"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 Chris an Academy to educate your student with a Christ-centered perspec ve and a firm biblical founda on. Our curriculum and courses have been designed with our mission statement in mind, “To inspire students to achieve their God-given poten al through excellent academics and Chris an training in a compassionate environment.” We believe the courses offered, along with the ac vi es and athle c programs at SCA, will fully prepare your student for the dis nct call that God has placed upon his/her life.
Please take the me to review this course descrip on catalog so you understand the gradua on requirements, prerequisites for courses, policies, and the various classes offered to prepare your student for a bright future Courses selected should build an educa onal plan, which will fulfill gradua on 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 selec on process, please keep these things in mind:
1 Take the four-year plan seriously in order to stay ahead of any poten al issues The plan can be adjusted along the way.
2. Know the gradua on requirements and whether you are currently mee ng them. Compare the gradua on 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. Ques ons concerning the course registra on 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 op ons 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 Selec ons
Students are encouraged to choose classes a er crea ng an academic plan in conjunc on with their parents and the school academic advisors. The overarching framework for the academic plan is SCA’s gradua on 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 Administra on 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 a er the semester course has begun, students must fill out a Schedule Change Request Form or submit a wri en request from the parent. For a year-long course, this form requires administra ve and parental approval. Approved schedule changes may be made only through the first two weeks of each semester.
A er the deadline, student requests for schedule changes will not be considered without academic penalty. Courses dropped a er the deadline will result in a grade of WF (Withdrawal/Failing) or WP (Withdrawal/Pass) Withdrawing from courses may affect athle c eligibility; therefore, athletes must obtain withdrawal approval from the principal, athle c director and academic advisor If the course dropped is a year-long course, the en re course may need to be retaken if it’s a gradua on requirement
Applica on 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 sa sfac on of SCA’s requirements without extenua ng circumstances and administra ve approval. The acceptability of outside courses for SCA credit will be determined based on the accredita on of the provider and on the syllabus, objec ves, and expecta ons. 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 gradua on requirement and the student’s official SCA transcript.
As a ma er of integrity, it is our philosophy that an SCA diploma must reflect an SCA-provided educa on. 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 addi onal fee. Credit recovery courses are during summer break or retaken the following year. A empts to make up a required class outside of SCA must be administra vely approved.
High School
Failing a class has at least two serious implica ons: It drops the cumula ve percentage average and eliminates the earning of 5 credit Although the failing grade cannot be removed from the transcript, repea ng the course will count as credit toward that required subject Whether the class must be taken again is usually dependent on gradua on requirements If the failing grade was in an elec ve category for which the credit was not needed to meet gradua on 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 A empts to make up a required class outside of SCA must be administra vely 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 administra vely approved circumstances.
For Summa or Magna Cum Laude Honors)
Elec ves
-Intro to Computer Science required if Digital Ci zenship was not taken in Junior High.
-Two credits of world language are recommended for college prep.
Total Credits/(For Summa or Magna Cum Laude Honors )
The informa on above lists the number of credits in each subject area that are required for gradua on from Summit Chris an Academy.
The curriculum framework is structured to provide a strong background in the core disciplines, with specific elec ve requirements to best prepare students for all aspects of life following high school. Students and parents are reminded to check each prospec ve college for specific admission requirements as their requirements may necessitate addi onal classes Students must have taken Digital Ci zenship in Junior High; if not, students will be required to take Technology Applica ons in High School
NCAA Clearinghouse Statement
High School Procedures
Many college sports are regulated by the Na onal Collegiate Athle c Associa on (NCAA), an organiza on founded in 1906 that has established rules on eligibility, recrui ng and financial aid. The NCAA has three membership divisions : Division I, Division II and Division III. Ins tu ons are members of one or another division according to the size and scope of their athle c programs and whether they provide athle c scholarships. Any student wan ng to par cipate at an NCAA school needs to go through the NCAA Clearinghouse. NCAA Clearinghouse informa on and applica ons are available at www.ncaaclearinghouse.net.
Academic Le er
Students in grades 9-12 are eligible to receive an Academic Le er for a cumula ve weighted percentage of 90% rounded from the tenths place a er comple on 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 mely manner from the administra ve office a er comple on of each semester.
High School Athlete Eligibility
High school athletes must meet criteria of age and academics in order to par cipate in interscholas c compe on. For further details, please reference the athle c handbook or contact the Athle c Director. You may also visit www.mshaa.org.
Repea ng High School Course(s)
Students receiving a grade lower than their expecta on may choose to repeat that course A record of the first a empt of the course will remain on the student transcript, along with the record of the second a empt of the course. Once a course is repeated, the final grade from the first a empt will no longer count into the cumula ve average or towards credit taken. Transcripts will note that fact. Credit for successful comple on of a course will be counted only once toward mee ng gradua on 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 s ll 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 en re course (semester) to replace the failing percentage with the newly earned percentage
Loss of Credit for A endance
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 a endance.
Should credit be lost in a graded class, the grade will stand and be calculated into the cumula ve 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 Crea on, Fall, and Redemp on in the Old Testament through individual narra ves. Students will develop an understanding of the Old Testament’s applica on 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 crea on.
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 cri cal thinking and analy cal discussions about the significance of Jesus’s life, teachings in shaping Chris an 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, wri ng, grammar/usage skills, and vocabulary enrichment. Students analyze stories, apply the elements of literature, iden fy figures of speech, and develop cri cal reading skills. Working through the wri ng process, students will create sentences, paragraphs, and composi ons. Students will also study parts of speech and prac ce correct usage in their wri en work.
Curriculum: Abeka, Spelling, Vocabulary, Poetry I
Novels: Witch of Blackbird Pond Abeka, Grammar and Composi on 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, wri ng, grammar/usage skills, and vocabulary enrichment. Students analyze stories, apply the elements of literature, iden fy figures of speech, and develop cri cal reading skills. Working through the wri ng process, students will create sentences, paragraphs, and composi ons. Students will also study parts of speech and prac ce correct usage in their wri en work.
Curriculum: Abeka, Grammar and Composi on II,
Pren ce Hall, Literature, gold level
Novels: The Old Man and the Sea
Tom Sawyer Prestwick House, Inc., Romeo and Juliet Vocabulary from La n and Greek Roots: Level VII
King Arthur - Green
The Pilgrim’s Progress
Strategies: English 7
7th Grade, Full Year - Addi onal Fee Required
A er academic tes ng, students may be placed in Strategies: English 7. This small group se ng 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 - Addi onal Fee Required
A er academic tes ng, students may be placed in Strategies: English 8. This small group se ng 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
Elec ve, 7th/8th Grade, Semester
This course introduces the student to the basic techniques of speech wri ng, delivery, and style while doing a variety of types of speech Students will study communica ons theory as a basis for refining their own listening skills and for analyzing audience needs They will also receive an introduc on to compe ve speech, drama cs, and debate
Curriculum: BJU Press: Sound Speech
Junior High Debate
Elec ve, 7th/8th Grade, Semester
This semester course is designed as an introduc on to compe ve debate focusing on the principles and prac ces of Public Forum Debate This format demands that the clash of ideas be communicated in a manner persuasive to the non-specialist or "ci zen judge," i e , a member of the American jury Each student will be expected to a end/observe/serve at one a er-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 Compe ve Speech and Debate
Prerequisite: Junior High Speech or Debate or Administrator approval
Elec ve, 7th/8th Grade, Semester
This course is designed as an introduc on to compe ve forensics and debate. Speech concepts will focus on informa ve, persuasive, impromptu speeches and interpreta on of literature, while debate will focus on the principles and prac ces of Public Forum Debate. This format demands that the clash of ideas be communicated in a manner persuasive to the non-specialist or "ci zen judge," i.e. a member of the American jury. Students will be expected to par cipate/compete in two a er-school tournaments in the event of their choice.
Curriculum: Ul mate Package from West Coast Publishing, (New York Times) Idea Press, Speak Out! Debate and Public Speaking in Middle Grades Membership into Na onal Speech and Debate Associa on
7th Grade Math
Required, 7th Grade, Full Year
7th Grade Math covers a variety of topics including frac ons, integers, ra os, propor ons, percents, decimals, geometric measurements, func ons, equa on 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 Edi on
Pre-Algebra
Required, 7th/8th Grade, Full Year
Pre-Algebra covers a variety of topics including variables, expressions, integers, solving equa ons, mul -step equa ons and inequali es, factors, frac ons, exponents, ra onal numbers, ra os, propor ons, probability, percents, linear func ons, real numbers, right triangles, measurements, area, volume, data analysis, angle rela onships, and transforma ons. Notetaking skills will be stressed. The purpose of this class is to prepare the student for Algebra 1.
Curriculum: BJU Press, Pre-Algebra, Third Edi on
Algebra I
Prerequisite: Pre-Algebra with a 70%+ both semesters
Required, 8th Grade, Full Year
Emphasis is placed on solving and graphing linear equa ons and inequali es. Students also study exponent proper es, quadra c equa ons, factoring, and radicals.
Curriculum: BJU Press, Algebra I, Fourth Edi on
Strategies: Math 7
7th Grade, Full Year
Addi onal Fee Required
A er academic tes ng, students may be placed in Strategies: Math 7. This small group se ng will enable students to study a math curriculum designed specifically for their current academic level. Strategies: Math 7 replaces the math course assigned for the year.
Curriculum: BJU Press, Fundamentals of Math, Third Edi on
Strategies: Pre-Algebra
8th Grade, Full Year
Addi onal Fee Required
A er academic tes ng, students may be placed in Strategies: Pre-Algebra. This small group se ng will enable students to study a math curriculum designed specifically for their current academic level.
Strategies: Pre-Algebra replaces the math course assigned for the year.
Curriculum: BJU Press, Pre-Algebra, Third Edi on
Life Science
Required, 7th Grade, Full Year
The life science curriculum helps students think using the scien fic method and see life science from a biblical perspec ve It gives students hands-on opportuni es to explore God’s crea on as they survey the structures and func ons of living things such as plants, animals, and human beings This course examines scien fic methodology, classifica on, cells, gene cs, biblical crea onism, evolu on, the five kingdoms, the environment, and human body systems Through inves ga ve ac vi es such as dissec ons, presenta ons, construc ng edible DNA, extrac ng DNA, ethics discussions, and crea ng 3D biomes, students will gain a greater understanding of God and the divine purpose evident in all crea on
Curriculum: BJU Press, Life Science, Fi h Edi on
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 scien fic 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 Mul ple labs
SOCIAL STUDIES
Modern World History
Required, 7th Grade, Full Year
This course entails an analysis of world cultures throughout me. Through study of culture, history, and geography, this course will inten onally build bridges that enable cultural connec ons that foster the Great Commission.
Curriculum: BJU Press, World Studies, Fourth Edi on Text and Ac vity 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 founda on. Students study the founda on 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 Revolu onary War, the Founding Fathers, and other Chris an leaders of the day. An in-depth analysis of the Cons tu on 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 Ac vity Manual
Chris an Liberty Press, Founda on for Freedom: A Study of the United States Cons tu on Textbook
Digital Ci zenship
Required, 7th/ 8th Grade, Semester
Digital Ci zenship will equip students to be morally responsible, competent, and crea ve users of technology Students will gain a basic understanding of informa on 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, u lizing touch typing techniques to improve their speed and accuracy levels This course also provides an introduc on to the hardware and opera ng systems of computers, file management, and common applica ons used in academic and professional se ngs (word processors, spreadsheets, presenta on so ware, etc)
Curriculum: TestOut
Junior High Art
Elec ve, 7th/8th Grade, Semester
FINE ARTS
Students in this course will deepen their skills and knowledge in art technique, drawing, pain ng 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 por olio as an example of their ar s c progress Course content varies each semester, allowing students to take this course mul ple semesters
Curriculum: Crystal Produc ons, Elements of Design & Principles of Design Videos & Workbook
Theatre Classes at Summit Chris an Academy
Hands-on theatrical experience that will prepare you for success in the SCA theatrical produc ons, theatrical careers, and help you gain skill sets appreciated and sought a er by employers in many other fields. Crea ve 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 sa sfy more interests.
