"And Jesus increased in wisdom and stature and in favor with God and man." - Luke 2:52
Dear SCA Students and Parents,
We are thankful you have chosen Summit Christian Academy to educate your student with a Christ-centered perspective and a firm biblical foundation. Our curriculum and courses have been designed with our mission statement in mind, “To inspire students to achieve their God-given potential through excellent academics and Christian training in a compassionate environment.” We believe the courses offered, along with the activities and athletic programs at SCA, will fully prepare your student for the distinct call that God has placed upon his/her life.
Please take the time to review this course description catalog so you understand the graduation requirements, prerequisites for courses, policies, and the various classes offered to prepare your student for a bright future Courses selected should build an educational plan, which will fulfill graduation requirements, explore areas of interest, and prepare students for career goals and college entrance requirements The major responsibility for developing a good four-year plan belongs to the students and parents, but our staff is here to guide you through this important process If you need assistance, please request an appointment by calling our office at (816) 525-1480
As you begin the course selection process, please keep these things in mind:
1 Take the four-year plan seriously in order to stay ahead of any potential issues The plan can be adjusted along the way.
2. Know the graduation requirements and whether you are currently meeting them. Compare the graduation requirements to your student’s transcripts.
3. Always look closely at the prerequisites necessary for certain courses.
4. All courses are subject to change. Course offerings are dependent upon available resources and student demand.
5. Questions concerning the course registration process should be directed toward the student’s advisor.
6. Approval is required for any class changes following the start of a semester.
May God direct you as you look at the class options and pray for discernment on the classes that God would have you take! He is faithful and just to guide and direct.
Blessed to serve Christ with you,
Andy Pfeifer Secondary Principal
“And we know that in all things God works for the good of those who love him, who have been called according to his purpose” (Romans 8:28)
Course Description Guide
Making Course Selections
Students are encouraged to choose classes after creating an academic plan in conjunction with their parents and the school academic advisors. The overarching framework for the academic plan is SCA’s graduation requirements (see page 7). Choosing an academic plan will also entail discussion on career goals, college plans, and student personal interests. Scheduling conflicts may prevent a student from taking a course of choice. Courses may be canceled if enrollment or staffing changes do not permit the offering. Depending on class enrollment, other courses may be combined or regrouped Administration reserves the right to adjust a student’s schedule Student schedules are not guaranteed to keep the same teacher or period from semester one to semester two
Course Changes
To request a schedule change for an academic course after the semester course has begun, students must fill out a Schedule Change Request Form or submit a written request from the parent. For a year-long course, this form requires administrative and parental approval. Approved schedule changes may be made only through the first two weeks of each semester.
After the deadline, student requests for schedule changes will not be considered without academic penalty. Courses dropped after the deadline will result in a grade of WF (Withdrawal/Failing) or WP (Withdrawal/Pass)
Withdrawing from courses may affect athletic eligibility; therefore, athletes must obtain withdrawal approval from the principal, athletic director and academic advisor If the course dropped is a year-long course, the entire course may need to be retaken if it’s a graduation requirement
Application of Outside Credits
(while enrolled at SCA)
No outside course (either through online, summer school, homeschool, or some other method) that is already offered at SCA may be taken for satisfaction of SCA’s requirements without extenuating circumstances and administrative approval. The acceptability of outside courses for SCA credit will be determined based on the accreditation of the provider and on the syllabus, objectives, and expectations. When an outside course is completed, an official record (transcript) must be provided to SCA’s College and Career Advisor before it is applied to the appropriate graduation requirement and the student’s official SCA transcript.
As a matter of integrity, it is our philosophy that an SCA diploma must reflect an SCA-provided education. It will be rare that an outside course can replace an offered course.
Policy for Recovering a Failing Grade
Junior High
Core courses must be made up for an additional fee. Credit recovery courses are during summer break or retaken the following year. Attempts to make up a required class outside of SCA must be administratively approved.
High School
Failing a class has at least two serious implications: It drops the cumulative percentage average and eliminates the earning of 5 credit Although the failing grade cannot be removed from the transcript, repeating the course will count as credit toward that required subject Whether the class must be taken again is usually dependent on graduation requirements If the failing grade was in an elective category for which the credit was not needed to meet graduation requirements, the course need not be retaken However, if the failing grade was in one of the core subjects (Bible, English, Science, History, Math) for which credit is necessary to graduate, then the class must be retaken Credit recovery courses are during summer break or retaken the following year Attempts to make up a required class outside of SCA must be administratively approved
Junior High Requirements
SENIOR HIGH REQUIREMENTS
Math/(For Summa or Magna Cum Laude Honors )
*Algebra I may only count toward 4 credits required in magna/summa honors in administratively approved circumstances.
Summa or Magna Cum Laude Honors)
Electives
-Intro to Computer Science required if Digital Citizenship was not taken in Junior High. -Two credits of world language
Credits/(For Summa or Magna Cum Laude Honors )
The information above lists the number of credits in each subject area that are required for graduation from Summit Christian Academy.
The curriculum framework is structured to provide a strong background in the core disciplines, with specific elective requirements to best prepare students for all aspects of life following high school. Students and parents are reminded to check each prospective college for specific admission requirements as their requirements may necessitate additional classes Students must have taken Digital Citizenship in Junior High; if not, students will be required to take Technology Applications in High School
NCAA Clearinghouse Statement
High School Procedures
Many college sports are regulated by the National Collegiate Athletic Association (NCAA), an organization founded in 1906 that has established rules on eligibility, recruiting and financial aid. The NCAA has three membership divisions : Division I, Division II and Division III. Institutions are members of one or another division according to the size and scope of their athletic programs and whether they provide athletic scholarships. Any student wanting to participate at an NCAA school needs to go through the NCAA Clearinghouse. NCAA Clearinghouse information and applications are available at www.ncaaclearinghouse.net.
Academic Letter
Students in grades 9-12 are eligible to receive an Academic Letter for a cumulative weighted percentage of 90% rounded from the tenths place after completion of each school year with a full schedule (8 classes)
Honor Roll
Principal’s Honor Roll - Students must earn a 90% average or above in all courses for the semester. Honor Roll students must earn an 80% in all courses for the semester. The honor roll is published in a timely manner from the administrative office after completion of each semester.
High School Athlete Eligibility
High school athletes must meet criteria of age and academics in order to participate in interscholastic competition. For further details, please reference the athletic handbook or contact the Athletic Director. You may also visit www.mshaa.org.
Repeating High School Course(s)
Students receiving a grade lower than their expectation may choose to repeat that course A record of the first attempt of the course will remain on the student transcript, along with the record of the second attempt of the course. Once a course is repeated, the final grade from the first attempt will no longer count into the cumulative average or towards credit taken. Transcripts will note that fact. Credit for successful completion of a course will be counted only once toward meeting graduation requirements.
Weighted and Non-weighted Grades
Students enrolled in dual-credit and/or AP classes receive a weighted value of 10% Students may take these courses as honors in lieu of college credit and still receive the weighted value The weighted value will be reflected on the transcript
Credit Recovery
Should a student fail a required course, credit may be recovered through SCA’s summer credit recovery program. See your advisor for details. The final grade will be changed to a 60% and credit will be restored.
Students may opt to repeat the entire course (semester) to replace the failing percentage with the newly earned percentage
Loss of Credit for Attendance
Once a student reaches 11 absences in Life Prep or as a Student Aide, credit may not be recovered as credit is issued solely on attendance.
Should credit be lost in a graded class, the grade will stand and be calculated into the cumulative percentage, but credit will be lost Students may take credit recovery in the summer or retake the class to restore credit If credit has been lost due to absences, the transcript will reflect the earned grade, but will reflect “0” credits earned Students wishing to appeal loss of credit should refer to the student handbook
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COURSE DESCRIPTIONS —
Junior High (7th - 8th Grade)
The Story of the Old Testament
Required, 7th Grade, Full Year
BIBLE
The Story of the Old Testament teaches students to study and recognize the big story of Creation, Fall, and Redemption in the Old Testament through individual narratives. Students will develop an understanding of the Old Testament’s application to the New Testament. The course materials work together to present the Bible as the true story of what God is doing to glorify Himself by redeeming His fallen creation.
Curriculum: Bible, The Story of the Old Testament (BJU)
Jesus and the Church
Required, 8th Grade, Full Year
In this course, students encounter the Gospels as they examine who Jesus is, what Jesus did, and what response is required. Students learn how the gospel of Christ changed society as the church emerged, grew, and spread throughout the world. They will engage in critical thinking and analytical discussions about the significance of Jesus’s life, teachings in shaping Christian faith, and values while determining how the New Testament can be applied to their lives and contemporary issues today.
Curriculum: Bible, Life if Christ (BJU)
English 7
Required, 7th Grade, Full Year
COMMUNICATION ARTS
The seventh grade language arts curriculum consists of the following major units of study: literature, writing, grammar/usage skills, and vocabulary enrichment. Students analyze stories, apply the elements of literature, identify figures of speech, and develop critical reading skills. Working through the writing process, students will create sentences, paragraphs, and compositions. Students will also study parts of speech and practice correct usage in their written work.
Curriculum: Abeka, Spelling, Vocabulary, Poetry I
Novels: Witch of Blackbird Pond Abeka, Grammar and Composition I Roll of Thunder, Hear My Cry Out of the Dust Animal Farm
English 8
Required, 8th Grade, Full Year
The eighth grade language arts curriculum consists of the following major units of study: literature, writing, grammar/usage skills, and vocabulary enrichment. Students analyze stories, apply the elements of literature, identify figures of speech, and develop critical reading skills. Working through the writing process, students will create sentences, paragraphs, and compositions. Students will also study parts of speech and practice correct usage in their written work.
Curriculum: Abeka, Grammar and Composition II, Novels: The Old Man and the Sea Prentice Hall, Literature, gold level
Prestwick House, Inc.,
Vocabulary from Latin and Greek Roots: Level VII
Tom Sawyer
Romeo and Juliet
King Arthur - Green
The Pilgrim’s Progress
Strategies: English 7
7th Grade, Full Year - Additional Fee Required
After academic testing, students may be placed in Strategies: English 7. This small group setting will enable students to study an English curriculum designed specifically for their current academic level.
Strategies: English 7 replaces English 7.
Curriculum: Varies according to student level
Strategies: English 8
8th Grade, Full Year - Additional Fee Required
After academic testing, students may be placed in Strategies: English 8. This small group setting will enable students to study an English curriculum designed specifically for their current academic level.
Strategies: English 8 replaces English 8.
Curriculum: Varies according to student level
COMMUNICATION ARTS ELECTIVES
Junior High Speech
Elective, 7th/8th Grade, Semester
This course introduces the student to the basic techniques of speech writing, delivery, and style while doing a variety of types of speech Students will study communications theory as a basis for refining their own listening skills and for analyzing audience needs They will also receive an introduction to competitive speech, dramatics, and debate.
Curriculum: BJU Press: Sound Speech
Junior High Debate
Elective, 7th/8th Grade, Semester
This semester course is designed as an introduction to competitive debate focusing on the principles and practices of Public Forum Debate. This format demands that the clash of ideas be communicated in a manner persuasive to the non-specialist or "citizen judge," i.e., a member of the American jury Each student will be expected to attend/observe/serve at one after-school tournament (JH/HS)
Curriculum: Lightning Bolt Press, The Great Debate: A Handbook for Policy Debate and Public Forum Speak Out: Debate and Public Speaking in the Middle Grades
Junior High Competitive Speech and Debate
Prerequisite: Junior High Speech or Debate or Administrator approval
Elective, 7th/8th Grade, Semester
This course is designed as an introduction to competitive forensics and debate. Speech concepts will focus on informative, persuasive, impromptu speeches and interpretation of literature, while debate will focus on the principles and practices of Public Forum Debate. This format demands that the clash of ideas be communicated in a manner persuasive to the non-specialist or "citizen judge," i.e. a member of the American jury. Students will be expected to participate/compete in two after-school tournaments in the event of their choice.
Curriculum: Ultimate Package from West Coast Publishing, (New York Times) Idea Press, Speak Out! Debate and Public Speaking in Middle Grades Membership into National Speech and Debate Association
7th Grade Math
Required, 7th Grade, Full Year
7th Grade Math covers a variety of topics including fractions, integers, ratios, proportions, percents, decimals, geometric measurements, functions, equation solving, probability, and problem-solving strategies. Note taking skills will be stressed. The purpose of this class is to prepare the student for Pre-Algebra.
Curriculum: BJU Press, Fundamentals of Math, Third Edition
Pre-Algebra
Required, 7th/8th Grade, Full Year
Pre-Algebra covers a variety of topics including variables, expressions, integers, solving equations, multi-step equations and inequalities, factors, fractions, exponents, rational numbers, ratios, proportions, probability, percents, linear functions, real numbers, right triangles, measurements, area, volume, data analysis, angle relationships, and transformations. Notetaking skills will be stressed. The purpose of this class is to prepare the student for Algebra 1.
Curriculum: BJU Press, Pre-Algebra, Third Edition
Algebra I
Prerequisite: Pre-Algebra with a 70%+ both semesters
Required, 8th Grade, Full Year
Emphasis is placed on solving and graphing linear equations and inequalities. Students also study exponent properties, quadratic equations, factoring, and radicals.
Curriculum: BJU Press, Algebra I, Fourth Edition
Math 7 Strategies
7th Grade, Full Year
Additional Fee Required
After academic testing, students may be placed in Strategies: Math 7. This small group setting will enable students to study a math curriculum designed specifically for their current academic level. Math 7 Strategies replaces the math course assigned for the year.
Curriculum: BJU Press, Fundamentals of Math, Third Edition
Pre-Algebra Strategies
8th Grade, Full Year
Additional Fee Required
After academic testing, students may be placed in Strategies: Pre-Algebra. This small group setting will enable students to study a math curriculum designed specifically for their current academic level.
Pre-Algebra Strategies replaces the math course assigned for the year.
Curriculum: BJU Press, Pre-Algebra, Third Edition
SCIENCE
Life Science
Required, 7th Grade, Full Year
The life science curriculum helps students think using the scientific method and see life science from a biblical perspective. It gives students hands-on opportunities to explore God’s creation as they survey the structures and functions of living things such as plants, animals, and human beings. This course examines scientific methodology, classification, cells, genetics, biblical creationism, evolution, the five kingdoms, the environment, and human body systems. Through investigative activities such as dissections, presentations, constructing edible DNA, extracting DNA, ethics discussions, and creating 3D biomes, students will gain a greater understanding of God and the divine purpose evident in all creation.
Curriculum: BJU Press, Life Science, Fifth Edition
Earth Science
Required, 8th Grade, Full Year
Emphasizing natural sciences in light of our divine Creator, the earth science curriculum uses a hands-on approach to give students a greater knowledge of our earth and the universe around them. Units focus on tectonics, astronomy, geology, the atmosphere and weather, oceans, and natural resources. Using the scientific methods of research, students will come to appreciate the need for being good stewards of the world around them.
Curriculum: BJU Press, Earth Science, Nature Unbound: The Impact of Ecology on Missouri and the World Multiple labs
SOCIAL STUDIES
Modern World History
Required, 7th Grade, Full Year
This course entails an analysis of world cultures throughout time. Through study of culture, history, and geography, this course will intentionally build bridges that enable cultural connections that foster the Great Commission.
Curriculum: BJU Press, World Studies, Fourth Edition Text and Activity Manual
American History to 1865
Required, 8th Grade, Full Year
Students learn how God has blessed our country and played a vital role in its foundation. Students study the foundation of our country from its beginnings as a haven for the Pilgrims to the divisions of the Civil War. The course includes a comprehensive study of the Revolutionary War, the Founding Fathers, and other Christian leaders of the day. An in-depth analysis of the Constitution will be conducted using several primary source documents from the era. The year-long course will march through America's history up through 1865.
Curriculum: BJU Press, The American Republic Textbook and Activity Manual Christian Liberty Press, Foundation for Freedom: A Study of the United States Constitution Textbook
Digital Citizenship
Required, 7th/ 8th Grade, Semester
Digital Citizenship will equip students to be morally responsible, competent, and creative users of technology Students will gain a basic understanding of information security, the consequences of cyberbullying, news and media literacy, media balance & well-being, etc. Students will also develop their keyboarding skills while in this course, utilizing touch typing techniques to improve their speed and accuracy levels. This course also provides an introduction to the hardware and operating systems of computers, file management, and common applications used in academic and professional settings (word processors, spreadsheets, presentation software, etc).
Curriculum: TestOut
Junior High Art
Elective, 7th/8th Grade, Semester
FINE ARTS
Students in this course will deepen their skills and knowledge in art technique, drawing, painting and other media. It will cover the principles and elements of art and how to incorporate these principles into the artwork. Each student will build their own portfolio as an example of their artistic progress. Course content varies each semester, allowing students to take this course multiple semesters.
Curriculum: Crystal Productions, Elements of Design & Principles of Design Videos & Workbook
Theatre Classes at Summit Christian Academy
Hands-on theatrical experience that will prepare you for success in the SCA theatrical productions, theatrical careers, and help you gain skill sets appreciated and sought after by employers in many other fields. Creative thinking and exposure to a wide-variety of knowledge can lead to entrepreneur interests and confidence to eventually launch a business. Here are the offerings for the 2025-2026 school year. Check back as new courses are being developed to satisfy more interests.
Theatre classes build skills using a scaffolding approach: the first time a student performs a monologue, duet act, or group skit, the basic skills are emphasized. Another course will take the next step up in complexity, such as adding an accent, or changing the characterizations, tone, or range of emotion. Actors have a wealth of monologues memorized and ready for all types of auditions, so think of the courses as building a portfolio, and taking each actor/actress to their next best level. The same scaffolding approach applies to areas like costuming, set design, playwriting, make-up, sound, lighting, careers, etc.
Exploring Theatre
Elective, 7th/8th Grade, Semester
This course includes daily activities designed to develop skills and relax nerves as students perform with peers. Through improvisation, pantomime, vocal exercises, monologues, duet acts, and group scenes, student acting skills will prepare them for auditioning, “taking the stage” when required for other classes, and making memories.
Curriculum: Basic Drama Projects, Monologues for Teens by Mike Kimmel, Famous Fantasy Character Monologues, Scenes for Teens by Mike Kimmel, The Scenebook of Values and Virtues, Acting with Character by Patrick Rainville Dorn, Theatre Games for Young Performers by Maria C. Novelly The Drama Teacher’s Survival Guide #2, by Margaret F. Johnson, Theatre Machine I, II, Spirit Productions by Karen Baker, various scripts, and a variety of teacher-generated materials.
Acting Experiences
Elective, 7th/8th Grade, Semester
This course is designed to refine skills in acting, improvisation, character development, artistic appreciation, and awareness of career possibilities that can expand to business, project development, and communications. Competition opportunities may become available for some participants, and alternate assignments, as needed, are an option.
Curriculum: Basic Drama Projects, Fractured Fairy Tales for Young Actors, by Jan Peterson Ewen, Acting Games by Marsh Cassady, Improvisation Starters by Philip Bernardi, 62 Comedy Duet Scenes for Teens, by Lauri Allen, Theatre Games for Young Performers, by Maria C. Novelly, Theatre Machine I, II, Winning Monologues for Young Actors by Peg Kehret, Spirit Productions by Karen Baker, various scripts, and a variety of teacher-generated materials.
