Course Description Catalog

Page 1


2025-2026

Course Description Catalog

S U M M I T

N A C ADE M Y

"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 Chrisan Academy to educate your student with a Christ-centered perspecve and a firm biblical foundaon. Our curriculum and courses have been designed with our mission statement in mind, “To inspire students to achieve their God-given potenal through excellent academics and Chrisan training in a compassionate environment.” We believe the courses offered, along with the acvies and athlec programs at SCA, will fully prepare your student for the disnct call that God has placed upon his/her life.

Please take the me to review this course descripon catalog so you understand the graduaon requirements, prerequisites for courses, policies, and the various classes offered to prepare your student for a bright future Courses selected should build an educaonal plan, which will fulfill graduaon 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 selecon process, please keep these things in mind:

1 Take the four-year plan seriously in order to stay ahead of any potenal issues The plan can be adjusted along the way.

2. Know the graduaon requirements and whether you are currently meeng them. Compare the graduaon 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. Quesons concerning the course registraon 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 opons 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,

“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 Selecons

Students are encouraged to choose classes aer creang an academic plan in conjuncon with their parents and the school academic advisors. The overarching framework for the academic plan is SCA’s graduaon 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 Administraon 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 aer the semester course has begun, students must fill out a Schedule Change Request Form or submit a wrien request from the parent. For a year-long course, this form requires administrave and parental approval. Approved schedule changes may be made only through the first two weeks of each semester.

Aer the deadline, student requests for schedule changes will not be considered without academic penalty. Courses dropped aer the deadline will result in a grade of WF (Withdrawal/Failing) or WP (Withdrawal/Pass) Withdrawing from courses may affect athlec eligibility; therefore, athletes must obtain withdrawal approval from the principal, athlec director and academic advisor If the course dropped is a year-long course, the enre course may need to be retaken if it’s a graduaon requirement

Applicaon 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 sasfacon of SCA’s requirements without extenuang circumstances and administrave approval. The acceptability of outside courses for SCA credit will be determined based on the accreditaon of the provider and on the syllabus, objecves, and expectaons. 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 graduaon requirement and the student’s official SCA transcript.

As a maer of integrity, it is our philosophy that an SCA diploma must reflect an SCA-provided educaon. 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 addional fee. Credit recovery courses are during summer break or retaken the following year. Aempts to make up a required class outside of SCA must be administravely approved.

High School

Failing a class has at least two serious implicaons: It drops the cumulave percentage average and eliminates the earning of 5 credit Although the failing grade cannot be removed from the transcript, repeang the course will count as credit toward that required subject Whether the class must be taken again is usually dependent on graduaon requirements If the failing grade was in an elecve category for which the credit was not needed to meet graduaon 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 Aempts to make up a required class outside of SCA must be administravely 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 administravely approved circumstances.

For Summa or Magna Cum Laude Honors)

Elecves

-Intro to Computer Science required if Digital Cizenship 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 informaon above lists the number of credits in each subject area that are required for graduaon from Summit Chrisan Academy.

The curriculum framework is structured to provide a strong background in the core disciplines, with specific elecve requirements to best prepare students for all aspects of life following high school. Students and parents are reminded to check each prospecve college for specific admission requirements as their requirements may necessitate addional classes Students must have taken Digital Cizenship in Junior High; if not, students will be required to take Technology Applicaons in High School

NCAA Clearinghouse Statement

High School Procedures

Many college sports are regulated by the Naonal Collegiate Athlec Associaon (NCAA), an organizaon founded in 1906 that has established rules on eligibility, recruing and financial aid. The NCAA has three membership divisions : Division I, Division II and Division III. Instuons are members of one or another division according to the size and scope of their athlec programs and whether they provide athlec scholarships. Any student wanng to parcipate at an NCAA school needs to go through the NCAA Clearinghouse. NCAA Clearinghouse informaon and applicaons are available at www.ncaaclearinghouse.net.

Academic Leer

Students in grades 9-12 are eligible to receive an Academic Leer for a cumulave weighted percentage of 90% rounded from the tenths place aer compleon 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 administrave office aer compleon of each semester.

High School Athlete Eligibility

High school athletes must meet criteria of age and academics in order to parcipate in interscholasc compeon. For further details, please reference the athlec handbook or contact the Athlec Director. You may also visit www.mshaa.org.

Repeang High School Course(s)

Students receiving a grade lower than their expectaon may choose to repeat that course A record of the first aempt of the course will remain on the student transcript, along with the record of the second aempt of the course. Once a course is repeated, the final grade from the first aempt will no longer count into the cumulave average or towards credit taken. Transcripts will note that fact. Credit for successful compleon of a course will be counted only once toward meeng graduaon 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 sll 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 enre course (semester) to replace the failing percentage with the newly earned percentage

Loss of Credit for Aendance

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 aendance.

