Scheck Hillel Schoolwide Program of Studies

SCHECK

HILLEL COMMUNITY SCHOOL

Program of Studies PKT - Grade 12 Scheck Hillel Community School Program of Studies | Page 1

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Introduction We are pleased to present Scheck Hillel Community School’s Program of Studies, which serves as a comprehensive overview of our school’s 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 Program of Studies 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, we encourage you to explore the Scheck Hillel experience on these pages and in person on our campus. We look forward to sharing it all with you.

Rabbi Ari Leubitz Head of School

Rabbi Shlomo Sprung Rabbinic Head

Craig Carpentieri Chief Academic Officer

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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 tikkun olam: making the world a better place. Such experiences – along with leadership, arts and athletics – empower students to discover talents within.

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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Table of Contents Early Childhood Education (PKT-PK4) Overview......................................................................................................................................................8 Social-Emotional Development.................................................................................................................8 Physical Development................................................................................................................................9 Language Arts..............................................................................................................................................9 Mathematics..............................................................................................................................................10 Science.......................................................................................................................................................10 Social Studies.............................................................................................................................................11 Judaic Studies and Hebrew Language....................................................................................................11 Parashat HaShavua, Shabbat and Chagim, Israel and Zionism...........................................................11 Judah and Maria Diener Lower School (Kindergarten-Grade 5) Overview....................................................................................................................................................14 English Language Arts..............................................................................................................................14 Mathematics..............................................................................................................................................14 Science...................................................................................................................................................15 Design/STEM.............................................................................................................................................15 Social Studies.............................................................................................................................................15 Judaic Studies and Hebrew Language....................................................................................................15 Parashat HaShavua, Shabbat and Chagim, Israel and Zionism, Tefilah, Chumash..........................16 Arts.............................................................................................................................................................17 Physical Education & Health...................................................................................................................17 School Counseling and Social-Emotional Learning..............................................................................18 Library........................................................................................................................................................18 Student Life and Leadership...................................................................................................................18 Academic Services....................................................................................................................................19 Ben Lipson Upper School: Samuel and Henrietta Scheck Middle School (Grades 6-8) Overview....................................................................................................................................................22 Course Descriptions.................................................................................................................................23 English Language Arts..............................................................................................................................23 Mathematics..............................................................................................................................................24 Science.......................................................................................................................................................26 Design/STEM.............................................................................................................................................27 Social Studies.............................................................................................................................................28 Hebrew Language.....................................................................................................................................29 Judaic Studies............................................................................................................................................29 Fine and Performing Arts.........................................................................................................................33 Physical Education & Health....................................................................................................................34 Academic Services....................................................................................................................................34 Ben Lipson Upper School: High School (Grades 9-12) Course Descriptions Overview....................................................................................................................................................38 English Language Arts..............................................................................................................................43 Mathematics..............................................................................................................................................46 Science.......................................................................................................................................................48 Design/STEM.............................................................................................................................................51 Social Studies.............................................................................................................................................52 Additional Required Courses...................................................................................................................56 Hebrew Language.....................................................................................................................................56 Judaic Studies............................................................................................................................................57 Fine and Performing Arts.........................................................................................................................61 Physical Education & Health....................................................................................................................64 Academic Services.....................................................................................................................................65 Co-Curricular Programs..........................................................................................................................66

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Early Childhood Education PKT-PK4

Early Childhood Education PKT-PK4

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Early Childhood Education (PKT-PK4) Overview Reflecting the schoolwide mission, the emphasis of Early Childhood Education (ECE) is on maximizing the potential of each child. Scheck Hillel does this through multi-sensory, multi-faceted teaching and learning, integrating Jewish values with child-centered activities and approaches. Teachers guide students to discover and utilize their strengths toward academic growth and exploration by creating an environment that values small group instruction.

Scheck Hillel instills in each student a love of learning, a curiosity about the world, a sense of respect and responsibility toward others, and an understanding and appreciation of timeless Jewish values. Scheck Hillel respects and recognizes that all students develop at their own pace and in accordance with their own style.

Scheck Hillel believes that experiences during children’s early years provide the foundation for learning in the future. In early childhood classes (PK2-PK4), students develop socially, emotionally, intellectually, and spiritually in a setting that promotes individuality and enthusiasm. Our teachers present opportunities, choices and challenges that foster feelings of competence and stimulate intellectual growth.

Scheck Hillel utilizes the Creative Curriculum early childhood framework, which emphasizes handson and project-based investigations as an effective way to engage children in active learning and promote their natural curiosity and exploration. Encouraging discovery and inquiry enhances their academic development and nurtures their problem-solving abilities, decision-making skills, and independence. This approach aligns well with contemporary educational philosophies emphasizing holistic development, where cognitive, social, emotional, and physical growth are all intertwined.

Scheck Hillel is committed to providing a well-rounded and enriching early childhood education experience that sets a strong foundation for a lifetime of learning.

Scheck Hillel is accredited by the National Association for the Education of Young Children (NAEYC). NAEYC accreditation is highly respected and is committed to providing high-quality early childhood education. NAEYC accreditation signifies that the school has met rigorous standards for excellence in curriculum, teacher qualifications, health and safety, and family engagement.

It also demonstrates a solid commitment to continuous improvement, ongoing professional development for educators, and continual advances through research, innovation, collaboration with local universities, and emerging trends in the early childhood field.

Social-Emotional Development Social-emotional development is critical to a child’s overall growth and well-being. It encompasses their understanding and managing emotions, building positive relationships, and developing empathy and social skills. The early childhood classroom is a crucial environment for fostering social-emotional development. Scheck Hillel implements the Conscious Discipline approach in our classrooms in a variety of ways: • Conscious Discipline emphasizes creating a safe and caring classroom environment where children feel secure. We achieve this through clear and consistent routines, rules, and Page 8 | Scheck Hillel Community School Program of Studies

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expectations that help children understand boundaries and what we expect. Teachers model and teach self-regulation skills to help children manage their emotions effectively.

Conscious Discipline teaches children how to recognize and regulate their emotions. In the early childhood classroom, teachers use strategies such as the “Safe Place,” where children can calm down and self-soothe when upset. They also teach deep breathing exercises and other calming techniques to help children manage strong emotions.