Junior High Band
Elective, 7th/8th Grade, Full Year
Concert apparel required; additional fees may apply
Junior high band meets daily as an academic class. Junior high band is designed for students who are in grades 7 and 8 and have had at least one year of experience on their instrument. Students will continue to develop the essentials of ensemble playing, as well as improve their technique and skills, both inside the classroom and through home practice. The Junior High Band will have opportunities for multiple school-wide performances, field trips, contests, and participation in a music festival. Grades are based on practice, quizzes, written tests, class participation, playing tests, and performance attendance.
Curriculum: Tradition of Excellence Book Two by Bruce Pearson and Ryan Nowlin and Kjos Music, Sightreading Book for Band by West, Make Music
Junior High Allegro Strings
Prerequisite: Allegro Jr or Beginning Strings
Elective, 7/8th Grade, Full Year
Concert apparel required; additional fees may apply.
Allegro Strings meets daily as an academic class. Students in this class are expected to have a minimum of one year of experience on their instrument either through private lessons or Allegro JR Students in Allegro Strings will learn the essentials of ensemble playing, as well as improve their technique and skills, both inside the classroom and through home practice. Students will have multiple school-wide performances, field trips, music festival participation, and mentoring opportunities for the students in Allegro JR
Curriculum: String Basics: Steps to Success for String Orchestra Book 3 by Terry Shade and Muller Rusch String Method, Book 3, Kjos Music, Sightreading Book for String Orchestra by West, Make Music
Beginning Strings
Elective, 7th/ 8th Grade, Semester
This class is an introduction to string instruments. Students will choose a string instrument and learn to play in a group setting. Daily practice at home is expected in order to improve skills. After one semester, the student may be ready to join Allegro Strings.
Curriculum: Learn to Play a Stringed Instrument, Books 1-3 (Matesky and Womack), Alfred Music; Smart Music
Boys’ Choir
Elective 7th/8th Grade, Full Year
Concert apparel required; additional fees may apply.
Course study includes the production of beautiful tone, aesthetic awareness, the ability to read music, building of technical skills, team spirit, and responsible rehearsal habits. Students will be encouraged to strengthen listening skills, practice sight singing techniques on a daily basis, in addition, they will analyze and evaluate music. As authentic performance is a necessary part of choir, there are some required evening/weekend events. Students must coordinate published school dates with their calendars to avoid grade deduction. The following events will be required:
● Grandparents’ Day
● Fall, Christmas, Spring, and other concerts
● Large group music festival with solo and small ensemble opportunities
● Worlds of Fun Festival of Music
Curriculum: Variety of instructor-selected resources used for theory, history, and listening
Choral literature is chosen by the instructor each year for performance Smart Music, Sight Reading Factory, musictheory com
Girls’ Choir
Elective 7th/8th Grade, Full Year
Concert apparel required; additional fees may apply.
Course study includes the production of beautiful tone, aesthetic awareness, the ability to read music, building of technical skills, team spirit, and responsible rehearsal habits. Students will be encouraged to strengthen listening skills, practice sight singing techniques on a daily basis, in addition, they will analyze and evaluate music. As authentic performance is a necessary part of choir, there are some required evening/weekend events. Students must coordinate published school dates with their calendars to avoid grade deduction. The following events will be required:
● Grandparents’ Day
● Fall, Christmas, Spring, and other concerts
● Large group music festival with solo and small ensemble opportunities
● Worlds of Fun Festival of Music
Curriculum: Variety of instructor-selected resources used for theory, history, and listening
Choral literature is chosen by the instructor each year for performance Smart Music, Sight Reading Factory, musictheory.com
WORLD LANGUAGES
World Language Exploration
Elective, 7th/ 8th Grade, Semester
The World Language Exploration course will introduce students to three world languages: Chinese, French, and Spanish Students will spend one-third of the semester in each of the three language classes During each cycle, students will learn vocabulary and short conversations through daily listening, speaking, reading and writing activities A cultural component will also provide our students with a well-rounded world language experience This class is highly recommended for students who are considering taking a World Language course in high school. It is also the new prerequisite to be eligible to take the level 1 course in 8th grade.
Curriculum: Teacher created materials
Spanish I
Prerequisite: Successful completion of World Language Exploration. In addition, must have a 90% average in English (averaging both semesters together to get the 90%) Must have an 85% average in classes overall.
Elective, 8th Grade, Full Year
This course introduces students to the foundational concepts of Spanish and develops their abilities to communicate through writing, reading, listening, and speaking. Students will learn to greet and introduce others and talk about their classes, family, daily routine, food, clothes, and pastimes. Learning fundamental grammar and conjugation of present and preterite verb tenses will enable students to formulate sentences and dialogue. Cultural activities and discussions will accompany language lessons, acquainting students with topics such as food, holidays, and customs. Classes will discuss God’s heart for the world and how to show His love in how we interact with people of other nations and cultures.
Curriculum: Vista Higher Learning: Descubre 1
Mandarin Chinese I
Prerequisite: Successful completion of World Language Exploration In addition, must have a 90% average in English (averaging both semesters together to get the 90%) Must have an 85% average in classes overall
Elective, 8th Grade, Full Year
Chinese I is an introductory course in the fundamentals of Chinese. The course is designed to teach cumulative grammar concepts, deepened by studies in Chinese culture, literature, and the Bible. It provides a foundation for those interested in continuing a study of Chinese.
Curriculum: Joint Publishing, Chinese Made Easy, Level 1
French I
Prerequisite: Successful completion of World Language Exploration In addition, must have a 90% average in English (averaging both semesters together to get the 90%) Must have an 85% average in classes overall
Elective, 8th Grade, Full Year
French I is an active class that gives the beginning student the vocabulary necessary to communicate on a basic level with French speakers on a variety of familiar subjects such as school, home activities, etc. The student will learn how to formulate sentences and dialogues through listening, speaking, reading and writing. French translations of familiar Bible verses will be incorporated throughout the course. Cultural activities will accompany language lessons to acquaint students with food, artistic expression, and diversity of the Francophone world.
Curriculum: EMC; Vista: Chemins 1
PHYSICAL EDUCATION
Junior High Physical Education
Required, 7th/ 8th Grade, Full Year
PE t-shirt required at additional cost
Indoor shoes for PE only are also required for use in the fieldhouse.
All students in junior high are required to take Physical Education to develop skill and coordination through a variety of activities Students learn to practice fair play and sportsmanship, whether winning or losing, in a competitive environment. Courses are divided by gender
ELECTIVES
Logic
Elective, 7th/8th Grade, Semester
This course is an introductory logic class. The course is divided into four parts: (1) the nature of truth, (2) deductive logic, (3) inductive logic, and (4) arguments for the existence of God. The class is designed so the beginning of the course (deductive and inductive logic) prepares students to understand the conclusion of the course (apologetic arguments). The course includes a short paper and presentation in which students analyze and explain an apologetic argument of their choice.
Curriculum: Logic Curriculum - created by Tim Mattson
Life Prep
Elective, 7th/8th Grade, Semester or Full Year
SCA’s mission is to enable students to meet their God-given potential To support this goal, Life Prep class has been created to honor the uniqueness of each student Time may be spent attending Virtuosity class, completing assignments and studying for upcoming assessments, as well as being tutored in the Learning Commons. This class is expected to be a quiet study environment.
Grades given will be Pass/Fail.
Life Prep Plus
Elective, 7th/ 8th Grade, Semester or Full Year
Additional fee required
SCA’s mission is to enable students to meet their God-given potential. To support this goal, Life Prep Plus class has been created to honor the uniqueness of each student. Time may be spent to attend Virtuosity class, complete assignments and study for upcoming assessments, receive tutoring, etc. Students will meet weekly with the teacher to look at grades, upcoming assignments, and to discuss strategies to improve academic skills. This is a small group setting. Grades given will be Pass/Fail
COURSE DESCRIPTIONS —
Senior High (9th - 12th Grade)
Summit Christian Academy
AP/Dual Credit Course Enrollment Requirements
*Dual Credit Classes are offered at an additional cost and are billed by the college. MBU - $70 per credit hour / JBU - $70 per credit hour
* Prices are subject to change based on college determination
SCA Philosophy of Admission into AP/Dual Credit Classes
SCA currently offers dual credit through Missouri Baptist University and John Brown University
The ability to take a class for AP/dual credit at the high school level is to be considered an earned privilege for those students whose attitude toward study reflects a collegiate level of maturity Prior to enrollment in the initial AP/dual credit class, students and parents will be required to attend a short meeting in order to review college and classroom expectations. Dual credit requirements are established by the Missouri Coordinating Board for Higher Education
Course Requirements for Dual Credit Students
In order to preserve the integrity of the collegiate environment within these classes, the following restrictions will apply:
● Students should have achieved an overall SCA cumulative percentage of 85%+ for juniors and seniors, 90%+ for sophomores.
● Students must meet ACT/SAT guidelines as named by the college if they require them
● Students should achieve a 70% or higher on the initial class exam to continue to be enrolled for dual credit.
● Students new to SCA are required to take an essay exam or show evidence of meeting the ACT Benchmark scores.
Summit Technology Dual Credit
Once students are accepted into Summit Technology, they may be assigned a dual credit course through the University of Central Missouri, the Missouri Community College System, the Missouri University of Science and Technology, or the University of Missouri-Kansas City SCA recognizes all dual credit courses through STA as weighted courses.
AP Courses
Currently, SCA offers several AP courses. Students may take the AP course exam at the end of the year but are not required to do so. AP students may have required prerequisite courses and/or may need approval by the instructor
Dual Credit Course Requirements for Sophomores
Sophomores may be considered to enter dual credit courses; however, guidelines for entry are more stringent Students should be aware that they will be in courses that are predominantly upper-classmen. Academic advisors and administrators will evaluate intellectual abilities, as well as social/emotional maturity, to ensure student success in a dual credit course.
Summit Christian Academy Dual Credit Course Offerings
Missouri Baptist University
John Brown University
Dual Credit Course Fees
MBU - Students taking courses from Missouri Baptist University will submit payment online via the college’s MBU ECP website. Payments can also be made by check or calling the MBU ECP office at 314-392-2203. Courses are $70.00 p/credit hour.
JBU. - Students taking courses from John Brown University will submit payment online or by phone. Courses are $70.00 p/credit hour.
Fall/Spring/Yearlong tuition deadlines vary for all dual credit colleges. Deadlines will be set and communicated by colleges via mail. The college advisor will also email the tuition deadlines to students and parents.
Advanced Placement Course Offerings
AP Calculus AB
AP Chemistry
AP Physics I
Introduction to Christianity
9th-12th Grade, Full Year, 1 credit
The course will consist of two distinct components. The first semester will be a traditional overview of the Bible, emphasizing the Old and New Testaments' teaching of foundational concepts, general Bible knowledge such as how to use a Bible. The second semester will incorporate discussion-driven lessons exploring the idea of man as a spiritual being and the concepts of worldview, truth, and faith. Lessons will also apply content covered in the first semester
Curriculum: Bible, BJU Press, Basics for a Biblical Worldview, Teacher-generated material
Bible I: Old and New Testament Survey
Required, 9th Grade, Full Year, 1 credit
This course helps students explore the world of the Bible in depth, with the main goal being to understand the central and unified message the Bible tells about who God is and what he has done in creating and redeeming the world through Jesus Christ. Students will learn what nearly each book of the Bible is about, while also understanding each book’s contribution in moving forward the story of God’s redemptive plan. Students will also learn important interpretive tools and methods that will help them to better interpret the Bible for the rest of their lives. Finally, students will develop skills for applying the timeless message of the Bible to their daily lives
Curriculum: Bible, Teacher-generated material
Bible II: Christian Theology and Spiritual Disciplines
Required, 10th Grade, Full Year, 1 credit
Christian Theology and Spiritual Disciplines is a course that surveys what the whole counsel of God in Scripture teaches on the major doctrines of the Christian faith. This will include: Scripture, God, Creation, Humankind, Sin, Salvation, the Church, and Last Things. Special focus will be given to how each area of Christian thinking applies to the lives of believers for both faith and practice. Scripture memory will be required, as well as an incorporation of other spiritual disciplines that help shape students’ knowledge of scripture and their ability to apply it to everyday life.
Curriculum: Bible, Zondervan, Christian Beliefs: 20 Basics Every Christian Should Know NavPress, Spiritual Disciplines for the Christian Life Zondervan, Charts for Teaching Theology and Doctrine
Bible III: Religions of the World (MBU, CPHS 433, Dual Credit Class)
Prerequisite: Students taking dual credit must have a cumulative high school average of 85% or higher
Required, 11th Grade, Full Year, 1 high school credit, 3 college credits
Students are introduced to the history, belief systems, worldviews, practices, sects, and divisions of the world’s major religions. Taught from a biblical Christian worldview, students study the major similarities and differences between Christianity and other religions with an aim toward both 1) understanding different religious beliefs and practices and 2) evangelism.
Curriculum: Bible, Huston Smith, The World’s Religions Wayne House, Charts of World Religions
Bible IV: Apologetics
Required, 12th Grade, Full Year, 1 credit Fees apply for Student Mission Trip
This course is designed to teach students a systematic defense of the Christian worldview using archaeological and historical evidence coupled with rational arguments for God’s existence. Students will learn philosophical language and concepts to understand and explain major worldview systems: atheism, agnosticism, deism, pantheism, polytheism, postmodernism, and theism. Students will gain a basic understanding of the historicity of Jesus’ life, Christianity, and the Bible. They will also learn principles of argumentation and the use of logic.
The senior mission trip is the capstone of our Bible curriculum. Students are expected to financially plan for it and attend. Should extreme circumstances prohibit participation, students and parents will be required to meet with the school principal and plan twenty hours of alternative service.
Curriculum: Bible, Dean Hardy, Stand Your Ground: An Introductory Text for Apologetics Students C S Lewis, Mere Christianity
English I: World Literature and Composition
Required, 9th Grade, Full Year, 1 credit
This course emphasizes literary analysis, grammar and usage skills, vocabulary enrichment, and writing development Students study a variety of ancient to modern world literature, including short stories, poetry, drama, and novels Students use the elements of fiction and poetry to analyze literature through the lens of a Biblical worldview. Through writing instruction and composition, students have the opportunity to clearly present their ideas and support them with text evidence.
Curriculum: Abeka; Vocabulary, Spelling, Poetry IV
Novels: Homer, The Odyssey Quill
Holt, Elements of Language, Third Course
Edith Hamilton, Mythology
William Shakespeare, Julius Caesar Prentice Hall, Timeless Voices; Timeless Themes Elie Wiesel, Night
B. Trimmer, Guide to MLA
English II: American Literature and Composition
Prerequisite: English I
Required, 10th Grade, Full Year, 1 credit
This course emphasizes literary analysis, grammar and usage skills, vocabulary enrichment, research skills, and writing development through the study of early American literature. Fiction and non-fiction works from the pre-colonization era through the Modern era are explored through the lens of a Biblical worldview. Students are given the opportunity to enhance their ability to think critically as they analyze multiple styles of literature, support an idea through textual evidence, and apply specific research skills in their writing.
Curriculum: Quill
Novels: The Scarlet Letter Prentice Hall; Timeless Voices; Timeless Themes, The Red Badge of Courage
The American Experience A Raisin in the Sun
Holt, Elements of Language, Fourth Course To Kill a Mockingbird Holt, Grammar, Usage, Mechanics, Fourth Course
English III: British Literature and Composition
Prerequisite: English II
Required, 11th Grade, Full Year, 1 credit
This course emphasizes academic writing and literary analysis while incorporating correct grammar usage and vocabulary enrichment from Latin and Greek origin Students will read, analyze, and write about various classic British texts and forms (including poetry, novels, and plays) from medieval England through the post-Victorian and early modernist periods Emphasis and context are provided through the lens of a Biblical worldview and the cultural values that contributed to the formation of Western Civilization
Curriculum: Holt, Elements of Language, Fifth Course
Novels: Frankenstein Holt, Grammar, Usage, Mechanics Macbeth Prentice Hall; Timeless Voices; Timeless Themes, Tale of Two Cities British Literature Pygmalion
Prestwick House, Vocabulary from Latin and Greek Roots
English IV: Modern Literature and Composition
Prerequisite: English III
Required, 12th Grade, Full Year, 1 credit
This course focuses on refining skills in grammar, punctuation, and rhetoric as well as developing the skills needed to analyze the written word and communicate appropriately based on setting and genre This will be accomplished through reading, discussing, and analyzing a variety of contemporary classics and through collaborative projects Texts will include different genres such as drama, poetry, prose, short stories, and articles
Requirements may be met through MBU’s English 113 and 123
Curriculum: Holt; Elements of Language, Sixth Course Novels: Lord of the Flies Holt; Grammar, Usage, Mechanics, Sixth Course Fahrenheit 451 Vocabulary from Latin & Greek Roots - Sixth Course The Great Gatsby Teacher-generated material Our Town Left Behind A Wrinkle in Time
College Composition I (MBU ENG 113, Dual Credit Class)
Prerequisite: Existing students must have a recommendation by an English III teacher and/or 85% cumulative percentage
Note: Transfer students must provide a writing sample to be approved for admission. A fee will apply. Required, 12th Grade, First Semester, 0 5 high school credit, 3 college credits
Students will develop skills in writing prose acceptable in academics and in the professions, with emphasis on grammar, punctuation, sentence structure, paragraph development, the writing process, and patterns of essay development. Various selections from expository and imaginative writing will serve as models and as sources for composition topics.
Students in this course will not be exempt from the semester final even with a qualifying grade for the Senior Spring Final exemption.
Curriculum: The Screwtape Letters Othello
College Composition II (MBU ENG 123, Dual Credit Class)
Prerequisite: English 113 with a cumulative percentage of 85% or higher.
Required, 12th Grade, Second Semester, 0.5 high school credit, 3 college credits
This course furthers the work of ENG 113, requiring students to use critical reading and thinking skills, the writing process, and rhetorical skills in both expository and argumentative writing. The course has two major projects: one focuses on an introduction to journalism and the use of AP grammar and APA structure. The second reviews library skills and the appropriate use of academic sources and academic prose culminating in a documented research essay
Students in this course will not be exempt from the semester final even with a qualifying grade for the Senior Spring Final exemption.
Curriculum: Selected short stories, the book of Esther, and comparative retellings.
English I Strategies
9th Grade, Full Year, Additional Fee Required
After having academic testing, students having documented learning difficulties may be placed into English I Strategies. This small group or individual classroom setting will enable students to study an English curriculum that is parallel to the core English I course with the additional benefit of having instruction designed specifically for their current academic level and learning style. This English course meets core English discipline requirements for graduation.
Curriculum: Varies according to student level
English II Strategies
10th Grade, Full Year, Additional Fee Required
After having academic testing, students having documented learning difficulties may be placed into English II Strategies. This small group or individual classroom setting will enable students to study an English curriculum that is parallel to the core English II course with the additional benefit of having instruction designed specifically for their current academic level and learning style. This English course meets core English discipline requirements for graduation.