Theatre classes build skills using a scaffolding approach: the first me 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 characteriza ons, tone, or range of emo on. Actors have a wealth of monologues memorized and ready for all types of audi ons, so think of the courses as building a por olio, and taking each actor/actress to their next best level. The same scaffolding approach applies to areas like costuming, set design, playwri ng, make-up, sound, ligh ng, careers, etc.
Exploring Theatre Elec ve, 7th/8th Grade, Semester
This course includes daily ac vi es designed to develop skills and relax nerves as students perform with peers. Through improvisa on, pantomime, vocal exercises, monologues, duet acts, and group scenes, student ac ng skills will prepare them for audi oning, “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, Ac ng 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 Produc ons by Karen Baker, various scripts, and a variety of teacher-generated materials
Ac ng Experiences
Elec ve, 7th/8th Grade, Semester
This course is designed to refine skills in ac ng, improvisa on, character development, ar s c apprecia on, and awareness of career possibili es that can expand to business, project development, and communica ons. Compe on opportuni es may become available for some par cipants, and alternate assignments, as needed, are an op on.
Curriculum: Basic Drama Projects, Fractured Fairy Tales for Young Actors, by Jan Peterson Ewen, Ac ng Games by Marsh Cassady, Improvisa on 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 Produc ons by Karen Baker, various scripts, and a variety of teacher-generated materials
Junior High Band
Elec ve, 7th/8th Grade, Full Year
Concert apparel required; addi onal 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 con nue to develop the essen als of ensemble playing, as well as improve their technique and skills, both inside the classroom and through home prac ce The Junior High Band will have opportuni es for mul ple school-wide performances, field trips, contests, and par cipa on in a music fes val Grades are based on prac ce, quizzes, wri en tests, class par cipa on, playing tests, and performance a endance
Curriculum: Tradi on 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
Elec ve, 7/8th Grade, Full Year
Concert apparel required; addi onal 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 essen als of ensemble playing, as well as improve their technique and skills, both inside the classroom and through home prac ce Students will have mul ple school-wide performances, field trips, music fes val par cipa on, and mentoring opportuni es 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
Elec ve, 7th/ 8th Grade, Semester
This class is an introduc on to string instruments. Students will choose a string instrument and learn to play in a group se ng. Daily prac ce at home is expected in order to improve skills. A er 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
Elec ve 7th/8th Grade, Full Year
Concert apparel required; addi onal fees may apply.
Course study includes the produc on of beau ful tone, aesthe c awareness, the ability to read music, building of technical skills, team spirit, and responsible rehearsal habits. Students will be encouraged to strengthen listening skills, prac ce sight singing techniques on a daily basis, in addi on, they will analyze and evaluate music. As authen c 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 deduc on. The following events will be required:
●Grandparents’ Day
●Fall, Christmas, Spring, and other concerts
●Large group music fes val with solo and small ensemble opportuni es
●Worlds of Fun Fes val 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
Elec ve 7th/8th Grade, Full Year
Concert apparel required; addi onal fees may apply.
Course study includes the produc on of beau ful tone, aesthe c awareness, the ability to read music, building of technical skills, team spirit, and responsible rehearsal habits. Students will be encouraged to strengthen listening skills, prac ce sight singing techniques on a daily basis, in addi on, they will analyze and evaluate music. As authen c 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 deduc on. The following events will be required:
●Grandparents’ Day
●Fall, Christmas, Spring, and other concerts
●Large group music fes val with solo and small ensemble opportuni es
●Worlds of Fun Fes val 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 Explora on
Elec ve, 7th/ 8th Grade, Semester
The World Language Explora on 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 conversa ons through daily listening, speaking, reading and wri ng ac vi es 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 comple on of World Language Explora on. In addi on, must have a 90% average in English (averaging both semesters together to get the 90%) Must have an 85% average in classes overall.
Elec ve, 8th Grade, Full Year
This course introduces students to the founda onal concepts of Spanish and develops their abili es to communicate through wri ng, reading, listening, and speaking. Students will learn to greet and introduce others and talk about their classes, family, daily rou ne, food, clothes, and pas mes. Learning fundamental grammar and conjuga on of present and preterite verb tenses will enable students to formulate sentences and dialogue. Cultural ac vi es and discussions will accompany language lessons, acquain ng 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 na ons and cultures.
Curriculum: Vista Higher Learning: Descubre 1
Mandarin Chinese I
Prerequisite: Successful comple on of World Language Explora on In addi on, must have a 90% average in English (averaging both semesters together to get the 90%) Must have an 85% average in classes overall
Elec ve, 8th Grade, Full Year
Chinese I is an introductory course in the fundamentals of Chinese. The course is designed to teach cumula ve grammar concepts, deepened by studies in Chinese culture, literature, and the Bible. It provides a founda on for those interested in con nuing a study of Chinese.
Curriculum: Joint Publishing, Chinese Made Easy, Level 1
French I
Prerequisite: Successful comple on of World Language Explora on In addi on, must have a 90% average in English (averaging both semesters together to get the 90%) Must have an 85% average in classes overall Elec ve, 8th Grade, Full Year
French I is an ac ve 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 ac vi es, etc. The student will learn how to formulate sentences and dialogues through listening, speaking, reading and wri ng. French transla ons of familiar Bible verses will be incorporated throughout the course. Cultural ac vi es will accompany language lessons to acquaint students with food, ar s c expression, and diversity of the Francophone world.
Curriculum: EMC; Vista: Chemins 1
Junior High Physical Educa on
Required, 7th/ 8th Grade, Full Year
PE t-shirt required at addi onal cost
Indoor shoes for PE only are also required for use in the fieldhouse.
PHYSICAL EDUCATION
All students in junior high are required to take Physical Educa on to develop skill and coordina on through a variety of ac vi es Students learn to prac ce fair play and sportsmanship, whether winning or losing, in a compe ve environment Courses are divided by gender
ELECTIVES
Logic
Elec ve, 7th/8th Grade, Semester
This course is an introductory logic class The course is divided into four parts: (1) the nature of truth, (2) deduc ve logic, (3) induc ve logic, and (4) arguments for the existence of God The class is designed so the beginning of the course (deduc ve and induc ve logic) prepares students to understand the conclusion of the course (apologe c arguments) The course includes a short paper and presenta on in which students analyze and explain an apologe c argument of their choice
Curriculum: Logic Curriculum - created by Tim Ma son
Life Prep
Elec ve, 7th/8th Grade, Semester or Full Year
SCA’s mission is to enable students to meet their God-given poten al To support this goal, Life Prep class has been created to honor the uniqueness of each student Time may be spent a ending Virtuosity class, comple ng 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
Elec ve, 7th/ 8th Grade, Semester or Full Year
Addi onal fee required
SCA’s mission is to enable students to meet their God-given poten al To support this goal, Life Prep Plus class has been created to honor the uniqueness of each student Time may be spent to a end 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 se ng 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 addi onal cost and are billed by the college. SBU charges - $75 per credit hour
MBU - $70 per credit hour / Evangel - $65 per credit hour
* Prices are subject to change based on college determina on
SCA Philosophy of Admission into AP/Dual Credit Classes
SCA currently offers dual credit through Southwest Bap st University, Missouri Bap st University, and Evangel 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 a tude toward study reflects a collegiate level of maturity Prior to enrollment in the ini al AP/dual credit class, students and parents will be required to a end a short mee ng in order to review college and classroom expecta ons Dual credit requirements are established by the Missouri Coordina ng Board for Higher Educa on
Course Requirements for Dual Credit Students
In order to preserve the integrity of the collegiate environment within these classes, the following restric ons will apply:
● Students should have achieved an overall SCA cumula ve 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 ini al class exam to con nue to be enrolled for dual credit.
● Students new to SCA are required to take an essay exam or show evidence of mee ng 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 abili es, as well as social/emo onal maturity, to ensure student success in a dual credit course
Summit Christian Academy Dual Credit Course Offerings
Southwest Bap st University
Missouri Bap st University
Dual Credit Course Fees
SBU – A per credit hour fee is assessed upon enrollment. Check/online payment must be enclosed with registra on form. Balance must be paid in full by the end of the semester via the student’s MySBU online portal. The college will send a bill in the mail/email for any remaining balance. Courses are $75.00 p/credit hour with a deposit due at registra on.
MBU - Students taking courses from Missouri Bap st University will submit payment online via the college’s website. Courses are $70.00 p/credit hour.
EVANGEL U. - Students taking courses from Evangel University will submit payment online or by phone. Courses are $65.00 p/credit hour.
Fall/Spring/Yearlong tui on deadlines vary for all dual credit colleges. Deadlines will be set and communicated by colleges via mail. The college advisor will also email the tui on deadlines to students and parents.
Advanced Placement Course Offerings
AP Calculus AB
AP Chemistry
AP Physics I
Introduc on to Chris anity
9th-12th Grade, Full Year, 1 credit
The course will consist of two dis nct components The first semester will be a tradi onal overview of the Bible, emphasizing the Old and New Testaments' teaching of founda onal 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 crea ng 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 contribu on in moving forward the story of God’s redemp ve plan. Students will also learn important interpre ve tools and methods that will help them to be er interpret the Bible for the rest of their lives. Finally, students will develop skills for applying the meless message of the Bible to their daily lives
Curriculum: Bible, Teacher-generated material
Bible II: Chris an Theology and Spiritual Disciplines
Required, 10th Grade, Full Year, 1 credit
Chris an Theology and Spiritual Disciplines is a course that surveys what the whole counsel of God in Scripture teaches on the major doctrines of the Chris an faith. This will include: Scripture, God, Crea on, Humankind, Sin, Salva on, the Church, and Last Things. Special focus will be given to how each area of Chris an thinking applies to the lives of believers for both faith and prac ce. Scripture memory will be required, as well as an incorpora on of other spiritual disciplines that help shape students’ knowledge of scripture and their ability to apply it to everyday life.
Curriculum: Bible, Zondervan, Chris an Beliefs: 20 Basics Every Chris an Should Know NavPress, Spiritual Disciplines for the Chris an 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 cumula ve 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: Apologe cs
Required, 12th Grade, Full Year, 1 credit Fees apply for Student Mission Trip
This course is designed to teach students a systema c defense of the Chris an worldview using archaeological and historical evidence coupled with ra onal arguments for God’s existence. Students will learn philosophical language and concepts to understand and explain major worldview systems: atheism, agnos cism, deism, pantheism, polytheism, postmodernism, and theism. Students will gain a basic understanding of the historicity of Jesus’ life, Chris anity, and the Bible. They will also learn principles of argumenta on 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 a end Should extreme circumstances prohibit par cipa on, students and parents will be required to meet with the school principal and plan twenty hours of alterna ve service
Curriculum: Bible, Dean Hardy, Stand Your Ground: An Introductory Text for Apologe cs Students
C S Lewis, Mere Chris anity
English I: World Literature and Composi on
Required, 9th Grade, Full Year, 1 credit
This course emphasizes literary analysis, grammar and usage skills, vocabulary enrichment, and wri ng development Students study a variety of ancient to modern world literature, including short stories, poetry, drama, and novels Students use the elements of fic on and poetry to analyze literature through the lens of a Biblical worldview. Through wri ng instruc on and composi on, 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 Edith Hamilton, Mythology
Holt, Elements of Language, Third Course
William Shakespeare, Julius Caesar
Pren ce Hall, Timeless Voices; Timeless Themes Elie Wiesel, Night
B. Trimmer, Guide to MLA
English II: American Literature and Composi on
Prerequisite: English I
Required, 10th Grade, Full Year, 1 credit
This course emphasizes literary analysis, grammar and usage skills, vocabulary enrichment, research skills, and wri ng development through the study of early American literature. Fic on and non-fic on works from the pre-coloniza on 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 cri cally as they analyze mul ple styles of literature, support an idea through textual evidence, and apply specific research skills in their wri ng.