The curriculum emphasizes building positive relationships between students and between students and teachers. Teachers use activities and discussions to foster empathy and understanding among students. They also model appropriate social interactions and communication skills.

Scheck Hillel Early Childhood classrooms start the day with a morning meeting, where children gather to greet each other, share their feelings, and set intentions for the day. This fosters a sense of community and emotional connection among students and faculty.

Physical Development Physical development in early childhood encompasses the growth and refinement of gross motor skills (involving large muscle groups) and fine motor skills (involving small muscle groups). These skills play a crucial role in a child’s overall development and are closely linked to their ability to participate in various classroom activities.

• Children develop the ability to run, jump, and climb as their gross motor skills improve. We observe this during physical education (PE), outdoor playtime, music, and gymnastics (PK3 and PK4).

• Fine motor development is a crucial aspect of early childhood education, as it plays a significant role in a child’s overall growth and readiness for school. Fine motor skills involve the coordination of small muscle groups, primarily in the hands and fingers, which are essential for writing, drawing, cutting, buttoning, and more. A variety of classroom activities, such as Play Dough and Clay Play, Finger Painting, Drawing and Coloring, Scissor Skills, Bead Threading, Tweezer or Tongs Activities, Lacing Cards, and Cooking and Baking, promote fine motor development in an early childhood classroom.

Scheck Hillel Early Childhood incorporates special OT (Occupational Therapy) sessions in the PK3 and PK4 classrooms led by a professional OT Specialist. These sessions demonstrate our commitment to providing a well-rounded and inclusive educational experience. It acknowledges the importance of motor development in the early years and strives to give every child the tools they need to excel academically and socially. It’s a proactive approach that can have a lasting positive impact on a child’s educational journey.

Language Arts The Early Childhood Education program emphasizes language development. Fostering language skills in young children is a fundamental aspect of their early education, as it serves as a cornerstone for their future academic and social success.

Scheck Hillel Early Childhood Education incorporates language development into daily activities through a variety of age-appropriate methods: • Teaching children to listen actively is crucial for comprehension and communication. Engaging children in listening activities helps them learn how to process information effectively.

• Building vocabulary and memory skills through word recall activities can significantly enhance a child’s ability to express themselves and understand the world around them.

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The ability to follow directions is crucial not only for classroom activities but also for life skills.

It helps children develop focus, discipline, and a sense of responsibility.

Reading stories aloud to children introduces them to the joy of reading and enhances their comprehension and language development.

Hands-on activities, centers, and project-based learning experiences engage children in language-rich environments where they can explore, discuss, and learn collaboratively.

Activities like patterning, predictable readers, nursery rhymes, and sound-letter recognition games lay the foundation for literacy skills. These activities make learning to read an enjoyable and purposeful experience.

Scheck Hillel Early Childhood incorporates special language sessions in the PK3 and PK4 classrooms led by a professional Language Specialist. These sessions demonstrate our commitment to providing a well-rounded and inclusive educational experience. It acknowledges the importance of language development in the early years and strives to give every child the tools to excel academically and socially. It’s a proactive approach that can have a lasting positive impact on a child’s educational journey.

Mathematics The Scheck Hillel Early Childhood Education experiential learning effectively lays the foundation for mathematical understanding in young children. By integrating math into everyday activities and play, Early Childhood Education classrooms help children develop a strong foundation in mathematics while making learning fun and interactive.

• Providing children with blocks and manipulatives allows them to interact with mathematical concepts physically. This tactile experience helps them grasp abstract ideas more effectively.

These tactile tools can help children understand mathematical concepts through hands-on exploration.

• Building structures with blocks can teach children about spatial relationships, geometry, and essential engineering concepts. They can explore concepts like symmetry, balance, and stability through their creations.

• Counting how many children are present daily is a simple yet effective way to introduce counting and number recognition. It also helps with understanding the concept of quantity and one-toone correspondence.

• Encouraging children to create different shapes with blocks and manipulatives helps them recognize and understand geometric shapes. They can also explore concepts like symmetry and congruence.

• Children use manipulatives to create and identify patterns. These activities help children develop pattern recognition skills, which are fundamental in mathematical thinking.

• Play with counting. Incorporate counting into everyday activities. Count fingers, toes, toys, or snacks.

• Use math-related books to make math concepts engaging and relatable. It can help children see how math applies to real-life situations.

• Use puzzles and educational games that involve counting, sorting and basic math operations.

• Incorporating math into nature by counting leaves, observing patterns in flowers, or naming shapes in clouds.

• Involve children in measuring ingredients while participating in cooking and baking activities.

Science Science is part of early childhood instruction through various engaging activities and experiences.

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helps children build a strong foundation in various subjects while fostering a sense of curiosity and exploration.

Activities like water play, tending gardens, and nature walks provide children with hands-on experiences. This type of learning allows them to directly observe and interact with the natural world, promoting better understanding and retention of scientific concepts.

Linking science lessons to specific Torah portions and holidays like Noach and Tu B’Shevat creates a meaningful context for learning. Science becomes more relatable and enjoyable for young learners.

By exposing children to nature and teaching them about the needs of plants and animals, we also instill a sense of environmental responsibility from an early age. This awareness can contribute to their understanding of the importance of caring for the planet.

Social Studies Scheck Hillel’s approach to social studies and community-building in the early years of school promotes a holistic education that encompasses academic, social, and cultural dimensions. This approach helps students develop a strong sense of identity and belonging while preparing them for a diverse and interconnected world.

• Scheck Hillel recognizes the importance of fostering a sense of community from the beginning of a child’s education. Our program creates a supportive and inclusive learning environment where students can thrive.

• An essential aspect of their social studies curriculum is teaching children about their role in the world. We encourage them to think about how their actions and choices can impact their community and beyond.

• The classroom community serves as a fundamental organizing unit in early childhood education.

It’s a safe and nurturing space where children can develop social and emotional skills, learn to interact with others and build a strong foundation for future learning.

• Social Studies in the early childhood classroom cover a wide range of topics, including sharing with others, personal safety, Zionism, Jewish customs, and the study of the weekly Parashah (Torah portion). These topics provide a comprehensive education and align with the school’s values and cultural identity.