Curriculum: Varies according to student level
English III Strategies
11th Grade, Full Year, Additional Fee Required
After having academic testing, students having documented learning difficulties may be placed into English III Strategies. This small group or individual classroom setting will enable students to study an English curriculum that is parallel to the core English III course with the additional benefit of having instruction designed specifically for their current academic level and learning style. This English course meets core English discipline requirements for graduation.
Curriculum: Varies according to student level
English IV Strategies
12th Grade, Full Year, Additional Fee Required
After having academic testing, students having documented learning difficulties may be placed into English IV Strategies. This small group or individual classroom setting will enable students to study an English curriculum that is parallel to the core English IV course with the additional benefit of having instruction designed specifically for their current academic level and learning style. This English course meets core English discipline requirements for graduation.
Curriculum: Varies according to student level
COMMUNICATION ARTS ELECTIVES
Creative Writing
Elective, 10th-12th Grade, Semester or Full Year, 0.5 or 1 credit
Students will read and create different types of writing, such as reflections, poetry, short stories, dialogue, and narratives. Students will keep a daily journal, as well as read and edit their peers’ pieces. The year ends with students creating a personal anthology of their favorite literature. This is a writing-intensive course.
Curriculum: Random House, Poetry 180: A Turning Back to Poetry Writer’s Digest Books, The Writer’s Book of Wisdom
Various handouts and excerpts from novels and poetry.
High School Speech
Required, 9th-12th Grade, Semester, 0 5 credit
This course is an in-depth study of communication to develop critical thinking, persuasion, and delivery skills. Students will participate in small group activities and practice the skills of informative and persuasive speeches, interpretation of literature impromptu, and extemporaneous speeches.
Curriculum: BJU Press, Sound Speech Public Speaking & Communication Studies
College Speech Communications (MBU, COM 103, Dual Credit Class)
Prerequisite: HS Speech or HS Debate and a cumulative grade of 85% or higher
Elective, 11th-12th Grade, Semester, 0.5 high school credit, 3 college credits
This particular course is designed to introduce students to the foundations of oral communication and help them become a more effective public communicator within a culturally diverse society. Specifically, this course will emphasize basic communicative concepts of public speaking including – but not limited to – content, research, organization, audience analysis and motivation, language, listening, and ethics. This class will challenge students’ critical thinking skills in selecting topics, conducting credible research, rehearsing speeches, and delivering speeches in a group setting for feedback. Students in this course will not be exempt from the semester final even with a qualifying grade for the Senior Spring Final exemption.
Curriculum: The Art of Public Speaking by Stephen E. Lucas
Introduction to Debate
Required, 9th -12th Grade, Semester, 0.5 credit
This course is designed to teach and develop the skills of analysis, research, reasoning, and persuasion. Students will learn to logically develop and organize rational arguments on both sides of controversial subjects and defend those arguments thoughtfully and articulately from the attack of others. Students will be introduced to debate events that take place during competitive tournaments Curriculum: National Speech & Debate Association
Debate I
Prerequisite: JH Speech, JH Debate, High School Speech, or Introduction to Debate
Required, 9th-12th Grade,Semester, 0 5 credit
This course is designed for those who wish to further develop skills in speech and debate for the purposes of competing as a member of the SCA Speech and Debate Team. Students are expected to participate in MSHSAA/NSDA-sponsored debate and forensics tournaments throughout the semester. Participation in two tournaments per semester is required, with events and competition level to be determined by the instructor. Practices are required and Friday/Saturday tournament participation is expected to meet the tournament requirements.
Curriculum: National Speech & Debate Association
Advanced Competitive Speech & Debate
Prerequisite: Debate I or Administrative approval
Elective, 10th-12th Grade, Full Year, 1 credit.
This course is designed for those who wish to further develop their skills in speech and debate beyond the novice level. Students will compete as a member of the SCA Speech and Debate Team. Students are expected to participate in MSHSAA/NSDA-sponsored debate and forensics tournaments throughout the year. Participation in two tournaments per semester is required, with competition level to be determined by the instructor. Practices are required and Friday/Saturday tournament participation is expected to meet the tournament requirements. Students will also serve as mentors to students in the Junior High, Intro to Debate, and Debate 1 classes, including judging at novice level tournaments.
Curriculum: National Speech & Debate Association
NSDA Membership
Interpretive Speech and Performance
Elective, 9th-12th grade, Semester, 0 5 credit
This course is designed for those who wish to develop skills in the area of interpretive events: dramatic interpretation, duo interpretation, humorous interpretation, poetry, oral interpretation, prose and storytelling. Students will perform published material in one of the events listed above. Students may portray one or multiple characters and develop each one by carefully planning voice, props and costumes for each. Each event is performed for approximately 10 minutes. Students may compete as a member of the SCA Speech and Debate Team at MSHSAA/NSDA-sponsored tournaments. Participation in tournaments is encouraged, but not required.
Algebra IA
Prerequisite: Pre-Algebra
Required, 9th Grade, Full Year, 1 credit
Students must successfully complete Pre-Algebra before taking Algebra IA. In this class, emphasis is placed on basic algebra concepts as well as solving and graphing linear equations and inequalities. Class pace will emphasize review and mastery of concepts before moving on. Students will be required to take Algebra IB the following year. The requirement may be met through Algebra I.
Curriculum: McDougal-Littell, Algebra I: An Integrated Approach
Algebra I
Required, 9th Grade, Full Year, 1 credit
Algebra I covers a variety of topics including expressions, equations, functions, solving and graphing linear equations and functions, solving and graphing linear inequalities, systems of equations and inequalities, exponents and exponential functions, polynomials and factoring, quadratic equations and functions, data analysis, and probability. Notetaking skills will be stressed. The purpose of this class is to prepare the student for Algebra II.
Curriculum: BJU Press, Algebra I, Fourth Edition
Algebra II
Prerequisite: Algebra I (may be taken concurrently with Geometry)
Required, 9 -12th Grade, Full Year, 1 credit
Algebra II is offered to students who have successfully completed Algebra I. Topics studied include interpreting & manipulating algebraic functions (linear, absolute value, quadratic, higher-degree polynomials, exponential, radical, logarithmic, and rational). Students will be able to solve and simplify algebraic expressions using a variety of representations by hand and with the use of graphing calculator technology.
Curriculum: BJU Press, Algebra II , Third Edition
Geometry
Prerequisite: Algebra I (may be taken concurrently with Algebra II)
Required, 9th -12th Grade, Full Year, 1 credit
Geometry is offered to students who have successfully completed Algebra I. Topics studied include reasoning and logic, applying properties of 2-dimensional and 3-dimensional geometric figures, transformations, measurements, and an introduction to right triangle trigonometry.
Curriculum: BJU Press, Geometry, Fourth Edition
College Algebra (MBU, MATH 133, Dual Credit Class)
Prerequisite: Algebra II with a grade of 85% or higher and a cumulative high school percentage of 85% or higher. Elective, 10th-12th Grade, Full Year, 1 high school credit, 3 college credits
This course provides a brief review of algebraic essentials, graphs, functions and their graphs, linear and quadratic functions, polynomial and rational functions, exponential and logarithmic functions, systems of linear equations
Curriculum: Pearson, College Algebra, Blitzer, Sixth Edition Ebook
College Pre-Calculus (MBU, MATH 155, Dual Credit Class)
Prerequisite: Algebra II and Geometry with a grade of 85%+ and a cumulative high school percentage of 85% or higher
Elective, 11th/12th Grades, Full Year, 1 credit, 5 college credits
Pre-Calculus covers functions, graphs and models; modeling with linear and quadratic functions; polynomial and rational functions; modeling with exponential and logarithmic functions; trigonometric functions; trigonometric identities and conditional equations; additional topics in trigonometry; additional topics in analytic geometry; and parametric equations.
Curriculum: BJU Press, Pre-Calculus, Second Edition
AP/ College Calculus AB (MBU, MATH 164, Dual Credit Class)
Prerequisite: 85% or higher grade in Pre-Calculus and a cumulative high school percentage of 85% or higher.
Elective, 12th Grade, Full Year, 1 credit, 4 college credits
Calculus builds on the foundation that students received in Pre-Calculus. This course is recommended for any student interested in engineering, business, mathematics, pre-med or other related fields. This course studies: limits and continuity, differentiation, definition and fundamental properties, composite, implicit, and inverse functions, contextual applications of differentiation and rates of change, analytical applications of differentiation including analysis of functions, integration, and accumulation of change, differential equations, and application of integration.
College Probability and Statistics (MBU, MATH 243, Dual Credit Class)
Prerequisite: 85% or higher grade in College Algebra or Pre-Calculus and a cumulative high school percentage of 85% or higher.
Elective, 11th/12th Grade, Full Year, 1 high school credit, 3 college credits
This class teaches data production and analysis; probability basics, distributions; sampling, estimation with confidence intervals, hypothesis testing, t-test; correlation and regression; cross tabulations and chi-square. Students learn to use the statistical package such as R. Two semesters in the same academic year.
Curriculum:Pearson, Stats: Data and Models - Fifth Addition, MyLab Statistics
Accounting I
Prerequisite: Introduction to Business or Personal Finance, Digital Citizenship or Tech. Apps
Elective, 11th/12th Grade, Full Year, 1 Credit
This course is designed to build a basic understanding of manual and automated accounting principles, concepts, and procedures. Activities include using the accounting equation, completing the accounting cycle, entering transactions to journals, posting to ledgers, preparing end-of-period statements and reports, managing payroll systems, completing banking activities, calculating taxes, and performing other related tasks.
After having academic testing, students having documented learning difficulties may be placed into Algebra IA Strategies. This small group or individual classroom setting will enable students to study the 1st semester of Algebra I with the additional benefit of having instruction designed specifically for their current academic level and learning style. This math course will meet core math discipline requirements for graduation.
Curriculum: BJU Press, Algebra I, Fourth Edition
Algebra IB Strategies
10th Grade, Full Year, Additional Fee Required
After having academic testing, students having documented learning difficulties may be placed into Algebra IB Strategies. This small group or individual classroom setting will enable students to study the 2nd semester of Algebra I with the additional benefit of having instruction designed specifically for their current academic level and learning style. This math course will meet core math discipline requirements for graduation.
Curriculum: BJU Press, Algebra I, Fourth Edition
Algebra II Strategies
11th/12th Grade, Full Year, Additional Fee Required
After having academic testing, students having documented learning difficulties may be placed into Algebra II Strategies. This small group or individual classroom setting will enable students to study a math curriculum that is parallel to the Algebra II core course with the additional benefit of having instruction designed specifically for their current academic level and learning style. This math course will meet core math discipline requirements for graduation.
Curriculum: BJU Press, Algebra II , Third Edition
Geometry Strategies
11th/12th Grade, Full Year, Additional Fee Required
After having academic testing, students having documented learning difficulties may be placed into Geometry Strategies. This small group or individual classroom setting will enable students to study a math curriculum that is parallel to the Geometry core course with the additional benefit of having instruction designed specifically for their current academic level and learning style. This math course will meet core math discipline requirements for graduation.
Curriculum: BJU Press, Geometry, Fourth Edition
Biology
Required, 9th Grade, Full Year, 1 credit
This course examines God's creation through a biblical worldview. Students will study the scientific method, cell structure and function, mitosis/meiosis, DNA structure and replication, protein synthesis and genetics. Students will use microscopes and create a cell model. The study of the Theory of Evolution will be done by an extensive look at the animal kingdom and God's perfect Creation. In fulfilling the Dominion Mandate, students will participate in the following dissections: clam, starfish, crayfish, perch, and shark.
Curriculum: BJU Press, Biology, Fifth Edition
Physical Science
Required, 10th Grade, Full Year, 1 credit
This course covers introductory topics in chemistry and physics and prepares students for upper level courses in these areas. Topics covered include scientific method, measurement, force, motion, machines, heat, electricity, magnetism, nuclear reactions, kinetic theory, and atomic structure, classification of matter, chemical bonds, and chemical reactions. Many lab activities give students first hand knowledge of the laws and principles covered in this course. The requirement may be met through Chemistry.
This course requires a good grasp of Algebra. Students study measurement, significant figures, atomic structure, atomic theory, elements, compounds, mixtures, solutions, the periodic table, chemical bonding, chemical reactions, stoichiometry, molecular geometry, energy, heat, temperature, acid-base chemistry, and gas laws. Many labs give students an opportunity for hands-on experiences. The requirement may be met through Physical Science.
Curriculum: BJU Press, Chemistry, Fifth Edition
College Introduction to Biology (MBU BIOL 103, Dual Credit Class)
Prerequisite: Biology and a cumulative percentage of 85%+ and must be concurrently enrolled in College Introduction to Biology Lab
Elective, 11th/12th Grades, Full Year, 1 high school credit, 3 college credits
An introduction to biology for non-Biology majors with emphasis directed toward an understanding of the basic characteristics, processes, and activities of living organisms. Topics study will include cells, energy, genetics as well as the plant and animal kingdoms. Students will have the opportunity to research a topic related to Biology and prepare a presentation
College Introduction to Biology Lab (MBU BIOL 101, Dual Credit Class)
Taken concurrently with College Introduction to Biology
Elective, 11th/12th Grades, Full Year, 1 college credit
BIOL 101 GENERAL BIOLOGY LABORATORY This laboratory is co-requisite to BIOL 103 Introduction to Biology Prior to each lab, the students will be required to read through the lab exercise to be completed, and complete a pre-lab assignment. Upon completion of the lab, students will hand in a completed post-lab assignment. There are approximately 3 quizzes that cover material from the previous week's lab and one cumulative final exam at the end of the semester
College General Biology I (MBU BIOL 113, Dual Credit Class)
Prerequisite: Biology and a cumulative percentage of 85%+ and must be concurrently enrolled in College General Biology Lab
Elective, 11th/12th Grades, Full Year, 1 high school credit, 3 college credits
BIOL 113 is an introduction to the taxonomy of animals, as well as the genetics, biochemistry, and cell biology of living systems. This course is divided into four units. Each unit covers 3-5 chapters. Each chapter within the units has a pre-lecture quiz and homework quiz that are required. At the end of each unit, a unit exam will be administered. There will be a cumulative final exam at the end of the year. This course would be most appropriate for students seeking a degree in the medical field.
College General Biology I Lab (MBU BIOL 111, Dual Credit Class)
Taken concurrently with College General Biology I
Elective, 11th/12th Grades, Full Year, 1 college credit
BIOL 111 GENERAL BIOLOGY I LABORATORY This laboratory is co-requisite to BIOL 113 General Biology I. This course will meet once a week for Lab. Prior to each lab, the students will be required to read through the lab exercise to be completed, complete pre-lab questions and take a short pre-lab quiz. Upon completion of the lab, students will hand in a completed post-lab assignment.
Students will learn how to determine the truth using evidence from a crime scene, which allows them to use those same skills when looking at God’s Word and the evidence for Christianity. Forensic Science is taught as a hands-on, problem-solving, investigative course that incorporates inquiry. It includes crime scene processing, analysis of hair, DNA, fingerprinting, and blood spatters, and ballistics. Students are taught the proper collection, preservation, and laboratory analysis of various samples through lectures, lab activities and case studies.
Curriculum: Cengage, Forensic Science: Fundamentals and Investigations, 3rd edition
Environmental Science
Elective, 11th-12th Grades, Full Year, 1 credit
This course is the study of how living things interact with the environment, biomes, energy, and renewable and nonrenewable resources. The course will also explore issues such as global warming, pollution, and other environmental concerns. Students will be encouraged and challenged to think about sustainable practices, environmental responsibility and global awareness. Projects will include an in-depth study of the land and how organisms interact. There will be multiple PowerPoint presentations. Students will have an in-depth opportunity to understand field science. Students will take a field trip to enhance material learned in the course.
Curriculum: Pearson, Environmental Science: Your World, Your Turn
Human Anatomy and Physiology
Elective, 11th -12th Grades, Full Year, 1 credit
This course will examine the intricate design of the human body that God has fearfully and wonderfully created. Students will examine the structure and functions of the integumentary, skeletal, muscular, nervous, cardiovascular, endocrine, respiratory, digestive, urinary and reproductive systems. Hands-on labs included testing for macromolecules, a forensics bone study, preparation and evaluation of sunscreen, testing reflexes, blood typing, testing lung capacity, a urinalysis, and creating clay models of the muscular system. Dissection labs include: brain, eye, heart, kidney, and fetal pig.
Curriculum: McGraw-Hill Higher Education, Hole’s Essentials of Human Anatomy and Physiology
AP Chemistry
Prerequisite: Chemistry or Administrative Approval
Elective, 11th/12th Grades, Full Year, 1 credit
AP Chemistry requires students to attend 0 hour (7:00-7:45) approx. three times during the semester. This course requires a good grasp of Algebra. Students study measurement, significant figures, atomic structure, atomic theory, elements, compounds, mixtures, solutions, the periodic table, chemical bonding, chemical reactions, stoichiometry, molecular geometry, energy, heat, temperature, acid-base chemistry, and gas laws. Many labs give students an opportunity for hands-on experiences. To receive college credit, students must take and pass the AP exam in the spring. A field trip to the Museum of Science and Industry in Chicago in October is included. This is an additional expense.
Curriculum: Cengage, Zumdahl, Chemistry
AP Physics I
Prerequisites: Chemistry (with a grade of 85% or higher) and Algebra II (may be taken concurrently with administrative approval)
Elective, 11th/12th Grade, Full Year, 1 credit
This course will examine the laws and principles God has designed that govern the physical universe. Through project-based inquiry, students will discover these laws in a study of mechanics that includes motion, forces, gravitation, and momentum. The study of energy will investigate work, machines, thermal and states of matter. At the end of the year, we will cover electrical circuits and touch on subatomic physics. Twenty-five percent of our time will be in hands-on labs. This course is algebra-based, not calculus-based and has been designed with input from a number of colleges and universities to prepare our students for college physics and the rigors of the hard sciences. A field trip to the Museum of Science and Industry in Chicago in October is included. This is an additional expense.
Curriculum: McGraw-Hill Openstax, AP Physics 1
SOCIAL STUDIES
Ancient World History
Required, 9th Grade, Full Year, 1 credit
This course is designed to bring students a more in-depth understanding of Creation and the Ancient World. Based on the textbook, teacher-generated PowerPoint presentations are used to study the great movements of God throughout history – as well as why civilizations rise and fall. An appreciation for how archeology has changed over time (especially now in our current high-tech world) will also be incorporated. Lessons from the Bible are an easy fit with most units and are used as regular supplements to lessons.
Curriculum: Teacher-generated curriculum World History, 5th Ed BJU Press
American History from Reconstruction to the Present
Required, 10th Grade, Full Year, 1 credit
American History is designed to provide each student with an overview of the American experience from Reconstruction through the Cold War Era. Students will study the impact Christianity has had in the maturing of our country and become familiar with the impact of Americans from a variety of ethnic, national, and racial backgrounds to understand the “complete picture” that is our history and heritage. Students will be taught how professionals work with the different types of “evidence” that historians examine, such as primary and secondary documents, visual images, diaries, maps, statistics, etc. In the process, students will have the opportunity to enhance their critical thinking and communication skills. Instruction and assessments will be varied in order to give each student an opportunity to develop his/her potential.