Curriculum: Quill
Novels: The Scarlet Le er
Pren ce 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: Bri sh Literature and Composi on
Prerequisite: English II
Required, 11th Grade, Full Year, 1 credit
This course emphasizes academic wri ng and literary analysis while incorpora ng correct grammar usage and vocabulary enrichment from La n and Greek origin Students will read, analyze, and write about various classic Bri sh 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 forma on of Western Civiliza on
Curriculum: Holt, Elements of Language, Fi h Course
Novels: Frankenstein
Holt, Grammar, Usage, Mechanics Macbeth
Pren ce Hall; Timeless Voices; Timeless Themes, Tale of Two Ci es Bri sh Literature Pygmalion
Prestwick House, Vocabulary from La n and Greek Roots
College Introduc on to Literature (Evangel, ENG 123, Dual Credit Class)
Prerequisite: Comple on of English III semester 1 with a 90%+and a cumula ve percentage of 85%+ Elec ve, 11th Grade, 2nd Semester, 0 5 high school credit, 3 college credits
This course focuses on an introduc on to literature focusing on selec ons of fic on, poetry, and drama drawn from a variety of cultures. Students will reinforce their understanding of founda onal literary skills while also expanding their knowledge to include more nuanced and specific skills. Students will discuss and analyze the works through wri en and oral presenta ons.
Curriculum: Literature: An Introduc on to Fic on, Poetry, Drama, and Wri ng. 14th Edi on, Pearson, 2020, Pygmalion
English IV: Modern Literature and Composi on
Prerequisite: English III
Required, 12th Grade, Full Year, 1 credit
This course focuses on refining skills in grammar, punctua on, and rhetoric as well as developing the skills needed to analyze the wri en word and communicate appropriately based on se ng and genre This will be accomplished through reading, discussing, and analyzing a variety of contemporary classics and through collabora ve projects. Texts will include different genres such as drama, poetry, prose, short stories, and ar cles.
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 La n & Greek Roots - Sixth Course The Great Gatsby Teacher-generated material Our Town Le Behind A Wrinkle in Time
College Composi on I (MBU ENG 113, Dual
Credit Class)
Prerequisite: Exis ng students must have a recommenda on by an English III teacher and/or 85% cumula ve percentage
Note: Transfer students must provide a wri ng 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 wri ng prose acceptable in academics and in the professions, with emphasis on grammar, punctua on, sentence structure, paragraph development, the wri ng process, and pa erns of essay development Various selec ons from expository and imagina ve wri ng will serve as models and as sources for composi on topics
Students in this course will not be exempt from the semester final even with a qualifying grade for the Senior Spring Final exemp on.
Curriculum: The Screwtape Le ers
Othello
College Composi on II (MBU ENG 123, Dual Credit Class)
Prerequisite: English 113 with a cumula ve 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 cri cal reading and thinking skills, the wri ng process, and rhetorical skills in both expository and argumenta ve wri ng. The course has two major projects: one focuses on an introduc on 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 culmina ng 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 exemp on.
Curriculum: Selected short stories, the book of Esther, and compara ve retellings.
Strategies: English I
9th Grade, Full Year, Addi onal Fee Required
A er having academic tes ng, students having documented learning difficul es may be placed into Strategies: English I. This small group or individual classroom se ng will enable students to study an English curriculum that is parallel to the core English I course with the addi onal benefit of having instruc on designed specifically for their current academic level and learning style. This English course meets core English discipline requirements for gradua on.
Curriculum: Varies according to student level
Strategies: English II
10th Grade, Full Year, Addi onal Fee Required
A er having academic tes ng, students having documented learning difficul es may be placed into Strategies: English II This small group or individual classroom se ng will enable students to study an English curriculum that is parallel to the core English II course with the addi onal benefit of having instruc on designed specifically for their current academic level and learning style This English course meets core English discipline requirements for gradua on
Curriculum: Varies according to student level
Strategies: English III
11th Grade, Full Year, Addi onal Fee Required
A er having academic tes ng, students having documented learning difficul es may be placed into Strategies: English III. This small group or individual classroom se ng will enable students to study an English curriculum that is parallel to the core English III course with the addi onal benefit of having instruc on designed specifically for their current academic level and learning style. This English course meets core English discipline requirements for gradua on.
Curriculum: Varies according to student level
Strategies: English IV
12th Grade, Full Year, Addi onal Fee Required
A er having academic tes ng, students having documented learning difficul es may be placed into Strategies: English IV. This small group or individual classroom se ng will enable students to study an English curriculum that is parallel to the core English IV course with the addi onal benefit of having instruc on designed specifically for their current academic level and learning style. This English course meets core English discipline requirements for gradua on.
Curriculum: Varies according to student level
COMMUNICATION ARTS ELECTIVES
Crea ve Wri ng
Elec ve, 10th-12th Grade, Semester or Full Year, 0.5 or 1 credit
Students will read and create different types of wri ng, such as reflec ons, poetry, short stories, dialogue, and narra ves. Students will keep a daily journal, as well as read and edit their peers’ pieces. The year ends with students crea ng a personal anthology of their favorite literature. This is a wri ng-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 communica on to develop cri cal thinking, persuasion, and delivery skills. Students will par cipate in small group ac vi es and prac ce the skills of informa ve and persuasive speeches, interpreta on of literature impromptu, and extemporaneous speeches.
Curriculum: BJU Press, Sound Speech Public Speaking & Communica on Studies
College Speech Communica ons (MBU, COM 103, Dual Credit
Class)
Prerequisite: HS Speech or HS Debate and a cumula ve grade of 85% or higher Elec ve, 11th-12th Grade, Semester, 0.5 high school credit, 3 college credits
This par cular course is designed to introduce students to the founda ons of oral communica on and help them become a more effec ve public communicator within a culturally diverse society.
Specifically, this course will emphasize basic communica ve concepts of public speaking including –but not limited to – content, research, organiza on, audience analysis and mo va on, language, listening, and ethics. This class will challenge students’ cri cal thinking skills in selec ng topics, conduc ng credible research, rehearsing speeches, and delivering speeches in a group se ng for feedback.
Students in this course will not be exempt from the semester final even with a qualifying grade for the Senior Spring Final exemp on.
Curriculum: The Art of Public Speaking by Stephen E. Lucas
Introduc on 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 ra onal arguments on both sides of controversial subjects and defend those arguments though ully and ar culately from the a ack of others Students will be introduced to debate events that take place during compe ve tournaments
Curriculum: Na onal Speech & Debate Associa on
Debate I
Prerequisite: JH Speech, JH Debate, High School Speech, or Introduc on 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 compe ng as a member of the SCA Speech and Debate Team. Students are expected to par cipate in MSHSAA/NSDA-sponsored debate and forensics tournaments throughout the semester. Par cipa on in two tournaments per semester is required, with events and compe on level to be determined by the instructor. Prac ces are required and Friday/Saturday tournament par cipa on is expected to meet the tournament requirements.
Curriculum: Na onal Speech & Debate Associa on
Advanced Compe ve Speech & Debate
Prerequisite: Debate I or Administra ve approval
Elec ve, 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 par cipate in MSHSAA/NSDA-sponsored debate and forensics tournaments throughout the year Par cipa on in two tournaments per semester is required, with compe on level to be determined by the instructor Prac ces are required and Friday/Saturday tournament par cipa on 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: Na onal Speech & Debate Associa on
NSDA Membership
Interpre ve Speech and Performance
Elec ve, 9th-12th grade, Semester, 0 5 credit
This course is designed for those who wish to develop skills in the area of interpre ve events: drama c interpreta on, duo interpreta on, humorous interpreta on, poetry, oral interpreta on, prose and storytelling Students will perform published material in one of the events listed above Students may portray one or mul ple 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 Par cipa on in tournaments is encouraged, but not required
Algebra I
Required, 9th Grade, Full Year, 1 credit
Algebra I covers a variety of topics including expressions, equa ons, func ons, solving and graphing linear equa ons and func ons, solving and graphing linear inequali es, systems of equa ons and inequali es, exponents and exponen al func ons, polynomials and factoring, quadra c equa ons and func ons, 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 Edi on
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 interpre ng & manipula ng algebraic func ons (linear, absolute value, quadra c, higher-degree polynomials, exponen al, radical, logarithmic, and ra onal). Students will be able to solve and simplify algebraic expressions using a variety of representa ons by hand and with the use of graphing calculator technology.
Curriculum: BJU Press, Algebra II , Third Edi on
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 proper es of 2-dimensional and 3-dimensional geometric figures, transforma ons, measurements, and an introduc on to right triangle trigonometry.
Curriculum: BJU Press, Geometry, Fourth Edi on
College Algebra (MBU, MATH 133, Dual Credit Class)
Prerequisite: Algebra II with a grade of 85% or higher and a cumula ve high school percentage of 85% or higher
Elec ve, 10th-12th Grade, Full Year, 1 high school credit, 3 college credits
This course provides abrief review of algebraicessen als, graphs, func ons and theirgraphs, linearand quadra cfunc ons, polynomial and ra onal func ons, exponen al and logarithmicfunc ons, systems of linearequa ons
Curriculum: Pearson, College Algebra, Blitzer, Sixth Edi on Ebook
College Pre-Calculus (MBU, MATH 155, Dual Credit Class)
Prerequisite: Algebra II and Geometry with a grade of 85%+ and a cumula ve high school percentage of 85% or higher.
Elec ve, 11th/12th Grades, Full Year, 1 credit, 5 college credits
Pre-Calculus covers func ons, graphs and models; modeling with linear and quadra c func ons; polynomial and ra onal func ons; modeling with exponen al and logarithmic func ons; trigonometric func ons; trigonometric iden es and condi onal equa ons; addi onal topics in trigonometry; addi onal topics in analy c geometry; and parametric equa ons.
Curriculum: BJU Press, Pre-Calculus, Second Edi on
AP/ College Calculus AB (MBU, MATH 164, Dual Credit Class)
Prerequisite: 85% or higher grade in Pre-Calculus and a cumula ve high school percentage of 85% or higher Elec ve, 12th Grade, Full Year, 1 credit, 4 college credits
Calculus builds on the founda on that students received in Pre-Calculus. This course is recommended for any student interested in engineering, business, mathema cs, pre-med or other related fields. This course studies: limits and con nuity, differen a on, defini on and fundamental proper es, composite, implicit, and inverse func ons, contextual applica ons of differen a on and rates of change, analy cal applica ons of differen a on including analysis of func ons, integra on, and accumula on of change, differen al equa ons, and applica on of integra on.
Curriculum: Pearson, Calculus: Graphical, Numerical, Algebraic, Sixth Edi on
College Probability and Sta s cs (MBU, MATH 243, Dual Credit
Class)
Prerequisite: 85% or higher grade in College Algebra or Pre-Calculus and a cumula ve high school percentage of 85% or higher.
Elec ve, 11th/12th Grade, Full Year, 1 high school credit, 3 college credits
This class teaches data produc on and analysis; probability basics, distribu ons; sampling, es ma on with confidence intervals, hypothesis tes ng, t-test; correla on and regression; cross tabula ons and chi-square. Students learn to use the sta s cal package such as R. Two semesters in the same academic year.
Curriculum:Pearson, Stats: Data and Models - Fi h Addi on, MyLab Sta s cs
Accoun ng I
Prerequisite: Introduc on to Business or Personal Finance, Digital Ci zenship or Tech. Apps
Elec ve, 11th/12th Grade, Full Year, 1 Credit
This course is designed to build a basic understanding of manual and automated accoun ng principles, concepts, and procedures. Ac vi es include using the accoun ng equa on, comple ng the accoun ng cycle, entering transac ons to journals, pos ng to ledgers, preparing end-of-period statements and reports, managing payroll systems, comple ng banking ac vi es, calcula ng taxes, and performing other related tasks.
Curriculum: Cengage Learning, Mindtap- Tenth Addi on
Strategies: Algebra IA
9th Grade, Full Year, Addi onal Fee Required
A er having academic tes ng, students having documented learning difficul es may be placed into Strategies: Algebra IA. This small group or individual classroom se ng will enable students to study the 1st semester of Algebra I with the addi onal benefit of having instruc on designed specifically for their current academic level and learning style. This math course will meet core math discipline requirements for gradua on.
Curriculum: BJU Press, Algebra I, Fourth Edi on
Strategies: Algebra IB
10th Grade, Full Year, Addi onal Fee Required
A er having academic tes ng, students having documented learning difficul es may be placed into Strategies: Algebra IB. This small group or individual classroom se ng will enable students to study the 2nd semester of Algebra I with the addi onal benefit of having instruc on designed specifically for their current academic level and learning style. This math course will meet core math discipline requirements for gradua on.
