QSI
INFORMATION
PACKET
2025-26
qvs@qsi.org
qvs.qsi.org
Ardent Business Center, 1st Floor
Triq l-Oratorju, Naxxar
NXR 2504
Malta
QSI VIRTUAL ACADEMY
SUCCESS FOR ALL
TABLE OF
CONTENTS
QSI Virtual Academy .......................................
Mission Statement ...........................................
Educational Program .......................................
Educational Model Summary ..........................
Student Evaluation ...........................................
QSI Philosophy and Objectives .....................
Services and Programs .................................
Information Resources ...................................
Getting Started ............................................
School Calendar ...........................................
School Fees and Fee Policy ...........................
QSI Child Protection Statement ....................
Brief History of Quality Schools International
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11
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15
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QSI Virtual Academy is a fully accredited online school offering full-time education tailored for student-
athletes, digital nomads, academically gifted students, and individuals facing health challenges. It
provides an internationally recognized diploma designed to prepare students for future success. The
program features a comprehensive curriculum with over 80 high-quality courses, including 28
Advanced Placement® options, allowing students to customize their educational paths to meet their
specific academic goals. Through mastery-based learning and personalized support, QSI Virtual
Academy empowers diverse learners with the skills and confidence needed to excel in higher
education and adapt to a changing world.
Academic Program
The academic program uses a Performance-Based/Mastery Learning approach to education. This
model ensures mastery of specific skills and knowledge involving both individual and group instruction.
The educational philosophy is founded upon the premise that:
1) All students can succeed.
2) Success breeds success.
3) It is the responsibility of the school to provide the conditions for success.
Curriculum
The QSI secondary curriculum and course offerings are comprised of a required program of studies
that prepares students for university entrance. Electives are designed to enhance our program and to
allow students the flexibility to discover and nurture their abilities and interests. QSI Virtual School
offers more than fifty different secondary-level courses, including 28 different Advanced Placement®
courses.
There are four years in our Secondary program. Students starting in their first year of Secondary with
QSI will start from the beginning of our program, typically when they are 14 years of age, and graduate
when they are 18 years of age. Students transferring into our Secondary program will have their
previous school transcripts/records evaluated to determine where they should be placed.
All new students will also undergo a wide range of assessments to make sure that the correct
placement is assigned. Our Secondary program accepts students who are still learning English.
However, it may take some students learning English longer to complete our program requirements.
Quality Schools International
QSI is a nonprofit organization operating schools in Europe, Asia, Africa, and Central and South
America. QSI Virtual School benefits from the unique opportunities afforded by this organized network
of schools with nearly three decades of proven performance.
QSI Virtual Academy
Our schools are established to provide a quality education, in the English language, for students in the
cities we serve. These students are the children of parents of many nationalities who have come to a
foreign country, usually for a limited stay of a year or more. Some students are permanent residents,
citizens of the host country.
Our schools follow a logical model of education which measures success by the accomplishments and
attitudes of our students. We believe that all of our students can succeed, that their successes
encourage them to continue in a pattern of success, and that it is the schools’ responsibility to provide
the conditions for success. These conditions include:
Developing clear statements in measurable terms of what the student will do to demonstrate
mastery of learning;
Providing the time and resources needed for each student to attain mastery;
Ensuring that students engage in learning at a level which is challenging and yet a level for which
each student has the prerequisite skills necessary for success.
We believe in providing an aesthetically pleasing physical surrounding under the charge of a caring
staff who believe their students will be successful, and who use time with the students as a resource
for learning rather than as a boundary condition to determine when a unit of learning begins and ends.
We believe in providing resources such as books, learning materials, and educational technology. In
the world today, children need to become proficient in the use of computers and related technology as
tools to accomplish a myriad of tasks.
Finally, we believe in working with parents to encourage our students to adopt qualities of living which
lead to success long after formal schooling has ended. These include universally accepted "success
orientations" of trustworthiness, kindness/politeness, responsibility, independent endeavor, concern for
others, group interaction, and aesthetic appreciation.
QSI Mission Statement
Entry Ages and Placement
Secondary-age students are placed into Secondary I by age (14 years old by the end of October).
Progress through the secondary levels is determined at the beginning of each school year by the
number of credits attained.
Secondary Program
The secondary program prepares students for colleges and universities in the United States and other
countries. The rigorous academic program, including Advanced Placement (AP) courses offered
online, consists of the disciplines of mathematics, laboratory science (biology, physics, and
chemistry), world cultural studies, and history, world literature, English grammar & literature, art,
theater, music, physical education, foreign languages, and computer literacy. After-school activities
are available to students including clubs, special topics, sports, and music.
