The MSA PS curriculum system advocates expeditionary learning and a return to real-life experiences, enabling learners to grow through authentic challenges and hands-on activities. The curriculum emphasizes the creative use of teaching materials and methods to maximize learners' enthusiasm for independent participation and active inquiry. It fosters curiosity and a desire for knowledge across various subjects and fields, highlights inquiry-based learning, research-based learning, and collaborative learning, and strengthens critical thinking and interdisciplinary perspectives.
Middle school courses are designed to provide learners with fundamental academic knowledge and skills in key subject areas, building a solid academic foundation. At the same time, we encourage learners to see the connections between multiple fields and offer opportunities for exploration and hands-on experiences based on real-world problems.
Subject System Courses are designed on the basis of National Compulsory Education Curriculum Standards, Common Core State Standards and the competency model of MSA PS. Subject System Curriculum is composed of traditional subject courses， which include Chinese Language Art (CLA), English Language Art (ELA), Math.
It emphasizes the creative use of teaching materials and teaching methods, stimulates learners' enthusiasm for independent participation and active inquiry to the maximum extent, cultivates learners' curiosity and thirst for knowledge in various disciplines and fields, emphasizes inquiry learning, research learning, cooperative learning, and strengthens critical thinking and interdisciplinary vision. MSA PS evaluates our learners from three parts in the Subject System Curriculum: Performance assessments, ongoing evaluations, and written tests for core subject courses (MAP test).
(Cultural confidence, language use, thinking ability, aesthetic creation)
In the CLA curriculum system, we design the curriculum content for G1-G4 based on the Chinese National Curriculum Standards. Learners in each grade will learn through autonomous, cooperative, and exploratory learning methods in their specific Chinese language learning task groups. In addition, the curriculum focuses on shaping cultural confidence and improving literacy, such as setting up recitation sections of Chinese classics and Chinese Sinology classes, so that learners can feel the rhythmic beauty of Chinese and the charm of Chinese Sinology.
(Academic development, mathematical thinking, bilingual education, personalized teaching)
The primary school mathematics curriculum focuses on academic development and emphasizes the cultivation of mathematical thinking and competency. It adopts bilingual teaching with equal emphasis on Chinese and English, and the textbooks are mainly refer to Math in Focus and People's Education Press textbook. Educators will divide the progress according to the grade level. Lower grades focus on establishing mathematical vocabulary cognition and understanding mathematical strategic thinking through analogy in real life, while higher grades will delve into specific fields such as operation rules, integer fractions, measurement and analysis.To enrich the personalized learning experience of learners, online course resources such as IXL have also been introduced.
(Balanced literacy, language thinking, oral environment)
ELA in Primary School is an important step for learners to adapt to the Internationalization teaching environment, and it is the establishment period of English language thinking, which requires comprehensive and balanced development of listening, speaking, reading and writing.
We design corresponding reading and writing modules based on the Chinese national curriculum standards and refer to the teaching methods of the US Common Core State Standard. We also introduce rich teaching resources such as Reading Street, Raz, and Epic, and create a pure English expression environment through classroom group discussions, English Q & A.
The Specialist Courses consist of four courses: Visual Arts, Performing Arts, Physical and Health, and Library course. Each subject group is developed, designed, and implemented based on the Chinese national curriculum standards and other teaching methods.
The Visual Arts combines Chinese and foreign curriculum standards to enable learners to understand domestic and foreign art works and related customs and traditions, learn about painting, printmaking, sculpture, weaving, tie-dyeing, design thinking, animation and other aspects, and continuously exercise their creativity, listening, observation, cooperation, time management and other abilities. Moreover, Visual Arts is integrated with integrated Unit courses and STEM disciplines to assist learners in creating artwork. Their works will appear on yearbook covers, campus art exhibitions, classrooms and campus visual decorations.
The Kodály philosophy adopted in the Performing Arts curriculum believes that music education should be rooted in society and culture. Therefore, in the course, learners will start with folk music and establish music concept knowledge and aesthetic ability through music dictation, vocal rehearsal, music games, musicals, etc. Educators will introduce the Germany Orff teaching method for teaching. That is, using Orff instruments to guide learners to create based on their own feelings. Learners will gain relevant experience by playing instruments, combining dance movements, and musicals.
The teachers of Moonshot Academy Sports Group believe that "every learner has a favorite sport, and helping them find this sport will be the best support to help them maintain their exercise habits in the future." The school offers 5 sessions of 60-minute Physical and Health classes every week, covering basic activities, track and field, ball games, physical fitness activities, outdoor activities, etc. The design of curriculum activities focuses on cultivating learners' physical skills, exercise habits, physical fitness and coordination abilities, while also emphasizing the shaping of values such as morality and responsibility, as well as the improvement of abilities such as cooperation, judgment, and sports aesthetics in activities. At the same time, a rich array of elective sports courses are offered in the after-school club.
The library course is combined with English language Arts and Chinese language Arts, consisting of three parts: "Library Core Competency Course", "Subject Reading Extension Course", and "Self-Reading Practice Course". From the three directions of skill cultivation, subject expansion, and reading practice based on personal interests, learners with a broad vision and independent exploration spirit are ultimately cultivated.
The Theme Project Course is an interdisciplinary and comprehensive discipline that primarily cultivates the literacy and skills of learners in community responsibility. Based on the developmental characteristics of learners at different grade levels, annual themes are determined for each grade. These annual themes are divided into smaller modular tasks from two directions: natural science and social science. Through completing these smaller tasks, learners deepen their understanding of the themes and attempt to answer higher-order philosophical questions related to the themes. At the same time, the thematic project course also creates opportunities for learners to connect with the real world, allowing them to discover real-world problems and try to answer or solve these problems.
