Appendix D -Philosophies

The purpose of Bible classes at Summit Christian Academy (SCA) is to partner with the

home and church in fostering the spiritual growth of students. The Bible department teaches

the content, context, and application of the Bible that Christian students may grow in their

relationship with Jesus Christ, learn to serve in the church for the glory of God, and form a

humble apologetic, guided by the Holy Spirit.

The goal of the SCA Bible department is to teach the Bible as a tool for the student’s

relationship and service to God. The Bible is the written revelation from God to humankind and

is the original, infallible, inerrant source from which we learn of the salvation offered by faith in

Jesus Christ. SCA incorporates Bible classes as the Scriptures are God’s intended source for

teaching, rebuking, correcting, and training in righteousness (I Tim. 3:16-17). We see Scripture

as God’s revelation and the key to personal relationship with Him. Christians must read and

understand Scripture in order to understand the personal sacrifice required of all believers to

serve the body of Christ, (the Church) of which Christ is the head (Eph 1:23, Rom. 12:1-2, I

Pet. 2:9). To fulfill God’s command that we are to love Him with all of our heart, soul and mind

(Matt. 22:37), it is our desire to teach dedication in critically studying God’s Word, that

Christians may grow in their relationship with the creator, redeemer, and savior (Col 3:23, I Pet.

3:15).

It is also the aim of the SCA Bible department to lead in forming an apologetic for the

Christian faith. The Bible is clear that God reveals Himself to all people through Creation,

though it is not a revelation leading to salvation (Rom. 1:18-23). Therefore, it is the Christian’s

the Holy Spirit (Acts 14:8-18, 17:22-34, I Co. 2:6). Every discipline finds its source in God by

way of His creation, so all subjects teach the truth of God (Col. 1:15-20, I Pet. 3:15). As we

look to the humble example set by Christ as the Word of God. Though Christians stand in a

special place understanding the truth of this world and God, it is not the place of the Christian

to judge or ridicule (John 5:19, Phil 2:5-8). Though the Christian may be prepared with God’s

truth, the presentation of that truth should illustrate the love and sacrifices God has made

(John 3:16).

The Bible is an ancient book written in three different languages: Hebrew, Greek, and

small portions of Aramaic (Daniel). SCA acknowledges the canon as the sixty-six books:

Genesis through Revelation. While the school supports no particular English translation, we

encourage a more literal translation for classroom use. Popular examples of such translations

would be: English Standard Version, New International Version, New American Standard Bible,

and the King James Version.

As Christians relate the gospel to our generation, we may not forget that James 3:17

warns that “the wisdom from above first pure, then peaceable, gentle, open to reason, full of

mercy and good fruits, impartial and sincere.” Christians should be careful not to be “taken

captive by philosophies” of our current generation; however, understanding modern ideologies

may lend Christians a great opportunity to grow in the understanding of God and in the ability

to witness to our generation (Col. 2:8). Christians must be patient to understand others if we

wish to testify of grace in Christ. Because we believe in the absolute moral truth of Scripture,

able to define and engage philosophies and cultures different than our own.

Should debate concerning church doctrine ensue within a classroom as we are

engaging our culture and the Word, students are encouraged at all age levels to bring

questions to parents and pastors. In regards to class discussion, teachers will moderate

differently depending upon the age level of students. At the early elementary levels, no debate

or vigorous discussion will ensue. As students begin developing more ability to think abstractly,

teachers will allow moderated discussion and direct students to the Word to begin critically

thinking out their personal faith. At the highest grade levels, vigorous conversation may occur

as students wrestle with their theology in attempt to strengthen their faith as they prepare to

enter college and the world. Always, the Word of God will be the platform for discussion.

It is our desire that the Bible education received through SCA will provide a deep

understanding of God’s Word and enable students to demonstrate personal application of that

Word, enabling a life lived as a disciple for Christ.

