Middle and High School Curriculum Guide

Scheck Hillel Community School | Samuel and Henrietta Scheck Middle School | Ben Lipson Upper School​

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Scheck Community School | Samuel and Henrietta Scheck Middle School | Ben Lipson Upper School

Table of Contents ABOUT SCHECK HILLEL COMMUNITY SCHOOL​

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INTRODUCTION​ THE SCHECK HILLEL EXPERIENCE​ EDUCATIONAL PHILOSOPHY​ CORE VALUES​

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PROGRAM OVERVIEW BEN LIPSON UPPER SCHOOL SAMUEL AND HENRIETTA SCHECK MIDDLE SCHOOL​

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Community Service Learning​ School Counseling​

GRADE 6-8 COURSE DESCRIPTIONS​

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ESOL​

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PROGRAM OVERVIEW BEN LIPSON UPPER SCHOOL: HIGH SCHOOL (GRADES 9-12)​

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English Language Arts​ Mathematics​ Science​ Social Studies​ Hebrew Language​ Judaic Studies​ Beit Midrash Tanach​ Beit Midrash Mishnah/Talmud​ Yahadut Thematic Tanach​ Yahadut Rabbinic Literature​ Parashah, Chagim And General Jewish Knowledge​ Middle School Tefilah (Prayer) Program​ Fine And Performing Arts​ Physical Education/Health​ Student Services​ In-Class Support (ICS)​

Florida International University (Fiu) Dual Enrollment​ Graduation Requirements​

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Scheck Hillel Community School | Samuel and Henrietta Scheck Middle School | Ben Lipson Upper School​

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Grade Point Average (Gpa) Requirements​ Community Service Learning​ School Counseling​

GRADE 9-12 COURSE DESCRIPTIONS​ Course Designations/Levels​ English Language Arts​ Mathematics​ Science​ Design/Stem (Science, Technology, Engineering, Mathematics)​ Social Studies​ Additional Required Courses​ Foreign Language: Hebrew Language​ Judaic Studies​ Beit Midrash Textual Program​ Yahadut Rabbinic Literature​ Yahadut Jewish History And Holidays​ Parashah And Chagim​ Visual And Performing Arts​ Performing Arts​ Physical Education/Health​ Student Services​ ESOL​ In-Class Support (ICS)​

CO-CURRICULAR PROGRAMS​ Student Life And Leadership​ Athletics​ Jordan Alexander Ressler Performing Arts Program​ After-School Enrichment Offerings​ Clubs​ Leadership Opportunities​

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ABOUT SCHECK HILLEL COMMUNITY SCHOOL Introduction We are pleased to present Scheck Hillel Community School’s Curriculum Guide for Grades 6-12, which serves as a comprehensive overview of our 6th-12th grade curriculum and the wide array of courses shaping the educational journey for our students. Wherever the curriculum unfolds - in the classroom, on stage, in laboratories, on the field and beyond - our goal is to empower and enrich our students’ lives today while also preparing them for a promising future.

Our dedicated and highly trained faculty members play a pivotal role in this educational experience. They create opportunities, maximize achievement and foster a strong sense of identity through personalized instruction within an inclusive and caring environment. The ongoing evaluation of our educational program aims to ensure that students are not only learning and advancing intellectually, spiritually and emotionally, but also acquiring the essential tools and skills that ignite creativity and innovation, perfectly tailored for the demands of the modern world.

At the heart of Scheck Hillel’s curriculum lies our school’s mission, a purpose-driven statement that encapsulates our dedication to a rigorous curriculum and a deeply meaningful educational journey: From early childhood through Grade 12, Scheck Hillel Community School educates and inspires students to become exemplary global citizens with enduring Jewish identity, values and a commitment to the State of Israel, through a college preparatory curriculum and meaningful co-curricular experiences guided by Orthodox teachings and set within a nurturing, diverse community.

On behalf of our entire team of faculty and staff, please explore the Scheck Hillel experience on these pages and in person on our campus. We look forward to sharing it all with you.

The Scheck Hillel Experience Committed to educating students with care and dignity, and with great appreciation for each child as a unique individual created in Hashem’s image (B’tzelem Elokim), Scheck Hillel’s reputation for academic excellence comes from the robust, nurturing environment that fosters personal growth. Talented faculty and dedicated families partner to guide students to attain their maximum potential as scholars and citizens, developing wise, compassionate and purposeful Jewish leaders for a modern society.

The curriculum teaches students morally, intellectually, spiritually and physically through rigorous study, religious and cultural experiences, arts and athletics, service learning and leadership. Every year, seniors graduate to Ivy League universities, other top-tier schools, Yeshivot and Israel Gap Year programs.

Tradition is passed to the next generation through interactive, modern instruction and an inviting community that shares values and spirit. Jewish knowledge, practice and identity are taught with full respect for the values of a diverse Jewish community.

These values are upheld beyond the classroom. Extending hands to local service projects and communities afar, Scheck Hillel students fulfill leadership roles on campus, at home and in the global village, reinforcing the concept of tikun olam: repairing the world – along with leadership, arts and athletics – empower students to discover talents within.

Scheck Hillel Community School | Samuel and Henrietta Scheck Middle School | Ben Lipson Upper School​

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Educational Philosophy Scheck Hillel builds our Jewish future through your child’s success by tailoring education to the individual child for a personalized, rigorous college preparatory experience. Students develop identity, nurture talent, discover passion and find purpose as our rising generation of creators, innovators and leaders.

Scheck Hillel sets the standard for educational excellence by inspiring students to ask, “Who do I want to be?” before, “What do I want to do?” This shift empowers students to become reflective global citizens with enduring Jewish identity and values, ready and eager to write the next chapter through their own definitions of success, happiness and fulfillment.

Core Values

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Scheck Community School | Samuel and Henrietta Scheck Middle School | Ben Lipson Upper School

PROGRAM OVERVIEW Ben Lipson Upper School: Samuel and Henrietta Scheck Middle School Grades 6-8 Samuel and Henrietta Scheck Middle School is dedicated to providing students with an active, engaging environment in which they are encouraged and challenged to think independently and become lifelong learners. Scheck Hillel prioritizes critical, independent, creative thought and expression in the classroom and conveys high expectations for students. Middle School is designed to help students develop the knowledge, understanding, attitudes and skills necessary to participate actively and responsibly in today’s world.

COMMUNITY SERVICE LEARNING Service learning combines classroom education with real-world experiences, helping students apply theoretical knowledge to practical situations. It fosters a sense of civic responsibility, empathy, and social awareness, promoting personal growth and character development. Additionally, service learning enhances critical thinking and problem-solving skills, preparing students for active citizenship and leadership in the Jewish community and beyond. It is expected that the following number of community service hours be completed by students each year so that they satisfy this requirement: •​ Grade 6 students: 12 hours •​ Grade 7 students: 16 hours •​ Grade 8 students: 20 hours Four of these hours must be completed on campus.

SCHOOL COUNSELING School counselors provide counseling in course selection, monitoring students’ academic progress, and their social-emotional well-being. Whenever a student’s need arises – and often before an urgent need becomes apparent – the school counselor is onsite to discuss how to improve classroom performance, enhance self-esteem, relate better to others, handle peer pressure, mourn loss through death or divorce, handle stress, deal with bullying, develop time management skills and assist students in making healthy choices. Workshops with school counselors strengthen the family-school partnership.

School counselors are prepared to: •​ Provide a positive, supportive environment in which students can discuss personal, social and academic concerns.

•​ Meet with individual students and/or families regarding academic progress.

•​ Advise parents about out-of-school testing/clinical services.

•​ Notify appropriate staff and faculty of family crises.

•​ Make course placement and schedule changes, in accordance with teacher recommendations and graduation requirements.

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•​ Organize and administer the school’s standardized testing program (PSAT, ACT, SAT) •​ Arrange testing accommodations for students with appropriate documentation.

•​ Write summer-school program recommendations.​

Grade 6-8 Course Descriptions Course Designations/Levels: •​ College Prep (CP): College Prep courses are the standard level of high school coursework. They provide a solid foundation in the subject matter, covering essential content and skills necessary for college readiness. CP classes are generally less demanding than Honors or AP courses and are suitable for students seeking a traditional high school education without the intensity of accelerated coursework.

•​ Honors (Advanced): Honors courses are designed for students who want to challenge themselves academically beyond the standard curriculum. These courses typically involve more in-depth exploration of the subject matter, faster pacing, and more critical thinking. Honors courses often require students to complete additional assignments, projects, or readings compared to College Prep classes. Earning honors credit can enhance a student’s transcript and demonstrate a commitment to academic excellence.

ENGLISH LANGUAGE ARTS English 6 College Prep: Over the course of Grade 6, students are challenged to build up their reading and writing skills and abilities in a supportive, collaborative classroom community. Starting with personal narrative writing and progressing to essays, students have the opportunity to develop as reflective, thoughtful writers.

The course includes whole class novel units, various genres in the anthology, as well as other literature and nonfiction readings. Exposure to a variety of genres thrusts the class into powerful learning through critical thinking, meaningful dialogue, various student-to-student exchanges, and literary responses. Beginning with the personal and advancing toward more analytical conceptions of reading, students embrace the various aspects of intellectual analysis. Lessons in vocabulary and grammar complete the Language Arts curriculum.

English 6 Honors: Over the course of Grade 6, students are challenged to build up their reading and writing skills and abilities in a supportive, collaborative classroom community. Starting with personal narrative writing and progressing to essays, students have the opportunity to develop as reflective, thoughtful writers. The course includes whole class novel units, various genres in the anthology, as well as other literature and nonfiction readings. Exposure to a variety of genres thrusts the class into powerful learning through critical thinking, meaningful dialogue, various student-to-student exchanges, and literary responses. Beginning with the personal and advancing toward more analytical conceptions of reading, students embrace the various aspects of intellectual analysis. Lessons in vocabulary and grammar complete the Language Arts curriculum. The Honors level class engages more challenging texts, pushing students to stretch their intellectual limits, and maintains even higher standards and expectations of student writing.

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Scheck Community School | Samuel and Henrietta Scheck Middle School | Ben Lipson Upper School

English 7 College Prep: In Grade 7, students continue to develop their skills in reading, writing and thinking as they explore the elements of literature through interactions with various literary styles and genres that include short stories, novels, poetry, drama and nonfiction. Students focus on the steps of the writing process in order to develop more advanced writing skills. Through sustained work with the writing process, students acquire and reinforce writing conventions and grammatical usage. Lessons in vocabulary and grammar round out the Language Arts curriculum.

English 7 Honors: In Grade 7, students continue to develop their skills in reading, writing and thinking as they explore the elements of literature through interactions with various literary styles and genres that include short stories, novels, poetry, drama and nonfiction. Students focus on the steps of the writing process in order to develop more advanced writing skills. Through sustained work with the writing process, students acquire and reinforce writing conventions and grammatical usage. Lessons in vocabulary and grammar round out the Language Arts curriculum. The Honors level class engages more challenging texts, pushing students to stretch their intellectual limits, and maintains even higher standards and expectations of student writing.

English 8 College Prep: The Grade 8 English course integrates themes in literature with real-life experiences and the students’ personal lives. The curriculum continues the development of skills learned in earlier years. Students analyze various genres of literature in depth, and work toward mastery of expository and narrative forms of writing. There is a particular focus on academic five-paragraph essays with emphasis on thesis statements, evidentiary support, introductory and concluding paragraph development, and strengthened editing and revising skills. They also continue responding to literature, developing various types of narrative writing and poetry, with a focus on vocabulary development and continuous application of grammar and mechanical skills within their writing.

English 8 Honors: The Grade 8 English Honors course integrates themes in literature with real-life experiences and the students’ personal lives. The curriculum continues the development of skills learned in earlier years.

Students analyze various genres of literature in depth, and work toward mastery of expository and narrative forms of writing. There is a particular focus on academic five-paragraph essays with emphasis on thesis statements, evidentiary support, introductory and concluding paragraph development, and strengthened editing and revising skills. They also continue responding to literature, developing various types of narrative writing and poetry, with a focus on vocabulary development and continuous application of grammar and mechanical skills within their writing. The Honors level class engages more challenging texts, pushing students to stretch their intellectual limits, and maintains even higher standards and expectations of student writing.

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MATHEMATICS Math 6: The Grade 6 Mathematics program is designed for students entering Middle School. The purpose of this course is to produce mathematical thinkers and problem-solvers that have confidence in their abilities for using math in the real world. Emphasis is placed on developing mastery of computation skills involving whole numbers, fractions, and decimals. Students will develop their mathematical knowledge and skills in the four math strands including ratios and proportional relationships, our number system, geometry, and statistics and probability. Problem solving is interwoven throughout the curriculum to provide students opportunities to develop strong mathematical reasoning abilities.

Math 6 Honors: This rigorous first year of a two-year course is designed to challenge students daily as they make the transition from arithmetic to algebra and geometry. Building number sense is emphasized through their understanding of integers, decimals, fractions, ratio and proportion, measurement, and functional relationships. Students become familiar with the language of algebra and begin solving equations, inequalities, and developing rules to describe patterns. They will represent and analyze mathematical situations and structures using algebraic symbols. Two-dimensional geometry and measurement are also explored in depth with a continual link to algebra. Problem solving is interwoven throughout the curriculum to provide students opportunities to develop strong mathematical reasoning abilities. Additionally, students work on their proficiency with estimation, mental math, and calculator use through various projects and activities.

Math 7: This one-year course is a combination of the reinforcement of basic arithmetic skills and the development of algebraic thinking and problem solving. Students will work both independently and cooperatively on developing arithmetic skills with decimals, fractions, integers, exponents (including scientific notation) and using these skills in working with percentages and proportions in a wide variety of applications via geometry, probability and statistics. Students will further develop problem-solving skills and use mental math and estimation skills when appropriate. Students will then begin the development of algebraic thinking with variables in formulas by investigating and describing patterns and by using the coordinate plane to quantify relationships and geometric objects.

Applications to “real world” situations are always employed.