Curriculum: BJU Press, Algebra I, Fourth Edi on
Strategies: Algebra II
11th/12th Grade, Full Year, Addi onal Fee Required
A er having academic tes ng, students having documented learning difficul es may be placed into Strategies: Algebra II. This small group or individual classroom se ng will enable students to study a math curriculum that is parallel to the Algebra II core course with the addi onal benefit of having instruc on designed specifically for their current academic level and learning style. This math course will meet core math discipline requirements for gradua on.
Curriculum: BJU Press, Algebra II , Third Edi on
Strategies: Geometry
11th/12th Grade, Full Year, Addi onal Fee Required
A er having academic tes ng, students having documented learning difficul es may be placed into Strategies: Geometry. This small group or individual classroom se ng will enable students to study a math curriculum that is parallel to the Geometry core course with the addi onal benefit of having instruc on designed specifically for their current academic level and learning style. This math course will meet core math discipline requirements for gradua on.
Curriculum: BJU Press, Geometry, Fourth Edi on
Biology
Required, 9th Grade, Full Year, 1 credit
This course examines God's crea on through a biblical worldview. Students will study the scien fic method, cell structure and func on, mitosis/meiosis, DNA structure and replica on, protein synthesis and gene cs. Students will use microscopes and create a cell model. The study of the Theory of Evolu on will be done by an extensive look at the animal kingdom and God's perfect Crea on. In fulfilling the Dominion Mandate, students will par cipate in the following dissec ons: clam, starfish, crayfish, perch, and shark.
Curriculum: BJU Press, Biology, Fi h Edi on
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 scien fic method, measurement, force, mo on, machines, heat, electricity, magne sm, nuclear reac ons, kine c theory, and atomic structure, classifica on of ma er, chemical bonds, and chemical reac ons. Many lab ac vi es give students first hand knowledge of the laws and principles covered in this course. The requirement may be met through Chemistry.
Curriculum: BJU Press, Physical Science, Sixth Edi on
Chemistry
Prerequisite: Biology and Algebra I
Required, -10th-12th Grades, Full Year, 1 credit
This course requires a good grasp of Algebra. Students study measurement, significant figures, atomic structure, atomic theory, elements, compounds, mixtures, solu ons, the periodic table, chemical bonding, chemical reac ons, 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, Fi h Edi on
College Introduc on to Biology (MBU BIOL 103, Dual Credit Class)
Prerequisite: Biology and a cumula ve percentage of 85%+ and must be concurrently enrolled in College Introduc on to Biology Lab Elec ve, 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 Introduc on to Biology Lab (MBU BIOL 101, Dual Credit Class)
Taken concurrently with College Introduc on to Biology Elec ve, 11th/12th Grades, Full Year, 1 college credit
BIOL 101 GENERAL BIOLOGY LABORATORY This laboratory is co-requisite to BIOL 103 Introduc on 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 comple on 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 cumula ve final exam at the end of the semester
College General Biology I (MBU BIOL 113, Dual Credit Class)
Prerequisite: Biology and a cumula ve percentage of 85%+ and must be concurrently enrolled in College General Biology Lab
Elec ve, 11th/12th Grades, Full Year, 1 high school credit, 3 college credits
BIOL 113 is an introduc on to the taxonomy of animals, as well as the gene cs, 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 cumula ve 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
Elec ve, 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 ques ons and take a short pre-lab quiz. Upon comple on of the lab, students will hand in a completed post-lab assignment.
Curriculum: Vodopich & Moore, Biology Lab Manual, Thirteenth Edi on
Forensic Science
Elec ve, 10th -12th Grades, Full Year,1 credit
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 Chris anity. Forensic Science is taught as a hands-on, problem-solving, inves ga ve course that incorporates inquiry. It includes crime scene processing, analysis of hair, DNA, fingerprin ng, and blood spa ers, and ballis cs. Students are taught the proper collec on, preserva on, and laboratory analysis of various samples through lectures, lab ac vi es and case studies.
Curriculum: Cengage, Forensic Science: Fundamentals and Inves ga ons, 3rd edi on
Environmental Science
Elec ve, 10th-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, pollu on, and other environmental concerns. Students will be encouraged and challenged to think about sustainable prac ces, environmental responsibility and global awareness. Projects will include an in-depth study of the land and how organisms interact. There will be mul ple PowerPoint presenta ons. 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
Elec ve, 10th -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 func ons of the integumentary, skeletal, muscular, nervous, cardiovascular, endocrine, respiratory, diges ve, urinary and reproduc ve systems. Hands-on labs included tes ng for macromolecules, a forensics bone study, prepara on and evalua on of sunscreen, tes ng reflexes, blood typing, tes ng lung capacity, a urinalysis, and crea ng clay models of the muscular system. Dissec on labs include: brain, eye, heart, kidney, and fetal pig.
Curriculum: McGraw-Hill Higher Educa on, Hole’s Essen als of Human Anatomy and Physiology
AP Chemistry
Prerequisite: Chemistry or Administra ve Approval
Elec ve, 11th/12th Grades, Full Year, 1 credit
AP Chemistry requires students to a end 0 hour (7:00-7:45) approx. three mes during the semester. This course requires a good grasp of Algebra. Students study measurement, significant figures, atomic structure, atomic theory, elements, compounds, mixtures, solu ons, the periodic table, chemical bonding, chemical reac ons, 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 addi onal 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 administra ve approval)
Elec ve, 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 mo on, forces, gravita on, and momentum. The study of energy will inves gate work, machines, thermal and states of ma er. At the end of the year, we will cover electrical circuits and touch on subatomic physics. Twenty-five percent of our me 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 universi es 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 addi onal 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 Crea on and the Ancient World Based on the textbook, teacher-generated PowerPoint presenta ons are used to study the great movements of God throughout history – as well as why civiliza ons rise and fall An apprecia on for how archeology has changed over me (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 Reconstruc on 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 Reconstruc on through the Cold War Era Students will study the impact Chris anity has had in the maturing of our country and become familiar with the impact of Americans from a variety of ethnic, na onal, 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, sta s cs, etc In the process, students will have the opportunity to enhance their cri cal thinking and communica on skills Instruc on and assessments will be varied in order to give each student an opportunity to develop his/her poten al
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 apprecia on for America’s God-given heritage of liberty, how the U.S. government is Cons tu onally-organized, and how it works in prac ce. Each week student-selected current event papers will be required for classroom discussion. Each year’s fall campaigns and elec ons will be monitored closely and speakers from government will be brought in to address the class from me to me. Developing a working knowledge of all sides of hot-bu on issues will be encouraged, as will par cipa on in the democra c process. The requirement may be met through College American Government
Curriculum: Teacher-generated curriculum
College American Government (Evangel GOV 170, Dual Credit Class)
Prerequisite: Cumula ve 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, organiza on and policy of United States government at the na onal, state and local levels. The class will encourage ci zen par cipa on and leadership in democra c 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, Essen als Edi on: Ins tu ons and Policies AP Edi on, 16th Ed
Founding Brothers, the Revolu onary Genera on by Joseph J Ellis
Supplemental material
Economics
Elec ve, 11th-12th Grade, Semester, 0.5 Credit
This course is designed to help students understand economic concepts necessary for their par cipa on in the global socioeconomic and capitalist systems as wage earners, business owners, producers, and investors. Basic economic concepts like supply and demand, compe on, growth, and stability are emphasized. Topics include the government’s role in the economy, the sharing of economic risks, and the effect of infla on and monetary policies on na onal and interna onal economics.
Curriculum: BJU Press, Economics
Sociology
Elec ve, 10th-12th Grade, Semester, 0.5 credit
This course is an overview of the theory, methodology, and conceptualiza ons 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 Geography (SBU GEO 1103, Dual Credit Class)
Prerequisite: Cumula ve high school percentage of 85% or higher for 11th and 12th grade, 90% or higher for 10th grade
Elec ve, 10th-12th Grade, Semester, 0.5 high school credit, 3 college credits
Students will discover the beau ful, 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 con nental extremes will be studied in depth. There will be internet assignments related to the United States Geological Survey, as well as the Na onal Oceanic and Atmospheric Administra on.
Curriculum: Wiley, Geography: Realms, Regions and Concepts, 16th Edi on
College American History (SBU HISTORY 2213, Dual Credit Class)
Prerequisite: Cumula ve high school percentage of 85% or higher. To be considered for the class, Sophomores must have a high school cumula ve percentage of 90% or higher
Elec ve, 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 se lement while the other will be based on slavery and the Antebellum South Students will par cipate in genealogy research and archiving Upon successful comple on of this class, students will earn three fully transferable college credits through SBU
Curriculum: Mary Rowlandson, The Cap vity of Mrs. Mary Rowlandson; Frederick Douglas, The Narra ve of Frederick Douglass; McGraw Hill, The Unfinished Na on, Volume 1; Teacher-generated PowerPoint presenta ons
College American History 1877-Present (SBU HISTORY 2223, Dual Credit Class)
Prerequisite: Cumula ve high school percentage of 85% or higher. To be considered for the class,Sophomores must have a high school cumula ve percentage of 90% or higher
Elec ve, 10th-12th Grade, Semester, 0 5 high school credit, 3 college credits
This course covers the period of American history from Reconstruc on through the end of the Cold War One historical research paper will be required. Upon successful comple on of this class, students will earn three fully transferable college credits through SBU.
Curriculum: Raymond A Mohland, Roger Biles, The Making of Urban America, McGraw-Hill, The Unfinished Na on, New York, Warriors Don’t Cry, Teacher-generated PowerPoint presenta ons
College World Civiliza on I (Evangel HIS 115, Dual Credit Class)
Prerequisite: Cumula ve high school percentage of 85% or higher Elec ve, 11th/12th Grade, 1st Semester, 0 5 high school credit, 3 college credits
This course provides a survey of Western Civiliza on from the Paleolithic period through the Middle Ages.
Curriculum: The Making of the West, Peoples and Cultures, Fi h edi on, Hunt, et al
College World Civiliza on II (Evangel HIS 116, Dual Credit Class)
Prerequisite: Cumula ve high school percentage of 85% or higher Elec ve, 11th/12th Grade, 2nd Semester, 0.5 high school credit, 3 college credits
This course will examine the history of world civiliza on from the Renaissance to the present day.
Curriculum: The Making of the West, Peoples and Cultures, Fi h edi on, Hunt, et al.
College General Psychology (MBU, PSY 133, Dual Credit Class)
Prerequisite: Cumula ve high school percentage of 85% or higher Elec ve, 11th/12th Grade, Semester, 0.5 high school credit, 3 college credits
This class provides a basic and general knowledge of the theore cal, scien fic, and conceptual founda ons of psychology, including biological, cogni ve, emo onal, developmental, cultural and social aspects. The course includes key concepts and principles, methods for collec ng and evalua ng evidence, and applica on of psychological knowledge.
Curriculum: Houghton Mifflin, Social Studies: Psychology (2018)
Intro to Computer Science and Digital Ci zenship
Elec ve, 9-12th Grade, Semester, 0 5 credit
This course builds on the concepts taught in Junior High Digital Ci zenship Students will gain a deeper understanding of informa on security, the consequences of cyberbullying, news and media literacy, media balance and well being, etc This course provides an introduc on to the hardware and opera ng systems of computers (Windows, Chrome OS)and file management Students will explore other common applica ons (graphic & photo edi ng, audio & video edi ng, 3D graphics and anima on, etc) In addi on, students will be introduced to programming languages (condi ons, loops, arrays), data base management, cloud technology, and how to configure basic security se ngs
Curriculum: TestOut Digital Literacy
Microso Office Applica ons
Prerequisite: Successful comple on of Intro to Computer Science and Digital Ci zenship or JH Digital Ci zenship
Elec ve, 10th-12th Grade, Semester, 0 5 credit
Students in this course will use Microso Office (Word, Excel, and Powerpoint) to prepare foracareerin the field of business. This course provides hands on prac ce with real world scenarios, including document forma ng, email management, dataanalysis, and presenta on crea on. Upon comple on of this course, students will be equipped to earn mul ple Microso cer fica ons.
