Preface

01 写在前面

01 Mission and educational goals

Moonshot Academy is devoted to building an integrated learning and living community to cultivate “fulfilled individuals and compassionate and active citizens” and support them to be prepared for the next stage of life.

02 Fulfilled individuals

  • Have a clear awareness of one’s own behavior, cognition, attitude, etc., and be able to face them candidly without judgment;
  • Be able to treat all setbacks and other experiences as opportunities for growth, and have self-efficacy in the face of all unknowns;
  • Be able to build a stable sense of self continuously and deeply, and stay open in every moment.

03 Active and Compassionate Citizens

  • Possess a systematic view of all things and strong empathy for other individuals and life;
  • Deeply understand the evolution of human civilization and the challenges facing us today, and be able to find effective entry points to embrace challenges;
  • Be able to promote groups of different backgrounds to address problems together, based on strong collaboration and organization capabilities.

04 A letter from the Principal

Hi Moonshooters,

Before coming to Moonshot Academy, I believe most of you have been exposed to various forms of education. Some of which infused you with passion and some of them might have been less inspiring. If you have not considered this, I wanted to invite you to join me in asking yourself, “Why do we need to learn? What is the purpose of education?” This is a crucial but often neglected question. 

I have often contemplated this question. And the answer I found is that we learn to discover the meaning of life, which such we hold the key to liberate our souls; We learn to reveal the connection with the universe and trillions of lives it creates and nurtures,  to gain that ability so we can shoulder our share of responsibility. I guess this is also another way of explaining “Fulfilled individual and active and compassionate citizens.”

“Civilization is a race between education and catastrophe.”

You might have seen this quote in a lot of Moonshot’s distributed materials. Behind the seemingly advanced civilization, we, humanity, are facing the most uncertain and yet toughest challenges since the time of our existence. Population explosion and the unconstrained pursuit of materialism are rapidly draining our natural resources and imposing irreversible damages to our climate. There is no place on earth where plastics were not found, not even the Arctic as an exception. The accelerating advancement of technology on one side skyrocketing productivity, yet, on the other, tearing wide apart the gap between rich and poor, further intensifying conflicts and tensions. 

There are countless issues in this world. Yet, the reality we face is that there is no one individual, organization or country has a holistic and effective solution to them all. However, there is one thing that we are crystal clear about - the destiny of humanity is in the hands of each one of us. It relies on our belief system and actions. We have the responsibility, with zero buffer in mind, to face and solve these challenges. For every one that learns, works, and lives in Moonshot Academy, this principle needs to be understood with clarity and executed with practicality.

Cultivate the self, regulate the family, govern the state, then lead the world to peace. With each ambitious goal, comes with practical action. With each extraordinary achievement, comes with an ordinary mind. You might have been enrolled in a school like no others, but this is not really what is important here. As long as you can hold a humble mind and a pair of curious eyes, no matter where you go, with pain or joy, with fun or boredom, you can grow and learn without disturbance. In the next three to four years of your learning experience at Moonshot Academy, I wish you can put your attention and actions towards each and every moment. I wish you can gain the necessary knowledge for college, also the lifelong learning attitude and skills. Yet, most importantly, I wish you discover the unique connectedness of you and yourself, and you with the world. 

We welcome you for the journey forward.

Jason Wang

05 Moonshot Academy Culture

Every learner, teacher, and family of Moonshot Academy lives in a common community. Community culture is the inner principle and behavioral direction of all community members. It permeates our words and actions, influences and shapes the atmosphere and environment of the community, it cultivates “Fulfilled individuals, and active and compassionate citizens” to sprout and grow, and to bring tangible impact to every community member.

We Care to Envision
We acknowledge and cherish individuals, society, and nature with systematic perspectives. 

We Probe with Inclusiveness
We explore the world and ourselves with open mind and curiosity.

We Seek for Fundamentals
We identify and contemplate the essential questions, always starting from first principles.

We Act with Grit
We realize our vows with passion and persistence.

06 Academy's Expectation - Academy's expectations for learners
  • Own freedom built upon discipline: 

Every learner that comes to Moonshot Academy, has made their own [Choice] to receive a unique education experience. Moonshot Academy respects freedom for every single individual, yet the freedom is built upon a sense of self discipline.
At Moonshot, we wish every single learner can hold an attitude of [Craftsmanship] to treat their academic learning through completing each course and project with dedication and quality.
Apart from academic learning, we wish each learner can explore various kinds of challenges and uncertainties with an open mind, can develop their interest and passion with an open heart.With the continuous advancement of technology, indulging our instant satisfactions of digital entertainment has become a decision within a click of a finger. Yet, instead of wasting away your three to four years of life there, we wish you can endeavor on journeys that are hard fought but empower you life with a sense of meaning. 

  • Continuously search for your unique value:

All mechanism, experiences and teachers are set up to support and guide the Moonshot learners. In Moonshot, we wish every single learner can continuously confront their true self and explore their unique value. We wish the learners know who they are and why they need to learn. We wish the learners can make internal and external cohesive choices and become the owner of their own lives.

  • Practice [Culture] and maintain the [Rules]:

Every Moonshot learner should remember and practice the following Moonshot Culture [We care to envision], [We probe with inclusiveness], [We seek for fundamentals] and [We act with grit] in our words and actions. [Rules] are set to maintain the basic operation of the Moonshot Community. It is convention co-created and followed by every Moonshooter. Every Moonshot learner have the right to modify the convention and also have the responsibility to follow the convention.

  • Establish cultural identity and confidence:

Every Moonshot learner should understand the history, present and future of China and its relationship with the world from a positive, exploratory, objective and constructive perspective. Through such views, we aim to establish a deep, holistic and empathetic cultural identity and confidence.

  • Become a positive and compassionate citizen:

While enjoying the convenience and good life brought by the community, the country, the society and the mother nature, we should also assume the responsibility of as a Moonshot learner, a community member and  a citizen of the country. We hope that every Moonshot learner can have a global vision, deeply understand and actively face the real challenges of human civilization, and know that every thought and behavior of oneself creates an impact to the world.  We wish Moonshot learners can create a better world with their own actions while achieving self-actualization.

07 Academy's Expectation - Academy’s expectations for parents
  • Being a good role model:
Parents' works and deeds in the family and community will have an impact on learners. On our way towards becoming "Fulfilled individuals, and active and compassionate citizens," parents should also think independently, continue to learn, adhere to the community rules, be concerned with social issues, lead by example and grow together with learners.
  • Developing the self:
If time allows, the Academy welcomes and encourages parents to participate in the personal growth class “Hero’s Journey” offered by the Academy for parents, focusing on self-improvement and gaining a true developmental experience.
  • Learning the Learner Handbook:
Parents need to learn and understand the contents of the Learner Handbook with the learners to understand the various teaching settings, rules and regulations of the Academy, and guide the learners to actively follow the specifications in the Learner Handbook.
  • Acting with integrity:
In terms of the learner's admission information and application materials, parents provide the right information with integrity.
  • Trusting the Academy:
Parents should trust the Academy teachers to focus on the growth of the learners, and cooperate with the Academy teachers to carry out various teaching experiences. When there are doubts, they can communicate with the relevant staff of the Academy in time according to the “Home School Communication Guide".
08 Academy's Expectation - Academy’s expectations for teachers
  • Academic spirit:
Adhere to a highly professional academic spirit, carefully design, prepare and lead each course, and continuously improve their professional ability to assist learners in their development.
  • Respect and justice:
Respect each learner's background, growth environment and personal ideals, and treat each student fairly.
  • Enhance Morality, Foster Talents:
The teachers of the Moonshot Academy must lead by example and adhere to the rules of the community, guard the peaceful operation of the community, promptly stop and guide the act of correcting the peaceful operation of the community, starting from the words and deeds in daily life.
  • Communication:
We believe that parents will give great importance to the teaching work of the Moonshot Academy. The Moonshot Academy teachers will try their best to help parents understand the teaching at the school, understand the development status of the learners, and jointly promote the cooperation between the home and the school to support the development of the learners.

Academy Structure

02 学院结构

01 Three Experience Department
The three experience departments are the designer, provider, and the management entity of the diverse Courses and Experiences at Moonshot Academy. The three experience departments are Academic Department, Community Department, and Project Coach Department.
02 Academic Department

The academic department is the management entity for all kinds of academic courses at the Moonshot Academy. It is responsible for the design and development of various courses (preparing lessons, scheduling, electing courses, teaching, etc.), and is responsible for the general organization and management of academic evaluation of learners ( Such as exams, defenses, transcript data entry, and distribution, etc.).


There are three centers under this department: Curriculum Center, Academic Affairs Center, and College Counseling Center.


Curriculum Center
The subject course is based on a single-disciplinary course. It assists learners in constructing a subject knowledge system through systematic teaching centered on “subject objectives”. The subject curriculum combines online learning and offline learning scenarios and conducts teaching in various forms such as projects and seminars. On the basis of satisfying the "New Curriculum Standards and High School Curriculum Standards", the subject curriculum draws on the experience of foreign excellent curriculum standards and promotes learners' thinking about subject knowledge and personal life and real-world connections in addition to the academic ability of the university. And it continues to cultivate the ability of learners to learn independently.

Academic Affairs Center
The Academic Affairs Center is mainly responsible for the supportive work of daily teaching, including but not limited to school calendar formulation and release, curriculum scheduling and classroom assignment, management of student status and transcripts, and organization of general examinations and defenses.

College Counseling Center
The College Counseling Center provides courses and consultations on career exploration and college counseling. Through progression planning, the office helps learners fully understand and recognize their areas of interest and their own development direction. This will support learners' to make choices for their own university and major with reasonable planning.

03 Community Department

Community Department is the experience provider and responsible department for learners' aspiration development. It supports learners to develop their personal interests into specialties, and focuses on 1-2 professional fields or social development issues, to promote the development of the topic in the community and society.


Community Department is also the experience provider and responsible department for the physical and mental development of the whole community. It supports learners, guardians, and families to develop life-long physical and mental health habits.


Aspiration Center
The aspiration center provides learners with diverse, cooperative, and competency-based experiences, including but not limited to career exploration, social service experience, global competition guidance, clubs, leadership courses, LEAP project, etc. 

Well Being Center
Well Being Center is a health performance education and analysis center. The well-being center records Heart Rate Variability (HRV) of all the individuals related to Moonshot Academy and hosts experiences so that people can become healthier and perform better. We offer specific sports like Basketball, Hockey, and Frisbee, fundamental Well Being experiences and advanced Well Being Course, Psych sessions, and individual-focused support.

04 Project Coach Department

Project Coach Department is the student belonging to the unit in MSA, in providing learners with real project platform, to guide and supervise the learner's comprehensive development, support for learners to become a self-directed learner with a growth mindset and internal-external cohesiveness, stimulate learners to "human destiny community" and "sustainable development" concept of deep attachment.


There are three centers under this department: Moral Education and Co-Building Center, Project and Incubator Center, The Office of Human Common Destiny Forum Organizing Committee( SDG Forum in short).


Moral Education and Co-Building Center
Moral Education and Co-Building Center takes the Academy (including campus and dormitory ) as the social reality. It is responsible for the development, supervision, and implementation of the Moonshot Convention (institutional rules and procedures); the design and implementation of moral education (such as school, citizenship courses) and guide the work of the co-building special group.

It is also responsible for supervising and guiding learners' school behavior and status, co-building community rules system and culture, providing learners with a learning experience of moral cultivation, citizenship, and citizen practice, and supporting learners to become active citizens.

Project and Incubator Center
MSA defines interdisciplinary themes and projects as the basic structure of the students' affiliation unit that is responsible for the overall development of the students. Project and Incubator Center is also responsible for the implementation of interdisciplinary projects, tracking and incubating students' individual projects, supporting the long-term and in-depth development of various projects, and realizing the goal achievement of students' competencies development and interdisciplinary project.

SDG Forum
To initiate, organize, and implement the activities of the Sustainable development Forum based on the concept of the common destiny of mankind and the sustainable development goal of the UN, with the mission to enhance the vitality and quality of IP project teaching and to provide the stage of expanding the impact of students' projects and the brand of MSA.

05 Two Function Departments
The Operation Department and Partnership Department are two function departments of MSA, which defend the solid guarantee of the Academy’s daily operation. It ensures the smooth construction and healthy development of the learning and living community of Beijing Academy from the perspectives of infrastructure, admissions, home-school relations, and external relations. Under these two departments, there are "Operation Center", "HR Center", "Financial and Legal Affairs Center", "Logistics Center", "IT Center",  "Admissions Office", "External Cooperation and Exchange Center", "Home-school Communication Center" and “Foundation Office".

Moonshot Convention

03 探月学院公约

01 Moonshot Convention
Every member who joins the Moonshot Community should fully understand and recognize the mission, educational goals, and culture of the Moonshot Academy. In order to guarantee and support the mission of the Moonshot Academy and the realization of its educational goals, and to maintain the cultural environment of the Moonshot Academy, we have formulated the Moon Convention (hereinafter referred to as the Convention).
02 Principles

1. Moonshot Academy is a community where we live and study. As Moonshooters, we recognize the Moonshot culture, maintain the order, and give each other respect and support. Moonshot Academy was built by Moonshot learners. Moonshooters should have responsibility for the community and actively act to change and develop the Academy. Being a Moonshooter requires standards, it is not a mere right to be taken for granted. Anyone who is unwilling or unable to comply with the Convention is not suitable to be a member of ours.


2. The main content of the Convention is centered around [Rules], and the [Rules] are the basis for maintaining the optimal functioning of the "Moonshot community". Every Moonshooter can participate in the formulation of the Convention, should comply with the Convention, and assume responsibilities. As an active and compassionate citizen, the Moonshooter has the right to change and continuously improve the Convention in a reasonable manner.


3. In order to ensure that learners can receive complete school education in a safe school environment, if necessary, the Academy reserves the right to formulate, modify, implement and finalize the basic rules and regulations concerning the mission, educational objectives, and safe operation of the Academy.


4. In the Moonshot community, we will adhere to the principle of fairness and transparency in any decision-making process. There must be evidence for the rights and enforcement of any organization or individual. When misunderstanding occurs, we do not doubt the initial intention of the Moonshooter. Moonshooter always actively solves problems and contradictions.

03 Learner Code of Conduct - Community expectations

By clarifying our expectations and regulations, we hope to motivate learners to be self-disciplined, motivated, and dedicated, creating a community environment that is respectful and vibrant.

On top of following Chinese laws and regulations, we expect every Moonshooter to

  • Love our country and the people, and always be ready to defend the national glory;
  • Have ardent love for nature and life; Respect and care for parents and elders
  • Respect each teacher, learner, staff, and visitor of the Academy in a sincere and enthusiastic manner;
  • Actively participate in the Academy’s curriculum and activities, complete assignments or tasks as required, take the initiative to improve your studies and continue to grow;
  • Protect the public environment and belongings of the Academy and keep the public areas clean and tidy;
  • Show good manners and virtues, dress decently and appropriately, reject uncivilized language and behavior, and comply with public morality
  • Become a positive role model among peers and appreciate your peers;
  • Take challenges as opportunities for growth, respond rationally when faced with difficulties, and make responsible choices;
  • Start with yourself at the present, focus on sustainable development issues, and take initiatives to promote community development.
04 Red line

What is defined in the red line is the behavior that the learner is strictly prohibited in the Moonshot community, including creating harm to the health and safety of themselves or others, the destruction of the normal operation of the Academy, and damage to the reputation of the Academy. It means that the learner's own learning, living environment, personal reputation, and further studies are affected. Once the learner touches the red line, he or she will bear the corresponding consequences. The Academy will treat such actions with "warning", "study suspension" and “Further observation at school" as far as "Dropout" and stored in the learner “Personal File".
           
The specific behavior crosses the red line includes:

  • Behavior that endangers public safety. Such as the use of candles and other open flames, fireworks, fire-fighting facilities, altering the electric circuit, and control equipment, etc., without permission.
  • Violation of the personal safety and freedom of others. Such as fighting, language attacks (insults), sexual harassment, violent intimidation, bullying, and other misconduct.
  • Hold, distribute, or use cigarettes, alcohol, drugs, excessive use or abuse of chemicals (both prescription and over-the-counter).
  • Academic misconduct, forgery, and deception bring serious adverse effects. Academic misconduct is based on the 5.8 academic integrity policy.
  • Deliberate damage to public facilities, waste of public resources, and infringement of the property of others. Such as theft, private demolition of public goods, and so on.
  • Making inappropriate remarks or misconduct in public or on the Internet can seriously damage the reputation of our country, the Academy, and others, or cause adverse social impacts.
  • Seriously influencing the normal operation of the school in any form.
  • Other behaviors that do not meet the mission, culture, or cause serious harm or negative impact on others or colleges.
05 Warning line

The behaviors specified in the warning line refer to behaviors that are inconsistent with the mission, educational objectives, and culture of Moonshot Academy. This could be indicating that learners need more attention and support in terms of self-discipline, rule awareness, and academic attitude. The Academy expects learner who violates the “warning line” can correct it by themselves, or correct it under the reminder of others, or correct it under the teacher's reminder or guidance. If the learner can't correct it immediately and commit another warning, he will bear the consequence of “contemplation”, “community labor” or "activity restrictions". If the learner still has no intention of correcting it and repeatedly crosses the warning line, the Academy will give disciplinary action such as "warning", "study suspension" and "Further observation at school" and count it into the "personal file" of the learner.


The specific behavior that crosses the warning line includes:

  • Does not cooperate with the Academy’s teaching management, repeated (three times and above) violations of the attendance. Such as being late and absent from classes.
  • The learner repeatedly violated the basic rules and regulations of the Academy during one semester. For example, in the classroom, without the teacher's permission to use the mobile phone, failing to take leaves according to regulations, and violating the school entrance and exit system.
  • Academic attitudes continue to be misconduct, not able to finish homework, scribble on the test paper, etc.
  • Misconducts in public places. Such as excessively intimate behavior, loud noise affecting others, personal belongings occupying public places for a long time, lying, and resting in non-designated areas.
  • Although one did not participate in the violation of the basic line, one did not stop or report to the teacher about serious violations in the community, causing serious consequences.
  • Other behaviors that are inconsistent with the Mission of the Moonshot, educational goals, and culture.
06 Punishment and Disciplinary Procedures for Misconducts and Violations
The punishment and disciplinary procedures of Moonshot Academy are centered around learners, allowing learners to grow through self-reflection, taking responsibility for their actions, and the corresponding consequences. In the course of violations, the Academy will strive to conduct fair and impartial procedures, respect the rights of other relevant personnel when collecting factual evidence, and pay attention to protecting its private information, and make fair and just according to the nature of the violation and the seriousness of the circumstances.
07 Consequences of Misconducts and Violations

Learners with violations will have to bear the consequences corresponding to their actions. The purpose is not to punish or resolve every minor violation of the learner, but to guide the learners to be responsible for their choices, especially those that are repeatedly committed. We expect learners to actively participate in community activities, strive to succeed, and contribute to the rest of the community.