Math 7 Honors: Math 7 Honors is the second year of a two-year course designed to challenge students daily as they prepare for their future courses in Algebra and Geometry. Emphasis will be placed on further developing the students’ pre-algebra skills in solving multi-step equations and inequalities, exponents and radicals, data analysis and probability, representing and interpreting linear functions, writing and graphing linear equations and inequalities, understanding geometric shapes in two and three dimensions and being able to apply geometric formulas to calculate area and perimeter. Problem solving is interwoven throughout the curriculum to provide students opportunities to develop strong mathematical reasoning abilities in real-world situations.

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Pre-Algebra 8: This course transitions students from working primarily with arithmetic concepts and skills to working with algebraic concepts and skills. Students continue to develop and use the vocabulary and symbols of Algebra through the study of patterns, formulas and equations. Students continue to strengthen their computational skills with integers and develop proficiency with positive and negative exponents, square roots, absolute value, and scientific notation. Students learn to use visual, numeric, graphic, and symbolic means to express algebraic patterns. Students then develop the means to write, evaluate and solve equations involving whole numbers, integers, and rational numbers. Data collection, statistics and geometric patterns are used extensively as applications.

Algebra 1 Honors: This course is designed to provide students with an in-depth level of instruction. The course guides students in the development of critical thinking skills and algebraic problem-solving skills, which provide for the foundation for real-world problem solving. Modeling and problem solving are at the core of the curriculum. Mathematical modeling consists of recognizing and modeling structures, formulating a problem in mathematical terms, using mathematical strategies to reach a solution, and interpreting the solution in the context of the original problem.

Geometry Honors: Geometry is the mathematical study of shapes, their properties, and their relationships. Emphasis is placed on student discovery and exploration and on formulating and defending conjectures.

Geometry includes an in-depth study of reasoning, polygons, congruence, similarity, right triangles, circles, area, volume, and transformations. They will also develop an appreciation for the connections between Geometry and other disciplines such as Art and Architecture. The Honors course goes into greater depth of geometric reasoning and proofs as well as more challenging applications in real-world situations.

Algebra 2 Honors: Algebra 2 Honors is a continuation of Algebra 1 and is designed as a preparatory class for Pre-Calculus Honors. Students study higher algebraic manipulations and function analysis. Topics are explored through different lenses: verbal, analytical, numerical, and graphical. Emphasis is placed on practical applications and modeling of real-world situations. Algebra 2 Honors includes but is not limited to algebraic manipulations of exponents and radicals, interval notation, and functions including, but not limited to, their graphs, parent functions, quadratic functions, and rational functions. Appropriate technology, including a graphing calculator, will be used to enhance students’ understanding through instruction and assessment of these mathematical concepts.

SCIENCE Integrated Science 6: The aim of this Integrated Laboratory Science course is to introduce students to the various branches of science including chemistry, physics, biology, and earth sciences. Students learn and practice scientific thinking throughout the course. Topics include but are not limited to atomic structure, use of the periodic table, laws of motion and forces, basic cell structure and classification, use of lab Scheck Hillel Community School | Samuel and Henrietta Scheck Middle School | Ben Lipson Upper School​

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equipment, as well as weather and climate. Additionally, students participate in Design/STEM-based activities such as a collaborative car building project, constructing electrical circuits, and exploring microbiology using microscopes. Throughout this course students become aware of how science influences the world. Additionally, students improve their reading, writing, and math skills in this class and develop transferable skills that will help them succeed in other subject areas.

Life Science 7 & Life Science 7 Honors: Grade 7 Life Science is a lab-based course that delves deeper into the concepts of investigation, data analysis, inquiry, observation, and experimentation. Broad topics studied are cell structure, biochemical make-up, genetics, ecology and evolution - increasing students’ awareness of how science influences the world. Scheck Hillel’s Grade 7 Life Science course is Design/STEM-based and includes hands-on opportunities such as DNA extraction, dissections, and genetic modeling. The course provides students with a foundation for biology and other life science courses in High School, along with other High School courses requiring scientific thinking. Additionally, students improve their reading, writing, and math skills in this class and develop transferable skills that will help them succeed in other subject areas. Honors classes require additional critical thinking and application skills.

Physical Science 8 & Physical Science 8 Honors: The aim of this laboratory Science course is to prepare students for chemistry and physics in High School, along with other courses requiring scientific thinking. This includes an introduction to energy resources, chemical and physical changes, forces and motion and many other topics. Students participate in project-based learning which includes designing and constructing solar ovens and model roller coasters, as well as conducting an independent research science fair project where they apply principles of scientific inquiry. Throughout this course students learn to make a positive difference in the world as they understand different cultures, become aware of global issues, and identify/refine their own opinions based on scientific evidence. Additionally, students improve their reading, writing, and math skills in this class and develop transferable skills that will help them succeed in other subject areas. Honors classes require additional critical thinking and application skills.

Design/STEM (Science, Technology, Engineering, Mathematics) Students must qualify to pursue the Honors track in Engineering and Engineering and Entrepreneurship honors classes offered in Grades 9 and 10.

Design/STEM 6: The Grade 6 course is designed to teach students the fundamentals of the design process. Led by their teacher in exploring a series of planned design challenges, students develop an understanding of the four major parts of the design cycle.

Design/STEM 7: The Grade 7 course is designed to expand student understanding of the design process and how to apply creative problem-solving. Carefully guided by their teacher in exploring personally-relevant design challenges, students engage problems, design solutions, test and evaluate them for further iteration.

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Design/STEM 8: The Grade 8 course is designed to give students a complete understanding of the design process and how to problem-solve in a creative way within increasingly complex scenarios.

SOCIAL STUDIES Grade 6 Global Societies and Cultures This course provides a survey of world geography with particular attention to physical landscapes, culture and religion, and history. Students examine how the interconnection and interdependence of these three elements shape our individual and collective worlds. Through creative research papers, projects, and films, students are able to understand and compare the different regions of the world.

Each semester the students create and host a Culture Showcase to highlight diverse cultures, religions, political systems and language in other continents.

Grade 7 Civics and Speech Civics: This course explores the functions of the American Government and its development over time. Students become familiar with the underlying principles and unique structure of our democratic republic, analyze the U.S. Constitution and landmark Supreme Court cases, discuss the principles that inform our political processes, and consider the social and cultural implications of important legislation and political events. This course aims to provide an understanding of the American Government so that students become informed, committed citizens. Study strategies and organizational skills — including careful reading and annotation, primary source analysis, critical thinking, note taking, and research skills — are taught. Students develop interpersonal communication skills through collaborative projects, class discussion and debate, the writing of expository essays, oral presentations, and electronic communication. Use of a variety of digital tools enhance students’ twenty-first-century learning experience.

Speech: Students learn to express themselves with confidence and clarity. The course is designed to develop presentation, listening, and critical-thinking skills. Students become aware of the elements of verbal and non-verbal communication and how to effectively incorporate visual aids. They deliver both impromptu and prepared speeches, including biographical introductions, informative “how-to” explanations, and persuasive arguments. Students gain additional insights into the basics of good public speaking by watching and critiquing speeches. They provide constructive feedback to their peers, articulating insights that can be applied to improve their own performances as well as to help others.

Grade 8 Contemporary United States History Contemporary United States History explores the history of the United States after the Civil War and examines the complex and exciting events leading to the development of today’s modern country.

Students discover the individuals and groups that shaped the destiny of our nation and impacted many generations of Americans. Through these aspects of storied history, students gain a better understanding of how America has grown into the position of global leadership.

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Pre-AP Contemporary United States History Students learn and practice the skills required for Advanced Placement courses including analyzing historical sources and evidence, making historical connections, and creating an argument based upon historical sources. All of this is done through the content of Grade 8 U.S. History, allowing students to develop a deeper understanding of the evolution of culture of the United States. In addition to uniquely American events like the Civil War, our course of study incorporates world events that overlapped U.S. history, including World War I and World War II, the Vietnam War, and the Cold War Era.

HEBREW LANGUAGE Bishvil Ivrit is a linguistically sequential curriculum; texts and tasks increase in length and complexity as the student’s Hebrew improves. Lessons are centered on themes of interest to teenagers, ranging from computers and sports to friendship and freedom. Each theme is presented from three perspectives: Jewish tradition, modern Israeli culture and general world knowledge, including art, science, mathematics, literature and philosophy. Each unit of study incorporates art, music, prose, poetry, news articles and Jewish texts, in layers of language ranging from biblical Hebrew to current scientific Hebrew terminology and common colloquialisms. Prior to entering the program, each student’s level is determined by a placement test and meeting with our Hebrew Language Department Chair.

Ulpan The Ulpan program emphasizes the mechanics of reading and teaches vocabulary and the structure of simple sentences. Reading and writing skills are developed through a selection of short dialogues in basic Hebrew. The focus in this course is on acquiring foundational vocabulary and grammar, understanding simple texts, listening comprehension and class discussion. Students will learn to read from the Siddur and short Hebrew texts. This course is designed for students with little to no background in Hebrew.

Hebrew I, II, III Hebrew levels I, II, and III emphasize the Hebrew Language skills of reading, writing, listening and speaking. The goal of these classes is to increase fluency in the Hebrew language. In addition to class discussion and instruction, students will have the opportunity to listen to speakers and video programs in Hebrew. Students will learn basic vocabulary and grammar skills and will approach Hebrew Language through engaging and interesting themes.

JUDAIC STUDIES The Grade 6-8 Judaic Studies Department offers a choice from two opportunities for rigorous study: the Yahadut and Beit Midrash Programs, which differ in the methods of study and the texts used.

Yahadut emphasizes themes and concepts as well as content and core topics in Biblical and Rabbinic texts; however, these are studied with English translation. Using a broad range of primary and secondary sources, the Tanach course covers various themes throughout the Bible, Prophets and 14​

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Writings. The Rabbinic Literature courses survey topics including Thinking and Living Jewish, Global Jewish Impact, How do Jewish Values Define Us, Pursuing Peace and How to Pray.

The Beit Midrash Program focuses on the development of textual skills in the study of Tanach, Mishnah and Talmud. Instruction focuses on how to read, translate and analyze the primary texts and their traditional commentaries in the original Hebrew or Aramaic. As students gain familiarity with the texts, they will actively engage in in-depth analyses of the texts. In Mishnah/Talmud classes, in order to familiarize the students with a range of topics and texts, portions of several tractates of Mishnah/Talmud are studied each year through the Gemara Berura Mishnah/Talmud curriculum and methodology. In Tanach classes, each year a different book or selection of books is studied in depth with selected commentaries. Students will study books from all three divisions of Tanach (Torah, Nevi’im and Ketuvim).

BEIT MIDRASH TANACH Grade 6, Semester 1: Sefer Shemot: Exodus - Semester 2: Yehoshua, Shoftim This course explores the creation of the Jewish nation and the challenges that the new nation faces in leaving Egypt, dealing with challenges in the desert, receiving the Torah, and performing the sin of the Golden Calf. Students learn what makes us part of a Jewish nation, how to face and address challenges, and how to make the Torah relevant to our everyday life.

Grades 7 & 8 Odd Years: Sefer Bamidbar and Shmuel I/II This course develops student’s leadership skills and connection to the text. Students explore the challenges that Moshe faced with the Jewish people while in the desert and apply the lessons that they learn to their own lives.

Grades 7 & 8 Even Years: Sefer Devarim and Melachim I (Kings I) With Parashat Vaetchanan as a starting point, students are introduced to Sefer Devarim and the concept of actions and consequences. They consider the types of Mitzvot from varying perspectives, including: Mitzvot Bein Adam LeChaveiro (Mitzvot Between People), Mitzvot Bein Adam LaMakom (Mitzvot Between a Person and HaShem), and Mitzvot Bein Adam LeAtzmo (Personal Mitzvot). In Melachim, students learn about the reign of King Shlomo, his dream for peace and prosperity, and his family’s trials and tribulations, leading to the building of the Beit Hamikdash and its unfortunate destruction by Nevuchadnetzar.

BEIT MIDRASH MISHNAH/TALMUD Grade 6 Mishnah: The class is designed to introduce the student to the study of Mishnah. Students learn about the Oral Law and the process by which it was transmitted. They study a selection of Mishnayot with the goal of learning about the holidays and Tefilah, as well as developing textual and analytical skills necessary for the study of Talmud. ​

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Grades 7 & 8: Introduction to Talmud Odd Years: Talmud Brachot (Prayers and Blessings) Even Years: Bava Metzia (Returning Lost Objects) This course exposes students to the critical thinking skills and the process that is used when laws are formed. Students will study relevant topics that include the establishment of Tefilah (prayer), brachot (blessings) before and after eating, whether a lost object must be returned, and how property changes ownership. Units of study include Hashem and Tefillin, davening with a minyan, the importance of Kriat HaTorah, and prayer while traveling.

YAHADUT THEMATIC TANACH Grade 6, Semester 1: Sefer Shemot (Exodus): This course examines the descent of the Jewish People into Egypt, their struggle for freedom, and Moshe’s role as the Redeemer. Students study the miraculous journey out of Egypt and the challenges faced at the Red Sea as they struggled towards becoming a unified People. Units of study include understanding the ordering of the ten plagues, preparations for leaving Mitzrayim (Egypt), the very first Pesach, preparations for Matan Torah (giving and receiving of the Torah) and the moment of revelation.

Grade 6, Semester 2: Yehoshua and Shoftim (Judges): This course covers the books of Yehoshua and Shoftim (Book of Judges). Students learn selected chapters from the texts b’chavruta, in pairs. Focus in Navi (Prophets) is primarily on the moral and ethical lessons that are embedded in the text. The stories of the leaders of the Jewish People during their fledgling years on the land, the rise and fall of their fortunes, and the leaders that helped shape that pre-monarchy era are the focus of this course. Units of study include the crossing of the Yarden (Jordan River) with the Aron Hakodesh (Ark of the Covenant), the siege of Jericho, and the story of Devorah.

Grade 7, Semester 1: Sefer Bamidbar (Numbers): This course examines the Jewish Nation’s approach to the land of Canaan. Before entering the land twelve spies were sent who ultimately brought back a negative report, which led to the Jewish Nations’ despair. The students analyze the text to uncover the deeper messages that can be applied to their daily life struggles. The students then learn of the story of Korach who rebels against Moshe questioning his motives for appointing leaders under him. The students analyze the qualities of a Torah leader and apply the lessons to their own roles as leaders in different areas of their life. Other units of study encompass issues such as when to tell the truth, understanding how to ask for what we want, and how to address authority.

