The Moonshot Competency Model comprises three layers: Core Competency, Content Knowledge & Skills, and Habits of Mind.
The Core Competency layer lists the most important transferrable skills that will be learned through different courses. For example, both English and Social Science teachers will use the same language when teaching learners' writing composition by sharing the rubrics from the Core Competency layer. Content Knowledge & Practice layer refers to the subject-specific concepts and practices, which serve as the foundation of core competency, and are covered by different academic departments. Habits of mind are those dispositions we cultivate in our graduates through day-to-day teaching, coaching, and counseling.
Habits of Mind are dispositions people use when confronted with problems and situations in which the answers are not immediately apparent, which include social and emotional skills that enable learners to be successful in both academic and non-academic pursuits. Learners will need deliberate practice and focused attention to grow their capacity as efficacious thinkers to navigate and thrive in the face of unprecedented change in our time.
The Habits of Mind layer is based on the Habits of Mind Framework first presented by Art Costa and Bena Kallick and further explained how to align with MSA's school values.
Core Competency refers to interdisciplinary, higher-order thinking skills needed for college and career success. There are three subsets of Moonshot Core Competencies, including Cognition, Self-direction, and Social Responsibility. Cognition has served as a foundation for learners' future success, which illustrates one's cognitive ability of "how we use what we know". The current MSA Cognition framework is developed based on the Summit Learning Cognitive Skill framework, supported by prevalent evidence-based research and studies published over the past ten years. Self-direction and social responsibility portray our expectations for the ideal graduate, which is in line with MSA's mission, "to develop individuals of inner fullness, active citizens who support the continuation of human civilization." We believe that educating self-guides with a strong sense of social responsibility is the most effective way to support human development.
Content Knowledge & Practice refers to the big ideas and practice related to a given academic discipline and the cross-cutting concepts related to a disciplinary group such as natural science including Biology, Physics, and Chemistry; social science including political science, economics, and sociology. The Content Knowledge & Practice layer is built on Chinese National Standards and American standards (CCSS & NGSS). Learners need to acquire and retain essential Content Knowledge to support the development of Cognitive Skills (Willingham, 2009; Schwartz, Tsang & Blair, 2016). In order to put Cognitive Skills to work, our learners should develop a broad knowledge base to engage in more intellectually challenging scenarios.
Quantity
Shape and Space
Relationships and Change
Advanced Relationships and Change
Data and Uncertainty
Advanced Data and Uncertainty
Problem Solving
Mathematical Modeling
Reasoning and Proof
Advanced Reasoning and Proof
Information Mindset and Computing System
Data & Digital Living and Learning
Computational Thinking and Programming Ability
Digital Citizenship
Matter Science Perspective
Physical Science Perspective
Life Science Perspective
Spatial and Environmental Perspectives
Advanced Matter Science Perspective
Advanced Physical Science Perspective
Advanced Life Science Perspective
Essence Thinking
Advanced Environmental Science Perspective
Middle School General Science Perspective
Primary School learners development support focuses on companionship and inclusivity, primarily reflected through the Learner Development Support Curriculum, complemented by interest-expanding courses (clubs) and community activities. Clubs and community activities will be introduced in more detail in the community section. The Learner Development Support Curriculum mainly includes psychological support, inclusive education, English language learning, and dual homeroom teacher teaching support. At the same time, home-school collaboration plays a crucial role in supporting learner development.
Each class is equipped with two full-time homeroom teachers, consisting of one native English-speaking foreign teacher and one bilingual Chinese teacher. The two homeroom teachers are jointly responsible for class teaching and daily management, and cooperate in teaching English, mathematics, integrated units (science, social sciences, information technology, labor), and SEL (social emotional learning and ethics and rule of law) courses. The cooperative teaching mode can maximize the understanding of the learning situation, pay attention to the needs of learners, and improve learning efficiency. Cooperative teachers will choose different effective cooperative teaching modes, such as one teaching and one auxiliary, stand-up teaching, parallel teaching, alternative teaching, team teaching, etc., and use differentiated and personalized teaching in the teaching process to achieve learning goals.
The classroom is also the office of two homeroom teachers, which is a living and learning field jointly created by learners and homeroom teachers. Here, homeroom teachers can not only observe learners' enthusiasm for learning and develop their academic special project abilities, but also guide and influence learners' social and emotional development through observing their daily interactions.
Depending on the level of English proficiency, learners of all grades may receive English language learning (ELL). English language learning support covers both in and out of class: in the classroom, it helps teach and learn English courses through micro-classrooms, groups, etc.; outside of class, it provides appropriate supplementary materials and organizes interesting English activities based on the learner's rhythm. At the same time, the ELL team regularly organizes MAP tests to monitor students' ability development and growth, and provides targeted help to students in a data-driven manner based on this.
Similarly, Chinese language learning (CLL) are provided for learners based on their different levels of Chinese language learning. This allows learners to have a more relaxed environment to access more diverse Chinese language learning materials. At the same time, parents can also lead learners to do more extensive reading exercises in a Chinese language environment, improving their Chinese language reading, comprehension, and expression abilities.