The mission of the Business and Technology Department is to provide offerings that meet

student needs, interests, abilities, and aspirations. The department will enhance a student’s ability to

respond to actual or anticipated opportunities for employment, advanced education, and practical life

application in the 21st Century. These students will also study business and technology through both a

Christian and secular lens to promote awareness of the need for careful evaluation of practice. Romans

12:2 states: “And be not conformed to this world: but be ye transformed by the renewing of your mind,

that you may prove what is good, and acceptable, and perfect will of God.” This department will

prepare students to transform the world around them by renewing their minds and trusting God, so

that we may glorify Him through our careers and lifestyles.

Students in the SCA Business and Technology Department are guided in many ways as they

develop the skills necessary to be informed consumers, citizens, employees, and business leaders.

Divergent thinking is encouraged in the Business and Technology Department at SCA. Within the

department, students will frequently customize their experiences by selecting projects based on

personal and career interests. Student learners, working independently or in teams, will use a wide

range of technology to solve unstructured problems. Several opportunities support the students’ desire

for independence and creativity. Additionally, students will participate in group projects designed to

foster the extremely valuable skill of team collaboration.

Some general goals for graduates of the Business and Technology Department at Summit

Christian Academy include:

● Possessing a thorough understanding of the biblical view of prosperity, wealth, and

private property.

to witness for Christ as Christian business leaders in the global marketplace.

● Functioning as economically literate citizens through the development of personal

consumer economic skills, knowledge of social and government responsibility, and an

understanding of business operation.

● Demonstrating interpersonal, teamwork, and leadership skills necessary to function in

multicultural business settings.

● Selecting and applying emergent technology tools as they relate to personal and

business decision making.

● Managing data from all of the functional areas of business needed to make wise

management decisions.

● Communicating effectively as writers, listeners, and speakers in social and business

settings.

The World Language Department at Summit Christian Academy strives to promote I Chronicles

16:24 which states, “Declare His glory among the nations, His marvelous deeds among all peoples.”

This verse reminds us that our mission is to all people of all nations. It is in our heart, in obedience to

this Scripture, to continue increasing the availability of a variety of languages to our students. Our

vision at Summit Christian Academy is to equip students to communicate the love of Jesus Christ with

people of other cultures and languages.

In alignment with state and national standards, we will address the three modes of

communication: 1) interpretive, which includes reading and listening, 2) interpersonal, using another

language to communicate with others, and 3) performance, which encompasses written and spoken

production. At the elementary level, the greatest emphasis is in the area of conversation. A variety of

teaching methods, including songs, games and drama, are used to introduce students to Spanish

vocabulary. As students progress to upper elementary and middle school grades, the performance

mode is expanded to include reading, writing, and an increased development of listening

comprehension.

At the high school level, students engage in all modes of communication. Instruction involves an

active class that gives the beginning student the vocabulary necessary to communicate on a basic level

with Spanish speakers on a variety of familiar subjects such as school, home, activities, etc. The student

will learn how to formulate sentences and dialogues through listening, speaking, reading and writing.

Cultural activities will accompany language lessons to acquaint students with food, artistic expression,

and diversity of the Spanish-speaking world.

I Corinthians 14:9-11 states, “You must speak words that people understand. If you don’t, no

one will know what you are saying. You will just be speaking into the air. 10 It is true that there are all

kinds of languages in the world. And they all have meaning. 11 But if I don’t understand what someone

is saying, I am a stranger to that person. And that person is a stranger to me.” Students will learn to

communicate better when they have an understanding of the practices and perspectives of the cultures

studied. We strive to equip students to function in an appropriate manner when interacting with

people from other cultures.

Through foreign language studies, students will reinforce and further their knowledge of other

disciplines. Studying another language will improve their understanding of English grammar and

improve writing skills in both languages. Knowledge of geography and history will be expanded through

study of the places the target language is spoken. Connections to math and science are explored as

students learn of the contributions of people from the target culture and through practical experience

using the metric system and figuring exchange rates. Appreciation of the arts of the target culture can

be applied to many other cultures and can enhance the quality of life for students regardless of their

chosen career path.