Integrated Unit , as the main interdisciplinary courses of Theme Project Courses, carry the teaching objectives of both social science and natural science courses. The annual theme for the whole school year is divided into two projects based on social science and natural science as the main threads. The projects rely on the annual major theme, and each project is centered around a core question. During the inquiry process of learners, they form their own understanding of the core question and carry out deeper questioning at the level of children's philosophy. The aim is to cultivate learners' critical thinking and problem-solving abilities. The project courses will drive learners to complete autonomous learning through the three key elements of "teaching, learning, and evaluation." This is mainly reflected in: clear individual learning goals for learners, diverse teaching methods, and performance assessment based on goals.
Social study projects: Laughter Project
Science projects: Building a playground
Part 1: Getting to Know the Amusement Park Develop basic knowledge about amusement parks and create a mini-book introducing them.
Part 2: Learning about Recycling Learn how to recycle materials and use everyday items to build an amusement park.
Part 3: Establishing Basic Rules for the Amusement Park Understand the importance of rules and explore different rules that can be applied in amusement parks.
Part 4: Understanding Happiness Investigate the causes of happiness and explore elements that can trigger joy. Complete a "Laughter Portfolio" and bring it to places in the community that need laughter.
Social Study Project: World Expo
Science Project: Science Fair
Part 1: Understanding Different Restaurants and Food Types
Learn about various types of restaurants and their food categories, study the nutritional components of food, and understand the functions of different nutrients. Be able to create a balanced meal plate and conduct a presentation on dietary safety.
Part 2: Exploring International Food Habits and Cultural Connections
Study the eating habits and signature dishes of different countries, as well as their unique food markets. Be able to prepare signature dishes from various countries, establish connections between food and cultural contexts, and present these connections through a display.
Part 3: Learning about Plant Structures and Environmental Interactions
Gain deeper knowledge of plant structures and their relationships with the environment. Learn to conduct scientific investigations and understand the process of plant pollination.
Part 4: Recognizing Plant Varieties and Growth Processes
Identify different types of plants and document their growth processes through scientific observation and recording. Study the relationship between plants and pollinators, understand the essential elements for plant growth, and design an educational exhibition.
Social Study Project: Meet Heros Wax Museum
Natural Science Project: Biomimicry Design Launch Event
Part 1: Exploring Heroes in Chinese Myths and History
Understand the stories of heroic figures in Chinese mythology and history, and redefine the concept of courage. Be able to create a "National Treasure File" that tells stories of heroes from different eras through the lens of cultural relics.
Part 2: Understanding Western Hero Stories and Creating a Comic Book
Learn about Western hero stories and how to create a comic book. Attempt to complete your own hero-themed comic story. By comparing Chinese and Western heroism and spirit, develop your own understanding of courage.
Part 3: Exploring the Natural World
Learners step out of the classroom and into real natural environments to explore the natural world and discover its diverse aspects. Understand the characteristics of different plants and animals, and create a simulated ecosystem in a bottle.
Part 4: Designing for Release and Prototyping
Through the analysis of the characteristics of plants and animals, learners engage in biomimicry design studies. They design and create prototypes based on real-world issues identified through research, and organize a launch event to showcase their work.
Social Study Project: Tribes Research
Natural Science Project: Future Town
Part 1: Exploring Urban and Community Functions
Understand the various functional departments in cities and communities, get to know people in different professions, and gain an understanding of the internal systems that make a community work. Create a hand-drawn city map with a story.
Part 2: Investigating Tribal and Communal Patterns in Different Cultures
Learn about tribal and communal living patterns in different countries and cultural contexts. Choose one of these patterns that interests you, conduct research on it, and present your findings.
Part 3: Introduction to Sustainable Development and Community Ecology
Gain a preliminary understanding of the concept of sustainable development and the ecological environment of communities. Attempt to write an environmental survey report, explore sustainable development issues in the community, and investigate sustainable development from the perspectives of waste sorting and the use of sustainable energy.
Part 4: Discovering High-Tech in Daily Life and Designing a Modern Smart Town
Identify high-tech applications around us, understand how technology changes life, and try to use high-tech to design a modern smart town.
The goal of the STEAM course at MSA Primary School is to provide students with a platform for comprehensive development, enabling them to flexibly apply interdisciplinary knowledge, solve problems creatively, and possess key skills to meet the needs of future society. The curriculum emphasizes practical operation and creative expression. In the process of solving real-world problems, students can not only apply scientific principles and technological tools but also leverage artistic creativity to enhance the aesthetic appeal and expressive power of their designs. Through this integrated learning, students can develop their abilities on multiple dimensions, including critical thinking, communication skills, collaborative abilities, and the capacity for lifelong learning.
MSA PS proposes two ELP per year, which will be in Spring and Autumn semester. The ELP is combined with the theme of Integrated Unit, for the purpose of in-depth experience and exploration of learners.
In order to ensure safety, the study location will also be adjusted according to the age of the learners. Lower grade learners mainly take on Beijing projects, and senior learners involved in outside Beijing projects need to get confirmation from the participants. For learners who voluntarily give up outside Beijing projects, MSA PS provides on-campus courses. All project expenses within Beijing are borne by the school, and learners should pay for projects outside Beijing. All program fees are used for learners' research, and the school does not charge extra fees.
First Semester Inquiry Theme: Dream Toy Factory
Exploration Experience: Understand the process of a product from user needs to product design to prototype iteration. Through real on-site exploration and interviews, try to discover the design strengths and issues of playgrounds from a designer's perspective. Bring the design ideas back to hands-on experience, and create a toy or experiential game targeted at a specific user group.
Second Semester Inquiry Theme: Super Clean Living
Exploration Experience: Learn about the bacteria and microorganisms around us, study their relationship with daily life, understand the three states of matter and conduct experiments on the conversion between these states. Choose sustainable and environmentally friendly raw materials to make handmade cleaning products.