Should credit be lost in a graded class, the grade will stand and be calculated into the cumulave 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

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 Creaon, Fall, and Redempon in the Old Testament through individual narraves. Students will develop an understanding of the Old Testament’s applicaon 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 creaon.

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 crical thinking and analycal discussions about the significance of Jesus’s life, teachings in shaping Chrisan 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, wring, grammar/usage skills, and vocabulary enrichment. Students analyze stories, apply the elements of literature, idenfy figures of speech, and develop crical reading skills. Working through the wring process, students will create sentences, paragraphs, and composions. Students will also study parts of speech and pracce correct usage in their wrien work.

Curriculum: Abeka, Spelling, Vocabulary, Poetry I

Novels: Witch of Blackbird Pond Abeka, Grammar and Composion 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, wring, grammar/usage skills, and vocabulary enrichment. Students analyze stories, apply the elements of literature, idenfy figures of speech, and develop crical reading skills. Working through the wring process, students will create sentences, paragraphs, and composions. Students will also study parts of speech and pracce correct usage in their wrien work.

Curriculum: Abeka, Grammar and Composion II,

Prence Hall, Literature, gold level

Novels: The Old Man and the Sea

Tom Sawyer Prestwick House, Inc., Romeo and Juliet Vocabulary from Lan and Greek Roots: Level VII

King Arthur - Green

The Pilgrim’s Progress

Strategies: English 7

7th Grade, Full Year - Addional Fee Required

Aer academic tesng, students may be placed in Strategies: English 7. This small group seng 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 - Addional Fee Required

Aer academic tesng, students may be placed in Strategies: English 8. This small group seng 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

Elecve, 7th/8th Grade, Semester

This course introduces the student to the basic techniques of speech wring, delivery, and style while doing a variety of types of speech Students will study communicaons theory as a basis for refining their own listening skills and for analyzing audience needs They will also receive an introducon to compeve speech, dramacs, and debate

Curriculum: BJU Press: Sound Speech

Junior High Debate

Elecve, 7th/8th Grade, Semester

This semester course is designed as an introducon to compeve debate focusing on the principles and pracces of Public Forum Debate This format demands that the clash of ideas be communicated in a manner persuasive to the non-specialist or "cizen judge," i e , a member of the American jury Each student will be expected to aend/observe/serve at one aer-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 Compeve Speech and Debate

Prerequisite: Junior High Speech or Debate or Administrator approval

Elecve, 7th/8th Grade, Semester

This course is designed as an introducon to compeve forensics and debate. Speech concepts will focus on informave, persuasive, impromptu speeches and interpretaon of literature, while debate will focus on the principles and pracces of Public Forum Debate. This format demands that the clash of ideas be communicated in a manner persuasive to the non-specialist or "cizen judge," i.e. a member of the American jury. Students will be expected to parcipate/compete in two aer-school tournaments in the event of their choice.

Curriculum: Ulmate Package from West Coast Publishing, (New York Times) Idea Press, Speak Out! Debate and Public Speaking in Middle Grades Membership into Naonal Speech and Debate Associaon

7th Grade Math

Required, 7th Grade, Full Year

7th Grade Math covers a variety of topics including fracons, integers, raos, proporons, percents, decimals, geometric measurements, funcons, equaon 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 Edion

Pre-Algebra

Required, 7th/8th Grade, Full Year

Pre-Algebra covers a variety of topics including variables, expressions, integers, solving equaons, mul-step equaons and inequalies, factors, fracons, exponents, raonal numbers, raos, proporons, probability, percents, linear funcons, real numbers, right triangles, measurements, area, volume, data analysis, angle relaonships, and transformaons. Notetaking skills will be stressed. The purpose of this class is to prepare the student for Algebra 1.

Curriculum: BJU Press, Pre-Algebra, Third Edion

Algebra I

Prerequisite: Pre-Algebra with a 70%+ both semesters

Required, 8th Grade, Full Year

Emphasis is placed on solving and graphing linear equaons and inequalies. Students also study exponent properes, quadrac equaons, factoring, and radicals.

Curriculum: BJU Press, Algebra I, Fourth Edion

Strategies: Math 7

7th Grade, Full Year

Addional Fee Required

Aer academic tesng, students may be placed in Strategies: Math 7. This small group seng 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 Edion

Strategies: Pre-Algebra

8th Grade, Full Year

Addional Fee Required

Aer academic tesng, students may be placed in Strategies: Pre-Algebra. This small group seng 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 Edion

Life Science

Required, 7th Grade, Full Year

The life science curriculum helps students think using the scienfic method and see life science from a biblical perspecve It gives students hands-on opportunies to explore God’s creaon as they survey the structures and funcons of living things such as plants, animals, and human beings This course examines scienfic methodology, classificaon, cells, genecs, biblical creaonism, evoluon, the five kingdoms, the environment, and human body systems Through invesgave acvies such as dissecons, presentaons, construcng edible DNA, extracng DNA, ethics discussions, and creang 3D biomes, students will gain a greater understanding of God and the divine purpose evident in all creaon

Curriculum: BJU Press, Life Science, Fih Edion

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 scienfic 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 Mulple 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 intenonally build bridges that enable cultural connecons that foster the Great Commission.