Judaic Studies and Hebrew Language Our program infuses vibrant, rich Jewish learning throughout the daily curriculum. Students experience the meaning and traditions of their heritage through Torah values (middot), blessings (berachot), Torah study (Parashat Hashavua), holidays (chagim), Shabbat, and prayer (Tefilah).

Parashat Hashavua (Weekly Torah Portion) Instruction of Parashat Hashavua offers children a unique opportunity to engage with and connect to the experiences of their ancient ancestors. Through hands-on activities and practical exploration of themes and stories from the weekly Torah portion, children understand the richness and depth of these age-old narratives. They learn to summarize key ideas from the Parashah, fostering a strong connection to their Jewish heritage. Moreover, parents are encouraged to engage with their children, asking about what they’ve learned in their Parashah classes, allowing them to showcase their knowledge and skills to their families proudly.

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Shabbat and Chagim (Holidays) ECE’s Shabbat program covers essential aspects of Shabbat, such as candle lighting, Kabbalat Shabbat, Kiddush, and Havdalah, while also delving into its significance concerning creation, the Ten Commandments, and the Mishkan. Through a blend of hands-on activities, children engage with a rich and immersive learning experience that instills a profound love and commitment to the beauty of Shabbat. The Early Childhood Program engages children in meaningful experiences in preparation for Jewish festivals by imparting knowledge and insights about their meanings and observances, both in the classroom and through various programs, fostering a deep connection to the spirit of these holidays within the campus community.

Israel & Zionism Scheck Hillel’s Early Childhood program takes a holistic approach to education by incorporating the teaching of Israel throughout the year. This approach ensures that young learners gain exposure to various aspects of Israeli culture, history, and traditions as part of their curriculum. By integrating Israel-related topics into their daily activities and lessons, the school helps children develop a solid and enduring connection to Israel from a young age, fostering a sense of appreciation and understanding for the country’s significance in Jewish identity and heritage.

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Juda and Maria Diener Lower School Kindergarten-Grade 5

Juda and Maria Diener Lower School Kindergarten-Grade 5

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Juda and Maria Diener Lower School (Kindergarten-Grade 5) Overview The Kindergarten-Grade 5 program focuses on Language Arts (reading, writing, listening, speaking), Mathematics, Science, Social Studies, Judaic Studies, and Hebrew Language. Art, Design/STEM, Library, Music, and Physical Education are rounding out the curriculum. Lessons are aligned with and informed by state and national educational standards to create a seamless understanding of central topics covered in all coursework. Additionally, teachers scaffold lessons throughout the Lower School years, building content knowledge and skill in developmentally appropriate stages and preparation for students’ next level of learning.

English Language Arts Kindergarten-Grade 2

Language arts development comprises reading fluency, reading comprehension, writing, vocabulary spelling, and grammar. Skills of phonemic awareness and decoding introduced in PK4 are solidified in Kindergarten, continuously becoming more sophisticated through Grade 2.

Kindergarten students learn sight words and decoding skills to develop fluency in reading. As reading fluency improves, teachers begin to focus on the purpose of written text by providing instruction and practice in reading comprehension. Likewise, writing skills are initially taught through letter formation and inventive spelling, with the goal to gradually build skills so children can share their thoughts and ideas in well-structured sentences and simple paragraphs by the end of Grade 2.

Grades 3-5

The study of language arts in Grades 3-5 hones in on the content. Through developmentally appropriate instruction, students become more proficient in reading and use their comprehension skills to extract information from written text to answer questions, formulate predictions or analyze characters and conflicts. Students explore various literary genres, including novels, short stories, and poems. Student writing begins to incorporate sophisticated vocabulary, well-prepared essays, and appropriate syntax.

Mathematics Students in Kindergarten work all year to build on number sense developed in PK4. Once students truly comprehend what a number represents, they can compare, measure, and manipulate numerical symbols. Comprehension and memorization of math facts and families are the focus areas through Grade 2, explicitly concentrating on number order, factorization, addition, and subtraction. As students are ready, multiplication is introduced through personalized instruction. To uphold the respect for individual strengths and weaknesses, math groups become homogeneous in Grade 2. Teachers begin by differentiating in the classroom and gather in fluid, skill-based sections

by Grade 3. Math instruction at each level is implemented to build mathematical competence for all students, bolstered by the understanding that each student learns at a different rate and acquires concepts and skills only once a prerequisite skill has been mastered.

In Grades 3-5, mathematics becomes more complex. Students begin to work on multi-step problems, multiplication, division and fractions. Students manipulate numbers to solve equations that involve shapes, missing variables and superfluous information. Students in these higher Lower Page 14 | Scheck Hillel Community School Program of Studies

School grades are expected to build upon basic mathematical skills and apply prior knowledge to creatively and logically find solutions to mathematical problems. Often, writing about their mathematical thinking process to explain their answers is an integral part of the math curriculum.

Science The world of science is the world of discovery. From the early childhood years through Grade 5, students explore, measure, weigh, observe, ponder, and reflect on the world around them through disciplines including physics, chemistry, biology, nutrition, electricity, and earth science as part of the overall curriculum. Adapting to Lower School grade and age levels, all units of study emphasize the science processes of observing, comparing, measuring, communicating, classifying, ordering, recognizing relationships, predicting, inferring, formulating and using models, interpreting data, hypothesizing, identifying and controlling variables, and conducting experiments.

Starting in Kindergarten, science expands into the lab designed for Lower School instruction. Handson learning is paired with textbook reading, discussion and classroom research. The curriculum fosters critical thinking skills and collaborative learning that lead to inquiry and problem solving.

Students develop a respect for the views of others and gain an understanding of their world and themselves. Students in Grade K-2 participate in science lessons in their classrooms; Grades 3 and 4 attend a weekly Science Lab and Grade 5 visits twice a week.

Design/STEM Design/STEM classes are integrated within the science laboratory, with an emphasis on the design thinking process in three areas: broadcasting, making, and coding and robotics.

Social Studies Social studies education in Kindergarten through Grade 2 slowly moves away from the child as the center of the world to build a sense of global citizenship. Students explore a variety of professions in their community, consistently extending learning to parallels in other settings. The curriculum moves outward to lessons about maps, cities, states, countries, and the greater world, which are held in the science lab. Social studies lessons are often intertwined with age-appropriate discussions about current events, Judaic Studies content and personal experience. Field trips are a significant component of social studies instruction, particularly in Grade 4 when students travel to St. Augustine while studying Florida.