  • [Contemplation punishment] refers to the meditation under the supervision of the theme leader or the moral education and co-building director at the prescribed time. Meditation mainly gives learners sufficient time and space in a mindful manner, realizing what they have done, the impacts and consequences they bring, and to encourage making self-directed changes.
  • [Academy Activity Restrictions Penalties] Refers to learners who are considered to be temporarily unfit for activities in the Academy due to violations of certain regulations, such as club activities. The learners need to complete designated content designed by the theme leader or the moral education and co-building director, such as completing the homework, self-reflection, etc., or conduct [community labor].
  • [Community Labor Punishment] refers to a work item in which a learner is required to serve for community. If the learner is unwilling to participate or does not serve seriously, it will bear more severe consequences.
  • [Warning] Give the learner a serious warning, notify the learner's parents and publicize it, and record it in the learner [Personal Profile]. At the same time, learners need to accept other punishments.
  • [Suspension form class] Suspension is a serious violation of the rules that the learner needs to bear and will be credited to the learner [personal file]. The suspension means that the learner will not be able to attend classes for a certain period of time, nor will he be able to participate in any activities carried out in the Academy and any activities that go out. If it is a boarding learner, it is decided by the theme leader, the moral education and co-building director, and the dean of the Academy whether the learner can continue to stay at the school during the suspension period. The learner is still required to keep up with the progress of the school and the teacher is not obliged to make up the class. At the same time, learners will lose the leadership role of any team currently in the Academy.
  • [Further observation at school] If the learner repeatedly violates the rules, it may be subject to disciplinary inspection. The inspection period is usually one semester or one academic year. If the behavior specified in the basic line appears again, the learner may be [suspended]. During this period, the learner needs to prove themselves with a correct attitude and practical actions that he or she is qualified to become a Moonshooter. The learner’s action will be recorded in the learner [personal file].
  • [Suspension] The learner’s behavior has seriously deviated from the criteria of being a Moonshooter and must leave Moonshot Academy. Without the approval of the dean, the suspended learner may not re-apply for admission and may not return to the Academy for visits.
08 The procedures of misconducts and violations
When the learner breaks the red line, the informed learner is obliged to stop it in time and contact the theme leader and moral education center immediately.
  • The first violation of the red line directly faces the [warning] or [suspension form class] punishment and may face the punishment of [Contemplation], [Activity restrictions], or [Community labor].
  • If the learner violates the red line again during or after the end of the consequences, he or she will face the [Suspension from class] or [Further observation at school] punishment, and even face the punishment of [Suspension].
  • The disciplinary process and results will be communicated to the parents truthfully, announced in the Academy, and recorded in [personal files].
The consequences of academic misconduct are based on 5.8 academic integrity policies. If the behavior is not specified in the academic integrity policy, it is subject to basic line penalties.
09 The procedures for breaking the warning line
When the learner breaks the basic line, the informed learner is obliged to stop it in time and contact the theme leader and moral education immediately.
  • When the learner presents a certain type of misconduct as specified in the warning line for the first time or the second time, the theme leader needs to conduct an interview.
  • The third occurrence of such misconduct will face the punishment of [Contemplation], [Academy activity restrictions], [Community labor], and even [warning]. Such violations will be notified with parents and the community.
  • If the learner breaks the warning line for the fourth time, he will face the [Warning] or [Suspension from Classes] disciplinary action. Such violations will be notified with parents and the community.
  • More than four violations will face the punishment of [Further Observation at School].
10 Discharge procedure for misconduct and violations
There are two conditions for the revocation of the punishment:
  • First, the learner did not have any new disciplinary behavior during the inspection period, and they have performed well. The investigation period for “Warning” is “half a semester”/ The investigation period for “Suspension from Class” and “Further Observation at School” is for  “one semester” (the beginning of the inspection period starts from the date of issue of the written notification);
  • Second, the learners accepted the corresponding punishments, and earnestly fulfilled the content of community labor punishment.
If both conditions are met, through the individual's application, the leader of year academy sign the approval of the community development and moral education center (“Further observation at school” punishment must be approved by the Academy dean), the punishment can be revoked and removed from the [personal file].
11 Moonshot Academy is obliged to report the major violations of the learners to the institutions of higher learning

In the process of enrolling the learner, Moonshot Academy will ask the candidate to disclose whether he or she has received any disciplinary action in the school he or she is currently attending. Higher education institutions in most English-speaking countries also have similar processes. If the learner has violated major school rules, received school disposition, and has not been revoked, the Moonshot Academy has the obligation to report the learner’s disposition to the higher education institutions.


Institutions of higher learning usually ask the school staff whether the applicant has been recorded for violating major school rules. If asked about this issue, the Academy will adhere to the community values ​​of Moonshot Academy and be obliged to report the facts to these institutions of higher learning and will record the non-revoked records in the learner's [personal file]. 


Moonshot Academy has always been honest in its interactions with other institutions. Moonshot Academy also expects our learners and parents to maintain honest and straightforward communication with the university

12 Academy Basic Rules - Attendance and Leave Specifications

School time and space specifications

  • For non-residential learners, the school time is from 8:00 am to 18:30 pm
  • For residential learners, the school time is from 8:00 am to 21:10 pm
  • In addition to mealtime, the activities should be arranged in the designated areas of the Moonshot Academy and the Peking University Affiliated High School campus in accordance with the day's courses and activities.
  • For residential learners, from 9:00 pm to 8:00 am on the second day is set as the residential time (including school bus time). The learners should take the school bus or participate in activities at the PKU Future School.


Attendance and leave

1. Learner's attendance and leave responsibilities

  • Ensuring the safety of learners is one of the most important responsibilities of the Moonshot Academy. And one of the most important responsibilities of the learners is to attend the school according to the rules of the Academy. If you cannot attend the school on time or need to leave the campus for any reason, you need to ask for leave and let the Academy know your own situation. Failure to attend on time and leave will be counted in the individual attendance record of the learner. Repeated violations of the attendance regulations will violate the warning line and bear the corresponding punishment.
  • The attendance of the learner will affect the learner's academic activities, participation in activities, etc. If the learner is absent from school for a long time due to leaving, he or she will not be able to participate in the Academy activities or unable the proceed grades.

2. Attendance type
      In order to ensure the safety and the general experience of learners in school and life, you need to ensure the following attendance:

  • Arrival and departure attendance: All Moonshot learners need to check-in at 8:00 in the morning, and the non-residential learners will complete the check-out between 18:30 and 20:50 in the evening according to the schedule. Residential learners will complete check-out from the school between 20:50 ~ 20:55. Moonshot Academy will use the Wifi login method to record the attendance and departure records.
  • Classroom or activity attendance: Learners are required to attend classes and activities on time and sign in according to class requirements. After classroom or activity begins, if attendance is not recorded, without justifiable reason, it is considered late, and the attendance record is recorded by the teacher; if the learner attends the class or activity after half time it started, without asking for leave, it is considered as absent. Classroom or activity attendance does not accept after-the-event compensation, and learners who do not attend the course on time are considered late or absent. If there are extremely special circumstances, you need to contact the theme leader to communicate afterward.
  • School bus and accommodation attendance: Residential learners need to take the school bus on time, and go to bed with the teacher in the dormitory between 22:00 pm and 22:30 pm in the evening. On Sundays, you need to arrive at the dormitory before 7 pm, and check-in with the dorm teacher face to face between 19:00 to 19:30 pm, and attend the weekly dormitory meeting from 19:30 to 20:30 pm. If the residential learner fails to go to bed in time and does not ask for leaves, he/she shall bear the corresponding punishment according to the 

3. Requirement for asking for the leave process

  • Asking leave for school class or activity:
    • Learners who may be late or unable to attend a course or activity at school time are required to ask for leave from the course or activity teacher. After being approved by the course or activity teacher, and the learner can only be late or not participating in the course.
    • Classroom or activity attendance does not accept after-the-event compensation, and learners who do not attend the course on time are considered late or absent. If there are extremely special circumstances, you need to contact the theme leader to communicate afterward.
  • Sick leave and special leave:
    • If the time for the leave is less than 3 days, you must submit the application to the theme leader one day in advance as required. The application must state the reason for the leave and be confirmed by the parents. At the same time, it is necessary to explain the situation to the teacher of the course and formulate the corresponding study plan. The residential learner also needs the resident management teacher to explain the situation in advance. Less than three days of sick leave or leave is directly approved by the theme leader. After the approval, the learner can take the leave and contact the theme leader to revoke the leave when returning to school.
    • If the time for the leave is more than 3 days (including 3 days), the theme leader must report to the community development and moral education center while approving the leave.
  • Emergency leave:
    • Absence due to sudden causes (such as illness or injury). The learner's parents must call the learner's theme leader on the morning of the absence.
    • After the emergency situation is lifted, the learner should return to the theme leader for check-in to school, and submit the corresponding leave application to complete the supplementary leave, otherwise, it will be regarded as absent.
  • Public leave required in class:
    • At school time, such as outings and leave required for class or project, the course or project teacher is required to submit a written public leave application to the theme leader of the learner. The learner has no right to apply for public leave.

Please refer to 3.4.4 Specifications for residential learners asking for dorm leaves.

13 Specification for the use of electronic devices
We hope that learners can "live in the moment." Always engage in deep thinking, face-to-face conversations, debates, and interactions. Continued reliance on electronic devices such as mobile phones and computers will hinder learners' participation and participation in these community activities.
  • When talking with others while walking on campus, please pay attention to the use of mobile phones and electronic devices to ensure safety and respect for others.
  • In the classroom and activities, please respect the teacher and consider the influence on other learners. Use mobile phones and other electronic devices according to the teacher's guidelines. In different classrooms, teachers should establish the rules for the use of mobile phones and other electronic devices, and learners should abide by them.
  • Mobile phones and other electronic devices should be used as learning devices. Except for lunchtime and evening breaks, it is strictly forbidden to use mobile phones and other electronic devices for games and entertainment videos in schools.
  • It is forbidden to use mobile phones and other electronic devices during the lights are shut and quiet time of the accommodation
14 Specifications for the use of public spaces
Moonshot Academy is a public space. The behavior in the public space needs to take into account personal and Academy public image, and whether it can bring good experiences to others.
  • The overall appearance of the appearances needs to reflect a sense of respect, neatness, cleanness, generosity, decent. There are the most basic dressing requirements of everyone at Moonshot Academy.
  • Do not rest in a laying down position in any area of the Academy;
  • You need to eat in the designated dining area (the area where the dining is allowed is the tea house, the public ladder, the pantry), and you should not eat or drink colored drinks in the classroom, study room, etc.
  • Talk softly, try not to affect others;
  • Please cherish the public goods, please return them to the original place after using public goods. When you leave the public area for use, please clean up the garbage, restore the facilities and take away the personal belongings;
  • See the Academy map for specific spatial specifications.
15 Residential Learner Specification
16 The learner interactions with the school
The “Community Behavior Guidelines” of the Moonshot Academy is a convention that Guardians and learners develop and abide by. The current version was developed and promulgated by the Moonshot Academy. Therefore, this version of the Community Conduct Guide is named "1.5 Trial Version". The community members of the Moonshot Academy reserve the right to discuss, iterate and revise the "Code for Conduct". (Before the new version of the Community Code of Conduct is produced and approved by the referendum, the actions that take place at the Moonshot Academy will be handled in accordance with the provisions of the 1.5 Trial Version)
17 Modification of the Convention

Every Moonshooter has an obligation to abide by the rules and assume responsibility. There is also the right to participate in the formulation of rules, and the Moonshooter has the right to actively promote the occurrence of rule changes in a reasonable way. With the development of the Moonshot community, community members should follow the following procedures when they are dissatisfied with the provisions of the Moonshot convention


Setting up a special task force: When community members are dissatisfied with the provisions of the Moonshot Convention, if they want to promote the change of rules, they should take the initiative to contact the responsible teachers of the [Community Development and Moral Education] Center and set up a special proposal for the revision of the Convention with the support of the [Community Development and Moral Education] Center. The amendments to the Convention are carried out in units of special task force.

Early research: The special task force needs to conduct early research according to the proposal that it wishes to modify, familiar with the formulation logic of the convention, the operation situation, and collect opinions and suggestions from community members about the unreasonable places in the provisions of the Moonshot Convention and the problems that arise.

Drafting proposals: The special task force drafted proposals for amendments to the contents of the Convention based on the results of the survey, and provided reasonable suggestions and trial methods.

Opinion collection: After completing the revision proposal, the special task force needs to collect relevant opinions of community members in Moonshot Academy (it will be more beneficial to the proposal to pass the recognition and support of more community members).

Deliberation: The dean of the Academy and the head of the [Community Development and Moral Education] Center will discuss and review the proposal for the revision of the special task force, and organize an open deliberation meeting (community members can participate in the audit). The approval opinion approved or approved by the Dean of the Academy.

Publicizing results: The results of the approval of the proposal will be announced to the community by mail and will be notified at the school meeting. If the approval is passed, the revised Moonshot Convention will also be publicized to the community by mail within a week, and will be publicized at the school meeting in the same week.

Trial: In accordance with the content of the convention, a one-month trial of the convention will be conducted. Any disciplinary violations within the community will be punished this month and interviewed by the [community development and moral education] will be conducted during the trial period. The relevant disciplinary actions are not counted in the personal file.

Implementation: After the end of the one-month trial period, the new Moonshot Convention will be formally implemented, and any disciplinary violations within the community will be penalized and counted in the personal files.


18 Year academy group meeting
The year academy group meeting is a year-round gathering organized by the grade counselor to discuss and solve the common problems faced by the public issues and learners in the year academy group, and to inform and advance the priorities of the year academy group. The year academy group will be held every Monday at noon, and members of the year ademy group need to be fully involved.
19 School meeting
The school meeting is a school-wide gathering organized by the [Community Development and Moral Education Center]. It is also one of the compulsory experiences for learners' moral education. Through the school, learners and teachers participate in community public issues discussion and co-construction. This is an important highlighting of the culture and behavior encouraged by the Moonshot community. The school will be held every Friday at noon, and all members of the Moonshot Academy will be involved.

Moonshot Academy Graduation Requirements and Required Experiences

04 探月学院毕业要求

01 Graduation Requirement and Required Experience

Based on the university's basic entrance requirements and the educational goals of Moonshot Academy, the [Curriculum Center],  and [Community Center] have established their respective graduation criteria and required experiences. The graduation criteria and the required experience of the above centers are designed for the development of the learner's physical health, psychological health, knowledge, skills, attitudes, etc. Therefore, the Moonshot learners need to meet the following three criteria to obtain the diploma issued by the Moonshot Academy :

1. Meet the graduation criteria and required experience of the "Curriculum Center", "Community Center";
2. Meet the minimum requirements for graduates as defined in the "Efficacy Competency Model";
3. There are no major disciplinary misdeeds above the level “Detention” of in the Academy that have not been revoked.

02 Graduation requirement and required experience at the “Curriculum/Community ” Centers
These requirements are set to ensure that learners meet the standards of graduates at the academic level, social participation, interest development, self-awareness, and career planning.
03 Curriculum Center Graduation Requirements

Graduates taking the college path at Moonshot Academy will mainly go to overseas universities where English is the main language of study. Therefore, the graduation standards of the Curriculum Center need to meet the university's basic entrance standards. According to the different development directions of learners, they can be divided into [STEM], [Humanities and Social Sciences], [Art]. The Curriculum Center uses a credit system to set the learner's graduation requirements.

All MSA learners are required to earn 208 credits in order to receive the MSA Diploma. 208 credits are divided into 180 common credits and 28 elective credits based on students' track.

Credit is basically reported in terms of semester hours, whether earned during a 16-week semester or a summer session. For 1 unit of credit, approximately 2 hours per week is allotted to lecture, tutorial, and subsequent reading and study. 

Credits Acquisition Methods
The methods for obtaining credits from the Moonshot Academy are divided into three categories: “Participation and Completion of Courses”, “Independent-Study” and “Exemption”. The detailed course participation policies, self-study, and exemption policies can be found in the Academic Handbook of the Course exemption and Independent-study policy.

Course Selection Suggestions:
Please see the details in the Academic Handbook. 


04 Community Center Graduation Requirements and Required Experience

Graduation requirement: 

  • Every learner should participate in the following:
  • Students need to complete a 300-hour social service requirement
  • Learners should complete an average of 48 hours of PE activities every semester for graduation. 
  • Learners should complete 16 hours of Psychosocial Development Sessions in their first two years as learners in Moonshot Academy for graduation. 
  • The learner has reached the Developing Stage of Body Competency. It includes 
    • The learner has recorded his/her HRV on 50 percent days of each semester
    • The learner has implemented at least three nutrition recommendations and one training recommendation. The learner can provide evidence of specific changes in their daily performance.

Required Experience 
 
Well-Being Experience : 

  • Three PE activities every week(two days a week of Specific Sports)
  • One Psychosocial Development Workshop every month.
  • Recorded HRV data and implemented nutrition and training recommendation

Social Services: To ensure the development of learners' global citizenship and mobility, each learner must complete at least 300 hours of “effective” social service activities and projects* before graduation ( 3/4 years). *Effective social service activities and project refers to activities and projects organized by or certified by the Academy. (For specific social service certification and management systems, please see the Social Services section of the Learner Handbook)

05 Graduation requirement for competency mastery

Efficacy Competency:
To reach the "Proficient Level" in the below Foundational Credits

  • Credit Area: Systematic view & Collaborative Problem Solving          
  • Foundational Credit: Relationship Skills; Social Awareness; Responsible; Decision Making; Citizenship; Systems Thinking; Creativity Thinking
  • Credit Area: Self-identity & Self-directed learning                    
  • Foundational Credit: Self-regulation; Self-awareness        

Academy Handbook

05 学术手册

01 General Introduction

Moonshot Academy (MSA) was officially launched in Beijing in 2018 with the full support of PKU Affiliated High School, Beijing Normal University, and Stanford Center of Assessment, Learning & Equity. MSA is a private boarding school offering International Bilingual Curriculum. As one of the most innovative high school in China, MSA are committed to revolutionizing the traditional education ecosystem in China to one that is less test-centered and more humanistic and student-centered. 


The standard learning period at MSA is 4 years: grade 9 through 12. However, if students want to get Chinese Middle School diploma before joing MSA, they need to finish grade 7 to grade 9 in a public Chinese middle school. Therefore, MSA also admits around 40 to 60 grade 10 students each year. Those students will be allowed to transfer no more than 24 credits from their previous schools.


MSA adopted Sir Ken Robinson’s stated aim for education as our mission: to help “Learners” better understand their intrinsic talents and the outside world and assist them in becoming fulfilled individuals and active, compassionate citizens. 


Students will acquire the MSA Diploma at graduation and MSA Diploma is undertaking the membership evaluation process of Council of International School. In addition to credit requirements shown in Section II, students must complete a 300-hour social service reqruiment for graduation.


MSA currently offers three categories of courses: disciplinary course, interdisciplinary project and MSA featured course. Disciplianry courses are delivered by 7 Academic Divisions: Math, Western Humanities, Eastern Humanities, Science, Social Science, Arts and Technology & Engineering. Each year, Interdsiciplinary Project is led by 5 teams around 5 themes, i.e. Ecological Civilization, Artificial Intelligence, Fundamental Science, Human Society and Personal Health. Learners and teachers work together to identify and provide creative solutions to current problems in the 5 aeras. MSA featured courses include 2 one-year courses: Eastern Thinking and Western Philosophy and 2 one-semester courses: Self-awarness and Systems Thinking. All MSA students are required to take the 4 feature courses before graduation.

02 Graduation Requirement

All MSA learners are required to earn 208 credits in order to receive MSA Diploma. 208 credits are divided into 180 common credits and 28 elective credits based on students' track.


  • 180 common credits are shown below:

Math

Science

Social Science

Tech & Engineering

Humanities

MSA Featured Course

Interdisciplinary Project (3 yrs/2 yrs)


  • 28 elective credits:

STEM Elective

Humanities/Social Science Elective

Arts Elective

Free Elective

STEM

Humanities & Social Science

Arts


*For 24 Science credits, students must select at least 1 Physics, 1 Biology and 1 Chemistry course.

**For 44 Humanities credits, students must select at least 32 credits from Western Humanities division.

***For 4-year students, IP requirement is 36 credits, i.e. 3 years' IP experience and for 3-year students, IP requirement is 24 credits, i.e. 2 years' IP experience. Students could only waive IP course on Grade 12.


  • In addition to credit requirements,

Students need to complete a 300-hour social service reqruiment

Learners should complete an average of 48 hours of PE activities every semester for graduation.

Learners should complete 16 hours of Psychosocial Development Sessions in their first two years as learners in Moonshot Academy for graduation.

Learner has reached the Developing Stage of Body Competency. It includes

The learner has recorded his/her HRV on 50 percent days of each semester

The learner has implemented at least three nutrition recommendations and one training recommendation. The learner can provide evidence of specific changes in their daily performance.


  • Student's academic records are critical to a strong college application and many U.S. colleges has provided specific requirment of learning periods in Math, Science, History, etc. Therefore, MSA students are expected to meet the following learning requirments as well:

English: 4 years

Math: 3 years (4 years recommended)

Science: 2 years (3 years recommended)

Humanities other than English/Social Science: 2 years

Language other than English: 2 years

Arts: 1 year (or 2 semester)


Credit is basically reported in terms of semester hours, whether earned during a 16-week semester or a summer session. For 1 unit of credit, approximately 45 mins per week is allotted to face-to-face instruction. For example, one 16-week course has four 45-min sessions and the credit of this course will be 4. Specially, all IP courses are 6 credits.

03 Course Selection Guidance
  • Overall Principle

Graduation Requirement

Personal Interests

Future Major

More Possibilties

Academic Progression & Standardize Test

Workload & Academic Stress


  • Grade 9

Students are placed into Math & ELA courses based on admissions exam and placement exam result.

Students are recommended to take 1-2 science course and/or 1 social science or art course.

Students are recommended to select 5 to 6 courses except for their Interdisciplinary Projects.

Graduation Requirement is the most important reference for the course selection on Grade 9.

Students will be taking Self-Awarness course on the second semester of Grade 9.


  • Grade 10

Students are placed into Math and ELA courses based on admissions exam and placement exam result, if they are newly admitted grade 10 students. Returning grade 10 students will continue their Math and ELA courses based on course progression.

