# 6. Topic & Chapter Organization — Test Cases

User Type: **Super Administrator**
Source: *Mi Digital Academy - Education CRM Features Document*
Spec: topic_chapter_organization.md — every feature, sub-feature, and rule covered

---

## Test Execution Policy
- Zero tolerance: any deviation from documented behavior = FAILED = bug
- Every bug is immediately logged/reported (Bug ID, feature, sub-feature,
  expected vs actual, severity) and fixed 100% before the group passes
- Feature group passes only at 100% test pass rate

## Coverage Matrix
| Feature | Sub-feature / Rule | Test IDs |
|---------|--------------------|----------|
| 6.1 Organize Chapters and Topics Within Subjects | Create chapters within a subject (for a grade), in sequence | TC-SA-05-06-001 |
| 6.1 Organize Chapters and Topics Within Subjects | Create topics within a chapter | TC-SA-05-06-002 |
| 6.1 Organize Chapters and Topics Within Subjects | Chapter/topic identity: name, description, and order | TC-SA-05-06-003 |
| 6.1 Organize Chapters and Topics Within Subjects | Sequencing: the order of chapters and topics is maintained | TC-SA-05-06-004 |
| 6.1 Organize Chapters and Topics Within Subjects | Completeness: the subject's chapters/topics are present (no missing units) | TC-SA-05-06-005 |
| 6.1 Organize Chapters and Topics Within Subjects | Attachment point: content, assessments, and progress attach to topics | TC-SA-05-06-006 |
| 6.1 Organize Chapters and Topics Within Subjects | Reorganization: reordering or restructuring chapters/topics as the curriculum evolves | TC-SA-05-06-007 |
| 6.1 Organize Chapters and Topics Within Subjects | Audit logging of chapter/topic create/edit/reorder | TC-SA-05-06-008 |
| 6.1 Organize Chapters and Topics Within Subjects | Rule: chapters and topics belong to a subject for a grade; they are the finest level of the academic tree | TC-SA-05-06-001 |
| 6.1 Organize Chapters and Topics Within Subjects | Rule: the sequence is maintained; the order of chapters and topics is the learning order | TC-SA-05-06-004 |
| 6.1 Organize Chapters and Topics Within Subjects | Rule: content, assessments, and progress attach to topics; the topic is the unit of attachment | TC-SA-05-06-006 |
| 6.1 Organize Chapters and Topics Within Subjects | Rule: completeness is visible: a chapter/topic with no content is a gap, not a silent omission | TC-SA-05-06-005 |
| 6.1 Organize Chapters and Topics Within Subjects | Rule: a restructure reorders/reorganizes and re-attaches content, with the change recorded | TC-SA-05-06-007 |
| 6.1 Organize Chapters and Topics Within Subjects | Rule: chapter/topic changes are audit-logged with the subject, grade, and timestamp | TC-SA-05-06-008 |
| 6.2 Prerequisite Topic Linking | Prerequisite link: a topic marked as a prerequisite of another topic | TC-SA-05-06-009 |
| 6.2 Prerequisite Topic Linking | Link creation: the Super Admin defines which topics are prerequisites of which | TC-SA-05-06-010 |
| 6.2 Prerequisite Topic Linking | Enforcement/recommendation: the order is enforced or recommended per the course's rules | TC-SA-05-06-011 |
| 6.2 Prerequisite Topic Linking | Learner warning: a learner attempting a topic without its prerequisite is warned | TC-SA-05-06-012 |
| 6.2 Prerequisite Topic Linking | Recommended path: the prerequisite graph informs the suggested learning order | TC-SA-05-06-013 |
| 6.2 Prerequisite Topic Linking | Prerequisite review: the links are checked for correctness | TC-SA-05-06-014 |
| 6.2 Prerequisite Topic Linking | Audit logging of prerequisite link create/remove | TC-SA-05-06-015 |
| 6.2 Prerequisite Topic Linking | Rule: a prerequisite link is directional: topic A is a prerequisite of topic B (A before B) | TC-SA-05-06-016 |
| 6.2 Prerequisite Topic Linking | Rule: the behavior (enforce vs. recommend) is per the course's rules; a warning does not silently block where the rule is recommend | TC-SA-05-06-011 |
| 6.2 Prerequisite Topic Linking | Rule: the prerequisite graph informs the recommended path; the suggested order respects the dependencies | TC-SA-05-06-013 |
| 6.2 Prerequisite Topic Linking | Rule: links are reviewed for correctness; a wrong prerequisite is removed and recorded | TC-SA-05-06-014 |
| 6.2 Prerequisite Topic Linking | Rule: a topic can have multiple prerequisites; all unmet ones are surfaced to the learner | TC-SA-05-06-017 |
| 6.2 Prerequisite Topic Linking | Rule: prerequisite link changes are audit-logged with the topics, subject, and timestamp | TC-SA-05-06-015 |
| 6.3 Topic Importance Marking (High, Medium, Low) | Importance mark per topic: high, medium, or low | TC-SA-05-06-018 |
| 6.3 Topic Importance Marking (High, Medium, Low) | Marking at topic creation/edit (the Super Admin sets the level) | TC-SA-05-06-019 |
| 6.3 Topic Importance Marking (High, Medium, Low) | Core-topic identification: high-importance topics are the core of mastery | TC-SA-05-06-020 |
| 6.3 Topic Importance Marking (High, Medium, Low) | Assessment weighting: core (high) topics are weighted appropriately in assessments | TC-SA-05-06-021 |
| 6.3 Topic Importance Marking (High, Medium, Low) | Study guidance: high-importance topics are prioritized in study plans/reviews | TC-SA-05-06-022 |
| 6.3 Topic Importance Marking (High, Medium, Low) | Importance review: the marks are checked for consistency | TC-SA-05-06-023 |
| 6.3 Topic Importance Marking (High, Medium, Low) | Audit logging of importance mark changes | TC-SA-05-06-024 |
| 6.3 Topic Importance Marking (High, Medium, Low) | Rule: importance is one of three levels (high, medium, low); every topic has a mark | TC-SA-05-06-018 |
| 6.3 Topic Importance Marking (High, Medium, Low) | Rule: high-importance topics are the core of mastery; they are identified and prioritized | TC-SA-05-06-020 |
| 6.3 Topic Importance Marking (High, Medium, Low) | Rule: assessment weighting reflects importance; the assessment measures the core appropriately | TC-SA-05-06-021 |
| 6.3 Topic Importance Marking (High, Medium, Low) | Rule: study guidance prioritizes high-importance topics; the signal drives the study plan | TC-SA-05-06-022 |
| 6.3 Topic Importance Marking (High, Medium, Low) | Rule: the marks are reviewed for consistency; a mis-marked topic is corrected and recorded | TC-SA-05-06-023 |
| 6.3 Topic Importance Marking (High, Medium, Low) | Rule: importance mark changes are audit-logged with the topic, subject, mark, and timestamp | TC-SA-05-06-024 |