Judaic Studies and Hebrew Language Kindergarten

Judaic and General Studies teachers work hand-in-hand to integrate their subjects and further enrich learning. Learning the Alef Bet is an essential focus in Kindergarten. Children are exposed to Hebrew literature and explore various themes through hands-on activities and role-playing exercises. Kabbalat Shabbat is celebrated every Friday, allowing children to practice and enjoy songs and traditions to welcome Shabbat. For chagim, children learn the meaning and customs associated with each. Every week, they also learn each Parashah’s essential stories, values and lessons. Through the practice of daily Tefilah, children begin to form a meaningful relationship with Hashem.

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Grades 1-5

Scheck Hillel implements the Judaic Studies and Hebrew language Tal-Am curriculum based on language development research and learning patterns. The program is based on the concept that the best learning environment for children is one in which knowledge is acquired through various activities through the five senses. In addition to studying from textbooks, students use music, games and visual aids to learn Judaic Studies and Hebrew Language and to develop a keen understanding of Jewish concepts and values.

Students develop their Judaic Studies and Hebrew language literacy in a spiraled process, building new ideas and concepts upon an expanding foundation of knowledge. The program gradually helps foster Jewish identity by encouraging children to explore their Jewish roots and traditions in a fun and exciting manner. By making the study of Hebrew and Judaism relevant to the children’s everyday lives, the program enables them to truly appreciate their heritage and understand the need for lifelong learning.

Parashat Hashavua (Weekly Torah Portion)

Parashat Hashavua instruction allows students to relive the experiences of and connect with our ancestors of long ago. Through hands-on activities and practical applications of themes and stories, students receive the richness and depth of the weekly Torah portion. Students learn to summarize key ideas from the weekly Parashah. We 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.

Shabbat and Chagim (Holidays)

The program covers core areas of Shabbat, including Hadlakat Nerot (Lighting of Candles), Kabbalat Shabbat, Kiddush (Blessing Over Wine), and Havdalah (End of Shabbat), the connection between Shabbat and creation, the inclusion of Shabbat in the Ten Commandments, and the relationship between Shabbat and the Mishkan. Students interact with games and lessons through digital and traditional resources. The curriculum provides students with a rich learning experience that fosters within each of them a deep love and commitment to the beauty and majesty of Shabbat.

The Talmud says it is a mitzvah to study the laws of each Jewish holiday 30 days before the festival.

Scheck Hillel prepares students for festivals by communicating and analyzing their meanings and observances. Informal education programs solidify what is studied in the classroom and bring the ruach (spirit) of the holidays to campus.

Israel & Zionism

Scheck Hillel teaches Israel Throughout the Year, a curriculum for Grades 1-5 focused on the roots of Zionism and identifying the key personalities that have shaped the history of the State of Israel. Students learn in a fun and engaging way about Israeli history, geography, culture, tradition, democracy, and leaders. The lessons feature diaries, simulations, time machines, moral dilemmas and debates, all presented in attractively colored booklets. Students share the visions of Herzl, Ben-Yehuda, and Rav Kook, feel the determination of the chalutzim (pioneers), take pride in the heroism of the IDF (Israel Defense Forces), and experience the rebirth of a people in its ancient homeland.

Tefilah (Prayer)

Tefilah conveys the importance of avodah shebalev (service of the heart), through biur Tefilah (Tefilah explanations) and by example. Additionally, middot tovot (good character traits) lessons Page 16 | Scheck Hillel Community School Program of Studies

are a component of every grade-level curriculum. Tefilah focuses on exposing students to the traditional Tefilot and songs and creates a warm and positive environment where children are safe and happy to explore their connection to Hashem.

In Grades 3-5, Tefilah focuses on reading fluency and understanding the text. Students learn words, concepts and meanings from the Siddur and gain a deeper understanding of why we pray.

Chumash (Bible) Grades 1-5

Students develop Jewish heritage literacy in a gradual and spiraled process, building new ideas and concepts on an expanding foundation of knowledge. The program helps foster Jewish identity as children explore their Jewish roots and traditions in a fun and exciting manner. The creative, innovative approach to instruction allows our diverse student groups to discover and internalize their Jewish roots in their own unique ways.

Students explore the stories, values and concepts of Sefer Bereishit (Book of Genesis) and Sefer Shemot (Book of Exodus). They apply their knowledge of the Alef Bet to begin reading directly from their Chumashim. Instruction increasingly emphasizes reading accuracy, fluency and proficiency. Stories from the Midrash are introduced. Students then focus on Rashi, whose unique methodologies and ways of thinking are an essential companion to the study of Chumash.

Arts The Lower School art curriculum provides students with opportunities for expression and discovery through the Jordan Alexander Ressler Arts Program. It aims to stimulate students to experience the world of art through many types of media including drawing, painting, graphic techniques, printmaking, 3-D projects and weaving. Art classes focus primarily on the process, not the final product. Additionally, art appreciation is incorporated by familiarizing students with selected artists and topics in art history. Art is integrated across disciplines as part of Scheck Hillel’s interdisciplinary learning approach.

Music time is always a favorite for younger students, including singing, playing instruments, moving to, and creating music. Children acquire musical skills and knowledge that can be developed in no other way. Through the music curriculum, an appreciation of music as an art is instilled in each student, which can become a lifelong means of fulfillment, expression, and enjoyment. Students learn about rhythm and instruments, are introduced to classical musical pieces, study composers, and learn songs, both in English and in Hebrew, that are integrated with other curricula. In Kindergarten-Grade 5, the dedicated music room is a space to experiment with larger, non-portable instruments.

Physical Education Physical Education (PE) is an integral part of the learning experience in Lower School. The physical, social and emotional aspects of development are the focus of PE. Key program objectives are to instill in all students the motivation and desire to keep physically fit, to encourage a love of sports and to develop a positive, competitive spirit with a focus on good sportsmanship. This type of education encourages students to understand the importance of fitness and encourages children to build a positive, healthy attitude toward physical activities. Studies show that children who participate in daily physical activity exhibit better attendance, a more positive attitude toward school, less disruptive behavior, higher self-esteem, and higher academic performance.