Future major will be more important when selecting courses on grade 10. If students will pursue STEM major, they are recommended to take at least 2 science courses and higher level math courses.

Check the prerequisites of advanced courses, if students plan to take advanced courses in Grade 11 and 12 or take AP exams.

Check the exam requirements, especially AP requirement, if students plan to apply for colleges in non-U.S. countries.

For MSA Featured Course, Students will be taking Self-Awarness course on the first semester and Systems Thinking course on the second semester if they are newly admitted; Students will be taking Systems Thinking on the first semester if they are returning students.


  • Grade 11 & 12

Students must meet academic prerequisites before enrolling in advanced courses. All prerequisites are listed with the course catalog.

Students' GPA will be one of the most important factors when making course selection plans on Grade 11 & 12. Students with a GPA of 3.7 or above are encourage to take Advanced courses.

Students who took AP level courses and received an AP score of 4 or 5 will receive 1.0 extra score on the GPA of this course.

Colleges consider improvement and decline over time, and an upward trend is always favorable.

Academic rigor, i.e. how challenging your course selection is and academic performance, i.e. what grades you have gotten are both important for your successful college application.


  • Course Selection Procedure

Academic Department organize training about graduation requirement & curriculum

Students check course catalogue

1:1 course selection guidance supported by personal coaches

Students select course on SchoolPal

College Counselors approve course selection with signature

04 Course Registration & Add/Drop Policy
  • Recommended Workload: The recommended workload for each semester is 6 courses including at least 1 Inderdisciplinary Project. If learner needs to select less than 5 or more than 7 courses, he/she needs the approval from his/her coach and college counselors. It is the learner's responsibility to take any risk of delaying graduation, if he/she decides to select courses less than recommended amount.


  • Course Shopping Period: The first two weeks of teaching are course shopping period. Learners could add or drop any course without any record on student report or transcript within this period.


  • Add/Drop after Course Shopping Period: Learners are not allowed to add any new course after course shopping period. If learners want to drop any course after course shopping period, he/she needs to get the approval from his/her parents, class instructors and college counselor and the grade of the dropped course will be shown as "Withdraw" on transcript. Learners can NOT drop any course during the last 8 weeks of instruction, i.e. the deadline of dropping a course is the Friday of the 8th week of instruction.
05 Policy on Auditing a Course
Auditing a Course: Learners are expected to inform the instructor of their audit status and the class instructor has the discretion to decide whether to accept auditing learners. It is expected that an auditing learner will attend all classes. The instructor and the learner must agree on any additional expectations for the class in terms of assignments and/or other activities. No grade or academic credit will be given for auditing students.
06 Division of Math

We inspire all our learners to understand and appreciate the beauty and utility of mathematics, learners will be able to use mathmatics as a powerful tool to understand both natural and human phenomena, and we equip our learners with mathmatical competencies (such as logical reasoning, mathematical operation, data analysis, mathematical modeling, use appropriate tools, critical thinking etc) to solve both theoretical and practical problems.


The math curriculum is designed flexiable enough for all learners to enter math class at any time. The compulsory courses are designed from foundation level to advanced level, so that learners could keep challenging their understanding and interpretation of mathematics. For the learners who want to pursue STEM related major and career in the future, or simply want to explore more about the development of mathematics, we also provide various elective courses, including math history, calculus, statistics and math modelling.


We believe that learners learn math deeper when they:

Be curious, intrigued to research why and how.

Be open, ready to take other perspectives and approaches.

Be active, eager to make sense of concepts and ideas.

Be practical, willing to seek transfer of knowledge and methodology.

Be resilient, persistent to solve a problem or prove a theorem.

Be reflective, ready to learn from trials and experiments.


Math in Projects:

The math project is an important part of our course where learners apply theoretical academic knowledge to a real world situation and report their work out publicly. A well designed math project:


Driven by an essential question

Learners could make their own discoveries/ finding their own resources and answers, and creating and testing mathematical models. Teacher is not the only mathematical authority.

Learners are engaged in mathematical reasoning throughout the project, not just a little math in the beginning and then a lot of "crafts", they need to show their thinking logically and mathematically

The math is tied to something visually stimulating or applicable for the real world

There is an authentic final product that the students create, build, present on, and this serves as an authentic assessment 


Standards

When developing our Math curriculum, standards are based on The Common Core Standards and we assess learners compentency levels according to our compentency model.

MATH 1001: Math 1

MATH 1001: 数学 1

Prerequisite: N/A

Course Syllabus: https://shimo.im/sheets/1lq7MgzPRpUzLGAe/MODOC/


This course is for students who show the need for a through learning of algebra in placement test. Most incoming students who have finished 8 years of math education are recommended to take this course unless they demonstrate a strong background in algebra. The topics in the first term including data handing(descriptve one variable statistics), equations and inequalities, introductionto functions and quaratic functions, logic and geometric proof, congruence&similarity. In the second term, right triangle trigonmetry, coordinate geometry, circle, rational and irratioanl numbers,datat handing(descriptive two variables statistics).


MATH 2001: Math 2: Interpretation

MATH 2001: 数学 2:阐释

Prerequisite: Succesful completion of MATH1001 or demonstrate equivalent mastery in entry test. 


This course is driven by life-related applications of mathematics. It enables learners to develop the ability and confidence to think numerically and spatially in order to interpret and critically analyze everyday situations and to solve problems.The first term of the course analysing data ;mathematics as a language; modeling relationship with functions; mathematics as the science of patterns.The topics that will be coverd in the second term are exploring on trigonometry; modeling retionships with circular functions; measuring and dividing up space; exploring randomness.


This course is aimed at learners who will go on to study subjects such as humanity, statistics, business, psychology, art and design.


MATH 2901: Math 2: Analysis

MATH 2901: 数学 2:分析

Prerequisite: Succesful completion of MATH1001 or demonstration of equivalent mastery in entry test.


Through this course, we will learn essential math concepts, procedures, methods and tools so that we can employ mathematics in science to understand the world, in engineering to shape the world, in technology to change the world. The first term of the course will cover univariate and bivariate statistics; sequcens and series; exponential and logarithmic functions. The second term will cover trigonometric functions; triangle trigonometry; vectors; conic sections.


This course is aimed at learners who will pursue a major or career in science, technology, engineering and mathematics in the future.


MATH 3001: Math 3: Interpretation

MATH 3001: 数学 3: 阐释

Prerequisite: Succesful completion of MATH2001 or demonstrate equivalent mastery in entry test. 

This course is appropriate for learners who are interested in developing their mathematics for describing our world with more emphasis on solving practical problems. They will also be interested in harnessing the power of technology alongside exploring mathematical models.The first term o the course will cover modeling relationships with polynomial and rational functions, polar coordinates and vectors, solid geometry, analytic geometry. The second term will cover systems of equations and inequalities, binomial theorem and counting, probability, binomial and normal distribution, testing for validity and analyzing rate of change.


This course is aimed at learners who will go on to study subjects such as humanity, statistics, business, psychology, art and design.


MATH 3901: Math 3: Analysis

MATH 3901: 数学 3: 分析

Prerequisite: Succesful completion of MATH2901 or demonstration of equivalent mastery in entry test.


Through this course, we will learn advanced math concepts, procedures, methods and tools so that we can employ mathematics in science to understand the world, in engineering to shape the world, in technology to change the world. The first term of the course will cover complex numbers and probability. The second term will cover calculus.


This course is aimed at learners who will pursue a major or career in science, technology, engineering and mathematics in the future.


MATH 1002: Math History*

MATH 1002: 数学史*

Prerequisite: N/A


In this course, we will go through the historical develepment of matheamtics, from ancient time to modern era.  In particular, we will uncover many great mathematical ideas, their formation, interaction with other thoughts, and contribution to the human civilization.


MATH5001: Calculus

MATH5001: 微积分

Prerequisite: Succesful completion of MATH2901 or MATH 2001 with a grade above A- or demonstrate equivalent mastery in entry test.


This course emphasizes a multi-representational approach to calculus, with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally.  The first term of the course covers basic functions and fodels; limits and continuity;differential calculus. The topics that will be coverd in the second term include integral calculus;differential equations; infinite sequences and series*;parametric equations, polar coordiantes*;vector analysis*.


MATH5002: Statistics and Probability

MATH5002: 统计与概率

Prerequisite:Succesful completion of MATH3001/MATH3901 ,recommend to complete 

MATH5001 or with the basic understanding about calculus.

This course is for students who demonstrate a good foundation in basic algebra, and interested in exploring statistics as a tool in causal analysis and other research. The first term of the course covers the exploring one variable and two variable data, probability, random variable and distributions, estimating with confidence. The topics that will be coverd in the second term include testing a claim:hypothesis testing for one and two samples distribution,regression.


MATH6001: Mathematical Modeling*

MATH6001: 数学建模*

Prerequisite: Succesful completion of MATH3002: Advanced Math Analysis or demonstrate equivalent mastery in entry test.


In this course, we will explore how to represent real-world situations in mathematical models, translate problems from the situation into the model, solve the translated problem and interpret the solution back into the situation for evaluation and iterate the process accordingly until satisfied. Learners will experience how to solve real-world problems mathematically.




07 Division of Western Humanities:

Humanities education provides an integral foundation in a complete education. The ability to think, express, and explore are built on language, knowledge, concepts, and skills that are learned through the disciplines of language, literature, history, philosophy, and the arts. The study of the humanities teaches learners how to interpret texts, assess sources, make value judgements, and form and analyze arguments. Written expression is taught so that learners can share their ideas as part of the “Great Conversation” — the dialectic and dialogue of human growth and development through the engagement of human thinking. Language is also a creator and conveyer of beauty, and, through writing, this aesthetic experience is gifted to future generations. Ultimately, what coheres our design of the Humanities curriculum and classes taught at Moonshot Academy is deeper learning of these key skills and knowledge to help learners to “self-actualize,” in Maslow’s parlance, or to “become fulfilled individuals and active, compassionate citizens” as graduates of Mooshot Academy.


Because language is essential to human development, we emphasize its step-by-step development as a tool to access the cultural inheritance of humanity, collaborate in a globalized world, and present ideas and art that can change the world. We recognize the value of Chinese as our students’ native language with access to its own cultural treasures and that learning English exposes learners to the riches of the Western Tradition. As the global language of education, business, science, and the Internet, mastering English facilitates learners’ abilities to thrive in the modern world.


Literature allows learners to imagine a world of possibilities. As we cultivate the imagination, we can see things with the mind’s eye that we can then work to build. The ability to empathize with others’ feelings and see the world through their eyes—a competency inherent to great literature—is essential to truly being human and improving society. Poetry, plays, and stories give us forms to understand the heart as well as the mind.


History allows us to understand our collective experience as a people. By studying the past, we learn that human societies move through cycles. But we also learn that agency is key in molding human activity. In the study of history, we see the power of individual decisions and how individual choices aggregate collectively into our shared human experience. Knowing the past informs the present and allows us to evaluate future possibilities and pitfalls. Rather than focusing on a list of facts and dates, courses such as World History, US History, History of Mathematics, Asian Studies, and Human Geography provide learners with deeply enriching content as well as opportunities to develop historical thinking skills, an invaluable competency encompassing critical thinking, inquiry & research, analysis & synthesis, and argumentation.


Philosophy allows for the exploration of the human mind. The ability to develop our innate capacities to connect, reflect, and analyze are developed through thought exercises. An ethical perception of the world is fostered through understanding our place in the universe. Our limitations and our possibilities are met as we study important concepts such as justice, truth, and being. As a Moonshot Honored Course, Western Philosophy is a required credit for all MSA learners.


Core Beliefs:

At Moonshot Academy, we believe students are life-long learners who excel when they are given the freedom and support to pursue their own passions.


We support learners’ development of reading, writing, vocabulary, and grammar/mechanics with the adaptive learning program IXL as part of our blended learning approach. This comprehensive online curriculum offers learners individualized instruction and practice—at their own level and pace. We use IXL’s high quality analytics to inform our teaching, offering more targeted, personalized learning experiences aligned with Common Core standards and deeper learning of 21st century competencies. Since IXL can be easily accessed from any computer, phone, or tablet, this approach allows for learning to continue anytime, anywhere, and it encourages learners to develop self-regulation skills and ownership of their learning process.


Through project-based learning, learners apply and extend knowledge in a process of deeper learning. Rooted in essential knowledge, skills, and dispositions, these projects are often hands-on, collaborative, and interdisciplinary in nature, and they give opportunities to learners to present and celebrate their learning.


Standards:

When developing our English curriculum, standards are based on Common Core Standards, and we assess learners’ competency levels according to our MSA competency model. For college-level classes, we align with the CollegeBoard’s AP standards and guidelines.

ENGL 1000: ESL Foundations

ENGL 1000: 英语基础课程

Prerequisite: N/A


This is a transitional course to support learners with limited exposure and training in English language. Because Moonshot is a bi-lingual learning environment, we offer supplementary instruction in English as a second language for learners who need additional support beyond their Introductory ELA-1 course.


ENGL 1001: ELA1 (Introductory Level)

ENGL 1001: 英语语言艺术1 (初级)

Prerequisite: N/A

This class is designed for learners to build basic English language skills (reading, writing, listening, speaking) as well as introducing learners to the fundamental concepts of literary studies.


ENGL 2001: ELA2 (Intermediate Level)

ENGL 2001: 英语语言艺术2(中级)

Prerequisite: Having successfully completed the ELA-1 course, or having successfully "tested out" of ELA-1 in the admissions process.


This intermediate-level course is designed to develop students' English language skills (reading, writing, speaking, and listening) through engaging and complex units of study. This year's course is designed around the themes of past, present, and future. Students will read a variety of fiction and non-fiction texts, engage in discussions and debates, and learn to effectively communicate their ideas in writing, from personal, informal journaling to rigorous academic essays. Each unit integrates reading and writing with digital tools, multimedia, and fine & performing arts. Students will have multiple opportunities to deliver presentations and performances. This course contains a blended learning component, IXL, which allows learners to work at their own level and pace through a comprehensive online curriculum. This course will culminate with a major PBL performance and a portfolio of student writings.


ENGL 3001: ELA3 (Advanced Level)

ENGL 3001: 英语语言艺术3(高级)

Prerequisite: Having successfully completed the ELA-2 course, or having successfully "tested out" of ELA-2 in the admissions process.

This course is designed for learners working on their higher English language and literature knowledge and skills through the study of works of literature and advanced writing exercises. Based on the backgroud of WWII, this course explores literature of varied genres in that time period, including A Midnight Clear by William Wharton, No Exit by Sartre, Slaughterhouse-Five by Kurt Vonnegut, The Guernsay Literary and Potato Peel Pie Society by Mary Ann Shaffer · Annie Barrows and collections of poetry. Close reading of texts and the development of critical thinking will be key skills in developing students' language and argumentation abilityin this course. Meanwhile, the experiential learning part will add some bright colour to the deep conversation between literature and humanity.

ENGL 3002: Creative Writing

ENGL 3002: 创意写作

Prerequisite: N/A


Creative Writing is an intermediate ELA course focusing on English creative composition and contemporary literature. Through the exploration of your own life and the varied lives around you, we hope that you could build up your own identity profile. Meanwhile, the exposure to different contemporary literature and writing genres will offer you an opportunity to find a unique way to express yourself with. The competencies this course will be focusing on are oral interaction, creative writing, aesthetic sensation, and self-awareness. The immersive English environment of this course will also sharpen your language abilities through reading and listening to writing and speaking. The final artefact of this course will be one or more collections of your own masterpieces and all the money earned by selling them may be your first barrel of gold in the writing field.


ENGL 5001:ELA4 (AP Literature)

ENGL 5001: 英语语言艺术4(AP文学)

Prerequisite: There are no prerequisite courses for AP English Literature and Composition. However, students should be able to read and comprehend college-level texts and write grammatically correct, complete sentences.


The English Literature and Composition course focuses on reading, analyzing, and writing about imaginative literature (fiction, poetry, drama) from various periods. Students engage in close reading and critical analysis of imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure. As they read, students consider a work’s structure, style, and themes, as well as its use of figurative language, imagery, and symbolism. Writing assignments include expository, analytical, and argumentative essays that require students to analyze and interpret literary works.


PHIL 1001: Practical Philosophy

PHIL 1001: 应用哲学

Prerequisite: N/A


The Battle of Ideas is an introduction course of western philosophy focusing on important topics of human existence. Brain science, psychology and art will also be involved when thinking and communicating ideas & worldviews. A practical approach will bring philosophical knowledge and skills into everyday life—to connect with patterns, trends and challenges we encouter in our lives. The competences this course will be focusing on are: critical thinking skills, writing and oral communication skills, and self-awareness. With the support of the team, you will be taking a thinking heroic adventure towards truth, success, happiness and constant personal growth. You will be enlightened by the thoughts of the greatest thinkers of human history and make connections with your own experiences and knowledge. You will discover more about your own thinking mechanism and examing your ideas during group inquiry. "Know yourself. Life without examination is not worth living.”

Key concepts: Identity, Human nature, Reason & Emotion, Desire, Freedom, Justice, Good life, Love.


MSAF 4001: Western Philosophy

MSAF 4001: 西方哲学

Prerequisite: N/A

Course Syllabus:

This course educates learners in the culture and major ideas of the Western Tradition by teaching primary texts (Gilgamesh, Plato’s Republic, Descartes’ Meditations) in the context of culture and history. Philosophy as a discipline broadens the mind by seeing ourselves and the world from a higher perspective. Note: This is an MSA Honored Course, required for graduation.


WHIS 5001: World History

WHIS 5001: 世界史

Prerequisite: N/A


In World History, students investigate significant events, individuals, developments, and processes from 1200 to the present. Students develop and usethe same skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical connections; and utilizing reasoning about comparison, causation, and continuity and change over time. The course provides six themes that students explore throughout the course in order to make connections among historical developments in different times and places: humans and the environment, cultural developments and interactions, governance, economic systems, social interactions and organization, and technology and innovation.


AART 2001: Music Appreciation

AART 2001: 音乐鉴赏

Prerequisite: N/A

Music is an art form that defines and shapes human beings ever since we existed. Everyone listens to music everyday, yet few people think about how it has evolved and shaped who we are and our connections with music. Designed with themes of different emotions music creates and expresses, this course aims to enhance students’ overall ability to listen, understand, evaluate, and appreciate music from different time periods, world regions, and genres. Students will learn the basic elements and concepts to understand and analyze music, acquire introductory improvisation methods to make simple pieces on Garageband, and hold a concert of their own at the end of the course.


Course Selection Guidance:

In preparation for university education, learners at Moon Shot Academy are required to take an English Language Arts class every semester.

It is highly recommended that learners take a minimum of 2 courses taught in English language every semester.

Courses are organized according to subject and level. The levels are introductory, intermediate, and advanced. The subjects are language, literature, history, philosophy, and the arts.

08 Division of Eastern Humanities

Core Value and Beliefs

Eastern Humaniteis provides an comprehensive and profound access to Chinese culture, language and literature, to develop learners' Chinese literacy skills as well as cultural awareness. By guiding students through various ancient and contemporary texts, we aim to help learners develop their Chinese reading and writing skills. We also aim to cultivate learner's passion and deeper understanding of Chinese culture, affirming their civic identity and lay a solid ground for their future venture into the world as global citizens.


东方人文学部为学习者提供全面且深入的中国文化与汉语言文学课程,旨在发展学习者的中文听说读写能力的全面发展、培养文化意识,并支持学生的终身发展。学部课程通过引导学习者阅读与探究多元化的古代以及现当代经典文本,着重培养学习者对中国语言和文化思想的理解与热爱,加强国民身份认同感,从而拓展学习者的学习与研究兴趣。


Standards

When developing our Chinese curriculum, standards are based on National Chinese Curriculum Standards, CCSS, and we assess learners’ competency levels according to our MSA competency model.

CHIN2001: Fundamental Chinese Language and Literature:The Written World

CHIN2001: 中国语言与文学基础:文字的力量

Prerequisite: N/A

Contents: This is a fundamental course to support learners read the excellent ancient and modern Oriental literary works. According to the different artistic expressions of poems, prose, novels and plays, learners are able to appreciate the works from the perspectives of language, conception, image and emotion, so as to understand the author's creative intention and gain aesthetic experience. Develop the habit of writing reading notes, reviews and essays, learners are able to explain and share feelings and opinions in their own way.


