Both options work for some students and neither works for all, so the useful comparison is about which one fits a particular situation rather than which is better in the abstract.

The variables that actually decide it are the student’s level, how much correction they need, how disciplined they are without supervision, and what happens if progress stalls unnoticed. One-to-one live teaching costs more per hour and surfaces problems within minutes; recorded or group formats cost less per hour and can hide a struggling student for a term. Where the honest answer for a given student is the lower-cost option, that is what they will be told. Enquiries go directly to the teacher on WhatsApp at +92 325 9660646. Classes are live in English, Urdu, Hindi or Arabic, scheduled around the student’s own timezone rather than fixed slots.

Why is study in English so hard to find?

Almost all Dars e Nizami teaching worldwide happens in Urdu, because that is the language of the institutions that carry the tradition and of the commentaries built around it. That works perfectly for students raised in Urdu-speaking households.

It works badly for the generation raised in Toronto, Birmingham, Sydney or Chicago. Those students are often fluent in English, functional in conversational Urdu or Punjabi, and unable to follow a technical grammar lesson in either. The curriculum is not too difficult for them; the medium is.

Teaching the same books through English removes that barrier without diluting anything. This page covers this in detail.

Who teaches these classes?

Shaykh Hafiz Muddassir completed the full Dars e Nizami curriculum under Tanzeem ul Madaris Ahl-e-Sunnat (Pakistan), and has taught its books for more than ten years. He also holds an MA in English, an MA in English Linguistics and an MPhil in English.

That second half is the unusual part. Classical training and a linguistics background rarely sit in the same person, and together they make it possible to teach *sarf* (Arabic morphology) or *mantiq* (classical logic) in English, Urdu, Hindi and Arabic, choosing whichever the student actually thinks in.

Classes run one-to-one or in small groups, whichever suits the student.

Timezones

The practical question for every family abroad is whether a workable slot exists at all. It generally does, because teaching hours are deliberately spread rather than confined to Pakistani office hours.

Australian students have it easiest, since their evenings are the teacher’s afternoon. UK and European evenings overlap comfortably. North American evenings map to early morning in Pakistan, a window kept open for exactly that reason.

Daylight saving shifts are handled by adjusting the slot rather than leaving families to work it out.

Teaching children

Children are taught in shorter sessions, with more repetition and a slower introduction of new material than adults need. For a child raised outside a Muslim-majority country, English-medium teaching also removes the quiet embarrassment of not following a class in a language the rest of the family speaks.

Parents are told honestly how the child is progressing, including when the answer is that progress has stalled and why.

This page covers the practical side for parents.

What do classes cost?

Fees are quoted for each student rather than published as a price list, because the honest figure depends on the course, how many classes a week and the level involved. A child taking two Qaida sessions weekly and an adult reading advanced Arabic texts are not the same commitment.

For general context rather than as a quotation: Across online Islamic academies generally, tuition is priced either per class hour or as a monthly block of two to five classes a week, and one-to-one teaching costs more than group classes because the hour belongs to one student. Local currency, timezone and class length all shift the picture, which is why a real number needs the real details.

Message the student’s age, level and how often you would like to study, and you will get a straight answer for that situation. This page covers the question in more detail.

What students commonly get wrong

The most frequent mistake is starting above the student’s real level, usually because a certificate or a year label suggested readiness that supervised reading does not confirm.

The second is inconsistency: long gaps between classes undo memorisation and grammar faster than most families expect, because both depend on frequent recall rather than total hours.

The third is treating a science as theory to be memorised rather than a tool to be used on real text, which produces students who can state rules fluently and freeze in front of a page.

How progress is judged

By what the student can do unaided, not by attendance or pages covered. For memorisation that means retention under revision; for grammar it means parsing an unseen passage; for Tafseer it means explaining a verse’s meaning with its reasoning.

Parents get honest reporting, including when the answer is that progress has stalled and why. A teacher who only ever reports good news is not assessing anything.

This page explains how progress is tracked between classes.

Getting started

Begin with a message rather than a booking form. Age, current level, preferred language of instruction and rough availability are enough for a useful reply.

Level assessment matters more than most families expect. Students frequently arrive believing they are ready for a text they cannot yet parse, and starting them there wastes months. An honest starting point is worth more than a flattering one.

A trial class confirms the assessment in practice before anything is agreed.

What decides the answer?

The variables are the student’s current level, the language they follow best, how many classes a week they can realistically sustain, and what they want to be able to do at the end.

Those four are established in a short conversation before anything is booked. Guessing at any of them is how families end up paying for months that achieve little.

Where the assessment says a different course or a later start would serve better, that is what gets said.

One-to-one or group classes?

Both are taught. A one-to-one class belongs entirely to one student, so the pace follows them and every error is corrected at the moment it happens. A small group class puts a few students at a matched level together, which costs less per student and suits siblings or friends studying alongside each other.

The honest trade is attention against company. One-to-one surfaces a weakness within minutes; in a group it can take a few sessions. Some students, particularly younger ones, work harder with peers in the room and would drift in a solo class.

Which suits a given student is decided in the first conversation rather than assumed, and it can change later. Sessions run on whatever video platform the family already uses.

Online versus local classes

Local classes have real strengths: community, routine, and a teacher the family can meet. Where a good local option exists in a language the student follows, it deserves serious consideration.

The common problems are group size and medium. A class of twenty means a struggling student can go unnoticed for months, and instruction in Urdu leaves English-thinking children translating before they can learn.

This page works through the comparison honestly, including when local study is the better choice.

Measuring progress

The test is always performance rather than exposure. A student who has sat through a book and cannot read a line of it unaided has not covered it, whatever the register says.

Short checks happen every session, because revision is the first thing in every class. Larger checks happen when a text is finished, by asking the student to explain rather than recite.

This page explains what parents are told and when.

Practical requirements

Nothing unusual. A laptop, tablet or phone with a working microphone, and a corner of the house without a television in it.

For younger children a parent nearby for the first few sessions helps, mostly to settle the routine rather than to supervise the content.

Where connections are unreliable, classes can run audio-only without much loss for recitation work, though text reading benefits from a shared screen.

What happens during Ramadan?

Ramadan reshapes the schedule rather than pausing it. Many students increase Quran classes during the month and reduce other subjects, which is a sensible reallocation rather than a disruption.

Class times shift around suhoor, iftar and taraweeh, and those windows differ by country, so schedules are rebuilt for the month and restored afterwards.

Some families pause entirely and resume after Eid. That is arranged by message, with no penalty attached to stopping for a few weeks.

Why the order of study matters

The Dars e Nizami sequence is deliberate. Grammar comes before text reading because unvowelled classical prose is unreadable without it. Logic comes before theology and legal theory because those books argue in its terminology on every page.

Students who skip ahead can usually recite rules and cannot apply them, and supervised reading exposes that within minutes. The remedy is going back, which costs more time than starting correctly would have.

This page sets out the sequence year by year.

Frequently asked questions

Do classes have to be in Urdu?

No. English, Urdu, Hindi or Arabic, whichever the student follows best. English-medium classical teaching is why most students abroad study here.

Is there a trial class before committing?

Yes, after a short conversation about the student’s level and goals.

How are fees decided?

Per student, by course, level and frequency. Send the details and you will get a straight answer rather than a range.

Can the schedule change if our week changes?

Yes. Arrangements are adjusted by message; there is no booking system with penalty windows.

What if the student needs to start further back?

You will be told. Starting at the right level is worth more than starting at a flattering one.

Last reviewed 29 July 2026 by Shaykh Hafiz Muddassir.

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