Curriculum: BJU, United States History, supplemental material
The Hiding Place
American Government
Required, 11th/12th Grades, Semester, 0 5 credit
This course is designed to teach an appreciation for America’s God-given heritage of liberty, how the U.S. government is Constitutionally-organized, and how it works in practice. Each week student-selected current event papers will be required for classroom discussion. Each year’s fall campaigns and elections will be monitored closely and speakers from government will be brought in to address the class from time to time. Developing a working knowledge of all sides of hot-button issues will be encouraged, as will participation in the democratic process. The requirement may be met through College American Government.
Curriculum: Teacher-generated curriculum
College American Government/Politics (JBU POL 1013, Dual Credit Class)
Prerequisite: Cumulative high school percentage of 85% or higher
Required, 11th/12th Grades, Semester, 0 5 high school credit, 3 college credits
This course will study the origin, organization and policy of United States government at the national, state and local levels. The class will encourage citizen participation and leadership in democratic processes beginning at the community level. The course fulfills the Missouri statutory requirement. The requirement may be met through American Government.
Curriculum: Cengage, American Government, Essentials Edition: Institutions and Policies AP Edition, 16th Ed Founding Brothers, the Revolutionary Generation by Joseph J Ellis
Supplemental material
Economics
Elective, 11th-12th Grade, Semester, 0.5 Credit
This course is designed to help students understand economic concepts necessary for their participation in the global socioeconomic and capitalist systems as wage earners, business owners, producers, and investors. Basic economic concepts like supply and demand, competition, growth, and stability are emphasized. Topics include the government’s role in the economy, the sharing of economic risks, and the effect of inflation and monetary policies on national and international economics.
Curriculum: BJU Press, Economics
Sociology
Elective, 10th-12th Grade, Semester, 0.5 credit
This course is an overview of the theory, methodology, and conceptualizations of the discipline of sociology The class offers the opportunity to develop an understanding of American society and the diversity within it from a biblical worldview
College World Regional Geography (JBU ED 1143, Dual Credit Class)
Prerequisite: Cumulative high school percentage of 85% or higher for 11th and 12th grade, 90% or higher for 10th grade
Elective, 10th-12th Grade, Semester, 0.5 high school credit, 3 college credits
Students will discover the beautiful, unique blue planet that God gave mankind dominion over The zones and features of the physical Earth will be taught, in harmony with how human history and culture have been influenced by topography and climate. Planetary and continental extremes will be studied in depth. There will be internet assignments related to the United States Geological Survey, as well as the National Oceanic and Atmospheric Administration.
Curriculum: Wiley, Geography: Realms, Regions and Concepts, 16th Edition
College US History to 1865 (JBU HST 2113, Dual Credit Class)
Prerequisite: Cumulative high school percentage of 85% or higher. To be considered for the class, Sophomores must have a high school cumulative percentage of 90% or higher
Elective, 10th-12th Grade, Semester, 0.5 high school credit, 3 college credits
This course covers the period of American history from the Age of Discovery through the Civil War Two historical research papers will be required. One paper will be related to colonial settlement while the other will be based on slavery and the Antebellum South. Students will participate in genealogy research and archiving. Upon successful completion of this class, students will earn three fully transferable college credits through JBU
Curriculum: Mary Rowlandson, The Captivity of Mrs. Mary Rowlandson; Frederick Douglas, The Narrative of Frederick Douglass; McGraw Hill, The Unfinished Nation, Volume 1; Teacher-generated PowerPoint presentations
College US History Since 1865 (JBU HST 2123, Dual Credit Class)
Prerequisite: Cumulative high school percentage of 85% or higher. To be considered for the class,Sophomores must have a high school cumulative percentage of 90% or higher
Elective, 10th-12th Grade, Semester, 0.5 high school credit, 3 college credits
This course covers the period of American history from Reconstruction through the end of the Cold War One historical research paper will be required. Upon successful completion of this class, students will earn three fully transferable college credits through JBU.
Curriculum: Raymond A Mohland, Roger Biles, The Making of Urban America, McGraw-Hill, The Unfinished Nation, New York, Warriors Don’t Cry, Teacher-generated PowerPoint presentations
College Western Civilization I (JBU HST 1013, Dual Credit Class)
Prerequisite: Cumulative high school percentage of 85% or higher
Elective, 11th/12th Grade, 1st Semester, 0 5 high school credit, 3 college credits
This course provides a survey of Western Civilization from the Paleolithic period through the Middle Ages.
Curriculum: The Making of the West, Peoples and Cultures, Fifth edition, Hunt, et al
College Western Civilization II (JBU HST 1023, Dual Credit Class)
Prerequisite: Cumulative high school percentage of 85% or higher
Elective, 11th/12th Grade, 2nd Semester, 0.5 high school credit, 3 college credits
This course will examine the history of world civilization from the Renaissance to the present day.
Curriculum: The Making of the West, Peoples and Cultures, Fifth edition, Hunt, et al.
College General Psychology (MBU, PSY 133, Dual Credit Class)
Prerequisite: Cumulative high school percentage of 85% or higher
Elective, 11th/12th Grade, Semester, 0.5 high school credit, 3 college credits
This class provides a basic and general knowledge of the theoretical, scientific, and conceptual foundations of psychology, including biological, cognitive, emotional, developmental, cultural and social aspects. The course includes key concepts and principles, methods for collecting and evaluating evidence, and application of psychological knowledge.
Curriculum: Houghton Mifflin, Social Studies: Psychology (2018)
Intro to Computer Science and Digital Citizenship
Elective, 9-12th Grade, Semester, 0 5 credit
This course builds on the concepts taught in Junior High Digital Citizenship. Students will gain a deeper understanding of information security, the consequences of cyberbullying, news and media literacy, media balance and well being, etc. This course provides an introduction to the hardware and operating systems of computers (Windows, Chrome OS)and file management. Students will explore other common applications (graphic & photo editing, audio & video editing, 3D graphics and animation, etc). In addition, students will be introduced to programming languages (conditions, loops, arrays), data base management, cloud technology, and how to configure basic security settings.
Curriculum: TestOut Digital Literacy
Microsoft Office Applications
Prerequisite: Successful completion of Intro to Computer Science and Digital Citizenship or JH Digital Citizenship
Elective, 10th-12th Grade, Semester, 0 5 credit
Students in this course will use Microsoft Office (Word, Excel, and Powerpoint) to prepare for a career in the field of business. This course provides hands on practice with real world scenarios, including document formatting, email management, data analysis, and presentation creation. Upon completion of this course, students will be equipped to earn multiple Microsoft certifications.
Curriculum: TestOut Office Pro
Marketing and Social Media
Prerequisite: Successful completion of Introduction to Business
Elective, 10th-12th Grade, Semester, 0.5 credit
This class is for students with excellent computing skills who have completed SCA’s Introduction to Business course This course helps students understand marketing by learning the method through which businesses analyze, plan, and implement products to develop and maintain valuable exchanges with target buyers Students will learn the basic elements of social media marketing and how it applies to the current trends
Curriculum: Teacher developed materials
Introduction to Business
Elective, 10th-12th Grade, Semester, 0.5 credit
BUSINESS
This course will strengthen student awareness of the American economic system and business operation Topics covered include the global economic environment, corporate structures, management strategy, impacting government interaction, marketing, information processing, and labor relations Students will develop an awareness of business and career opportunities
Curriculum: Pearson, Business Essentials; Online: Google Apps for Education, other online learning tools.
Personal Finance
Required, 11th-12th Grade, Semester, 0.5 credit
Students will increase their knowledge and understanding of personal finance concepts through a fast-paced video driven curriculum produced by Dave Ramsey and his organization The class will focus on the student’s money management skills to enable them to function as a responsible consumer, family member, citizen, and participant in the business world Topics include financial institutions, budgeting, saving, investing, debt management, career readiness, insurance and much more
Curriculum: Lampo Group, Foundations in Personal Finance
Economics
Elective, 11th-12th Grade, Semester, 0 5 Credit
This course is designed to help students understand economic concepts necessary for their participation in the global socioeconomic and capitalist systems as business leaders, producers, wage earners, investors, and citizens. Basic concepts like decision making, modeling, indicators, economic systems, and the government’s role in the economy are emphasized Specific topics covered include cost/benefit analysis, supply and demand, levels of competition, economic indicators, command vs market systems, and monetary policy
Curriculum: BJU Press, Economics
Career Internship
Elective, 12th Grade, Semester for 1 credit or Full Year for 2 credits, must be enrolled in Career Internship during 5th/6th OR 7th/8th periods for admission into the program.
This practical, on–the-job career shadow is provided by students’ participation in organizations which connect to students’ long-term career or ministry goals. Students will be placed at organizations that further develop the competencies needed to succeed in a professional work environment. Students will report to an off-campus organization four days per week and will receive in class instruction on Tuesdays. Grades will be based on in-class projects and on-site performance evaluations completed by site supervisors. Past internships have included a law firm, surgical center, elementary and secondary education, special needs education, sports medicine, photography, interior design, radiology technology, marketing, dental hygiene, sheet metal work, etc. Any student idea for an internship will be considered.
Admission into the internship program is reserved for students with outstanding character. Consideration toward student attendance, discipline, academic effort, and dependability will be given prior to acceptance into the course. Students may be admitted into the second semester only on a case by case basis. No student will be allowed to intern at a family business or with a parent due to a conflict of interest.
Curriculum: Toy Box Leadership by Hunter & Waddell
Entrepreneurship
Prerequisite: Intro to Business
Elective, 11th-12th Grade, Semester, 0 5 credit
This course will strengthen students’ awareness of small business management and entrepreneurial concepts Topics covered include sole proprietorship, marketing strategy, customer service, planning business processes, and managing finances for business Students will create a business plan for a potential future business throughout the semester, which they will formally present to successful community entrepreneurs in a business “pitch” at the end of the semester
Curriculum: Cengage learning eBook: Entrepreneurship-Ideas in Action 6e, Cynthia L. Greene
Textbook excerpts: Pearson Custom Edition for JCCC - Introduction to Entrepreneurship Online: Google Apps for Education, Tinkercad.com, Wix.com and other online learning tools Microsoft Office 2010.
Accounting I
Prerequisite: Introduction to Business or Personal Finance, Understanding of Excel
Elective, 11th-12th Grade, Full Year, 1 Credit
This course is designed to build a basic understanding of manual and automated accounting principles, concepts, and procedures. Activities include using the accounting equation, completing the accounting cycle, entering transactions to journals, posting to ledgers, preparing end-of-period statements and reports, managing payroll systems, completing banking activities, calculating taxes, and performing other related tasks.
Curriculum: Cengage Learning, Mindtap
VISUAL ARTS
Drawing I & II
Elective, 9th -12th Grade, Full Year, 1 credit
This course is designed for all beginning drawing students. If you can write your name, you can learn to draw what you see. Students learn how to visually measure objects, how to enlarge images using a grid system, and other techniques to improve drawing skills. Subject matter is from life. Drawing exercises focus on contour lines; positive and negative space; visual measurement and proportion; value, form and contrast; and illusion of depth and space. Students complete major drawings including a self-portrait, still life, and landscape. Various media are used including graphite, charcoal, colored pencil, content crayon, oil, pastel, watercolor pencils and ink.
Curriculum: Barnes & Noble Books, How to Paint & Draw
Videos: Drawing on the Right Side of the Brain, Learn to See, Learn to Draw
Intro to Art I & II
Elective, 9th -12th Grade, semester, 0.5 credit
This beginning level studio course is designed to explore basic principles of design through imagination and creative application of a variety of media. Students also gain understanding of commercial career applications. Course content varies each semester and does not need to be taken in order.
Curriculum: Davis Publications, The Visual Experience, Teacher's Edition
Painting I & II
Elective, 9th -12th Grade, Full Year, 1 credit
This course is designed to encourage painting competency in both watercolors and acrylics. The majority of class time is spent on studio work, experimenting and discovering the possibilities of these mediums. Outline includes properties of color, hue, value, intensity, and color theory. Students will explore art historical periods with studio work relating to these studies and painting in a variety of media. Course outline includes overview and exploration from realistic painting, Baroque, Regionalism, Fauvism, Impressionism, Post Impressionism, Cubism, Expressionism, Surrealism, Abstract Expressionism, and Pop Art Self-evaluation, art criticism, and art history are explored. Research includes investigating historical periods in art and the artists who created them.
Emphasis is on three-dimensional design. Students learn the fundamentals of clay construction through hand-building (coil, slab, and pinch), as well as an introduction to the pottery wheel.
Students learn and explore different types of sculpture (freestanding, relief, and mobile) and create using a variety of methods (modeling, carving, assemblage) utilizing an assortment of different media.
Photography & Multimedia
Elective, 10th -12th Grade, Semester, 0 5 credit
This introductory course allows students to explore the many different elements and techniques of the photography and film industries. It is designed to offer experiences with digital devices and cameras. Various camera settings will be explored to offer greater creative and technical control. The elements and principles of design as they relate to photographic and media composition are emphasized Digital processing techniques are also introduced using Apple and Adobe products Students will work individually and collaboratively to create storyboards and short film projects
Advanced Visual Arts Portfolio
Prerequisite: Drawing I & II and Painting I & II, Teacher Approval
Elective, 11th-12th grade, Full Year, 1 credit
Advanced Visual Arts Portfolio is designed for highly motivated students who want to continue their artistic efforts at a more advanced level and/or intend to further their art education after high school Students work in all areas of art with an emphasis on drawing, painting, 2-D and 3-D design, looking at/writing about art, art history and aesthetics. Through a variety of experiences students are encouraged to look at themselves and the world God created and designed around them with their eyes, minds, and hearts. Students will develop their artist statements and a theme based on a biblical worldview. They are given opportunities to concentrate in a particular medium, art style, and/or subject matter. This course allows the skills acquired in prior art classes to be applied creatively to develop a portfolio of work that shows their unique artistic vision from a biblical worldview. Students in this class must be willing to put in the time and effort to produce high quality work.
New-to-the-scene and seasoned actors will develop their acting skills in improvisation, acting techniques, and activities that build confidence in class and performance. All assignments are designed to build on prior skills and take the actor/speaker/comic to a whole new level. Special units are designed with student interest-based topics. Those interested in theatre education and professional performance opportunities will be building their auditioning repertoire and acting experiences portfolio.
Curriculum: Improv Ideas and Drama Games and Improvs compiled, created and invented by Junsine Jones and Mary Ann Kelley.
Acting Workshop
Elective, 9th-12th grades, 2nd semester, 5 credit
Refine skills in acting, improvisation, character development, artistic appreciation, and awareness of career possibilities that can expand to business, project development, and communications. Students will learn comedy techniques, and the Hero’s Journey, as well as critical evaluation of objectionable themes in literature. The Princess Bride film is examined for biblical parallels through christianfantasy.com. Dramatic Ministry outreach themes are explored.
Curriculum: Basic Drama Projects, Teaching Improv, the Essential Handbook by Mel Paradis, Objectionable Elements, The Biblical Approach, BJU Press, The Writer’s Journey, by Christopher Vogler, Theatre Machine Trilogy, various scripts, and a variety of teacher-generated materials
Advanced Acting and Storytelling
Elective, 9th-12th grades, 5 credit
Published scripts, fractured fairy tales, reader’s theatre, original adaptations, Shakespeare, spoofs, finding biblical themes, parallels, and more are all potential areas to explore in this energetic class. Performance opportunities may extend to elementary classrooms and One Acts/Showcase night in May.
Curriculum: Acting Like A Pro by Mary McTigue, Do’s and Don'ts of Drama by Jean Lee Latham, The Scenebook of Values and Virtues, by Patrick Rainville Dorn, The Big Book of Audition Monologues, Monologues for Adults, by Mike Kimmel, The Theatre Audition Book and The Theatre Audition Book 2, 57 Original Auditions for Actors by Eddie Lawrence, Mastering Monologues and Acting Sides by Janet Wilcox, Theatre Machine Trilogy, Spirit Productions by Karen Baker, and a variety of teacher-generated materials
Theatre Appreciation
9-12th grades, Semester, .5 credit
A non-acting theatre course that examines theatre’s role in history and society. Students will appreciate great theatrical works including plays and musicals from ancient times to modern day. Compare and contrast the creative process of writing original works and their adaptation such as Romeo and Juliet and West Side Story. Greek or Commedia Dell'arte mask making is a hands-on project and applicable videos are part of the learning process.
Curriculum: Introduction to Theatre Arts, by Suzi Zimmerman and teacher-generated materials.
Theatre Repertory
9th-12th grades, Year Long, 1 credit
Prerequisite: one HS theatre course previously or taking concurrently Gain direct experience as you develop and perform a full-length play in February (or May). You will be encouraged to develop your areas of interest and expertise at the end of the year during One Acts. Explore playwriting, elements of film production or stagecraft, furthering your skills for college. Also explore many crew and theatre related careers such as commercials and voice-over - all dependent on student interest and building on prior knowledge. Field trips to locally produced professional productions may occur. (Some fees will apply for ticket, food, and travel costs.) Students are expected to support drama productions through both in-class activities and pre-show development for a minimum of four hours after school during show week.
Curriculum: Introduction to Theatre Arts Guide: A 36-week Action Workbook for Middle Grade and High School Teachers, TheatreFolk Drama Teacher Academy Curriculum, various scripts, and a variety of teacher-generated materials
Beginning Strings
Elective, 9th-12th Grade, Semester, 0.5 High School credit
This course is an introduction to string instruments. Students will choose a string instrument and learn it in a group setting. Daily practice at home is expected in order to improve skills. After one semester, the student may be ready to join Allegro Strings.
Curriculum: Learn to Play a Stringed Instrument, Books 1-3 (Matesky and Womack), Alfred Music; MakeMusic
Allegro Strings
Elective, 9th-12th Grade, Full Year, 1 credit
Concert apparel required; additional fees may apply
Allegro Strings meets daily as an academic class, and players are expected to have a minimum of one year of experience on their instruments through either private lessons or JH Strings. Students will learn the essentials of ensemble playing, as well as improve their technique and skills, both inside the classroom and through home practice. There will be opportunities for multiple school-wide performances, field trips, possible participation in the Worlds of Fun Festival of Music, and mentoring fellow string students. High school members are required to participate in MSHSAA contests for solos and ensembles. Allegro Strings competes as a large group. High school students may also letter and must audition for All District Orchestra. Students will be assessed through playing tests, written tests and quizzes, class participation, and performance attendance.
Curriculum: MakeMusic, Muller Rusch String Method by J. Frederick Muller and Harold Rusch
Symphonic Band
Elective, 9th-12th Grade, Full Year, 1 credit Concert apparel required; additional fees may apply
Symphonic Band meets daily as an academic class. Students in Symphonic Band are eligible to participate in MSHSAA contests for solo/ensemble and as a large group and full orchestra. Students also have the opportunity to letter. Symphonic Band students are encouraged to audition for All DistrictBand and Orchestra. Students will be assessed through playing tests, written tests and quizzes, class participation, and performance attendance. There will be opportunities for multiple school-wide performances, field trips, possible participation in the Worlds of Fun Festival of Music, and mentoring younger band students. Band students will participate in a Pep Band and will perform at school assemblies and some required evening events.
Curriculum: MakeMusic, Techniques and Musicianship by Bruce Pearson and Ryan Newlin
Men’s Choir
Elective, 9th -12th Grade, Full Year, 1 credit Concert apparel required; additional fees may apply.
