Designed in accordance with "New Standards of High School Courses in China", subject courses have also referred to standards commonly used in other countries. Intent on providing more than what is required to be academically successful, subject courses at MSA are also expected to build the connection among subject knowledge, personal life, and real-world issues. Students learn for the sake of active learning; teachers teach for the sake of not teaching.
Division of Math
Division of Science
Division of Social Science
Division of Western Humanities
Division of Eastern Humanities
Division of Technology & Engineering
Division of Aesthetic Education & Arts
Division of Physical Education & Health
Student-centeredness is the core of all teaching concepts at MSA. We believe that all the teaching designs should offer enough leeway to leaners so that they can individualize their learning needs and learn at their own pace.
Learners are expected to self-study the learning contents in flipped classrooms, which gives more time for interactions between the teacher and learners in the actual classrooms. Flipped classrooms render learners more active, inquisitive, and reflective. Meanwhile, active learning is the root of all innovative efforts.
Interdisciplinary projects are social-issue-centered and project-based. Learners are encouraged to apply what they have learned in subject courses to solving real world issues, creating social values and promoting positive societal impacts. Proceeding from 17 Sustainable Development Goals (SDG) by UN, interdisciplinary projects hope to cultivate social innovators and active citizens at and beyond MSA.
Every interdisciplinary project lasts for 1-2 semesters and takes place 3 times every week. A study trip is incorporated to the project as well. It is one of characteristic learning experiences at MSA.
Application is the first step of knowledge. Only when knowledge is connected to learner's curiosity and needs and be applied in life and work can knowledge from textbooks be transformed to authentic applications. Project-based learning offers a platform for learners to jump out of the traditional learning environment and address authentic issues in projects. Such a learning process is expected to stimulate learning passion and integration and application of knowledge while enhancing such futuristic skills and competencies as critical thinking, communication, collaboration, and creativity among learners at MSA.
Who am I? What is this world?
How am I related to this word? What can I do for this world?
Where am I from? Where am I going?
Honor courses at MSA include compulsory and elective courses. All honor courses are collaborated with top-of-the-line researchers so that learners can delve into self-awareness and system thinking. Hopefully, they can stay confident in this changing world.
· Subject Course: 1 credit for a weekly 1-teaching-hour course. 2 credits for a weekly 2-teaching-hour course. Credits will be calculated accordingly.
· Interdisciplinary Project: 6 credits for a 16-week project; 32 credits for a 32-week project.
· Compulsory Honor Course: 6 credits for Self-awareness; 6 credits for System Thinking; 12 credits for Eastern Thinking; 12 credits for Western Philosophy
· Elective Honor Course: 6 credits for each course
· Physical Education: 1 credit for teach course
Master Transcript Consortium (MTC) is a coalition consisting of 278 American and global private and public high schools. Some of the renowned MTC members include Philips Academy, Phillips Exeter Academy, Choate Rosemary Hall, Singapore American School, Shanghai United International School and other distinguished schools. Joining with these high schools, MTC is proposing "A New Model"—a brand-new transcript that digitalizes individual skills, strengths, and interests for high school students to apply for college and employment.
Such a transcript is named as "mastery transcript". "Mastery transcript” pivots from what's happening in the classroom to the learners' mastery in subject knowledge and general competencies (collaboration, communication, leadership, etc.).
Unlike the traditional GPA transcript, MTC demonstrates a student's skills and competencies in a diverse and digitally visual format (courses, project and internship) to universities and employers, instead of merely using a letter grade or a number to indicate a student’s knowledge mastery.
A defense will be held annually at the end of the academic year. Learners’ performances at the defense will affect their MTC transcript’s results and grade year. Specific defense policies will be finalized and announced later this semester.