Curriculum: TestOut Office Pro
Marke ng and Social Media
Prerequisite: Successful comple on of Introduc on to Business Elec ve, 10th-12th Grade, Semester, 0.5 credit
This class is forstudents with excellent compu ng skills who have completed SCA’s Introduc on to Business course This course helps students understand marke ng 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 basicelements of social mediamarke ng and how it applies to the current trends
Curriculum: Teacher developed materials
Introduc on to Business Elec ve, 10th-12th Grade, Semester, 0.5 credit
BUSINESS
This course will strengthen student awareness of the American economicsystem and business opera on Topics covered include the global economicenvironment, corporate structures, management strategy, impac ng government interac on, marke ng, informa on processing, and laborrela ons Students will develop an awareness of business and careeropportuni es
Curriculum: Pearson, Business Essen als; Online: Google Apps for Educa on, other online learning tools.
Personal Finance
Required, 11th-12th Grade, Semester, 0.5 credit
Students will increase theirknowledge and understanding of personal finance concepts through afast-paced video driven curriculum produced by Dave Ramsey and his organiza on The class will focus on the student’s money management skills to enable them to func on as aresponsible consumer, family member, ci zen, and par cipant in the business world Topics include financial ins tu ons, budge ng, saving, inves ng, debt management, careerreadiness, insurance and much more
Curriculum: Lampo Group, Founda ons in Personal Finance
Economics
Elec ve, 11th-12th Grade, Semester, 0 5 Credit
This course is designed to help students understand economicconcepts necessary fortheirpar cipa on in the global socioeconomicand capitalist systems as business leaders, producers, wage earners, investors, and ci zens. Basicconcepts like decision making, modeling, indicators, economicsystems, and the government’s role in the economy are emphasized Specifictopics covered include cost/benefit analysis, supply and demand, levels of compe on, economicindicators, command vs market systems, and monetary policy
Curriculum: BJU Press, Economics
Career Internship
Elec ve, 12th Grade, Semester for 1 credit or Full Year for 2 credits, must be enrolled in Career Internship during 4th/5th OR 7th/8th periods for admission into the program. This prac cal, on–the-job careershadow is provided by students’ par cipa on in organiza ons which connect to students’ long-term careerorministry goals Students will be placed at organiza ons that furtherdevelop the competencies needed to succeed in aprofessional work environment. Students will report to an off-campus organiza on fourdays perweek and will receive in class instruc on on Tuesdays. Grades will be based on in-class projects and on-site performance evalua ons completed by site supervisors. Past internships have included alaw firm, surgical center, elementary and secondary educa on, special needs educa on, sports medicine, photography, interiordesign, radiology technology, marke ng, dental hygiene, sheet metal work, etc. Any student ideaforan internship will be considered. Admission into the internship program is reserved forstudents with outstanding character. Considera on toward student a endance, discipline, academiceffort, and dependability will be given priorto acceptance into the course. Students may be admi ed into the second semesteronly on acase by case basis. No student will be allowed to intern at afamily business orwith aparent due to aconflict of interest.
Curriculum: Toy Box Leadership by Hunter & Waddell
Entrepreneurship
Prerequisite: Intro to Business Elec ve, 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, marke ng strategy, customerservice, planning business processes, and managing finances forbusiness Students will create abusiness plan forapoten al future business throughout the semester, which they will formally present to successful community entrepreneurs in abusiness “pitch”at the end of the semester
Curriculum: Cengage learning eBook: Entrepreneurship-Ideas in Ac on 6e, Cynthia L. Greene
Textbook excerpts: Pearson Custom Edi on for JCCC - Introduc on to Entrepreneurship Online: Google Apps for Educa on, Tinkercad.com, Wix.com and other online learning tools
Microso Office 2010.
Accoun ng I
Prerequisite: Introduc on to Business or Personal Finance, Understanding of Excel Elec ve, 11th-12th Grade, Full Year, 1 Credit
This course is designed to build abasicunderstanding of manual and automated accoun ng principles, concepts, and procedures. Ac vi es include using the accoun ng equa on, comple ng the accoun ng cycle, entering transac ons to journals, pos ng to ledgers, preparing end-of-period statements and reports, managing payroll systems, comple ng banking ac vi es, calcula ng taxes, and performing otherrelated tasks.
Curriculum: Cengage Learning, Mindtap
VISUAL ARTS
Drawing I & II
Elec ve, 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 ma er is from life Drawing exercises focus on contour lines; posi ve and nega ve space; visual measurement and propor on; value, form and contrast; and illusion of depth and space Students complete major drawings including a self-portrait, s ll 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
Elec ve, 9th -12th Grade, semester, 0 5 credit
This beginning level studio course is designed to explore basic principles of design through imagina on and crea ve applica on of a variety of media Students also gain understanding of commercial career applica ons Course content varies each semester and does not need to be taken in order
Curriculum: Davis Publica ons, The Visual Experience, Teacher's Edi on
Pain ng I & II
Elec ve, 9th -12th Grade, Full Year, 1 credit
This course is designed to encourage pain ng competency in both watercolors and acrylics. The majority of class me is spent on studio work, experimen ng and discovering the possibili es of these mediums Outline includes proper es of color, hue, value, intensity, and color theory
Students will explore art historical periods with studio work rela ng to these studies and pain ng in a variety of media. Course outline includes overview and explora on from realis c pain ng, Baroque, Regionalism, Fauvism, Impressionism, Post Impressionism, Cubism, Expressionism, Surrealism, Abstract Expressionism, and Pop Art. Self-evalua on, art cri cism, and art history are explored. Research includes inves ga ng historical periods in art and the ar sts who created them.
Curriculum: Crystal Produc ons, Acrylic Pain ng
Po ery
Elec ve, 9th -12th Grade, 1st semester, 0 5 credit
Emphasis is on three-dimensional design Students learn the fundamentals of clay construc on through hand-building (coil, slab, and pinch), as well as an introduc on to the po ery wheel
Sculpture
Elec ve,9th -12th Grade, 2nd semester, 0 5 credit
Students learn and explore different types of sculpture (freestanding, relief, and mobile) and create using a variety of methods (modeling, carving, assemblage) u lizing an assortment of different media
Photography & Mul media
Elec ve, 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 offerexperiences with digital devices and cameras. Various camerase ngs will be explored to offergreatercrea ve and technical control. The elements and principles of design as they relate to photographicand mediacomposi on are emphasized Digital processing techniques are also introduced using Apple and Adobe products Students will work individually and collabora vely to create storyboards and short film projects
Advanced Visual Arts Por olio
Prerequisite: Drawing I & II and Pain ng I & II, Teacher Approval
Elec ve, 11th-12th grade, Full Year, 1 credit
Advanced Visual Arts Por olio is designed forhighly mo vated students who want to con nue theirar s c efforts at amore advanced level and/orintend to furthertheirart educa on a erhigh school Students work in all areas of art with an emphasis on drawing, pain ng, 2-Dand 3-Ddesign, looking at/wri ng about art, art history and aesthe cs. Through avariety of experiences students are encouraged to look at themselves and the world God created and designed around them with theireyes, minds, and hearts. Students will develop theirar st statements and atheme based on abiblical worldview. They are given opportuni es to concentrate in apar cularmedium, art style, and/orsubject ma er. This course allows the skills acquired in priorart classes to be applied crea vely to develop apor olio of work that shows theirunique ar s cvision from abiblical worldview. Students in this class must be willing to put in the me and effort to produce high quality work.
THEATRE ARTS
Theatre Improv and Ac ng
Elec ve, 9th -12th grades, 1st semester, .5 credit
New-to-the-scene and seasoned actors will develop their ac ng skills in improvisa on, ac ng techniques, and ac vi es 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 educa on and professional performance opportuni es will be building their audi oning repertoire and ac ng experiences por olio
Curriculum: Improv Ideas and Drama Games and Improvs compiled, created and invented by Junsine Jones and Mary Ann Kelley.
Ac ng Workshop
Elec ve, 9th-12th grades, 2nd semester, 5 credit
Refine skills in ac ng, improvisa on, character development, ar s c apprecia on, and awareness of career possibili es that can expand to business, project development, and communica ons Students will learn comedy techniques, and the Hero’s Journey, as well as cri cal evalua on of objec onable themes in literature The Princess Bride film is examined for biblical parallels through chris anfantasycom Drama c Ministry outreach themes are explored
Curriculum: Basic Drama Projects, Teaching Improv, the Essen al Handbook by Mel Paradis, Objec onable 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 Ac ng and Storytelling
Elec ve, 9th-12th grades, 5 credit
Published scripts, fractured fairy tales, reader’s theatre, original adapta ons, Shakespeare, spoofs, finding biblical themes, parallels, and more are all poten al areas to explore in this energe c class. Performance opportuni es may extend to elementary classrooms and One Acts/Showcase night in May.
Curriculum: Ac ng 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 Audi on Monologues, Monologues for Adults, by Mike Kimmel, The Theatre Audi on Book and The Theatre Audi on Book 2, 57 Original Audi ons for Actors by Eddie Lawrence, Mastering Monologues and Ac ng Sides by Janet Wilcox, Theatre Machine Trilogy, Spirit Produc ons by Karen Baker, and a variety of teacher-generated materials
Theatre Apprecia on 9-12th grades, Semester, .5 credit
A non-ac ng theatre course that examines theatre’s role in history and society. Students will appreciate great theatrical works including plays and musicals from ancient mes to modern day. Compare and contrast the crea ve process of wri ng original works and their adapta on 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: Introduc on 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 exper se at the end of the year during One Acts. Explore playwri ng, elements of film produc on or stagecra , 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 produc ons may occur. (Some fees will apply for cket, food, and travel costs.) Students are expected to support drama produc ons through both in-class ac vi es and pre-show development for a minimum of four hours a er school during show week.
Curriculum: Introduc on to Theatre Arts Guide: A 36-week Ac on Workbook for Middle Grade and High School Teachers, TheatreFolk Drama Teacher Academy Curriculum, various scripts, and a variety of teacher-generated materials
Beginning Strings
Elec ve, 9th-12th Grade, Semester, 0 5 High School credit
This course is an introduc on to string instruments Students will choose a string instrument and learn it in a group se ng Daily prac ce at home is expected in order to improve skills A er 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
Elec ve, 9th-12th Grade, Full Year, 1 credit
Concert apparel required; addi onal 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 essen als of ensemble playing, as well as improve their technique and skills, both inside the classroom and through home prac ce There will be opportuni es for mul ple school-wide performances, field trips, possible par cipa on in the Worlds of Fun Fes val of Music, and mentoring fellow string students High school members are required to par cipate in MSHSAA contests for solos and ensembles Allegro Strings competes as a large group High school students may also le er and must audi on for All District Orchestra Students will be assessed through playing tests, wri en tests and quizzes, class par cipa on, and performance a endance
Curriculum: MakeMusic, Muller Rusch String Method by J Frederick Muller and Harold Rusch
Symphonic Band
Elec ve, 9th-12th Grade, Full Year, 1 credit Concert apparel required; addi onal fees may apply.
Symphonic Band meets daily as an academic class. Students in Symphonic Band are eligible to par cipate in MSHSAA contests for solo/ensemble and as a large group and full orchestra. Students also have the opportunity to le er. Symphonic Band students are encouraged to audi on for All DistrictBand and Orchestra. Students will be assessed through playing tests, wri en tests and quizzes, class par cipa on, and performance a endance. There will be opportuni es for mul ple school-wide performances, field trips, possible par cipa on in the Worlds of Fun Fes val of Music, and mentoring younger band students. Band students will par cipate 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
Elec ve, 9th -12th Grade, Full Year, 1 credit Concert apparel required; addi onal fees may apply.
Provides students the opportunity to develop their musical poten al and understanding through singing in a choral ensemble specific to the changing needs of the developing male voice. Course study includes the produc on of beau ful tone, aesthe c 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 prac ced on a daily basis. Phone cs of various languages and a variety of musical styles are presented. No audi on 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 - Con nued
As authen c 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 deduc on. The following events will be required:
●Grandparents’ Day
●Fall, Christmas, Spring, Pops Concert and other concerts
●MSHSAA large group music fes val
Students will have audi oned opportuni es 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 audi oned opportuni es 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
Elec ve, 9th-12th Grade, Full Year, 1 credit Concert apparel required; addi onal fees may apply.