Learning Model
Our program is primarily asynchronous, allowing students to access course materials, lectures, and
assignments at any time. This learning model is particularly suited for students who travel frequently
or have irregular schedules, ensuring that students can continue their education seamlessly,
regardless of location or time zone. Despite the asynchronous nature of our courses, our dedicated
teachers are readily available to provide extra support through scheduled meetings and chat
sessions. This ensures students can receive personalized assistance whenever they need it, helping
them to overcome any academic challenges they may encounter.
Books, Supplies, and Technology
Digital resources are provided to the students within their courses. Students are also given access to
a variety of supplemental online resources to support their learning. Students are expected to have
access to a computer with internet access in order to access their courses and attend online classes.
Educational Program
Educational Model Summary
Keys to Success
Success-Oriented Learning
The school’s educational structure is based upon student performance and mastery learning.
The Performance-Based/Mastery Learning approach recognizes human characteristics and
enables the student to be placed in learning environments according to achievement levels.
This approach facilitates matching the students' skills and needs with the academic program.
The implications are profound for student attitudes and learning. The school is dedicated to
this concept.
Performance-Based
The curricular model used is a “Performance-Based” approach to education. The content of
each academic discipline is divided into specific student expectancies or “Essential Units”. An
“Essential Unit” contains specific concepts or skills. Teachers give instruction and guidance for
the essential unit using appropriate materials and activities, and when the essential unit is
completed, assess for student mastery. Records are maintained documenting individual
student progress and credentialing. Objectives, instruction, teaching materials, and
evaluations are aligned. Curriculum is reviewed periodically for relevance and validity. All
curricula are available for parents to review.
Mastery Learning
In this research-validated model each Essential Unit is taught with a view to excellence. When
students demonstrate mastery of the essential unit, they move on to the next essential unit. If
the student does not achieve mastery, the teacher re-teaches, and the student revises as
necessary. Additional conferencing and extended practice may be given for the student to
demonstrate proficiency at the appropriate level before testing again. When the students
demonstrate mastery, they are rewarded with an “A” or “B”. Thus, a student never “fails” in the
traditional sense. Instead, he/she proceeds logically through the curriculum at a pace
determined by his/her mastery of the material.
Success Orientations
“Success for All” is the motto of QSI Schools. Personal habits and the ability to interact
successfully with others are deemed as valuable as the knowledge and competencies
students learn. Success orientations are actively encouraged in virtually all areas of the school
curriculum with the view of making them a vital part of one’s life pattern. Evaluations of the
success orientations are limited to situations within the jurisdiction of the school and are made
by a consensus of the professional staff members.
Success Orientations are grouped under the headings of:
Responsibility
Trustworthiness
Group Interaction
Aesthetic Appreciation
Kindness and Politeness
Independent Endeavor
Concern for Others
In Secondary school, students are granted one credit for mastery of each unit outcome which is
credentialed "A" or "B". Thus, ten credits correspond to one "Carnegie Unit" as used by many
American secondary schools. Because Quality Schools International encourages continued learning,
if students receive an evaluation of "B" on a unit outcome, they may continue to work independently
in that outcome and request another opportunity to demonstrate a higher level of mastery. If
demonstrated, the evaluation may be changed from a "B" to an "A" within the same school year.
Evaluations, called status reports, are issued to all students five times each year (at the end of each
"quintile"). However, parents may request a status report for their child at any time.
All essential parts of the outcome were mastered at an appropriately high level. The student
consistently demonstrated noteworthy achievement of a high quality, particularly in the higher
order thinking or performance skills.
All essential parts of the outcome were mastered at an appropriately high level in which the
student successfully engaged in higher order thinking or performance skills.
The student is "In progress" in the outcome (normal status).
This outcome is "on hold" for a legitimate reason. (The student has begun the outcome but is
not currently pursuing it.)
The student has not made a reasonable effort and is therefore "deficient" in attaining mastery
of the outcome.
"Exposure". The student made a reasonable effort in the outcome and attained a level of
mastery consistent with his/her capabilities. (Elementary classes only, but not in mathematics,
reading, or writing.)
The student has withdrawn from this outcome.
All Students can succeed
Success breeds success
It is the school's responsibility to provide the conditions for the
student's success
Student Evaluation
Evaluations and rewards for student progress should take place as soon as possible after mastery is
demonstrated for each unit outcome.