Grade 7, Semester 2: The Books of Shmuel (1, 2): This course examines the story surrounding the birth of Shmuel HaNavi (Samuel the Prophet) and how his mother Chana prayed to have a child. Students learn about the power of prayer and how it is a pivotal component in Jewish faith. The concept of prophecy is introduced; students delve into the 16​

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powerful role of a Jewish Navi. Students analyze the story of the first Jewish king, Saul, to find applicable lessons that they can incorporate into their daily lives.

Grade 8, Semester 1: Sefer Devarim (Deuteronomy): With Parashat Vaetchanan as a starting point, students are introduced to Sefer Devarim and the concept of actions and consequences. They consider the types of Mitzvot from varying perspectives, including: Mitzvot Bein Adam LeChaveiro (Mitzvot Between People), Mitzvot Bein Adam LaMakom (Mitzvot Between a Person and HaShem), and Mitzvot Bein Adam LeAtzmo (Personal Mitzvot).

Grade 8, Semester 2: Melachim (Kings) (1, 2): During this course students learn about the reign of King Shlomo, his dream for peace and prosperity, and his family’s trials and tribulations, leading to the building of the Beit Hamikdash and its unfortunate destruction by Nevuchadnetzar.

YAHADUT RABBINIC LITERATURE Grade 6 Introduction to Mitzvot: This course examines the nature of certain Mitzvot and how they affect our relationships between one another and with Hashem. Students study the origin of the Mitzvot, and learn how to implement them in their daily lives.

Grade 7 Mitzvot between Humans and G-d: Students explore the deeply personal and communal relationship between humans and G-d through the lens of daily Jewish practice. The curriculum examines how routine actions are elevated into sacred moments, focusing on topics such as the meaning and intentionality of prayer (tefillah) as well as investigating the spiritual significance behind physical mitzvot. Topics include the laws of keeping kosher (kashrut) and the symbolic garments worn during worship, like tzitzit and tefillin. Ultimately, the course encourages students to reflect on how these traditions shape their modern identity and foster a continuous connection to Jewish identity.

Grade 8, Mitzvot between Humans: The curriculum focuses toward the essential Jewish values that govern the relationships between humans (mitzvot bein adam l'chavero). Students engage with classical texts to explore ethical obligations such as honoring parents and respecting teachers, emphasizing how community and authority shapes our character. The course also challenges students to look outward, examining the responsibility of caring for the community and defending those in need. Through these discussions, students learn to translate mitzvot into meaningful, modern actions that foster a compassionate and just society.

PARASHAH, CHAGIM AND GENERAL JEWISH KNOWLEDGE Parashah (Weekly Torah Portion): Students learn about the Parashah of the week and discuss themes and topics that are connected. We Scheck Hillel Community School | Samuel and Henrietta Scheck Middle School | Ben Lipson Upper School​

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strongly encourage parents to ask students what they have learned in their Parashah classes so that students have a chance to showcase their knowledge and skills. Parashah is studied on a weekly basis in our Rabbinics and Tanach classes.

Chagim (Holidays): It is a mitzvah to study the laws of each Jewish holiday before the festival. We guide students through their holiday preparations by studying the laws connected to the holiday, communicating and analyzing their meanings and reflecting on their observances. Informal education programs solidify what is studied in the classroom, and also add the ruach (spirit) of the holidays on campus. Students learn about the Chagim during Rabbinic Literature, Jewish History, or Mishnah/Talmud.

General Jewish Knowledge (Yediot Klaliyot): Middle School students continue developing their Jewish knowledge in a broad range of subjects including: The Jewish Calendar, important personalities in Tanach, Brachot, Gematria values, as well as a Jewish timeline.

MIDDLE SCHOOL TEFILAH (PRAYER) PROGRAM In Middle School, students attend Tefilah by grade level; Grade 7-8 students may choose Ashkenaz or Sephardic options.

Grade 6 Our goal is for students to become fluent in the most critical prayers that are said every day as well as being familiar with their meaning.

Grade 7 Students develop reading and leading skills, develop their understanding of specific Tefilot and spiritual themes related to Tefilah. Boys often celebrate their Bar Mitzvah during this year and begin to wear Tefillin.

Grade 8 Students take greater responsibility for running and leading daily Tefilah. Students are encouraged to have both the fluency and confidence to lead parts of the service as well as having a meaningful connection to the words of the text.

Minyan Shalem Students lead and coordinate this full Tefilah, often run with parents in attendance. Students who are both fluent in reading and mature enough to manage silent Tefilah may participate.

Rosh Chodesh Tefilah (for Girls) As Rosh Chodesh celebrates the power of the Jewish woman, girls also participate in a monthly Rosh Chodesh Middle School Girls Tefilah Group, which provides a wonderful opportunity for students to unite through prayer and special activities related to that particular month.

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FINE AND PERFORMING ARTS Visual Art 6: This class is based on the essentials of a comprehensive art education, including historical, theoretical, and dynamic hands-on learning. The class fosters self-motivation, creative exploration, and a spirit of cooperation among students. Through the creative process, students have the opportunity to discover their inner artistic abilities.

Visual Art 7: This class is based on the essentials of a comprehensive art education, including historical, theoretical, and dynamic hands-on learning. The class fosters self-motivation, creative exploration, and a spirit of cooperation among students. Through the creative process, students have the opportunity to discover their inner artistic abilities.

Visual Art 8: Students study comprehensive art education, including historical, theoretical, and dynamic hands-on learning. The class fosters self-motivation, creative exploration, and a spirit of cooperation among students. Through the creative process, students have the opportunity to discover their inner artistic abilities.

Orchestra 6 (Level 1): Students study an instrument from the string family. They may choose violin, viola, cello or bass.

Students learn to read music and play with correct technique to achieve success. They learn to play as an ensemble and also play solo. Students participate in two mandatory public concerts. The music they learn is from various styles, including classical, pop, jazz and folk.

Orchestra 7 (Level 2): Students continue the process of becoming better musicians by continuing their study using correct technique, reading and playing more advanced music. As their skills improve, their performances will showcase more advanced expression and interpretation. Students will be required to play a solo for adjudication.

Orchestra 8 Honors (Level 3): At the Honors level students will become proficient in advanced technique and performances. They will also be required to learn music theory and music history at a higher level. They will be responsible to perform outside the regular school concerts and to attend professional performances. They will be maintaining a portfolio for their grade. The portfolio will include critiques of all performances in which they perform and/ or attend, links to playing tests, solo and ensemble.

Beginning Band (Grade 6): After choosing an instrument, students learn how to read notes and how to play them on their instrument, individually and as an ensemble. They study sheet music and literature covering a variety of genres, composers and arrangers. Students are required to attend two performances per year.

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Both of these are on campus. Students also have the opportunity to perform on band trips to locations such as retirement homes, theme parks, a Marlins game, and others. Beginning Band students are fit on one of the following instruments: flute, clarinet, alto saxophone, trumpet, French horn, trombone, baritone and tuba.

Concert Band (Grades 7-8): Students continue to advance on their instruments and become proficient with seven major scales.

The level of difficulty in the music selected is higher and more difficult. Students are required to attend at least two, and up to four performances per year. Three of these are on campus. Students also have the opportunity to perform on band trips to locations such as retirement homes, theme parks, a Marlins game, and others.

PHYSICAL EDUCATION/HEALTH The Grade 6-8 Physical Education program is designed to build on the components introduced in the Lower School and focuses on sport specific skill development and concepts, strategies and rules of sport while continuing to develop the mental, emotional, physical, and social aspects of living necessary for a happy and productive life. We offer a variety of sports and activities that incorporate large and small motor skills with our students. We encourage the students to become actively engaged in the various units. Emphasis in the program is placed on providing an opportunity for individual growth and success. Physical Education is treated as any other academic class. The course also challenges the students and their overall fitness capabilities. There are two fitness assessments performed throughout the school year via the FitnessGram, which tests the students on their overall health-related fitness. The FitnessGram assesses the students in the areas of aerobic capacity, body composition, muscular strength, muscular endurance, and flexibility. Students at this level participate in three days of 40-minute classes and one day of a 65-minute class per week.

STUDENT SERVICES In order to provide individualized support, student services are capped for a low teacher to student ratio. Consideration for participation in the program requires a psycho-educational evaluation, as appropriate, as well as meeting academic requirements.

IN-CLASS SUPPORT (ICS): The In-Class Support (ICS) program at Scheck Hillel Community School is designed to provide individualized academic and executive functioning support to students in Grades 6–8. Students enrolled in ICS receive a dedicated Study Skills period as well as additional push-in support, based on their specific learning needs, in their mainstream classes.

ICS helps students strengthen critical skills such as time management, organization, task initiation, study strategies, test preparation, and self-advocacy. At the start of the school year, students complete learning style inventories and goal-setting activities to help guide instruction. Teachers use modeling, pre-teaching, and strategy reinforcement to support students in applying these skills across their academic subjects.

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ICS teachers work closely with classroom teachers to ensure that supports are aligned with current coursework and expectations. Push-in services are provided, when appropriate, to help students access grade-level content in real time. Student progress is monitored regularly through checklists, teacher observations, and skill demonstrations.

With a low teacher-to-student ratio, the ICS program allows for meaningful individualized support.

Regular communication with families ensures transparency and a strong school-home partnership.

Eligibility for ICS requires a current psychoeducational or neuropsychological evaluation and fulfillment of academic criteria.

The goal of ICS is to empower students to become confident, organized, and independent learners equipped with strategies for overall academic success.

ESOL: Scheck Hillel offers assistance in English Language learning to those students whose primary language is not English. ESOL (English for Speakers of Other Languages) classes are small group classes taught by teachers certified in ESOL education who work with children to acquire and refine conversational and academic skills in English. These teachers support immersion language-learning through instruction that targets the academic language that students find in textbooks, in the classroom and on academic tests. This service is key for transitioning students into a new country and is available both within the general studies classroom as well as in a small group intensive program.

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PROGRAM OVERVIEW Ben Lipson Upper School: High School (Grades 9-12) Grades 9-12 in our Ben Lipson Upper School comprise a particularly critical phase of personal and intellectual development and requires a program that helps students participate actively and responsibly in a changing and increasingly interrelated world. Continuing to learn how to learn and to evaluate information critically is as important as learning facts. The college-preparatory curriculum includes the following subject groups: Design/ STEM (including Engineering and Computer Science courses), English Language Arts, Hebrew Language, Judaic Studies, Mathematics, Physical Education, Science, Social Studies, Visual and Performing Arts and other enrichment courses.

Twenty-five AP courses are offered on campus.

Overall, the High School years are designed to transition students into college and society. The program helps students develop skills and identity necessary for competitive global citizenship. These are some of the competencies: •​ Innovation •​ Critical thinking and problem solving •​ Communication and collaboration •​ Information, media and technology •​ Life and career •​ Leadership and responsibility •​ Global awareness •​ Commitment to scholarship •​ Tikkun olam and sense of empowerment to make a contribution •​ Jewish identity and sense of what it means to be Jewish in the larger world

FLORIDA INTERNATIONAL UNIVERSITY (FIU) DUAL ENROLLMENT Through a High School articulation agreement with FIU, Dual Enrollment provides an opportunity for Scheck Hillel students to earn High School and college credits simultaneously. In order to be eligible for participation in Dual Enrollment, a Scheck Hillel student must have: •​ Completed freshman year •​ Achieved a 3.0 unweighted Grade Point Average or higher (unless otherwise authorized by an administrator) •​ Satisfied all course prerequisites determined by FIU •​ Received approval of the Upper School principal or designee •​ Achieved a minimum score on the SAT/ACT or successfully passed the PERT exam (See Director of High School or designee for more information.)

•​ Maintained grades of A or B in the course to continue participating in the dual enrollment option 22​

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All application forms (including Authorization and Proof of Measles Immunization) must be submitted by the registration deadline, which is announced each semester.

GRADUATION REQUIREMENTS A minimum of 33 academic credits and 100 hours of community service are required for graduation. All Scheck Hillel students are required to take the following core courses: Subject

Credits

English

4

Math

4

Science

4

Social Studies

4

Judaic Studies

8

Hebrew Language

3

Tefilah (Prayer)

2

Fine/Performing Arts

1

Personal Fitness/Health

1

Electives

2

Total

33 Credits

Specific Requirements

.5 per year Fitness .5, Health .5

GRADE POINT AVERAGE (GPA) REQUIREMENTS A diploma is awarded when a student has earned at least 33 credits for graduation and has a minimum cumulative unweighted GPA of 2.0. Grade Point Averages are computed annually both for the year and cumulative to date.

COMMUNITY SERVICE LEARNING Service learning combines classroom education with real-world experiences, helping students apply theoretical knowledge to practical situations. It fosters a sense of civic responsibility, empathy, and social awareness, promoting personal growth and character development. Additionally, service learning enhances critical thinking and problem-solving skills, preparing students for active citizenship and leadership in the Jewish community and beyond. In order to graduate from Scheck Hillel and be eligible for statewide merit scholarships, students must complete a combined total of 100 community service hours during High School. It is expected that the following number of community service hours be completed by students each year so that they satisfy this requirement: •​ Grade 9 students: 20 hours •​ Grade 10 students: 20 hours •​ Grade 11 students: 30 hours

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•​ Grade 12 students: 30 hours Members of the National Honor Society must complete an additional 25 hours for each year they are in the Society. Members of Mu Alpha Theta (Mathematics National Honor Society) must complete an additional 10 hours for each year they are in the group.

SCHOOL COUNSELING School counselors provide counseling in course selection and monitor the academic progress and social-emotional well-being of students. Whenever a student’s need arises – and often before an urgent need becomes apparent – the school counselor is onsite to discuss how to improve classroom performance, enhance self-esteem, relate better to others, handle peer pressure, mourn loss through death or divorce, handle stress, deal with bullying, develop time management skills and assist students in making healthy choices. Workshops with school counselors strengthen the family-school partnership.

