My Path to Graduation
Everything a Secondary Student Needs to Know
QUALITY SCHOOLS
INTERNATIONAL
4th Edition
4th Edition
Table of Contents
z Welcome to QSI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
z Character Building: Success Orientations . . . . . 4
z Model of Education: Mastery Learning . . . . . . . 6
z Method to Measure Success: Evaluation . . . . . . 8
z Transfer Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
z Path to Graduation: Diploma Requirements . . 10
z What a Secondary Student Will Learn . . . . . . . 14
z English Program of Study . . . . . . . . . . . . . . . . . . . . 19
z Mathematics Program of Study . . . . . . . . . . . . . . 29
z Science Program of Study . . . . . . . . . . . . . . . . . . . 37
z Cultural Studies Program of Study . . . . . . . . . . . 46
z Creative & Applied Arts Program of Study . . . 57
z Languages Other Than English . . . . . . . . . . . . . . . 67
z Personal Health Program of Study . . . . . . . . . . . 73
z Technology Program of Study . . . . . . . . . . . . . . . .
z QSI Virtual School . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
z QSI Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
z Graduation Requirements after June 2027 . . . .
Welcome to Quality Schools International! This school is part of QSI, a group of
schools that offers high-quality education throughout Asia, Europe, Africa, and the
Americas. With more than thirty years in international education, we offer the same
educational model, curriculum, and materials throughout our schools.
This booklet informs you about what a Secondary level student (equivalent to
9th to 12th grade in the USA and Year 10 to Year 13-upper 6th in the UK) will be
learning in school. Our classrooms bring hands-on and minds-on learning to our
students. Our teachers empower students to learn about things as they investigate
the world around them.
Here we will present the five unique components of being a student in a QSI
school.
For more information or if you would like to talk in more detail about
QSI’s philosophy and approach to learning, make sure to ask the school’s
administrator or the teacher any questions you may have.
Welcome to
Quality Schools International!
Building Character and a Culture of Success
-Success Orientations
Model of Education
-Mastery Learning
Methods to Measure Success
-Evaluation
Path to Graduation
-Diploma Requirements
What a Secondary Student Will Learn
-Course Offerings by Program
Success is so much more than getting A’s and B’s. We understand how important
it is for students to develop the many good habits and skills that lead to being
successful. QSI wants all students to grow in leadership, confidence, creativity,
and the capacity to collaborate with others. We teach and help students to be
trustworthy, independent, responsible, concerned for others, kind and polite,
successful group members, and able to appreciate the environment around them,
We call these the Success Orientations.
Responsibility...
...means students come to school on time, prepared, and ready to learn each day. It also
means they bring homework, materials, and books to school when needed and do their
best consistently in every class, every day.
Concern for Others...
...means students accept other people no matter where they are from or what their beliefs are.
It means that students include others in their activities and help friends or others who may be
sad or hurt. Students show others their care and concern for others through acts of sharing and
moments of empathy.
Trustworthiness...
...means students tell the truth and are honest about their interactions. It means that someone,
like a friend or a teacher, can trust the students and count on them to do the right thing.
Building Character and a Culture of Success
Success Orientations
Kindness and Politeness...
...means students are kind and polite to everyone at school, not just teachers and friends,
but also others who might not be their friends. It also means they are helpful and patient
with everyone.
Group Interaction...
...means students work well with others in class and in small groups. They cooperate with
those in the group and work on ways to solve problems, find positive solutions, and develop
collaborative skills. It also means they listen to others and their ideas even if they disagree.
Aesthetic Appreciation...
...means students respect the spaces that they use in the school, such as their cubby/
locker, classroom, hallway, or cafeteria. It means that they take care of the environment
inside and outside the school by picking up trash and cleaning up after themselves. It
also means students respect how other people create their ideas, not just in art and
music, but in every class.
Independent Endeavor...
...means teachers assign students work and students then do it by themselves.
They pay attention to personal work and stay focused on the task at hand.
Teachers can trust students to do the work independently and to the best of their
ability. Students may pursue an interest beyond curricular expectations to further
increase their understanding of the topic.
Education That Makes Sense
Mastery Learning
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.
Time is a Resource
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.
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 ensure that students are placed at the right
level for successful learning. Teachers use a variety of instructional
strategies to ENGAGE all students as they explore the content within each
unit.