Curriculum: BJU Press, World Studies, Fourth Edion Text and Acvity 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 foundaon. Students study the foundaon 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 Revoluonary War, the Founding Fathers, and other Chrisan leaders of the day. An in-depth analysis of the Constuon 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 Acvity Manual

Chrisan Liberty Press, Foundaon for Freedom: A Study of the United States Constuon Textbook

Digital Cizenship

Required, 7th/ 8th Grade, Semester

Digital Cizenship will equip students to be morally responsible, competent, and creave users of technology Students will gain a basic understanding of informaon 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, ulizing touch typing techniques to improve their speed and accuracy levels This course also provides an introducon to the hardware and operang systems of computers, file management, and common applicaons used in academic and professional sengs (word processors, spreadsheets, presentaon soware, etc)

Curriculum: TestOut

Junior High Art

Elecve, 7th/8th Grade, Semester

FINE ARTS

Students in this course will deepen their skills and knowledge in art technique, drawing, painng 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 porolio as an example of their arsc progress Course content varies each semester, allowing students to take this course mulple semesters

Curriculum: Crystal Producons, Elements of Design & Principles of Design Videos & Workbook

Theatre Classes at Summit Chrisan Academy

Hands-on theatrical experience that will prepare you for success in the SCA theatrical producons, theatrical careers, and help you gain skill sets appreciated and sought aer by employers in many other fields. Creave 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 sasfy 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 characterizaons, tone, or range of emoon. Actors have a wealth of monologues memorized and ready for all types of audions, so think of the courses as building a porolio, and taking each actor/actress to their next best level. The same scaffolding approach applies to areas like costuming, set design, playwring, make-up, sound, lighng, careers, etc.

Exploring Theatre Elecve, 7th/8th Grade, Semester

This course includes daily acvies designed to develop skills and relax nerves as students perform with peers. Through improvisaon, pantomime, vocal exercises, monologues, duet acts, and group scenes, student acng skills will prepare them for audioning, “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, Acng 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 Producons by Karen Baker, various scripts, and a variety of teacher-generated materials

Acng Experiences

Elecve, 7th/8th Grade, Semester

This course is designed to refine skills in acng, improvisaon, character development, arsc appreciaon, and awareness of career possibilies that can expand to business, project development, and communicaons. Compeon opportunies may become available for some parcipants, and alternate assignments, as needed, are an opon.

Curriculum: Basic Drama Projects, Fractured Fairy Tales for Young Actors, by Jan Peterson Ewen, Acng Games by Marsh Cassady, Improvisaon 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 Producons by Karen Baker, various scripts, and a variety of teacher-generated materials

Junior High Band

Elecve, 7th/8th Grade, Full Year

Concert apparel required; addional 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 connue to develop the essenals of ensemble playing, as well as improve their technique and skills, both inside the classroom and through home pracce The Junior High Band will have opportunies for mulple school-wide performances, field trips, contests, and parcipaon in a music fesval Grades are based on pracce, quizzes, wrien tests, class parcipaon, playing tests, and performance aendance

Curriculum: Tradion 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

Elecve, 7/8th Grade, Full Year

Concert apparel required; addional 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 essenals of ensemble playing, as well as improve their technique and skills, both inside the classroom and through home pracce Students will have mulple school-wide performances, field trips, music fesval parcipaon, and mentoring opportunies 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

Elecve, 7th/ 8th Grade, Semester

This class is an introducon to string instruments. Students will choose a string instrument and learn to play in a group seng. Daily pracce at home is expected in order to improve skills. Aer 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

Elecve 7th/8th Grade, Full Year

Concert apparel required; addional fees may apply.

Course study includes the producon of beauful tone, aesthec awareness, the ability to read music, building of technical skills, team spirit, and responsible rehearsal habits. Students will be encouraged to strengthen listening skills, pracce sight singing techniques on a daily basis, in addion, they will analyze and evaluate music. As authenc 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 deducon. The following events will be required:

●Grandparents’ Day

●Fall, Christmas, Spring, and other concerts

●Large group music fesval with solo and small ensemble opportunies

●Worlds of Fun Fesval 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

Elecve 7th/8th Grade, Full Year

Concert apparel required; addional fees may apply.