First Semester Inquiry Theme: Little Chinese Chef
Exploration Experience: Understand the concept of healthy eating, learn the relationship between diet and physical health, explore geography and diet, and become familiar with the dietary cultures of different regions in China. Visit a farm to experience the process from farm to table firsthand. Create a "Chinese Food Street."
Second Semester Inquiry Theme: Magician of Sound, Light, and Shadow
Exploration Experience: Explore sound, light, and shadow, understand the changes of light and shadow in daily life, and as a magician to showcase the variations of sound, light, and shadow. Visit a film museum to observe the interplay of sound, light, and shadow, and experience the changes of shadow and light in a VR lab.
First Semester Inquiry Theme: If National Treasures Could Speak
Exploration Experience: Courage is inseparable from people, so historical heroes are a necessary path for us to explore courage. For this field trip, learners will focus on the origins of Chinese civilization in Luoyang, Henan, exploring the Erlitou cultural site to understand the historical stories behind artifacts and the heroic tales from the era they represent. At the same time, they will observe the various tools and great inventions humans have used in the process of exploring the world. After the experiential learning, learners will attempt to "recreate" their favorite artifacts in their own way and write about the stories behind them, narrating the heroic tales from that historical period.
Second Semester Inquiry Theme: Engineers in the Kitchen
In the "Engineers in the Kitchen" project, third-grade learners transform into little engineers. By observing and researching real problems in the kitchen, they design and create time-saving and labor-saving kitchen tools. From data collection and prototype design to testing and improvement, they experience the entire process of engineering design and showcase their creative results at the final product launch. The project emphasizes interdisciplinary integration, fostering learners' ability to solve real-world problems and their spirit of teamwork.
First Semester Inquiry Theme: Exploring the Town
Exploration Experience: Learners will visit the ancient town of Jingdezhen in Jiangxi Province, a town with a thousand-year history. They will explore the town's development from various aspects, such as history, culture, economy, customs, and tourism. They will interview porcelain artisans to understand the collaborative models among people and how a craft becomes the symbol of a city. Armed with their discoveries, learners will attempt to create a city map that captures the memories of its people.
Second Semester Inquiry Theme: Memory World Project
Exploration Experience: In the "Memory World" project, fourth-grade learners will explore the application of artificial intelligence in the inheritance of family memories. As creators of digital memories, learners will collect and organize materials such as voices, images, and handwritten texts of their relatives, and use AI technology to generate digital lifeforms of their families. Learners will undergo the complete process from memory collection, data organization, AI synthesis, ethical evaluation to final storage and presentation, understanding the potential and challenges of AI technology while discussing ethical and privacy protection issues. Ultimately, each learner will complete a personalized "Digital Life Capsule" to store their family memories.
The Extended Learning Course is based on the concept of whole-person education, the course comprehensively cultivates learners' abilities in technology, art, sports and life skills, and promotes learners' development in health, aesthetics, creativity and teammwork. The courses follow the cognitive characteristics and individualized learning needs of learners at different grades, and promote the individualized development of learners by setting up the curriculum structure to meet the diversified needs of learners.
First Semester Experience Theme: Playground Construction
Second Semester Experience Theme: Comedy Performance
Special Features of Teaching:
First Semester Experience Theme: Intangible Cultural Heritage (ICH) Inheritance
Second Semester Experience Theme: Planting Course
Special Features of Teaching:
First Semester Experience Theme: Outdoor Survival
Second Semester Experience Theme: Wilderness Architecture
Special Features of Teaching:
First Semester Experience Theme: Urban Planning
Second Semester Experience Theme: Simulated Restaurant
Special Features of Teaching:
Recognize yourself, connect with others, and serve the community
"Childhood sets a base color for a child's life, and the Social Emotional Learning (SEL) course hopes to add some flexibility within this base color, so that children are prepared with mentality, cognition, perception, and ability when facing different tensions."
「Social emotional ability = self-awareness and management + social awareness and ability + responsible decision-making」
This formula points out the core concept of social-emotional learning, which is to make appropriate social-emotional behaviors based on the recognition of oneself and others. In the SEL classroom of Moonshot Academy, this abstract concept will be transformed into specific topics, such as good habits, family, learning methods, etc. in lower grades; team collaboration, online citizenship, adolescence, and other topics in higher grades. In specific topics, learners' empathy, curiosity, courage, collaboration, responsibility, patriotism, international understanding, and cultural confidence are cultivated. SEL is designed in combination with the physical and mental development of primary school learners, self-direction and social responsibility, UNICEF social-emotional learning project and national moral education work guide, and adopts a spiraling curriculum system.
Monthly Theme: Loving Myself
Grade 1: My Traits, My Strengths, My Worries, Stop and Think
Grade 2: My Uniqueness, Believe in Myself, Stay True to Myself, Relax Myself
Grade 3: I Am Unique, I Can Do It, Everyone Has Worries, Learn to Relax
Grade 4: Loving Myself, I Can Do It, Complex Emotions, Stay Calm
Monthly Theme: The People Around Me
Grade 1: People Who Matter to Me, Being Proud of Others, Emotional Relay, Facing Goodbyes
Grade 2: Caring for Others, Being Proud of Others, Managing Loneliness, Facing Goodbyes
Grade 3: Special People, Understanding Guilt, Learning to Make Amends, Taking Responsibility
Grade 4: Special People, Feeling Loss, Facing Goodbyes, Coping with Hurt
Monthly Theme: Our World
Grade 1: My Family, Safety and Health at Home, Safety Comes First, Where I Live
Grade 2: We Are in Public Places, Safety Helps Me Grow, Our Holidays, My Hometown
Grade 3: My Hometown, Our School, Understanding the World, Mother Earth
Grade 4: What Is a Hometown, People from All Walks of Life, Human Civilization, Protecting the Earth
Monthly Theme: Embracing New Changes
Grade 1: Emotional Changes Brought by Change, Changing Over Time, Changes Happen
Grade 2: Our Habits, The Journey of Life, My Growth
Grade 3: Positive Changes, Changing Perspectives, Courage to Try
Grade 4: Unwelcome Changes, The Benefits of Change, Changing Emotions and Behaviors
Foundational Courses are designed to build essential academic skills and knowledge, ensuring learners have a strong educational base. They include core subjects that are fundamental to further learning.
