Mastery Learning and Pastoral Care in Secondary School

At Quality Schools International (QSI) we use a mastery learning approach to ensure our students have the skills and information necessary for success in all their learning experiences. We strive to provide students opportunities to map out their thinking so learning and reflection can go beyond the surface to a deeper state of understanding. Along with the mastery learning approach it’s important to balance the social-emotional needs of students. This pastoral care is a part of the mastery approach in the practices and policies to effectively meet the personal, social and academic needs of all students.

Students learn at difference paces and the mastery learning approach provides a framework where students are no longer feeling that they cannot learn in any specific content area such as math, science or languages. A common term in education is differentiation which means tailoring the teaching and learning experiences to meet individual student needs. Mastery learning is essentially differentiation which allows students more time and support to learn material. At QSI we embrace the mastery learning approach and anything is possible in our current digital age. Our teachers utilize technological platforms to ensure students have access to materials outside of school and adaptive exercises can be created. We ensure our students take control of their learning and develop into life-long learners not afraid to take risks and persevere when faced with obstacles and challenges.

Social-emotional learning often referred to pastoral care provide our students with the skills necessary to be global citizens empowered and armed with the skills to succeed. At QSI we help our students assess their strengths and limitations and develop positive attitudes. It essential that students we provide a foundation where students can see how their thoughts, feelings and actions are interconnected.

A balanced program focusing on student academics and social-emotional growth is essential in creating new leaders. In both, our methods are sequenced active learning activities that are focused on explicit goals.