## 6.1 Organize Chapters and Topics Within Subjects

### TC-SA-05-06-001 — Create chapters within a subject (for a grade), in sequence
**Type:** Positive
**Covers:** 6.1 → Create chapters within a subject (for a grade), in sequence; Rule: chapters and topics belong to a subject for a grade; they are the finest level of the academic tree
**Preconditions:** A subject at a grade exists (e.g., Mathematics at Grade 7).
**Steps:**
1. Open the subject's chapter organization.
2. Create the chapters in sequence: Chapter 1: Numbers, Chapter 2: Algebra.
3. Save and verify the chapters appear in the subject's breakdown in order.
**Expected Result:** The chapters are created within the subject for the grade, in sequence — the finest level of the academic tree.
**Priority:** Critical

### TC-SA-05-06-002 — Create topics within a chapter
**Type:** Positive
**Covers:** 6.1 → Create topics within a chapter
**Preconditions:** The Algebra chapter exists.
**Steps:**
1. Within the Algebra chapter, create the topics: Linear Equations, Inequalities.
2. Save and verify the topics appear under the chapter.
**Expected Result:** The topics are created within the chapter — the specific units of learning.
**Priority:** Critical

### TC-SA-05-06-003 — Chapter/topic identity: name, description, and order
**Type:** Positive
**Covers:** 6.1 → Chapter/topic identity: name, description, and order
**Preconditions:** A chapter and its topics are being created.
**Steps:**
1. Set each chapter/topic's name, description, and order.
2. Save and verify the identity is stored.
**Expected Result:** Each chapter/topic has its identity (name, description, order) stored.
**Priority:** High