With this in mind, Quality Schools International does not accept mediocre (grade of "C") or poor
(grade of "D" or "F") work. The grades of "A" and "B" are mastery grades, and indicate that a student
has successfully mastered the learning objective and is ready to build on that learning. The
evaluations issued in the written status reports are defined as follows:
Attitudes Toward Learning
We believe that more learning will occur if the student has a desire to learn, has pQSItive feelings
concerning his school environment, and succeeds in his work. A comfortable atmosphere of caring
and acceptance established by the school is considered important so that each student is
encouraged to strive for excellence and to be creative. This is enhanced by an aesthetically pleasing
environment with a view to appreciation of beauty and order. Each student's possibility of success
increases when the student works at the appropriate level of difficulty and senses pQSItive
expectations from his teachers.
To recruit teachers who have a love for children, who have pQSItive expectations of
children, and who are willing to give the time and energy necessary to meet the needs of
individual students.
To employ teachers who have acceptable values and who believe that their lifestyle should
be a pQSItive influence on their students.
To employ teachers directly from outside of the country, if necessary, to provide experienced
and successful teachers for specific pQSItions.
To employ enough teachers to maintain reasonably small class sizes.
To help teachers meet the individual needs of students by employing selected
paraprofessionals.
To provide spacious buildings and classrooms which are functional yet include local
architectural designs with a view to blending into the local environment.
To test each student in reading and mathematics upon initial enrollment to ensure a proper
entry-level in these classes.
To encourage parental support of the school with a view to enhancing the learning and the
development of pQSItive attitudes of the students.
ADMINISTRATION
Functions of the teaching staff:
To continually assess the student in all areas of learning to ensure appropriate learning
tasks leading to challenging work, but work in which he is capable of experiencing
success.
To ensure that the student knows what learning tasks are expected.
To provide appropriate learning experiences and allow each student sufficient time on a
task to be able to experience success.
To provide additional learning experiences, if mastery is the goal and if the task is not
mastered after the initial teaching/learning experience.
To reward students equally for mastering learning tasks regardless of the path taken to
mastery. Not to give a higher reward to one who required a greater input of energy nor to
one who easily and quickly attained mastery.
To evaluate students in a way in which a student competes against himself rather than
against a fellow student.
To inspire students to help them see what they can be and what they can accomplish with
a view to excellence and creativity.
To provide a pQSItive school atmosphere by working with a cooperative spirit, giving
support to one another, and encouraging a high morale and efficiency within the staff.
TEACHING STAFF
QSI Philosophy and Objectives
Functions of the administration:
To provide learning situations leading to mastery of appropriate topics in English and mathematics for
all students.
To provide quality instruction in science and cultural studies for all students.
To offer quality programs of instruction in physical education, music, and art to all students.
To provide classes in Intensive English as appropriate.
To offer local and foreign languages as appropriate.
To offer selected courses in national studies including non-English languages as appropriate, with a
view to the needs of particular nationalities and to academic adjustment upon repatriation.
To offer courses in technology to all students.
To offer varied activities and elective classes which are not part of the regular academic program.
To involve students in field trips and activities related to their classes, but away from school.
To provide the appropriate materials, resources, and equipment for all areas.
Areas of Learning
To encourage an understanding of one's self with a view to developing acceptable values such as
patience, kindness, unselfishness, honesty, and consideration for others.
To provide a pQSItive and secure atmosphere, treating the students honestly and fairly.
To encourage each student to feel good about himself and to help him promote similar feelings in
fellow students.
To provide guidance in problem solving and decision making situations.
To develop a sense of responsibility and to encourage leadership.
Social Behavior
To encourage each student to recognize in a pQSItive way his own nationality.
To provide an atmosphere of cultural acceptance and understanding with a view to building healthy
international relationships.
To integrate into the curriculum studies of the local region and the country itself.
Cultural Awareness
To develop an awareness of environmental concerns such as overpopulation, pollution, waste of
natural resources, destruction of wildlife and natural areas, and personal health.
To promote a concern for the protection of the environment.
To provide activities and projects for students which involve them in improving the environment.
Environmental Awareness
Digital Literacy
At QSI, we believe in harnessing the power of digital technologies to create learning opportunities that
were previously unimaginable. We are committed to providing a safe learning environment that
promotes ethical and responsible use of these tools, ensuring they align with our core educational
mission. Digital technologies students may use in our classrooms include items such as personal
computers, tablets, cameras, calculators, robots, 3D printers, systems such as software and web
applications or augmented and virtual reality. By integrating these technologies into our classrooms,
we aim to enhance the learning experience and prepare our students for a dynamic, technology-driven
world.