School counselors are prepared to: •​ Provide a positive, supportive environment in which students can discuss personal, social and academic concerns •​ Meet with individual students and/or families regarding academic progress •​ Advise parents about out-of-school testing/clinical services •​ Notify appropriate staff and faculty of family crises •​ Make course placement and schedule changes, in accordance with teacher recommendations and graduation requirements •​ Organize and administer the school’s standardized testing program (PSAT, ACT, SAT) •​ Arrange testing accommodations for students with appropriate documentation •​ Write summer-school program recommendations

College Counseling Scheck Hillel’s individualized College Counseling Program begins in Grade 9 and progressively increases support and guidance through Grade 12. Scheck Hillel understands that students and families approach the college application process with diverse needs and styles and therefore practices a student-centered philosophy in this crucial transition. Counselors provide current information regarding the college admissions process and encourage open communication along with an open door policy for students and parents. Scheck Hillel is strongly committed to helping students find the school that best matches their needs, interests and abilities.

Grade 9 In conjunction with the School Counseling department, college counselors help each and every student develop a four-year Upper School plan that meets individual needs and interests. College counselors meet with students and parents during fall conferences to provide an overview of the college admissions scene, highlighting specific tasks and timelines for freshmen.

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Grade 10

During the first semester, sophomores receive PSAT preparation in the form of a semester-long, graded course. They then take the PSAT/NMSQT test and continue to explore their strengths, weaknesses and career options. In the second semester, parents and students meet with college counselors during spring conferences to get a more detailed overview of college application procedures, as well as information about advanced program options available as students make their course selection for the junior year.

Grade 11 All students in Grade 11 receive PSAT/SAT preparation in the form of a fall semester College Readiness graded course and take the PSAT/NMSQT in the first semester of the year. Results of this test count toward the prestigious National Merit® Scholarship competition. Scheck Hillel is honored to have graduated a roster of National Merit Scholars, Finalists, Semifinalists and Commended Students, carrying the tradition into 2025.

Every year, approximately 50 college and Israel program representatives visit Scheck Hillel’s campus to recruit students. Students in Grades 11-12 are encouraged to meet with them and obtain first-hand information and literature about requirements, college life, financial aid and much more. As a member of the Miami Private School Consortium, Scheck Hillel strongly encourages Grade 11 students and their parents to attend the Consortium’s October College Fair, Miami’s only private event of its kind.

In the second semester, Scheck Hillel College Counselors work with students in the classroom for the entire semester in the College Readiness course, reviewing the details and language of the college admissions process: the college search, application process, essay, resume and teacher recommendations. Parents and family members are invited to an evening program at the start of the semester to learn about the application process and to receive their individual counselor assignment.

Grade 12 Grade 12 students come together to participate in College Application Bootcamp, an intensive workshop focused on filling out the various sections of the college application. In addition, the school offers several evenings for seniors and parents to round out a comprehensive program. The Nuts & Bolts of Applying to College is held early in the first semester. This night for seniors and parents focuses on the concrete tasks of the final stage of the college application process. Financial Planning for College, a seminar also offered in the first semester for seniors and their parents, focuses on all issues relevant to financial aid.

This intensive phase of the college application process at Scheck Hillel is characterized by much one-on-one work. Ongoing individual meetings with college counselors are intensified as students finalize their research, consolidate their list of colleges, and embark on the application process. Social Studies teachers may also assist students with revision of their college essays. Counselors write an individualized letter of reference for each student whom they counsel.

Israel Gap Year Guidance Program Universities throughout the country encourage gap year programs because they offer experiences that lead toward more well-balanced, well-rounded college students. Scheck Hillel encourages students to participate in a one-year Israel program before starting college. The maturation process during a gap year typically leads to greater success when students ultimately transition to college.

Spending a year in Israel immediately after High School graduation strengthens young alumni’s connection to the State of Israel and helps solidify their pride and identity as Jews and Zionists. A gap year Scheck Hillel Community School | Samuel and Henrietta Scheck Middle School | Ben Lipson Upper School​

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experience in an Israeli college program, Yeshiva, Seminary, or serving in the IDF is a once-in-a-lifetime opportunity.

Israel Gap Year Guidance at Scheck Hillel begins in Grade 9 and continues through Grade 12. The team presents regularly at Scheck Hillel college counseling events and hosts representatives from many college programs, Yeshivot and Seminaries throughout the school year. As a best practice, Scheck Hillel has developed a 20-point priority survey to assist in determining a student’s goals and aspirations throughout a multiyear partnership with each student and his/her parents. This survey helps the Israel Gap Year Guidance team find the right fit for each student.

Scheck Hillel’s guidance team works one-on-one with students and parents to identify schools or programs that best meet the desired intellectual, spiritual and emotional objectives of each individual family and assists in the application process along every step of the way. Importantly, the Israel guidance team partners with the school’s college counseling team to ensure a unified vision and plan customized to each individual student.

Grade 9-12 Course Descriptions COURSE DESIGNATIONS/LEVELS: •​ No Designation: Courses that fulfill school graduation requirements •​ College Prep (CP): College Prep courses are the standard level of High School coursework. They provide a solid foundation in the subject matter, covering essential content and skills necessary for college readiness.

•​ Honors: Honors courses are designed for students who want to challenge themselves academically beyond the standard curriculum. These courses typically involve more in-depth exploration of the subject matter, faster pacing, and more critical thinking. Honors courses often require students to complete additional assignments, projects, or readings compared to College Prep classes. Earning Honors credit can enhance a student’s transcript and demonstrate a commitment to academic excellence.

•​ Advanced Placement (AP): AP courses are the most challenging option in High School. Developed by the College Board, AP courses are designed to be on par with introductory college-level coursework.

They offer an in-depth study of the subject, often culminating in a standardized AP exam in May. Successful performance on the AP exam can lead to college credit or advanced placement in college courses. AP classes are rigorous, requiring a significant amount of independent study and a strong commitment to academic excellence.

ENGLISH LANGUAGE ARTS English 1: The Grade 9 English course introduces students to High School level reading and writing. Through units of study surrounding overarching thematic questions, students use a variety of texts as a basis for developing and communicating their own ideas. The curriculum focuses on multiple genres of world literature, including novels, short stories, poetry, and nonfiction, allowing students a glimpse into a variety of global cultures and societies. Building on writing skills learned in Middle School, students learn 26​

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to take their expository and narrative writing to the next level through careful planning and application of the writing process and by studying various styles of writing. Lessons in vocabulary and grammar, focusing on both writing and speech, round out the language arts curriculum.

English 1 Honors: The Grade 9 Honors English class focuses on creating increasingly sophisticated readers and writers by engaging more challenging texts, pushing students to stretch their intellectual limits, and maintaining even higher standards and expectations of student writing. Students improve their comprehension and interpretation of literature from multiple genres, as they are introduced to world literature by a variety of authors from diverse cultural backgrounds. Building on writing skills learned in Middle School, students learn to take their expository and narrative writing to the next level through careful planning and application of the writing process and by studying various styles of writing. Lessons in vocabulary and grammar, focusing on both writing and speech, round out the Language Arts curriculum.

English 2: Grade 10 English consists of multiple units that focus on American literature throughout history. Students use a variety of texts from different genres (including myths, novels, speeches, plays and short stories) and historical eras as a basis for developing their own ideas and reactions to each unit. Through the study of American literature, students grow and gain a greater understanding of the world around them through reading, writing, listening and speaking. Students continue to work on advancing their writing skills, creating more lengthy and sophisticated writing through reliance on and expansion of the writing process. Lessons in vocabulary and grammar, focusing on both writing and speech, round out the Language Arts curriculum.

English 2 Honors: Grade 10 Honors English consists of multiple units that focus on American Literature throughout history. The Honors level class engages more challenging texts, pushing students to stretch their intellectual limits, and maintains even higher standards and expectations of student writing. Students use a variety of texts from different genres (including myths, novels, speeches, plays and short stories) and historical eras as a basis for developing their own ideas and reactions to each unit. Through the study of American literature, students grow and gain a greater understanding of the world around them through reading, writing, listening and speaking. Students continue to work on advancing their writing skills, creating more lengthy and sophisticated writing through reliance on and expansion of the writing process. The Honors level class engages more challenging texts, pushing students to stretch their intellectual limits, and maintains even higher standards and expectations of student writing. Lessons in vocabulary and grammar, focusing on both writing and speech, round out the Language Arts curriculum.

English 3 College Prep: Grade 11 English offers a comprehensive exploration of Language Arts skills, focusing on short stories, poetry, and writing to prepare students for college-level success. Throughout the course, students refine their reading, writing, vocabulary, speaking, and listening/viewing abilities, along with essential grammar skills. Units are structured around thematic concepts rather than specific historical eras, allowing students to engage deeply with a diverse array of literary works. Through the study of various genres including poetry, short stories, and nonfiction, students develop analytical tools to dissect complex texts effectively. Moreover, students actively apply and enhance their writing skills, emphasizing organization, clarity, and stylistic flair in their compositions.

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English 3 Honors: Grade 11 English Honors offers a comprehensive exploration of Language Arts skills, focusing on short stories, poetry, and writing to prepare students for college-level success. Throughout the course, students further develop their reading, writing, vocabulary, speaking, and listening/viewing abilities, along with essential grammar skills. Units are structured around thematic concepts rather than specific historical eras, allowing students to engage deeply with a diverse array of literary works. Through the study of various genres including poetry, short stories, and nonfiction, students develop analytical tools to dissect complex texts effectively. Moreover, students focus specifically on applying and enhancing their writing skills, emphasizing organization, clarity, and stylistic flair in their compositions.

English 4 Capstone Senior Seminar, College Prep & Honors: English 4 Honors delves into the evolution of different literary genres, encompassing non-fiction, poetry, short stories, as well as excerpts from dramas and novels. Throughout the course, students will engage in critical analysis and evaluation of both informational and literary works, contextualizing them within historical frameworks. Exploring pivotal themes, students will examine the interplay between literature and its setting, its role as a reflection and influencer of societal norms, and the dynamic between writers and literary traditions. Complementing their literary exploration, students will refine their vocabulary and grammar proficiency through interactive activities and writing exercises. Assessments will gauge students’ comprehension and progress in mastering the course material.

Speech and Debate Speech and Debate is a dynamic, performance-based course that develops students’ communication, critical thinking, and research skills. Students will learn the art of persuasive speaking, argument construction, and effective delivery through a variety of speech formats and debate styles. The course emphasizes public speaking confidence, active listening, teamwork, and respectful discourse. Participants will engage in structured debates, interpretive readings, and original speeches while exploring current events and ethical issues. This course is ideal for students interested in law, politics, performance, or anyone looking to strengthen their voice and influence.

Yearbook The Yearbook course at Scheck Hillel Community School offers students a hands-on opportunity to capture and preserve the spirit of the school year. Through photography, design, writing, and collaboration, students work together to create a professional-quality yearbook that reflects the diversity, accomplishments, and memories of the student body. Emphasizing responsibility, creativity, and teamwork, this pass/fail course allows students to take pride in producing a lasting legacy for their peers and the school community.

Journalism Honors: This course introduces students to the production of a digital newspaper. Students will explore the responsibilities of the media and develop composition and grammatical skills through journalistic writing in areas such as news, features, editorials, and sports. Students cover and publicize important school-related events, with the best student work being published in the “The Roar Post,” Scheck Hillel’s student-led media platform, and on ehillel.org. This elective course meets before/after school.

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AP English Language & Composition: AP English Language & Composition is a college level course in which students read a range of nonfiction works through the centuries. This class is organized according to the requirements and guidelines of the current AP English Language & Composition course description, and students are expected to read critically, think analytically, listen with intent and communicate clearly in writing/speaking at a highly advanced and fast-paced level. The reading selections include diaries, journals, essays, political speeches, memoirs, biographies, autobiographies, literary criticism and visual information. Students read and annotate numerous and wide-ranging works in a variety of genres and from a variety of time periods. The works selected are replete with modes of rhetoric and meaning at superficial and deep levels. Elements of composition, grammar and usage are essential elements of the course.

AP English Literature & Composition: This course engages students in the careful reading and critical analysis of imaginative literature, including close reading of selected texts. Students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. This class is organized according to the requirements and guidelines of the current AP English Literature course description, and students are expected to read critically, think analytically, listen with intent and communicate clearly, in writing as well as speech at a highly advanced and fast-paced level. Students consider structure, style and theme, along with other minor literary concepts. Students read widely, deeply, searching content for metaphor, allusion, symbolism, figurative language, imagery and tone. Students read and annotate numerous and wide ranging works in a variety of genres and from a variety of time periods in English Literature. The works selected are cultural icons of British and American literature, with deep understanding derived from multiple close readings. This is a course that analyzes how an author makes meaning; it deals in elements of style analysis in the novel, drama and poetry.

MATHEMATICS Algebra 1 College Prep: Algebra is designed to give students the requisite skills that provide a foundation for all future mathematics courses. Students will explore writing and solving linear equations, powers and exponents, quadratic equations, polynomials and factoring, graphing and solving linear inequalities, functions, and applications with basic geometry. An emphasis will be placed on critical thinking and the applications of core skills to promote independent problem solving.

Algebra 1 Honors: This course is designed to provide students with an in-depth level of instruction. The course guides students in the development of critical thinking skills and algebraic problem-solving skills, which provide the foundation for real-world problem solving. Modeling and problem solving are at the core of the curriculum. Mathematical modeling consists of recognizing and modeling structures, formulating a problem in mathematical terms, using mathematical strategies to reach a solution, and interpreting the solution in the context of the original problem.

Geometry College Prep: Geometry is the mathematical study of shapes, their properties, and their relationships. Emphasis is Scheck Hillel Community School | Samuel and Henrietta Scheck Middle School | Ben Lipson Upper School​

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placed on student discovery, exploration and the formulation and defense of conjectures. Geometry includes an in-depth study of reasoning, polygons, congruence, similarity, right triangles, circles, area, volume, and transformations. Students will be introduced to geometric proofs and the logical thinking required to solve them. They will also develop an appreciation for the connections between geometry and other disciplines such as art and architecture, and applying the concepts of geometry to solving real-world problems.

Geometry Honors: Geometry is the mathematical study of shapes, their properties, and their relationships. Emphasis is placed on student discovery and exploration and on formulating and defending conjectures. Geometry includes an in-depth study of reasoning, polygons, congruence, similarity, right triangles, circles, area, volume, and transformations. They will also develop an appreciation for the connections between geometry and other disciplines such as art and architecture. The Honors course goes into greater depth of geometric reasoning and proofs as well as more challenging applications in real-world situations.