Provides students the opportunity to develop their musical potential and understanding through singing in a choral ensemble specific to the changing needs of the developing male voice. Course study includes the production of beautiful tone, aesthetic awareness, the ability to read music, the building of technical skills, team spirit, and responsible rehearsal habits. Students will also be encouraged to strengthen listening skills and their ability to analyze and evaluate music and music performances. Sight singing technique will be practiced on a daily basis. Phonetics of various languages and a variety of musical styles are presented. No audition is required for Men’s Choir. Knowledge of and mastery of rehearsal and performance skills must be demonstrated for placement in the next level choral class.
Men’s Choir - Continued
As authentic performance is a necessary part of choir, there are some required evening/weekend events. Students must coordinate published school dates with their calendars to avoid grade deduction. The following events will be required:
● Grandparents’ Day
● Fall, Christmas, Spring, Pops Concert and other concerts
● MSHSAA large group music festival
Students will have auditioned opportunities to be involved in MSHSAA solos and/or small ensembles. Conference choir or MCDA District/State Choir will be available to selected students.
Every four years, students take a trip to New York City to sing at Carnegie Hall. Funds are raised during the Pops Concert. The next trip is Spring 2026
Students will have auditioned opportunities to be involved in MSHSAA solos and/or small ensembles. Conference choir or MCDA District/State Choir will be available to selected students.
Curriculum: Variety of instructor-selected resources used for theory, history, and listening; Choral literature is chosen by the instructor each year for performance; MakeMusic, Sightreading Factory, musictheory.com
Women’s Choir
Elective, 9th-12th Grade, Full Year, 1 credit
Concert apparel required; additional fees may apply.
Provides students the opportunity to develop their musical potential and understanding through singing in a choral ensemble specific to the changing needs of the developing female voice. Course study includes the production of beautiful tone, aesthetic awareness, the ability to read music, the building of technical skills, team spirit, and responsible rehearsal habits. Students will also be encouraged to strengthen listening skills and their ability to analyze and evaluate music and music performances. Sight singing technique will be practiced on a daily basis. Phonetics of various languages and a variety of musical styles are presented. No audition is required for the Women's Choir.
Knowledge of and mastery of rehearsal and performance skills must be demonstrated for placement in the next level choral class.
As authentic performance is a necessary part of choir, there are some required evening/weekend events. Students must coordinate published school dates with their calendars to avoid grade deduction. The following events will be required:
● Grandparents’ Day
● Fall, Christmas, Spring, Pops Concert and other concerts
● MSHSAA large group music festival
Students will have auditioned opportunities to be involved in MSHSAA solos and/or small ensembles. Conference choir or MCDA District/State Choir will be available to selected students.
Every four years, students take a trip to New York City to sing at Carnegie Hall. Funds are raised during the Pops Concert. The next trip is Spring 2026
Students will have auditioned opportunities to be involved in MSHSAA solos and/or small ensembles. Conference choir or MCDA District/State Choir will be available to selected students.
Curriculum: Variety of instructor-selected resources used for theory, history, and listening; Choral literature is chosen by the instructor each year for performance; MakeMusic, Sightreading Factory, musictheory com
Concert Chorale
Prerequisite: Women’s or Men’s Choir or satisfactory performance on entrance audition
Elective, 10th-12th Grade, Full year, 1 credit Concert apparel required; additional fees may apply
This course is an advanced mixed choral ensemble for dedicated and serious musicians. Auditions are held in the spring of the previous school year. Course study includes the production of beautiful tone, aesthetic awareness, the ability to read music with fluency, the polishing of performance skills, team spirit, and responsible rehearsal habits. Students will hone listening skills and their ability to analyze and critique music and music performances. Attention will be given to relating music experiences to the time and culture of the pieces studied, as well as to contemporary society. Expectations include a sincere desire to improve musical understanding and techniques.
As authentic performance is a necessary part of choir, there are some required evening/weekend events. Students must coordinate published school dates with their calendars to avoid grade deduction. The following events will be required:
● Grandparents’ Day
● Fall, Christmas, Spring, Pops Concert and other concerts
● MSHSAA large group music festival
Students will have auditioned opportunities to be involved in MSHSAA solos and/or small ensembles. Conference choir or MCDA District/State Choir will be available to selected students.
Every four years, students take a trip to New York City to sing at Carnegie Hall. Funds are raised during the Pops Concert. The next trip is Spring 2026
Students will have auditioned opportunities to be involved in MSHSAA solos and/or small ensembles. Conference choir or MCDA District/State Choir will be available to selected students.
Curriculum: Variety of instructor-selected resources used for theory, history, and listening
Choral literature is chosen by the instructor each year for performance, MakeMusic, Sightreading Factory, musictheory.com
Junior/Senior Ensemble (Chamber Choir)
Prerequisite: Approval or satisfactory performances on entrance audition. Must also be enrolled in Concert Chorale.
Elective, 11th-12th Grade, Full year by audition/invitation only-class size limited, 1 credit Concert apparel required; additional fees may apply.
This class is for the highly motivated and talented choral musician. This performance-based course provides students the opportunity to perform in public venues and competitions. Students will have the opportunity to enhance the choral ensemble skills currently being developed in High School Choir or Concert Chorale, with an emphasis on a higher level of individual vocal development. Students will perform as soloists and in small ensembles, in addition to the large ensemble. Only the most advanced choral music is performed. Required performances include (but are not limited to) at least four evening concerts per year: Grandparents’ Day, Christmas caroling, the MSHSAA Music Festival, MSHSAA Solo/Ensemble Festival, Conference Choir, opportunities for worship and church performances, and various community events. (Students are encouraged to try out for the MCDA District/State Choirs.)
Curriculum: Variety of instructor-selected resources used for theory, history, and listening.
Choral literature is chosen by the instructor each year for performance. MakeMusic, Sightreading Factory, musictheory com
College
Music Appreciation (MBU, MUHL 153, Dual Credit Class)
Prerequisite: Cumulative percentage of 85%+
Elective, 11th-12th Grade, Semester, 0 5 High School Credit, 3 College Credits
This course serves as an introduction to the appreciation and understanding of the basic elements, genres, and style periods of Western music. Classical and popular styles will be presented. Two live concert experiences are required
Curriculum:Cengage VitalSource Music
Worship Class
Prerequisite: Approval or satisfactory performances on entrance audition and spiritual maturity fit for leadership Elective, 9th-12th Grade, One Semester, 1 credit
The purpose of the Worship Class will allow students who possess an interest in worship leadership (both technologically and musically) to exercise and grow in this skill and calling. Deep knowledge of Scriptural passages concerning worship will be increased through study of Scriptural commentary,writings of current, and past worship leaders. Students will contribute to building a repertoire and learn to build music sets. They will develop an understanding of what worship is from a Biblical perspective and build their own philosophy of worship.
Students will be expected to lead with the worship team and/or serve on the tech team each week. Mastery of a single instrument should be accomplished and a comfort level for performance with a secondary instrument will be pursued. Students in this class will be expected to compose/arrange a worship song. Responsibilities will emphasize areas of student personal interest, but demand cross training on sound systems and media presentation. This course may be repeated for elective credit only.
WORLD LANGUAGES
Spanish I
Elective, 9th – 12th Grade, Full Year, 1 credit
This course introduces students to the foundational concepts of Spanish and develops their abilities to communicate through writing, reading, listening, and speaking. Students will learn to greet and introduce others and talk about their classes, family, daily routine, food, clothes, and pastimes. Learning fundamental grammar topics and conjugation of present and preterite verb tenses will enable students to formulate sentences and dialogue. Cultural activities and discussions will accompany language lesions, acquainting students with topics such as food, holidays, and customs. Classes will discuss God’s heart for the world and how to show His love in our interactions with people of other nations and cultures.
Curriculum: Vista Higher Learning: Descubre 1
Spanish II
Prerequisite: Spanish I or test out option (Students who have completed 7th and 8th grade Spanish, or those who are heritage speakers, may petition to take a comprehensive exam over Spanish I If successful, they may enroll in Spanish II No credit for Spanish I will be given for this option )
Elective, 9th – 12th Grade, Full Year, 1 credit
Through thematic units, students in Spanish II will expand their skills in speaking, listening, reading, writing and cultural awareness. Students will develop a functional command of words and phrases that deal with immediate needs and common everyday situations or while traveling in limited situations. Students will demonstrate comprehension of simple questions and statements about family, residence self, weather, time and interests. The content expansion includes the use of familiar words and phrases applicable with normal commands, frequent instructions, and courtesy interchanges. Students will be able to recognize and properly use present and past tense grammar structures. These skills will also be applied to continued Bible studies that expand upon previous learning.
Curriculum: Vista: Descubre 2
Spanish III/College Elementary Spanish I (JBU LS 1113, Dual Credit)
Prerequisite: Spanish II and a cumulative high school percentage of 85%+
Elective, 9th-12th Grade, Semester, 5 high school credit, 4 college credit hours
In Spanish III, students continue to develop their proficiency in speaking, listening, writing and reading by interacting with other speakers of Spanish. Pronunciation, grammar, reading of simple prose, aural-oral practice are addressed. This class may be taken for dual credit.
Curriculum: Descubre 3 and Easy Spanish Reader Part I
Spanish III/College Elementary Spanish II (JBU LS 1123, Dual Credit)
Prerequisite: SPA 1114 and a cumulative high school percentage of 85%+
Elective, 9th-12th Grade, Semester, 5 high school credit, 4 college credit hours
A Continuation of SPA 1114. Prerequisite: SPA 1114.
Curriculum: Descubre 3 and Easy Spanish Reader Part I
Spanish IV/College Inter Spanish I (JBU LS 2113, Dual Credit)
Prerequisite: LS 1113 and LS 1123 and a cumulative high school cumulative percentage of 85%+
Elective, 10th-12th Grade, Semester, 5 high school credit, 3 college credit hours
For Spanish IV, students cover grammar review, simple composition and conversation, and the reading of short narratives. Topics go well beyond basic needs and include: personal and family affairs, current events, school, work, etc. Students can comprehend descriptions and narration referring to past, present or future events. They can comprehend dialogue about special fields of interest and narratives of a non-technical or specialized nature. There is an increased comprehension of in-depth material about special interest topics used in class, including Spanish literature and the Bible. Grammar control includes all but the infrequently used and the most complex forms and word order problems. Students work toward building a larger reading, speaking and listening vocabulary through the use of materials representative of Hispanic culture. This course may be taken for dual credit.
Curriculum: Descubre 3 and Easy Spanish Reader Part II
Spanish IV/College Inter Spanish II (JBU LS 2123, Dual Credit):
Prerequisite: LS 2113 and a cumulative high school cumulative percentage of 85%+
Elective, 10th-12th Grade, Semester, 5 high school credit, 3 college credit hours
Continuation of SPA 2213 with emphasis on reading.
Curriculum: Descubre 3 and El cuento hispánico
Mandarin Chinese I
Elective, 9th-12th Grade, Full Year, 1 credit
Chinese I is an introductory course in the fundamentals of Chinese. The course is designed to teach cumulative grammar concepts, deepened by studies in Chinese culture, literature, and the Bible. It provides a foundation for those interested in continuing a study of Chinese.
Curriculum: Joint Publishing, Chinese Made Easy, Level 1
Mandarin Chinese II
Prerequisite: Chinese I
Elective, 9th-12th Grade, Full Year, 1 credit
Chinese II is designed to introduce students to the more complex structures of Chinese. The language instruction is more rigorous. This class is meant to equip students for further language study and for low-level mastery of the language. (The student should be able to present ideas and respond to native speakers.) The course uses children's literature (in translation) and short stories in Chinese. The class conducts Bible studies using a Chinese translation.
Curriculum: Teacher created curriculum
Mandarin Chinese III
PrerequIsite: Chinese II
Elective, 9th-12th Grade, Full Year, 1 credit
Chinese III is a class for students who desire to dive further into the study of Mandarin Chinese. This is an advanced class that focuses on project-based learning as well as Chinese book reading. Students are self-driven and utilized in teaching the lower levels. As we continue to study vocabulary, characters, and grammar, students will also prepare to take the Seal of Biliteracy test near the completion of this course.
Curriculum: Teacher created curriculum
French I
9th-12th Grade, Full Year, 1 credit
French I is an active class that gives the beginning student the vocabulary necessary to communicate on a basic level with French speakers on a variety of familiar subjects such as school, home activities, etc. The student will learn how to formulate sentences and dialogues through listening, speaking, reading and writing. French translations of familiar Bible verses will be incorporated throughout the course. Cultural activities will accompany language lessons to acquaint students with food, artistic expression, and diversity of the Francophone world.
Curriculum: EMC; Vista: Chemins 1
French II
Prerequisite: French I or equivalent
9th-12th Grade, Full Year, 1 credit
Through thematic units students will continue their communication skills through reading and writing, speaking and listening. Students will develop a functional command of words and phrases that deal with immediate needs and common everyday situations or while traveling in limited situations. Students will communicate in the present and past tenses about celebrations, traveling, their homes, food, and their daily activities. Francophone countries around the world will continue to be emphasized with a Biblical worldview.
Curriculum: Vista, Chemins 2
French III/College Elementary French I & II (JBU LS 1213 and LS 1223, Dual Credit Class)
Prerequisite: French II (or equivalent) and a cumulative percentage of 85%+
Elective, 10th-12th Grade, Full Year, 1 high school credit, 4 college credits per semester (students may take for Honors)
Students will continue to expand their use of oral and written communication skills in areas of immediate needs, personal interests and daily life. Topics will include items such as technology, places around town, professions, the environment and nature, as well as the arts. Grammatical concepts to be covered are reciprocal verbs, the conditional and future tenses, the subjunctive mood, as well as interrogative and relative pronouns. More places in the francophone world will be discussed with a biblical worldview. Students will also read and discuss a French novel, such as Les Misérables or Le Petit Prince. Students at this level are eligible to take the Seal of Biliteracy test.
Curriculum: Vista, Chemins 3
French IV/College Intermediate French I & II (JBU LS 2213 and LS 2223, Dual Credit Class)
Prerequisite: French III (or equivalent) and a cumulative percentage of 85%+
Elective, 10th-12th Grade, Full Year, 1 high school credit, 3 college credits per semester (students may take for Honors)
Students will enhance their communication of the language in all areas of communication: listening, speaking, reading, and writing. Topics introduced previously will be expanded upon and include relationships, towns and cities, news and media, human rights and politics, society, families and stages of life, inventions and science, leisure activities and sports, work and finances, nature and the environment. Grammatical structures will be reviewed from previous years and new concepts introduced, such as the pluperfect verb tense, pronouns y and en, and si clauses. Students will read about and discuss the influence of the language on many countries around the world. Short stories and videos will accompany each unit and be taught from a biblical worldview. A French novel will also be read and discussed, as well as passages from the Bible. Students at this level are eligible to take the Seal of Biliteracy test.
Curriculum: Vista, Chemins 4 and/or Perspectives
Seal of Biliteracy information (see Appendix p. 70-75)
The Seal of Biliteracy promotes active participation in a global society and economy by incentivizing, recognizing, and celebrating the acquisition of biliteracy skills and sociocultural awareness.
This course will provide an introduction to weight training with an emphasis on student participation. The student will be presented with the proper technique for a variety of weight training movements with an emphasis on learning proper movement rather than strength development. Grades will be determined through participation, written tests, and level of improvement.
Curriculum: RACK Performance Software
Advanced Weight Training
Prerequisite: Beginning weight training
Elective, 9th-12th Grade, Semester, 0 5 credit, Gender Specific Classes
This course has three main objectives: development of an understanding of weight training physiology, development of the skills necessary to maximize performance of strength training techniques, and continue progress toward an individual’s strength and fitness goals. Students will learn to design and implement their own individual workout plan and track their progress by maintaining a workout journal or tracker. Grades will be determined through participation in class, written tests, and completion of the workout journal or tracker. This class may be repeated for further credit.
Fit for life is designed to provide students with the knowledge and skills that are essential for creating a healthy lifestyle. In this class, students will participate in various low-impact resistance exercises designed to tone, stretch, strengthen, and sculpt muscles to improve body composition and fitness. Areas may include but are not limited to fitness testing, goal setting, circuit training, weight training, walking, aerobics, jogging, interval training, stretching, various low-impact competitions, and recreational games. This class may be repeated for further credit.
Team Sports
Elective, 9th-12th Grade, Semester, 0 5 credit, Gender Specific Classes
This course will include a variety of team sport activities. Instruction is aimed at developing fitness and traditional and non-traditional team sports games. Injury prevention and sport-related careers will also be included in the instruction. Students will also examine coaching and team strategies, as well as officiating mechanics for each sport. Students will participate in a variety of sports and games, teach classmates rules and skills, and have the opportunity to officiate various sports and games. This class may be repeated for further credit.
Curriculum: PE Equipment such as footballs, basketballs, soccer balls etc
Net Sports and Lifetime Activities
Elective, 9th-12th Grade, Semester, 0 5 credit, Gender Specific Classes
Students will participate in a variety of lifetime activities which may include tennis, volleyball, badminton, frisbee, pickleball, table tennis, recreational and outdoor recreational activities. Students will also learn about the health benefits gained from participating in these activities. Regular class activities include participating in lifetime activities and taking written assessments over the rules and terminology related to them. This class may be repeated for further credit.
ACT Prep
Elective, 10th-12th Grade, Semester, 0 5 credit
This course is designed to provide students with both instruction and practice in the five major categories that appear on the ACT: English, Math, Science, Reading, and Writing (Optional). Students will learn test-taking strategies specific to the ACT They will also spend substantial class time in supervised practice (individually and in teams) in the areas of English, Math, Science, and Reading, as well as limited time preparing for the Optional Writing component of the ACT
Curriculum: Princeton Review ACT Prep, 2020: 6 Practice Tests +Content Review + Strategies (College Test Preparation) Upgrade to current year each new school year
Yearbook
Elective, 10th-12th Grade, Full Year, 1 credit
Prerequisite: Admission into the course is reserved for students with a high level of dependability
Enrollment: 15 students maximum
This is a production-based course that requires a high level of responsibility and commitment as we create the SCA yearbook in a Christ-honoring and accurate way. Because the staff is solely responsible for the content, design, and layout of the yearbook, students who choose to participate in this course must ensure that it runs efficiently and effectively. The yearbook staff must be cooperative, punctual, professional, creative and productive. Students will be expected to maintain good attendance and display strong academic performance. Students will apply for various staff positions which will require them to be responsible for conducting interviews, composing captions, designing and editing all elements of text, graphic art, and digital photography layouts. Students will learn the basics of the Adobe InDesign and Bridge software program as they work together to complete the secondary yearbook along with organizing and distributing at the end of the year. This course requires students to be available outside of regular class hours to attend sporting and fine arts events and other student activities in order to photograph at least one event per month.
Curriculum: InDesign Training Videos from Lynda com and Teacher-Generated Materials
Life Prep
Elective, 9th-12th Grade, Semester or Full Year, 0 5 or 1 credit
Grades given will be Pass/Fail and will not impact your cumulative percentage. SCA’s mission is to enable students to meet their God-given potential. In supporting this goal, the Life Prep class has been created to honor the uniqueness of each student. Time may be spent to facilitate music lessons, study for classes, obtain tutoring, or take advantage of ministry opportunities. Students are encouraged to bring their ideas for Life Prep time to their Life Prep instructor. Should students choose to use Life Prep hour to complete an accredited course from a different educational institution, credit will be issued for that course rather than a life prep credit. Only .5 credit may be issued for a single period semester.
