Reading baseline
Check letters, vowels, fluency and the mistakes that affect meaning or clarity.
READY WHEN: the priority errors are identifiedرَبِّ زِدْنِي عِلْمًا
A CURRICULUM PARENTS CAN SEE AND FOLLOW
Online Quran CurriculumChoose the route. See every step. Let your child set the pace.
Start with the course your child needs now. Explore the full Tajweed, Hifz, Qaida and Islamic Studies journey before choosing a teacher or paid plan.
HOW PLACEMENT WORKS
01Check reading, pronunciation, recall and confidence.
02Choose one main curriculum route.
03Add suitable Salah, Kalimas and duas.
04Advance only when the milestone is secure.
Simple answer
The curriculum is not one fixed book for every student. Each child has a main route, such as Tajweed or Hifz, plus age-appropriate Islamic learning where time and the selected plan allow. The teacher changes the amount, repetition, lesson length and homework according to the child's pace and retention.
THE PACE RULE
Your child does not move to the next stage because a certain number of weeks has passed. They move when the current skill is understood and can be used again with less help. Attendance, practice, confidence, age and learning needs all affect the pace.
CURRICULUM ROUTE PLANNER
Select what your child needs to learn
Tap a course below. Each route shows the journey, readiness milestone and companion Islamic learning.
TAJWEED ROUTE
How your child moves through Tajweed
Tajweed is taught through listening, a simple explanation, guided practice and use in real Quran reading. Knowing a rule name is not enough; the milestone is applying it more consistently.
Starting point: a live reading and pronunciation check
Makharij
Learn where key letters come from and practise commonly confused sounds.
READY WHEN: target sounds improve in wordsLetter qualities
Heavy and light letters, Qalqalah and controlled sound quality.
READY WHEN: the learner hears and corrects examplesNoon and Meem rules
Izhar, Idgham, Iqlab, Ikhfa and Meem Sakinah through short ayahs.
READY WHEN: rules appear in normal recitationMadd and stops
Lengthening, stopping, restarting and maintaining the flow of meaning.
READY WHEN: timing and stops are more controlledApplied recitation
Combine the rules during longer reading without stopping for every reminder.
READY WHEN: correction becomes less frequentCOMPANION FAITH STRANDIncluded when agreed in the child's plan and lesson time allows.
Salah recitationsShort daily duasSelected KalimasQuran manners
If progress is quickUse more Quran examples and less isolated drill.
If a rule is not secureRepeat it with fewer examples and clearer modelling.
If reading is weakReturn to Qaida or fluency work before adding rules.
HIFZ ROUTE
How your child builds memorisation that lasts
Hifz combines accurate new memorisation with recent and older revision. The size of the new portion changes according to retention, pronunciation, attendance and available home practice.
Starting point: reading, recall and revision-habit check
Choose the goal
Select short surahs, Juz Amma, partial Hifz or a longer memorisation route.
READY WHEN: the target and routine are realisticAccurate model
Listen to the teacher and correct difficult words before memorising them.
READY WHEN: the new lines are pronounced accuratelySmall new portion
Repeat short sections, join them and recall them without constant prompting.
READY WHEN: recall is stable in the same lessonRecent revision
Strengthen the last lessons and repair weak joins between ayahs.
READY WHEN: recent work survives delayed recallOlder revision
Return to previous surahs or pages on a planned rotation.
READY WHEN: older work is not being lostRetention review
Test new, recent and older portions before increasing the load.
READY WHEN: the full revision balance is manageableADDITIONAL ISLAMIC LESSONSThese can be placed on selected days or inside a longer session.
Wudu and SalahSalah recitationsSix KalimasDuas and manners
If recall is strongIncrease the new portion a little while keeping revision.
If older work is weakReduce new memorisation and rebuild revision first.
If the child is tiredUse listening or light revision rather than forcing new work.
QAIDA AND READING ROUTE
How your child moves from letters to Quran reading
Each stage builds on the previous one. A learner who already reads some Arabic can begin from the missing skill instead of repeating the complete Qaida.
Starting point: letter, vowel, joining and word-reading check
Letter recognition
Recognise individual Arabic letters and produce their main sounds.
READY WHEN: taught letters are recognised out of orderLetter forms
Identify letters at the beginning, middle and end of words.
READY WHEN: changed shapes no longer cause guessingVowels and joining
Read Fathah, Kasrah, Dammah and join letters into short words.
READY WHEN: familiar patterns can be blendedReading signs
Learn Tanween, Sukoon, Shaddah, Madd and other essential signs.
READY WHEN: signs are used without constant promptsShort Quran lines
Move into short ayahs with controlled pace and teacher correction.
READY WHEN: a short line can be read independentlyMushaf fluency
Build accuracy, pace, stopping and confidence across longer passages.
READY WHEN: reading is steady across several lessonsCOMPANION FAITH STRANDShort practical topics help connect reading with Muslim life.
Arabic meaningsDaily duasSalah basicsIslamic manners
If letters are confusedUse fewer letters, more contrast and repeated sound practice.
If blending is difficultModel the word slowly and join one part at a time.
If reading is fluentMove sooner into applied Tajweed and longer Quran lines.