Algebra 2 College Prep: This course refreshes, continues, and extends the study of Algebra, providing the foundation for applying these skills to advanced mathematics and scientific fields. Topics include structure and properties of the real numbers, relations and functions, graphs, linear and quadratic equations and systems, complex numbers, polynomial and rational expressions and equations, polynomial functions, rational and irrational exponents, and logarithmic functions. Studying Algebra 2 content develops learning strategies, critical thinking skills, and techniques to solve real world problems.

Algebra 2 Honors: Algebra 2 Honors is a continuation of Algebra 1 Honors and is designed as a preparatory class for Pre-Calculus Honors. Students study higher algebraic manipulations and function analysis. Topics are explored through different lenses: verbal, analytical, numerical, and graphical. Emphasis is placed on practical applications and modeling of real-world situations. Algebra 2 Honors includes but is not limited to algebraic manipulations of exponents and radicals, interval notation, and functions including, but not limited to, their graphs, parent functions, quadratic functions, and rational functions. Appropriate technology, including a graphing calculator, will be used to enhance students’ understanding through instruction and assessment of these mathematical concepts.

Math for College Algebra The purpose of this course is to strengthen the skill level of High School juniors and seniors who have completed Algebra 1, 2, and Geometry and who wish to pursue credit generating mathematics courses at the college level. The content includes, but is not limited to the following: functions and relations, polynomials, rational expressions and equations, radical expressions and equations, quadratic equations, logarithmic and exponential functions. An emphasis is placed on critical thinking and the applications of core skills to promote independent problem solving.

Personal Finance This course consists of the following content area and literacy strands: Economics, Financial Literacy, Mathematics, Languages Arts for Literacy in History/Social Studies and Speaking and Listening. Basic economic concepts of scarcity, choice, opportunity cost, and cost/benefit analysis are interwoven 30​

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throughout the standards and objectives. Emphasis will be placed on economic decision-making and real-life applications using a scenario based exploration of personal finances from college throughout life.

The primary content for the course pertains to the study of learning the ideas, concepts, knowledge and skills that will enable students to implement beneficial personal decision-making choices; to become wise, successful, and knowledgeable consumers, savers, investors, users of credit and money managers; and to be participating members of a global workforce and society.

Precalculus College Prep: Precalculus combines the trigonometric, geometric, and algebraic techniques needed to prepare students for the study of Honors Calculus. Students master higher algebraic manipulations, function analysis, and trigonometry. Every topic is interpreted verbally, numerically, analytically, and graphically.

Students learn how to look at everything through these four perspectives, and then analyze the relationships between them. Students apply conceptual understanding of problems and use their mathematical reasoning to solve real-world problems.

Precalculus Honors: Honors Precalculus is a course designed to prepare students for AP Calculus. Students master higher algebraic manipulations, function analysis and trigonometry. Every topic is interpreted verbally, numerically, analytically, and graphically, and then analyzed via these lenses with increasing layers of depth and rigor. Students apply conceptual understanding of problems and use their mathematical reasoning to solve real-world problems. The course is designed to prepare students for AP Calculus.

AP Precalculus: AP Precalculus is a course designed to prepare students for AP Calculus. Students master higher algebraic manipulations, function analysis and trigonometry. Every topic is interpreted verbally, numerically, analytically, and graphically, and then analyzed via these lenses with increasing layers of depth and rigor. Students apply conceptual understanding of problems and use their mathematical reasoning to solve real-world problems. The course is designed to prepare students for AP Calculus.

Calculus Honors: In this course, students earn a deeper understanding of mathematics by observing how words, equations, numbers, and graphs can represent the same concept. Three main topics include limits, differentiation and integration. Problem-solving is approached from all of the named perspectives while students are challenged to solve real-world problems using all of the tools they’ve acquired from their years of math study.

AP Statistics: AP Statistics is the High School equivalent of a one semester, introductory college statistics course. In this course, students will develop strategies for collecting, organizing, analyzing, and drawing conclusions from data. Students will be exposed to four broad conceptual themes: exploring data, sampling and experimentation, anticipating patterns, and statistical inference. Through explorations and experiments, students will be able to produce data and inferences to various scenarios.

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AP Calculus AB: The AP Calculus course is designed to prepare students to pass the AP Calculus AB exam, as well as deepen their understanding of calculus. Building on earlier course work, students represent the same concepts with words, equations, numbers, and graphs. After successfully completing this course, the student is proficient in the processes and calculations that calculus requires, have a thorough understanding of the reasons why the aforementioned processes work, and the logical foundation behind all the formulae they use, develop an intuitive ability to recognize when certain procedures and concepts apply, and respond logically to non-standard questions by adapting previous knowledge based on their deeper understandings. Students become technologically proficient with the use of TI-nSpire CAS CX. They are expected to use the graphing calculator to not only produce answers, but to explore, extend, and discover mathematics as well.

AP Calculus BC: The AP Calculus BC course is designed to prepare students to pass the AP Calculus BC exam, as well as deepen their understanding of Calculus. Building on earlier course work, students represent new concepts with words, equations, numbers, and graphs. After successfully completing this course, the student becomes proficient in the processes and calculations that calculus requires, have a thorough understanding of the reasons why the aforementioned processes work, and the logical foundation behind all the formulae they use, develop an intuitive ability to recognize when certain procedures and concepts apply, and respond logically to non-standard questions by adapting previous knowledge based on their deeper understandings. Students become technologically proficient with the use of TI-nSpire CAS CX. They are expected to use the graphing calculator to not only produce answers, but to explore, extend, and discover mathematics as well.

Multivariable Calculus Honors: This college-level course covers topics in differential, integral, and vector calculus for functions of more than one variable. Some applications in business analytics are visited. The course wraps up with an introduction to differential equations. The tools and methods introduced in the course are used in many disciplines such as physical and computer sciences, engineering, and economics. Completion of Calculus BC or equivalent is a prerequisite for the course. Students are assessed based on classroom participation, attempts at practice problems in class, completion of daily homework assignments, and in-class formative and summative written assessments.

SCIENCE Anatomy & Physiology College Prep: This laboratory Science course enables students to practice scientific principles as they develop an appreciation for the structure (anatomy) and function (physiology) of tissues, organs, and organ systems of the human body. Students learn details about homeostatic regulation and biochemical processes as they pertain to the human body. Additionally, this course highlights mechanisms by which the body copes with many different situations including exercise, relaxation, disease, and injury. This course urges students to evaluate their personal habits as they relate to the human body. As an interactive course, it thrives on and values active learning; critical, creative and reflective thinking and communicating with clarity and originality.

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Biology College Prep: This Biology laboratory Science course enables students to review and practice the scientific principles as they develop an appreciation for the processes important to life. They examine chemical and cellular concepts common to all living things as they pertain to life’s maintenance, perpetuation and evolution.

Students gain an understanding of the vast diversity of living things and their adaptations to the environment. They examine the ecological relationships among all life on the planet. This course is designed to be rigorous, requiring students to apply higher-order thinking. This is an interactive course that thrives on and values active learning; critical, creative, and reflective thinking and communicating with clarity and originality.

Biology Honors: This Biology Honors laboratory Science course enables students to review and practice the scientific principles as they develop an appreciation for the processes important to life at an accelerated pace and at greater depth than the College Prep course. They examine chemical and cellular concepts common to all living things as they pertain to life’s maintenance, perpetuation and evolution. Students gain an understanding of the vast diversity of living things and their adaptations to the environment. They examine the ecological relationships among all life on the planet. This course is designed to be rigorous, requiring students to apply higher-order thinking, especially in labs and assessments taking place more frequently than in the College Prep course. This is an interactive course that thrives on and values active learning; critical, creative, and reflective thinking; communicating with clarity and originality.

AP Biology: This is an introductory College-Level Biology course. Students cultivate their understanding of Biology through inquiry-based investigations as they explore the following topics: evolution, cellular processes—energy and communication, genetics, information transfer, ecology and interactions.

Chemistry College Prep: Chemistry College Prep is an introductory Chemistry course designed to increase students’ scientific understanding of the world around them. Rather than memorize scientific facts, students are expected to develop a deep understanding of chemical concepts such as atomic structure and conservation of mass.

Students conduct many hands-on labs and activities throughout the year to discover Chemistry through observations and to apply what they have learned to real world science problems.

Chemistry Honors: Chemistry Honors is a rigorous, fast-paced course designed to prepare students for AP Chemistry.

Students are expected to develop a deep understanding of chemical concepts such as mass and mole relationships, chemical bonding, and forces between atoms and molecules. The aim of this course is not to memorize scientific facts. Students conduct inquiry-based labs to discover chemical principles. They use the principles and concepts that they have learned in hands-on activities to solve real world science problems.

AP Chemistry: This is a rigorous, laboratory Science course with college level general Chemistry content. Students develop a deep understanding of chemical concepts, such as chemical bonding and periodic trends. This Scheck Hillel Community School | Samuel and Henrietta Scheck Middle School | Ben Lipson Upper School​

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is a general chemistry survey course including introductory material in both organic and inorganic chemistry. Memorization of scientific facts is not the aim of this course. Students develop high level critical thinking skills and draw connections between many units in the course. Hands-on activities throughout the year allow students to apply what they have learned to real world science problems through inquiry-based labs. At the end of the course, students are prepared to demonstrate their knowledge and understanding when they take the AP Chemistry national exam.

Physics College Prep: Physics is a laboratory Science course which introduces students to kinematics, forces and motion, work and energy, simple harmonic motion, and electricity and magnetism. The College Prep Physics course focuses on improving problem-solving and critical thinking skills, while requiring only Algebra and Trigonometry skills. The course also includes a hands-on laboratory component representing a variety of topics. In these labs, students explore and explain the relationships between matter, forces and energy.

Students have the opportunity to improve their reading, writing, and math skills in this class.

Physics Honors: Physics Honors is a laboratory Science course designed to introduce students to kinematics, forces and motion, work and energy, simple harmonic motion, and electricity and magnetism. The Physics Honors course focuses on sharpening advanced problem-solving and critical thinking skills, and requires advanced algebra and basic trigonometry skills. Most of the problems present themselves in two dimensions, with one-dimensional problems only being used as a starting point. The laboratory investigations represent a variety of topics. Students further develop their scientific investigation skills, learning, for example, how to analyze, qualitatively and quantitatively, data related to a variety of physics concepts and principles. Students also consider the impact of technological applications of physics on society and the environment. Students have the opportunity to improve their reading, writing, and math skills in this class.

AP Physics 1: AP Physics 1 is an algebra-based, laboratory-based, introductory College-Level physics course. The course explores traditional Newtonian physics (kinematics, dynamics, energy, momentum, rotation, simple harmonic motion and mechanical waves) with an introduction of circuitry. The course stresses inquiry-based learning to develop scientific critical thinking and reasoning skills in students. In the lab, students use a variety of methods to collect data; in class, they explore concepts using interactive simulations, collaborative activities, and formative assessments. Students have the opportunity to improve their reading, writing, and math skills in this class.

AP Physics C: Mechanics The course is organized around experiments rather than Physics topics. Each experiment incorporates several aspects of Physics, so students don’t see them as isolated examples of particular concepts. The course has a hands-on laboratory component covering an array of experiments. Instead, students learn to look at a physical situation and see how it involves principles of dynamics, kinematics and energy.

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The AP Physics C: Electricity and Magnetism course builds upon the AP Physics C: Mechanics course through the application of both differential and integral calculus. The course provides instruction in the following five content areas: electrostatics, conductors, capacitors and dielectrics, electric circuits, magnetic fields and electromagnetism. Students establish lines of evidence and use them to develop and refine testable explanations and predictions of natural phenomena. Teachers use the principles of scientific inquiry to focus on disciplinary practices and experimental skills to promote an engaging and rigorous experience that investigates phenomena and uses calculus to solve problems.

Earth Space Science College Prep Earth Science is a laboratory Science course that covers the study of our planet Earth and its neighbors in space. The scientific process and laboratory skills are emphasized along with Earth Science’s connections to other scientific disciplines.

Earth Space Science Honors Earth Science is a laboratory Science course that covers the study of our planet Earth and its neighbors in space. The scientific process and laboratory skills are emphasized along with Earth Science’s connections to other scientific disciplines. As noted above, honors courses go deeper in scope and breadth with content and skills.

Environmental Science College Prep

Environmental Science is a laboratory course designed to help students understand the complex nature of our environment and make responsible decisions regarding its protection and use. Students are introduced to problems of land use, human population, environmental health, and sustainability. Field studies and inquiry-based investigations are an integral part of this course.

Environmental Science Honors: Environmental Science is a laboratory course designed to help students understand the complex nature of our environment and make responsible decisions regarding its protection and use. Students are introduced to problems of land use, human population, environmental health, and sustainability. Field studies and inquiry-based investigations are an integral part of this course. As noted above, Honors courses go deeper in scope and breadth with content and skills.

DESIGN/STEM (SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS) Design courses give students a thorough understanding of the iterative creative process, through the production of innovative solutions to design challenges. Design thinking is a fundamental skill for the 21st century learner, and these courses are designed to explore and develop these competencies.

All classes within the design program are hands-on, laboratory-type courses designed to mimic work environments in the real world. Design challenges take students through the four stages of the design cycle: research and discovery, idea development, solution development and evaluation. Students can expect to work both individually and in teams on projects ranging from one class period to a few weeks in length. As students progress through this program, the design challenges grow in complexity and depth.

The Design program strives to create inquisitive learners who are tenacious creative problem solvers.

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and reflective. The design curriculum is closely aligned with a STEM mindset where students engage with concepts of science, technology, engineering and math.

Students must qualify to pursue the Honors track in Engineering and Engineering and Entrepreneurship Honors classes offered in Grades 9 and 10.​

Computer Science Discoveries: Intro to Video Game Design: Computer Science Discoveries introduces students to computer science as a vehicle for problem solving, communication, and personal expression. The course focuses on the visible aspects of computing and computer science and encourages students to see where computer science exists around them and how they can engage with it as a tool for exploration and expression. Students will explore the design of two-dimensional video games. This includes the creation of sprites, developing storyboards, defining outcomes and levels, and implementing game physics.