The World Language Department seeks to encourage and equip students in fulfilling the great

commission as stated in Matthew 28:19-20, “Therefore go and make disciples of all nations, baptizing

them in the name of the Father and of the Son and of the Holy Spirit, and teaching them to obey

everything I have commanded you. And surely I am with you always, to the very end of the age.” This

goal is achieved by interweaving Scripture into the daily instruction in the language classroom,

introducing biblical vocabulary to students, aligning with their studies in the SCA Bible curriculum.

and in advanced levels memorizing key passages.

In conclusion, the foreign language department of SCA has designed curriculum that will build a

strong educational foundation for foreign language acquisition, promote an appreciation of world

cultures, and empower students to fulfill their God-given potential as disciples of Jesus Christ in this

world. We endeavor to offer students a high quality language program that will prepare them for their

post-secondary education and careers.

The goal of the SCA History Department is to teach history as God’s plan and purpose for all

generations as well as for each individual life. Our biblical worldview begins with the Genesis account of

Creation and is summarized in Isaiah 46:9-11 which states,

Remember the former things, those of long ago; I am God, and there is no other; I am

God, and there is none like me. I make known the end from the beginning, from

ancient times, what is still to come. I say: My purpose will stand and I will do all

that I please…What I have said, that will I bring about; what I have planned, that

will I do.

The history curriculum will include state, national, and world history. The ability to critically

examine evidence in the areas of geography, government, citizenship, current events, and economics

will be developed.

Students will be able to appreciate, analyze and understand themselves and other people

groups around the world through the lens of Scripture so that they can effectively evangelize a

world-wide mission field.

The goal of the SCA math department is to teach mathematical truths as demonstrated in the

orderliness and exactness of God. This goal is accomplished through the facilitation of two objectives:

1) to enable students to appreciate the works of God in His creation and His attributes, and 2) to enable

students to apply the understanding of mathematical concepts to other areas of life using their

God-given creativity.

The goal of the SCA music department is equipping students to experience music at an

intellectual, personal, and spiritual level. This goal is accomplished through fostering musical skills and

concepts, as well as an interest in music that will lead to a lifetime of enjoyment and appreciation

which focuses on the privilege of using music to glorify and worship God.

Elementary general music classes are often the final musical training some students will ever

receive. The skills and attitudes acquired during this time must be sufficient to encourage active

participation or appreciation that will last a lifetime. SCA elementary music will, therefore, have general

music curriculum as its primary focus in order to foster intellectual understanding of music. In addition,

there will also be some opportunity for performance given.

At the secondary level, music is defined as a co-curricular subject. Secondary music courses are

elective for students and will build upon the intellectual foundations that have been established,

offering students the opportunity to further develop both their knowledge and God-given musical

interests and talents.

For students to experience music at an intellectual level, skills and concepts will be acquired

through various methodologies and curricular resources including, but not limited to, composing,

performance, and exposure to music from many cultures. Sacred as well as secular materials will be

used to achieve these skills as both Christian and secular sources can be vessels of God’s Truth. Both

venues can promote musical excellence. Musical selections are based on the quality and content of the

music rather than the composer. Vulgarity, blatant sin, and immoral lifestyles will not be glorified. Phil.

4:8 exhorts us, “Whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is

lovely, whatever is admirable—if anything is excellent or praiseworthy, think about such things.” The

music department will uphold this Scripture in its examination and performance of all music.

In light of God’s Word, a personal connection with music can be achieved through exposure to

various musical styles and cultures, performance opportunities as well as classroom and field trip

experiences. Realizing that not every student will have a musical career or even be a performing

musician, our responsibility is to give ample opportunities to discover an appreciation for, respect of,

and/or interest in music. Nonetheless, many students are gifted musically and in order to afford them

the opportunity to reach their “God-given potential” SCA offers higher-level instrumental and vocal

performance groups. These groups serve as a training ground for college-bound or aspiring professional

musicians.