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Activities and skills presented during each physical education class are repeated and perfected throughout the years. Skills taught in the early years include balance, body and space awareness, running (chasing, fleeing), skipping, cooperative learning, swimming, jumping and landing, kicking and punting, rhythm, throwing and catching, and following directions.

As students grow, greater emphasis is placed on taking turns, following the rules of a game, coordination, athletic skills, movement skills, body management, and skills and knowledge of team sports. Character development is also a vital part of PE, as students are held responsible for cooperating with others and for maintaining a positive attitude toward the outcome of a game. Competitive team sports are offered to Grades 4-5 as part of Scheck Hillel’s extracurricular program. Visit eHillel.org/afterschool for details.

School Counseling & Social-Emotional Learning Programs School counselors are available for all students and work with children individually, in small groups and as whole classes. Additionally, counselors run book clubs and parent education workshops to reinforce the family-school partnership.

As students grow, they become leaders in the school community. Students in Grades 1-5 must complete community service hours on campus, giving back to the school that gives them so much.

Additionally, these students run various fundraisers through Student Government for Scheck Hillel’s Kulanu Scholarship Fund and other community and global causes. Students in these grades may also join after-school clubs and programs of their choice, ultimately finding areas to shine and build confidence on the school campus.

Library The Lower School library is an inspiring space where students explore a variety of literary genres and topics through guided reading and personal exploration. Classes visit to extend their learning in curriculum areas. Teacher resources, including leveled reading materials, are also available in the classroom.

Student Life & Leadership Throughout the school year, Scheck Hillel offers experiences that enhance the educational program, instilling school spirit and cultivating a love of Judaism and service. Budding leaders take advantage of opportunities to make a difference through various Student Life programs, including field trips, Shabbatonim, and assemblies.

As students grow, they become leaders in the school community. Students in Grades 1-5 complete community service hours on campus, giving back to the school that gives them so much. Additionally, these students run various fundraisers through Student Government for Scheck Hillel’s Annual Lion Fund and other community and global causes. Students in these grades may also join afterschool clubs and programs of their choice, ultimately finding areas to shine and build confidence on the school campus.

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Academic Services Keystone Challenge (Grades 3-5)

Keystone Challenge is an enrichment program exclusively for students showing mastery of gradelevel skills (at least 91% on MAP exams in reading and language usage) in most recent testing sessions. The Keystone Challenge allows children to pursue a topic or question they are curious about and engages them in meaningful learning through the design thinking process. Extending from Scheck Hillel Community School’s mission, Keystone is another personalized opportunity upon which high-achieving students enrich and advance their learning journeys.

Learning Center (Grades 2-5)

The Learning Center is designed to provide support in the areas of reading and language arts skills.

The primary goal is to offer students strategies toward becoming more effective, independent, and efficient learners. Services may be provided both inside and outside of the classroom, depending on individual student needs. Individual students receive help from the Learning Center upon completion of a psycho-educational evaluation conducted by a licensed psychologist. In addition, Learning Center staff collaborate with classroom teachers to help incorporate these strategies and accommodations into their learning plans.

Nativ (Grades 1-5)

Through Nativ (Hebrew for path), Scheck Hillel teaches students with language-based learning differences so they become independent and successful learners, able to maximize their achievement, create opportunity, and foster identity in an inclusive community. Nativ serves students in Grades 1-5 whose language-based learning disabilities — including dyslexia, writing difficulties, auditory processing, and math disorders — require the clinical structure of small-group instruction and multi-sensory learning approaches. Educators view each student as a unique individual and strive to create learning plans to guide every child on a path toward academic independence and confidence. A candidate for Nativ is bright and excels in many areas but finds reading and written language challenging. The child can thrive in a language-based program that targets areas of need. A Nativ student is often involved in extracurricular activities like school government, community service, athletics, and the arts.

Admission to Nativ is based on a current comprehensive neuropsychological evaluation.

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 groups and push in support in the classroom taught by teachers certified in ESOL education. 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 essential for students who are transitioning to learning in English.

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Ben Lipson Upper School: Samuel and Henrietta Scheck Middle School Grades 6-8

Ben Lipson Upper School: Samuel and Henrietta Scheck Middle School Grades 6-8

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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 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 sEchool 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.

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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: 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-tostudent 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-tostudent 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 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. A year-long portfolio tracks their progress in reading and writing. Lessons in vocabulary and grammar round Scheck Hillel Community School Program of Studies | Page 23

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. A year-long portfolio tracks their progress in reading and writing. 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 literature in depth, write 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, writing various types of poetry and creative writing, with a focus on vocabulary development and continuous application of grammar and mechanical skills within their writing. The curriculum is interdisciplinary with the Grade 8 humanities themes, and is designed to introduce many aspects of classic and contemporary literature and relate them to current issues and students’ roles as citizens of the world and as Jews.

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 literature in depth, write 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, writing various types of poetry and creative writing, with a focus on vocabulary development and continuous application of grammar and mechanical skills within their writing. The curriculum is interdisciplinary with the Grade 8 humanities themes, and is designed to introduce many aspects of classic and contemporary literature and relate them to current issues and students’ roles as citizens of the world and as Jews. 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.

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 Page 24 | Scheck Hillel Community School Program of Studies

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.

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 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 Scheck Hillel Community School Program of Studies | Page 25

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 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 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 and is designed as a preparatory class for PreCalculus 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 Page 26 | Scheck Hillel Community School Program of Studies

lab equipment, as well as weather and climate. Additionally, students participate in Design/STEMbased 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:

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.

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.

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 give students a beginning understanding of the fundamentals of the design process. Led by their teacher in exploring contrived 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 give students a further understanding of the design process and how to apply creative problem-solving. Carefully guided by their teacher in exploring personallyrelevant design challenges, students engage problems, design solutions, test and evaluate them for further iteration.

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.

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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’ 21st 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.

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. Page 28 | Scheck Hillel Community School Program of Studies

Hebrew Language Hebrew 1-3 College Prep

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.

Hebrew Experience:

Hebrew Experience emphasizes the four Hebrew Language skills of reading, writing, listening and speaking. The goal of this class is increased 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.

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.

Judaic Studies The Grade 6-8 Judaic Studies Department offers a choice of two options 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 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 facility 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).

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Beit Midrash Tanach Grade 6, Semester 1: Sefer Shemot:

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 Mishna/Talmud Grade 6 Mishna:

The class is designed to introduce the student to the study of Mishna. 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.