Our ELA courses are aimed to cultivate a profound appreciation for literature and effective communication skills in our learners. We believe that mastery of the English language is fundamental to understanding the world and expressing oneself clearly and creatively.
In the ELA Department, we believe that language arts is not just about reading and writing, but about understanding human experience and expressing oneself clearly and creatively. Our mission is to inspire a lifelong love of literature and to cultivate articulate, thoughtful, and empathetic communicators.
We integrate diverse literary works, including classic and contemporary texts, to provide learners with a broad perspective and a deep understanding of different cultures and viewpoints. Through differentiated instruction and personalized learning plans, we address the unique needs and strengths of each student, guiding them to achieve their full potential in language arts.
1. Standard：Common Core State Standard-Massachusetts
2. Language of Instruction: English
3. Departmental Transferable Skills ：Writing Communication, Oral Presentation, Culture Diversity
4. Artifact Type: Writing Communication, including Informational Writing, Narrative Writing, Persuasive Writing, Argumentative Writing, Poetry
5. Differentiation Requirement: MAP Language Usage & Reading; Final Grade
6. Differentiation Strategy:
7. Grade Weighting：(TBC)
Class Performance: 10%
Assignments/Quizzes: 30%
Summative (Unit Tests/Mid-Term/Final Exam): 30%
Performance Assessment: 30%
The Grade 5 English course is designed to build foundational literacy skills, critical thinking abilities, and a love for reading and writing in learners. The curriculum integrates a balanced approach to language effective communication skills. By engaging with diverse texts, practicing critical thinking, and honing language arts skills, learners are prepared to succeed academically and develop a lifelong love for learning and literature.
The Grade 6 English course builds upon foundational skills acquired in earlier grades, focusing on developing more advanced literacy abilities. Learners engage with a variety of texts, both literacy and infoational, to enhance their comprehension, analysis, and interpretation skills. This course also emphasizes writing proficiency across different genres, vocabulary development, grammar and language conventions, and contexts, aiming to equip learners with the communication skills, critical thinking, and analysis necessary for academic success and beyond.
The Grade 7 English course is designed to build upon foundational literacy skills acquired earlier grades and prepare students for more advanced academic challenges. Learners delve deeper into literature analysis, focusing on more complex texts and genres. This course also emphasizes argumentative writing, research skills, language study, and listening and speaking, aiming to equip learners with the communication skills, critical thinking, and analysis necessary for academic success and beyond.
The Grade 8 English course is designed to build upon foundational literacy skills acquired earlier grades and prepare students for more advanced academic challenges. Learners explore more sophisticated literary works across different cultures and time periods. This course also emphasizes refining writing skills across various genres, research skills, media and digital literacy, language, vocabulary study, listening, and speaking, ensuring learners develop increasingly sophisticated skills and abilities, preparing them for academic success and lifelong learning.
Our Chinese Language Arts courses are based on the national compulsory education standards and incorporates the MSA competency model. We use theme-based units connected by performance tasks to comprehensively enhance learners’ language abilities and literary literacy. By integrating learning content around specific themes, learners can deeply understand and master knowledge within a complete learning process.
We particularly emphasize reading and appreciating Chinese classical literary works, such as “The Analects” and “Journey to the West,” to help learners understand the profound heritage of Chinese culture. Additionally, we integrate Chinese calligraphy into our curriculum to cultivate an appreciation for this traditional art form, further enriching students’ cultural understanding and fine motor skills.
1. Course Standard: Chinese National Curriculum Standards
2. Language of Instruction: Chinese
3. Department Target Transferable Skills: Critical Reading, Writing Communication, Creative Expression, Cultural Identity
4. Artifact Types:
Critical Reading: Reading Logs, Text Analysis
Writing Communication: Narrative Writing, Expository Writing
Creative Expression: Oral Presentation, Performing Arts Expression
5. Differentiation Standard: Native and Non-Native Speakers
6. Differentiation Strategies:
Tiered Instruction: Learners are divided into native and non-native speaker classes based on their language proficiency to provide more targeted teaching content and methods.
Flexible Grouping: Flexible grouping within the classroom based on learners ' interests and abilities for group discussions and collaborative learning to promote interaction and deep learning.
Diverse Teaching Resources: Providing various forms of teaching resources, including books, videos, and online learning platforms, to meet the different learning styles and needs of learners .
7. Grading Weighting:
Formative Assessment: 40%
Tests (including mid-term and final): 20%
Class Performance: 10%
Performance Assessment Tasks: 30%
Chinese language Arts course in this semester will uphold the humanistic spirit of "writing carries the Tao, personal observation, and contemplation of things". The main text materials will be selected from the fifth-grade Chinese textbook compiled by the Ministry of Education, divided into eight topics for learning and exploration, including novels, prose, poetry, expository essays, etc. While cultivating learners' basic knowledge and skills in Chinese language and literature, it will also enhance their aesthetic ability, thinking ability, and cultural cognition, laying a foundation for the next junior high school study. In addition, this semester, Mr. Lao She's "Biography of Niu Tianci" will be used as the reading material, and a reading log will be written for each chapter based on careful reading, ultimately forming a complete reading manual and understanding of the entire book.
