Primary, lower secondary under the competency curriculum, and A Level. Marks are entered once and the aggregates, divisions and points are worked out for you.
A teacher opens their own class and subject and sees the learners enrolled in it, in order, with a box for each. They cannot open a class they do not teach, so nobody has to be trusted not to.
Beginning of term, mid term and end of term are separate, and the weighting between them is your school's to set rather than ours.
Upper primary report cards carry the aggregate and the division, worked out the way PLE does it: the best four core subjects, on the points scale where a lower number is better. Lower primary and kindergarten do not carry them, because they should not.
The bands, the treatment of an F9, and what makes a Division U are all applied for you. There is a fuller explanation, with worked examples, in how PLE aggregates and divisions work.
The new curriculum does not reduce a learner to a mark, and a report card that only prints one is not reporting on it. Lower secondary cards carry the achievement descriptors as well, so what a learner can do is on the page and not just how they scored.
Principal and subsidiary subjects, with points, in the form a school and a parent both recognise.
A kindergarten class can be set to report by assessment rather than by mark. The card then carries learning areas and what the child has been observed doing, with no position, no aggregate and no mark anywhere on it. A class in that mode keeps it whatever else is switched on elsewhere.
What appears is set per class level, so an upper primary card and a kindergarten one do not have to carry the same things.
The grading scale is yours. The bands that turn a mark into a grade can be edited per level. A school that grades differently from the school down the road does not have to pretend otherwise.