How mastery works

A lesson is not finished when the clock runs out, and a subject is not finished when the term ends. Each lesson teaches one clear objective, and a child moves on from that objective when it is secure, not when a set number of hours has passed.

Some ideas take a child a day. Others take three weeks. The timetable gives each subject its regular time; how far a child moves within that time depends on what they have mastered. A quick week and a slow week are both normal.

A child who is ready for more is not held back to wait for a class, and a child who needs longer is not pushed on with gaps.

Getting an answer right once is not mastery. The record holds dated notes from the adult and photographs of written work, so a decision can always be traced back to what the child actually did.

1. Scheduled

   The objective has lessons planned, in an order that respects what it builds on.

2. Developing

   The child is learning it. Evidence is gathered lesson by lesson, including what still needs help.

3. Mastered

   Independent evidence on two different days, and a person’s decision.

If a later check shows an idea has slipped, the objective is marked for reteaching. The record adds the new decision; it never erases the history.

Lessons are written so that a parent or tutor can teach well without being a specialist in every subject.

A preparation card

What to gather and set up before the child sits down.

A script for each part

What to say and do, part by part, in order.

Instructions at three reading levels

The child reads the version that matches their reading, not their age.

Common errors

What you will see, what it means, and what to do about it.

Success criteria

In plain language, so everyone knows what secure looks like.

When to stop

Clear signs for pausing, and when to get help.