Chinese languageArts course in this semester will uphold the humanistic spirit of "literature carries the Tao, personal observation, and contemplation of things". The selected articles from the sixth-grade Chinese textbook compiled by the Ministry of Education will be the main text materials, divided into four topics for learning and exploration. This will enable students to deeply understand the formation and development of literature in different literary themes, and lay a foundation for the next junior high school study. The core of the Chinese language and literature course is the "way of literature and history" in Chinese culture. "Literature" records the past, while "history" guides the way of recording the past. The two complement each other and together present us with the way of remembering Chinese culture.
In order to help learners explore the wisdom of the world of literature and history, the sixth grade Chinese class will lead learners to experience the charm of Chinese literature from four topics: "Empathy in Scenery", "Childhood World", "Common Affairs", and "Dialogue between Ancient and Modern". The sixth grade Chinese aims to cultivate learners' basic knowledge and skills of Chinese language and literature, and enhance their aesthetic ability, thinking ability, and cultural cognition.
Chinese languageArts course in this semester will uphold the humanistic spirit of "writing carries the Tao, personal observation, and contemplation of things". The selected articles from the seventh-grade Chinese textbook will be the main text materials, divided into six topics for learning and exploration, namely "Four Seasons Scenery", "Beautiful Family Love", "Learning Life", "Meaning of Life", "Humans and Animals", and "Wings of Imagination". While cultivating learners' basic knowledge and skills of Chinese language and literature, it will also enhance their aesthetic ability, thinking ability, and cultural cognition. At the same time, using "Journey to the West" as the reading material for the entire book, on the basis of writing reading logs, creative narrative writing exercises for rewriting and continuation are carried out, producing a collection of works called "More Difficulties", and turning excellent works into scripts to form a performance team for stage performances.
Chinese languageArts course in this semester will uphold the humanistic spirit of "writing carries the truth, personal observation, and contemplation of things". The selected articles from the eighth-grade Chinese textbook will be the main text materials, divided into four topics for learning and exploration. This will enable students to deeply understand the formation and development of Chinese literature and characters in different literary themes, and lay a foundation for entering the "Boya Course" in the ninth grade. In order to help learners explore the wisdom of the world of literature and history, the eighth-grade Chinese course will lead learners to experience the power of Chinese language and characters and the charm of Chinese literature from four topics: "having substance in words", "investigating things to gain knowledge", "understanding people and reading the world", and "dialogue between ancient and modern times", and lay a good foundation for future language and character learning in all aspects.
Our middle school mathematics course aims to inspire learners to understand and appreciate the beauty and utility of mathematics. We view mathematics as a powerful tool for comprehending natural and human phenomena. Our goal is to equip learners with a range of mathematical competencies, including logical reasoning, mathematical operations, data analysis, mathematical modeling, and the use of appropriate tools to solve theoretical and practical problems. Through differentiated instruction, we help learners steadily enhance their mathematical abilities at each stage of their learning journey.
Learners will not only learn basic mathematical knowledge and skills but also explore the application of mathematics in daily life and scientific fields. We emphasize the importance of independent thinking and problem-solving. Through hands-on activities and project-based learning, learners will apply mathematical theories to real-world challenges. In the classroom, learners share their thoughts and solutions through group discussions and collaborative projects, thereby enhancing their teamwork and communication skills.
To meet the diverse needs of learners , we use tiered instruction methods, with regular assessments and feedback, ensuring each learner makes progress. Whether learners need extra support or more challenges, we provide the appropriate resources and guidance.
1. Course Standard: Integrated with Common Core State Standards(Massachusetts) and Chinese National Standards.
2. Language of Instruction: English & Chinese
3. Departmental Transferable Skills: Asking Questions, Planning and Carrying Out Investigations, Organizing and Representing Information, Identifying Patterns and Relationships, Interpreting Data/Information to Make Valid Claims
4. Artifact Type: Exploration Report
5. Differentiation Requirement: MAP Math test and final grade report for each semester
6. Differentiation Strategy:
Tiered Assignments: Creating assignments at varying levels of difficulty to accommodate different learnerskill levels and ensure appropriate challenges.
Flexible Grouping: Organizing learners into groups based on their current understanding of the material, allowing for more tailored instruction and peer learning.
Scaffolded Support: Offering additional resources and support for learners who need it, while allowing more advanced learners to pursue more independent and challenging tasks.
7. Grading Weighting：
Class Performance 10%
Assignments / Quizzes 30%
Summative Assessment (Unit Test / Final Exam) 30%
Performance Assessment 30%
The G5 Mathematics course is designed to deepen students' understanding of mathematical concepts, which emphasizes problem-solving, critical thinking, and visual learning. In this course, students build on their foundational skills by exploring more advanced topics such as fractions, decimals, geometry, and algebraic thinking. The curriculum is structured to encourage students to move from concrete examples to pictorial representations and finally to abstract reasoning, ensuring a thorough grasp of each concept. Through a blend of direct instruction, hands-on activities, and practice, students are equipped with the skills they need to solve complex problems and apply mathematics to real-life situations, preparing them for success in higher-level math.
The G6 Mathematics course guides students through a deeper exploration of mathematical concepts with a focus on problem-solving and analytical thinking. Students transition into more complex topics, including ratios, percentages, algebraic expressions, and introductory geometry. The curriculum emphasizes the use of visual models, such as bar models and number lines, to help students understand abstract concepts and make connections between different areas of math. Through a balance of guided instruction, collaborative learning, and independent practice, students develop the skills necessary to tackle more advanced mathematics with confidence, setting a strong foundation for middle school and beyond.
The G7 Mathematics course is designed to further students' mathematical understanding.
Students delve into more advanced topics such as linear equations, inequalities, and geometric concepts like the properties of triangles and circles. The curriculum emphasizes critical thinking, problem-solving, and the application of mathematical concepts to real-world scenarios. Students are encouraged to use visual models, such as algebra tiles and geometric diagrams, to bridge the gap between concrete understanding and abstract reasoning. By the end of the course, students will have a solid grasp of key pre-algebra concepts, equipping them with the skills necessary for success in higher-level math courses, including algebra and geometry. The curriculum's structured approach ensures that students are not only able to solve problems but also understand the underlying principles that govern mathematical relationships.
