Towards Effective and Transferable Learning in Secondary School: the development of an approach based on mastery learning

Abstract

This article describes ways in which teachers, supported by two university lecturers, attempted to secure effective learning for all their pupils. After considering relevant literature, teachers chose to explore the mastery learning model and were successful in using it in two short units of subject‐specific work. To maximise the benefits of a second cycle of work on the issue, teachers concentrated on developing mastery learning approaches to transferable elements of the curriculum. They generally agreed that these provided powerful ways of encouraging effective transfer of teaming; they encouraged cooperation amongst staff from different disciplines, led to a consistent approach for pupils, and provided a context in which in‐class special needs support could be effectively deployed. Pupils reported that the approaches were successful. Some teachers of English remained sceptical about the validity of mastery learning for some aspects of their subject. Some insights into processes of change in secondary schools are also provided.