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 Reed 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.

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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 12 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 powerful role of a Jewish Navi. Students analyze the story of the first Jewish king, Shaul, 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 Jewish Thinking and Living:

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.

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Grade 7 How and Why We Pray:

With the Siddur as the primary textbook, this course provides students with the skill set to navigate the siddur, allowing them to be active members of their school and synagogue community.

Students will examine the structure of our daily prayers and the additional prayers that make up our Siddur. Topics include Shacharit (morning service), Brachot (blessings), Ma’ariv (evening prayers), and Shabbat services.

Grade 8, Rodef Shalom (Conflict Resolution):

This course explores, in depth, the Torah approach to conflict resolution. Students will learn to problem-solve social situations, actively prevent bullying and commit to creating a more peaceful world.

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 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 prayer to become a positive, inspirational experience through song and study.

Our study focus is to understand the meaning of the prayers through thoughtful discussion and activities.

Grade 7

Students develop reading and leading skills, develop their understanding of specific Tefilot and spiritual themes related to Tefilah. (i.e., unity, showing appreciation, tolerance.) Boys often celebrate their Bar Mitzvah during this year and begin to wear Tefillin.

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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.

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.

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 handson 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 Scheck Hillel Community School Program of Studies | Page 33

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. 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.

Academic 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.

Grades 6-8 Study Skills:

In Study Skills, students improve upon or strengthen their executive functioning and study strategies.

Students become aware of their specific learning styles through assessments and questionnaires in the beginning of the semester, and are guided through strategies to become successful and organized learners. Students are assessed on skill mastery, participation, application of skills, and self-management via checklists, observations, and demonstrations. Other taught skills include Page 34 | Scheck Hillel Community School Program of Studies

self-advocacy, note-taking, use of mnemonic devices, test preparation, listening skills, and time management. These skills are taught using material from mainstream classes whenever possible.

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 languagelearning 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):

In-Class Support (ICS) offers students in grades 6-12 with diverse exceptionalities supplementary assistance in their General Studies subjects. Our dedicated special educators closely support students in their college-preparatory-level classes, delivering tailored supplemental instruction as necessary, encompassing various techniques such as pre-teaching, reviewing and reinforcing concepts, and executive functioning skills training, among others. ICS maintains a limited teacherto-student ratio to ensure personalized attention. Participation eligibility entails a comprehensive neuropsychoeducational evaluation in addition to meeting specific academic criteria.

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Ben Lipson Upper School: High School (Grades 9-12)

Ben Lipson Upper School: High School (Grades 9-12)

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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

Capstone Senior Seminar (Grade 12)

In Grade 12, students continue to pursue the mandatory requirements toward a Scheck Hillel diploma with opportunities for elective coursework in both General and Judaic Studies. The Capstone Senior Seminar introduces students to seminar-style learning in Language Arts and Judaic Studies.

• • • • • • •

Each student meets with core Capstone faculty and engages in a series of 2-3 week units addressing Essential Questions — definitional topics that transcend academic areas – through multiple academic lenses. Units focus on the following themes: Who am I as an individual?

What does it mean for me to be part of my community (Jewish community, local geographic community, and community of identity)?

What does it mean to be a global citizen?

Is it possible for us to understand G-d?

What is our relationship with G-d and with other religions?

How do we advocate for Israel in college and beyond?

Class-based activities focus on a seminar-style approach — using discussion, textual analysis, experiential activity, and skills acquisition - to explore the unit’s Essential Questions, and to master the literacy tools essential to furthering their investigations. This modality mimics the approach utilized in college seminars.

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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

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 32.5 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 Specific Requirements English

4 Math 4 Science 4 Social Studies 4 Design/STEM .5 Judaic Studies 7 Hebrew Language 3 Tefilah (Prayer) 2 Fine/Performing Arts 1 Personal Fitness/Health 1 Electives 2 Total

32.5 credits

.5 per year Fitness .5, Health .5

Grade Point Average (GPA) Requirements A diploma is awarded when a student has earned at least 32.5 credits for graduation and has a minimum cumulative unweighted GPA of 2.0. A certificate of attendance is issued to a student holding less than a 2.0 unweighted GPA. 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 Scheck Hillel Community School Program of Studies | Page 39

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 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 deepens 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.

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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.

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 2022.

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 firsthand 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 five-year 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.

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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 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. 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: 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): 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.

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English Language Arts English 1 College Prep:

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 to take their 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.

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 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.

Writing for College Readiness:

This course is designed to help all Grade 9 students learn and strengthen their skills in writing for various audiences and on a variety of topics. With a focus on mastering the stages of the writing process, including planning, drafting, peer review, and revising, students learn and practice their written expression. The course is organized in multi-week modules based on different forms of writing, and students leave the one semester course with an original and professional portfolio of their own written work.

English 2 College Prep:

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. 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 Scheck Hillel Community School Program of Studies | Page 43

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 focuses on British literature, as students continue to explore and develop language arts skills such as reading, writing, vocabulary building, speaking, listening/viewing, and incorporating basic grammar skills that are essential for success on the college level in disciplines of English and general academia. Units are based on historical eras in the history of Great Britain and the British Empire, and introduce students to the mainstays of classical English literature.

Students encounter a variety of genres, including poetry, mythology, novels, short stories, and nonfiction, and learn to apply analytical tools to increasingly complex texts. Students utilize and continue to expand their skills related to the writing process, as they work to improve organization, clarity and panache in their written work.

English 3 Honors:

Grade 11 English Honors is a comprehensive survey that explores centuries of British writing, focusing on the specific work in its political, historical, and cultural context, with a special emphasis on textual nuances. Students continue to explore and develop language arts skills such as reading, writing, vocabulary building, speaking, listening/viewing, and incorporating grammar skills that are essential for success on the college level in disciplines of English and general academia. Units are based on historical eras in the history of Great Britain and the British Empire, and introduce students to the mainstays of classical English literature. Students encounter a variety of genres, including poetry, mythology, novels, short stories, and nonfiction, and learn to apply analytical tools to increasingly complex texts. Students utilize and continue to expand their skills related to the writing process as they work to improve organization, clarity and panache in their written work.