The G8 Mathematics course marks a pivotal transition from concrete understanding to abstract thinking, laying the foundational blocks for future mathematical endeavors. In this course, you will delve into key topics in Geometry and Algebra, deepening your understanding of mathematical concepts. Throughout the year, you'll engage in a variety of activities, including solving real-world problems, participating in group discussions, and collaborating on projects. These experiences are designed to not only reinforce your mathematical knowledge but also to develop your critical thinking and problem-solving skills, preparing you for more advanced studies in mathematics.
These courses integrate multiple disciplines, offering a holistic understanding of complex topics and encouraging learners to see the connections between different fields of knowledge.
Our middle school science course aims to ignite a passion for scientific inquiry and exploration in our learners . We view science as a powerful tool for understanding and interacting with the natural world. Our goal is to equip learners with a range of scientific competencies, including critical thinking, experimental skills, data analysis, and the ability to use scientific models and tools to solve both theoretical and practical problems.
To achieve this, our curriculum is designed to be hands-on and inquiry-based, allowing learners to engage deeply with scientific concepts through experiments and real-world applications. We emphasize the importance of curiosity and encourage our learners to ask questions and seek evidence-based answers. By exploring various branches of science—such as life science, physicial science, and earth and space science—learners gain a comprehensive understanding of the natural world and the principles that govern it.
1. Course Standard: Next Generation Science Standard
2. Language of Instruction: G6 English & Chinese；G7 & G8 English
3. Departmental Transferable Skills：
Asking Questions
Predicting/Hypothesizing
Planning and Carrying Out Investigations
Interpreting Data/Information to Make Valid Claims
Constructing an Evidence-based Explanation
4. Artifact Type: Exploration Report
5. Grading Weighting:
Assignments: 30%
Formative:10%
Summative: 20%
Class Performance: 10%
Performance Assessment: 30%
The Grade 5 Science offers students an engaging and comprehensive exploration of key scientific concepts across several domains. Throughout the academic year, students will delve into Engineering and Technology, Matter, Energy and Matter in Organisms, Energy and Matter in Ecosystems, Systems in Space, and Earth’s Systems. The course emphasizes hands-on learning, critical thinking, and real-world applications, preparing students to understand the interconnections between different areas of science.
The Grade 6 Science course is designed to provide students with a comprehensive understanding of biology, chemistry, and physics. Throughout the course, students will explore various concepts, including the characteristics of life, the ecosystem, properties of matter, interactions between objects, energy transfer, and the solar system. Students will actively apply their learning and develop critical thinking and collaborative skills by engaging in inquiry activities and projects.
The grade 7 science course aims to introduce students to the 5 main values of teaching and learning science – International dimensions, Aesthetic dimension, ethical dimension, investigation and collaboration, through 5 major content areas – Understanding the bonding in compounds and elements, Study of wave characteristics, Newton’s 3 laws of motion, 5 major human body systems, and Plants role in sustenance of life. This course is also used to enhance the skills and attitudes learned in Science in grade 6 and as another stepping stone in developing knowledge points to provide a meaningful foundation for further study of science.
In Grade 8, students will learn about science through various activities, investigations, engineering design, class discussions, multimedia presentations, and electronic research. The goal of the course is to provide a wealth of hands-on experience for students to cultivate love for the subject. Courses include Scientific Principles, Matter and its interaction, Energy, Motion and Force, Waves, and Geologic Changes.
Our middle school social science course aims to inspire learners to understand and appreciate the complexities and dynamics of human societies while cultivating learners who fulfill the MSA competency model. We view social science as a powerful tool for comprehending cultural, economic, political, and historical phenomena.
Our goal is to equip learners with a range of social science competencies, including critical thinking, analysis of historical events, understanding of cultural diversity, and the ability to use social science methods and tools to investigate and address real-world issues.
1. Course Standard: Integrated Chinese National Standards and C3 Framework
2. Language of Instruction: G6 Chinese; G7 English & Chinese; G8 English
3. Departmental Transferable Skills:
Sourcing Related:
Selecting Sources
Contextualizing Sources
Compare and Contrast
Synthesizing Sources
Academic Writing Related:
Argumentative Claim
Selection of Evidence
Explanation of the Evidence
Integration of Evidence
Organization
Introduction & Conclusion
Social Related:
Civic Identity
Cultural Diversity
4. Artifact Type: Sourcing and Argumentative Writing
5. Grading Weighting:
Assignment 25%
Quizzes & Tests 30%
PA 35%
Participation 10%
Our Grade 5 Social Studies course is designed to ignite curiosity and a deep appreciation for the early stages of human history and the development of civilizations across the globe. This course serves as a gateway for young learners to explore the complex and interconnected nature of human societies, while also fostering the skills and competencies outlined in the 5th Grade AREO Social Studies Curriculum Framework.
Through engaging lessons and interactive activities, students will develop a strong foundation in Social Studies competencies, including critical thinking, historical reasoning, geographic awareness, and information analysis. They will learn to appreciate cultural diversity and understand the significant impact of historical events on the modern world. Our goal is to equip students with the knowledge and skills to analyze and interpret the past, empowering them to make informed decisions and address real-world issues with a well-rounded perspective.
Here are the fascinating topics we’ll explore this year:
1. Early Peoples
2. Beginnings of Civilization
3. Ancient Egypt and Judaism
4. Early Indian Civilization
The course will be based on the MSA competency model and rubrics, focused on ancient Chinese history and geography, with the goal of cultivating students' social science thinking and exploration ability, and exercising students' writing and communication skills. After the exploration of "How nations are created and developed", learners will be able to read historical charts, correctly calculate historical years, describe relevant historical events more clearly, and initially express their views in writing.
