# 6. Topic & Chapter Organization

User Type: **Super Administrator**
Source: *Mi Digital Academy - Education CRM Features Document*

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## 6. Topic & Chapter Organization

### 6.1 Organize Chapters and Topics Within Subjects
**What it does:** Structures the content of a subject into chapters and topics: the Super Administrator creates the chapters that make up a subject for a grade and the topics within each chapter, in the intended sequence. This is the finest level of the academic curriculum tree, and it is the unit to which content, assessments, and progress are attached.

**Sub-features:**
- Create chapters within a subject (for a grade), in sequence
- Create topics within a chapter
- Chapter/topic identity: name, description, and order
- Sequencing: the order of chapters and topics is maintained
- Completeness: the subject's chapters/topics are present (no missing units)
- Attachment point: content, assessments, and progress attach to topics
- Reorganization: reordering or restructuring chapters/topics as the curriculum evolves
- Audit logging of chapter/topic create/edit/reorder

**Super Administrator User Journey:**
1. For a subject at a grade, Super Admin creates the chapters in sequence: the major units that make up the subject (e.g., Chapter 1: Numbers, Chapter 2: Algebra).
2. Within each chapter, creates the topics: the specific units of learning (e.g., under Algebra: Linear Equations, Inequalities).
3. Sets each chapter/topic's name, description, and order; the sequence is maintained.
4. Saves; the chapters and topics appear in the subject's breakdown and are available for content and assessment attachment.
5. Attaches content to a topic (a lesson on Linear Equations under the Algebra chapter); the topic is now the unit of learning with its material.
6. Reviews the structure for completeness: the subject's chapters and topics are present; a missing unit is a visible gap.
7. For a curriculum restructure (a chapter split into two), reorganizes the chapters/topics and re-attaches the affected content; the change is recorded.
8. The chapter/topic create, edit, and reorder events are audit-logged with the subject, the grade, and the timestamp.

**Rules & Edge Cases:**
- Chapters and topics belong to a subject for a grade; they are the finest level of the academic tree.
- The sequence is maintained; the order of chapters and topics is the learning order.
- Content, assessments, and progress attach to topics; the topic is the unit of attachment.
- Completeness is visible: a chapter/topic with no content is a gap, not a silent omission.
- A restructure reorders/reorganizes and re-attaches content, with the change recorded.
- Chapter/topic changes are audit-logged with the subject, grade, and timestamp.

### 6.2 Prerequisite Topic Linking
**What it does:** Links topics as prerequisites of other topics, so the learning dependencies are explicit: a topic that must be understood before another (e.g., fractions before ratios). The Super Administrator creates the prerequisite links so the platform can enforce or recommend the correct learning order, warn a learner who attempts an advanced topic without its foundation, and build a correct recommended path.

**Sub-features:**
- Prerequisite link: a topic marked as a prerequisite of another topic
- Link creation: the Super Admin defines which topics are prerequisites of which
- Enforcement/recommendation: the order is enforced or recommended per the course's rules
- Learner warning: a learner attempting a topic without its prerequisite is warned
- Recommended path: the prerequisite graph informs the suggested learning order
- Prerequisite review: the links are checked for correctness
- Audit logging of prerequisite link create/remove

**Super Administrator User Journey:**
1. For a subject, Super Admin defines the prerequisite links: fractions are a prerequisite of ratios; linear equations are a prerequisite of inequalities.
2. Creates the links so the dependencies are explicit in the topic structure.
3. Configures the behavior: the prerequisite order is recommended (a learner can be warned but proceed) or enforced (a learner must complete the prerequisite first), per the course's rules.
4. A learner attempts ratios without completing fractions; the platform shows the warning: "Complete Fractions first (prerequisite)."
5. The recommended path reflects the prerequisite graph: the suggested order respects the dependencies, so a learner following it is always ready.
6. Reviews the prerequisite links for correctness: the dependencies are genuine (a wrong prerequisite is removed), so the order is not artificially constrained.
7. For a topic with multiple prerequisites, confirms all are linked, so the learner is warned about each unmet dependency.
8. The prerequisite link create and remove events are audit-logged with the topics, the subject, and the timestamp.

**Rules & Edge Cases:**
- A prerequisite link is directional: topic A is a prerequisite of topic B (A before B).
- The behavior (enforce vs. recommend) is per the course's rules; a warning does not silently block where the rule is recommend.
- The prerequisite graph informs the recommended path; the suggested order respects the dependencies.
- Links are reviewed for correctness; a wrong prerequisite is removed and recorded.
- A topic can have multiple prerequisites; all unmet ones are surfaced to the learner.
- Prerequisite link changes are audit-logged with the topics, subject, and timestamp.

### 6.3 Topic Importance Marking (High, Medium, Low)
**What it does:** Marks each topic with its importance level (high, medium, low), so the curriculum signals which topics are core to mastery and which are supplementary. The Super Administrator sets the importance marks so learners and creators understand the weight of each topic, assessments can weight core topics appropriately, and study guidance can prioritize the high-importance material.

**Sub-features:**
- Importance mark per topic: high, medium, or low
- Marking at topic creation/edit (the Super Admin sets the level)
- Core-topic identification: high-importance topics are the core of mastery
- Assessment weighting: core (high) topics are weighted appropriately in assessments
- Study guidance: high-importance topics are prioritized in study plans/reviews
- Importance review: the marks are checked for consistency
- Audit logging of importance mark changes

**Super Administrator User Journey:**
1. For a subject, Super Admin marks each topic's importance: the core topics (essential to mastery) as high, the supporting topics as medium, and the supplementary ones as low.
2. Sets the marks at topic creation and reviews the existing set for consistency (the core topics are genuinely the high ones).
3. Confirms the core-topic identification: the high-importance topics form the subject's core; a learner focusing on them covers the essentials.
4. For assessments, the weighting reflects importance: high-importance topics carry appropriate weight in the assessment, so the assessment measures the core.
5. For study guidance, the high-importance topics are prioritized in the study plan and review (a learner short on time focuses on the core).
6. Reviews the marks for a topic that learners consistently find critical but is marked medium; upgrades it to high so the signal is accurate.
7. Checks the importance distribution: the subject has a sensible mix (a core of high, a body of medium, a few low), not all one level.
8. The importance mark changes are audit-logged with the topic, the subject, the mark, and the timestamp.

**Rules & Edge Cases:**
- Importance is one of three levels (high, medium, low); every topic has a mark.
- High-importance topics are the core of mastery; they are identified and prioritized.
- Assessment weighting reflects importance; the assessment measures the core appropriately.
- Study guidance prioritizes high-importance topics; the signal drives the study plan.
- The marks are reviewed for consistency; a mis-marked topic is corrected and recorded.
- Importance mark changes are audit-logged with the topic, subject, mark, and timestamp.