Instruction at the Appropriate Level
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.
Assessment FOR Learning
When students finish studying a unit in a course, they will get a grade. Grading in QSI is
different than in traditional schools. We don’t use percentages when we assign grades.
We use rubrics and make sure students master all of the learning objectives at a B level.
These rubrics define what an A and a B look like for each learning objective. We call
these objectives TSWs (The Student Will). Students must master all the TSWs in a unit.
If students do not master a specific TSW, the teacher will work and support students
using different methods to reteach until students attain mastery.
Teachers will ask students to demonstrate what they know in a variety of ways. This can be done by
the following:
•
projects
•
paper tests
•
interviews to explain what they know or have investigated
•
portfolios, etc.
QSI teachers encourage students to demonstrate learning in many ways, ensuring enduring
understanding and a sense of success.
Methods to Measure Success
Evaluation
QSI Grade Definitions
Grades Indicating Mastery
The student mastered all the TSWs and consistently demonstrated higher-order
thinking in their learning and made connections across subjects.
The student mastered all the TSWs and used many new skills to show their thinking.
A:
B:
Grades Indicating “Not Yet”
The student is currently engaged in learning this unit. Students may also be
actively working on a previously taught unit to work towards mastery.
(P=in Progress)
The unit is on hold and the student will come back to this unit because they
need more time to demonstrate mastery. (H=on Hold)
The student is no longer engaged in this course or unit. (W=Withdrawn)
P:
H:
W:
Grades Indicating Insufficient Effort
The student did not try as hard as expected. They gave up during the unit
and stopped working. “D” grades are never given without student and
parent communication or the opportunity for students to make-up the work.
(D=Deficient)
D:
Diploma Requirements
Transfer Students
When students transfer into QSI schools, parents can expect there to be a student/family
interview and tour, a discussion about courses taken previously, as well as a series of
assessments. Each QSI school has its own placement and assessment procedures. These
assessments will help place the student correctly into QSI classes. Here are some commonly
asked questions parents ask during the transfer process:
Some Common Questions
Does QSI weight their classes?
What is GPA and how does QSI calculate it?
What documents does the school need from my child’s previous school?
QSI needs official academic records for all years of secondary education (equivalent of USA Grade 9 and
higher). Students who completed high school credit courses such as Algebra I in 13 YO (equivalent of
USA Grade 8) will need to provide a middle school transcript that identifies the course as high school
credit. If possible, include an end of year report or transcript that lists final grades for each course.
Narrative reports from teachers are also encouraged if available. If the student has additional testing
(MAP, PSAT, etc.), please submit copies of these scores with your admission materials.
For students diagnosed with a learning support need, parents will need to provide documentation of
the previous school’s learning support plan and any relevant professional reports before being admitted
to the school. It is highly recommended that records that are not in English or the local language be
translated into English.
Grade point average (GPA) is the sum of all course grades throughout a student’s secondary school
career divided by the total number of credits. You will find a GPA reported by each year of secondary as
well as a cumulative GPA on your transcript. Many high schools that follow a US-accredited curriculum
report grades on a 4.0 scale. The top grade, an A, equals a 4.0.
QSI calculates the GPA by adding the GPA of each unit and averaging them together and then dividing
by the total number of completed units of the course (note: most yearlong QSI courses have a total of 10
units.). Each mastered unit receives a grade of A or B. Example: In a course where a student earns 6 As
and 4 Bs, the GPA would be 3.60.
That would be 6 x 4.0= 24 and 4 x 3.0 = 12. 24 + 12 = 36 divided by 10 units equals 3.60. The GPA for this
course would be 3.60. The GPA of each course is averaged together to create a cumulative GPA for all
mastered units at the secondary level. The calculation would be as follows: 6 x 4.0 = 24 and 4 x 3.0 =
12; 24 +12 = 36; 36 divided by 10 units equals 3.60. Each course in turn has its GPA averaged together to
create a cumulative GPA for all coursework completed at a secondary level.
For students transferring into a QSI school, we will report all their transfer courses and grades on our
transcript. However, QSI only reports cumulative GPA from courses completed in a QSI school. It is best
to include official transcripts for all secondary schools attended when applying to university to show an
official record of all courses taken, not just courses recorded as transferred on the QSI transcript.