Provides students the opportunity to develop their musical poten al and understanding through singing in a choral ensemble specific to the changing needs of the developing female voice. Course study includes the produc on of beau ful tone, aesthe c 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 prac ced on a daily basis. Phone cs of various languages and a variety of musical styles are presented. No audi on 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 authen c 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 deduc on. The following events will be required:
●Grandparents’ Day
●Fall, Christmas, Spring, Pops Concert and other concerts
●MSHSAA large group music fes val
Students will have audi oned opportuni es 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 audi oned opportuni es 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 sa sfactory performance on entrance audi on Elec ve, 10th-12th Grade, Full year, 1 credit Concert apparel required; addi onal fees may apply
This course is an advanced mixed choral ensemble for dedicated and serious musicians. Audi ons are held in the spring of the previous school year. Course study includes the produc on of beau ful tone, aesthe c 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 cri que music and music performances. A en on will be given to rela ng music experiences to the me and culture of the pieces studied, as well as to contemporary society. Expecta ons include a sincere desire to improve musical understanding and techniques.
As authen c 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 deduc on. The following events will be required:
●Grandparents’ Day
●Fall, Christmas, Spring, Pops Concert and other concerts
●MSHSAA large group music fes val
Students will have audi oned opportuni es 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 audi oned opportuni es 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 sa sfactory performances on entrance audi on. Must also be enrolled in Concert Chorale.
Elec ve, 11th-12th Grade, Full year by audi on/invita on only-class size limited, 1 credit Concert apparel required; addi onal fees may apply.
This class is for the highly mo vated and talented choral musician This performance-based course provides students the opportunity to perform in public venues and compe ons 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 addi on 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 Fes val, MSHSAA Solo/Ensemble Fes val, Conference Choir, opportuni es 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 Apprecia on (MBU, MUHL 153, Dual Credit Class)
Prerequisite: Cumula ve percentage of 85%+
Elec ve, 11th-12th Grade, Semester, 0 5 High School Credit, 3 College Credits
This course serves as an introduc on to the apprecia on and understanding of the basicelements, genres, and style periods of Western music. Classical and popularstyles will be presented. Two live concert experiences are required
Curriculum:Cengage VitalSource Music
Worship Class
Prerequisite: Approval or sa sfactory performances on entrance audi on and spiritual maturity fit for leadership Elec ve, 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,wri ngs 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 perspec ve 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. Responsibili es will emphasize areas of student personal interest, but demand cross training on sound systems and media presenta on. This course may be repeated for elec ve credit only.
WORLD LANGUAGES
Spanish I
Elec ve, 9th – 12th Grade, Full Year, 1 credit
This course introduces students to the founda onal concepts of Spanish and develops their abili es to communicate through wri ng, reading, listening, and speaking Students will learn to greet and introduce others and talk about their classes, family, daily rou ne, food, clothes, and pas mes
Learning fundamental grammar topics and conjuga on of present and preterite verb tenses will enable students to formulate sentences and dialogue Cultural ac vi es and discussions will accompany language lesions, acquain ng 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 interac ons with people of other na ons and cultures
Curriculum:Vista Higher Learning: Descubre 1
Spanish II
Prerequisite: Spanish I or test out op on (Students who have completed 7th and 8th grade Spanish, or those who are heritage speakers, may pe on 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 op on )
Elec ve, 9th – 12th Grade, Full Year, 1 credit
Through thema c units, students in Spanish II will expand their skills in speaking, listening, reading, wri ng and cultural awareness. Students will develop a func onal command of words and phrases that deal with immediate needs and common everyday situa ons or while traveling in limited situa ons. Students will demonstrate comprehension of simple ques ons and statements about family, residence self, weather, me and interests. The content expansion includes the use of familiar words and phrases applicable with normal commands, frequent instruc ons, 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 con nued Bible studies that expand upon previous learning.
Curriculum: Vista: Descubre 2
Spanish III/College Elementary Spanish I (SBU SPA 1114, Dual Credit)
Prerequisite: Spanish II and a cumula ve high school percentage of 85%+
Elec ve, 9th-12th Grade, Semester, 5 high school credit, 4 college credit hours
In Spanish III, students con nue to develop their proficiency in speaking, listening, wri ng and reading by interac ng with other speakers of Spanish. Pronuncia on, grammar, reading of simple prose, aural-oral prac ce 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 (SBU SPA 1124, Dual Credit)
Prerequisite: SPA 1114 and a cumula ve high school percentage of 85%+
Elec ve, 9th-12th Grade, Semester, 5 high school credit, 4 college credit hours
A Con nua on of SPA 1114. Prerequisite: SPA 1114.
Curriculum: Descubre 3 and Easy Spanish Reader Part I
Spanish IV/College Inter Spanish I (SBU SPA 2213, Dual Credit)
Prerequisite: SPAN 1114/SPA 1124 and a cumula ve high school cumula ve percentage of 85%+
Elec ve, 10th-12th Grade, Semester, 5 high school credit, 3 college credit hours
For Spanish IV, students cover grammar review, simple composi on and conversa on, and the reading of short narra ves. Topics go well beyond basic needs and include: personal and family affairs, current events, school, work, etc. Students can comprehend descrip ons and narra on referring to past, present or future events. They can comprehend dialogue about special fields of interest and narra ves 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 representa ve 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 (SBU SPA 2223, Dual Credit):
Prerequisite: SPAN 2213 and a cumula ve high school cumula ve percentage of 85%+
Elec ve, 10th-12th Grade, Semester, 5 high school credit, 3 college credit hours
Con nua on of SPA 2213 with emphasis on reading.
Curriculum: Descubre 3 and El cuento hispánico
Mandarin Chinese I
Elec ve, 9th-12th Grade, Full Year, 1 credit Chinese I is an introductory course in the fundamentals of Chinese. The course is designed to teach cumula ve grammar concepts, deepened by studies in Chinese culture, literature, and the Bible. It provides a founda on for those interested in con nuing a study of Chinese.
Curriculum: Joint Publishing, Chinese Made Easy, Level 1
Mandarin Chinese II
Prerequisite: Chinese I
Elec ve, 9th-12th Grade, Full Year, 1 credit Chinese II is designed to introduce students to the more complex structures of Chinese. The language instruc on 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 na ve speakers.) The course uses children's literature (in transla on) and short stories in Chinese. The class conducts Bible studies using a Chinese transla on.
Curriculum: Teacher created curriculum
Mandarin Chinese III
PrerequIsite: Chinese II
Elec ve, 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 ac ve 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 ac vi es, etc. The student will learn how to formulate sentences and dialogues through listening, speaking, reading and wri ng. French transla ons of familiar Bible verses will be incorporated throughout the course. Cultural ac vi es will accompany language lessons to acquaint students with food, ar s c 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 thema c units students will con nue their communica on skills through reading and wri ng, speaking and listening. Students will develop a func onal command of words and phrases that deal with immediate needs and common everyday situa ons or while traveling in limited situa ons. Students will communicate in the present and past tenses about celebra ons, traveling, their homes, food, and their daily ac vi es. Francophone countries around the world will con nue to be emphasized with a Biblical worldview.
Curriculum: Vista, Chemins 2
French
III/College Elementary French I & II (Evangel FREN 115 & 116, Dual Credit Class)
Prerequisite: French II (or equivalent) and a cumula ve percentage of 85%+ Elec ve, 10th-12th Grade, Full Year, 1 high school credit, 4 college credits per semester (students may take for Honors)
Students will con nue to expand their use of oral and wri en communica on 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. Gramma cal concepts to be covered are reciprocal verbs, the condi onal and future tenses, the subjunc ve mood, as well as interroga ve and rela ve 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 Pe t 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 (Evangel FREN 215 & 216, Dual Credit Class)
Prerequisite: French III (or equivalent) and a cumula ve percentage of 85%+ Elec ve, 10th-12th Grade, Full Year, 1 high school credit, 3 college credits per semester (students may take for Honors)
Students will enhance their communica on of the language in all areas of communica on: listening, speaking, reading, and wri ng. Topics introduced previously will be expanded upon and include rela onships, towns and ci es, news and media, human rights and poli cs, society, families and stages of life, inven ons and science, leisure ac vi es and sports, work and finances, nature and the environment. Gramma cal 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 Perspec ves
Seal of Biliteracy informa on (see Appendix p. 70-75)
The Seal of Biliteracy promotes ac ve par cipa on in a global society and economy by incen vizing, recognizing, and celebra ng the acquisi on of biliteracy skills and sociocultural awareness
SCA Physical Educa on t-shirt required; addi onal fees apply
This course will provide an introduc on to weight training with an emphasis on student par cipa on 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 par cipa on, wri en tests, and level of improvement
SCA Physical Educa on t-shirt required; addi onal fees apply
This course has three main objec ves: development of an understanding of weight training physiology, development of the skills necessary to maximize performance of strength training techniques, and con nue 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 par cipa on in class, wri en tests, and comple on of the workout journal or tracker. This class may be repeated for further credit.
Fitness For Life
Elec ve, 9th-12th Grade, Semester, 0 5 credit, Co-Ed Classes
SCA Physical Educa on t-shirt required; addi onal fees apply
Fit for life is designed to provide students with the knowledge and skills that are essen al for crea ng a healthy lifestyle. In this class, students will par cipate in various low-impact resistance exercises designed to tone, stretch, strengthen, and sculpt muscles to improve body composi on and fitness. Areas may include but are not limited to fitness tes ng, goal se ng, circuit training, weight training, walking, aerobics, jogging, interval training, stretching, various low-impact compe ons, and recrea onal games. This class may be repeated for further credit.
This course will include a variety of team sport ac vi es. Instruc on is aimed at developing fitness and tradi onal and non-tradi onal team sports games. Injury preven on and sport-related careers will also be included in the instruc on. Students will also examine coaching and team strategies, as well as officia ng mechanics for each sport. Students will par cipate 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
Students will par cipate in a variety of life me ac vi es which may include tennis, volleyball, badminton, frisbee, pickleball, table tennis, recrea onal and outdoor recrea onal ac vi es. Students will also learn about the health benefits gained from par cipa ng in these ac vi es. Regular class ac vi es include par cipa ng in life me ac vi es and taking wri en assessments over the rules and terminology related to them. This class may be repeated for further credit.
ACT Prep
Elec ve, 10th-12th Grade, Semester, 0 5 credit
This course is designed to provide students with both instruc on and prac ce in the five major categories that appear on the ACT: English, Math, Science, Reading, and Wri ng (Op onal) Students will learn test-taking strategies specific to the ACT They will also spend substan al class me in supervised prac ce (individually and in teams) in the areas of English, Math, Science, and Reading, as well as limited me preparing for the Op onal Wri ng component of the ACT
Curriculum: Princeton Review ACT Prep, 2020: 6 Prac ce Tests +Content Review + Strategies (College Test Prepara on) Upgrade to current year each new school year
Yearbook
Elec ve, 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 produc on-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 par cipate in this course must ensure that it runs efficiently and effec vely. The yearbook staff must be coopera ve, punctual, professional, crea ve and produc ve. Students will be expected to maintain good a endance and display strong academic performance. Students will apply for various staff posi ons which will require them to be responsible for conduc ng interviews, composing cap ons, designing and edi ng all elements of text, graphic art, and digital photography layouts. Students will learn the basics of the Adobe InDesign and Bridge so ware program as they work together to complete the secondary yearbook along with organizing and distribu ng at the end of the year. This course requires students to be available outside of regular class hours to a end spor ng and fine arts events and other student ac vi es in order to photograph at least one event per month.