Life Prep Plus
Elective, 9th-12th Grade, Semester or Full Year, 0 5 or 1 credit
Additional fee may apply
Grades given will be Pass/Fail and will not impact your cumulative percentage. SCA’s mission is to enable students to meet their God-given potential. In supporting this goal, the Life Prep Plus class has been created to honor the uniqueness of each student. Time may be spent to facilitate music lessons, study for classes, obtain tutoring, or take advantage of ministry opportunities. Students are encouraged to bring their ideas for Life Prep Plus time to their Life Prep instructor. Students will meet weekly with the teacher to look at grades, upcoming assignments, and to discuss strategies to improve academic skills. This is a small group setting.
English for Academic Purposes (EAP)
Required for 9th - 12th Grade International Students, Full Year, 1 credit
Within the EAP classroom, each student will be individually assessed so that progress may be tracked in grammar, vocabulary, listening, speaking, reading and writing skills. Students will also be given instruction in preparation for standardized language testing and MLA essay formatting. The teacher will incorporate lecture, technology, and individual tutoring as needed to help ensure the academic success of each student in core college-prep classes. Time will be taken to facilitate cultural adaptation and to explore opportunities for students to share their culture within SCA’s environment.
Curriculum: Longman, Writing Academic English, Level 4; Longman, Introduction to Academic Writing, Level 3; Barron’s, TOEFL iBT, 13th Edition; Grammar and Beyond Level 3 and 4
Language Cadet Teacher
Prerequisite: Must have at least a B in English I and approval of an EAP teacher.
Elective, 10th-12th Grade, Semester or Full Year, 0.5 credit or 1 credit
This class is for students who desire to aid the teacher in instructing students in language acquisition using their first language. The objective of the language cadet teacher course is to assist the classroom language teacher, provide authentic language as a native speaker, and offer cultural insight and exploration. Language cadet teacher responsibilities include: preparing educational materials and supplies, providing instruction to the class in selected subject areas under the supervision of the classroom teacher, providing individual instruction to students, and other duties as assigned by the teacher.
Student Aide
Prerequisite: Administrative approval required. Students must fill out an application. Applications may be aquired from an advisor.
Elective, 9th-12th Grade, Semester or Full Year, 0.5 or 1 credit
Students have the opportunity to work in a variety of settings as an aide. They will be asked to help with an array of tasks under the supervision of SCA faculty or staff. Aide positions are available in the following areas: elementary or secondary classrooms, the elementary library, school offices, the IT office, and maintenance.
An application, including an essay, is required for acceptance as a student aide. Other requirements are as follows:
● All grades70% and higher the semester prior to being a student aide
● No suspensions or significant disciplinary consequences
Grades given will be Pass/Fail and will not impact GPA. Must pass to receive credit. Students should pick an alternate elective class in the event they are not chosen as a Student Aide.
Special Topics
Elective, 11th/12th Grade, Semester or Full Year, 0 5 or 1 credit
With administrative approval, students may choose to do more in-depth study on a course elective. The objectives to be learned for the special topics course will be established by the course instructor in conjunction with the student. These objectives will be approved by administration and documented within the student’s file Examples of course electives for special topics include, but are not limited to, painting, worship, etc
Discovery Program
Prerequisite: Administration of Individualized cognitive and academic standardized tests, Woodcock-Johnson III –Tests of Achievement, Bender Gestalt, and miscellaneous informal tests (separate fees assessed for testing).
Elective, 9th-12th Grade, Full Year
The student enrolled in the Discovery Program (a research-based model put forth by the National Institute of Learning Development or NILD) meets one-on-one with a certified educational therapist, for a total of 180 minutes each week. Each session is specifically targeted to remediate perceptual weaknesses in the visual, auditory, and/or cognitive processing domains. Enrollment in the Discovery Educational Therapy Program is recommended only after a student has been thoroughly evaluated via a battery of psycho-educational, standardized, and informal tests, in which a pattern of perceptual deficits is revealed. There is required work outside of the therapy session four days each week. The goal of the Discovery Program is for each student to become an independent learner who no longer requires accommodations or modifications in order to function in an academic setting. Every Discovery student is re-evaluated annually to determine if reenrollment is recommended for the upcoming school year. Typically, students remain in the program 3-5 years. There is an additional fee required for the Discovery Program.
Textbook: Interactive Educational Systems, Inc , The Blue Book Method NILD Support Manipulatives
Partnering Career Centers
Prerequisite: See Qualifications
11th/12th Grade, Full Year, 1 Credit per/semester
Local career centers partner with SCA enabling students to attend the other campuses to pursue additional elective opportunities It should be noted that these career centers follow their district’s calendar, and it is important that students follow those dates Our partner career centers will modify the course ending dates to match seniors’ school ending dates
Requirements for Part-Time Students Desiring to Participate in MSHSAA Activities
1. Enrollment: Part-time students must be currently enrolled in a total of 7 courses; a minimum of 2 instructional courses must be taken at SCA to be eligible for MSHSAA activities.
2. Prior Semester Requirements for High School: When a student who has not had any connection to SCA initially applies (whether they are coming in full-time/part-time, or traditional or Non-traditional), two different areas must be reviewed and confirmed before the student is able to represent SCA in MSHSAA competitions.
A First, academic credit for the prior full semester has to be confirmed and accepted. For this to happen, a student must have earned a minimum of 3.5 credits or have earned credit in 80% of the maximum allowable classes in which a student can be enrolled in the semester, whichever is greater.
B. Second, all previously taken courses must be added to the SCA transcript. To be added, courses must meet criteria of SCA courses (i.e., be from an accredited body and/or taught by certified personnel, meet hours p/Carnegie measure, be listed in SCA Course Description Guide in Appendix B, or be approved by the administration based on previous listed criteria).
3. Part-time students must provide SCA with verification of all courses completed. (Documentation should include tracked hours from an accredited program OR a virtual transcript.)
4. For high school students, in addition to following MSHSAA academic semester requirements, SCA students must also meet monthly grade check requirements. Grades should reflect no F's OR no more than one D in all courses in order to participate in MSHSAA competitions.
5. At the end of each semester, the school advisor will confirm students are continuing in eligible courses for the next semester and will also confirm all previous semester courses were passed. These courses will then be added to the transcript.
*For high school students, a $35.00 transcripting fee will apply p/year. This fee will be charged upon enrollment and is non-refundable.
6. SCA will provide a transcript that includes all SCA and transferred approved courses. Courses transferred into SCA will be placed in parenthesis on the transcript.
7. For high school students, upon initial enrollment, part-time students are considered to be transfer students. The athletic office will file a Transfer Eligibility Form in order to confirm eligibility through MSHSAA. Students must maintain their non-traditional student status in subsequent semesters or will be required to refile a Transfer Eligibility Form for MSHSAA to again confirm their eligibility. For example, if a student wants to run cross country in the fall, but he/she doesn’t wish to continue enrollment at SCA for the spring, the student would be a transfer student again if he/she re-enters the agreement next fall.
8. Part-time students may attend lunch and/or one life prep (study hall) course if desired courses are not immediately consecutive in the school schedule.
9. Part-time students are welcome to attend SCA chapels and all other school activities.
Appendices
Appendix A
SUMMIT CHRISTIAN ACADEMY
Missouri Seal of Biliteracy Application
The Missouri Seal of Biliteracy promotes active participation in a global society and economy by incentivizing, recognizing and celebrating the acquisition of biliteracy skills and sociocultural awareness. SCA is dedicated to providing an education that prepares students for life and service in a global society. These skills include the ability to communicate with individuals, clients, colleagues and associates who speak a language other than English, as well as understanding the sociocultural intricacies that can further enhance the relationship. The Missouri Seal of Biliteracy is awarded to students who have attained proficiency in English and at least one other language before high school graduation.
Any SCA student who is studying a world language is a potential candidate for the Seal. Native English-speaking students may acquire the second language proficiency through world language classrooms, community-based programs, at home or other experience. English Language Learners (ELLs) are also eligible to apply and demonstrate their proficiency through the mentioned requirements. If you wish to pursue the Seal and accompanying graduation honors, submit this form to your world language teacher. The world language teacher should provide a copy to the International Program Director for processing.
I wish to pursue the Missouri Seal of Biliteracy.
Name Email:
This log serves as a place to record all activities and obtain signatures of the overseeing adult(s).
Requirements: Students must acquire a total of 15 points in any combination of the options below Points may be acquired over a two-year period
Points possible
Activity Option Descriptions
I. Attach a written, researched 3 page paper on the cultural topic(s) shown below. Your paragraph may be written in English.
1 Topic 1: Music
1 Topic 2: Art
1 Topic 3: Poetry
1 Topic 4: Current Event
1 Topic 5: Literature
2 Topic 6: Compare and contrast your American systems of Health, Government, Civil Liberties, and Economics with a country where your language is spoken
3 II. Cultural Presentation - attach presentation. Provide date, time, and contact information for the adult supervising the presentation.
III. Develop relationships with native speakers.
4 Opportunity 1: Be an SCA Buddy
4 Opportunity 2: Be an SCA Host family
4 Opportunity 3: Demonstrate Leadership in NEXUS
4 Opportunity 4: Participate with International/Refugee discipleship through local church
4 IV. Service Project with native speakers - attach 1- page written reflection on your experience with supervising adult’s signature
V. Visit-Attend a local event where a country that speaks your language is highlighted. Attach a 1-page reflection.
4 Visit 1: A Local Church Service
4 Visit 2: A Local Festival or Event
4 Visit 3: A Museum Exhibit
5 VI. Translation - attach translated piece with supervising adult’s signature
6 VII. Out of Country Trip - attach written 1,000 word reflection on experience, 3-5 photos, along with supervising adult’s signature.
LOG FOR SOCIOCULTURAL COMPONENT OF SEAL OF BILITERACY
This document is designed to provide a place to track all points related to your sociocultural component for the Seal of Biliteracy. All documents must be filled out entirely before submission. All signees must be verifiable and provide contact information for verification.
Students:
Briefly describe the activity/activities you plan to accomplish. (Include what you will be doing, where it will be performed, who you will be working with, when this will be completed, and total number of points sought.)
LOG
Date/ Location Activity
Appendix B
Pre-Approved Homeschool Courses for High School Students
Appendix C
Course Registration Forms
Summit Christian Academy High School Course Registration Form 2025-2026
Student Name: Date of Advising Meeting: ____/_____/____
Grade Entering: 9 10 11 12 Grad Year: Missouri A+ Program: Yes No
CORE ACADEMICS
Bible:
English: Math: Science: Social Studies:
Elective Graduation Requirements:
Elective Course Selections:
Please list your elective course selections below in order of highest priority.
1st Choice: Full Year Semester
2nd Choice: Full Year Semester
3rd Choice: Full Year Semester
4th Choice: Full Year Semester
5th Choice: Full Year Semester
6th Choice: Full Year Semester
Additional Notes:
Summit Christian Academy Junior High Course Registration Form 2025-2026
Student Name Date Received / /
At the secondary level, there are eight periods within one school day. In 7th and 8th grades, six of those periods are filled with the following school-assigned courses:
Course 1 English 7/English 8
Course 2 Wisdom Literature and Biblical Leaders/Bible Truths
Course 3 Life Science/Earth Science
Course 4 World History/American History
Course 5 Physical Education
Course 6 Mathematics: (assigned by administration)
To complete your schedule, you will need to choose from the elective courses below This may include two full-year courses, four semester courses, or a combination of both The SCA Course Description Catalog is available to aid you in your selections Please note one semester of Digital Citizenship is required for all Junior High students.
Full Year Courses
JH Band
Allegro Strings
Semester Courses
Digital Citizenship
Art *Fall, Spring, or both semesters
JH Choir Logic
Intermediate Spanish (8th grade only)
Chinese I (8th grade only)
French I (8th grade only
Spanish I (8th grade only)
JH Speech
JH Debate
JH Competitive Speech and Debate *2nd semester only
World Language Exploration
Exploring Theatre Acting Experiences
Beginning Strings Life Prep
Please list your elective course selections below in order of highest priority. 1
Additional Notes:
Summit Christian Academy
Course Approval Form (i.e., off-campus or online)
The following student is planning to take a course or courses from another institution in order to fulfill graduation requirements at Summit Christian Academy. Please see the course description catalog (pg 6) for further details.
Student’s Name:
Course Name Institution
The student and parent/guardian understand that proof of course completion is required. A passing grade must be submitted to the school office from the institution providing the course in order to receive credit. Submission should be done immediately after the completion of the course in order to update school transcripts here at SCA.
The signatures below show that the student, the parent or guardian, and the school agree to the above satisfying graduation requirements at SCA.
Student Signature:
Parent Signature:
Principal/Counselor Signature:
Appendix D
Philosophies
The goal of the SCA Bible department is to teach the Bible as a tool for the student’s relationship and service to God. The Bible is the written revelation from God to humankind and is the original, infallible, inerrant source from which we learn of the salvation offered by grace, through faith in the Lord Jesus Christ. In the Scriptures, we encounter the central Truth of Jesus’ life, sacrificial death on the cross, and resurrection in power from the dead. SCA incorporates Bible classes since the Scriptures are God’s intended source for teaching, rebuking, correcting, and training in righteousness (I Tim.3:16-17). We see Scripture as God’s revelation and the key to a personal relationship with Him. Christians must read and understand Scripture in order to understand the personal sacrifice required of all believers to serve the body of Christ (the Church), of which Christ is the head (Eph 1:23, Rom. 12:1-2, I Pet. 2:9). To fulfill God’s command that we are to love Him with all of our heart, soul and mind (Matt. 22:37), it is our desire to teach dedication in critically studying God’s Word, that Christians may grow in their relationship with the Creator, Redeemer, and Savior (Col 3:23, I Pet. 3:15).
God’s Revelation and the Need for Relationship
It is also the aim of the SCA Bible department to lead in forming an apologetic for the Christian faith. The Bible is clear that God reveals Himself to all people through Creation, though it is not a revelation leading to salvation (Rom. 1:18-23). Therefore, it is the Christian’s responsibility to identify and proclaim those aspects of God found in creation, revealed only by the Holy Spirit (Acts 14:8-18, 17:22-34, I Co. 2:6). Every discipline finds its source in God by way of His creation, so all subjects teach the truth of God (Col. 1:15-20, I Pet. 3:15). We look
to the humble example set by Christ as the Word of God. Though Christians stand in a special place understanding the truth of this world and God, it is not the place of the Christian to judge or ridicule (John 5:19, Phil 2:5-8). Though the Christian may be prepared with God’s truth, the presentation of that truth should illustrate the love and sacrifices God has made (John 3:16).
Regarding Translations of the Bible
The Bible is an ancient book written in three different languages: Hebrew, Greek, and small portions of Aramaic (Daniel). SCA acknowledges the canon as the sixty-six books: Genesis through Revelation. While the school supports no particular English translation, we encourage a more literal translation for classroom use. Popular examples of such translations would be: English Standard Version, New International Version, New American Standard Bible, and the King James Version.
Regarding Curriculum Content to Encourage World Impact
As Christians relate the gospel to our generation, we may not forget that James 3:17 warns that “the wisdom from above first pure, then peaceable, gentle, open to reason, full of mercy and good fruits, impartial and sincere.” Christians should be careful not to be “taken captive by philosophies” of our current generation; however, understanding modern ideologies may lend Christians a great opportunity to grow in the understanding of God and in the ability to witness to our generation (Col. 2:8). Christians must be patient to understand others if we wish to testify of grace in Christ. Because we believe in the absolute moral truth of Scripture, as well as the mandate to reach our world, we understand the necessity of Christians being able to define and engage philosophies and cultures different from our own.
Regarding Unity within our School Body
Should debate concerning church doctrine ensue within a classroom as we are engaging our culture and the Word, students are encouraged at all age levels to bring
questions to parents and pastors. In regards to class discussion, teachers will moderate differently depending upon the age level of students. At the early elementary levels, no debate or vigorous discussion will ensue. As students begin developing more ability to think abstractly, teachers will allow moderated discussion and direct students to the Word to begin critically thinking out their personal faith. At the highest grade levels, vigorous conversation may occur as students wrestle with their theology in an attempt to strengthen their faith as they prepare to enter college and the world. Always, the Word of God will be the platform for discussion.
Conclusion
It is our desire that the Bible education received through SCA will provide a deep understanding of God’s Word and equip students to demonstrate personal application of that Word, enabling a life lived as a disciple for Christ.
Summit Christian Academy established the Business and Technology Department to help our students meet their God given potential by providing courses that align with expectations of reputable business schools. Course offerings also support student interests, abilities, and aspirations in regard to personal business needs. In a world of situational ethics, students will also study business and technology practices through the Biblical lens of absolute truth. Romans 12:2 states: “And be not conformed to this world: but be ye transformed by the renewing of your mind, that you may prove what is good, and acceptable, and perfect will of God.” This department will prepare students to transform the world around them by renewing their minds and trusting God, so that they may glorify Him through their careers and lifestyles.
Students in the SCA Business and Technology Department are guided in many ways as they develop the skills necessary to become business leaders, informed citizens, skilled employees, and wise stewards of God’s blessings. Within the course offerings, students will have opportunities to customize their experiences by selecting projects and internships based on personal and career interests. Student learners also will use a wide range of technology to solve unstructured problems. In the modern business arena, teams and collaboration are key. As such, students will collaborate with adults and peers in order to develop leadership and interpersonal communication skills.
Money Management
The study of business courses will help students possess a thorough understanding of the biblical
view of prosperity, wealth, and private property. The goal is to develop a testimony beyond reproach in the personal stewardship of time and money.
Business and Marketplace
By grasping the importance of being “a light unto the world,” students will understand the immense opportunity to witness for Christ as Christians by serving as business leaders in the global marketplace. They will be taught to function as economically literate citizens through the development of personal consumer economic skills, the knowledge of social and government responsibility, and an understanding of business operations.
Information Technology
Introducing SCA students to the productivity tools of word processing, spreadsheets, and presentation software will allow them to approach the business world more confidently, efficiently, and effectively. Students will learn how to safely navigate through the many types of modern digital media, using the Holy Bible as a guide when making decisions related to information technology.
Internships
Through internships, SCA students get a taste of their chosen career field through off-campus experiences. Students are able to practice and demonstrate interpersonal, teamwork, and leadership skills necessary to function in multicultural business settings.
“Let the redeemed of the Lord tell their story,” Psalm 107:2
The goal of the SCA theatre department is to inspire students to achieve their God-given potential in performance and technical theatre through the observation of and performance in excellent productions, as well as the opportunity to take elective courses at the secondary level. By participating in drama and secondary theatre at SCA, students develop professionalism, responsibility, creativity and humility.
At the elementary level, students will have the opportunity to view a minimum of three plays: 1st , 2nd , and 5th grades all have yearly performance attendance. Other plays may be attended, depending on local offerings. Teachers discuss performances to begin enabling students to evaluate from a biblical worldview. Students begin dramatic performance at the first grade, and yearly opportunities occur as informal class activities tie to curriculum. Performance in elementary dramatic experiences culminates at 5th grade when students participate in a thirty minute musical.