QSI does not “weight” secondary courses. Weighting a grade means adding an extra point or fraction
of a point to course grade based on the difficulty of the course. Given that most universities recalculate
grades for admissions and scholarship review, there is not a competitive advantage for grade weighting.
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Diploma Requirements
Path to Graduation
The Quality Schools International 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.
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 graduating 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.
Secondary I or Sec I
- equivalent to US Grade 9 (Freshman) or UK Year 10
Secondary II or Sec II
- equivalent to US Grade 10 (Sophomore) or UK Year 11
Secondary III or Sec III
- equivalent to US Grade 11 (Junior) or UK Year 12 (lower 6th)
Secondary IV or Sec IV
- equivalent to US Grade 12 (Senior) UK Year 13 (upper 6th)
Diploma Requirments
For students graduating by June 2027:
• Academic Diploma
• General Diploma
• Academic Diploma with Honors
Details about each of these diplomas are
found on the following pages.
Secondary Program by year:
For students graduating after June 2027:
• Diploma
• Diploma with Honors
Details about each of these diplomas are
found on the following pages.
QSI offers different types of diplomas:
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Academic
Diploma Requirements
Total 240 Credits
(230 credits of required courses below + 10 credits extra electives)
Academic Diploma: This diploma is earned with a minimum completion of 240
QSI units in the following areas of concentration: English - 80 units, Mathematics
- 30 units, Science - 30 units, Cultural Studies - 40 units, Physical Education and
Health - 20 units, Languages other than English - 20 units , Creative and Applied
Arts - 10 units, and 10 elective units.
Literature 1
Literature 2
Writing 2
American
Literature
British Literature
Research
Writing 1
Technology 1
Physical Science
Biology
Science
Elective
English
(80 credits)
World Geography
Modern World
History
US History
Economics
World
Governments
Cultural
Studies
(40 credits)
Science
(30 credits)
Mathematics
(30 credits)
Algebra 1
Geometry
Mathematics
Elective
Personal
Health
(20 credits)
Physical Education
Health & Fitness 1
Languages
Other than
English
(20 credits)
Creative &
Applied Arts
(10 credits)
L.O.E. Elective
L.O.E. Elective
Arts Elective
Academic Diploma with Honors: This diploma is earned with completion of all
Academic Diploma requirements and successful completion of two AP (Advanced
Placement) courses or two full IB (International Baccalaureate) courses at Higher
Level (HL).
(This is only for students graduating by June 2027.
For students graduating after 2027 see pages 83-84.)
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General
Diploma Requirements
Total 220 Credits
(170 credits of required courses below + 50 credits extra electives)
General Diploma: This diploma is earned with a minimum completion of 220 QSI
units in the following units of concentration: English - 50 units, Mathematics - 20
units, Science - 20 units, Cultural Studies - 30 units, Physical Education and Health
- 20 units, Languages other than English - 20 units , Creative and Applied Arts - 10
units, and 50 elective units.
Literature 1
Literature 2
Writing 2
Writing 1
Technology 1
World Geography
Modern World
History
Cultural Studies
Elective
Physical Science or
Science Applications
Biology or
Environmental Science
Algebra 1
Mathematics
Elective
Physical Education
Health & Fitness 1
L.O.E. Elective
L.O.E. Elective
Arts Elective
English
(50 credits)
Cultural
Studies
(30 credits)
Science
(20 credits)
Mathematics
(20 credits)
Personal
Health
(20 credits)
Languages
Other than
English
(20 credits)
Creative &
Applied Arts
(10 credits)
The General Diploma is typically available to students who experience English
language difficulties, time constraints, or other challenges that make it impractical
to pursue an Academic Diploma. IB Diploma students may choose to pursue the
General Diploma due to the additional time and academic requirements of the IB
Diploma Program. Please note that students earning a General Diploma are also
accepted at top universites around the world. Universities look for rigor in student
course work not the name on the diploma earned at the school. Consultation with
the school counselor or administration on Graduation Pathways is important to
ensure that future needs and goals of the student are planned accordingly.
(This is only for students graduating by June 2027.
For students graduating after 2027 see pages 83-84.)