Curriculum: InDesign Training Videos from Lynda com and Teacher-Generated Materials
Life Prep
Elec ve, 9th-12th Grade, Semester or Full Year, 0 5 or 1 credit
Grades given will be Pass/Fail and will not impact your cumula ve percentage. SCA’s mission is to enable students to meet their God-given poten al. In suppor ng 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 opportuni es. Students are encouraged to bring their ideas for Life Prep me to their Life Prep instructor. Should students choose to use Life Prep hour to complete an accredited course from a different educa onal ins tu on, 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
Elec ve, 9th-12th Grade, Semester or Full Year, 0 5 or 1 credit
Addi onal fee may apply
Grades given will be Pass/Fail and will not impact your cumula ve percentage. SCA’s mission is to enable students to meet their God-given poten al. In suppor ng 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 opportuni es. Students are encouraged to bring their ideas for Life Prep Plus me 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 se ng.
English for Academic Purposes (EAP)
Required for 9th - 12th Grade Interna onal 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 wri ng skills. Students will also be given instruc on in prepara on for standardized language tes ng and MLA essay forma ng. 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 adapta on and to explore opportuni es for students to share their culture within SCA’s environment.
Curriculum: Longman, Wri ng Academic English, Level 4; Longman, Introduc on to Academic Wri ng, Level 3; Barron’s, TOEFL iBT, 13th Edi on; 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. Elec ve, 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 instruc ng students in language acquisi on using their first language. The objec ve of the language cadet teacher course is to assist the classroom language teacher, provide authen c language as a na ve speaker, and offer cultural insight and explora on. Language cadet teacher responsibili es include: preparing educa onal materials and supplies, providing instruc on to the class in selected subject areas under the supervision of the classroom teacher, providing individual instruc on to students, and other du es as assigned by the teacher.
Student Aide
Prerequisite: Administra ve approval required. Students must fill out an applica on. Applica ons may be aquired from an advisor.
Elec ve, 9th-12th Grade, Semester or Full Year, 0.5 or 1 credit
Students have the opportunity to work in a variety of se ngs as an aide. They will be asked to help with an array of tasks under the supervision of SCA faculty or staff. Aide posi ons are available in the following areas: elementary or secondary classrooms, the elementary library, school offices, the IT office, and maintenance.
An applica on, 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 elec ve class in the event they are not chosen as a Student Aide.
Special Topics
Elec ve, 11th/12th Grade, Semester or Full Year, 0 5 or 1 credit
With administra ve approval, students may choose to do more in-depth study on acourse elec ve. The objec ves to be learned forthe special topics course will be established by the course instructorin conjunc on with the student. These objec ves will be approved by administra on and documented within the student’s file Examples of course elec ves forspecial topics include, but are not limited to, pain ng, worship, etc
Discovery Program
Prerequisite: Administra on of Individualized cogni ve and academic standardized tests, Woodcock-Johnson III –Tests of Achievement, Bender Gestalt, and miscellaneous informal tests (separate fees assessed for tes ng).
Elec ve, 9th-12th Grade, Full Year
The student enrolled in the Discovery Program (aresearch-based model put forth by the Na onal Ins tute of Learning Development orNILD) meets one-on-one with acer fied educa onal therapist, foratotal of 180 minutes each week. Each session is specifically targeted to remediate perceptual weaknesses in the visual, auditory, and/orcogni ve processing domains. Enrollment in the Discovery Educa onal Therapy Program is recommended only a erastudent has been thoroughly evaluated viaaba ery of psycho-educa onal, standardized, and informal tests, in which apa ern of perceptual deficits is revealed. There is required work outside of the therapy session fourdays each week. The goal of the Discovery Program is foreach student to become an independent learnerwho no longerrequires accommoda ons ormodifica ons in orderto func on in an academicse ng. Every Discovery student is re-evaluated annually to determine if reenrollment is recommended forthe upcoming school year. Typically, students remain in the program 3-5 years. There is an addi onal fee required forthe Discovery Program.
Textbook: Interac ve Educa onal Systems, Inc , The Blue Book Method NILD Support Manipula ves
Partnering Career Centers
Prerequisite: See Qualifica ons
11th/12th Grade, Full Year, 1 Credit per/semester
Local careercenters partnerwith SCA enabling students to a end the othercampuses to pursue addi onal elec ve opportuni es It should be noted that these careercenters follow theirdistrict’s calendar, and it is important that students follow those dates Ourpartnercareercenters 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- me students must be currently enrolled in a total of 7 courses; a minimum of 2 instruc onal courses must be taken at SCA to be eligible for MSHSAA ac vi es.
2. Prior Semester Requirements for High School: When a student who has not had any connec on to SCA ini ally applies (whether they are coming in full- me/part- me, or tradi onal or Non-tradi onal), two different areas must be reviewed and confirmed before the student is able to represent SCA in MSHSAA compe ons.
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 cer fied personnel, meet hours p/Carnegie measure, be listed in SCA Course Descrip on Guide in Appendix B, or be approved by the administra on based on previous listed criteria).
3 Part- me students must provide SCA with verifica on of all courses completed (Documenta on should include tracked hours from an accredited program OR a virtual transcript.)
4. For high school students, in addi on 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 par cipate in MSHSAA compe ons.
5. At the end of each semester, the school advisor will confirm students are con nuing 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 transcrip ng 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 ini al enrollment, part- me students are considered to be transfer students. The athle c office will file a Transfer Eligibility Form in order to confirm eligibility through MSHSAA. Students must maintain their non-tradi onal 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 con nue 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- me students may a end lunch and/or one life prep (study hall) course if desired courses are not immediately consecu ve in the school schedule
9. Part- me students are welcome to a end SCA chapels and all other school ac vi es.
Appendices
Appendix A
SUMMIT CHRISTIAN ACADEMY
Missouri Seal of Biliteracy Application
The Missouri Seal of Biliteracy promotes ac ve par cipa on in a global society and economy by incen vizing, recognizing and celebra ng the acquisi on of biliteracy skills and sociocultural awareness. SCA is dedicated to providing an educa on 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 rela onship. The Missouri Seal of Biliteracy is awarded to students who have a ained proficiency in English and at least one other language before high school gradua on.
Any SCA student who is studying a world language is a poten al candidate for the Seal. Na ve 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 men oned requirements. If you wish to pursue the Seal and accompanying gradua on honors, submit this form to your world language teacher. The world language teacher should provide a copy to the Interna onal Program Director for processing
I wish to pursue the Missouri Seal of Biliteracy.
Name Email:
Language classes taken in High School
ACT Reading score:
Please a ach official document.
This log serves as a place to record all ac vi es and obtain signatures of the overseeing adult(s).
Requirements: Students must acquire a total of 15 points in any combina on of the op ons below Points may be acquired over a two-year period
Points possible
Ac vity Op on Descrip ons
I. A ach a wri en, researched 3 page paper on the cultural topic(s) shown below. Your paragraph may be wri en 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 Liber es, and Economics with a country where your language is spoken
3 II. Cultural Presenta on - a ach presenta on. Provide date, me, and contact informa on for the adult supervising the presenta on.
III. Develop rela onships with na ve 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: Par cipate with Interna onal/Refugee discipleship through local church
4 IV. Service Project with na ve speakers - a ach 1- page wri en reflec on on your experience with supervising adult’s signature
V. Visit-A end a local event where a country that speaks your language is highlighted. A ach a 1-page reflec on.
4 Visit 1: A Local Church Service
4 Visit 2: A Local Fes val or Event
4 Visit 3: A Museum Exhibit
5 VI. Transla on - a ach translated piece with supervising adult’s signature
6 VII. Out of Country Trip - a ach wri en 1,000 word reflec on 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 en rely before submission. All signees must be verifiable and provide contact informa on for verifica on.
Students:
Briefly describe the ac vity/ac vi es 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 Chris an Academy
High School Course Registra on Form 2025-2026
Student Name: Date of Advising Mee ng: / /
Grade Entering: 9 10 11 12 Grad Year: Missouri A+ Program: Yes No
CORE ACADEMICS
Bible: English: Math: Science: Social Studies:
Elec ve Gradua on Requirements:
Elec ve Course Selec ons:
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 Chris an Academy
Junior High Course Registra on 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.
6
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.
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.
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 Chris an Academy established the Business and Technology Department to help our students meet their God given poten al by providing courses that align with expecta ons of reputable business schools. Course offerings also support student interests, abili es, and aspira ons in regard to personal business needs. In a world of situa onal ethics, students will also study business and technology prac ces 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 trus ng 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 ci zens, skilled employees, and wise stewards of God’s blessings. Within the course offerings, students will have opportuni es to customize their experiences by selec ng 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 collabora on are key. As such, students will collaborate with adults and peers in order to develop leadership and interpersonal communica on 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 tes mony beyond reproach in the personal stewardship of me 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 Chris ans by serving as business leaders in the global marketplace. They will be taught to func on as economically literate ci zens through the development of personal consumer economic skills, the knowledge of social and government responsibility, and an understanding of business opera ons.
Informa on Technology
Introducing SCA students to the produc vity tools of word processing, spreadsheets, and presenta on so ware will allow them to approach the business world more confidently, efficiently, and effec vely. 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 informa on technology.
Internships
Through internships, SCA students get a taste of their chosen career field through off-campus experiences Students are able to prac ce and demonstrate interpersonal, teamwork, and leadership skills necessary to func on in mul cultural business se ngs
“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 mathema cal truths as demonstrated in the orderliness and exactness of God. This goal is accomplished through the facilita on of two objec ves: 1) to enable students to appreciate the works of God in His crea on and His a ributes and 2) to enable students to apply the understanding of mathema cal concepts to other areas of life using their God-given crea vity 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 be er praise his Creator. In addi on, as the art of poetry is a reflec on of culture, Chris ans must be able to accurately analyze and create poetry in order to evaluate a poet or a people from a biblical worldview. Further, the wri ng of personal poetry allows nurturing of poten al God-given poten al in the arts. As such, Summit Chris an Academy believes that all students should be exposed to methodical poetry instruc on which includes poe c analysis, memoriza on, and crea on.
Poetry Analysis
Poetry instruc on will include a wide range of poetry and ar sts. As the stylis c features of poetry provide its ar s c merit, teaching will include study of poetry’s forms, pa erns and use of figura ve 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 evalua ng both the form and content of any given poem using appropriate terminology and a biblical worldview.
Poetry Memoriza on
Memoriza on of poetry will increase students’ overall ability to memorize. Oral and wri en 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 Chris an mandate to be witnesses.
Poetry Crea on
Crea on of poetry encourages cri cal thinking by forcing students to be purposeful in word choices. Their own wri ng will provide be er understanding of the gi of the poet and will teach more
personal life applica on. Finally, through the opportuni es provided to write poetry about their rela onship with Christ, students will fulfill the mandate in I Chronicles 16:9.
Summit Chris an Academy values poetry as an art form and as a true component of Scripture. Its in-depth instruc on will enable students to feel proficient in their knowledge of this subject area.
The importance of literature is cons tuted in the belief that God privileges the spoken and wri en 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 wri ngs reflect his inner thoughts and desires; therefore, we study literature to understand people” (Prov 16:23; Prov 18:4; Ma 12:34-37; Ma 15:18-20)
Addi onally, the ability to interact with others in society and serve as a witness to various communi es and popula ons is enhanced by engagement with diverse genres of literature, reflec ng both cultural and historical phenomena Certain literature genres enable the student to gain entrance into specialized communi es; enhanced understanding and reading comprehension are essen al to success in higher educa on With these truths in mind, the scope and sequence of instruc onal methodologies at SCA provides an opportunity to develop important literature skills through teaching reading, reading comprehension, literary analysis, and explora on of literature choices
Teaching Reading
SCA stresses the need for systema c, explicit reading instruc on which incorporates pre-reading ac vi es, decoding, and fluency emphasis Reading instruc on at Summit Chris an Academy begins with pre-reading ac vi es such as le er recogni on and phonemic awareness of sounds Ini ally, there is thorough instruc on on phonics charts and rules Phonics instruc on con nues through the second grade Addi onally, at the kindergarten and first grade levels, whole language concepts are introduced
and assessed. Fluency is formally assessed from kindergarten through second grade. It con nues to be forma vely assessed through twel h grade.
