Grades capture the subject. We keep the person.

A school sees competence every day — in group projects, in quiet leadership, in how someone overcomes a setback. Yet standard reports only capture subject grades. grow.file makes real individual progress visible and lasting.

What goes in — never a rubric
The learnertheir own account of a piece of work, in their own words
The teacherbrief observations when they occur — never an administrative burden
The contextthe specific subject, project, and challenge involved
A worked example

From a learner's sentence to a confirmed competence — in three steps

1The learner writes
“We finished the poster today. I handed out the tasks because nobody knew where to start.”
Learner reflection · end of a project block
2Sema asks — never verdicts
Self-organisation — “Does that fit for you?”
Evidence: the learner's sentence, verbatim · Context: project work
If the learner prefers different phrasing, their own words always take priority.
3The teacher confirms
Confirmed, with a note✓ ~30 seconds
The teacher reviews the student's reflection, the suggested competence, and the context — and confirms or adjusts in seconds. Personal notes remain private until explicitly shared.
Inferred from 12 observations across 3 contexts · view evidence
Three weeks later the profile reveals a clear pattern across different classes: self-organisation shows up consistently in three distinct situations — with each entry linked directly to the original work that demonstrated it.
Two axes, because school has two

A curriculum tracks subjects. A person doesn't develop in subjects.

Curricula organize knowledge into subject areas, but personal development cuts across all of them. grow.file keeps both in focus: subject progress in Physics or German, alongside core capabilities like self-organization that learners apply across multiple contexts.

Subject-boundaxis 1 · coverage
A curriculum item in one subject — what a Kompetenzraster already describes, kept intact.
Mechanics ✓ Optics ✓ Energy
Cross-cuttingaxis 2 · the person
One competence — here self-organisation — developed inside a context, applied everywhere.
Physicsplanned the group's steps
Germankept the group on task
Project weekhanded out the roles
Two views of the same profile
Per subject
What a teacher checks before planning a lesson: curriculum coverage, plus the cross-cutting strengths observed in this subject.
The whole learner
What mentors, parents, and learners review: emerging strengths across all subjects, and personal growth over time.
Infrastructure, not a fixed pedagogy

How cautiously the system speaks is a setting

A cautious framework
Speaks only when the evidence is strong.
Self-organisation
Strong indication, based on three situations.
An exploratory framework
Offers tentative readings and revisits them.
Something about organising?
It looks like you get things started for the group. Shall we keep watching?
Same engine, adaptable pedagogy. Every profile entry records which pedagogical framework generated it — changing educational approaches never silently rewrites a learner's history.
What the school keeps
✓Nothing becomes visible because the system decided it should — notes stay private until shared, and a learner can restate any claim about themselves.
✓A portfolio export contains only what has been explicitly released.
✓Every statement traces back to a sentence someone actually wrote.
What carries forward

Students graduate with a credible, evidence-backed record of their genuine strengths — ready for their next step in training, higher education, or work.

Next stage: training & work →
Building for schools, or running a system this could sit inside?
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