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Additional Diplomas
Students in QSI schools have the opportunity to earn two additional Diplomas if they meet the
requirements of the outside issuing body. Students must meet QSI Graduation Requirements in
addition to the requirements for the additional diploma.
AP Capstone Diploma ™
To earn an Advanced Placement Capstone Diploma, AP requires students to take six AP
courses: AP Seminar, AP Research, and four other AP courses of their choosing. Students must
score 3 or higher in all 6 AP Exams. Currently 15 QSI schools offer AP Seminar and AP Research
on site. Students at other QSI schools may choose to take this program through QSI Virtual
School (QVS).
IB Diploma Programme
To earn an International Baccalaureate Diploma, IB requires students to take 6 IB courses over
a 2 year period and take externally and internally evaluated IB exams and essays. If students
meet the passing scores, IB will issue them an IB Diploma.
Students meeting QSI graduation requirements and the additional diploma requirements will be
offered two diplomas. In some cases, the AP and IB courses can substitute for QSI graduation
requirements.
Additional Credits
Often, a student enrolled in QSI will earn more than the necessary credits and requirements for
each of our diplomas. We strive to ensure that students meet our requirements but also meet
their own university and personal learning goals.
14
QSI Curriculum is developed by a trained team of QSI teachers who dedicate their time and
efforts to improving the education of our students by using time-tested pedagogy as well as
the latest research-based practices (e.g., 21st Century skills) into our carefully crafted courses.
They align the curriculum to various standards found in the United States, such as Common
Core, NGSS, etc. The textbook that support our curriculum are also from the United States.
We monitor the effectiveness of our program by considering internal feedback from our
professional educators as well as feedback from external tools such as the NWEA’s MAP Growth
assessments in Reading, Language Usage, and Mathematics. These computer-based, adaptive
assessments are given to our students in the fall and the spring. We use the data to inform our
instruction and evaluate our program.
QSI Curriculum Development
There are seven programs of study: English, Mathematics, Science, Cultural Studies, Personal
Health, Creative and Applied Arts, and Languages Other Than English (LOE). Students are
required to take courses in each program of study to graduate. These courses all encourage
our students to collaborate, think critically, communicate effectively, and use creativity in their
learning. While all the above-listed programs (except LOE) are taught in English, each QSI
school also offers various opportunities to learn additional languages. These language options
vary by school and are referred to in the course list on page 63.
Courses Throughout the School Year
What a Secondary Student Will Learn
Course Offerings by Program
15
For students to be successful in our Secondary program, they will need to be proficient in
English. To determine English level, we assess students before they enter the Secondary
program to ensure that they are placed correctly according to their English level. If students
need more time to develop their English level, our program is flexible enough to support these
students. Students not yet at the necessary English language proficiency to take Secondary
level Literature and Writing classes can enroll in the Intensive English program. This program
does not earn credits to count towards graduation requirements and is not on the official
transcript we send to universities. Progress in Intensive English can be monitored on the status
report. However, students still mastering English can enroll in courses that do count towards
graduation requirements while they are also taking Intensive English. The following programs
offer courses that do not require such a high level of English to demonstrate mastery: Creative
and Applied Arts, Personal Health, and Mathematics.
Please note that it may take more time to graduate if a student enters the school and still needs
to master English skills to be at the Secondary level. Our core graduation requirement for the
general diploma is 50 units of high-level English literature and writing.
English Language Support
Each course has a set of units outlined that need to be mastered. Subjects contain both
essential and selective units. Essential units (ex. E01, E02, E03, etc.) must be taught. Selective
units (ex. S01, S02, S03, etc.) are teacher-chosen units that fill out the course and vary from year
to year.
Curriculum Organization
Success Orientations, Social Emotional, and Child Protection
Protection Lessons (EMPOWER Program)
QSI is committed to teaching students habits and skills that help them to build character,
manage emotional and social situations, and keep themselves safe. Our EMPOWER Program
has a full range of lessons on Child Protection that we teach students of all ages. We have also
developed specific, age-appropriate lessons for Success Orientations and Social Emotional
Development. More information the EMPOWER Information Pamphlet is available at the school.
16
Course Prerequisites
A pre-requisite is a requirement before a course can be taken. Examples of pre-requisites may
include a course, skill level, minimum grade, or instructor approval. Pre-requisites are listed in
course descriptions, and students should be aware of them when making course selections.