这是一门基础课程,将引领学习者走进中国语言与文学世界。你将通过精读散文、戏剧、小说、诗歌,学会从语言、构思、形象、情感等多角度赏析经典文学作品,把握作品的内涵,进而理解作者的创作意图,获得审美体验。另外,学习者可以在课程丰富多彩的任务活动中提高写作能力,我们也鼓励你采用灵活、创新的方式表达和分享自己的观点和感悟。


CHIN3001: Chinese Contemporary Literature

CHIN3001: 现当代中国文学作品选读

Prerequisite: N/A

Contents: This is an advanded course offering learners an access to important cometmporary Chinese writers and their works. In this course, we will read together canonical texts from Lu Xun, Ba Jin, Lao She etc, and probe into their core value and beliefs, while developing Chinese reading and writing competencies along the way.

作为汉语言文学的萌芽与巅峰时期,现当代文学对于学习汉语语言与文化有着至关重要的意义。在这门课中,我们会共读现当代重要作家的经典作品,探究主旨意涵,感受形象、品味语言、体验情感,提升文学欣赏能力。鲁迅、茅盾、巴金、老舍…… 欢迎进入现当代文学的世界。


MSAF4002: Introduction to the History of Chinese Culture

MSAF4002: 中国文化史导论

Prerequisite: N/A (as you can read Chinese)


Contents: Follow the history development stage of China and the main theme of that time, the course content is mainly refer to four main unit which include several topics in it, to help learners to understand how does Chinese culture form by time, what's the core bebelif of Chinese culture, and how does it connect with our daily life in mordern time:


Shengxian appear in the world(出圣贤): The period of San Huang Wu Di in ancient time , and Destiny of serving people.

Take care of the whole world(家天下): Dynasty of Xia & Shang,the time of forming the Chinese Social Structure.

Educate/Cultivate people with LiYue( 興禮樂):Dynasty of Zhou, the rise and fall of LiYue regulation

Unification(大一统): Qin and Han Dynasties: Unified Governance of the world


「中國文化史導論」的內容主要分成七層,每一層都會對應一段歷史時期與一個主要議題,每一層之下都還有若干個子題:


出聖賢:遠古中國,三皇五帝的時代:為人民服務的天命

家天下:夏商二代:社會結構的形成

興禮樂:周:禮樂的興衰存續

大一統:秦漢:天下的統一治理

09 Division of Science

Philosophy

“一粒沙里有一个世界,一朵花里有一个天堂,把无穷无尽握于手掌,永恒不过是刹那时光。”

探月的科学课程部希望通过基于真实情景的探索和思考,带领和支持学习者领略科学之美;培养学习者成为具有独立思考和学习能力的人,在经历艰苦卓绝地努力之后,能够掌握丰富的关于宏观和微观世界的科学知识。学习者能够掌握假设、实验、验证、定性和定量分析等科学的研究方法,并运用其理解和改造世界;同时,学习者能够因此具备良好的科学素养,形成个体与个体、个体与客观世界关系的科学看法,找到探索自然的内在动力,保持原本就对世界的好奇。


To see the world in a grain of sand

And a heaven in a wild flower

Hold infinity in the palm of your hand

And eternity in an hour

---- William Blake


The science curriculum Department of Moonshot Academy hopes to lead and support learners to experience the beauty of science through exploration and thinking based on the real situation; help learners to become people with independent thinking and learning ability, and master rich scientific knowledge about the macro and micro world after hard and excellent efforts. Learners can master scientific research methods such as hypothesis, experiment, verification, qualitative and quantitative analysis, and use them to understand and transform the world; meanwhile, learners can have good scientific competencies, form a scientific view of the relationship between individuals, individuals and the objective world, find the internal motivation to explore nature, and maintain their original curiosity about the world.


Objective

Students can acquire basic knowledge and interdisciplinary concepts in classical and modern physics, chemistry, biology and geography, including following ideas:

Matter and Its Interactions

Motion and Stability: Forces and Interactions

Energy

Waves and Their Applications in Technologies for Information Transfer

From Molecules to Organisms: Structures and Processes

Ecosystems: Interactions, Energy and Dynamics

Heredity: Inheritance and Variation of Traits

Biological Evolution: Unity and Diversity

Earth's Place in the Universe

Earth's Systems

Earth and Human Activity

Crosscutting scientific concepts: Patterns; Cause and effect; Scale, proportion and quantity; Systems and system models; Energy and matter; Structure and function; Stability and change


Learners would experience the following scientific practices to form relevant competencies

Asking questions and defining problems

Developing and using models

Planning and carrying out investigations

Analyzing and interpreting data

Using mathematics and computational thinking

Constructing explanations and designing solutions

Engaging in argument from evidence

Obtaining, evaluating, and communicating information 

Content and Courses

In order to meet the needs of different levels of students, science courses provide different levels of choices, including Introduction to Science and foundation science courses for learners with different ability structures, Advanced science courses, and some elective courses with specific topics.


The introduction science courses series mainly focuses on the training of core scientific content before high school and basic scientific research methods ; the basic science course is divided into physics, chemistry, biology and geography, and focuses on the training of core content and scientific methods of discipline foundation; the advanced science course is also divided into subjects, which is set for students with strong interest in each subject, and the content is AP; Elective courses with specific topics are set for students who are interested in specific subjects of various disciplines, and the contents are subject elective and expansion.


Standards

When developing our Science curriculum, standards are based on  Next Generation Science Standards (NGSS)and The new curriculum standard of high school in China. We assess learners‘ competency levels according to our competency model.

Course Outline in Science

PHYS 1001: Introduction to Physics

PHYS 1001: 基础物理学

Prerequisite: N/A

"Introduction to Physics is a basic science course which invites you to observe and investigate the nature like a scientist. You could meet different scenarios where physics can support the real world, and experiments and seminars will have your back for analyzing those cases. You will probably find another perspective to understand how the nature is changing and developing as the course goes on.  We will build connections among mass, energy, and their interactions; and also sail from waves to electromagnetism. Hope this 1-year journey worth it. 

作为最基础的科学课程之一,物理入门课邀请你一起观察和探索自然。你会遇见物理应用于现实世界的不同场景,而实验与讨论会为你提供最好的支持。随着课程的进行,你可能会找到另一种认识自然发展变化的角度。我们会联系物质、能量与它们的相互作用,也会游历波动和电与磁的角落。希望一年的旅程不虚此行。"


PHYS 5001: Advanced Physics: Mechanics

PHYS 5001: 高阶物理学:力学

Prerequisite: 了解基础的物理现象,能够用科学的语言描述物理现象,了解基本的科学研究方法,知道基础的二次方程、三角函数的知识。学习科学入门课、物理入门课或者在水平测试中表现出同等学术能力。

You should know basic physical phenomena, be able to describe physical phenomena in scientific language, understand basic scientific research methods, and know how to deal with quadratic equations and trigonometric functions. Succesful completion of PHYS1001: Introduction to physics or demonstrate equivalent mastery in entry test.


力学,是一门通过探究和实验的,基于数学的力学内容课程,包括运动学、动力学、圆周运动和引力、能量、动量、简谐运动、力矩和转动、机械波和声。

Mechanics is an algebra-based, inquiry and experiment based,introductory high school-level physics course. Students cultivate their understanding of Physics through inquiry-based investigations as they explore these topics: kinematics; dynamics; circular motion and gravitation; energy; momentum; simple harmonic motion; torque and rotational motion and mechanical waves and sound.


PHYS 5002: Advanced Physics: Electricity and Magnetism

PHYS 5002: 高阶物理学:电与磁

Prerequisite: 了解基础的物理现象,能够用科学的语言描述物理现象,了解基本的科学研究方法,知道基础的二次方程、三角函数的知识;完成了力和运动、曲线运动、万有引力、功和能的知识学习。即基础物理课、PHYS5001:力学课,或在水平测试中表现出同等学术能力。

You should know basic physical phenomena, be able to describe physical phenomena in scientific language, understand basic scientific research methods, and know how to deal with quadratic equations and trigonometric functions; Succesful completion of PHYS5001: mechanics or demonstrate equivalent mastery in entry test.

Course Syllabus: https://shimo.im/sheets/y1FcplJkrSAH8RRw/


电和磁,是一门通过探究和实验,基于数学的电磁学有关内容的课程,包括电场力、电场强度和电势、直流电路、磁场、电磁感应、电磁波、光、量子和核物理等。

Electricity and Magnetism is an algebra-based, introductory high school-level physics course. Students cultivate their understanding of Physics through inquiry-based investigations as they explore these topics: electrical force, field, and potential; electric circuits; magnetism and electromagnetic induction; geometric and physical optics; and quantum, atomic, and nuclear physics.


CHEM 1001: Introduction to Chemistry

CHEM 1001:基础化学

Prerequisite: N/A

An introductory course that focus on giving overview of chemistry, linking chemistry to real life. It encourages curiousity and improves the skills for scientific discovery.

This course lays foundation for further chemistry studies. It also lays foundations for material sciecne, life sciences, and environmental sciences.

这是一门入门课致力于给学习者一个化学学科的全景,建立化学与生活的连接。这门课想要激发学生对于自然世界的好奇心同时锻炼科学探究的能力。化学入门课为之后的化学学习打下基础,也为材料科学、生命科学和环境科学等自然科学领域打下基础。


CHEM 3001: Intermediate Chemistry

CHEM 3001: 中阶化学

Prerequisite: 学习过国内初三化学或在探月学习过 Introduction to science,或具备同等学术能力。Succesful completion of CHEM1001: Introduction to chemistry or demonstrate equivalent mastery in entry test.

This course introduces the terms, concepts and rules in chemistry, and relates them to everyday materials and events, placing chemistry within the context of your own experiences.


CHEM 5001: Advanced Chemistry

CHEM 5001: 高阶化学

Prerequisite: 在探月学习过 fundamental chemistry或具备同等学术能力。 Succesful completion of CHEM3001: Chemistry 1 or demonstrate equivalent mastery in entry test.

This course is the basic professional knowledge in general Chemistry. It is equivalent to that of the year-long college/pre-university level learning of Chemistry concepts.


BIOL 3001: Intermediate Biology

BIOL 3001: 中阶生物

Prerequisite: N/A

适合进入高中生物学习的初学者。课程将围绕着两个主要话题“青少年健康和罕见病”进行小组学习和探究,在健康话题的最后,小组将为特定人群设计出一份科学又营养的食堂食谱;在罕见病的最后,小组将深入了解罕见病背后的故事,关注被遗忘的罕见病患者为他们发声。话题内容设涉及到细胞生物学、遗传、演化等知识。

This is an introductory course for beginers of high school biology. We will talk about the problems of teenage obesity, diabetes and rare diseases based on cell bioloby, genetics knowledge.This course will also cover evolution topic to help you understand the most influenced theories in this field.


BIOL 5001: Advanced Biology

BIOL 5001: 高阶生物

Prerequisite: 完整学习过中国课程标准体系下,初中生物学、化学课程;最好学习或自学过高中必修部分化学课程或具备同等学术能力。 Succesful completion of BIOL3001: General Biology and CHEM3001: Chemistry 1 or demonstrate equivalent mastery in entry test.

1、依据现代生物学/生命科学发展及教学发展,课程共分为5个“模块主题”(细胞、遗传与进化、稳态与调节、生态学、生物技术),每一个“模块主题”聚焦现代生物学的一个侧面,全部的“模块主题”构成完整的现代生物学学科体系。学生完成全部“模块主题”后意味着其将掌握高中至大学先修课级别的生物学核心概念(core concepts)、科学思维与探究技能和相关社会议题的参与能力,三者构成生命科学学习经历凝练的关键能力。


2、本课程适合有志于未来申请入读医学院、农学院、药学、生命科学、神经科学与类脑科学、人机工程、营养与食品科学、环境科学、海洋科学等相关领域的同学学习,是这些领域的基础课程,也适合有计划参与国内外生物学竞赛活动的同学学习,选修高阶生物学的学生,建议同时选修高中高级别的化学和物理课程;


3、抛开一切“工具理性”的理由,作为自然科学中直接触碰“生命”本体的学科,对生命现象的理解深度,对“现在与过去、我与他人、人与环境、利己与利他、竞争与合作、偶然与必然、强与弱”等重大基础性问题从生物学视角重新进行审视与思考,即是对“何以为人”的理解与思考。生物学的学习和概念理解,可以针对发展问题、社会问题给予我们另一种强大的批判性、自然性的思考工具,消解工业与技术红利时代“单向度的人”的迷思,促进“人的全面而自由的发展”。


1. According to the development of modern biology and life science and the development of teaching, curriculum is divided into five modules theme (cells, genetic and evolution, the homostasis and regulation, ecology, biotechnology), and each module theme focus on one aspect of modern biology, all the "module theme" constitute a complete system of modern biology discipline. Completion of all module topics implies mastery of core concepts in biology at the high school to advanced Placement level, scientific thinking and inquiry skills, and participation in related social issues, which constitute key competencies for a condensed life science learning experience.


2. This course is designed for those interested in the future application in medical college, agronomy, medicine and life science, neuroscience and brain-like intelligence science, man-machine engineering, nutrition and food science, environmental science, ocean science and related fields such as students learning, is a basic course in these areas, and is suitable for the students in a planned way to participate in the activities of biology competition at home and abroad to study, students of high level biology, suggest taking senior high school chemistry and physics course at the same time.


3. Despite all the "instrumental rationality", as a natural science directly contact touch "life" of the ontology subject, the depth of understanding of life phenomenon, for "the present and the past, I and others, man and environment, self-interest and altruism, competition and cooperation, contingency and necessity, strong and weak" and other major basic problem from a biological perspective to look at and think, is the understanding and thinking of “what is a man”. The study and conceptual understanding of biology can give us another powerful critical and natural thinking tool for development and social problems, dispel the myth of "one-dimensional man" in the era of industrial and technological dividends, and promote the "all-round and free development of man".


SCIE 5001: AP Research

SCIE 5001: AP研究

Prerequisite: 学习过科学的高阶课程(化学、物理、生物)至少一门或具备同等学术能力。Succesful completion at least one of following advanced courses: BIOL5001 Advanced Biology、CHEM5001 Advanced Chemistry、PHYS5001 Mechanics and PHYS5002 Electricity and Magnetism or demonstrate equivalent mastery in entry test.


Develop and practice the skills in research, collaboration, and communication that you’ll need in any scientific discipline. You’ll investigate topics in a variety of scientific subject areas, write research-based essays, and design and give presentations both individually and as part of a team.


Build on what you learned, you will be able to deeply explore an scientific topic, problem, or issue of individual interest. Through this exploration, you will design, plan, and conduct an independent research based investigation to address a research question.


Skills you will learn 

* Reading and analyzing articles, studies, and other texts

* Gathering and combining information from sources

* Viewing an issue from multiple perspectives

* Crafting arguments based on evidence

* Conducting independent research

* Analyzing sources and evidence

* Applying context and perspective

* Writing a college-level academic paper

* Presenting research findings to an audience

10 Division of Social Science

Social Science Division will be centered on the "Grey Area and Fine Line" (灰度认知,黑白决策). We firmly believe that there are many sides to every event, so we need to perceive it with a grayscale perspective. But when we make decisions, we need to be able to have the knowledge base to make sound decisions, not a muddled mess.


Standards

When developing our Social Science curriculum standards are based on C3 Social Science(https://www.socialstudies.org/c3) and we assess learners compentency levels according to our compentency model.

SOSC1001: China and the World

SOSC1001: 宅兹中国

Prerequisite: N/A

Course Syllabus:(奇年春秋季)

《更有可能成功的路》这本书,提到了这样一种新型课程。你愿意和我一起,把它变成中国版本么?

The book named Most Likely to Succeed mentioned a new kind of course. Would you like to come with me and turn it into a Chinese version?


试想一下,如果高中新增了一门必修课,叫作《身为美国人的意义》,课程之始,老师提出了一些涉及面很广的问题。这些问题不容易回答,也没有绝对正确或错误的答案,比如:“我们身为美国人,究竟是谁?”“是什么样的力量塑造了美国人民,塑造了美国?”“美国在未来会遇到什么挑战?”

Imagine, for a moment, a new required high school class called “What Does It Mean to Be an American?” Imagine that the course begins with posing big questions that have no easy or right or wrong answers, such as, “Who are we as Americans?” “What are the forces that have shaped us as a people and as a country?” and “What are the challenges that our country faces in the future?”


而学生要在一年内,运用多学科知识对上述问题进行充分思考。当然,他们会从历史角度来看美国人究竟是谁,但同时也能从文学和艺术的角度来回答这个问题。学生会了解到从其他国家来到此地的移民对美国文化做出了什么贡献,以及塑造美国历史的重要新技术,为美国带来巨额财富和繁荣景象的数学和科学发现,未来面临的危及生命的挑战。

Now imagine that students are challenged to consider these questions over the course of a year, using multiple disciplines. They would come to understand who we are as Americans from history, of course, but also from literature and the arts. They would learn what immigrants from other countries have contributed to our country’s culture. They would learn about important new technologies that have shaped our history, mathematical and scientific discoveries that have brought us both enormous wealth and prosperity, as well as life-threatening challenges for the future.


接着,学生组成小组,分别负责对各个特定时代进行深度研究,之后,再将自己所了解到的精华内容讲给全班同学。也许,学生们能制作一部电影,或写出一部戏剧,以反映该时代的一个特别重要的历史事件。有些人也可能会创作一首歌、一首诗,或一部短篇小说。

Now further imagine that teams of students would have responsibility for researching specific eras in depth and then teaching their peers the highlights of what they have learned. Perhaps they’d make a movie or write a play to illustrate a particularly important point. Some might compose a song or write a poem or a short story.


那么,这样一门课程的“期末考试”会是什么样的呢?老师不可能(张阳注:翻译有误,是“可能”而不是“不可能”)会要求学生回家写一篇深度论文,来回答“身为美国人的意义”这个问题。从课程开始的第一天起,学生就知道这将是期末考试的题目。在为期一年持续进行的讨论和辩论中,学生会针对这个问题不断进行思考。老师会鼓励学生利用各种可以找到的资源,特别是互联网,在一年的时间里不断学习。

So what would the “final exam” look like for this course? Students would be asked to write an extended, take-home essay addressing the question of what it means to be an American. They would know from the first day of class that this was the final exam question. They would have been considering the topic in ongoing discussions and debates throughout the year, and they’d be encouraged to draw on all the resources they’d used for learning throughout the year—especially the Internet.


期末考试的第二部分是要求学生当众对自己的论文进行演讲和辩护,形式和论文答辩很相似。过程中,家长和来宾有机会对学生的演讲进行观摩并提问。学生的口头表达和书面总结水平可以通过他们提出的观点,收集多方证据予以支持的能力进行评估。老师不会在学生之间进行相互比较,也不会在给定时间内看谁产出的成果比较多。学生需要满足一系列表现标准,才能拿到该门课程的学分,相当于拿到美国研究的勋章。

The second part of students’ final exam would require them to present and defend their papers in a public exhibition of mastery—much like a dissertation defense—where parents and guests would have a chance to observe and ask questions. Students’ oral and written work would be assessed on their ability to marshal a range of evidence to make their points. They would not be compared to one another; they would not be time-tested. But they would have to meet a specified performance standard in order to get a credit for the course—a Merit Badge in American Studies.


如果美国每一所高中的学生都能上这样一门课,我们的学生是否能对历史、现状和未来产生更加深刻的理解?通过这样一门课程的历练,学生们是否能在协作、批判性思维、沟通和公民素养方面得到进一步的提升?我们认为答案是肯定的。

Do you think that if every high school student in America took a course like this, our students might better understand our past, our present, and our future? Do you suppose they’d be better collaborators, critical thinkers, communicators, and citizens? We think so.


SOSC1002: Intro to Politics

SOSC1002: 政治学入门

Prerequisite: N/A

Course Syllabus:(偶年秋季)


我们为什么需要这一门课?请允许我用施展老师的一段话来回答:

「你想象一下,如果你是一个生活在二战前夕的英国人,面对纳粹德国的疯狂扩张,你觉得是应该向纳粹妥协让步,还是应该团结起来一致反抗?

估计你会说,那肯定不能妥协啊,纳粹这么邪恶,当然要反抗啊。但是,生活在当时的英国人,还未必真是你这么想的。

因为距离二战爆发的20年前,欧洲刚刚经历过一场惨烈的世界大战,就是一战。从一战开始,战争也工业化了,屠杀效率前所未有地高,一天就能有几万人血肉横飞地死在战场上。比如,1916年的索姆河战役里,德军阵地上,每一百米就架了一挺马克沁机枪,像割庄稼一样扫射冲锋过来的英国军人,一天打死快六万人。

这么四年打下来,英国阵亡了将近一百万军人。战争的规模超过了所有人的想象,然而到了战争突然结束之际,却没有人能说清楚,打了这么大的仗,遭了这么多的罪,死了这么多的人,到底是为了啥。

这个时候,如果你是一个生活在二战前的英国人,有一个家伙告诉你,我们必须想方设法保持和平,只要有技巧,希特勒也是能够安抚住的。另一个家伙告诉你,我们必须马上对希特勒强硬起来,哪怕再发生一场大战也在所不惜。你会选择支持谁呢?