SCA secondary theatre classes and productions aim to develop the following biblical qualities in our theatre students: joyful, loving, faithful, driven, teachable, trustworthy, patient, compassionate, humble, and forgiving. Students who participate in theatre cultivate communication and leadership skills as they prepare to enter a world where they will both lead and follow by example – onstage, backstage, and beyond.
Theatre productions at SCA serve many purposes—to educate, inspire, equip, challenge, entertain, warn, and empower God uses stories in his Word for these same
purposes. He reveals Himself and His Truth through parable, narrative, and poetry. The Bible tells stories of redemption and brokenness featuring people who followed God and people who opposed God. We learn from both types of stories and both types of people. Therefore, theatre experiences at SCA reveal truth, deal with real-life issues and conflicts, and demonstrate the consequences of sin. Productions feature honest representations of the struggle between good and evil, not only through the conflicts between characters, but also through the internal turmoil within characters. Because some realistic struggles are not appropriate for all ages to explore, extracurricular productions appeal to a variety of audiences; some plays appeal to young audiences, while others appeal to older audiences. SCA informs our families of the play content so they are aware of the intended audience for all theatre productions.
Though many theatre activities are performed for an audience, the primary goal of SCA theatre is to equip and inspire the students who choose to participate. To accomplish this, our plays, musicals, and in-class scenes contain a variety of exciting and demanding roles that challenge students’ ability to create believable, life-like characters. Because SCA recognizes the value of classic literature, students have the opportunity to perform scenes and plays that have literary and historic significance. The works of famous authors, critically acclaimed plays, and excellent new works are also represented. Vulgarity, blatant sin, and immoral lifestyles are not glorified. Christian and secular sources can be vessels of God’s Truth; therefore material by both Christian and non-Christian playwrights and musical composers is selected.
SCA theatre gives students unique opportunities to use the gifts that God has given them both onstage and backstage. Each year the theatre department performs two major productions (one large cast and one small cast) with a major musical every other year Students may enroll in various theatre classes to take advantage of additional performance opportunities. Young playwrights and directors have the chance to hone their skills throughout
their secondary career, while students who enjoy theatre review writing may join our Cappies critics team. Improvisational acting skills may be further developed by joining our Improv Team, and students may also participate in forensics, which offers theatrical events. Participation in these activities leads many students to induction in our school’s troupe of the International Thespian Society, through which students connect with other schools and compete for theatre scholarships.
Students who participate in theatre at SCA build a base of theatrical experience that prepares them to enter a university-level theater program either as a major/minor or as an extracurricular activity They also acquire the knowledge and experience to contribute to theatre within their future communities beyond college. Students gain an understanding of theatre history by examining the cultures surrounding various playwrights and plays and by evaluating the worldview expressed within selected works. Acting students build skills in the areas of voice production, movement, characterization, and script analysis. Students with an interest in behind-the-scenes work learn about technical responsibilities such as costumes, set building, and lighting. In the SCA theatre department, the possibilities for students to develop their God-given potential are vast, and personalized classes and projects are the norm rather than the exception.
The SCA theatre department also provides hands-on leadership training for advanced students as they lead within their area of expertise, either as actors or crew leaders. In this way, participation in theatre at SCA is an introduction to the management of both people and projects. As they take a scene, play or musical from auditions to curtain call, our students are learning responsibility, professionalism, creativity, and humility When these students go forth into their universities and communities, we hope that their theatre training has equipped them to lead others and to see how God is at work in the arts around them.
Summit Christian Academy’s health instruction is designed to enable our students’ increased growth in “wisdom and stature, and in favor with God and man” (Luke 2:52).
As such, curriculum scope and sequence has been created to promote the whole person. In addition, ideas of social responsibility and ethical behavior will be explored.
Curriculum Content
The biblical foundation of health will enable students to acknowledge that they are “fearfully and wonderfully made,” (Psalm 139:14) and that they have the responsibility to maintain their health as a testament to the glory of God. This emphasis on spiritual and physical health further promotes SCA’s social goal of good health habits, as well as its goal of imparting a respect for the sanctity of life. Emotional and social health will be explored with topics of ways to evidence respect for God, one another, authority, and country
Social Responsibility and Ethical Behaviors
The safety of self and others will also be taught in addition to first aid at the secondary level so students can help others when emergencies arise. At the elementary level, focus will be on personal health and nutrition topics. At the secondary level, social topics such as abortion, euthanasia, and gender identity will be debated to ensure students have the tools to develop a biblical worldview When discussing sexual morality before marriage, an abstinence-only stance will be taken by all instructors. This
unit will afford opportunity, especially at the secondary level, for students to explore their biblical worldview and the importance of its impact on the changing society around them.
Teaching Methodologies
Secondary health discussions will include the use of the school health clerk when that person is a registered nurse in order to facilitate the best information possible for students. The clear personal value of the knowledge provided yields the intrinsic motivation necessary to obviate the need for grades at the secondary level. Formative assessment is done through active class discussion and evidence of changes within the affective domain, as well as within demonstrated behaviors. At the elementary level, health grades taken will be minimal, and those taken will be incorporated into the science grade. Whenever possible, science models will be used to facilitate understanding of the human body and its functions.
The goal of the PS-6th grade library program at Summit Christian Academy is to work with the faculty and administration to encourage and enable students and staff to be effective users of information and ideas that develop intellectual, spiritual, personal, and social growth for service to the Lord. The educational goals are threefold: to enlighten students of their Christian responsibility in information management, to foster students’ independent learning, and to broaden students’ information literacy.
A key function of the library program at Summit Christian Academy is to provide students with the ability to accurately evaluate and use information and literature in a democratic society based on a biblical worldview. Scripture teaches that we must be selective in what is read (Ecc 12:12) and that “our minds must be constantly filled with that which is pure and wholesome.” (Phil 4:8) Because writing is a powerful tool which easily influences thought, students participating in library skills will exercise their biblical worldview through the selection and appropriate promulgation of newfound knowledge. Group discussion and activities will provide ample opportunity for students to sharpen their ability to use and evaluate information within the context of a Christian worldview. With this philosophy and mission in mind, as we increase the selection of items for elementary and secondary students, we purposefully seek materials (books, internet sources, periodicals) with varying points of view in order that students will be exposed to and able to defend the Christian worldview, as well as develop the ability to discern the accuracy of
information from a biblical perspective. It is our desire that students be exposed to and able to digest different viewpoints within a safe environment so that they can learn to compare them against the plumb line of the Bible. This will help in assessing whether something is based on truth and allow them to defend their position.
In addition to improved use and selection of resources, students will also become more independent learners, developing confidence in their active pursuit of knowledge related to both personal interests and the interests of others. Students will learn to appreciate literature and other creative expressions of information as they strive for excellence in the seeking of information and its transfer to relevant venues. The students of SCA will find no information source too daunting for the purposes of personal knowledge or public dissemination.
Participation in library skills will enable students to find the best resources for their needs. Students will be able to access information efficiently and effectively, demonstrating an ability to glean knowledge from any appropriate media. They will receive instruction in the use of reference materials, literature, Internet, and other written information found in a variety of libraries.
The goal of the SCA math department is to teach mathematical truths as demonstrated in the orderliness and exactness of God. This goal is accomplished through the facilitation of two objectives: 1) to enable students to appreciate the works of God in His creation and His attributes and 2) to enable students to apply the understanding of mathematical concepts to other areas of life using their God-given creativity The goal of the SCA math department is to teach the discovered mathematical truths, which are entirely dependent upon the God of the Bible, Who created all things and holds all things together - including math - as indicated in Colossians 1:16-17; “For by him all things were created, in heaven and on earth, visible and invisible, whether thrones or dominions or rulers or authorities - all things were created through him and for him. And he is before all things, and in him all things hold together.”
The mathematics courses of Summit Christian Academy will reveal the character of God and His creation With intentional application of mathematics to the working world in which students live, they will come to appreciate the works of God and better assume the responsibility of stewardship as commanded in Genesis 1:8 The orderly and creative attributes of God may be gleaned through the study of mathematics as teachers demonstrate the consistency and exactness of the covenant-keeping God, Who established and set all laws in motion and Who upholds them to this day. In Jeremiah 33:25-26a, “This is what the Lord says: ‘If I have not made my covenant with day and night and established the laws of heaven and earth, then I will reject the descendants of Jacob and David my servant and will not choose one of his sons to rule over the descendants of Abraham, Isaac and Jacob ’’ Studying mathematics from a biblical worldview is an invitation to student mathematicians to know more about their Creator, Who works in patterns and is always faithful in sustaining the order of the universe.
Math develops critical thinking skills through abstract thought which leads to higher levels of discernment throughout all subjects and in life From the earliest levels, students will be tasked with grasping the logical order of math through activities such as showing full work, calculating by hand, and using manipulatives as concrete representation of numbers. As students begin taking higher level courses, they will understand how abstract truths in any subject can be assigned mathematical concepts such as geometric proofs, exponential functions, and statistical correlations to demonstrate the logic of Truth Ultimately, graduates will grasp that math can be an act of worship as students seek Truth with the realization that both logic and philosophy are mathematical As such, SCA will demand a mastery of basic math facts
Regarding Calculator Use
Critical to the mathematical success of students at SCA is the complete mastery of math facts. Beginning in the third grade, students will experience exit exams concerning addition, subtraction, multiplication through the 12s, and division Emphasis will be placed on showing work Calculator use is introduced at the junior high level in limited units Students will be required to show their work throughout their math coursework
Regarding Number of High School Courses
Students will be encouraged to maintain presence in a math course all years of high school in order to continue development of the left-brain and executive function
The goal of the SCA music department is equipping students to experience music at an intellectual, personal, and spiritual level. This goal is accomplished through fostering musical skills and concepts, as well as an interest in music that will lead to a lifetime of enjoyment and appreciation which focuses on the privilege of using music to glorify and worship God.
Music K-6
Elementary general music classes are often the final musical training some students will ever receive. The skills and attitudes acquired during this time must be sufficient to encourage active participation or appreciation that will last a lifetime. SCA elementary music will, therefore, have a general music curriculum as its primary focus in order to foster intellectual understanding of music. In addition, there will also be some opportunity for performance given every other year with the off year providing exposure to a professional group within the music arts.
Elementary will also provide an opportunity for exposure to instrumentation. The Orff Model of sing, say, move, play will be used and taught by trained staff. Students will have the ability to begin instrumentation as young as kindergarten through Orff instruments. Fourth grade will allow recorder use, and students may then choose to participate in either the band or strings program, each of which provides performance opportunities.
Music
7-12
At the secondary level, music is defined as a co-curricular subject. Secondary music courses are elective for students and will build upon the intellectual foundations that have been established, offering students the opportunity to further develop both their knowledge and
God-given musical interests and talents. Attention will be paid to sight reading, posture, and musical composition. Students in secondary level courses will be expected to practice.
Many students are gifted musically and in order to afford them the opportunity to reach their “God-given potential,” SCA offers higher-level instrumental programs in both strings, band, and vocal performance groups. These groups serve as a training ground for college-bound or aspiring professional musicians. The opportunity to compete and travel will be provided and supported through curriculum.
In addition, a dual credit course offering is provided to further hone musical skills for those needing a future fine art course and who are non-music majors.
Choice of Music
For students to experience music at an intellectual level, skills and concepts will be acquired through various methodologies and curricular resources including, but not limited to, composing, performance, and exposure to music from many cultures. Sacred as well as secular materials will be used to achieve these skills as both Christian and secular sources can be vessels of God’s Truth. Both venues can promote musical excellence. Musical selections are based on the quality and content of the music rather than the composer Vulgarity, blatant sin and immoral lifestyles will not be glorified. Phil. 4:8 exhorts us, “Whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable—if anything is excellent or praiseworthy, think about such things.” The music department will uphold this Scripture in its examination and performance of all music.
In light of God’s Word, a personal connection with music can be achieved through exposure to various musical styles and cultures and performance opportunities, as well as classroom and field trip experiences. Realizing that not every student will have a musical career or even be a performing musician, our responsibility is to give ample opportunities to
discover an appreciation, respect and/or interest in music and enable students to accurately evaluate it against standards of excellence.
The Power of Music in Worship
Using Scripture, both classroom discussions and opportunities to worship in all music courses, students will come to realize that music is a gift from God and is to be used for His glory Music is a powerful means of praise and worship and can draw a person into a closer relationship with God through the Holy Spirit. The use of musical worship teams facilitated through high school courses helps further facilitate this purpose of music at SCA. Psalm 92:1 states, “It is good to praise the Lord and make music to your name, O Most High.” Psalm 95:2 encourages us “Let us come before Him with thanksgiving and extol Him with music and song.” Through the Christian training given within the music department, students will be better able to worship their Creator
Conclusion
Regardless of a student’s musical gifts, all students at SCA will be pointed toward their “God-given potential” in music.The goal of the SCA music department is equipping students to experience music at an intellectual, personal, and spiritual level. This goal is accomplished through fostering musical skills and concepts, as well as an interest in music that will lead to a lifetime of enjoyment and appreciation which focuses on the privilege of using music to glorify and worship God.
Penmanship at Summit Christian Academy is taught to ensure the legible communication of ideas. Repeatedly, the Lord gives the command to write something down so that it may be read and not forgotten. For example, Isaiah 30:8 KJV states, “Now go, write it before them on a table and note it in a book, that it may be for the time to come forever and ever.” Legible writing is key to ensure clarity of communication. SCA recognizes that writing ensures the accurate transmission of ideas and is an important foundational skill to reading, writing, and testing.
The content of the penmanship curriculum varies by grade. In kindergarten and first grade, students are taught manuscript letters, which must be replicated legibly. SCA does not incorporate D’Nealian writing due to texts using block manuscript letters. Beginning in second grade, cursive handwriting is taught. It is reviewed daily in third grade, with students having the option to use either manuscript or print during the first quarter. Finally, in the second quarter of third grade, cursive is all that is used by both teachers and students. This penmanship expectation is maintained through the sixth grade, with the culminating project being a research paper handwritten for extra credit. Handwriting is assessed from kindergarten through third grades using a grading scale of Outstanding, Satisfactory, Needs Improvement, and Unsatisfactory.
There is no formal handwriting instruction or assessment in grades four through twelve. However, a standard of legibility is mandated. Intervention will be required at any point if a student’s handwriting is illegible.
The purpose of the SCA Physical Education program is to develop growth as described in Luke 2:52: “And Jesus grew in wisdom and stature, and in favor with God and men.” Our goal for students is twofold. First, we desire students to experience growth spiritually, physically, socially, and mentally through PE activities; and secondly, students prioritize healthy lifestyles throughout their lives.
The primary purpose is to assist the learner in developing: (1) total fitness and a lasting desire to pursue a lifelong healthy lifestyle, (2) movement abilities ranging from functional life skills to those needed for successful participation in physical activities of their choice; (3) an appreciation and knowledge of the creation of the body, (4) responsible,7 personal, and social behavior in physical activity settings with an understanding and respect for differences among others, (5) an understanding that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction.
Because physical education is primarily a participation class, attendance is mandatory. Students are expected to be properly prepared and dressed for class. Special attention is given to fitness monitoring and enabling students to use their own fitness as motivation for improvement. It is our goal to help inspire them to obtain their God-given potential in the area of their physical fitness and enjoyment during participation in activities and sports.
In I Chronicles 16:9, Scripture charges the believer to, “Sing unto Him, sing psalms unto Him, talk ye of all his wondrous works.” The ability to create, analyze, and appreciate poetry enables the believer to better praise his Creator. In addition, as the art of poetry is a reflection of culture, Christians must be able to accurately analyze and create poetry in order to evaluate a poet or a people from a biblical worldview. Further, the writing of personal poetry allows nurturing of potential God-given potential in the arts. As such, Summit Christian Academy believes that all students should be exposed to methodical poetry instruction which includes poetic analysis, memorization, and creation.
Poetry Analysis
Poetry instruction will include a wide range of poetry and artists. As the stylistic features of poetry provide its artistic merit, teaching will include study of poetry’s forms, patterns and use of figurative language. A wide variety of classical poets and their works will be taught in order to provide students with a broad range of knowledge. A graduate of SCA will be comfortable analyzing and evaluating both the form and content of any given poem using appropriate terminology and a biblical worldview.
Poetry Memorization
Memorization of poetry will increase students’ overall ability to memorize. Oral and written exams will stress different aspects of the literary form, while allowing students to forever hold man’s best language in their minds. Oral quizzing will provide an opportunity to gain confidence in public speaking, a necessary skill in enabling our Christian mandate to be witnesses.
Poetry Creation
Creation of poetry encourages critical thinking by forcing students to be purposeful in word choices. Their own writing will provide better understanding of the gift of the poet and will teach more
personal life application. Finally, through the opportunities provided to write poetry about their relationship with Christ, students will fulfill the mandate in I Chronicles 16:9.
Summit Christian Academy values poetry as an art form and as a true component of Scripture. Its in-depth instruction will enable students to feel proficient in their knowledge of this subject area.
The importance of literature is constituted in the belief that God privileges the spoken and written word, as evidenced by the prominence of both in the Old Testament and the New Testament. Jesus Himself is described as the Word of God (Logos) in John 1:1 “In the beginning was the Word, and the Word was with God, and the Word was God,” and God’s Word is one of the few things that abides forever According to Haycock in Encyclopedia of Bible Truths, “Man’s writings reflect his inner thoughts and desires; therefore, we study literature to understand people” (Prov 16:23; Prov 18:4; Matt. 12:34-37; Matt. 15:18-20).
Additionally, the ability to interact with others in society and serve as a witness to various communities and populations is enhanced by engagement with diverse genres of literature, reflecting both cultural and historical phenomena. Certain literature genres enable the student to gain entrance into specialized communities; enhanced understanding and reading comprehension are essential to success in higher education. With these truths in mind, the scope and sequence of instructional methodologies at SCA provides an opportunity to develop important literature skills through teaching reading, reading comprehension, literary analysis, and exploration of literature choices.
Teaching Reading
SCA stresses the need for systematic, explicit reading instruction which incorporates pre-reading activities, decoding, and fluency emphasis. Reading instruction at Summit Christian Academy begins with pre-reading activities such as letter recognition and phonemic awareness of sounds. Initially, there is thorough instruction on phonics charts and rules. Phonics instruction continues through the second grade. Additionally, at the kindergarten and first grade levels, whole language concepts are introduced
and assessed. Fluency is formally assessed from kindergarten through second grade. It continues to be formatively assessed through twelfth grade.
Reading Comprehension and Literary Analysis
SCA curriculum will enable the student to appreciate and understand literary genres and devices, construction, criticism, and the cultural background of works of literature. To accomplish these goals, students will examine the principle components of a short story and a novel including: plot, theme, setting, character, point of view, etc. At the elementary level, teaching methodologies emphasize small group instruction, student-created visual tools, and oral presentations. At the secondary level, students will examine works of literature through the writing of essays and reading responses. These literary writing tasks are supported by the developed skills of summarization, synthesis, analysis, classification, evaluation, interviewing techniques, and other supportive critical thinking skills. Assessment of literature will be developed around performance and authentic standards to assess student understanding and higher critical thinking skills.