Reading Comprehension and Literary Analysis
SCA curriculum will enable the student to appreciate and understand literary genres and devices, construc on, cri cism, 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, se ng, character, point of view, etc. At the elementary level, teaching methodologies emphasize small group instruc on, student-created visual tools, and oral presenta ons At the secondary level, students will examine works of literature through the wri ng of essays and reading responses These literary wri ng tasks are supported by the developed skills of summariza on, synthesis, analysis, classifica on, evalua on, interviewing techniques, and other suppor ve cri cal thinking skills Assessment of literature will be developed around performance and authen c standards to assess student understanding and higher cri cal thinking skills
Literature Choices
The desire of SCA is that students be equipped to enter into the cultural and academic conversa on in order to excel in whatever area of life into which they are called, and to biblically express the truth of God within every jurisdic on of life and academics In the tradi on 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 perspec ve (ref Acts 7:22; Daniel 1:4, 17; Acts 17:28) Therefore, purposeful exposure to texts with diverse worldviews, secular themes, and ques onable language will occur in the process of enabling students to evaluate and discuss literature from a biblical perspec ve Addi onally, through exposure to classical, contemporary, and mul -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 cri cal thinking skills and the enhanced understanding of culture enable the student to fully par cipate in the cultural and academic communi es.
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 cons tuted in the belief that God privileges the spoken and wri en 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 corrup ng 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 wri en and preached word.
Addi onally, the ability to interact with others in society and serve as a witness to various communi es and popula ons is enhanced with accurate spelling and an expansive, appropriately used vocabulary. Certain vocabularies enable the student to gain entrance into specialized communi es, and enhanced vocabulary and reading comprehension is essen al to success in higher educa on. With these truths in mind, the scope and sequence of instruc onal methodologies at SCA provides an opportunity to develop important spelling and vocabulary skills.
Spelling Instruc on
In kindergarten through second grades, spelling instruc on is informed by balanced brain-based research of teaching methods which include oral review, observing words in sentences, and other ac vi es such as manipula ng le ers.
Spelling ac vi es strongly encourage partnering with parents. In grades three through ten, word lists are ed to spelling rules and or specific prefixes, suffixes or roots. In some grades, words are gleaned from cross-curricular subject ma er and word lists are generated from frequently misspelled word lists. In grades three through ten, teaching methodologies echo earlier techniques with less oral repe on as the child gets older. Finally, in grades eleven and twelve, differen ated spelling instruc on is developed through individual assessment of student work.
Vocabulary Instruc on
Kindergarten through second grade vocabulary development begins with a word of the week
Grades three through six use words pulled from authen c texts, chosen to enrich the student’s speaking and wri ng vocabulary The goal is to move beyond memoriza on to comprehension Ac vi es that are based on brain research include symbols used with words and frequent repe on Students are asked to create meaning-rich sentences, which include vocabulary words The words chosen are primarily associated with verbs, adjec ves, and adverbs Peer tutoring is an instruc onal strategy that is also used
Secondary vocabulary instruc on incorporates words chosen from curriculum-provided lists taught via workbooks Eleventh and twel h grade differen ated instruc on occurs through teacher evalua on of student wri ng and encouragement to use wri ng resources (i e , thesaurus) Peer tutoring for vocabulary in the twel h grade is based on the choice of English elec ve
Conclusion
Students gradua ng from SCA will have the vocabulary and spelling skills to communicate effec vely and clearly to both the secular and Chris an 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 gi edness. Gi edness is defined as those children who demonstrate significant development of mental capacity and learning poten al. This capacity is determined by an acceptable professional evalua on to the extent that con nued educa onal growth and s mula on could best be served by an environment beyond typical grade-level curriculum The task is to iden fy these students and to provide educa onal opportuni es that will challenge and develop their abili es. This iden fica on typically happens via educa onal tes ng.
Because we believe every student is “gi ed,” we have ac vely worked to avoid using that terminology. Rather, our program is called Stewards. To those who par cipate, it is hoped that this tle endows this scriptural truth: they must be good stewards of the intellectual talent which is a gi 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 opportuni es for presenta on of their work. The teacher will also engage in brief lessons on social behavior from me to me, since some Stewards students may experience social difficul es 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 addi onal 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 mee ng their God-given poten al.
Summit Chris an 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 interpreta on of the world around us. Summit Chris an Academy recognizes that God created us with the ability to express ourselves crea vely and ar s cally God has surrounded us with the beauty and variety of His crea on (Psalms 19:1, Psalms 8:3-5) and calls us to be affected on a personal, spiritual, emo onal and even physical level by visual s muli
The process of observing God’s crea on (Job 37:14) and using the gi of crea vity that is given by God are means by which we are able to connect with the Lord on a deeper level Through these observa ons and explora ons, we witness that there is inten onal order and purpose to God’s design and we can see, appreciate, and emulate these characteris cs in our visual design choices Our culture is increasingly visually based by way of media, adver sing and func onal design The art department of Summit Chris an Academy desires appropriate prepara on of our students: teaching proper ways of understanding, discerning, and using crea vity 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 me, fosters many forms of communica on, and allows for percep on/aesthe c awareness and crea vity The study of visual arts and God’s crea on 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 apprecia on that allow students to heighten their problem solving and cri cal 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 crea on. Observe, listen, and discuss art and percep ons. Understand or dissect ar s c choices and how they relate to and enhance life. Encourage taking risks and thinking with a new, ar s c vision.
2 ART CRITICISM – “How visual art is organized/what to look for.” Involves a close, viewer interac on with images resul ng in aesthe c experience Involves organized discussion about art, whether regarding ar sts from many cultures and me periods or discussion regarding own art Four-step art cri cism process is as follows:
a DESCRIBE - Objec vely, what is seen: tle, ar st, when/where created, media, subject ma er, visual elements of art and design (line, shape, form, value, color, space, texture)
b ANALYZE - Objec vely, how it is organized: principles of design (emphasis, unity, contrast, balance, rhythm, movement, pa ern)
c INTERPRET - Subjec vely, what it is saying Use imagina on to interpret, based on clues from prior steps, the poten al meaning or purpose of an artwork or what it expresses about human experience
d EVALUATE - (Use higher level thinking skills)-Subjec vely, consider cra smanship, 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 aesthe c value
Integrate a Chris an perspec ve based on recogni on of God as supreme ar st/creator
Analyze communica on of beauty/holiness/truth/God’s character Discern communicated messages within the basis of God’s word and God’s standard of excellence Determine integra on of scripture or scriptural principles with integrity
3. ART HISTORY - Learning about art by understanding people in rela on to mes and cultures in which par cular artworks were created, including beliefs, values, customs, social habits, economic condi ons, etc. Understand how beliefs are or are not consistent with Chris anity. Art history selec ons that are taught are based on the quality and content of the visual art more so than the ar st. Worldly, sinful lifestyles will not be exalted, rather, artworks will be evaluated through a biblical, scriptural lens as men oned above
4 ART PRODUCTION AND CREATIVE EXPRESSION - Communicate ideas visually through crea ve use of materials and produc on processes (collage, drawing, fibers, mixed media, pain ng, photography, printmaking, 3D forms, technology) u lizing elements and principles of design Use ar s c expression to communicate God’s glory and bless others with the God-given gi of crea vity
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 emo ons Students will learn to look for deeper meanings and learn to appreciate aesthe cs of God’s crea on 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/mo va on, and a deeper understanding of and rela onship with God, our creator
The importance of wri ng/grammar is cons tuted in the belief that God privileges the spoken and wri en word, as evidenced by the composi on of the Old Testament and the New Testament, God’s revela on 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 wri ngs reflect his inner thoughts and desires ” (Prov 16:23; Prov 18:4; Ma 12:34-37; Ma 15:18-20) The purpose of wri ng is to enhance thinking skills, increase ar cula on and personal voice, develop research and documenta on skills, and effec vely communicate ideas
Addi onally, the ability to interact with others in society and communicate the Gospel to various communi es and popula ons is enhanced by effec ve wri ng skills, which take into considera on audience awareness, rhetoric/purpose, specialized terminology, tone /style, and proper gramma cal constructs Wri ng enables people to communicate genera onally and establishes the chain of knowledge that is necessary for civiliza on and the Gospel to progress (Ma . 28:19-20). With these truths in mind, the scope and sequence of instruc onal methodologies at SCA provides opportunity to develop important wri ng and gramma cal skills.
At the elementary level, there is a heavy emphasis on grammar via textbook prac ce.
Experiences in crea ve wri ng, journaling, and expository wri ng are also provided at every grade level. Wri ng is taught as a separate subject at the second grade level and through Wri ng Safari in grades 4-6. Wri ng Safari both partners with teachers to support wri ng assigned in core subject areas and provides opportuni es for student crea ve wri ng. Students have the opportunity to take their work through the wri ng process, from pre-wri ng to publishing. Special focus in elementary is on expository,
narra ve, crea ve, and persuasive wri ng. Students of all grade levels engage in poetry. Using Wri ng Safari, students also have the opportunity to present their work to an authen c 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 ar facts through the wri ng of essays and reading responses which incorporate analysis, synthesis, compare/contrast, classifica on, cause and effect, defini on, profiles, and reviews. These literary wri ng tasks are supported by the developed skills of summariza on, synthesis, analysis, classifica on, evalua on, interviewing techniques, and other suppor ve cri cal thinking skills All core subject areas are required to implement wri ng 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 Wri ng Content
The desire of SCA is that students be equipped to write in various contexts in order to enter into the cultural and academic conversa on 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 jurisdic on of life and academics In the tradi on 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 perspec ve (Acts 7:22; Daniel 1:4, 17; Acts 17:28) As students become more mature, careful and purposeful exposure to various audience wri ng contexts reflec ng diverse worldviews, secular themes, and ques onable language will some mes occur in the process of enabling students to evaluate and write about literature and cultural issues from a biblical perspec ve Should ques onable language and themes or troublesome self-disclosure appear in student wri ng, consulta on with appropriate school officials and parents may result
Writers’
Corner
Good wri ng demands vulnerability and a willingness to engage in the revision. Revision includes the other processes and issues associated with wri ng. As such, Summit Chris an 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. Wri ng fellows are chosen from students in grades 10-12 and are trained to support their peers in effec ve communica on. The Writers’ Corner is open before and a er school, as well as during all life prep periods
Conclusion
Wri ng enhances the development of cri cal thinking skills, ar cula on, and the ability to enter into extended conversa on with various audiences in society The ability to persuade effec vely and nego ate various wri ng conven ons prepares the student academically and voca onally for life’s challenges and equips him or her in the communica on of the Gospel
The World Language Department at Summit Chris an Academy strives to promote I Chronicles 16:24 which states, “Declare His glory among the na ons, His marvelous deeds among all peoples.”
This verse reminds us that our mission is to all people of all na ons. It is in our heart, in obedience to this Scripture, to con nue increasing the availability of a variety of languages to our students. Our vision at Summit Chris an Academy is to equip students to communicate the love of Jesus Christ with people of other cultures and languages
World Language Acquisi on
In alignment with state and na onal standards, we will address the three modes of communica on: 1) interpre ve, which includes reading and listening, 2) interpersonal, using another language to communicate with others, and 3) performance, which encompasses wri en and spoken produc on At the elementary level, the greatest emphasis is in the area of conversa on 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, wri ng, and an increased development of listening comprehension
At the high school level, students engage in all modes of communica on Instruc on involves an ac ve 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, ac vi es, etc The student will learn how to formulate sentences and dialogues through listening, speaking, reading and wri ng Cultural ac vi es will accompany language lessons to acquaint students with food, ar s c expression, and diversity of the target culture(s)
Cultural Apprecia on
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 be er when they have an understanding of the prac ces and perspec ves of the cultures studied. We strive to equip students to func on in an appropriate manner when interac ng with people from other cultures
Connec ons
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 wri ng skills in both languages Knowledge of geography and history will be expanded through study of the places the target language is spoken Connec ons to math and science are explored as the students learn of the contribu ons of people from the target culture and through prac cal experience using the metric system and figuring exchange rates Apprecia on 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
Chris an Outreach
The World Language Department seeks to encourage and equip students in fulfilling the Great Commission as stated in Ma hew 28: 19-20, “Therefore go and make disciples for all na ons, bap zing 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 instruc on 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 educa onal founda on for World Language acquisi on, promote an apprecia on of world cultures, and empower students to fulfill their God-given poten al 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 educa on and careers