第一个人就是当时的英国首相张伯伦,第二个人是丘吉尔。如果你了解后面的历史,可能会毫不犹豫地说,当然支持丘吉尔;但是如果脱离那种刻板印象,把自己代入到这样一种具体的场景中,可能你就不那么容易做选择了。

所以,尽管当时希特勒正在一步步扩大德国的势力,但是,英法两国都不愿意再发生一场大战,最后英法两国同意以捷克斯洛伐克为代价,来安抚希特勒。1938年9月底,英国、法国、德国、意大利四个国家共同签署了条约,同意了希特勒的要求,这就是《慕尼黑协定》。

英国首相张伯伦回国后,在机场上挥舞着协定,得意地宣布:“我带来了整整一代人的和平!”

张伯伦的讲话得到了英国人民热情的欢呼,很多人都在庆幸,终于避免了可怕的战争;同时这些人也在痛斥丘吉尔,觉得他就是个战争贩子,总在鼓吹着要和希特勒打仗,是个愚蠢又讨厌的家伙。

如果你是在场的人,如何能够做出更聪明的判断,以决定何去何从呢?

你再假设一下,如果这个时候,你是一个生活在德国的犹太人,你看到《慕尼黑协定》签订了,战争似乎也可以避免了。这个时候,你是会长出一口气,继续在德国生活呢?还是会神经紧张起来,考虑赶快移民呢?

这会儿的你可能还不知道,留给你选择的时间窗口,只有几个月了。

说到这儿,你大概会意识到,在这种处境下,对国际政治的理解能力,是关乎生死的大事,生死就在一念之间。当然了,这种处境是很罕见的,你这一生大概率不会遭遇到,但是对国际政治的理解能力仍然对你有着重要意义。

因为你在制定人生规划的时候,就要理解自己所面对的环境,从而根据环境变迁来调整规划,这正是成功规划当中必不可少的一环。个人所面对的环境当中,有各种会产生影响的要素,国际政治就是影响个人环境的所有要素中,最底层的约束条件。

这就是为什么人们都应该学习国际政治学的一个基本原因,往大了说,它可以帮助你理解国际的风云变幻;往小了说,它可以帮你在制定人生规划的时候,有着一种其他人所不会具备的大视野、大格局。」


Why do we need this course? Allow me to respond with a quote from Teacher Shi:

"imagine if you were a Brit living on the eve of World War II and faced with the frenzied expansion of Nazi Germany, do you think you should give in to the Nazis, or do you think you should unite against them?

You might say, well, you can't compromise that, because the Nazis are so evil, you have to fight them. But the British people of that time may not have been what you thought.

Because 20 years before the outbreak of World War II, Europe had just experienced a terrible world war, which was World War I. Since the First World War, wars have been industrialized, killing more efficiently than ever before, and tens of thousands of people a day have been killed on the battlefield. In 1916, for example, a Maxim gun was erected every 100 metres from the German position in Battle of the Somme, mowing down the charging British soldiers like a crop, killing nearly 60,000 a day.

In four years, nearly one million British soldiers were killed. The scale of the war was beyond everyone's imagination, but when it came to an abrupt end, no one could say for what it was that we had fought so hard, suffered so much, and lost so many people.

At this point, if you're a pre World War II Brit, a guy tells you, we have to find a way to keep the peace, and with the right skills, Hitler can be placated. Another guy tells you, we have to get tough with Hitler right away, even if it means another big fight. Who would you choose to side with?

The first was Chamberlain, then British Prime Minister, and the second was Churchill. If you know the history behind it, you might not hesitate to say, of course Churchill, but if you step away from that stereotype and put yourself in a specific situation like this, you might not have an easy choice.

So, even though Hitler was expanding Germany's power, neither Britain nor France wanted another war, and eventually they agreed to appease Hitler at the expense of Czechoslovakia. At the end of September 1938, Britain, France, Germany, and Italy signed a treaty that agreed to Hitler's demands, the Munich agreement.

"I have brought a whole generation of peace, " British Prime Minister Chamberlain declared triumphantly, waving the accord from the airport on his return

Chamberlain's speech was greeted with exuberant British exuberance, with many rejoicing that a terrible war had been averted, and with denunciations that he was a warmonger, always preaching war with Hitler He's a stupid, obnoxious guy.

If you're the person in the room, how can you make smarter decisions about what to do?

If you were a Jew living in Germany at this time, and you saw the Munich agreement, it would seem that war could have been avoided. Will you be able to breathe a sigh of relief and move on with your life in Germany? Or are you going to get nervous and think about emigrating?

What you may not know at this point is that your window of choice is only a few months away.

At this point, you may realize that, in this situation, the ability to understand international politics is a matter of life and death, and that life and death are at stake. Of course, such situations are rare and unlikely to happen in your lifetime, but understanding international politics is still important to you.

Because when you make a plan for your life, you have to understand the environment you are facing and adjust your plan according to the changes in the environment. This is an essential part of a successful plan. There are all sorts of influential factors in the environment that an individual faces, and international politics is the bottom-most constraint of all the factors that affect the environment.

This is one of the basic reasons why people should study international politics. At its best, it can help you understand the changes in the world. At its worst, it can help you make a plan for your life There's a big vision, a big pattern that no one else has.


SOSC1003: Intro to International Politics: A Human Community with A Shared Future

SOSC1003: 国际政治入门:人类命运共同体

Prerequisite: N/A

Course Syllabus:(偶年春季)

我们为什么需要这一门课?请允许我用施展老师的一段话来回答:

「你想象一下,如果你是一个生活在二战前夕的英国人,面对纳粹德国的疯狂扩张,你觉得是应该向纳粹妥协让步,还是应该团结起来一致反抗?

估计你会说,那肯定不能妥协啊,纳粹这么邪恶,当然要反抗啊。但是,生活在当时的英国人,还未必真是你这么想的。

因为距离二战爆发的20年前,欧洲刚刚经历过一场惨烈的世界大战,就是一战。从一战开始,战争也工业化了,屠杀效率前所未有地高,一天就能有几万人血肉横飞地死在战场上。比如,1916年的索姆河战役里,德军阵地上,每一百米就架了一挺马克沁机枪,像割庄稼一样扫射冲锋过来的英国军人,一天打死快六万人。

这么四年打下来,英国阵亡了将近一百万军人。战争的规模超过了所有人的想象,然而到了战争突然结束之际,却没有人能说清楚,打了这么大的仗,遭了这么多的罪,死了这么多的人,到底是为了啥。

这个时候,如果你是一个生活在二战前的英国人,有一个家伙告诉你,我们必须想方设法保持和平,只要有技巧,希特勒也是能够安抚住的。另一个家伙告诉你,我们必须马上对希特勒强硬起来,哪怕再发生一场大战也在所不惜。你会选择支持谁呢?

第一个人就是当时的英国首相张伯伦,第二个人是丘吉尔。如果你了解后面的历史,可能会毫不犹豫地说,当然支持丘吉尔;但是如果脱离那种刻板印象,把自己代入到这样一种具体的场景中,可能你就不那么容易做选择了。

所以,尽管当时希特勒正在一步步扩大德国的势力,但是,英法两国都不愿意再发生一场大战,最后英法两国同意以捷克斯洛伐克为代价,来安抚希特勒。1938年9月底,英国、法国、德国、意大利四个国家共同签署了条约,同意了希特勒的要求,这就是《慕尼黑协定》。

英国首相张伯伦回国后,在机场上挥舞着协定,得意地宣布:“我带来了整整一代人的和平!”

张伯伦的讲话得到了英国人民热情的欢呼,很多人都在庆幸,终于避免了可怕的战争;同时这些人也在痛斥丘吉尔,觉得他就是个战争贩子,总在鼓吹着要和希特勒打仗,是个愚蠢又讨厌的家伙。

如果你是在场的人,如何能够做出更聪明的判断,以决定何去何从呢?

你再假设一下,如果这个时候,你是一个生活在德国的犹太人,你看到《慕尼黑协定》签订了,战争似乎也可以避免了。这个时候,你是会长出一口气,继续在德国生活呢?还是会神经紧张起来,考虑赶快移民呢?

这会儿的你可能还不知道,留给你选择的时间窗口,只有几个月了。

说到这儿,你大概会意识到,在这种处境下,对国际政治的理解能力,是关乎生死的大事,生死就在一念之间。当然了,这种处境是很罕见的,你这一生大概率不会遭遇到,但是对国际政治的理解能力仍然对你有着重要意义。

因为你在制定人生规划的时候,就要理解自己所面对的环境,从而根据环境变迁来调整规划,这正是成功规划当中必不可少的一环。个人所面对的环境当中,有各种会产生影响的要素,国际政治就是影响个人环境的所有要素中,最底层的约束条件。

这就是为什么人们都应该学习国际政治学的一个基本原因,往大了说,它可以帮助你理解国际的风云变幻;往小了说,它可以帮你在制定人生规划的时候,有着一种其他人所不会具备的大视野、大格局。」


Why do we need this course? Allow me to respond with a quote from Teacher Shi:

"imagine if you were a Brit living on the eve of World War II and faced with the frenzied expansion of Nazi Germany, do you think you should give in to the Nazis, or do you think you should unite against them?

You might say, well, you can't compromise that, because the Nazis are so evil, you have to fight them. But the British people of that time may not have been what you thought.

Because 20 years before the outbreak of World War II, Europe had just experienced a terrible world war, which was World War I. Since the First World War, wars have been industrialized, killing more efficiently than ever before, and tens of thousands of people a day have been killed on the battlefield. In 1916, for example, a Maxim gun was erected every 100 metres from the German position in Battle of the Somme, mowing down the charging British soldiers like a crop, killing nearly 60,000 a day.

In four years, nearly one million British soldiers were killed. The scale of the war was beyond everyone's imagination, but when it came to an abrupt end, no one could say for what it was that we had fought so hard, suffered so much, and lost so many people.

At this point, if you're a pre World War II Brit, a guy tells you, we have to find a way to keep the peace, and with the right skills, Hitler can be placated. Another guy tells you, we have to get tough with Hitler right away, even if it means another big fight. Who would you choose to side with?

The first was Chamberlain, then British Prime Minister, and the second was Churchill. If you know the history behind it, you might not hesitate to say, of course Churchill, but if you step away from that stereotype and put yourself in a specific situation like this, you might not have an easy choice.

So, even though Hitler was expanding Germany's power, neither Britain nor France wanted another war, and eventually they agreed to appease Hitler at the expense of Czechoslovakia. At the end of September 1938, Britain, France, Germany, and Italy signed a treaty that agreed to Hitler's demands, the Munich agreement.

"I have brought a whole generation of peace, " British Prime Minister Chamberlain declared triumphantly, waving the accord from the airport on his return

Chamberlain's speech was greeted with exuberant British exuberance, with many rejoicing that a terrible war had been averted, and with denunciations that he was a warmonger, always preaching war with Hitler He's a stupid, obnoxious guy.

If you're the person in the room, how can you make smarter decisions about what to do?

If you were a Jew living in Germany at this time, and you saw the Munich agreement, it would seem that war could have been avoided. Will you be able to breathe a sigh of relief and move on with your life in Germany? Or are you going to get nervous and think about emigrating?

What you may not know at this point is that your window of choice is only a few months away.

At this point, you may realize that, in this situation, the ability to understand international politics is a matter of life and death, and that life and death are at stake. Of course, such situations are rare and unlikely to happen in your lifetime, but understanding international politics is still important to you.

Because when you make a plan for your life, you have to understand the environment you are facing and adjust your plan according to the changes in the environment. This is an essential part of a successful plan. There are all sorts of influential factors in the environment that an individual faces, and international politics is the bottom-most constraint of all the factors that affect the environment.

This is one of the basic reasons why people should study international politics. At its best, it can help you understand the changes in the world. At its worst, it can help you make a plan for your life There's a big vision, a big pattern that no one else has.


MSAF1001: Self Awareness

MSAF1001: 自我认知

Prerequisite: N/A

Who am I? Where do I come from? Where do I want to go?

No, you did not wake up from a dream. You are reading the course introduction of Self Awareness. As important as it is understand the world, it is equally important to have the internal understanding of who I am as a person. Moonshot Self Awareness course is designed to cultivate Fulfilled Individuals. Fulfilled Individuals means being a learner with growth mindset, internal-external cohesiveness and sense of self direction. Through this course, we wish to give you one map for nevigating in your inner world. Using this map, we want to send you off a journey to discover yourself and getting reading to explore wider and deeper external world.

我是谁?我从哪里来?我想去哪里?

不,你没有从梦中醒来。你正在读自我意识课程简介。了解世界固然重要,但同样重要的是要对我作为一个人的内在理解。自我意识课程旨在培养内心丰盈的个体。它意味着成为一个具有成长心态、内外凝聚力和自我导向意识的学习者。通过这门课程,我们希望给你一张在你内心世界的地图。利用这张地图,我们想送你一次探索自我的旅程,并开始阅读,探索更广阔、更深刻的外部世界。


PSYC1001: Introduction to Psychology

PSYC1001:心理学入门

Prerequisite: N/A

If we die, does the world still exist? If all our awareness and experience of the world is mapped in our brains, everything that is reflected in the mirror is the world itself. I am the world itself, and the world is me. If we can understand ourselves deeply, then we have the key to open the door to the world. Therefore the questions are, how does our brain work? What kind of laws do our thoughts and emotions follow? What is self? What is a relationship? What is fate? In this psychology class, we will systematically understand the knowledge system of psychology and enter the subject of psychology. At the same time, we will also have a first-person application of psychology by analyzing the cases in our lives. I hope that through this course, we will become the helmsman of our lives and create the lives we want.


如果我们死了,世界还存在么?如果我们对于世界一切的觉知和体验,都映射和发生在我们的大脑里,那镜子里映射出的一切,也即是世界本身,我是世界,世界就是我。如果我们能够深刻的理解我们自己,那我们手里就握住了打开这个世界大门的钥匙。那问题来了,我们的大脑是如何工作的?我们的思维和情绪又遵从着怎样的规律?什么是自我?什么是关系?什么是命运?在这门心理学课中我们将系统而真切的了解心理学的知识体系,迈入心理学的学科大门,同时我们也将通过分析我们生活中的案例,对心理学的应用有一个第一人称的理解。希望通过这一门课的学习,你我都能成为自己人生的舵手,去更好的创造我们想要的人生。


PSYC5001: Advanced Psychology

PSYC5001: 高阶心理学

Prerequisite: PSYC2001, or submission of a previous project artifact is required


This course introduces concepts, principles and research methods in psychological science with the aim of stimulating learner interest, enriching their understanding of the subject, creating opportunities for them to apply knowledge to context, and preparing them for the more rigorous AP psychology course and research projects. This course focuses on abnormal behaviors, social/group psychology, human development, individual differences, biopsychology and neuroscience, culminating in a collaborative project "escape room of a mind" where learners grapple with the complexity and relevance of applying psychology to real-world issues.


心理科学是一套强大的的工具,因其根本目的是去探索如何理解、预测、影响并改变人类行为的方方面面。我们剖析自己、剖析他人,是为了开启更高的掌控感和上帝视角,还是为了让每个人都更能获得向往的生活?本节课是AP心理学的前置课程,因此将着力于提升学生对心理科学概念、原理的兴趣、理解和应用能力。学生将学习如何从不同的心理学家视角分析“反常”行为、临床心理诊断标准、个人和群体的性格与发展规律、人与人之间的异同、神经科学、上瘾行为和风险行为的心理和生理根源,以及人们做经济与消费选择的机制。学生将在课上完成一系列以表演、辩论、串联证据形成推断等形式为核心的课程活动,并利用最后两个月的时间完成一个自主设计的“心灵密室逃脱”项目的过程中深度探索心理学到底是如何和生活结合的。


PSYC5002: Advanced Psychology with Independent Research Studies

PSYC5002: 高阶心理学与独立研究

Prerequisite: Succesful completion of Advanced Statistics course, any previous PSYC course(s) and any advanced level English course(s)


This course prepares learners interested in taking AP Psychology and/or college level courses and research studies in psychology. The course will cover the full range of topics from biological bases of behaviors, sensation and perception, cognition and more, with a focus on topics not covered in PSYC3001. Learners will also be guided through research study design, implementation, analysis and conclusion for a study topic of their choice.


本节课是心理学的高级课程,旨在培养未来的心理学家。如果你只是希望考AP心理学的话,我可以直接告诉你很容易考高分的方法,不需要花这么长时间上课啦。我希望进入这节课的学生是感兴趣作出一项有意义的心理学项目的,并希望通过这门课程来探索自己对更深入的心理学主题的兴趣、增强自己的学术能力、了解心理学中更多有意思的话题的。我更了解的主题包括:行为经济学、消费/营销心理学、临床心理学、亲密关系、人际关系与社会情感发展、性别心理与性别差异、性格与个体差异,其他的兴趣包括决策与博弈、进化计算、群体合作、成长/发展心理学、跨文化心理学等,同时,我也很愿意和你一起拓展新的兴趣领域,共同探索未知的疆界。


ECON5001: Microeconomics

ECON5001: 微观经济学

Prerequisite: Succesful completion of any course code start with SOSC or Macroeconomics

Course Syllabus:


This course introduces microeconomic concepts and analysis, supply and demand analysis, theories of the firm and individual behavior, competition and monopoly, and welfare economics. Students cultivate their understanding of the principles that apply to the functions of individual economic decision-makers by using principles and models to describe economic situations and predict and explain outcomes with graphs, charts, and data as they explore concepts like scarcity and markets; costs, benefits, and marginal analysis; production choices and behavior; and market inefficiency and public policy."


这节课不会直接教授你如何获得更多的现金,那是商学院该讨论的课程,请移步孵化器;经济学是一门社会科学,是经世济民四个字的缩写,这门学科是为了研究如何提升社会人所有人的总体幸福值而产生的学科。在这节课中,你将会学习到什么是真正的稀缺,什么是边际效应,他们又是如何被数学公式推导出来的。在这节课中,你将会开启第三只眼,经济学人的眼睛,你将会用另外一个视角来看待这个世界,很多你之前觉得不可思议的事件都会逐渐清晰。同时,这节课会帮助你更好地分析你做出的每一个决定背后的成本和收获的收益,在学习完整套微观经济学系统后,现金只不过是你收获到的附加价值。


ECON5002: Macroeconomics

ECON5002: 宏观经济学

Prerequisite: Succesful completion of any course code start with SOSC or Microeconomics

Course Syllabus:

Macroeconomics emphasizes economic principles as applied to the economy as a whole and includes an analysis of basic economic concepts revolving around scarcity, measurement of economic performance, national income and price determination, the financial sector, inflation, unemployment, and stabilization policies, economic growth and productivity, and international trade and finance.


和微观经济学不同的是,宏观经济学会更偏重于国家层面的决策。为什么没有世界通用货币,为什么会有贸易战,为什么一个人就可以让一个国家的货币失去信用?这都是宏观经济学会讲述的内容,在这节课中,你将会成为一个分析师,指点江山。


SOSC6001: Advanced Research in Social Science

SOSC6001: 社会科学高阶研究

Prerequisite: Finished at least one AP exam in Social Science Area and Got a 5 on that exam


In this course, you will mainly discover the thesis in Social Science Area by yourself. We will help you to have your own paper about this thesis. You will meet with all teachers in social science department irregularly and the final outcome will be in English.


Build on what you learned, you will be able to deeply explore a Social Science topic, problem, or issue of individual interest. Through this exploration, you will design, plan, and conduct an independent research based investigation to address a research question.


Skills you will learn

Reading and analyzing articles, studies, and other texts

Gathering and combining information from sources

Viewing an issue from multiple perspectives

Crafting arguments based on evidence

Conducting independent research

Analyzing sources and evidence

Applying context and perspective

Writing a college-level academic paper

Presenting research findings to an audience

11 Division of Technology & Engineering

We inspire all our learners to understand and appreciate the beauty of technology and engineering, we teach technology as a powerful tool to reform the natural and human society, and we equip our leaners with engineering competencies to make productions and solutions.


We believe that learners learn technology and engineering deeper when they:

Be curious, intrigued to research why and how.

Be open, ready to take other perspectives and approaches.

Be active, eager to make sense of concepts and ideas.

Be practical, willing to seek transfer of knowledge and methodology.

Be resilient, persistent to solve a problem or prove a theorem.

Be reflective, ready to learn from trials and experiments.