Using Scripture, both classroom discussions and opportunities to worship, students will come to

realize that music is a gift from God and is to be used for His glory. Music is a powerful means of praise

and worship and can draw a person into a closer relationship with God through the Holy Spirit. The use

of musical worship teams helps further facilitate this purpose of music at SCA. Psalm 92:1 States, “It is

good to praise the Lord and make music to your name, O Most High.” Psalm 95:2 encourages us “Let us

come before Him with thanksgiving and extol Him with music and song.” Through the Christian training

given within the music department, students will be better able to worship their Creator.

Regardless of a student’s musical gifts, all students at SCA will be pointed toward their

“God-given potential” in music.

The importance of literature is constituted in the belief that God privileges the spoken and

written word, as evidenced by the prominence of both in the Old Testament and the New Testament.

Jesus Himself is described as the Word of God (Logos) in John 1:1 (In the beginning was the Word, and

the Word was with God, and the Word was God), and God’s Word is one of the few things that abides

forever. According to Haycock in Encyclopedia of Bible Truths, “Man’s writings reflect his inner thoughts

and desires; therefore, we study literature to understand people” (ref. Prov. 16:23; Prov. 18:4; Matt.

12:34-37; Matt. 15:18-20).

Additionally, the ability to interact with others in society and serve as a witness to various

communities and populations is enhanced by engagement with diverse genres of literature, reflecting

both cultural and historical phenomena. Certain literature genres enable the student to gain entrance

into specialized communities; enhanced understanding and reading comprehension are essential to

success in higher education. With these truths in mind, the scope and sequence of instructional

methodologies at SCA provides opportunity to develop important literature skills through teaching

reading, reading comprehension, literary analysis, and exploration of literature choices.

SCA stresses the need for systematic, explicit reading instruction which incorporates pre-reading

activities, decoding, and fluency emphasis. Reading instruction at Summit Christian Academy begins

with pre-reading activities such as letter recognition and phonemic awareness of sounds. Initially, there

is thorough instruction on phonics charts and rules. Phonics instruction continues through the second

grade. Additionally, at the kindergarten and first grade levels, whole language concepts are introduced

and assessed. Fluency is formally assessed from kindergarten through second grades. It continues to be

formatively assessed through twelfth grade.

SCA curriculum will enable the student to appreciate and understand literary genres and

devices, construction, criticism, the cultural background of works of literature. To accomplish these

goals, students will examine the principle components of a short story and a novel including: plot,

theme, setting, character, point of view, etc. At the elementary level, teaching methodologies

emphasize small group instruction, student-created visual tools, and oral presentations. At the

secondary level, students will examine works of literature through the writing of essays and reading

responses, which incorporate analysis, synthesis, compare/contrast, classification, cause and effect,

definition, profiles, and reviews. These literary writing tasks are supported by the developed skills of

summarization, synthesis, analysis, classification, evaluation, interviewing techniques, and other

supportive critical thinking skills. Assessment of literature will be developed around performance and

authentic standards to assess student understanding and higher critical thinking skills.

The desire of SCA is that students be equipped to enter into the cultural and academic

conversation in order to excel in whatever area of life into which they are called, and to biblically

express the truth of God within every jurisdiction of life and academics. In the tradition of Moses,

Daniel, and Paul, our students will be equipped through literature to converse in the language of

diverse cultures and evaluate literature from a biblical perspective (ref. Acts 7:22; Daniel 1:4, 17; Acts

17:28). Therefore, purposeful exposure to texts with diverse worldviews, secular themes, and

questionable language will occur in the process of enabling students to evaluate and discuss literature

from a biblical perspective. Additionally, through exposure to classical, contemporary, and multi-cultural

works, students will be challenged to improve their comprehension and reading level so that graduates

will read and analyze on the collegiate level.

Through engagement with literature, the development of critical thinking skills and the

enhanced understanding of culture enable the student to fully participate in the cultural and academic

communities.

The purpose of the SCA Physical Education program is to develop growth as described in Luke

2:52: “And Jesus grew in wisdom and stature, and in favor with God and men.” Our goal is for students

twofold. First, we desire students to experience growth spiritually, physically, socially, and mentally

through PE activities; and secondly, students prioritize healthy lifestyle throughout their life.