English 4 Capstone Senior Seminar, College Prep & Honors:

In Grade 12, students continue to pursue the mandatory requirements toward a Scheck Hillel diploma with opportunities for elective coursework in both General and Judaic Studies. The Capstone Senior Seminar introduces students to seminar-style learning in Language Arts and Judaic Studies.

• • • • • • •

Each student meets with core Capstone faculty and engages in a series of 2-3 week units addressing Essential Questions — definitional topics that transcend academic areas — through multiple academic lenses. Units focus on the following themes: Who am I as an individual?

What does it mean for me to be part of my community (Jewish community, local geographic community, and community of identity)?

What does it mean to be a global citizen?

Is it possible for us to understand G-d?

What is our relationship with G-d and with other religions?

How do we advocate for Israel in college and beyond?

Class-based activities focus on a seminar-style approach — using discussion, textual analysis, experiential activity and skills acquisition - to explore the unit’s Essential Questions, and to master the literacy tools essential to furthering their investigations. This modality mimics the approach utilized in college seminars.

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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 work with professionals in Scheck Hillel’s Advancement Team to 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.

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.

Post-AP English Seminar

This is a senior level post-AP course that focuses on authors from around the world. Readings will be comprised of both fiction and nonfiction. The course will address social and cultural issues, as well as questions of identity in a rapidly changing global society. In addition to collaborative discussion, the course will include extended independent research.

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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 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 College Prep:

Geometry is the mathematical study of shapes, their properties, and their relationships. Emphasis is 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 and is designed as a preparatory class for PreCalculus Honors. Students study higher algebraic manipulations and function analysis. Topics are explored through different lenses: verbal, analytical, numerical, and graphical. Emphasis is Page 46 | Scheck Hillel Community School Program of Studies

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.

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 in the real world.

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 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 Scheck Hillel Community School Program of Studies | Page 47

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. (Not offered in ‘23-’24.)

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 Page 48 | Scheck Hillel Community School Program of Studies

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 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.

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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:

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. (Not offered in ‘23-’24.)

AP Physics C: Electricity and Magnetism:

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.

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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. Students completing this program are autonomous and collaborative “tinkerers” who are open minded and reflective. The design curriculum is closely aligned with a STEM mindset where students engage with concepts of science, technology, engineering, and math. Students in Grades 6-9 are required to take a Design/STEM class every year.

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

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Design/STEM 9 College Prep:

The Grade 9 course is designed to give students a solid understanding of design thinking in various scenarios. Advised by their teacher in exploring complex real-world design challenges, students use their understanding of the design cycle to create solutions for a client or identified target.

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.

AP Computer Science Principles:

AP Computer Science Principles offers a multidisciplinary approach to teaching the underlying principles of computation. The course will introduce students to the creative aspects of programming, abstractions, algorithms, large data sets, the Internet, cybersecurity concerns, and computing impacts.

AP Computer Science A:

Computer Science A emphasizes object-oriented programming methodology with an emphasis on problem solving and algorithm development and is meant to be the equivalent of a first-semester college course in computer science. It also includes the study of data structures and abstraction.

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.

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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 where

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 CE 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 inquiry-based 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.

World History Honors:

World History examines key historical events and figures from 1450 CE 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 inquiry-based 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 BCE 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 Scheck Hillel Community School Program of Studies | Page 53

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. (Not offered in ‘23-’24.)

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.

US 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.

US 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 US 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 CE 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 government with the aim of understanding the complex web of relationships among Page 54 | Scheck Hillel Community School Program of Studies

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: 10th Grade Thesis:

The 10th grade 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 10th grade thesis, in real time, exemplifies how Scheck Hillel maximizes student achievement through personalization, allowing students to explore passions and foster identity.

PSAT/PACT 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 and Career 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.

Hebrew Language Hebrew Language 1-7 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 is built gradually, from the simple to the more complex and from Page 56 | Scheck Hillel Community School Program of Studies

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.

Hebrew Experience College Prep:

The Ulpan Or curriculum emphasizes the four Hebrew language skills of reading, writing, listening, and speaking. The goal of this class is increased 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. This program prepares the student for the Bishvil Ivrit curriculum.

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. Our program is based on “Aleph Beit Yeladim Lomdim Ivrit” and Shalom U’Vracha. This course is designed for students with little to no background in Hebrew.

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 in 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.

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Beit Midrash Textual Program Tanach:

The anchor of the Beit Midrash Program is 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.

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 Page 58 | Scheck Hillel Community School Program of Studies

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.

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 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.

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 Scheck Hillel Community School Program of Studies | Page 59

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.

Yahadut Rabbinic Literature Grade 9 Classical Jewish History, College Prep & Honors:

In this introductory Jewish History course, students receive their first exposure to the discipline, chronology and themes of Jewish history. Students initially contend with some basic historiographical issues, such as periodization, subject definition, and biases in historical narratives. Students then begin a chronological study to explore the origins and development of the Jewish people and our relationship with and experiences in the Land of Israel, from the time of Yehoshua (Joshua) until the destruction of the first temple and the Babylonian Exile. Throughout the course, students contemplate the challenges faced by their ancestors, and analyze the responses and outcomes in a way that promotes self-reflection, empathy, and unity, all the while preparing them to live engaged and informed Jewish lives.

Grade 10 Medieval Jewish History, College Prep & Honors:

This course rigorously covers the key themes, events, and messages of over 2000 years of Jewish history, ranging from the fall of the First Temple until the Spanish Inquisition in 1492 CE. 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 Modern Jewish History, 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 allencompassing 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.

Fine 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 Scheck Hillel Community School Program of Studies | Page 61

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 collegelevel studies with the opportunity to earn college credit, advanced placement, or both while still in high school.

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.

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, and Marlins games.

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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.

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 Scheck Hillel Community School Program of Studies | Page 63

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.

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.

Physical Education/Health Grade 9 Health:

The purpose of this 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 10 Personal Fitness:

The purpose of the Personal Fitness course is to provide students with the knowledge, skills, and Page 64 | Scheck Hillel Community School Program of Studies

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.