Our middle school social science course aims to inspire learners to understand and appreciate the complexities and dynamics of human societies while cultivating learners who fulfill the MSA competency model. We view social science as a powerful tool for comprehending cultural, economic, political, and historical phenomena. Our goal is to equip learners with a range of social science competencies, including critical thinking, analysis of historical events, understanding of cultural diversity, and the ability to use social science methods and tools to investigate and address real-world issues.
The Grade 7 curriculum included:
Chinese Modern History
Chinese contemporary History
First Wave of Civilizations
Classical Greece
Rome
The Rise of Islam
Medieval Europe
Our middle school social science course aims to inspire learners to understand and appreciate the complexities and dynamics of human societies while cultivating learners who fulfill the MSA competency model. We view social science as a powerful tool for comprehending cultural, economic, political, and historical phenomena. Our goal is to equip learners with a range of social science competencies, including critical thinking, analysis of historical events, understanding of cultural diversity, and the ability to use social science methods and tools to investigate and address real-world issues.
The Grade 8 curriculum included:
Medieval China
Medieval Africa
Revolutions of Thought
Political Revolutions
Industrial Revolution
Colonialism and Imperialism
Experiences of War
Specialized courses aim to provide learners with expertise and skills beyond traditional academic subjects, enhancing their overall education and personal development.
The D.R.E.A.M. curriculum is a comprehensive and progressively developed educational framework that not only cultivates learners' abilities in design, robotics, engineering, artificial intelligence, and maker activities but also broadens their understanding and vision in electronic information technology, artificial intelligence, and cutting-edge technologies of the era. Through a spiral curriculum model, the program ensures that learners can revisit and expand upon the skills they have previously acquired each year. The curriculum emphasizes hands-on practice and project-based learning, promoting the practical application of concepts, creativity, and the development of critical thinking. Furthermore, the curriculum of D.R.E.A.M. aims to shape learners into digital citizens with critical thinking, innovative creativity, and a passion for lifelong learning. It emphasizes safe and responsible behavior in the digital world and fosters the ability to meet future societal and workplace challenges.
1. Course Standard:
NGSS
CSTA
2. Language of Instruction:
G5 English & Chinese
G6 English
G7 English & Chinese
G8 English & Chinese
3. Departmental Transferable Skills:
Inquiry
Analysis & Synthesis
4. Artifact Type:
Digital Projects
Prototype and Product Design
5. Grading Weighting:
Assignment 30%
Class Performance or at Teachers’ Discretion 20%
Unit Test 20%
Performance Assessment 30%
Grade 5 Unit 1: Computer Principle
This unit of the course aims to provide learners with a comprehensive introduction to computer science, covering everything from the history of computer development to the composition of modern computer systems and how they operate. Through this course,
learners will explore the fundamental principles of computers, including the basic knowledge of computer hardware and software, the importance of the binary numbering system, and the basic operations of computers.
Grade 5 Unit 2: Scratch(Solar System)+AI(Machine Learning)
This unit of the course is designed to guide learners in learning the basics of programming
through the Scratch visual programming environment and exploring the core concepts
and principles of Artificial Intelligence (AI). Learners will engage in hands-on practice to
master programming logic, build interactive projects, and experience the practical applications of AI technologies such as image recognition and speech recognition. The curriculum will also cover AI workflows such as data collection, model training, and
inference application, enabling learners to understand the basics of algorithms like supervised learning, unsupervised learning, and reinforcement learning. Furthermore, the course will discuss the impact of AI on privacy, security, and social bias, aiming to cultivate responsible digital citizenship and prepare them for a future driven by technology.
Grade 6 Unit 1 Basic computer Use
In Grade 6, the computer basics curriculum introduces students to fundamental concepts and skills essential for effective computer use. Students begin by exploring the basic components of a computer, including hardware such as the monitor, keyboard, mouse, and CPU, as well as understanding the roles of input, output, and storage devices. The curriculum emphasizes the importance of proper ergonomics, teaching students how to set up a workstation to promote health and efficiency. Students are guided through the basics of operating systems, primarily focusing on navigating the desktop, managing files and folders, and using simple applications like word processors and web browsers. Internet safety and digital citizenship are key components, where students learn to protect their personal information, recognize safe websites, and practice respectful online behavior. The course also introduces basic troubleshooting techniques, enabling students to solve common computer problems independently. By the end of the curriculum, students will have a solid foundation in computer literacy, preparing them for more advanced technological tasks and responsible use of digital resources.
Grade 6 Unit 2 3D printing and TinkerCAD
In a Grade 6 unit on Tinkercad and 3D printing, students are expected to develop foundational skills in digital design and gain a basic understanding of 3D printing technology. Throughout the unit, students should demonstrate the ability to navigate the Tinkercad interface, using its tools to create simple 3D models with precision. They are expected to understand basic geometric concepts as they apply to 3D design, such as scaling, aligning, grouping shapes, and manipulating objects in a three-dimensional space. Additionally, students should be able to follow specific design criteria, showing creativity and problem-solving skills in their projects. As they progress, students are expected to apply critical thinking to troubleshoot design challenges, make iterative improvements to their models, and prepare their designs for 3D printing by ensuring proper dimensions and structural integrity. They should also understand the basics of how a 3D printer operates, including loading filament, setting up the printer, and the steps involved in printing a model. Furthermore, students are expected to exhibit digital citizenship by respecting copyright when using existing designs and demonstrating a collaborative spirit by sharing ideas and providing constructive feedback to peers. By the end of the unit, students should be able to produce a simple 3D-printed object, explain the process from concept to physical model, and reflect on the implications of 3D printing technology in various fields.