The primary purpose is to assist the learner in developing: (1) total fitness and a lasting desire

to pursue a life-long healthy lifestyle, (2) movement abilities ranging from functional life skills to those

needed for successful participation in physical activities of their choice; (3) an appreciation and

knowledge of the creation of the body, (4) a responsible, personal, and social behavior in physical

activity settings with an understanding and respect for differences among others, (5) an understanding

that physical activity provides opportunities for enjoyment, challenge, self-expression, and social

interaction.

Because physical education is primarily a participation class, attendance is mandatory. Students

are expected to be properly prepared and dressed for class. Special attention is given to fitness

monitoring and enabling students to use their own fitness as motivation for improvement. It is our goal

to help inspire them to obtain their God-given potential in the area of their physical fitness and

enjoyment during participation in activities and sports.

In I Chronicles 16:9, Scripture charges the believer to, “Sing unto Him, sing psalms unto Him, talk

ye of all his wondrous works.” The ability to create, analyze, and appreciate poetry enables the

believer to better praise his Creator. In addition, as the art of poetry is a reflection of culture, Christians

must be able to accurately analyze and create poetry in order to evaluate a poet or a people from a

biblical worldview. Further, the writing of personal poetry allows nurturing of potential God-given

potential in the arts. As such, Summit Christian Academy believes that all students should be exposed

to methodical poetry instruction which includes poetic analysis, memorization, and creation.

Poetry instruction will include a wide range of poetry and artists. As the stylistic features of

poetry provide its artistic merit, teaching will include study of poetry’s forms, patterns and use of

figurative language. A wide variety of classical poets and their works will be taught in order to provide

students with a broad range of knowledge. A graduate of SCA will be comfortable analyzing and

evaluating both the form and content of any given poem using appropriate terminology and a biblical

worldview.

Memorization of poetry will increase students’ overall ability to memorize. Oral and written

exams will stress different aspects of the literary form, while allowing students to forever hold man’s

best language in their minds. Oral quizzing will provide opportunity to gain confidence in public

speaking, a necessary skill in enabling our Christian mandate to be witnesses.

Creation of poetry encourages critical thinking by forcing students to be purposeful in word

choices. Their own writing will provide better understanding of the gift of the poet and will teach more

personal life application. Finally, through the opportunities provided to write poetry about their

relationship with Christ, students will fulfill the mandate in I Chronicles 16:9.

Summit Christian Academy values poetry as an art form and as a true component of Scripture.

Its in-depth instruction will enable students to feel adequate in their knowledge of this subject area.

The singular goal of the SCA science department is to instill a love for the subject area within all

of our students while enabling them to discover God’s work, revealing “The heavens declare his

righteousness, and all the people see his glory” Psalm 97:6. This goal is accomplished through the

facilitation of three objectives: (1) to enable students to deepen their relationship with their Creator

through understanding His creation, (2) to enable students to think scientifically and express their own

ideas through analysis of gathered information, and (3) to fully enable students to successfully enter a

science field if they so choose.

Graduates of SCA will understand their origin and be able to demonstrate that science provides

evidence for the Creator. Accepting God’s mandate for man to master the created world, our

curriculum is designed to explore all aspects of that creation. Though today’s society tries to use

science to challenge the existence of our Lord, SCA graduates will be confident in defending and

purporting their position of faith. At the high school level, this exploration will include sensitive issues

such as bio-ethics, human reproduction, and theories such as evolution and the definition of life.