Engineering Honors: This laboratory-based STEM course strives to develop students’ analytical, critical and creative thinking skills. In the first semester, students explore the circuits, engineering concepts, lab safety relating to building projects - all in the context of developing problem-solving, research and design skills. The first half of the second semester focuses on the design and implementation of an engineering capstone project which addresses a real world need. The project is interdisciplinary in nature, and helps students develop soft skills such as teamwork, time management, research, reporting and presenting. The teamwork requires both a division of labor and independent learning. The teacher serves as a guide directing, assessing, suggesting. Students must become comfortable with “not-knowing”, exploring, testing ideas, setbacks, and learning from mistakes. This approach creates a learning community of reciprocity between teachers and students and allows for the development of independent learning by students.

Engineering and Entrepreneurship Honors: Teams of students are required to create a capstone project which addresses a real world need. The project is interdisciplinary in nature, and helps students develop soft skills such as teamwork, time management, literature survey, reporting and presenting. The teamwork requires both a division of labor and independent learning. The teacher provides guidance, direction and assessment. However due to the R&D nature of the project, the teacher becomes part of the team learning along with the students. This approach creates a learning community of reciprocity between teacher and student, and allows for the development of independent learning by students.

Sustainable Architecture This course explores the intersection of Art, Science, and Design in creating sustainable and environmentally responsible architecture. Students will investigate the principles of green building, explore innovative materials and technologies, and develop their own design solutions for a more sustainable future. This course blends hands-on projects, research, and critical thinking to foster an understanding of the built environment’s impact and the potential for positive change.

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AP Computer Science Principles: AP Computer Science Principles is an introductory College-Level computing course that introduces students to the breadth of the field of Computer Science. Students learn to design and evaluate solutions and to apply computer science to solve problems through the development of algorithms and programs.

They incorporate abstraction into programs and use data to discover new knowledge. Students also explain how computing innovations and computing systems—including the internet—work, explore their potential impacts, and contribute to a computing culture that is collaborative and ethical.​

AP Computer Science A: AP Computer Science A is an introductory College-Level computer science course. Students cultivate their understanding of coding through analyzing, writing, and testing code as they explore concepts like modularity, variables, and control structures.

SOCIAL STUDIES Human Geography College Prep: Human Geography CP is an introductory Human Geography course, a class that blends geographic ideas with human impact on the world and the environment. Students cultivate their understanding of human geography through data and geographic analyses as they explore topics like patterns and spatial organization, human impacts and interactions with their environment, and spatial processes and societal changes. At the CP level, students will focus on project building, country reports, and a variety of other skills designed to help them prepare for more rigorous social science courses.

Human Geography Honors: Human Geography Honors is an introductory Human Geography course, a class that blends geographic ideas with human impact on the world and the environment. Students cultivate their understanding of human geography through data and geographic analyses as they explore topics like patterns and spatial organization, human impacts and interactions with their environment, and spatial processes and societal changes. At the Honors level, students will conduct country reports, project building, land analysis, and spatial placement exercises. They will also begin to learn the writing styles of AP towards the end of the year, to allow for integration into higher level courses.

AP Human Geography: AP Human Geography is an Introductory College-Level Human Geography course. Students cultivate their understanding of human geography through data and geographic analyses as they explore topics like patterns and spatial organization, human impacts and interactions with their environment, and spatial processes and societal changes.

World History College Prep: World History examines key historical events and figures from 1450 C.E. to the present day. Students study socioeconomic conditions, political institutions, and ideological attitudes that have marked various time periods throughout history. Using primary and secondary sources, students conduct an inquirybased research to examine historical events, cultural developments, and social and family structures.

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Students use critical-thinking and problem-solving skills to evaluate and analyze statistics and data from maps, charts, and graphs to identify trends and patterns in the fields of science, technology, and the arts throughout History.

World History Honors: World History examines key historical events and figures from 1450 C.E. to the present day. Students study socioeconomic conditions, political institutions, and ideological attitudes that have marked various time periods throughout history. Using primary and secondary sources, students conduct an inquirybased research to examine historical events, cultural developments, and social and family structures.

Students use critical-thinking and problem-solving skills to evaluate and analyze statistics and data from maps, charts, and graphs to identify trends and patterns in the fields of science, technology, and the arts throughout History.

AP World History: This course develops four historical thinking skills: crafting historical arguments from historical thinking, chronological thinking, comparison and contextualization, historical interpretation and synthesis. While covering hundreds of years from 1200 B.C.E. to the present day, five themes are emphasized: the interaction between humans and the environment; development and interaction of cultures; state-building, expansion, and conflict; creation, expansion, and interaction of economic systems; and the development and transformation of social structures.

AP European History: The AP European History course focuses on developing students’ understanding of European History from approximately 1450 to the present. Students investigate the content of European history for significant events, individuals, developments, and processes in four historical periods, and develop and use the same thinking skills and methods (analyzing primary and secondary sources, making historical comparisons, chronological reasoning, and argumentation) employed by historians when they study the past. The course also provides five themes (interaction of Europe and the world; poverty and prosperity; objective knowledge and subjective visions; states and other institutions of power; and individual and society) that students explore throughout the course in order to make connections among historical developments in different times and places.

AP Psychology: This course introduces students to the systematic and scientific study of human behavior and mental processes. While considering the psychologists and studies that have shaped the field, students explore and apply psychological theories, key concepts, and phenomena associated with such topics as the biological bases of behavior, sensation and perception, learning and cognition, motivation, developmental psychology, testing and individual differences, treatment of abnormal behavior, and social psychology. Throughout the course, students employ psychological research methods, including ethical considerations, as they use the scientific method, analyze bias, evaluate claims and evidence, and effectively communicate ideas.

American Law and Society This course explores the foundations of the American Legal System, its evolution, and its impact on various aspects of society. Students will analyze legal concepts, landmark cases, and contemporary legal 38​

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issues, developing critical thinking skills and an understanding of their rights and responsibilities as citizens. Students will engage in mock trials as they hone their skills throughout the course.

Financial Literacy Financial Literacy is a hands-on, scenario-based course designed to prepare students for real-life financial decisions starting with college and continuing through adulthood. Students will explore practical topics such as budgeting for college, managing student loans, buying a car, understanding insurance, building and maintaining a monthly budget, and exploring the costs of independent living. The course also includes simulations in starting a small business, investing in the stock market, and navigating credit and taxes. Through real-world experiences, role-playing, and problem-solving activities, students will gain the knowledge and confidence to make informed financial choices and plan for a successful future.

U.S. History College Prep: This course provides students with the opportunity to acquire a basic understanding of the contemporary United States through an overview of those significant events which have affected the growth and development of the nation. Appropriate concepts and skills are developed in connection with content.

The history of the United States is covered from the beginning of the Colonial Period to the present. The course is designed as a basic preparation for the exercise of citizenship in a democracy. The course emphasizes current events.

U.S. History Honors: This course provides students with the opportunity to acquire an in-depth and comprehensive understanding of the development of the American people. Students examine the political, economic, social, religious, military, scientific and cultural events that have affected the nation. They gain an in-depth understanding of the historical method, the inquiry process, historical reasoning and interpretation and the issues of external and internal validity. Appropriate historical and research concepts and skills are developed. The course emphasizes current events.

AP U.S. History: The AP U.S. History course focuses on the development of historical thinking skills (chronological reasoning, comparing and contextualizing, crafting historical arguments using historical evidence, and interpreting and synthesizing historical narrative) and the development of students’ abilities to think conceptually about U.S. history from approximately 1491 to the present. Seven themes are of equal importance: American national identity; migration and settlement; politics and power; work, exchange, and technology; America in the world; geography and the environment; and culture and society. They provide areas of historical inquiry for investigation throughout the course. These themes require students to reason historically about continuity and change over time and make comparisons among various historical developments in different times and places.

American Government College Prep: The purpose of this course is to introduce students to both the theory and practice of American Government. It begins by outlining the broad logic underlying the formation of governments as a solution to collective action problems and then moves to a specific focus on the formation and development of American democracy. It then examines the founding principles and texts from both historical and contemporary perspectives. The emphasis is then placed on the formal institutions of American Scheck Hillel Community School | Samuel and Henrietta Scheck Middle School | Ben Lipson Upper School​

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government with the aim of understanding the complex web of relationships among these institutions.

During the second half of the course, attention shifts from the formal institutions to the avenues for public influence on policy. The course concludes with a study of the continuing struggle over both the definition and the extension of civil liberties and rights.

American Government Honors: The American Government Honors course is an intensive study of the beginnings, structure, and function of the United States Government. This course focuses on the study of political, religious, philosophical and sociological foundations of Government. This course instructs but is not limited to democracy, federalism, history, international studies and present day law and interpretation. It focuses on how American political theories and governmental institutions compare with those of other nations. Emphasis is placed on the analysis of a variety of primary and secondary sources. Students are encouraged to become active citizens and members of their political community.

AP American Government & Politics: AP American Government & Politics provides an analytical perspective on government and politics in the United States. This course involves both the study of general concepts used to interpret U.S. politics and the analysis of specific case studies. It also requires familiarity with the various institutions, groups, beliefs, and ideas that constitute U.S. political reality. Students are required to take the Advanced Placement Government & Politics exam upon completion of this course.

Economics College Prep: Economics provides students the opportunity to acquire an understanding of the way in which society organizes its limited resources to satisfy unlimited wants. Discussion includes the major characteristics of the mixed economic system in the United States and how the basic economic questions are answered. Emphasis is on learning forces of the marketplace by examining the effects on the system of students’ roles as producers, consumers, savers, investors, resource owners, voters and taxpayers. Included in this course is a comparison of the capitalist and various socialist economic systems.

Economics Honors: Economics provides students the opportunity to acquire an understanding of the way in which society organizes its limited resources to satisfy unlimited wants. Discussion includes the major characteristics of the mixed economic system in the United States and how economic questions are answered. Emphasis is on learning forces of the marketplace by examining the effects on the system of students’ roles as producers, consumers, savers, investors, resource owners, voters and taxpayers. Included in this course is a comparison of the capitalist system to other economic systems. The Honors-level class engages concepts at a deeper level, pushing students to stretch their intellectual limits, and achieve higher standards and expectations.

AP Macroeconomics: AP Macroeconomics is a College-Level course that introduces students to the principles that apply to an economic system as a whole. The course places particular emphasis on the study of national income and price-level determination. It also develops students’ familiarity with economic performance measures, the financial sector, stabilization policies, economic growth, and international economics. Students learn to use graphs, charts, and data to analyze, describe, and explain economic concepts.

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ADDITIONAL REQUIRED COURSES: Grade 10 Thesis: The Grade 10 Thesis provides students an opportunity to design their own learning journey (with support) on any topic they choose. Students define a goal, research, create a product, present and write a report. Throughout the journey there are checkpoints for them as they document their learning and overcome challenges and navigate new pathways. The Grade 10 Thesis, in real time, exemplifies how Scheck Hillel maximizes student achievement through personalization, allowing students to explore passions and foster identity.

PSAT/ACT and SAT/ACT Preparation College Prep: The SAT/ACT/PSAT Prep courses are designed to help students prepare for the rigors of taking the SAT/ACT/PSAT exams. The primary goal is to identify and implement test taking strategies using prerequisite knowledge to increase student performance.

PSAT Course for Grade 10 Students: In partnership with Revolution Prep, Scheck Hillel Community School is offering a PSAT/NMSQT course for sophomores. This course is best for students who are already scoring above the 80th percentile on the PSAT and have potential for achieving National Merit distinction. Each course includes 30 hours of live, online instruction with an expert test prep tutor; full-length official, proctored practice tests; mobile app access for easy, instant exam scoring and 8-page score reports for every scored exam.

College Readiness - Grade 11, Semester 2: The goal of this college and career readiness course is to provide a comprehensive overview of the college application process, while also facilitating students’ self-discovery in relation to career interests and goals. Through this course, all Grade 11 students develop the necessary skills and access critical resources that will allow them to successfully identify and eventually attain their collegiate and career goals. Upon completion of the course, all students will be able to: •​ Engage in personal narrative writing (including personal statements for college admissions) •​ Take practical steps in the application process (such as populating the Common Application, requesting recommendation letters, and building a list of colleges) •​ Develop research skills •​ Explore interviewing skills and techniques •​ Develop their activity lists and resumes •​ This is a multidisciplinary unit that will integrate: writing, psychology, and life skills

FOREIGN LANGUAGE: HEBREW LANGUAGE Hebrew Language I-IV & V-XI Honors: The Bishvil Ivrit curriculum is a highly structured program of study, which integrates advanced language skills with reasoning, listening comprehension, and speaking skills. These are taught within the context of a central theme that varies from book to book. Throughout the curriculum, Hebrew Language acquisition

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is built gradually, from the simple to the more complex and from passive knowledge to creative activity.

Although all levels and all units use the same elements of language, the length and complexity of texts, richness of vocabulary, and syntactic complexity of sentences becomes more advanced as students progress from book to book throughout the series.

Prior to entering the program, each student’s level is determined by a placement test and interview with our Hebrew Language Department Chair.

JUDAIC STUDIES The Grade 9-12 Judaic Studies Department offers a choice of two different options for rigorous study of Judaics: the Yahadut Program and the Beit Midrash Program; these differ in the methods of study and the texts used.

The Yahadut program emphasizes themes and concepts as well as content and core topics in Biblical and Rabbinic texts; however, they are studied with English translation. Using a broad range of primary and secondary sources, the Thematic Tanach course surveys topics in the Bible, Prophets and Writings. The Rabbinic Literature courses survey topics including Israel Education, Jewish Thought, as well as Jewish Ethics. The Jewish History courses will expose our students to our rich history and tradition and will focus on increased Jewish identity and pride.

The Beit Midrash program focuses on the development of textual skills in the study of Tanach and Talmud. Instruction focuses on how to read, translate and analyze the primary texts and their traditional commentaries in the original Hebrew or Aramaic. As students gain familiarity with the texts, they actively engage in in-depth analyses of the texts. In Talmud classes, portions of a tractate of Talmud are studied each year in order to familiarize the students with a range of topics and texts. In Tanach classes, each year a different book or selection of books is studied in depth with selected commentaries. Students will study books from all three divisions of Tanach (Torah, Nevi’im and Ketuvim) over the course of their Upper School education.