Literature Choices
The desire of SCA is that students be equipped to enter into the cultural and academic conversation in order to excel in whatever area of life into which they are called, and to biblically express the truth of God within every jurisdiction of life and academics. In the tradition of Moses, Daniel, and Paul, our students will be equipped through literature to converse in the language of diverse cultures and evaluate literature from a biblical perspective (ref Acts 7:22; Daniel 1:4, 17; Acts 17:28). Therefore, purposeful exposure to texts with diverse worldviews, secular themes, and questionable language will occur in the process of enabling students to evaluate and discuss literature from a biblical perspective. Additionally, through exposure to classical, contemporary, and multi-cultural works, students will be challenged to improve their comprehension and reading level so that graduates will read and analyze on the collegiate level.
Conclusion
Through engagement with literature, the development of critical thinking skills and the enhanced understanding of culture enable the student to fully participate in the cultural and academic communities.
The singular goal of the SCA science department is to instill a love for the subject area within all of our students while equipping them to discover God’s work, revealing that “The heavens declare his righteousness, and all the people see his glory” (Psalm 97:6). This goal is accomplished through the facilitation of three objectives: (1) to equip students to deepen their relationship with their Creator through understanding His creation, (2) to equip students to think scientifically and express their own ideas through analysis of gathered information, and (3) to fully equip students to successfully enter a science field if they so choose.
Creation
Graduates of SCA will understand their origin and be able to demonstrate that science provides evidence for the Creator Accepting God’s mandate for man to master the created world, our curriculum is designed to explore all aspects of that creation. Though today’s society tries to use science to challenge the existence of our Lord, SCA graduates will be confident in defending and purporting their position of faith. At the high school level, this exploration will include sensitive issues such as bio-ethics, human reproduction, and theories such as evolution and the definition of life. During these sensitive topics, teachers will promote Scriptural teaching on honoring life and maintaining purity They will exercise discretion in choosing age-appropriate objectives and methodologies in order to promote focus and discussion.
Human Reproduction
During the anatomy of reproduction unit, classrooms may be divided by gender An abstinence-only model, which emphasizes reproduction in light of marriage, will be used. The
purpose for discussing these issues is to further enlighten and, at no time, should provoke disunity within our body. Therefore, though elementary students may encounter instruction on those topics, should they arise, they will not be matters for debate due to maturity level.
Research and Presentation of Findings
Lessons in God’s creation will be taught in a manner which emphasizes the scientific method of inquiry demonstrated through students’ original work and its presentation. Each science unit will begin with the text and teacher instruction of planned objectives. Then lessons should branch into various methodologies of information gathering, documentation, and public presentation. Methodologies include, but are not limited to, hands-on activities, individual research, transferring data into visual representation and qualitative information (i.e., graphs, charts), written work, in-class debate, word processing applications and data spreadsheets. Special focus will be given to incorporating mathematical formulas and statistics as validation for scientific research.
Teachers will frequently provide opportunities for public expression of scientific conclusions through activities such as science fairs and in-class presentations. Participation in these activities will cause students to be confident in their ability to think scientifically and express those thoughts in a manner which inspires themselves and others.
Career Exposure
The curriculum at SCA will capitalize on students’ developed love of science by introducing a wide variety of careers in the science field. Beginning at the sixth grade, students will be apprised of the wide opportunity for careers in the science field. Middle school career explanations will focus on life science in seventh grade and earth science in eighth grade. High school students will be given the opportunity to explore a variety of individual choices.
Conclusion
No matter their individual calling or career, the science curriculum at Summit Christian Academy will facilitate students meeting their God-given potential.
The goal of the SCA Social Sciences Department is to teach history as God’s plan and purpose for all generations as well as for each individual's life. Our Biblical worldview begins with the Genesis account of Creation and is summarized in Isaiah 46:9-11 which states, “Remember the former things, those of long ago; I am God, and there is no other; I am God, and there is none like me. I make known the end from the beginning, from ancient times, what is still to come. I say: My purpose will stand and I will do all that I please…What I have said, that will I bring about; what I have planned, that will I do”
The history curriculum will include state, national, and world history The ability to critically examine evidence in the areas of geography, government, citizenship, current events, psychology, and economics will be developed through a variety of elective course offerings.
Students will be able to appreciate, analyze and understand themselves and other people groups around the world through the lens of Scripture so that they can effectively evangelize a worldwide mission field.
The importance of spelling and vocabulary is constituted in the belief that God privileges the spoken and written word, as evidenced by the prominence of both in the Old Testament and the New Testament. Jesus Himself is described as the Word of God (Logos) in John 1:1 “In the beginning was the Word, and the Word was with God, and the Word was God,” and God’s word is one of the few things that abides forever. The effect of language upon life, as described in James 3:6 suggests that the course of one’s life may be determined in one’s speech, which is reinforced by Ephesians 4:20 which states, “Let no corrupting talk come out of your mouths, but only such as is good for building up, as fits the occasion, that it may give grace to those who hear.” Thus, words and language structure reality. The ability to accurately use words, both in terms of spelling and meaning (vocabulary), is important for believers/students to understand God’s written and preached word.
Additionally, the ability to interact with others in society and serve as a witness to various communities and populations is enhanced with accurate spelling and an expansive, appropriately used vocabulary. Certain vocabularies enable the student to gain entrance into specialized communities, and enhanced vocabulary and reading comprehension is essential to success in higher education. With these truths in mind, the scope and sequence of instructional methodologies at SCA provides an opportunity to develop important spelling and vocabulary skills.
Spelling Instruction
In kindergarten through second grades, spelling instruction is informed by balanced brain-based research of teaching methods which include oral review, observing words in sentences, and other activities such as manipulating letters.
Spelling activities strongly encourage partnering with parents. In grades three through ten, word lists are tied to spelling rules and or specific prefixes, suffixes or roots. In some grades, words are gleaned from cross-curricular subject matter and word lists are generated from frequently misspelled word lists. In grades three through ten, teaching methodologies echo earlier techniques with less oral repetition as the child gets older. Finally, in grades eleven and twelve, differentiated spelling instruction is developed through individual assessment of student work.
Vocabulary Instruction
Kindergarten through second grade vocabulary development begins with a word of the week. Grades three through six use words pulled from authentic texts, chosen to enrich the student’s speaking and writing vocabulary The goal is to move beyond memorization to comprehension. Activities that are based on brain research include symbols used with words and frequent repetition. Students are asked to create meaning-rich sentences, which include vocabulary words. The words chosen are primarily associated with verbs, adjectives, and adverbs. Peer tutoring is an instructional strategy that is also used.
Secondary vocabulary instruction incorporates words chosen from curriculum-provided lists taught via workbooks. Eleventh and twelfth grade differentiated instruction occurs through teacher evaluation of student writing and encouragement to use writing resources (i.e., thesaurus). Peer tutoring for vocabulary in the twelfth grade is based on the choice of English elective.
Conclusion
Students graduating from SCA will have the vocabulary and spelling skills to communicate effectively and clearly to both the secular and Christian world.
“ whomsoever much is given, of him shall be much required ” (Luke 12:48)
This student environment of arduous study is for those students who demonstrate academic giftedness. Giftedness is defined as those children who demonstrate significant development of mental capacity and learning potential. This capacity is determined by an acceptable professional evaluation to the extent that continued educational growth and stimulation could best be served by an environment beyond typical grade-level curriculum. The task is to identify these students and to provide educational opportunities that will challenge and develop their abilities. This identification typically happens via educational testing.
Because we believe every student is “gifted,” we have actively worked to avoid using that terminology. Rather, our program is called Stewards. To those who participate, it is hoped that this title endows this scriptural truth: they must be good stewards of the intellectual talent which is a gift from the Lord, and consequently, be sober-minded in knowing “ For unto whomsoever much is given, of him shall be much required.” (Luke 12:48 KJV)
The Stewards teacher will use discussion, technology, field trips and guest speakers to inspire students to engage in deep research on topics not related to topics of classroom curriculum. Students will engage in hands-on projects and opportunities for presentation of their work. The teacher will also engage in brief lessons on social behavior from time to time, since some Stewards students may experience social difficulties in the classroom.
Stewards is considered part of the resource services at SCA; as such, students will each have a Classroom Adjustment Privilege (CAP) plan. This plan will partner with the classroom teacher to ensure the student is not penalized with additional homework as a result of being in Stewards. It will also partner the Stewards teacher and classroom teacher to individualize classroom experience to ensure Stewards students are meeting their God-given potential.
Summit Christian Academy recognizes that God has created man in His image (Genesis 1:26-27).
God has also given man the desire and ability to create. We are each uniquely created by God with a specific plan and purpose (2 Timothy 1:9). We each develop unique ways to express or communicate an individual interpretation of the world around us. Summit Christian Academy recognizes that God created us with the ability to express ourselves creatively and artistically God has surrounded us with the beauty and variety of His creation (Psalms 19:1, Psalms 8:3-5) and calls us to be affected on a personal, spiritual, emotional and even physical level by visual stimuli.
The process of observing God’s creation (Job 37:14) and using the gift of creativity that is given by God are means by which we are able to connect with the Lord on a deeper level. Through these observations and explorations, we witness that there is intentional order and purpose to God’s design and we can see, appreciate, and emulate these characteristics in our visual design choices. Our culture is increasingly visually based by way of media, advertising and functional design. The art department of Summit Christian Academy desires appropriate preparation of our students: teaching proper ways of understanding, discerning, and using creativity and visual media in ways that bring glory to God (Philippians 4:8).
Visual art also promotes an understanding of human nature across cultures and time, fosters many forms of communication, and allows for perception/aesthetic awareness and creativity The study of visual arts and God’s creation encourages students to discern art concepts that exalt/glorify God.
The visual arts also can be used to enhance learning in all areas of the curriculum. While biblically integrated, the visual art program is structured based on components or principles of art
content and appreciation that allow students to heighten their problem solving and critical thinking skills across the curriculum. The four components or content areas of the visual arts are:
1. AESTHETICS – “What is art?” Understand that one purpose of art is to create beauty. Appreciate each work as a unique, individual creation. Observe, listen, and discuss art and perceptions. Understand or dissect artistic choices and how they relate to and enhance life. Encourage taking risks and thinking with a new, artistic vision.
2. ART CRITICISM – “How visual art is organized/what to look for.” Involves a close, viewer interaction with images resulting in aesthetic experience. Involves organized discussion about art, whether regarding artists from many cultures and time periods or discussion regarding own art. Four-step art criticism process is as follows:
a. DESCRIBE - Objectively, what is seen: title, artist, when/where created, media, subject matter, visual elements of art and design (line, shape, form, value, color, space, texture).
b. ANALYZE - Objectively, how it is organized: principles of design (emphasis, unity, contrast, balance, rhythm, movement, pattern).
c. INTERPRET - Subjectively, what it is saying. Use imagination to interpret, based on clues from prior steps, the potential meaning or purpose of an artwork or what it expresses about human experience.
d. EVALUATE - (Use higher level thinking skills)-Subjectively, consider craftsmanship, design quality, expression, personal response, originality and comparison to other artworks to determine whether or not it is a successful artwork or whether or not it has aesthetic value. Integrate a Christian perspective based on recognition of God as supreme artist/creator Analyze communication of beauty/holiness/truth/God’s character Discern communicated messages within the basis of God’s word and God’s standard of excellence. Determine integration of scripture or scriptural principles with integrity
3. ART HISTORY - Learning about art by understanding people in relation to times and cultures in which particular artworks were created, including beliefs, values, customs, social habits, economic conditions, etc. Understand how beliefs are or are not consistent with Christianity. Art history selections that are taught are based on the quality and content of the visual art more so than the artist. Worldly, sinful lifestyles will not be exalted, rather, artworks will be evaluated through a biblical, scriptural lens as mentioned above.
4. ART PRODUCTION AND CREATIVE EXPRESSION - Communicate ideas visually through creative use of materials and production processes (collage, drawing, fibers, mixed media, painting, photography, printmaking, 3D forms, technology) utilizing elements and principles of design. Use artistic expression to communicate God’s glory and bless others with the God-given gift of creativity
Conclusion
Through the visual arts, students will be able to express their life experiences via a variety of media and methods, as well as learn various techniques to visually express and communicate their ideas and emotions. Students will learn to look for deeper meanings and learn to appreciate aesthetics of God’s creation and, subsequently, visual art. Through the visual arts, students make decisions, develop discipline, promote originality, problem solve and experience new ways of thinking and seeing, allowing for the development of personal purpose, character refinement, confidence/motivation, and a deeper understanding of and relationship with God, our creator
The importance of writing/grammar is constituted in the belief that God privileges the spoken and written word, as evidenced by the composition of the Old Testament and the New Testament, God’s revelation of Himself to humankind. Jesus Himself is described as the Word of God (Logos) in John 1:1 “In the beginning was the Word, and the Word was with God, and the Word was God,” and God’s Word is one of the few things that abides forever According to Haycock in Encyclopedia of Bible Truths, “Man’s writings reflect his inner thoughts and desires ” (Prov 16:23; Prov 18:4; Matt. 12:34-37; Matt. 15:18-20). The purpose of writing is to enhance thinking skills, increase articulation and personal voice, develop research and documentation skills, and effectively communicate ideas.
Additionally, the ability to interact with others in society and communicate the Gospel to various communities and populations is enhanced by effective writing skills, which take into consideration audience awareness, rhetoric/purpose, specialized terminology, tone /style, and proper grammatical constructs. Writing enables people to communicate generationally and establishes the chain of knowledge that is necessary for civilization and the Gospel to progress (Matt. 28:19-20). With these truths in mind, the scope and sequence of instructional methodologies at SCA provides opportunity to develop important writing and grammatical skills.
At the elementary level, there is a heavy emphasis on grammar via textbook practice. Experiences in creative writing, journaling, and expository writing are also provided at every grade level. Writing is taught as a separate subject at the second grade level and through Writing Safari in grades 4-6. Writing Safari both partners with teachers to support writing assigned in core subject areas and provides opportunities for student creative writing. Students have the opportunity to take their work through the writing process, from pre-writing to publishing. Special focus in elementary is on
expository, narrative, creative, and persuasive writing. Students of all grade levels engage in poetry. Using Writing Safari, students also have the opportunity to present their work to an authentic audience comprised of faculty, their peers, and parents.
At the secondary level (Grades 7-11), students will examine works of literature, essays, and other cultural artifacts through the writing of essays and reading responses which incorporate analysis, synthesis, compare/contrast, classification, cause and effect, definition, profiles, and reviews. These literary writing tasks are supported by the developed skills of summarization, synthesis, analysis, classification, evaluation, interviewing techniques, and other supportive critical thinking skills. All core subject areas are required to implement writing that has a significant percentage assigned to it. In Senior English, it is the highest category, and in the college class, it is 60% of the grade.
Student Writing Content
The desire of SCA is that students be equipped to write in various contexts in order to enter into the cultural and academic conversation and to excel in whatever area of life into which they are called. The purpose is for the student to biblically express the truth of God within every jurisdiction of life and academics. In the tradition of Moses, Daniel, and Paul, our students will be equipped through literature to converse in the language of diverse cultures and evaluate literature from a biblical perspective (Acts 7:22; Daniel 1:4, 17; Acts 17:28). As students become more mature, careful and purposeful exposure to various audience writing contexts reflecting diverse worldviews, secular themes, and questionable language will sometimes occur in the process of enabling students to evaluate and write about literature and cultural issues from a biblical perspective. Should questionable language and themes or troublesome self-disclosure appear in student writing, consultation with appropriate school officials and parents may result.
Writers’ Corner
Good writing demands vulnerability and a willingness to engage in the revision. Revision includes the other processes and issues associated with writing. As such, Summit Christian Academy has created the Writers’ Corner. Students are supported in assignments through the Writers’ Corner, which services students in grades 7-12 through peer tutoring. Writing fellows are chosen from students in grades 10-12 and are trained to support their peers in effective communication. The Writers’ Corner is open before and after school, as well as during all life prep periods.
Conclusion
Writing enhances the development of critical thinking skills, articulation, and the ability to enter into extended conversation with various audiences in society The ability to persuade effectively and negotiate various writing conventions prepares the student academically and vocationally for life’s challenges and equips him or her in the communication of the Gospel.
The World Language Department at Summit Christian Academy strives to promote I Chronicles 16:24 which states, “Declare His glory among the nations, His marvelous deeds among all peoples.”
This verse reminds us that our mission is to all people of all nations. It is in our heart, in obedience to this Scripture, to continue increasing the availability of a variety of languages to our students. Our vision at Summit Christian Academy is to equip students to communicate the love of Jesus Christ with people of other cultures and languages.
World Language Acquisition
In alignment with state and national standards, we will address the three modes of communication: 1) interpretive, which includes reading and listening, 2) interpersonal, using another language to communicate with others, and 3) performance, which encompasses written and spoken production. At the elementary level, the greatest emphasis is in the area of conversation. A variety of teaching methods, including songs, games and drama, are used to introduce students to Spanish vocabulary As students progress to upper elementary and middle school grades, the performance mode is expanded to include reading, writing, and an increased development of listening comprehension.
At the high school level, students engage in all modes of communication. Instruction involves an active class that gives the beginning student the vocabulary necessary to communicate on a basic level with target language speakers on a variety of familiar subjects such as school, home, activities, etc. The student will learn how to formulate sentences and dialogues through listening, speaking, reading and writing. Cultural activities will accompany language lessons to acquaint students with food, artistic expression, and diversity of the target culture(s).
Cultural Appreciation
I Corinthians 14:9-11 states, “You must speak words that people understand. If you don’t, no one will know what you are saying. You will just be speaking into the air. It is true that there are all kinds of languages in the world. And they all have meaning. But if I don’t understand what someone is saying, I am a stranger to that person. And that person is a stranger to me.” Students will learn to communicate better when they have an understanding of the practices and perspectives of the cultures studied. We strive to equip students to function in an appropriate manner when interacting with people from other cultures.
Connections
Through World Language studies, students will reinforce and further their knowledge of other disciplines. Studying another language will improve their understanding of English grammar and improve writing skills in both languages. Knowledge of geography and history will be expanded through study of the places the target language is spoken. Connections to math and science are explored as the students learn of the contributions of people from the target culture and through practical experience using the metric system and figuring exchange rates. Appreciation of the arts of the target culture can be applied to many other cultures and can enhance the quality of life for students regardless of their chosen career path.
Christian Outreach
The World Language Department seeks to encourage and equip students in fulfilling the Great Commission as stated in Matthew 28: 19-20, “Therefore go and make disciples for all nations, baptizing them in the name of the Father and of the Son and of the Holy SPirit, and teaching them to obey everything I have commanded you. And surely I am with you always, to the very end of the age.” THis goal is achieved by interweaving Scripture, biblical concepts and vocabulary into the daily instruction in the language classroom, aligning with their studies in the SCA Bible curriculum. Students will
progressively increase exposure to familiar verses, learning to read and recognize them, and in advanced levels memorizing key passages.
Conclusion
The World Language Department of SCA has designed a curriculum that will build a strong educational foundation for World Language acquisition, promote an appreciation of world cultures, and empower students to fulfill their God-given potential as disciples of Jesus Christ in this world. We endeavor to offer students a high quality language program that will prepare them for their post-secondary education and careers.