During these sensitive topics, teachers will promote Scriptural teaching on honoring life and

maintaining purity. They will exercise discretion in choosing age-appropriate objectives and

methodologies in order to promote focus and discussion. During the anatomy of reproduction unit,

classrooms may be divided by gender. An abstinence-only model, which emphasizes reproduction in

light of marriage, will be used. The purpose for discussing these issues is to further enlightenment and

at no time should provoke disunity within our body. Therefore, though elementary students may

encounter instruction on those topics should they arise, they will not be matters for debate due to

maturity level.

inquiry demonstrated through students’ original work and its presentation. Each science unit will begin

with the text and teacher instruction of planned objectives. Then lessons should branch into various

methodologies of information gathering, documentation, and public presentation. Methodologies

include but are not limited to hands-on activities, individual research, transferring qualitative

information into quantitative (i.e. Graphs, charts, etc.), written work, in-class debate, and word

processing applications and data spreadsheets. Special focus will be given to incorporating

mathematical formulas and statistics as validation for scientific research.

Teachers will frequently provide opportunity for public expression of scientific conclusions

through activities such as science fairs and in-class presentations. Participation in these activities will

cause students to be confident in their ability to think scientifically and express those thoughts in a

manner, which inspires themselves and others.

The curriculum at SCA will capitalize on students’ developed love of science by introducing a

wide variety of careers in the science field. Beginning at the sixth grade, students will be apprised of

the wide opportunity for careers in the science field. Junior high career explanation will focus on the life

science in seventh grade and earth science in eighth grade. High school students will be given the

opportunity to explore a variety of individual choices.

No matter their individual calling, the science curriculum at Summit Christian Academy will

facilitate students meeting their God-given potential.

The importance of spelling and vocabulary is constituted in the belief that God privileges the

spoken and written word, as evidenced by the prominence of both in the Old Testament and the New

Testament. Jesus Himself is described as the Word of God (Logos) in John 1:1 (In the beginning was the

Word, and the Word was with God, and the Word was God), and God’s word is one of the few things

that abides forever. The effect of language upon life, as described in James 3:6 suggests that the course

of one’s life may be determined in one’s speech, which is reinforced by Ephesians 4:20 which states,

“Let no corrupting talk come out of your mouths, but only such as is good for building up, as fits the

occasion, that it may give grace to those who hear.” Thus, words/language structures reality. The ability

to accurately use words both in terms of spelling and meaning (vocabulary) is important for

believers/students to understand God’s written and preached word.

Additionally, the ability to interact with others in society and serve as a witness to various

communities and populations is enhanced with accurate spelling and an expansive appropriately used

vocabulary. Certain vocabularies enable the student to gain entrance into specialized communities and

enhanced vocabulary and reading comprehension is essential to success in higher education. With

these truths in mind, the scope and sequence of instructional methodologies at SCA provides

opportunity to develop important spelling and vocabulary skills.

In kindergarten through second grades, spelling instruction is informed by balanced brain-based

research of teaching methods which include oral review, observing words in sentences, and other

activities such as manipulating letters.

word lists are tied to spelling rules and or specific prefixes, suffixes or roots. In some grades, words are

gleaned from cross-curricular subject matter; and word lists are generated from frequently misspelled

word lists. In grades three through ten, teaching methodologies echo earlier techniques with less oral

repetition as the child gets older. Finally, in grades eleven and twelve, differentiated spelling instruction

is developed through individual assessment of student work.

Kindergarten through second grade vocabulary development begins with a word of the week.

Grades three through six use words pulled from authentic texts, chosen to enrich the student’s

speaking and writing vocabulary. The goal is to move beyond memorization to comprehension.

Activities that are based on brain research include symbols used with words and frequent repetition.

Students are asked to create meaning-rich sentences, which include vocabulary words. The words

chosen are primarily associated with verbs, adjectives, and adverbs. Peer tutoring is an instructional

strategy that is also used.

Secondary vocabulary instruction incorporates words chosen from curriculum-provided lists

taught via workbooks. Eleventh and twelfth grade differentiated instruction occurs through teacher

evaluation of student writing and encouragement to use writing resources (i.e. thesaurus). Peer

tutoring for vocabulary in the twelfth grade is based on the choice of English elective.

Students graduating from SCA will have the vocabulary and spelling skills to communicate

effectively and clearly to both the secular and Christian world.