### TC-SA-05-06-004 — Sequencing: the order of chapters and topics is maintained (the learning order)
**Type:** Positive
**Covers:** 6.1 → Sequencing: the order of chapters and topics is maintained; Rule: the sequence is maintained; the order of chapters and topics is the learning order
**Preconditions:** A subject's chapters and topics are created in sequence.
**Steps:**
1. Review the chapter and topic order.
2. Verify the sequence is maintained and reflects the learning order.
**Expected Result:** The order of chapters and topics is maintained — the sequence is the learning order.
**Priority:** High

### TC-SA-05-06-005 — Completeness: the subject's chapters/topics are present; a missing unit is a visible gap
**Type:** Negative
**Covers:** 6.1 → Completeness: the subject's chapters/topics are present (no missing units); Rule: completeness is visible: a chapter/topic with no content is a gap, not a silent omission
**Preconditions:** A subject's structure is reviewed; one chapter is missing and one topic has no content.
**Steps:**
1. Review the structure for completeness.
2. Verify the missing chapter is a visible gap.
3. Verify the topic with no content is flagged as a gap (not a silent omission).
**Expected Result:** The missing chapter and the content-less topic are both visible gaps — not silent omissions.
**Priority:** High

### TC-SA-05-06-006 — Attachment point: content, assessments, and progress attach to topics
**Type:** Positive
**Covers:** 6.1 → Attachment point: content, assessments, and progress attach to topics; Rule: content, assessments, and progress attach to topics; the topic is the unit of attachment
**Preconditions:** The Linear Equations topic exists.
**Steps:**
1. Attach content to the topic (a lesson on Linear Equations under the Algebra chapter).
2. Attach an assessment to the topic.
3. Verify a learner's progress is tracked against the topic.
**Expected Result:** Content, assessments, and progress all attach to the topic — the topic is the unit of attachment.
**Priority:** Critical

### TC-SA-05-06-007 — Reorganization: reordering or restructuring chapters/topics; content is re-attached and the change is recorded
**Type:** Positive
**Covers:** 6.1 → Reorganization: reordering or restructuring chapters/topics as the curriculum evolves; Rule: a restructure reorders/reorganizes and re-attaches content, with the change recorded
**Preconditions:** A chapter is to be split into two (a curriculum restructure); it has attached content.
**Steps:**
1. Split the chapter into two chapters.
2. Re-attach the affected content to the new chapters.
3. Verify the change is recorded in the audit trail.
**Expected Result:** The chapters/topics are reorganized, the content is re-attached, and the change is recorded.
**Priority:** High

### TC-SA-05-06-008 — Chapter/topic create, edit, and reorder events are audit-logged with the subject, grade, and timestamp
**Type:** Positive
**Covers:** 6.1 → Audit logging of chapter/topic create/edit/reorder; Rule: chapter/topic changes are audit-logged with the subject, grade, and timestamp
**Preconditions:** Chapters and topics have been created, edited, and reordered.
**Steps:**
1. Open the audit trail and filter by "chapter/topic".
2. Verify entries for create, edit, and reorder with the subject, the grade, and the timestamp.
**Expected Result:** The chapter/topic create, edit, and reorder events are audit-logged with the subject, grade, and timestamp.
**Priority:** Critical

## 6.2 Prerequisite Topic Linking

### TC-SA-05-06-009 — A prerequisite link: a topic marked as a prerequisite of another topic
**Type:** Positive
**Covers:** 6.2 → Prerequisite link: a topic marked as a prerequisite of another topic
**Preconditions:** The topics "Fractions" and "Ratios" exist.
**Steps:**
1. Mark "Fractions" as a prerequisite of "Ratios".
2. Verify the link is established in the topic structure.
**Expected Result:** The prerequisite link is established — "Fractions" is a prerequisite of "Ratios".
**Priority:** Critical

### TC-SA-05-06-010 — Link creation: the Super Admin defines which topics are prerequisites of which
**Type:** Positive
**Covers:** 6.2 → Link creation: the Super Admin defines which topics are prerequisites of which
**Preconditions:** Topics exist in a subject.
**Steps:**
1. As the Super Admin, define the prerequisite links: fractions → ratios; linear equations → inequalities.
2. Verify the dependencies are explicit in the topic structure.
**Expected Result:** The prerequisite links are defined — the dependencies are explicit in the topic structure.
**Priority:** High