Grade 7 Unit 1 Artificial Intelligence
In this unit, students will learn the fundamentals and applications of artificial intelligence, discuss the impact of AI on human society, and explore its pros and cons in daily learning. Students will use various online tools to understand concepts such as machine learning, neural networks, and reinforcement learning. They will train models using data they collect to achieve functions like classification and image recognition. On the competency side, there will be a greater focus on information gathering and synthesis skills, as well as multimedia presentation abilities. Overall, this unit aims to help students gain a better understanding of AI and its role in future society.
Grade 7 Unit 2 Microsoft Excel
Data is the foundation of future society and is essential for both social sciences and natural sciences research. In the second semester of 6th-grade math, students were introduced to data statistics. In a previous DREAM unit, students also learned about the role of data in artificial intelligence. Therefore, this unit will focus on the use of Excel, teaching basic operations, data statistics, and processing skills, so that Excel can support students' daily learning and various experiential learning projects.
Grade 8 Unit 1 Digital Footprint
In this unit, students will learn about digital footprints, including the identification and prevention of cybercrime, the recognition and self-protection against cyberbullying, and how to communicate safely and effectively online, which are all part of information literacy. At the end of this section, we will invite students to demonstrate their understanding of these topics by creating a video. This video project will encompass a range of design thinking processes, from scriptwriting, storyboarding, team collaboration, filming, editing, to gathering feedback and iterating for improvement.
Grade 8 Unit 2 Mobile App Design and Development
In the second unit, students will learn how to design applications for the iOS platform using Swift Playgrounds. The focus of this unit is to master the Swift programming language and to develop functional applications through hands-on practice. Students will complete their final project by addressing real-world problems within the community. For students who excel, we will recommend them to participate in the official Swift competition hosted by Apple, which will be an excellent opportunity to showcase their skills and innovative thinking.
Performing Arts is to encourage a love and appreciation of music through singing, listening, and movement. Through a combined Dalcroze/Orff approach, children learn about rhythm, notation, harmony style, and interpretation. These goals are accomplished through exposure to a repertoire of songs, dances, and musical games that reflect varied cultural heritages. The social skills of listening, taking turns, and supporting other children’s efforts are emphasized as children experience the joy of cooperative music-making. Wherever possible, individuals are also encouraged to be creative and explore their own musical ideas. Performing Arts implements both Chinese & National Core Music Standards. Learners are encouraged to be participants in music-making, developing listening skills, singing, beat and rhythmic comprehension, and basic musical concept knowledge through the natural sense of play. In additional, learners will take ownership of related experiences through the execution of musical instruments combined with dance movements and musical theater.
1. Course Standard: National Art Standard, California Arts Standards
2. Language of Instruction: English and Chinese
3. Departmental Transferable Skills: Artistic Expression
4. Artifact Type: Performing Arts Expression
Picasso says "Every child is an artist, until they are told they aren't one." Visual Arts nurtures and supports the creativity of each individual artist. It is designed to inspire the children’s natural curiosity and inventiveness by facilitating their exploration of art materials and encouraging self-reflection during the process of art-making.
Through lessons grounded in artistic development, students gain experience with various art materials, tools, and techniques. With an emphasis on learning through exploration and guided experimentation, teachers mentor children through group demonstrations and one-on-one instruction. The children develop increasing competency with materials and tools, build trust and confidence in their artistic vision, and experience the hard work and satisfaction that creative work can bring.
The children learn what inspires their art-making by tapping into their inner selves to recall experiences, memories, and feelings for use in making art. Through direct, hands-on experiences, the children develop an understanding of the qualities and properties unique to different art materials and how they work best in the studio.
While engaged in the creative process, students experiment, problem-solve, develop insight, and integrate new information according to their own pace and plan. The program encourages students to develop an understanding of Elements of Art and Principles of Design through a variety of media, including drawing, painting, printmaking, textiles, sculpture, and mixed media. Children develop the ability to represent their personal imagery through drawing, painting, collage, printmaking, sculpture, and constructions. The Visual Arts program aims to balance experimentation of media with formal aspects of Art education, allowing children to express their life experiences through their creations.
1. Course Standard: National Art Standard, New York State Learning Standards for the Arts
2. Language of Instruction: English and Chinese
3. Departmental Transferable Skills: Artistic Expression
4. Artifact Type: Visual Arts Expression
Health and Physical Education Course is based on the belief that movement is the cornerstone of a child’s early life, as children develop greater motor coordination and athletic proficiency, their body awareness, and self-esteem increase. Cognitive and affective development is also enhanced. When the children begin to engage in more competitive activities, the program strives to promote the importance of cooperation, good sportsmanship, and fair play. Boys and girls participate equally in all activities. The program encourages a healthy attitude toward physical fitness. Fitness and jogging exercises are required at the beginning of each class to become a natural habit or routine for the future. Other learning disciplines are integrated into the program. For example, activities such as keeping scores for games, calculating the number of miles jogged, or using geometric shapes and patterns, develop and reinforce math skills. Literacy skills are practiced through the creation and documentation of gymnastic routines. Health issues are focused upon through discussions about nutrition, the effects of exercise on the body, and how muscles develop and grow.
1. Course Standard: SHAPE（Society of Health And Physical Education）, Washington State Learning Standards, NBPTS Physical and Health Standards
2. Language of Instruction: English and Chinese
3. Departmental Transferable Skills: Collaboration Problem Solving
4. Artifact Type: Sports Day
The Experiential Learning Course provides learners with opportunities for exploration and experience based on real-world problems. Through immersive learning, it guides learners to engage with core themes at different grade levels, integrating interdisciplinary inquiry and project-based learning (PBL). By collaborating, practicing, and creating, learners deepen their understanding while developing teamwork and social responsibility in the process of solving real-world challenges.
MSA Middle School organizes two Experiential Learning Projects (ELP) each year, held in the Spring and Autumn semesters. These projects are integrated with the extended learning course to provide immersive experiences where learners explore real-world challenges, collaborate with others, and develop solutions together.