BEIT MIDRASH TEXTUAL PROGRAM Tanach: Students take a conceptual approach to Chumash, where major themes of the written law are studied. Special attention is paid to debates over fundamental principles, contradictory verses, and the Torah’s chronology discussed by our commentators. Students learn the skills to navigate the Tanach with its commentaries, be familiar with the sources of our major philosophical principles, and have the ability to analyze the commentaries of scholars throughout the ages, while focusing primarily on Rashi, Ramban, and Sforno.

Students will use a Torat Chaim Chumash, be comfortable with text based study, and will be expected to compare and contrast different opinions, while offering their own perspective as well. Topics of study are rotated.

Parashah: Students learn about the Parashah of the week and discuss themes and topics that are connected. We strongly encourage parents to ask students what they have learned in their Parashah classes so that students have a chance to showcase their knowledge and skills. Parashah is studied on a weekly basis in our Rabbinics and Tanach classes.

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Talmud: The keystone of the Beit Midrash Program is Talmud. This class will aim to progressively advance each student in their Talmud skills. Starting with reading and translating and working all the way to developing their own novel explanations of the Talmud, the student will become comfortable and familiar with the Talmud. In depth analysis will be the hallmark of the Talmud Program, as students will be challenged to refine their analytical and debate skills. Topics are covered on a rotating basis.

Judaic Studies Capstone Senior Seminar:

The Judaic Seminar focuses on skills necessary for Scheck Hillel graduates to navigate the world around them as committed, passionate members of the Jewish people. The goal is to prepare graduates to thrive in a global and diverse community both on and off the college campus, while retaining a strong Jewish identity.

The Judaic Seminar provides the skills, knowledge and wherewithal to enable graduates to discuss Judaism thoughtfully, articulately and intelligently with their college classmates and co-workers, furthering their investigations into their religion, their people and their country.

The Judaic Seminar also provides Israel advocacy training to seniors ensuring that graduates are able to defend and advocate on behalf of the Jewish People and the State of Israel. Students not only learn the relevant and crucial information necessary to be Israel advocates but also learn public speaking, debate, multimedia, and PR/marketing skills.

Essentials of Judaism: This course explores the underpinnings and philosophies of our Jewish faith. Students grapple with fundamental questions such as: “How can we know there is a God? Can a person be good without believing in Hashem? How is religion relevant in the modern world?” Students apply critical thinking skills while analyzing a wide range of primary and secondary texts.

Judaism in the 21st Century: This course explores the philosophies of Judaism as they apply to daily life. Ancient and modern texts are used as guides to facing the challenges that accompany being a Jew in the 21st century. The class bridges the 3000-year gap which separates us from our ancestors and shows how truth at its core never changes.

Israel Advocacy: Students develop a deeper knowledge about Israel and the Middle East and the tools to defend/present Israeli positions outside of the home community. The course material examines the truth/fiction of what is pictured in the media and popular culture relating to Israel. In addition, the course is designed to promote a love for Israel and the Israeli people as well as expose students to the possibility of studying in Israel after they graduate from Scheck Hillel.

Beit Midrash Talmud: Rabbinic History Honors: Students will study Masechet Megillah in depth honing their analytical and critical thinking skills. Students will also study Sefer Devarim in a conceptual approach, focusing on debates of our scholars and classic commentaries such as Rashi, Ramban, Sforno and Chizkuni.

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YAHADUT RABBINIC LITERATURE Grade 9 Classical Jewish Text: This course offers an in-depth exploration of foundational Jewish texts, guiding students through the themes of Exodus, Passover, and Torah using traditional and contemporary perspectives.

Semester 1: The Book of Exodus – Students will engage in a close reading of Sefer Shemot, analyzing its narratives through the lens of classical commentators (Rashi, Ramban, Ibn Ezra) and Midrashic interpretations. Key themes include redemption, leadership, revelation, and law, providing a deep textual foundation.

Semester 2: The Laws and Themes of Passover – Transitioning into halachic study, students will explore Passover through the Mishnah and Talmud, examining topics such as the structure of the Seder, the laws of Chametz and Matzah, and the significance of Yetziat Mitzrayim (the Exodus experience) in Jewish law and identity.

Final Unit: Chosenness and Torah – In preparation for Shavuot, students will engage with modern Jewish thinkers, including Rabbi Samson Raphael Hirsch, Rabbi Joseph B. Soloveitchik, and Rabbi Lord Jonathan Sacks, to explore the concept of chosenness, covenant, and the role of Torah in contemporary Jewish life.

Throughout the course, students will develop textual analysis skills, engage in Chavruta learning, and apply ancient wisdom to modern questions of Jewish identity and faith.

Grade 10 Jewish Thought: The course will provide solid answers on basic Jewish philosophy questions, allowing students to leverage their knowledge and logic to deepen their understanding and commitment to our faith. It will address the existence of Hashem, the consequences of Hashem’s existence and connection to creations, and fundamental Jewish topics like Kashrut and Shabbat. The goal of this course is to demonstrate to the student that Judaism has a legitimate response and attitude relating to its traditions and customs.

Grade 11 Jewish Ethics: This course emphasizes themes and concepts as well as content and core topics in Biblical and Rabbinic texts. Using a broad range of primary and secondary sources students explore all angles of contemporary ethical issues. They develop skills necessary to actively engage in ethical discussion, debate and decision-making (critical analysis, reading comprehension, writing, research and public speaking). Units of study include substance use and abuse, treatment of animals, genetic screening, business ethics and others.

Grade 12 Judaism and the Law: This course provides students with a variety of real life scenarios. Students then research and apply Jewish law with the guidance of their teacher. Students are exposed to a variety of topics including religious, civil, and interpersonal issues. Texts range from Torah to modern legal scholars with the major focus being on the methodology, critical thinking, and logic of Jewish law.

YAHADUT JEWISH HISTORY AND HOLIDAYS Grade 9 Israel Education: This course takes the students on an exciting journey through time to learn about the State of Israel and 44​

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its people. The course examines the country’s challenges, accomplishments and values. It begins from the peoples’ historic connection to the land, from the biblical Abraham to the establishment of the State of Israel, through its status on the international arena. Throughout the course students learn about the current issues facing Israel and the complexities of the Middle Eastern conflict from both the Palestinian and Israeli perspectives. The information is presented through films and interviews with the world’s well-known experts on Israel and the Middle East. As a History-based course, issues and facts are presented in a way that allows students to reach their own conclusions. Students also obtain the foundational tools for future Israel advocacy throughout the High School experience, which culminates in the Capstone Seminar in Grade 12. This course educates and inspires students to care about Israel and to strengthen their relationship with the State and its people. To complement their year-long study, students embark on the annual trip to Israel, where classroom learning comes to life through an intense and meaningful 10-day experience in Grade 10.

Grade 10 Jewish History Part 1, College Prep & Honors: This course rigorously covers the key themes, events, and messages of over 2000 years of Jewish history, ranging from entering the Land of Israel until the Spanish Inquisition in 1492. At its core, students examine how the Jews transitioned from temple worship to the rabbinic structure, the will of the Jewish people to survive and thrive, and the imprint the Jews have left on world history.

Grade 11 Jewish History Part 2, College Prep & Honors: This course propels the Jewish History curriculum into the Modern Era and the establishment of the State of Israel. The first semester begins with the creation of the Shulchan Aruch and the last Rishon, Rabbi Yosef Karo, and continues on with the Achronim. Emphasis is placed on the all-encompassing and influential movements of the 18th and 19th centuries such as Enlightenment (Haskalah), Reform, Nationalism, Conservatism and Socialism. The second semester focuses primarily on Zionism and the Holocaust. The year culminates with the study of Zionism and Judaism after 1948 and its impact on the Jewish people as a whole. The course is text-based and utilizes a wide array of primary and secondary sources from both Jewish and global perspectives.

PARASHAH AND CHAGIM Parashah (Weekly Torah Portion): Students learn about the Parashah of the week and discuss themes and topics that are connected. We strongly encourage parents to ask students what they have learned in their Parashah classes so that students have a chance to showcase their knowledge and skills. Parashah is studied on a weekly basis in our Rabbinics and Tanach classes.

Chagim (Holidays): It is a mitzvah to study the laws of each Jewish holiday before the festival. We guide students through their holiday preparations by studying the laws connected to the holiday, communicating and analyzing their meanings and reflecting on their observances. Informal education programs solidify what is studied in the classroom, and also add the ruach (spirit) of the holidays on campus. Students learn about the Chagim during Rabbinic Literature, Jewish History, or Mishnah/Talmud.

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Tefilah (Prayer): High School Tefilah is a comprehensive program that provides our students with increased opportunities to fully experience the power of prayer and to communicate with Hashem during their school day. The program prepares students for a life of personal and communal prayer. Students engage in daily Tefilah, which strives to be a positive spiritual experience, and also teaches students the actual prayers, with a focus on correct pronunciation and meaning of the words, and to effectively navigate the Siddur.

Grade 9-12 students are divided both by gender as well as being assigned to one of four levels based upon their Tefilah experience: •​ Beginner’s Tefilah •​ Learner’s Tefilah •​ Explanatory Tefilah •​ Minyan Shalem Most levels offer both Ashkenaz and Sephardic options. Young men are required to lay Tefillin during Tefilah. Per Scheck Hillel’s dress code, all men must wear a kippah.

A letter grade is assigned to Tefilah per quarter on the basis of a clear and predictable rubric that is reviewed with students at the outset of each Tefilah group. The rubric is based on preparation (Siddur and Tefillin), participation and behavior. The letter grade is calculated as part of each student’s overall GPA and goes toward the Tefilah credit requirement for graduation.

Students choose their Tefilah group from a variety of options:

Traditional Ashkenaz Minyan Traditional Ashkenaz Minyan is the place where students pray the entire Shacharit service including reading from the Parashah on Mondays and Thursdays. There is an expectation that everyone in this Minyan leads various parts of the Tefilah.

Traditional Sephardic Minyan Traditional Sephardic Minyan is the place where our Sephardic students pray the entire Shacharit service including reading from the Parashah on Mondays and Thursdays. There is an expectation that everyone in this Minyan leads various parts of the Tefilah.

Explanatory Tefilah for Boys and Girls and for Ashkenazim and Sephardim Explanatory Tefilah (Ashkenaz & Sephardic) Students will discover the basic and deeper meanings of our ancient Tefilot texts together with a focus on group Kriyah/Reading and individual Tefilah time. In this Minyan we will provide a deeper perspective as to why we pray with a focus on the explanation of the words and concepts in the siddur.

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VISUAL AND PERFORMING ARTS Studio Art 1: Drawing & Design College Prep: The purpose of Visual Arts Level 4 is to enable students to communicate ideas through basic two and three-dimensional design. Students learn that the arts serve as the primary signature of a culture, carrying individual and collective images and ideas from one generation to another. Students come to view the arts as a distinctive way of understanding and giving purpose to learning. The whole student as an artist learns self-discipline and is guided to share feelings and impact others. Students that are highly successful in this course may be recommended for AP Art.

Studio Art 2: Drawing and Design College Prep: The purpose of Visual Arts Level 5 is to enable students to communicate ideas and concepts through basic two-dimensional design and composition, and to develop an appreciation of exemplars in varied cultures and historical periods. Students learn that the arts serve as the primary signature of a culture, carrying individual and collective images and ideas from one generation to another. Students come to view the arts as a distinctive way of understanding and giving purpose to learning. The arts provide tools for interpreting life’s experiences and develop a child’s identity and sense of self-worth. The whole student as an artist learns self-discipline and is guided to share feelings and impact others.

Portfolio Development: Two-Dimensional Design Honors: The Portfolio Development 2-D Art and Design course is designed for students who are seriously interested in the Visual Arts. This course serves to prepare students for the rigor of Advanced Placement Studio Art, which enables willing and academically prepared students to pursue College-Level studies with the opportunity to earn college credit, advanced placement, or both while still in High School.

Digital Photography: Students explore the aesthetic foundations of art making using beginning photography techniques.

Students become familiar with the basic mechanics of a camera, including lens and shutter operation, compositional foundations, printing an image for display, and evaluating a successful print. Student photographers may use a variety of media and materials, digital camera, computer application, filters, various papers, digital output, photogram, Sabatier effect, and pinhole photography. Craftsmanship and quality are reflected in the surface of the prints and the care of the materials. Photographers use an art criticism process to evaluate, explain, and measure artistic growth in personal or group works. This course incorporates hands-on activities and consumption of art materials.

AP 2-D Art and Design: AP Studio Art courses are designed for students who are seriously interested in the Visual Arts. Students assemble a body of artwork that demonstrates a high level of quality and growth over time of content, technique, and process. Students develop mastery in concept, composition, and execution. The 2D Design portfolio addresses two-dimensional design issues and involves decision making about how to use the elements and principles of art in an integrative way. The whole student as an artist learns self-discipline and is guided to share feelings and impact others. Students who are highly successful in this course may be recommended for AP Art: Drawing & Design Level 5.

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AP 3-D Art and Design: In this introductory, College-Level, Three-Dimensional Design course, students refine and apply skills and ideas they develop throughout the course to produce three-dimensional art and design.

AP Drawing AP Drawing is an Introductory College-Level Drawing course. Students refine and apply skills and ideas they develop throughout the course to produce drawings.

PERFORMING ARTS Band 1-4 College Prep: Students who qualify to be in Concert Band in Grades 9-12 are those that took Band during the previous academic year for the full year. Students will continue to advance on their instruments, and become proficient with scales; the building blocks of music. The level of difficulty in the music selected will be higher. Students will be required to attend at least two, and up to four, performances per year. Three of these will be on campus. Students will also have the opportunity to perform on Band trips, such as retirement homes, theme parks, Marlins games, etc.

Band 5 & 6 Honors: Students in these courses will have the opportunity to further advance in their performance skills on their musical instruments and become proficient with an additional five scales. The musical pieces selected for practice and performance are more challenging and complex. Students will participate in performances on band trips to retirement homes, theme parks, a Marlins game, and other venues. Students continue writing musical critiques, preparing for competition in district and state solo events and continue composing pieces of original music.