### TC-SA-05-06-011 — Enforcement/recommendation: the order is enforced or recommended per the course's rules; a warning does not silently block where the rule is recommend
**Type:** Negative
**Covers:** 6.2 → Enforcement/recommendation: the order is enforced or recommended per the course's rules; Rule: the behavior (enforce vs. recommend) is per the course's rules; a warning does not silently block where the rule is recommend
**Preconditions:** A course's rules set the prerequisite behavior to "recommend" (not enforce).
**Steps:**
1. Configure the behavior to "recommend" per the course's rules.
2. A learner attempts "Ratios" without completing "Fractions".
3. Verify the learner is warned but can proceed (not silently blocked).
**Expected Result:** The order is recommended per the course's rules — the learner is warned but can proceed; a warning does not silently block.
**Priority:** Critical

### TC-SA-05-06-012 — Learner warning: a learner attempting a topic without its prerequisite is warned
**Type:** Positive
**Covers:** 6.2 → Learner warning: a learner attempting a topic without its prerequisite is warned
**Preconditions:** "Fractions" is a prerequisite of "Ratios"; the learner has not completed "Fractions".
**Steps:**
1. The learner attempts "Ratios".
2. Verify the platform shows the warning: "Complete Fractions first (prerequisite)."
**Expected Result:** The learner is warned: "Complete Fractions first (prerequisite)."
**Priority:** Critical

### TC-SA-05-06-013 — Recommended path: the prerequisite graph informs the suggested learning order; the suggested order respects the dependencies
**Type:** Positive
**Covers:** 6.2 → Recommended path: the prerequisite graph informs the suggested learning order; Rule: the prerequisite graph informs the recommended path; the suggested order respects the dependencies
**Preconditions:** The prerequisite graph is defined for a subject.
**Steps:**
1. Generate the recommended path for the subject.
2. Verify the suggested order respects the dependencies (a learner following it is always ready).
**Expected Result:** The recommended path reflects the prerequisite graph — the suggested order respects the dependencies.
**Priority:** High

### TC-SA-05-06-014 — Prerequisite review: the links are checked for correctness; a wrong prerequisite is removed and recorded
**Type:** Negative
**Covers:** 6.2 → Prerequisite review: the links are checked for correctness; Rule: links are reviewed for correctness; a wrong prerequisite is removed and recorded
**Preconditions:** The prerequisite links include a wrong prerequisite (a dependency that is not genuine).
**Steps:**
1. Review the prerequisite links for correctness.
2. Identify the wrong prerequisite and remove it.
3. Verify the removal is recorded in the audit trail.
**Expected Result:** The wrong prerequisite is removed and recorded — the order is not artificially constrained.
**Priority:** High

### TC-SA-05-06-015 — Prerequisite link create and remove events are audit-logged with the topics, subject, and timestamp
**Type:** Positive
**Covers:** 6.2 → Audit logging of prerequisite link create/remove; Rule: prerequisite link changes are audit-logged with the topics, subject, and timestamp
**Preconditions:** Prerequisite links have been created and removed.
**Steps:**
1. Open the audit trail and filter by "prerequisite".
2. Verify entries for create and remove with the topics, the subject, and the timestamp.
**Expected Result:** The prerequisite link create and remove events are audit-logged with the topics, subject, and timestamp.
**Priority:** Critical

### TC-SA-05-06-016 — A prerequisite link is directional: topic A is a prerequisite of topic B (A before B)
**Type:** Edge
**Covers:** 6.2 → Rule: a prerequisite link is directional: topic A is a prerequisite of topic B (A before B)
**Preconditions:** "Fractions" is a prerequisite of "Ratios".
**Steps:**
1. Verify the link is directional: "Fractions" before "Ratios".
2. Verify the reverse is not implied ("Ratios" is not a prerequisite of "Fractions").
**Expected Result:** The prerequisite link is directional — A before B, not bidirectional.
**Priority:** High

### TC-SA-05-06-017 — A topic can have multiple prerequisites; all unmet ones are surfaced to the learner
**Type:** Edge
**Covers:** 6.2 → Rule: a topic can have multiple prerequisites; all unmet ones are surfaced to the learner
**Preconditions:** A topic has two prerequisites, both unmet by the learner.
**Steps:**
1. The learner attempts the topic.
2. Verify the platform surfaces both unmet prerequisites (not just one).
**Expected Result:** All unmet prerequisites are surfaced to the learner — not just one.
**Priority:** High