Outdoor Education:

This course is designed to expose students to the world around them, while emphasizing the opportunities for physical activity as well as understanding and practicing the benefits of habitat preservation, conservation, and environmental stewardship. Students will learn safe sporting practices, proper techniques, correct gear to use, and basic first aid, with an emphasis on applying these skills in outdoor pursuits. The course will include both classroom based learning, as well as real life application in the field. While in the field, students can put their skills to the test while contributing to public scientific conservation research projects. Through contribution to conservation efforts such as data collection and environmental clean-ups, students can also gain community service hours.

Academic 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 languageScheck Hillel Community School Program of Studies | Page 65

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.

Grades 9-12 Study Skills:

In Study Skills, students improve upon or strengthen their executive functioning and study strategies.

Students become aware of their specific learning styles through assessments and questionnaires in the beginning of the semester, and are guided through strategies to become successful and organized learners. Students are assessed on skill mastery, participation, application of skills, and self-management via checklists, observations, and demonstrations. Other taught skills include self-advocacy, note-taking, use of mnemonic devices, test preparation, listening skills and time management. These skills are taught using material from mainstream classes whenever possible.

In Class Support (ICS):

In-Class Support (ICS) offers students in grades 6-12 with diverse exceptionalities supplementary assistance in their General Studies subjects. Our dedicated special educators closely support students in their college-preparatory-level classes, delivering tailored supplemental instruction as necessary, encompassing various techniques such as pre-teaching, reviewing and reinforcing concepts, and executive functioning skills training, among others. ICS maintains a limited teacherto-student ratio to ensure personalized attention. Participation eligibility entails a comprehensive neuropsychoeducational evaluation in addition to meeting specific academic criteria.

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 Page 66 | Scheck Hillel Community School Program of Studies

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 selfdiscipline, 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 Grade 5 Flag Football Middle School Boys Flag Football Middle School Girls’ Volleyball Varsity Boys’ Flag Football Varsity Co-ed Cross Country Varsity Co-ed Golf Varsity Girls’ Volleyball Grade 4 & 5 Girls’ Basketball Grade 5 Boys’ Basketball Grade 4 Boys’ Basketball Grade 4 and 5 Boys’ Soccer Grade 4 and 5 Girls’ Soccer

• • • • • • • • • • • •

Middle School Boys’ Basketball Middle School Boys’ Soccer Middle School Girls’ Basketball Middle School Girls’ Soccer Junior Varsity Boys’ Basketball Varsity Boys’ Basketball Varsity Boys’ Soccer Varsity Girls’ Basketball Varsity Girls’ Soccer Varsity Boys’ Volleyball Varsity Co-ed Tennis Varsity Girls’ Flag Football

Jordan Alexander Ressler Arts Program Scheck Hillel’s Jordan Alexander Ressler 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.

• • • • • • • • •

Music Technology Musical Theatre Technical Theater Mini Art Society Drumline Orchestra Band Pep Band Visual Arts

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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.

PK3-Grade 5 • • • • • • • • • • • •

Robotics & Coding Jr. Rhythm & Ruach Sculpture Art Mind Lab Games Chess Zumba® Kids Messy Art Spanish for Native Speakers Jewelry Making Drone Makers StrawBees Magic

• • • • • • • •

Lego Storytelling Sports Stars Art Rods Cubelets Robot Blocks Krav Maga Coding Build a Bot Drumline

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.

Below is a sampling:

Juda and Maria Diener Lower School Grades 2-5 • • • • • • •

Coding Cub Call student newspaper Girls Making STEAM The Shuk Debate Movie Making Kids for Kosher Food Bank

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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 Girls Making STEAM

Grades 9-12 • • • • • • • • • • • • • • •

Achieve Miami Atelier: Hillel’s Creative Journal Band Club Best Buddies Big Brother Big Sister Book Club CADENA Club Chai Lifeline Chessed Club Current Event Discussion Club Debate Design for the Community Diversity Club Economics Club Environmental Club

• • • • • • • • • • • • • •

Graphic Design Club Holocaust Awareness Club Horticulture Club IDF Club Mental Health and Awareness Club Modern Physics and Astronomy NOCAP - New Orleans Committee of Action Personnel Real Estate Club Spanish Club Sports Debate Club StandWithUS Sustainable Fashion Club The Giving Club Wharton Global Investment Competition

Leadership Opportunities Grades 2-5 • • • • • • •

Student Council Top Shelf Art Safety Patrol The Shuk Yearbook Kids for Kosher Food Bank Cub Call newspaper

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 Scheck Hillel Community School Program of Studies | Page 69

Recent College Acceptances

American University Arizona State University Babson University Barnard College Barry University Bentley University Binghamton University Boston University Bryant University California Polytechnic State University, Humboldt California State University, East Bay California State University, Long Beach California State University, Chico California State University, Fullerton Columbia College Chicago Cornell University Drexel University Duke University Eckerd College Florida Atlantic University Florida Gulf Coast University Florida Institute of Technology Florida International University Florida Polytechnic University Florida State University Fordham University George Washington University Hofstra University IE University, Madrid Indiana University Istituto Marangoni, Miami Kansas State University Louisiana State University Loyola University Chicago Lynn University Maryland Institute College of Art Miami International University of Art and Design Miami University Michigan State University New College of Florida New York University Northeastern University Nova Southeastern University Pace University Palm Beach Atlantic University Pennsylvania State University, Abington Campus Pennsylvania State University, University Park Purdue University Reichman University Rensselaer Polytechnic Institute Page 70 | Scheck Hillel Community School Program of Studies

Roger Williams University Rollins College Saint Louis University San Diego State University San José State University Savannah College of Art and Design Stern College for Women, Yeshiva University Stetson University Suffolk University SUNY College of Environmental Science and Forestry The New School The Ohio State University Tufts University Tulane University United States Air Force Academy University of Arizona University of California, Santa Cruz University of California, Davis University of California, Riverside University of Central Florida University of Cincinnati University of Colorado Boulder University of Delaware University of Denver University of Florida University of Kansas University of Kentucky University of La Verne University of Maryland University of Massachusetts Boston University of Miami University of Michigan Ann Arbor University of Minnesota Twin Cities University of North Florida University of Oregon University of Pittsburgh University of Rochester University of San Francisco University of South Florida University of Tampa University of Tennessee, Knoxville University of Texas, Austin University of West Florida University of Wisconsin, Madison Virginia Commonwealth University Warren Wilson College Washington University in St. Louis Wentworth Institute of Technology Yale University Yeshiva University

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