medical or social factor in the record that nobody connected to the academic pattern. The connection doesn't make itself. It requires a record system where both types of data live in the same place and can be reviewed together.
Health as the Baseline
Blood pressure, Heart rate, and Random Blood Sugar at enrollment and at periodic reassessment catch the conditions that affect learning capacity directly. An undiagnosed type 2 diabetic with fluctuating RBS performs inconsistently regardless of academic intervention. Allergy and Medical History are the safety flags — the student with a severe nut allergy that isn't in the school record is a liability. The student on medication for a chronic condition whose Medications aren't documented is a risk during any medical event on school grounds.
General Examination and Ortho Examination are the physical screening fields. Orthopaedic issues that affect a student's ability to sit comfortably for extended periods, carry a school bag, or participate in physical education are often undocumented because the student hasn't been formally assessed. The examination findings here aren't a clinical diagnosis — they're a screening flag that triggers referral.
Special needs is the field that connects the medical and academic record directly. A student with a documented visual impairment needs front-row seating and large-print materials. A student with an auditory processing difficulty needs specific classroom placement. If Special needs is populated and connected to the academic assessment records, the school can demonstrate that accommodations were in place when academic performance is reviewed. If it's empty, the accommodation history doesn't exist as a documented record.
Four-Term Academic Tracking
1st Date through 4th date, each with Subject, Mark, Percentage, Objective, Remark, Rank card photo, Assessment, and Plan, create a four-term academic trajectory rather than a series of disconnected results. The Plan from Term 1 is what should have been implemented before Term 2's assessment. Whether it was implemented and whether it worked is what the Term 2 Objective and Remark capture.
Rank card photo attaches the official term result document to the digital record. The photograph of the school-issued report card is the evidence that the recorded marks match the official assessment, and it's the backup when the physical report card is lost before a parent meeting.
Assessment at each term is the interpretive layer — not just the marks but what they mean in context. A 65% in Term 2 after 45% in Term 1 on the same Subject is a different finding than a 65% that follows a 70%. The trend is the diagnostic signal. Reason captures what drove the change — illness during exam period, family disruption, specific topic difficulty — and Plan documents what the response will be.
Initial Conduct, Application Date/Time, and New student handle the enrollment record. The date of application with the new student flag creates the starting point from which all subsequent records are measured. reopen handles the returning student scenario — a student who left and re-enrolled begins a new record period while the previous record remains intact.