The importance of writing/grammar is constituted in the belief that God privileges the spoken

and written word, as evidenced by the composition of the Old Testament and the New Testament,

God’s revelation of Himself to humankind. Jesus Himself is described as the Word of God (Logos) in

John 1:1 (In the beginning was the Word, and the Word was with God, and the Word was God), and

God’s Word is one of the few things that abides forever. According to Haycock in Encyclopedia of Bible

Truths, “Man’s writings reflect his inner thoughts and desires . . .” (ref. Prov. 16:23; Prov. 18:4; Matt.

12:34-37; Matt. 15:18-20). The purpose of writing is to enhance thinking skills, increase articulation and

personal voice, develop research and documentation skills, and effectively communicate ideas.

Additionally, the ability to interact with others in society and communicate the Gospel to

various communities and populations is enhanced by effective writing skills, which take into

consideration audience awareness, rhetoric/purpose, specialized terminology, tone /style, and proper

grammatical constructs. Writing enables people to communicate generationally and establishes the

chain of knowledge that is necessary for civilization and the Gospel to progress (Matt. 28:19-20). With

these truths in mind, the scope and sequence of instructional methodologies at SCA provides

opportunity to develop important writing and grammatical skills.

At the elementary level there is a heavy emphasis on grammar via textbook practice.

Experiences in creative writing, journaling, and expository writing are also provided at every grade

level. Writing is taught as a separate subject at the second grade level and through Writing Safari in

grades 4-6. Writing Safari both partners with teachers to support writing assigned in core subject areas

and provides opportunities for student creative writing. Students have the opportunity to take their

work through the writing process, from prewriting to publishing. Special focus in elementary is on

Through writing safari, students also have the opportunity to present their work to an authentic

audience comprised of faculty, their peers, and parents.

At the secondary level (Grades 7-11), students will examine works of literature, essays, and

other cultural artifacts through the writing of essays and reading responses which incorporate analysis,

synthesis, compare/contrast, classification, cause and effect, definition, profiles, and reviews. These

literary writing tasks are supported by the developed skills of summarization, synthesis, analysis,

classification, evaluation, interviewing techniques, and other supportive critical thinking skills. All core

subject areas are required to implement writing that has a significant percentage assigned to it. In

Senior English, it is the highest category, and in the college class, it is 60% of the grade.

The desire of SCA is that students be equipped to write in various contexts in order to enter into

the cultural and academic conversation to excel in whatever area of life into which they are called. The

purpose is for the student to biblically express the truth of God within every jurisdiction of life and

academics. In the tradition of Moses, Daniel, and Paul, our students will be equipped through literature

to converse in the language of diverse cultures and evaluate literature from a biblical perspective (ref.

Acts 7:22; Daniel 1:4, 17; Acts 17:28). As students become more mature, careful and purposeful

exposure to various audience writing contexts reflecting diverse worldviews, secular themes, and

questionable language will sometimes occur in the process of enabling students to evaluate and write

about literature and cultural issues from a biblical perspective. Should questionable language and

themes or troublesome self-disclosure appear in student writing consultation with appropriate school

officials and parents may result.

Good writing demands vulnerability and a willingness to engage in the revision. Revision

includes the other processes and issues associated with writing. As such, Summit Christian Academy

has created the Writers’ Corner. Students are supported in assignments through the Writers’ Corner,

which services students in grades 7-12 through peer tutoring. Writing fellows are chosen from students

in grades 10-12 and are trained to support their peers in effective communication. The Writers’ Corner

is open before and after school, as well as during all life prep periods.

Writing enhances the development of critical thinking skills, articulation, and the ability to enter

into extended conversation with various audiences in society. The ability to persuade effectively and

negotiate various writing conventions prepares the student academically and vocationally for life’s

challenges and equips him or her in the communication of the Gospel.

Summit Christian Academy recognizes that God has created man in His image (Genesis 1:26-27).

God has also given man the desire and ability to create. We are each uniquely created by God with a

specific plan and purpose (2 Timothy 1:9). We each develop unique ways to express or communicate an

individual interpretation of the world around us. Summit Christian Academy recognizes that God

created us with the ability to express ourselves creatively and artistically. God has surrounded us with

the beauty and variety of His creation (Psalms 19:1, Psalms 8:3-5) and calls us to be affected on a

personal, spiritual, emotional and even physical level by visual stimuli.