ISLAMIC STUDIES ROUTE
How faith learning becomes daily practice
Topics are selected according to age, existing knowledge and family priorities. The goal is to explain, remember and use the learning rather than rush through a long topic list.
Starting point: age, understanding and practical-knowledge check
Belief foundations
Allah, the pillars of Islam and Iman, Prophets and revealed books.
READY WHEN: the learner explains ideas simplyWudu
Cleanliness, Wudu order, practical demonstration and common mistakes.
READY WHEN: steps can be shown in orderSalah / Namaz
Prayer times, positions, recitations and age-appropriate essential rulings.
READY WHEN: prayer can be followed with less helpKalimas and duas
Memorise selected words, understand a simple meaning and know when to use duas.
READY WHEN: recall connects to the right situationSeerah and Prophets
Learn authentic stories and draw a clear lesson for daily life.
READY WHEN: the learner retells the main lessonManners and worship
Truthfulness, parents, kindness, Ramadan, fasting, Zakat and Hajj awareness.
READY WHEN: knowledge becomes one practical actionQURAN CONNECTIONIslamic Studies can sit beside the learner's main Quran route.
Short surahsQuran vocabularyProphetic duasRecitation manners
For younger childrenUse short explanations, demonstration and one home action.
For older learnersAdd reasons, evidence and more independent reflection.
If recall is difficultReview fewer topics through questions and practical use.
60-MINUTE HIFZ PLUS PLAN
Hifz first, with additional Islamic learning
A one-hour class can include memorisation, revision and a short companion lesson. It should not become a full hour of new memorisation.
The balance changes with the child's pace. When revision is weak, the teacher should reduce new work. When attention drops, a shorter or lower-demand block may be better.
0–5 min
Settle, check readiness and recite a familiar opening portion.
5–20 min
Older revision: test previous surahs or pages without constant prompting.
20–35 min
Recent revision: strengthen the last lessons and weak ayah links.
35–50 min
New Hifz: listen, repeat small sections, join them and correct Tajweed.
50–57 min
Rotating companion lesson: Salah/Namaz, Wudu, Kalima, dua or manners.
57–60 min
Set a realistic revision target and explain it to the parent.
This is an example, not a fixed promise. Some children need two shorter sessions instead of one hour. The trial should test stamina, recall and comfort.
THE SUPPORT LAYER
Same meaningful route, different teaching support
The curriculum goal is not automatically lowered because a learner has ADHD, autism or dyslexia. The teacher changes how the next step is presented and practised.
Model, practise, try
The teacher demonstrates, practises with the student, checks understanding and gradually reduces help.
Short visible targets
One instruction at a time, shorter blocks, quick feedback, movement breaks and a clear lesson order.
Predictable routine
Clear transitions, processing time, communication preferences and attention to sensory comfort.
Explicit cumulative teaching
One sound-pattern link at a time, less page clutter, listening plus seeing, review and responsive pacing.
Educational support only: Quran lessons do not diagnose or treat ADHD, autism, dyslexia or any medical condition. Use the trials to test teacher fit and requested adjustments. General teaching references: EEF SEND guidance, NHS ADHD learner guidance and IDA dyslexia guidance.
PARENT VIEW
See why the child moved forward—or why they stayed longer
A helpful update shows skill, retention and support needs. “Completed three pages” is not enough information on its own.
Example monthly route report
Main routeTajweed / Hifz / Reading
Current stageNamed curriculum milestone
Now secureSkill used with less help
Still developingOne revision priority
Companion learningSalah / Kalima / dua topic
Next decisionAdvance, repeat or reduce load
Before trial
Share age, present level, learning goal, lesson length, schedule and anything that helps the learner participate.
During trial
Watch the explanation, correction, pace and rapport. Ask which route stage the teacher recommends and why.
Each month
Ask what is now secure, what still needs revision and whether the amount of new work should change.
Before advancing
Check that the child can use the skill again on another day with less help and reasonable confidence.
CURRICULUM FAQ
Clear answers before your child begins
Does every child follow the same curriculum?
No. The skill order is clear, but the starting point, practice, lesson length, repetition and homework change according to the learner.
If my child chooses Tajweed, what comes first?
The teacher checks reading and pronunciation first. The route then moves through Makharij, letter qualities, Noon and Meem rules, Madd, stops and applied recitation.
Can Hifz include Salah, Kalimas and duas?
Yes. These can be added on selected days or during a longer lesson when included in the child's plan. Hifz and revision remain the priority.
Is the one-hour Hifz structure fixed?
No. The teacher changes the balance between old revision, recent revision, new memorisation, Tajweed and Islamic learning according to retention and attention.
How quickly will my child move forward?
There is no fixed timeline. Progress depends on the starting level, age, attendance, practice, confidence, retention and learning needs.
How is the route changed for ADHD, autism or dyslexia?
Possible adjustments include short tasks, visual order, transition warnings, processing time, less page clutter, explicit modelling and extra review.
Do the free trials help choose the route?
Yes. The trials should check starting level, teacher fit, lesson length and a suitable curriculum route before payment.
START WITH THE RIGHT ROUTE
Let the trial show where your child should begin
Share the learner's age, current level, main goal, schedule and support needs. Use three free classes to test the curriculum route, teacher and pace before paying.