COMP 1001: Intro to computer science 1 -- Data and computing

COMP 1001: 计算机科学入门1-数据和计算

Prerequisite: None

This course is focusing on the value of data in informational society, analyzing the relationship between data and information, emphasizing the basic methods and skills to handle with data, developing students' IT skills to solve problems.

In this course, students can understand the value of data in information society, handle with data and apply data reasonably, mastery of basic program design skills, use digital tools to solve the problem in daily life, recognize the increasingly important role of information technology in the information society, and gradually becoming an active participant in the information society.


COMP 1002: Intro to computer science 2 -- Information system and society*

COMP 1002: 计算机科学入门2-信息系统和社会*

Prerequisite: None

This course is aimed at satisfying the needs of the survival and development of the information society, emphasizing the process and method of using the information system to solve problems, and enhancing students' awareness of information security and social responsibility.

Through the study of this course, students can understand the relationship between people, information technology and society. Students can also understand the role of information system in society, reasonably using information system to solve problems in life and study. Lastly, students should understand the impact of information security on today's society, and apply information system safely and law-abiding.


COMP 2001: Programming 1 - Frontend technology*

COMP 2001: 编程1-前端技术*

Prerequisite:Succesful completion of Comp1001 and Comp1002 or demonstrate equivalent mastery in entry test.

Students will learn 3 kinds of coding lauguege in this course: script lauguege(shell), programming lauguege(JS), markup lauguege(HTML and CSS). Students can build up their own webpage after the semester-long course.


COMP 2002: Computer Principle 1 - Computer composition and Internet*

COMP 2002: 计算机原理1-计算机组成与互联网*

Prerequisite: Succesful completion of Comp1001 and Comp1002 or demonstrate equivalent mastery in entry test.

Students can learn the basics of information theory, microcomputer composition, and the fundamentals of computer networks. Students will have the ability to DIY their own computer and solve commom problem in computer.


COMP 3001: Programming 2 - Backend technology*

COMP 3001: 编程2-后端技术*

Prerequisite: Succesful completion of COMP 2001 or mastery of any programming already.

Students will learn 2 kinds of coding lauguege in this course: Programming lauguege(Java), Query lauguege(SQL) and a very important thinking: OOD and a very popular framework: Spring Boot. Students can use some professional framework to build up their own webapp after the semester-long course.


COMP 3002: Computer Principle 2 - Algorithm and data structure*

COMP 3002: 计算机原理2-算法与数据结构*

Prerequisite: Succesful completion of COMP 2001 or mastery any programming already.

Through the study of this course, students can further understand the role of data, master the concepts, characteristics, operations, programming implementation of commonly used data structures, and have a preliminary understanding of the ideas and methods of data abstraction and data structure in the process of problem solving.


COMP 4001: Introduction to Artificial Intelligence*

COMP 4001: 人工智能入门*

Prerequisite: Succesful completion of COMP3101

Through learning of this course, students should understand the development of artificial intelligence and the concepts, to describe the typical artificial intelligence algorithm implementation process, through constructing simple artificial intelligence application module, through simple design and implementation of intelligent system of the basic process and method, using smart technology enhanced services human development sense of responsibility.


COMP 4002: Introduction to Internet of Things*

COMP 4002: 物联网入门*

Prerequisite: Succesful completion of COMP2001 and COMP2101

Through the study of this course, students can search and make use of open source hardware and relevant materials, experience the whole process of creation, design, production, testing and operation of works, preliminarily develop the ability to observe things and solve problems with the information technology discipline method, and improve the ability of computational thinking and innovation.


12 Division of Arts

Every person needs aesthetic education in order to influence their experiencing, feeling and appreaciation of beauty. Plato regarded aesthetic educationas an indispensable composite part of the upbringing or education of the free man; Herbart points out the danger of rational unilaterality in education and is of the opinion that harmony and balance in the child's personal integrity can be maintained through aesthetic culture. Arts and Aesthetic Education will focus on developing learner’s aesthetic sensation and independent learning methods of art, design , music and performance art,fostering their heightened awareness of and appreciation for all that touches out lives, which support them to be fullfilled individuals.


Learners will be immersed in a learning environment that is highly interactive and discursive and that challenge learners’ perceptions and exposes them to the culturally diversed world in which they situate their emerging practice.


Art and Aesthetics Education aims to :

introduce an understanding of the interrelationship of practice and theory, and to help leaners become informed and vonversant with relevant historcal and contemporary points of reference;

support learners in the development of a focus portfolio of work that demonstrates their technical and intellectual aptitude and their capavity for future strudy in Art and Aesthetics related majers;

establish a context that is responsive to local and global concerns and committed to active engagement and partivipation in Art and Aesthetics culture;

build confidence in leanern's abilities to present their work and to engage in discursive modes of teaching and learning through listening and interpretation.


As Arts and Aesthetic Education curriculum, we value:  

curiosity and exploration

passion and self-discvoery

open-mind and experiments

projects management

research ability

creativity and independent practice

communicaton of ideas

intergrate art with other disciplies

the opportunity to combine mind and emotion, cognition and sensory experience, analysis and intuition towards understanding the world


Learning Outcomes:

develop knowledge of art, design, music, and performance art;

demonstrate an understanding of historical and contemporary precedetns and how they relate to their developing practice;

demostrate an understanding of the principles and methods of research;

clearly articulate the intellectual and technical processes involved in the prodcution of their work

experiments with materials, processes and environmnets in order to make their ideas tangilble in practice

produce work that integrates independet thought, creativity and technique

manage their time and resources effectively in order to meet their objectives


Standards

When developing our Art and Aesthetics curriculum, standards are based on the National Arts Standards and AP Standards.

ARTS2001: Art History

ARTS2001: 艺术史

Prerequisite: N/A

You will be welcome into the global art world to engage with its forms and content as they research, discuss, read, and write about art, artists, art making, and interpretations of art. By investigating specific course content of 250 works of art characterized by diverse artistic traditions from prehistory to the present, you will develop in-depth, holistic understanding of the history of art from a global perspective. You will also learn and apply skills of visual, contextual, and comparative analysis to engage with a variety of art forms, developing understanding of individual works and interconnections across history.


Art History are recommended to everyone at MSA, the syllabus is designed based on AP Art History, but for learners who plan to join AP exams need to prepare for exams by themselves.


ARTS2002: Aesthetics of Life

ARTS2002: 生活美学

Prerequisite: N/A

open in 2021

This course is displinary compulsory course , aiming to raise learners' aesthetic sensation to appreciate the beauty of everyday life. Learners will not only be engaged with artworks and nature, but also be extended to all areas of living world. Thus, this course covers aesthestic appreciation to the beauty of nature, society, art, science, technology, to discuss different aesthetic categories. Leaners are expected not only to understand the theory and aesthetics, but also approach their aesthetic language to express their understanding towards the world through practicing different forms and materials.


Art Studio Practices

Four basic Art Studio are provided to both general and art learners: Painting Drawing and Graffiti(PDG), Comprehensive material painting Printmaking and Bookmaking(CPB), Sculpture and Installations(SI), Photography Film and Video art(PFV). By studying these courses, learners are going to be introduced to different forms of art, and experiment with many different materials. which aims to introduce an understanding of the interrelationship of practice and theory, and to help learners become informed and conversant with relevant historical and contemporary points of reference. After studying basic art studio courses, for those who plan to choose art and design pathway for future college study could join the Advanced Art Studio to prepare their projects and porfolio for college applications.



VART1001: Art Studio 1: Painting, Drawing and Graffiti

VART1001: 艺术创作1:油画、素描与涂鸦

Prerequisite: N/A

The cultivation of artistic perception and expression ability is never accomplished at one stroke. Every world-famous masterpiece includes the author's unremitting exploration in his own field. In the process of art exploration, beginners will constantly overcome the difficulties in technology and thinking, and slowly experience the power and infinite possibility of art foundation courses for future creation.


This course is open to all students who are interested in art. The course includes short-term project and long-term project. The short-term project will start from the six basic elements of painting creation to carry out a series of creative and comprehensive practices, and the presentation form of this section will be mainly painting. The short-term project is expected to lay a good technical and cognitive foundation for the following long-term projects. The two long-term projects — collaborative Graffiti and individual painting project will examine the students' comprehensive abilities (team cooperation, thinking and creativity, painting techniques and expression, work depth and completion, etc.).



VART2001: Art Studio 2 : Sculpture and Installations

VART2001: 艺术创作2: 雕塑与装置

Prerequisite: N/A


This course forsters a fundamental and experimenal approach to sculpture and Installations practice. It teaches you to value the importance of "thinking through making", and to develop an understanding of the inter-relationships between humans and objects and reflect upon people's interactions with the materials world. You will study different materials and all forms of sculptures and installations in historical and contemporary context . Through experiments and projects practice, we hope you'd find your relationships with material world and create your own art language to experess your understanding towards your innerside self and the outside world.



VART3001: Art Studio 3 : Photography, Film and New Media Art

Prerequisite: N/A

open in 2021


This course commits to deep interdisciplinarity crosses a broad spectrum including photgraphy, film and new media. You are going to learn fundamental theory, knowledge and skills of phography, film, video making, and explore a range of new media forms. It encourages you a multidisciplinary apporach and provides you opportunity to experiment, and discoer your preferred media and pathway.


VART4001: Art Studio 4 -Comprehensive Material painting, Printmaking and Bookdesign

Prerequisite: Succesful completion of VART1001: Art Studio Painting Drawing Graffiti or demonstrate equivalent mastery in entry test. 

open in 2021


This course is an advanced studio course that combines comprehensive material research with personal creative concept, student who wants to register this course is required to either finish STUDIO 1 first or to finish Grade 9. The exploration of comprehensive media will be based on the expression and deepening of personal creative ideas, and the guardian will guide students to realize and improve ideas and skills. In terms of skills, this course will include comprehensive material painting techniques, multiple printmaking techniques, book binding and design techniques. Aims to introduce an understanding of the interrelationship of practice, concept, and theory, and to help learners become informed and conversant with relevant historical and contemporary points of references.


VART5001:Art Studio 5: Project-Based Practice

VART5001: 艺术创作5: 项目实践

Prerequisite: Succesful completion of at least 2 Art studio courses( VART1001/1002/1003/3001)

The advanced art studio practice is open to 11 and 12 grades learners wo have finished at least two basic art studio courses and are going to apply for art universities. It supports learners in the development of a focused portfolio of work that demonstrates their technical and intellectual aptitude and their capacity for future college study in Art. This course covers 3 units: 3 short projects practice( 5 weeks each), 1 independent practice, and portfolio. Main learning and teaching methods are personal tutorials, lectures, workshops and critiques. Besides, you will have the oppotunity to collaborate with MSA residency artsits in one project and host your group graduation exhibition at Moonshot Gallery.


Design

all design courses are going to open in 2021

DESI2001/4001: Visual Communication Design

open in 2021


This course offers you different forms of design areas:graphics, font/typography design, illustration, packging design, poster design, symbol design, etc, and develops you an understanding of core deisgn skills and knowledge, like design principles, issues, theory, methodologies, processes, technolog and practice, through practical workshops, solfware inductions , lectures and projects. Learners will be engaged with princiles of social, political, commercial and industrail debats and put social engagement at the heart of their work, to develop thier roles as designers, authors and citizens.


DESI2002: Fashion design and textile

open in 2021


This course is designed for anyone who are interested in fashion , garment making or textile. It teaches learners improtant research and analysis methods and ideas development for creative solutions and concets, alongside strategic design and manufacturing garments. You will learn basic knowledge about fashion business, fashion media, fashion design and textile throuth practical workshops, lectures, projects, and industrial visits.

13 Courses Offered by Other Departments

Aspirations Center

DEVE3001: Leadership Course

DEVE3001: 领导力发展

This course is an advanced course for learners who are willing to learn more about communication skills, team management skills, social awareness, and self-awareness. The course is best for learners who had leadership experience before.

The course will be taught with “ADLS+ERAF ” model which includes: Activity - Debriefing - Leadership Story - Extended Reading - Action - Feedback&Review process. We evaluate the learning performance based on how well learners used what is learned into real-life problems.


Well Being Center

DEVE1001: Well Being Course

DEVE1001: 品质生活课

Well Being Course is an immersive learning process that induces psychosomatic development in learners. The course involves simple biofeedback for physical and mental developmental iteration. The course includes Nutrition, Training, Cardiovascular Health, Mental Health and Recovery as units.


MSA Featured Course

MSAF1002: Systems Thinking

MSAF1002: 系统思维

Why do we keep destroying the environment even though we all know how important it is? In Floyd's case, what "invisible hand" could have caused his death? In the last semester's IP team collaboration, why many of the team collaborate more and more inefficiently? In this lesson, you will find that these problems do not happen by chance but are caused by the underlying systems. This course will not tell you the answers to these questions directly but will provide you with methods to explore these problems. By learning the course, you'll learn how to analyze and represent the interactions of different elements in the system, understand how the system leads to consequences, and what I can do as a member of the system to intervene the system. In general, systems thinking will provide you with a thinking tool kit that will help you to analyze, understand, and intervene the complex problems.

14 Course Attendence Policy

Learners are expected to attend all of their scheduled classes. Attendance policies are left to the discretion of instructors. Instructors should give notice of their attendance policies in writing early in the term. 


Excessive absences, as determined by the instructor, may result in a reduction in grade or a failing grade, and will be brought to the attention of the learner by the course instructor. Chronic late attendence, early leave, or absences may also violate MSA convension and it is learner's responsbility to bear conresponding consequence.


While attendance is not always a part of a course grade, due to the nature of many course assignments, in-class skill building activities and group projects, if a learner fails to attend most class sessions, the learner may be asked by the course instructor to withdraw from the course and the grade of this course will be shown as "W" (Withdrawal).


15 Assessment & Grading Policy


Assessment Philosophy

A systematic assessment system is a critical component of a rigorous academic system. MSA is featured with a comprenhensive assessment system based on formative assessment and supplemented by summative assessment. In order to better demonstrate students' academic achievements and competency development, MSA adopts a dual grade record method which combines MTC and GPA.


GPA Grading Policy

a. Grading Methods and Rules

Course grades are documented at the end of each semester.

Course grades are documented in Letter Grades.

The final score of one course is determined by the result from in-progess evaluation (class performance, quiz, homework, papers, attendance, mid-term exams, etc.) and final exam. The class instructor has the discretion to decide the proportion of in-progress evaluation, final, and other assessment items.

Based on different assessment methods, course grades are recorded in the form of A+, A, A-, B+, B, B-, C+, C, C-, D+, D, F, or in the form of P and F. In principle, the number of learners receiving A- and above should not exceed 30% of the total number of learners enrolled in the course, and the number of learners receiving F does not exceed 10%. If the number of people with A- and above reaches 40% or above, or the number of people with F reaches 15% or above, they must be approved by the lead teacher of the corresponding disciplinary group and the head of Academic Department. If 30% of the number of learners in the course is less than one person, the maximum number of learners receiving A- and above may be one or the grade may be recorded in the form of P or F.

b. Grade Point Average (GPA) and Cumulative GPA


Only letter grades are calculated towards GPA.

Course GPA = Course Grade * Course Credit

Cumulative GPA= Total Course GPA  / Total Course Credit


c. Grade Management


Grade Entry: Teachers complete score entry within 5 working days after the last day of teaching each semester. Scores will be reviewed by curriculum center and transcripts will then be printed and distributed within following 5 working days.


Change of Grade: Students can submit a grade appeal to learning module within 15 working days after transcripts are issued. Learning modules will assist the course teacher to query the student's original data and notify the learner of the appeal result within another 15 working days. Learning module respect teachers’ evaluation of the student's curriculum performance. Each course teacher reserves the right of final interpretation of student's original data. In principle, grade changes are made for operational problems such as raw data entry errors, letter grade entry errors, and grade point calculation errors. If changes are to be made, the course teacher needs to fill in the application form for change of results and submit it to the head of the subject group as well as the person in charge of the learning module for review. After the approval and signatures, the change can be carried out.


Grade Weighting: High-level course grades will be weighted on the original grade point. If students take Advanced courses (courses with a course code starting with 5) and received an AP score of 4 or 5 will be weighted by 1 point on the original grade point.

 

d. Others


The raw data of each course can be viewed by the students themselves and their parents. The original data for each semester is retained for three years starting from the end of the semester.


This regulation is interpreted by the school office and the learning modules.

16 MTC Grading Policy

a. Grading Method and Rules


Course grades are documented at the end of each semester.


Course grades are documented in the form of developmental stage. All competency development can be divided into the following four stages, as shown in the table below. The performance of each stage of different competencies can be referred to the rubrics of MSA Competency Model.

The final grade is determined by the competency development status demonstrated in the milestones as well as in daily learning. Among them, the competency development status demonstrated in daily learning accounts for 20%, and that demonstrated in the milestones accounts for 80%.


The competency development demonstrated in daily learning is evaluated by course teachers on a monthly basis. Both daily learning and milestone assessments are based on Continuous Assessment. It means that if there is a missing score in any assessment, there is no final score.


There is no limit to the number of people in different development stages of the same competency in the course, but the teachers need to strictly follow the rubrics of competency model for objective evaluation.


Within one semester and for the same competency, each new grade will replace the previous grade within one course. The median of the different grades given for the same competency by different courses in the same semester will be documented in the personal competency model. Within one semester, the result of the yearly defense will replace the previous course grade. In a three-year period, the graduation defense result will replace the yearly defense results and will ultimately be documented in the personal competency model.


b. Grade Management


The “Grade entry” and “Change of grade” terms in part one apply to this section. MTC grades are unweighted.


c. Others


All terms in “Other” in part one applies to this section. 


17 School Level Exam & Standardized Testing for College Entrance

School Level Exam

Measures of Academic Progress (MAP)

MAP is a web-based adaptive academic test developed by the Northwestern Assessment Association. MAP has extensive database analysis support, with approximately 4.5 billion test questions, and is used by nearly 10 million students in more than 140 countries around the world. Moonshot Academy uses MAP as a monitoring tool for learner’s mathematics learning progress. The MAP transcript will provide learners and teachers with a wide range of data including learners' recent development areas and global rankings. In grades 9-11, the MAP Math, Reading and Language test will be held three times per academic year, at the beginning of the first semester, at the beginning of the second semester and at the end of the second semester.


Test of English as a Foreign Language (TOEFL)

The TOEFL test is a mandatory test for most English-speaking universities. Moonshot Academy requires each learner to take at least one TOEFL test in each year between 9 - 11th grade. The test results will directly affect the learners' participation in the selection and activities at Moonshot Academy. For those who have a TOEFL score of 100 or above, they can apply for an exemption.


X. Academic warning and academic probation policy

Learner progress reports are reviewed by grade counselors and administration. Learners who fail to achieve a satisfactory standard of academic achievement at the middle of each semester may receive an academic warning letter and if the learner does not make any improvement after receiving the academic warning letter. The learner will receive a letter at the end of the semester placing them on academic probation for the next semester.

Academic probation last for one semester. Grade counselors hold meeting with learner during the academic warning and probation period to provide clear communication and an opportunity to work together toward academic improvement. In addition to grades, criteria for consideration of academic probation include a review of attendance, attitude, academic honesty and commitment to studies at MSA. 

Academic probation is viewed as a time when the student, grade counselors, teachers, parents and the Principal develop and implement a plan that will lead to improvement in the learner's academic progress.

If there is no appropriate improvement by the end of the probation period, a learner may be asked to leave MSA.


18 Academic Integrity

A definition of academic integrity


Honesty is the foundation of good academic work. To act with Academic Integrity is to produce schoolwork that is authentically your own, while also acknowledging the contributions and ideas of others.


Academic integrity extends beyond the classroom setting. Learner must be honest and accurately represent the origin of all of their work. This includes, but is not limited to: college or application essays, presentations in school meetings, or other competitions and activities outside of the traditional academic context.


Responsibilities of School Community


Learners responsibility

complete all assigned work with integrity;

seek clarification from teachers about questions related to the process of completing an assignment or assessment;

encourage peers to pursue their academics with integrity


Class Instructor responsibility

provide guidelines for working on assignments and assessments with integrity

check and monitor student work for academic integrity

report to the theme leaders any violations of the policy and follow through on consequences

model proper citation of sources used in the classroom


School Leadership Team responsibility

publish the Academic Integrity Policy in the student handbook;

consult with teachers to make informed decisions

enforce consequences for policy violations in a consistent and transparent manner

communicate dicisions with teachers, students, and parents in a timely manner;

record and maintain confidential records of policy violations


Parents responsibility

read and understand the Academic Integrity Policy;

support the school’s core values and Academic Integrity Policy;

support the decision of administration regarding consequences if the policy is violated;

ensure that when helping with assignments, the work remains the student’s own;

encourage open communication with teachers and counselors on any academic issues.