The process of observing God’s creation (Job 37:14) and using the gift of creativity that is given

by God are means by which we are able to connect with the Lord on a deeper level. Through these

observations and explorations, we witness that there is intentional order and purpose to God’s design

(Isaiah 45:1-); and we can see, appreciate, and emulate these characteristics in our visual design

choices. Our culture is increasingly visually based by way of media, advertising and functional design.

The art department of Summit Christian Academy desires appropriate preparation of our students;

teaching proper ways of understanding, discerning, and using creativity and visual media in ways that

bring glory to God (Philippians 4:8).

Visual art also promotes an understanding of human nature across cultures and time, fosters

many forms of communication, and allows for perception/aesthetic awareness and creativity. The study

of visual arts and God’s creation encourages students to discern art concepts that exalt/glorify God.

The visual arts also can be used to enhance learning in all areas of the curriculum. While

biblically integrated, the visual art program is structured based on components or principles of art

skills across the curriculum. The four components or content areas of the visual arts are:

1. AESTHETICS – “What is art?” Understand that one purpose of art is to create beauty. Appreciate

each work as a unique, individual creation. Observe, listen, and discuss art and perceptions.

Understand or dissect artistic choices and how they relate to and enhance life. Encourage taking

risks and thinking with a new, artistic vision.

2. ART CRITICISM – “How visual art is organized/what to look for. ” Involves a close, viewer interaction

with images resulting in aesthetic experience. Involves organized discussion about art, whether

regarding artists from many cultures and time periods, or discussion regarding own art. Four-step

art criticism process as follows:

a. DESCRIBE - Objectively, what is seen: title, artist, when/where created, media, subject matter,

visual elements of art and design (line, shape, form, value, color, space, texture).

b. ANALYZE - Objectively, how it is organized: principles of design (emphasis, unity, contrast,

balance, rhythm, movement, pattern).

c. INTERPRET - Subjectively, what it is saying. Use imagination to interpret, based on clues from

prior steps, the potential meaning or purpose of an artwork or what it expresses about

human experience.

d. EVALUATE - (Use higher level thinking skills)-Subjectively, consider craftsmanship, design quality,

expression, personal response, originality and comparison to other artworks to

determine whether or not it is a successful artwork or whether or not it has aesthetic

value. Integrate a Christian perspective based on recognition of God as supreme

artist/creator. Analyze communication of beauty/holiness/truth/God’s character.

Discern communicated message within the basis of God’s word and God’s standard of

excellence. Determine integration of scripture or scriptural principles with integrity.

3. ART HISTORY - Learning about art by understanding people in relation to times and cultures in

which particular artworks were created, including beliefs, values, customs, social habits, economic

conditions, etc. Understand how beliefs are or are not consistent with Christianity. Art history

selections that are taught are based on the quality and content of the visual art more so than the

artist. Worldly, sinful lifestyles will not be exalted, but rather, artworks will be evaluated through a

biblical, scriptural lens as mentioned above.

4. ART PRODUCTION AND CREATIVE EXPRESSION - Communicate ideas visually through creative use

of materials and production processes (collage, drawing, fibers, mixed media, painting,

photography, printmaking, 3D forms, technology) utilizing elements and principles of design. Use

artistic expression to communicate God’s glory and bless others with the God-given gift of

creativity.

Through the visual arts, students will be able to express their life experiences via a variety of

media and methods, as well as learn various techniques to visually express and communicate their

ideas and emotions. Students will learn to look for deeper meanings and learn to appreciate aesthetics

of God’s creation and, subsequently, visual art. Through the visual arts, students make decisions,

develop discipline, promote originality, problem solve and experience new ways of thinking and seeing,

allowing for the development of personal purpose, character refinement, confidence/motivation, and a

deeper understanding of and relationship with God, our creator.