Advanced Placement (AP)
QSI offers the Advanced Placement Program (AP), which is developed by College Board, in all
of our schools, either in-person or virtually through our online school, QVS. These internationally
recognized advanced courses are equivalent to first-year university courses and are intended
for students who possess proven ability, interest, and motivation to handle the extra workload
and study requirements. Students enrolled in AP classes are expected to complete the
corresponding College Board external exams in May. These exams are scored on a 1-5 scale.
Depending on the institution, scores of 4 or 5 can result in a college or university awarding
credit, exemption from courses, or advanced standing. Many European and UK universities
also use AP exam scores to meet entrance requirements. Students should research individual
universities to understand their policies regarding admissions criteria and potential awarding
of credit for AP courses. Students considering AP courses should seek advice from parents,
the course teacher, current students enrolled in the AP course(s) of interest, and their school
counselor or academic advisor prior to enrollment. Please note that there is a fee for each AP
exam that is paid for by the student.
17
International Baccalaureate Diploma Programme (IBDP)
Six QSI schools* offer International Baccalaureate (IB) courses and the IB Diploma Programme
(IBDP). In order to participate, a student must attend one of the QSI IB-approved schools.
This internationally recognized advanced program is available exclusively as a two-year
commitment in the Secondary III and Secondary IV years. Each course will require two years
of coursework for completion, as well as an exit exam. These exams are scored on a 1-7 scale.
IB certificates can be earned for individual courses, or students can earn the IB Diploma by
completing the full program. The IBDP requires students to participate in courses from 6 subject
groups, plus the IB Core, throughout the Secondary III and Secondary IV years. Each course
in IB has two levels of instruction offered: Standard Level (SL) and Higher Level (HL). Many
universities around the world will factor these scores into their admissions process and can
result in a college or university awarding credit, exemption from courses, or advanced standing.
Many universities around the world also use IB scores to meet entrance requirements. Students
should research individual universities to understand their policies regarding admissions criteria
and potential awarding of credit for IB certificates or the IB Diploma. Students considering IB
courses or the IBDP should seek advice from parents, the course teacher, current IB students,
the IB Coordinator, and their School Counselor prior to enrolling for Secondary III courses.
*The six QSI Schools that offer the IB Diploma Programme are Kyiv International School, QSI
International School of Bratislava, QSI International School of Haiphong, QSI International School of
Shenzhen, and Tirana International School.
18
Secondary
Courses
Offered in
QSI Schools
*The following pages show all the courses offered across QSI. Not all courses in this catalog
are offered in all QSI schools. For more information about specific courses, contact your
school directly.
19
Program of Study English
20
English Pathways & Courses
QSI offers a variety of English courses to meet graduation requirements in addition
to offering a variety of options for study. Below are some example pathways from
the English program that students might take to earn an Academic Diploma (one
of the three types of graduation diplomas offered by QSI). Please refer to the
Graduation Requirements section of this document for the courses required for
each diploma. Elective and AP courses provide flexibility in how students can
meet graduation requirements and university/personal goals. Students should
coordinate with the school counselor or designated graduation advisor to ensure
they take the courses required to graduate with their chosen diploma. Please
note that not all QSI schools offer the IB Diploma Programme.
All courses are full-year, completing 10 units of study unless otherwise
indicated in the course description. Ten units = 1 Carnegie Unit (which is
equivalent to 1 US High School credit)
Literature 1
Secondary I
Secondary IV
Secondary III
Secondary II
Pathway 1
Pathway 2
IB Pathway
Literature 2
Writing 2
Literature 2
Writing 2
American
Literature
British Literature
Research
Writing 1
AP Language &
Composition
AP Literature &
Composition
IB Language
& Literature*
IB Language
& Literature*
IB Literature*
IB Literature*
Literature 1
Writing 1
Literature 2
Writing 2
Literature 1
Writing 1
AP Seminar+
AP Research+
Genre Studies
Creative Writing
Media &
Publications
Study Skills
Electives
(Can be taken any year)
Research
+AP Seminar and AP Research are required courses of the AP Capstone Diploma.
*See page 16 for schools that offer IB Diploma Programme..