## 6.3 Topic Importance Marking (High, Medium, Low)

### TC-SA-05-06-018 — Importance mark per topic: high, medium, or low; every topic has a mark
**Type:** Positive
**Covers:** 6.3 → Importance mark per topic: high, medium, or low; Rule: importance is one of three levels (high, medium, low); every topic has a mark
**Preconditions:** A subject's topics exist.
**Steps:**
1. Mark each topic's importance: high, medium, or low.
2. Verify every topic has a mark (no topic is unmarked).
**Expected Result:** Every topic has an importance mark (high, medium, or low) — no topic is unmarked.
**Priority:** High

### TC-SA-05-06-019 — Marking at topic creation/edit: the Super Admin sets the level
**Type:** Positive
**Covers:** 6.3 → Marking at topic creation/edit (the Super Admin sets the level)
**Preconditions:** A topic is being created.
**Steps:**
1. At topic creation, set the importance level (e.g., high for a core topic).
2. Later, edit the topic and adjust the level if needed.
3. Verify the mark is stored at both creation and edit.
**Expected Result:** The importance level is set at topic creation and can be adjusted at edit — the mark is stored.
**Priority:** High

### TC-SA-05-06-020 — Core-topic identification: high-importance topics are the core of mastery; they are identified and prioritized
**Type:** Positive
**Covers:** 6.3 → Core-topic identification: high-importance topics are the core of mastery; Rule: high-importance topics are the core of mastery; they are identified and prioritized
**Preconditions:** A subject's topics are importance-marked.
**Steps:**
1. Identify the high-importance topics.
2. Verify they form the subject's core — a learner focusing on them covers the essentials.
**Expected Result:** The high-importance topics are identified as the core of mastery and prioritized.
**Priority:** High

### TC-SA-05-06-021 — Assessment weighting: core (high) topics are weighted appropriately in assessments; the assessment measures the core
**Type:** Positive
**Covers:** 6.3 → Assessment weighting: core (high) topics are weighted appropriately in assessments; Rule: assessment weighting reflects importance; the assessment measures the core appropriately
**Preconditions:** An assessment is being built for a subject with importance-marked topics.
**Steps:**
1. Build the assessment with weighting that reflects importance.
2. Verify high-importance topics carry appropriate weight in the assessment.
**Expected Result:** The assessment weighting reflects importance — the assessment measures the core appropriately.
**Priority:** High

### TC-SA-05-06-022 — Study guidance: high-importance topics are prioritized in study plans/reviews; the signal drives the study plan
**Type:** Positive
**Covers:** 6.3 → Study guidance: high-importance topics are prioritized in study plans/reviews; Rule: study guidance prioritizes high-importance topics; the signal drives the study plan
**Preconditions:** A learner is short on time and has a study plan for a subject.
**Steps:**
1. Generate the study plan/review for the learner.
2. Verify the high-importance topics are prioritized (the learner focuses on the core).
**Expected Result:** The high-importance topics are prioritized in the study plan — the signal drives the study plan.
**Priority:** Medium

### TC-SA-05-06-023 — Importance review: the marks are checked for consistency; a mis-marked topic is corrected and recorded
**Type:** Negative
**Covers:** 6.3 → Importance review: the marks are checked for consistency; Rule: the marks are reviewed for consistency; a mis-marked topic is corrected and recorded
**Preconditions:** A topic that learners consistently find critical is marked medium (mis-marked).
**Steps:**
1. Review the marks for consistency.
2. Identify the mis-marked topic and upgrade it to high so the signal is accurate.
3. Verify the correction is recorded in the audit trail.
**Expected Result:** The mis-marked topic is corrected (upgraded to high) and the change is recorded — the signal is accurate.
**Priority:** High

### TC-SA-05-06-024 — Importance mark changes are audit-logged with the topic, subject, mark, and timestamp
**Type:** Positive
**Covers:** 6.3 → Audit logging of importance mark changes; Rule: importance mark changes are audit-logged with the topic, subject, mark, and timestamp
**Preconditions:** Importance marks have been changed.
**Steps:**
1. Open the audit trail and filter by "importance".
2. Verify entries show the topic, the subject, the mark, and the timestamp.
**Expected Result:** The importance mark changes are audit-logged with the topic, subject, mark, and timestamp.
**Priority:** Critical