Middle School

Project Based Learning. Collaborative Classrooms.

The Middle School program at QSI International School of Skopje places students in active group learning environments that support the development of 21st Century Learning skills including collaboration, communication, critical thinking, and problem solving.

We learn when it matters to us, so the middle school Literature and Writing course is founded on the principle of authenticity and meaning. Literature is mined for its deeper meanings, and students discover layers they didn't know existed. Writing is written for a purpose and an audience beyond the classroom, with student choice at the heart. What you'll find is a community of readers and writers who know the value of their own voice and are awakening to the voices of other authors.

- Anna Evans, Middle School Teacher

QSI Skopje's Middle School Program

Learning as a Middle Schooler

These booklets provide detailed information about what the QSI Skopje middle school program offers students. It includes specific information on the following:

Building character and a culture of success with QSI's Success Orientations
Our model of education with mastery learning to support all students
Our methods to measure success
What a middle school student will learn with detailed descriptions of course offerings

First page of the PDF file: Learningasa12-year-old

First page of the PDF file: Learningasa13-year-old

Course Offerings

12 and 13 Year-Old Classes

1. Core Courses

Mathematics
Literature (Reading) or Intensive English
Writing or Intensive English
Cultural Studies
Physical Education
Art
Science
Music

2. Electives

Technology
American Studies
Instrumental Music
Study Skills
Dramatic Arts
Art I (secondary course)
Languages Other Than English (Foreign Languages) (may be secondary level)

As appropriate, some students in the 12 and 13 year-old classes may take secondary level courses and receive secondary credit. If a student leaves a QSI school before entering the secondary school, a letter will be attached to the student’s evaluation form (status report) indicating the secondary level of work in which the student was involved.

Mastery Learning

EDUCATION THAT MAKES SENSE

QSI utilizes the Mastery Learning model when teaching students in our schools. It is a well-researched practice with strong evidence for being highly effective where students learn more information than traditional school methods which receive a percentage grade to pass and move on. Mastery Learning is not a new concept but is starting to become the model for schools looking to reach all students in a more engaging and meaningful way. The idea is simple. In a traditional school, students can pass their courses and miss 40%, 30%, 20%, 10%, and even 5% of the course content. In Mastery Learning schools, we care about the students mastering 100% of the course content. We believe that these gaps in learning, if left unchecked, turn into deficits, difficulties, and frustrations in learning in the future.

TIME IS A RESOURCE

Most education programs have some system of separating students based on academic achievement. It is acceptable for most school systems to teach all students the same things, to give identical exams to assess student learning, and then to observe, record, and report the differences in student achievement. In this scenario, performance becomes the focused variable. In mastery learning, time becomes the focused variable and changes with the intention of increasing all student performance. Time is not an indicator OF success but a tool FOR success. As such, it becomes one of the most valuable tools for students and teachers. All students are different and enter the classroom with varying levels of language fluency, emotional intelligence, work ethic, curiosity, aptitude for their studies, and degrees of content comprehension. It stands to reason that not all students will be able to reach a high standard of performance at the same time. As a result of varying the time indicator for success, more students are able to demonstrate proficiency and achievement at higher levels throughout the year. As the quality and quantity of time work together to provide a positive learning environment, there is a shift in the perception of time. It is now used as a tool FOR learning that simultaneously develops and promotes a growth mindset. This shift in mindset leads to a solid foundation of learning and a healthy perspective of success that will benefit students throughout their education and careers.

INSTRUCTION AT THE APPROPRIATE LEVEL

We believe that success builds upon success. When students master all the learning objectives in one unit, they move onto the next unit. Learning at a level that is too easy may lead to boredom, and learning at a level that is too difficult often leads to frustrations. When students come to a QSI school for the first time, they will take placement assessments in mathematics, reading, and writing. After our initial placement assessment, it may be necessary to do follow up assessments. This process helps the school know just the right placement for new students to be in the right place for successful learning. Teachers use a variety of instructional strategies to ENGAGE all students as they explore the content within each unit.

ASSESSMENT FOR LEARNING

Traditional education systems often identify the gaps without any plan or process to fill them. Mastery learning adheres to the principle that students must demonstrate proficiency or mastery in knowledge, content, and skills. If a student is not able to demonstrate mastery, he or she is provided with additional and differentiated support to first re-learn the material and is then reassessed on it. This cycle continues, similar to one-on-one tutoring until the learner has achieved true mastery. In this way, QSI uses assessment FOR learning, rather than just assessment OF learning.

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