Orchestra 2-4 College Prep: Orchestra Students in Grades 9-12 build on previous orchestral experience through the study and performance of high-quality orchestra literature. Rehearsals focus on the strengthening of critical listening skills, musicianship, string techniques, ensemble skills, and aesthetic awareness in the context of relevant history and cultures. Students must have an instrument for personal use.

Orchestra Level 2: Students continue the process of becoming better musicians by continuing their study using correct technique, reading and playing more advanced music. As their skills improve, their performances will showcase more advanced expression and interpretation. Students will be required to play a solo for adjudication.

Orchestra Level 3: At the Honors level students become proficient in advanced technique and performances. They also are required to learn music theory and music history at a higher level. They are responsible for performing outside the regular school concerts and attending professional performances. They maintain a portfolio for their grade, which will include critiques of all performances in which they perform and/or attend, links to playing tests, solo and ensemble.

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Orchestra 5-6 Honors: Orchestra Students in Grades 9-12 build on previous orchestral experience through the study and performance of high-quality orchestra literature. Rehearsals focus on strengthening critical listening skills, musicianship, string techniques, ensemble skills, and aesthetic awareness in the context of relevant history and cultures. Students must have an instrument for personal use.

Instrumental Technique 4 Honors: Students in this course have the opportunity to further advance their performance skills on their musical instruments and become proficient with an additional five scales. The musical pieces selected for practice and performance are more challenging than those in previous courses. Students participate in at least two and up to four performances. Opportunities to perform on band trips to retirement homes, theme parks, a Marlins game, and other venues are available for Instrumental Techniques Level 4 Honors students. In addition, students can expect to write musical critiques, prepare for competition in the district solo events and begin composing original music.

Instrumental Ensemble 4 Honors: Students in this course further advance in their performance skills on their musical instruments and become more proficient playing within an ensemble. The musical pieces selected for practice and performance are more challenging than those in previous courses. Students will participate in up to four performances. Opportunities to perform on band trips to retirement homes, theme parks, a Marlins game and other venues are available for Instrumental Ensemble Level 4 Honors students. Students can expect to write musical critiques, prepare for competition in district solo events and continue composing original music. Additional emphasis is placed on playing in an ensemble with other peer musicians and refining their craft as a group.

Music Technology and Sound Engineering Level 4: This course combines music appreciation, history, basic theory, electronic music composition and beginning keyboard. This course guides students to appreciate different types of music; identify composers and major compositions related to historical style periods; develop listening skills concerning basic elements of music; and produce original songs using the Garageband computer application.

Students solve issues related to music making and participate effectively in critiques.

Concert Band: Students continue to advance on their instruments and become proficient with seven major scales. The level of difficulty in the music selected is higher and more difficult. Students are required to attend at least two, and up to four performances per year. Three of these are on campus. Students also have the opportunity to perform on band trips to locations such as retirement homes, theme parks, a Marlins game and others.

Symphonic Band: Students further advance on their instruments, and become proficient with an additional five scales. The level of difficulty in the music selected is higher. Students are required to attend at least two, and up to four performances per year. Three of these are on campus. Students also have the opportunity to perform on band trips to locations such as retirement homes, theme parks, a Marlins game and others.

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PHYSICAL EDUCATION/HEALTH Grade 9 Health: The purpose of this one semester course is to produce health literate students that make sound decisions and take positive actions for healthy and effective living. The course is wellness oriented and emphasizes responsible decision-making and planning for a healthy lifestyle. This course is designed for students to gain a better understanding of aspects relating to their health and wellness. Units include information relating to overall health and wellness, nutrition, personal health, hazardous substances, mental and emotional health and wellness, social health and wellness, general body systems, and basic first aid and CPR. Students can make connections to these topics and how they are applicable to their lives to improve their overall health and wellness. Students engage with the subject matter through a variety of activities including class discussions, homework assignments/projects and unit exams. Classes meet three days for 40-minute classes and one day for a 65-minute class per week for one semester.

Grade 9 Personal Fitness: The purpose of this one semester Personal Fitness course is to provide students with the knowledge, skills, and values they need to become healthy and physically active for a lifetime. This course addresses both the health and skill-related components of physical fitness, which are critical for students’ success and provides students with opportunities to develop an individual optimal level of physical fitness.

Students engage in the course through physical participation, presentations, homework assignments, and periodic assessments of covered material.

The course also challenges the students and their overall fitness capabilities. There are two fitness assessments performed throughout the school year via the FitnessGram, which tests the students on their overall health-related fitness. The FitnessGram assesses the students in the areas of aerobic capacity, body composition, muscular strength, muscular endurance, and flexibility. Students at this level participate in three days of 40-minute classes and one day of a 65-minute class per week.

Grade 9-12 Weight-Training: The purpose of this course is to provide students with the opportunity to acquire basic knowledge and skills in weight training that may be used in physical fitness pursuits today as well as in later life, improve muscular strength and endurance, and enhance body image. The content includes, but is not limited to, knowledge of the importance of muscular strength and endurance, assessment of muscular strength and endurance, knowledge of health problems associated with inadequate levels of muscular strength and endurance, knowledge of skeletal muscles, knowledge and application of biomechanical and physiological principles to improve and maintain muscular strength and endurance, knowledge of sound nutritional practices related to weight training, knowledge of safety practices related to weight training, and knowledge of consumer issues related to weight training. Students at this level participate in three days of 40-minute classes and one day of a 65-minute class per week for one semester.

Health Information Project (HIP): The Health Information Project is part of a national organization that prepares student educators to lead workshops centered around physical, mental and emotional health with their peers. Students in Grades 11 and 12 participate in a year-long experience in which they undergo significant training around facilitating lessons/workshops centered around health, which they then implement in Grade 9 Health/Personal Fitness classes. Students who successfully complete the course earn High School credit, 50​

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and have the opportunity to pursue more advanced leadership roles within the organization of HIP. In some cases, students may also have the opportunity to participate in regional trainings with leaders from other schools.

​ STUDENT SERVICES In order to provide individualized support, academic services are capped for a low teacher to student ratio. Consideration for participation in the program requires a psycho-educational evaluation, as appropriate, as well as meeting stipulated academic requirements.

ESOL: Scheck Hillel offers assistance in English language learning to those students whose primary language is not English. ESOL (English for Speakers of Other Languages) classes are small group classes taught by teachers certified in ESOL education who work with children to acquire and refine conversational and academic skills in English. These teachers support immersion language-learning through instruction that targets the academic language that students find in textbooks, in the classroom and on academic tests.

This service is key for transitioning students into a new country and is available both within the general studies classroom as well as in a small group intensive program.

IN-CLASS SUPPORT (ICS): The In-Class Support (ICS) program at Scheck Hillel Community School is designed to provide individualized academic and executive functioning support to students in Grades 9–12. Students enrolled in ICS receive a dedicated Critical Thinking period as well as additional push-in support, based on their specific learning needs, in their mainstream classes.

ICS helps students strengthen critical skills such as time management, organization, task initiation, study strategies, test preparation, and self-advocacy. At the start of the school year, students complete learning style inventories and goal-setting activities to help guide instruction. Teachers use modeling, pre-teaching, and strategy reinforcement to support students in applying these skills across their academic subjects.

ICS teachers work closely with classroom teachers to ensure that supports are aligned with current coursework and expectations. Push-in services are provided, when appropriate, to help students access grade-level content in real time. Student progress is monitored regularly through checklists, teacher observations, and skill demonstrations.

With a low teacher-to-student ratio, the ICS program allows for meaningful individualized support.

Regular communication with families ensures transparency and a strong school-home partnership.

Eligibility for ICS requires a current psychoeducational or neuropsychological evaluation and fulfillment of academic criteria.

The goal of ICS is to empower students to become confident, organized, and independent learners equipped with strategies for overall academic success.

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Co-Curricular Programs Scheck Hillel’s academic curriculum is complemented by an array of programs, framed by the school’s mission, which reinforce learning, community and meaningful traditions.

STUDENT LIFE AND LEADERSHIP In partnership with students and faculty, the Office of Student Life facilitates social engagement, campus involvement and personal exploration, all infused with Torah values. A broad range of extracurricular activities is available to supplement learning and provide springboards for leadership and growth. It is through these activities that students learn how Jewish tradition nourishes and informs everyday decisions: From field trips and Shabbatonim to guest speakers and holiday celebrations, student life at Scheck Hillel brings out ruach and a sense of ownership in ensuring Jewish continuity.

Through Student Life programs, students are encouraged to: •​ Assume campus leadership responsibilities •​ Develop positive interpersonal relationships and skills •​ Create and participate in intellectual, artistic, social, recreational and multicultural activities •​ Explore different cultures, ideas and experiences •​ Put learning into practice in the laboratory of experiential Jewish life programs

ATHLETICS Scheck Hillel’s Athletics Program provides students with the opportunity to represent their school and compete with other schools in a wide variety of sports. Athletics play an integral role in teaching the whole child. Athletics, along with an academically rigorous curriculum, help foster strength of character and promote leadership qualities that last a lifetime. Dedicated, quality and caring coaches continue to imbue traditional Torah values, while challenging the intellectual and physical abilities of student-athletes. As it instills in students school pride, dedication and self-discipline, Scheck Hillel’s athletics experience teaches them to respect others and encourages a lifelong love of sport. Scheck Hillel offers Grades 4-5 students the opportunity to participate in a variety of sports at an intramural level; practice and game play usually occur after school Monday through Thursday. Grade 6-12 students may choose from a roster of interscholastic team sports. Practice and game play usually occur after school Monday through Thursday, with a few Saturday evening games. Students are required to meet certain academic and behavior requirements to play on a team. From field to court, Scheck Hillel student-athletes of all ages make the school community so very proud. Go Lions!

Athletic Teams-Grades 4-12 •​ Lower School Co-ed Flag Football

•​ Middle School Girls’ Volleyball

•​ Grade 5 Flag Football

•​ Varsity Boys’ Flag Football

•​ Middle School Boys Flag Football

•​ Varsity Co-ed Cross Country

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•​ Varsity Co-ed Golf

•​ Middle School Girls’ Basketball

•​ Varsity Girls’ Volleyball

•​ Middle School Girls’ Soccer

•​ Grade 4 & 5 Girls’ Basketball

•​ Junior Varsity Boys’ Basketball

•​ Grade 5 Boys’ Basketball

•​ Varsity Boys’ Basketball

•​ Grade 4 Boys’ Basketball

•​ Varsity Boys’ Soccer

•​ Grade 4 and 5 Boys’ Soccer

•​ Varsity Girls’ Basketball

•​ Grade 4 and 5 Girls’ Soccer

•​ Varsity Girls’ Soccer

•​ Middle School Boys’ Basketball

•​ Varsity Boys’ Volleyball

•​ Middle School Boys’ Soccer

•​ Varsity Co-ed Tennis •​ Varsity Girls’ Flag Football

JORDAN ALEXANDER RESSLER PERFORMING ARTS PROGRAM Scheck Hillel’s Jordan Alexander Ressler Performing Arts Program gives students from early childhood through Grade 12 the chance to discover and develop their artistic passions. Scheck Hillel’s wide-ranging offerings in Visual Arts, Music, and Theater cultivate personal expression and connect our students to history, culture, and their own imaginations. Our faculty’s approach to arts education is rich with humor, empathy, and an awareness of the interconnectedness of the arts with the world at large. As a department, we are dedicated to building the young artist’s practical skills while celebrating the joy of the artistic process.

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AFTER-SCHOOL ENRICHMENT OFFERINGS Scheck Hillel Community School’s After-School Enrichment Program is an extension of the school’s curriculum, creating opportunities for students to maximize achievement, foster identity and explore passions in a range of learning environments. More than 30 classes in Design/STEM, Health & Wellness and Creative Arts offer your children afternoons expanding critical thinking skills, cultivating talents, and nurturing their bodies and minds. A sample course list is provided below. Visit eHillel.org/AfterSchool to review current offerings.

Middle School (Grades 6-8) •​ Virtual Reality •​ Drawing and Illustration •​ Build a Bot •​ Sketchbook Exploration •​ 3-D Printing •​ Pyrography

CLUBS Students are encouraged to suggest and lead clubs with the guidance of faculty advisors.

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Ben Lipson Upper School In Upper School, clubs form at the beginning of each semester and meet weekly during the school day. A “Clubs Fair” provides students with the opportunity to learn more and sign up. Following is a sampling of student-initiated clubs.​

Grades 6-8 •​ Chessed Club •​ Homework Club •​ Rock ‘n’ Read •​ Movie Club •​ Sewing Club •​ Sports Club •​ Doodle Art Club

Grades 9-12 •​ Achieve Miami

•​ Graphic Design Club

•​ Atelier: Hillel’s Creative Journal

•​ Holocaust Awareness Club

•​ Band Club

•​ Horticulture Club

•​ Best Buddies

•​ IDF Club

•​ Big Brother Big Sister

•​ Mental Health and Awareness Club

•​ Book Club

•​ Modern Physics and Astronomy

•​ CADENA Club •​ Chai Lifeline

•​ NOCAP - New Orleans Committee of Action Personnel

•​ Chessed Club

•​ Real Estate Club

•​ Current Event Discussion Club

•​ Spanish Club

•​ Debate

•​ Sports Debate Club

•​ Design for the Community

•​ StandWithUS

•​ Diversity Club

•​ Sustainable Fashion Club

•​ Economics Club

•​ The Giving Club

•​ Environmental Club

•​ Wharton Global Investment Competition

LEADERSHIP OPPORTUNITIES Grades 6-12 •​ Middle School Student Government •​ High School Student Government •​ Club Leadership Council •​ Jaime and Raquel Gilinski Hillel Ambassador Program •​ Student Life Leadership Committee 54​

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From early childhood through Grade 12, Scheck Hillel Community School educates and inspires students to become exemplary global citizens with enduring Jewish identity, values and a commitment to the State of Israel, through a college preparatory curriculum and meaningful co-curricular experiences, guided by Orthodox teachings and set within a nurturing, diverse community. Scheck Hillel is one of the world’s largest Jewish community day schools and a National Blue Ribbon School of Excellence.

19000 NE 25 Avenue, North Miami Beach, FL 33180

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