Academic Malpractice


Academic Malpractice includes but is not limited to:

Copying homework (including allowing others to copy from you);

Cheating on assignments, quizzes or any other kinds of tests by giving or receiving questions or answers

Using unauthorized materials (e.g. calculators, cell phones and other electrocities) to complete an assignment or exam

Plagiarism:

Borrowing the work or ideas of another person without giving them proper credit whether or not the source copied has been published. One gives proper credit by citing the original source in a way that is recognized as a legitimate citation. 

Using outside sources such as tutors, paid organizations or the Internet to complete assignments in part or in whole, write papers or produce projects for you and submitting as your own without acknowledging and/or citing their work.

Re-submitting your own assignment/paper that has been previously submitted for another class without consulting with the teacher.


Conequences of Academic Malpractice


Incidents of academic malpractice will be reported to the Head of Academic Department and recorded into the students's internal report (Dashboard). In collaboration with the teacher, decisions made regarding consequences will be consistent with this policy and communicated to student and parents.


Classroom related incidents:


In the first instance of academic malpractice, the coach will meet with the student to discuss the importance of academic integrity, and the incident will be recorded in the student’s internal disciplinary record as a first offense. If the incident is connected to formative work, the work may receive an “IE - Insufficient Evidence”. In all cases, the teacher will determine how the student can demonstrate their learning in an alternative way. If the incident is connected to a summative assessment, the assessment may receive an “IE” or failing grade and the work (or parts of the work) may no longer be used as evidence for learning. In all cases, parents will be notified of the incident.  


A second incident of academic malpractice may result in up to a two day in-school suspension and an “IE” or failing grade (depending on if formative or summative) will be recorded. In addition, a parent conference will be held with the theme leaders and the incident will be entered into the student’s internal disciplinary record.


A third incident of academic malpractice will result in an out-of-school suspension and a failing checkpoint grade for the grading period in the class. In addition, a conference will be held between the student, the parents, the Principal and grade counselors, regarding the student’s continuing enrollment at MSA. The incident will be recorded in the student’s internal disciplinary record and if asked for or required on application materials, must reported on the student’s secondary school report sent to colleges and universities.


Incidents outside of the classroom:


Incidents of academic dishonesty will be reported to learning module supporter and entered into the student’s internal disciplinary record.


The incident will result in an out-of-school suspension for a minimum of 3 days, a mandatory parent conference with the Principal and grade counselors, and a review of the student’s continuing enrollment at MSA.


A mandatory “Incident Report” will be sent to the College Board, and if asked by the post-secondary institution, will be reported on the student’s secondary school report sent to colleges and universities.

MSA Lifestyle

05 生活手册

01 Aspiration development Center
The Interest&Aspiration Development Center provides learners with diverse, collaborative, accomplishment-based experiences, specifically including but not limited to the interest exploration experience, the social service experience, the competition opportunity, school club experience, the leadership course, and so on, in order to promote the learner to form and gradually perfect a set of own interest exploration mind method, to deal with the infinite possibilities of future life and future world.
02 What is fun, interest and aspiration?
Fun is something that makes you curious and makes you feel like you can try it. Interest becomes a pleasure when it is joyfully intensified. Interest will make you happy in it, and you can be enjoyed in it. Aspiration will make you find your own value in it, let you feel that you can devote your whole life.
When you are young, you should be curious to try and experience as many of your interests and jobs as possible, slowly find a few that interest you, and then focus on investing in one or two of them. The worst thing is that when you are young you want to devote everything all your life, and when you are old you can only do everything for a while.
03 Why do you want to cultivate interest in Moonshot Academy?
Interest is the fundamental driving force for achievement.
Take part in activities to cultivate hobbies and meet like-like partners.
Cultivate for the lifelong journey. We point to the future ideals and life aspirations, cultivate the quality and spirit needed for future development.
04 What do we offer in MSA?
  • School clubs experience
  • Social service experience
  • International competition opportunities
  • Aspiration exploring experience
05 How do I get started in the club? - Choosing a club for the first time
During the first month, learners need to join a club that they are most interested in, become a member of the club, participate in club activities, and contribute to the development of the club. All registered societies will arrange time in each semester to show their societies and recruit new members.
At the beginning of each semester, the latest list of registered societies is published. Each semester, learners will be able to re-select which clubs they want to join. Each learner will join at least one association activity each semester as a graduation requirement. 
06 First time joining a club
  • When you join a club for the first time, you need to know what the main activities of the club are, what the daily activities are, and the time you need to be there. Different Associations will have the corresponding association management system, please be familiar with the corresponding system for different content arrangements. If the violation of the system is likely to be forced by the leader of the club.


  • At least 2 activities per week to ensure the club progress of the activities of the community. Different clubs may require more time for activities because of different plans, sometimes on weekends. The requirements of the club shall prevail in a specific case.


  • Each club will have relatively large project progress each semester, maybe to participate in competitions, project releases, events organized, product launch, and other related content. You can also learn more about this part of the program on your first visit.
07 Setting up a club for the first time

how to start a club


1)At the beginning of each term, the aspiration development center will update the list of registered societies of the MSA
2)Fill in the application form for the registration of associations, after the Association Management Committee approved by consensus, can become the official MSA clubs

3)The establishment of an association requires the following conditions:
Identify a club Leader

  • Finish a club registration
  • Approved by the Association Management Committee
  • The club ensures a large Milestone at the end of each semester, in the form of a contest, event hosting, event hosting, project launch, product launch, etc. 
  • Needs to be clear whether the need for funding, guidance teachers, and other related support

4)The Association Management Committee will evaluate the Association Leader’s overall performance (academic achievement, moral education, etc.), whether the development of the association category can promote the development of interest and interest of more learners, and the allocation of college resources at this stage.

5)An association that has not been registered as an association May, after consultation with the members of the Association Management Committee, revise its direction of development and register it again

08 Duties of a community Leader
  • Daily Club Management, including club term plan, daily meeting minutes, Milestone planning and execution, participation in Super Club selection, etc. 
  • Participate in community management meetings and other related activities of the center of interest
  • Management of club, including Attendance Record, development of association members, etc. 
  • Others involve the brand maintenance of the Lunar Exploration Institute in the context of external lunar exploration scenarios
  • Implementation of other corporate events and final responsible persons
  • Actively participate in leadership courses and other related courses to enhance the ability to lead the development of the community
09 What improve will I get to become a club leader?
  • Improving the thinking mode and executive mode of cross-disciplinary learning.
  • Prepare for greater responsibility in the future.
  • To better handle the challenges of the future.
  • To make a big contribution to your further studies.
  • Meet the best friends of your life.
10 What support does Interest Development Centre provide to clubs?

Platform Support: registered societies can apply to use the lunar exploration institute’s website and social media accounts as their early promotion platforms, subject to meeting the content standards and requirements of the relevant platforms.


Resource Support: The Association Support Center will regularly collate social resources and related channels that are beneficial to the development of the project. The association Leader will be informed regularly and can apply for related resources to be injected into the association development.


Financial support: we will provide partial financial support for the projects of the Association in light of the development of the Association.


Venue Support: the Center can support clubs to apply for venues for events and conferences.


Operation Support: The Campus Wall, display board, and other display space can be applied to support the daily operational activities of the Association.

11 The best club award
In the last month of each semester, there will be a selection of the best clubs for the semester.
There will be different directions in the selection rules of the super clubs, such as “social influence clubs” and “community cohesion clubs”, and so on. The specific selection criteria shall be based on the final published results.
12 Social Services Experience

We expect the learner to have a high level of systems perspective and empathy in addition to his or her own inner abundance, and to be an actor capable of delivering solutions. Among them, active citizens need learners to have a systematic view of the oneness of all things and to know that every thought and action has a real impact on the world Deeply understand and actively face the real challenges of human civilization, big and small; based on the above understanding, pay effective action, even the unity of knowing and doing.

 

All kinds of social service experiences provided by the interest development center will support learners to achieve the above goals in various aspects.

The Social Service of the MSA is mainly based on the development direction of the college and is divided into short-term service items and long-term social service items according to the length of service.

13 What are the social service programmes?

1. There are many opportunities inside the moon. For example, every semester before the start of the course, the course teacher will announce the recruitment of teaching assistants. All the problems in the lunar exploration community will be reflected in the form of a co-construction meeting. Learners can take an active part to make the lunar exploration community better. In addition, the college’s external activities often recruit some volunteers, learners can sign up to participate. Of course, we expect that learners can initiate their own service activities that are beneficial to the development of the MSA!


2. Learners who have been in MSA for a long time also have social service programs that they have been on for a while, and they often recruit new members from within the moon. As far as we know, for example, there is Wang Ruoqing’s Doctor Panda Project.


3. Aspiration Development Center teachers will issue recommendations for related opportunities. The moonshot institute also collaborates with community organizations each semester to design community projects for everyone to participate in, and to learn how community organizations bring community learning opportunities to bear.


4. Welcome to join us through other channels in the community. In addition, there are many institutions, professionals in the social issues of concern, some have even formed a certain scale, there is a fixed service model. We strongly recommend that learners participate in projects that help to understand society and serve others if they are discriminating.

14 How to certify a Social Service Project?

The first step is to fill out the application form before starting the project, and then take action after the project is approved. The application form includes The survey of the clients, the expectation of their own growth, and so on.


The second step is to fill in the reflection form after service. The reflection form can be counted into the length of social service after it is submitted and approved. The content of the reflection table mainly includes self-reflection, project review, etc. . Short-term social service projects to fill out a reflection form. Long-term social service projects require a monthly reflection form.

15 International Competitions

We encourage some learners who have discovered their special skills in some fields to step out of the small circle of exploring the moon and take part in national and international competitions, work with and compete with learners from other parts of the world to create more sparks.

What competitions have past learners participated in?
MSA learners teamed up to compete in the China Big Thinks 2019-2020, finishing in the top six nationally!

How do we support it?
1. Provide relevant information: Publish Event Information and Resource Base on a regular basis; invite relevant organizers and past participants to share relevant experience
2. Special support: each semester will be combined with the development phase of the moon exploration and characteristics of the selection of a number of competitions to give professional guidance, invited instructor support
3. Work with the center and the coach to find a contest that matches the learner’s development and make personalized recommendations

16 Interest & Aspiration exploration experiences

We believe that a good “passion” meets all four criteria: what you are good at, what you enjoy, what the world needs, and what others will pay you to do. In addition to finding out what you’re good at and enjoy by working with people and connecting with society, the center offers a range of other related experiences to help you understand career information and world trends.

Opportunities that we might offer?
Interest Exploration Opportunities: Professional Interest Planners to provide counseling services, through a number of small activities and in-depth interviews, and other forms to help learners explore more of their interests!
Career story sharing: We will invite some of the more interested learners to share their work experience and, most importantly, what he has learned about the workplace as a long-term practitioner.
Future Career Research Report: We will be working with a number of organizations to interpret the report’s information on future career needs so that learners can explore their interests in the future.

17 Aspiration Center related requirements

Club: Each learner must participate in (or initiate) at least one club per semester as a mandatory requirement for normal participation in MSA;

Social Service: Each student must complete at least 300 hours of social service before graduation (4 years) ;

International Competition: Learners can choose international events according to their own interests and hobbies, and participation is not mandatory;

Interest Exploration Experience: the Center strongly recommends that learners actively

18 Well-Being Center
Well-Being Center provides experiences to continuously improve the physical and mental health of learners and guardians at Moonshot Academy. The center's primary aim is to support learners to perform better in their daily lives. The center focuses on helping learners build better habits. The center uses physical and psychological health data to provide specific support and experiences to the learners. The center also provides knowledge and information on health, development, and personal growth.
19 The Well-Being Experience - A

A. Well Being Course
Well-Being Course is a 16-week course where we take the learners through different aspects of Well Being and Human Performance. The topics covered in the Well Being course are:

  • Nutrition and Performance 
  • Recovery and Performance 
  • Mental Health and Performance 
  • Cardiovascular Health and Performance 
  • Movement and Performance 

Pre-requisite
The learners in the course will be required to fulfill the following specific requirements:
One pre-course parents-teacher meeting 
The learner should have a heart rate monitor that can measure HRV (Heart Rate Variability)


20 The Well-Being Experience - B

B. Physical Education Sessions
The Physical education sessions are organized into 16 weeks applied course where we take the learners through different aspects of physical health.

The aspects include:

  • Physical Strength
  • Body movements
  • Cardiorespiratory fitness. 

Frequency 
The sessions are hosted three times a week. Leaners are required to attend at least one Physical Education Session every week.

Pre-requisite
Learners participating in this course need to meet the following specific requirements: Learners are required to sign a consent letter about being insensitive to any physical or psychological contact activity.

21 The Well-Being Experience - C

C. Psychosocial Development Sessions

The psychosocial development sessions are organized into 16 weeks applied for the course. Each session centers around a theme that is meant to inform and improve student's awareness and performance in some aspect of Social Emotional Learning tied into the Moonshot CompetSency Model.

-Session Topics include:

  • Coming of Age
    • Gender & Orientation
    • Identity
    • Sex, Attraction & Intimacy
    • Brain, Hormone, Risk, and Addictions

  • Getting in Touch with Emotions, Desires & Anxiety
    • Emotion & Expression
    • Emotion Management
    • Appreciating Desires & Anxiety
    • Anxiety Management

  • From "No" to "Yes": Golden Theorems in and Building Everlasting Relationship
    • The Art of Communication
    • The Equation of Trust
    • Negotiation Experts: the Power of Being "Soft"
    • Counseling Principles: Moving Past Relationship Blocks

  • Psychology in Everyday Art
    • Understanding others through art
    • Understanding yourself through art
    • Communicating through art
    • Healing through art 

-Frequency

The sessions are hosted once a week. Learners are required to attend at least one session each month.

-Pre-requisite

The learners in the experience will be required to fulfill the following specific requirements:

A letter from their parents supporting learners to participate in the psychosocial development sessions.

22 The Well-Being Experience - D

D. Specific Sports Sessions
We host specific sports like Basketball, Hockey, Badminton, and Frisbee. In these sessions, we focus on developing particular sports skills of learners. These sessions run in sync with the Physical Education Sessions. The selection of sports is made based on the interest of the learners.


Frequency
The sessions are hosted twice a week. Learners are required to attend both sessions every week.

23 The Well-Being Experience - E
E. Individual Learner Support
The individual-focused support is the service provided to crucial personnel surrounding learners who either came forward voluntarily or were referred to the center by the academy leadership. The process typically consists of the stage of: 
  • Need Clarification
  • Data Collection
  • Analysis
  • Recommendation 
  • Installation
The stages may extend to cover learners, guardians, coaches, grade counselors, and parents depending on needs and situations. Through the process, we also determine whether exclusive professional help from outside sources is needed.
 
Pre-requisite
The learners in the experience will be required to fulfill the following specific requirements:
A letter from their parents supporting learners to participate in the Psychological Work

Interdisciplinary Project and Team Coaching System

06 跨学科项目与团队教练制度

01 What is an Interdisciplinary Project?

"Interdisciplinary Project" is not a project designed to bring together disciplines, but rather to transcend the limitations of specific disciplines and proceed from real-world challenges, a project set up to solve practical problems.

 

Unlike test-solving, practical problems tend to be ill-defined, full of constraints and restrictions, and full of unpredictable accidents, and ways of coping can be ever-changing. The ability to solve practical problems, which is often referred to as the "ability" in the "high score and low ability", is also the most needed ability of the 21st-century talents, and is the core of the "active, compassionate citizens" in MSA competency model.

 

In order to help learners to identify and respond to practical problems and to view them in a larger context and perspective, we have identified five annual themes based on human common destiny and the United Nations Sustainable Development Goals. Each theme is assigned a theme leader to help the learners define problems more clearly and provide even more professional and resource support.

 

The current themes are:

  • ecological civilization and climate action
  • health and well-being
  • artificial intelligence and hi-tech
  • fundamental science and earth story
  • human society and world order

02 What is team coach?

Each team has two guardians, which we call "team coaches" or sometimes "coach" for short. Like a coach in sports, a coach must not only advise the team on winning but also set training goals for each player. The team coach promotes the growth of each learner by setting project goals and each team member's growth goals and regularly reviewing progress.

At the same time, we also use some techniques from corporate coaches, such as listening, asking questions, portrait, and so on, so that coaches can have a deep understanding of learners' real needs and development ranges, it can help learners to set more scientific and reasonable goals and plans.

College Counseling

07 升学与生涯指导

01 Experience provided by the College Counseling Center
The College Counseling Center supports the learners to enter their desired universities and majors. The main work includes conducting reasonable planning according to the goals, supporting learners to explore the future development direction, helping them to tell their unique stories and providing courses and consulting on career exploration and progression planning.
02 College and Career Workshop

A monthly progression workshop for all learners to help learners understand the process of applying for overseas universities and admission requirements, and to solve common problems and challenges in the progression of learners.

Content:

  • Application process: to guide learners to fully understand the application process of overseas universities and admission requirements;
  • Application elements: to guide learners to understand the role of standardized examinations, academic courses, extracurricular activities, mental state, cross-cultural literacy in the context of overseas progression, and the university's basic expectations for these aspects;
  • Application plan: to guide learners to master the general knowledge of progression, know how to actively develop their own university progression path and action plan based on their true interests and goals, select and locate schools suitable for self-development and goal achievement, and make the most use of the school. Foreign resources develop their own basic literacy for university admission.

Format:

  • Held In the form of a lecture;
  • Use the time of the year academy group meeting to hold a college counseling workshop;
  • Each year academy group of learners needs to participate in the workshop for the corresponding school year.
03 Regular one-on-one sessions

Through one-on-one regular consultations, we guide all learners to develop their own university progression path, create an application timeline, guide learners to make reasonable planning and preparation for their university application, and provide professional advice along the way.


Content:

  • Path Planning: to guide learners to develop their own university pathways, create an application timeline, clearly understand the admission criteria of overseas universities, and how to plan properly for preliminary preparation (standardized examination, academic preparation, extracurricular activities)
  • Application Strategy: to guide learners to complete university research, guide how to collect and organize information, and specify their own target university list;
  • Academic Planning: to guide learners with course selection and standardized test preparation plan based on learner interest and progress goals;
  • Activity Planning: to recommend learners to participate in on-campus and off-campus activities that are competitive in their studies, assist Community Life Center to introduce relevant resources and recommend them to learners;
  • Application Guidance: to guide learners with recommending themselves to the university in a suitable way, and guide learners to fill out the paperwork, resume, and university application forms;
  • Psychological Counseling: From the perspective of mental health, to guide learners to enhance their ability to manage stress and multitasking;
  • Integrity: to guide learners to understand and be able to practice integrity and authenticity in the college application process.

Output:
After a semester of college counseling sessions, the learner's output is a [Personalized College Plan]. The guidance for further studies will be sent to the learners and explained in the first session. [Personalized College Plan] contains:

  • Clear timeline for university application process based on progression goals, standardized exams, course selection, activities (clubs, summer schools, personal projects, etc.)
  • Based on the college plan,  the clear understanding of different types of standardized examinations, the high school elective courses, quantity and depth of the activities inside and outside the school,  recommended activity;
  • Preliminary colleges' exploration methods and school selection list based on the college plan

Frequency:

  • Grade 9/10: at least 2 times per semester;
  • Grade 11: At least 3 times per semester.
  • At the beginning of the school year group meeting, the college counselor will send out a one-on-one session registration form, and all learners will need to register
  • If the learner's progress falls behind, and the college counselor will communicate directly with the learner and tell the grade counselor if the learner continues to be in a poor state.

Participants:

  • The learner and the college counselor;

  • Parents are highly recommended to attend at least one one-on-one session every semester
  • In some special situations, the learner’s theme leader could be invited to participate.

04 Experience of school choosing

Through visiting universities, participating in college fairs, and talking with “ senior students’ who are currently enrolled in undergraduate or graduate schools, learners can obtain first-hand information about the university. This is will learners to form a figurative understanding of the university, and deeply understood the target colleges and universities. This also helps to choose a school that makes a more rational judgment that suits your current situation and development goals.

 

University visits:

  • Visiting school content: At least one visit to each school year includes the official Info session and campus tour with the Admissions Office of the Admissions Office. The Admissions Center will organize a winter or summer vacation visit to the school. Each visit you may arrange at least 6-8 schools. Arrangements for student progression goals and university opening hours.
  • Frequency of visits: 1-2 times per academic year
  • Visiting time: winter vacation
  • Participants: learners with interests (first-grade students, about 15-20 each), college counselor, theme leader, or school staff
  • School visit output: Each learner produces a note about the experience of each school's visits, and after the visit to the school, learners will iterate on the university application list.