At present, the two courses of "Chinese Language Arts" and "Morality and Rule of Law" in MSA are taught in Chinese, and the other courses are taught in both languages.
During the process of growing up, one will face many confusions, troubles, and pressures. School counselor provides a safe space for learners to express their needs. At the same time, it helps learners relieve emotions, master self-adjustment abilities, clarify confusion in self-growth, and respond to challenges in learning and life with a positive attitude. Psychological support not only supports learners, but also provides certain support to parents and educators. Together, we support the healthy growth of learners.
Psychological support is a support system centered on learners and carried out through home-school collaboration. Psychological support teachers will establish contact with each learner and provide follow-up support to those in need. The primary school psychological office adheres to the "open door policy", which means that learners can seek help from the psychological counseling office whenever they need it.
Based on the tracking and evaluation of learners' physical and mental health in the SEL course, we will provide one-on-one or small group psychological support for learners who need help. Regular parent workshops can also help parents understand and guide learners' psychological development.
Inclusive education refers to the establishment of a learning environment and teaching model in schools that can provide the best learning opportunities for all students. If this goal is not achieved, not only must all teachers embrace the concept of inclusive education with an open mind, but also qualified inclusive education teachers and strong administrative support must be provided. Among them, inclusive education teachers play a crucial role in supporting students in need.
The inclusive education of MSA is aimed at all primary school learners. Inclusive education teachers will design different teaching plans for learners with needs, provide one-on-one tutoring, and provide teaching training for other teachers. At the academic level, they support learners' abilities in reading, writing, calculation, etc.; at the behavioral level, they regulate learners' behavior in school and provide guidance for their daily communication and interaction.
If your child needs inclusive education support, inclusive education teachers will invite you to attend relevant meetings and fill out an informed consent form. During the support process, parents can work closely with teachers based on their child's individual situation.
Co-building is a significant feature of the relationship between home and school. In the past few years, more than half of the families have carried out substantial co-building work in various aspects, such as school education and teaching activities, enrollment and social influence, operation and logistical support, and home-school relationships. The collaboration between home and school has created many beautiful and memorable moments.
In addition to regular emails, parent-teacher conferences, (bi) weekly reports, and appointments with homeroom teachers, primary schools also set up listening sessions for parents, curriculum nights, one-on-one interviews with the principal every two weeks, and monthly tea parties with the principal.
In primary school, two parent committees have joined the school-level parent committee to promote resource sharing and collaborative construction, establish close parent-school cooperation with the school, and enhance mutual trust between parents and schools. The school arranges two or more formal exchanges between the school-level parent committee and the school affairs committee every academic year to support the school-level parent committee in understanding the school's development and providing constructive opinions on the school's education, teaching, and operation management.
Primary school offers monthly courses on parenting and family growth for parents. Based on the developmental characteristics of learners of different ages and the education, teaching, and operation management system of MSA, corresponding parent growth course systems are developed. Mechanisms for mutual assistance and learning among parents in the community are explored and encouraged. A periodic parent activity system based on MSA community culture is formed to support parents to continuously move towards inner enrichment and positive action.
Primary school will invite parents to participate in various departmental and school-level activities, such as community days, festival celebrations, themed month activities, end-of-term final exhibitions, art festivals, sports events, MSA summer banquets, MSA winter banquets, etc.
This kind of home-school relationship has become the core support force for us when facing any problems and uncertainties. It is also a strong backing for us to support every learner to burst out with unique vitality, cope with the uncertainty of the future world, and promote the solution to human social problems.
We believe that a trusting relationship is key to supporting the learner's sense of belonging, meaning, and self-direction during adolescence, a critical stage in their development. MSA Middle school no longer uses a fixed-classroom course schedule, which has made it harder for learners to build relationships. Therefore, every MSA learner will be matched with a advisor who will accompany him or her. Middle school teachers are expected to do both teaching and advising, witnessing the growth of the learner together with other community members.
Normally, a 1 to 1 private advisory talk will be conducted every month at least. After the trusting relationship is built, learners are highly encouraged to seek for support from their advisors upon their own needs.
The advisor is primarily responsible for the following four areas of learners' development:
The Advisory Class focuses on core competencies such as self-awareness, self-management, social skills, learning habits, and interest exploration. It helps learners establish a strong sense of self, enhance emotional regulation and goal-setting abilities, and develop positive interpersonal interactions. At the same time, it continuously refines learning strategies and habits, laying a solid foundation for future growth. Additionally, the course incorporates sex education, approaching the topic with scientific accuracy, openness, and respect. It guides learners in understanding physical and psychological changes, developing healthy perspectives on sexuality and relationships, and building positive, confident interpersonal connections. This supports them in forming a healthy self-identity and mature social adaptation skills during adolescence.
Furthermore, the middle school Advisory Class offers elective topics, allowing students to select learning content based on their interests and needs. This flexible course structure not only provides learners with the autonomy to explore areas of personal interest in greater depth but also offers diverse learning experiences. It encourages them to apply their knowledge in real-world contexts, fostering independent thinking and problem-solving skills. Through this approach, students gain deeper self-awareness, unlock their potential, and cultivate a continuous growth mindset, preparing them for future learning and life challenges.