 

University Exhibition:

  • Contents of the University Exhibition: Participate in the university's public activities in Beijing, learn more about the application information of the university from the admissions department; the College Counseling Center will establish communication with the university to introduce Moonshot Academy; the learner can obtain the contact information of the admissions officer of the university.
  • University Exhibition Frequency: 1-2 times per semester is notified and organized by the Admissions Office (for holidays or weekends, the Admissions Office will issue a notice, students and parents will sign up for their own participation)
  • University exhibition time: spring, autumn, summer (the specific date is determined according to the situation of the current year)
  • Participants in the University Exhibition: learners with interests, college counselor, theme leader (optional 1-2 participation)
  • University Exhibition Output: Each learner produces a list of reasons for participating in the University Exhibition and the reasons for the school, and communicates with the college counselor of the school. The next step is to communicate with the university and introduce the self.

 

"Senior students" university introduction:

  • "Senior students" University Introduction: Through communicating with “Senior students” of the undergraduate or graduate schools, the learners can have an in-depth understanding of the academic characteristics and living environment of each university and optimize the list of schools. The learner can also establish a relationship with the seniors and get guidance.
  • "Senior students" University Introduction Frequency: 3-5 per semester come to Moonshot Academy for sharing.
  • "Senior students" University introduction time: once every 1-2 months
  • "Senior students" University introduces participants: learners interested in the related school or majors
  • "Senior students" University Introduction Output: Each learner produces a note

05 Timeline for learner's college application
06 Principles and responsibilities for different stakeholders in the process of college application

The Academy will provide a complete start-up plan based on the developmental characteristics of each learner and the goals of the learner.

The principles and responsibilities are as follows:

 

The school:

  • Before the application season, the College Counseling Center will provide each learner with a personalized path to further study, including the selection of courses, standardized timeline for examinations, recommendations for extracurricular activities, etc., and will be based on the changing circumstances of the learners and adjusted accordingly.
  • Application season: The College Counseling Center will provide each learner with school selection, application materials preparation, and paperwork guidance to guide learners to truly present their best in the application; provide a recommendation letter based on the learner's actual situation at school; after the application results are announced, guide the learners to rationally determine the final choice.
  • After the application season: The College Counseling Center will provide learners with university course selection and campus culture workshops.


Learner:

  • In order to ensure that learners are best prepared for further studies before applying, learners should try their best to participate in each of the one-on-one college counseling sessions, workshops, and school visits with the year academy. And actively participate in university presentations and other activities related to further studies.
  • In accordance with the principle of honesty, learners need to ensure the authenticity of the application materials (do not fill in false information or exaggerate the real situation); the guidance will guide the learners to carry out the brainstorming of the documents and ensure the quality of the documents, but will not write instead of the learners or fill out the application form.
  • In order to ensure the smooth and efficient application, learners need to start the communication and writing of the university selection in the second semester of the 11th grade. The extra guidance will not be given outside the appointed time.
  • In order to ensure that the Admissions Centre provides high-quality and comprehensive support to learners in the application, the applicant must confirm the communication with the college counselor. If the applicant does not inform the college counselor before applying to the school, due to the fact that the recommendation letter needs time in the system, the college counselor will not be able to temporarily write a recommendation letter for the learner at the last minute.
  • To ensure a fair and high-quality consultation for each learner, the College Counseling Center will not communicate with learners and learner families outside of working hours.

 

Parents:

  • Parents are required to attend at least one one-on-one college counseling session each semester (remotely available);
  • The school does not encourage learners' families to find out-of-school agencies. If the family needs to be involved in the outside agency, please communicate with the college counselor in advance to obtain the guidance and avoid unnecessary losses; if the learner decides to intervene in the agency, and when the agency’s proposal conflicts with the guidance with the college counselor, the college counselor may not assist the learner to implement the plan initiated by the agency.

Information Technology System

08 信息技术系统

01 Information Technology System

The information technology system for Moonshot Academy includes network and mobile applications, campus information technology equipment, and other information technology resources. The goal of the information technology system ensure efficiency for learners and teachers to conduct daily teaching and research activities while empowering highly complex and creative educational activities. Learners of Moonshot Academy should be familiar with the usage and specifications of information technology systems and have the responsibility and obligation to assist in maintaining the normal operation and safety of information technology systems. At the same time, Moonshot learners also have the opportunity to participate in the design, development and upgrading of information technology systems.

02 Network and mobile applications

Office 365 Education Edition

Introduction: Office365 (sometimes referred to as O365) is a modern and efficient toolset provided by Microsoft. It is one of the most commonly used software series in everyday life.

The most commonly used ones are document-editing three-piece Word, Excel, PowerPoint, mailbox and calendar Outlook, OneNote for note-taking, and OneDrive for providing each person with 1TB online storage space.

Among them, Outlook is a necessary information exchange and collaboration tool. The important notice of the Academy will be issued in the form of mail, and it is necessary to develop the habit of checking the mailbox at least once a day.

 

How to use:

You can directly access the official website of Office365 to use the web version of the software, or you can obtain the client version of the platform through regular channels (download from the official website or contact IT support teachers).

Office365 needs to log in with the account authorized by the Moonshot Academy to experience all the features.

 

Official website link: www.office.com

 

Special reminder that Office365 and Office are different products released by Microsoft. If you are unable to log in, please confirm whether you are using it on the correct platform.

 

Passport

Introduction: Passport, also known as the Moonshot Academy pass, is the official information portal provided by Moonshot Academy and the only network authentication center. Through the passport, you can quickly jump to most of the information systems that have been opened. Other systems are also being accessed.

 

How to use: Passport can be logged in with a student ID and password, or you can log in quickly through Office365. At the same time, the support account is associated with QQ and WeChat for quick access.

 

Link: passport.moonshotacademy.cn

 

Dashboard

Introduction: Dashboard, data board. Each learner will have a dedicated page of their own. The data can be monitored during your journey at Moonshot Academy and it will be regularly updated for self-reflection and goal management.

 

Function: Data on the Dashboard will be updated with the progression of your campus activities. These data collecting activities include skill development, competency model, milestone feedback, etc. 

 

Link: dashboard.moonshotacademy.cn

 

Online Learning Platform - Canvas LMS

Introduction: Canvas LMS is a Learning Management System (LMS) product of the Instructure Corporation of the United States. The product is used as a learning management system by many well-known universities and educational institutions such as Cornell University, Temple University, and Arizona State University. Moonshot Academy currently uses Canvas LMS as an online and blended learning platform, mainly for the syllabus and content hosting, assignment submission, online evaluation, and so on. In addition, the community and other learning groups can also use Canvas LMS as a technical solution for educational content hosting, knowledge precipitation, and more.

 

Features:

Course-related:

  • Support learners to review the syllabus and curriculum to understand the course content and schedule.
  • Support learners to access or retrieve teaching content and teaching resources such as references, extended reading, etc. Canvas LMS can display teaching content in the form of text, hyperlinks, pictures, videos, etc., and can also upload documents in the form of attachments.
  • Support teachers to publish assignments and set submission deadlines.
  • Support teachers to set groups for learners.
  • Support learners to show each other's work and peer-review and discussion.
  • Support learners to reflect and self-evaluate their work.
  • Support teachers to assess grades and provide feedback to learners.
  • Support class or group discussion.
  • Support the download of the scorebook for teachers to conduct a final review of the learners and reflect on them.

 

Project-related:

  • It can support the links between project-based learning for content hosting, assignments hosting, and assessment.
  • The first step in supporting the teaching design of the reverse classroom is that the learner independently learns the course content through the online learning platform. In the second step, learners enter the classroom to work with teachers and other learners to focus on hands-on, interactive, and collaborative learning activities.
  • Even if the course does not have clear content, the teacher can plan the project process and milestones through the syllabus. The learner can also submit, display, and receive feedback on the learning platform.

Link: https://lms.moonshotacademy.cn/

 

 

Enterprise (Campus) WeChat

Function: Mainly used for the daily operational process such as tracking attendance and applying for leaves. For specific usage, please refer to other relevant chapters.

 

How to use: The college will collect the mobile phone number used by everyone to apply for WeChat in advance, open an account for everyone, and then download the app from the App Store.

03 Campus Information Technology Equipment

Campus public wireless network

Within the territory of the Moonshot campus, learners can use the Gigabit fiber-optic wireless network dedicated to Moonshot learners for study and personal communication.

Account password: To be announced

 

Campus public computer

Moonshot Academy will provide a number of public computers for use by faculty and learners on campus. The location, number, and usage of public computers will be announced separately.

 

Printer

The Moonshot Academy will provide cloud printers for faculty and learners to use on campus. The location and usage of the printer will be notified separately.

04 Other Information Technology Resources

In addition to the above mentioned software and hardware resources, the information technology resources at Moonshot Academy also include:

 

  • Data, software and hardware resources generated or derived by users (learners, learners' parents, faculty and staff) in use;
  • The software and hardware resources purchased by the class or community instructor in the name of the individual for the teaching activities;
  • The software and hardware resources that the learner or parent purchases in the name of the individual for the learning activities; and so on.

 

If a teacher, learner, or parent purchases software and hardware resources on an individual basis and uses it at Moonshot Academy, the purchaser owns the ownership of the resource. The use of such resources can be arranged and protected by Moonshot Academy within the campus. The detailed method is as follows:

05 Campus Information Technology Security Management Measures

  • Learners must strictly abide by the relevant laws and regulations of China's use of information technology, including but not limited to:
    • Computer Information System Security Protection Regulations;
    • Computer software protection regulations;
    • Regulations on the protection of information network communication rights;
    • Cybersecurity law.
  • Learners must strictly abide by the information technology-related parts of the Research Institute of Campus Information Technology [Campus Information Technology Security Management] and the [Learner Code of Conduct] to use information technology hardware, software, and data resources in a reasonable, standardized, and secure manner.
  • The Information Technology Center is the main body responsible for the overall information technology security work of the Academy. The various departments of the Academy are the responsible subjects of the department. The main person in charge of each department is the first responsible person in the department. The class or community instructor is the first responsible person of the course or the club, and the learner is the person in charge of the behavior.
  • In accordance with the principle of “who is in charge, who is responsible; who operates and maintains, who is responsible; who uses, who is responsible”, learners have the responsibility and obligation to assist teachers, information technology centers, and other faculty and staff to ensure the confidentiality, integrity, and usability of campus information technology.
  • Learners may not use campus information technology resources to conduct activities that are not related to learning activities or put network information security in jeopardy. They may not use resources for business activities, and may not sell, transfer, or disclose resources.
  • Moonshot Academy is the owner of network and mobile applications and campus information technology equipment, and can fully explain the use of resources. The learner must obey the arrangement of Moonshot Academy.

Emergency response plan

09 突发状况应急预案

01 Emergency response plan

This plan is created to effectively respond to emergencies, properly handle campus safety accidents, minimize or reduce the harm and loss that accidents may cause to teachers and learner, ensure the health and safety of teachers and learners, and maintain the normal teaching order of the school and the stability of the school. A number of special emergency plans are formulated in accordance with the "Regulations on the Treatment of Student Injury Accidents", "Interim Provisions on Safety Work in Primary and Secondary Schools" and other relevant laws and regulations, combined with the actual situation of the school. The following is the learner version of the content, please click on the link for more details.


The emergency plan includes emergency team members, emergency procedures, and examples of common safety incident plans.

02 On-site emergency response procedures

  1. When a campus emergencies occur, you should choose self-help and self-protection in the first place.
  2. Contact the school teacher immediately to initiate an emergency response.
  3. The responsible person and the teacher in charge supervise the learner’s evacuation or on-site emergency response.
  4. Report to the school leader, the emergency team will save the injured teachers and learners or send them to the hospital for treatment.

03 Common emergencies

  • Injuries at school
  • Extracurricular personnel nuisance incidents
  • Emergency evacuation stampede events
  • School bullying incidents
  • Sudden fire hazard
  • Sudden traffic accident
  • Sudden natural disaster
  • Sudden food poisoning

04 Procedure for learner in-school injury

  1. After the occurrence of the fighting incident, the grade leader, teachers, learners, and school police should immediately stop and report to the school leader on duty. The school leader on duty should quickly arrive at the scene and notify the parents in time. If the scene becomes unstoppable, the school leader on duty should immediately call 110 to report the case.
  2. Send the injured learner to the hospital for treatment in a timely manner. If the injury cannot be treated at the school medical room, the injured learner should be sent to the People's Hospital of Chinese Medicine Hospital in time or dial 120.
  3. If a major fight has occurred and serious casualties have occurred, it will be reported to the Education Bureau and the public security department immediately.
  4. Schools should hold regular meetings of learners and employees to make demands on safety, invite public security departments to teach legal courses, and enhance the legal awareness of teachers and learners.
  5. Frequent examinations of learners' residences should be carried out. If revealed that the sticks and controlled knives were confiscated, and the cause will be identified and dealt with seriously.
  6. Play the role of the year academy, administrators, and learner leaders to carry out in-depth and meticulous work, and find that the contradictions between learners are handled in a timely manner.

05 Off-campus nuisance incident

The school gates are closed, and teachers and learners enter and leave the school with the school card. Strictly implement the visit registration system to prevent bad guys from entering the campus.

06 Emergency Evacuation Procedures

  1. Evacuation and rescue work should be organized immediately in the event of an emergency.
  2. To maintain order at the scene, the teacher must inform each learner of the evacuation route.
  3. Learners should learn and recognize the safe evacuation technology of the teaching building, and go up and down the stairs from the the right side, avoid crowd, to prevent unsafe accidents such as stepping on and squeezing people.
  4. Teachers should stop the bad phenomena such as learners deliberately making troubles on the stairs, and prevent congestion.
  5. During the class, all the doors of the teaching building should be opened. In the event of crowded trampling or fire, it is necessary to evacuate in a timely and effective manner.
  6. The residential learners should be accompanied and managed by the teacher.
  7. Emergency team members should be familiar with the preventive measures and equipment location and how to use them. They should be familiar with emergency evacuation routes, and organize emergency evacuation to detect and eliminate potential safety hazards in the area.
  8. When a safety accident such as trampling occurs on the stairs, the teacher should organize the guidance in time to prevent further expansion of the situation and immediately report the school leaders.
07 Sudden traffic accidents procedures

  1. The grade counselor should regularly carry out traffic safety publicity and education for learners in the class, reminding learners to pay attention to traffic safety when entering and leaving the campus and passing through the road. In particular, it is necessary to remind the learners to pass the road mindfully to prevent traffic accidents.
  2. If a faculty member encounters a traffic accident on the road outside the school, he/she should call (110) to make an emergency call to the injured learner, record the accident vehicle, call the school doctor and 120 hospital, and send the car. Injured learners are sent to the nearest hospital for treatment and are also reported to school leaders, class teachers, and parents.
  3. Once a learner has a traffic safety accident on the road, the school staff will be responsible for protecting the scene, calling the police, and informing the traffic police to investigate.
  4. In the event of a traffic accident, the faculty and staff who pass the site must evacuate the learners to ensure the smooth flow and safety of the traffic.
  5. The faculty and staff of the school bus should supervise the learners to go to school and go to school after school and school time, criticize and educate learners who violate the traffic safety regulations and report to the relevant grade directors in time for learners who do not follow the education.

08 Sudden fire hazard procedures

  1. When a fire hazard occurs, it should be extinguished in time to make the fire risk disappear in the bud.
  2. If it cannot be extinguished in time, report the duty leader immediately, and inform the surrounding faculty and staff to fight the fire.
  3. All doors, lights, or emergency lights should be turned on immediately in the event of a fire in the building.
  4. The duty officer and the head of each department should arrive at the scene in the shortest time, organize the evacuation of learners, and decide whether to dial 119 as appropriate.
  5. After the small fire is extinguished, it is necessary to report to the school leaders; relatively large fires, while organizing rescue, should immediately report to the County Science and Education Bureau.
  6. Once the fire broke out during the class, the teacher needs to report the school leaders in a timely manner, and is responsible for organizing the evacuation and other work, and immediately organized human rescue; the power and fire sources should be cut off in time to prevent further spread of the fire.
  7. In the event of an emergency, the teachers and leaders present should pay attention to the reasonable and proper evacuation of learners in accordance with emergency evacuation instructions, signs, and diagrams.
  8. In the event of an accident such as a fire, it is necessary to promptly notify the relevant personnel of the school to rush to the place where the danger occurred in the shortest possible time.
  9. To learn to use fire-fighting equipment correctly, put out the fire in time

09 Learner Activity Safety Emergency Procedure

  1. Learners or teachers who organize activities of more than 50 people must report to the vice-president who is in charge of the operation and fill out the "Application for Safety Plan". Unapproved activities are not allowed, and whoever violates the rules and regulations is responsible.
  2. The “Safety Plan Application” includes the time, place, content, purpose, number of people, organizer, security measures, evacuation plan, etc. of the event.
  3. The event organizer is solely responsible for the safety of the event.
  4. The organizers of the event should explain the specific safety measures and evacuation plans to the teachers and learners attending the event, and put safety education first.
  5. Before the sports activities, the physical education teachers should pay attention to the precautions before the sports. Before the large-scale sports activities, it is necessary to conduct a safety education for the teachers and learners participating in the activities.
  6. Medical staff should be arranged for large-scale activities for an emergency ambulance, and the class teacher should be required to follow the class to maintain the order of activities.
  7. For all school-wide activities, the application for the “Safety Plan” must be approved by the Vice Principal of Operations.

10 Emergency plan for the prevention of infectious diseases

  1. Learners or faculty members should seek medical treatment and take time off from school if they have SARS, rubella, cerebral palsy, measles, flu, and other infectious diseases. They are not allowed to go to school or go to work. After the hospital diagnoses and eliminates infectious diseases, it can return to school to go to class and go to work;
  2. If there is a fever of more than five people in a class or more than three people in a dormitory, an early warning mechanism should be activated to strengthen monitoring. If similar symptoms appear in multiple classes, they should immediately report to the Science and Education Bureau, the local health center, and the CDC.
  3. If learners or faculty members have infectious diseases on campus, they should start the emergency plan in time. Under the unified arrangement of the leading group, the infectious disease patients should immediately wear protective masks and gloves, rest in the school isolation room, and be safely managed by school security personnel or health care. The teacher immediately notified the CDC. After giving the preliminary opinion, the CDC will immediately notify the parents of the learners with symptoms of infectious diseases according to the doctor's advice. The parents will accompany the doctor to the hospital. If the parents can't go to the school, they will be escorted to the hospital by the teacher (the escort will be put on the doctor's advice or wear protective clothing, wear Masks, gloves). If there is an infectious disease in the school's faculty and staff, it is also required to wear protective masks and gloves. After the initial examination by the doctor, the infectious disease is immediately transferred to the infectious disease hospital and notified to the family members. The family members cannot go to the school and the medical doctors are sent to the hospital (the escorts are all Wear protective clothing, masks and gloves.
  4. Learners or faculty members who have found infectious diseases in the school, the leaders of the school emergency team immediately visited the on-site command, immediately notified the CDC within the first time, and used the school isolation room for isolation observation according to the doctor's advice, and the school safety management personnel or health care The teacher immediately called the "120" and sent a designated infectious disease hospital for treatment.
  5. The school disinfects the class classrooms or offices of the patients and the public places involved and conducts isolation observations for learners and faculty members who are in close contact with infected patients. Prevent the spread of the epidemic and quickly cut off the source of infection.
  6. When an infected patient is treated in a hospital, any classmates or colleagues are prohibited from visiting.
  7. If the infectious disease is a strong infection, the CDC and the Science and Education Bureau should be asked to decide whether to suspend the whole school. And take all effective measures to quickly control the source of infection, cut off the route of infection, protect vulnerable populations, specifically: 1 blockade. Immediately block the patient's class or office and suspend all activities in the school. Stop school personnel from interacting with each other and waiting for the treatment of the health department and the Science and Education Bureau. If the school leaders have been isolated, the middle-level cadres and other temporary members will be responsible for handling the daily work. After the epidemic was lifted, the school leadership team began to work. 2 disinfection of the epidemic. Thoroughly disinfect all places in the school. This disinfection can be operated by the epidemic prevention station, and ventilation is provided after the disinfection is completed. 3 Epidemic investigation. The school closely cooperates with the CDC to conduct epidemiological investigations, and to follow up the places where infected patients have been visited, the people who have contacted them, and the family members, neighbors, and classmates of the patients, and take necessary isolation observation measures.
  8. After the school leaders discovered the infected patients, they quickly announced the source of the disease and the protective measures they took to all teachers and learners, so that the teachers and learners can understand the situation, stabilize the people, maintain the stability of the school, and establish the belief in the fight against infectious diseases.