Course study includes the producon of beauful tone, aesthec awareness, the ability to read music, building of technical skills, team spirit, and responsible rehearsal habits. Students will be encouraged to strengthen listening skills, pracce sight singing techniques on a daily basis, in addion, they will analyze and evaluate music. As authenc 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 deducon. The following events will be required:

●Grandparents’ Day

●Fall, Christmas, Spring, and other concerts

●Large group music fesval with solo and small ensemble opportunies

●Worlds of Fun Fesval 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 Exploraon

Elecve, 7th/ 8th Grade, Semester

The World Language Exploraon 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 conversaons through daily listening, speaking, reading and wring acvies 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 compleon of World Language Exploraon. In addion, must have a 90% average in English (averaging both semesters together to get the 90%) Must have an 85% average in classes overall.

Elecve, 8th Grade, Full Year

This course introduces students to the foundaonal concepts of Spanish and develops their abilies to communicate through wring, reading, listening, and speaking. Students will learn to greet and introduce others and talk about their classes, family, daily roune, food, clothes, and pasmes. Learning fundamental grammar and conjugaon of present and preterite verb tenses will enable students to formulate sentences and dialogue. Cultural acvies and discussions will accompany language lessons, acquainng 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 naons and cultures.

Curriculum: Vista Higher Learning: Descubre 1

Mandarin Chinese I

Prerequisite: Successful compleon of World Language Exploraon In addion, must have a 90% average in English (averaging both semesters together to get the 90%) Must have an 85% average in classes overall

Elecve, 8th Grade, Full Year

Chinese I is an introductory course in the fundamentals of Chinese. The course is designed to teach cumulave grammar concepts, deepened by studies in Chinese culture, literature, and the Bible. It provides a foundaon for those interested in connuing a study of Chinese.

Curriculum: Joint Publishing, Chinese Made Easy, Level 1

French I

Prerequisite: Successful compleon of World Language Exploraon In addion, must have a 90% average in English (averaging both semesters together to get the 90%) Must have an 85% average in classes overall Elecve, 8th Grade, Full Year

French I is an acve 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 acvies, etc. The student will learn how to formulate sentences and dialogues through listening, speaking, reading and wring. French translaons of familiar Bible verses will be incorporated throughout the course. Cultural acvies will accompany language lessons to acquaint students with food, arsc expression, and diversity of the Francophone world.

Curriculum: EMC; Vista: Chemins 1

Junior High Physical Educaon

Required, 7th/ 8th Grade, Full Year

PE t-shirt required at addional 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 Educaon to develop skill and coordinaon through a variety of acvies Students learn to pracce fair play and sportsmanship, whether winning or losing, in a compeve environment Courses are divided by gender

ELECTIVES

Logic

Elecve, 7th/8th Grade, Semester

This course is an introductory logic class The course is divided into four parts: (1) the nature of truth, (2) deducve logic, (3) inducve logic, and (4) arguments for the existence of God The class is designed so the beginning of the course (deducve and inducve logic) prepares students to understand the conclusion of the course (apologec arguments) The course includes a short paper and presentaon in which students analyze and explain an apologec argument of their choice

Curriculum: Logic Curriculum - created by Tim Mason

Life Prep

Elecve, 7th/8th Grade, Semester or Full Year

SCA’s mission is to enable students to meet their God-given potenal To support this goal, Life Prep class has been created to honor the uniqueness of each student Time may be spent aending Virtuosity class, compleng 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

Elecve, 7th/ 8th Grade, Semester or Full Year

Addional fee required

SCA’s mission is to enable students to meet their God-given potenal To support this goal, Life Prep Plus class has been created to honor the uniqueness of each student Time may be spent to aend 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 seng 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 addional 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 determinaon

SCA Philosophy of Admission into AP/Dual Credit Classes

SCA currently offers dual credit through Southwest Bapst University, Missouri Bapst 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 atude toward study reflects a collegiate level of maturity Prior to enrollment in the inial AP/dual credit class, students and parents will be required to aend a short meeng in order to review college and classroom expectaons Dual credit requirements are established by the Missouri Coordinang Board for Higher Educaon

Course Requirements for Dual Credit Students

In order to preserve the integrity of the collegiate environment within these classes, the following restricons will apply:

● Students should have achieved an overall SCA cumulave 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 inial class exam to connue to be enrolled for dual credit.

● Students new to SCA are required to take an essay exam or show evidence of meeng 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 abilies, as well as social/emoonal maturity, to ensure student success in a dual credit course

Summit Christian Academy Dual Credit Course Offerings

Southwest Bapst University

Missouri Bapst University

Dual Credit Course Fees

SBU – A per credit hour fee is assessed upon enrollment. Check/online payment must be enclosed with registraon 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 registraon.

MBU - Students taking courses from Missouri Bapst 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 tuion deadlines vary for all dual credit colleges. Deadlines will be set and communicated by colleges via mail. The college advisor will also email the tuion deadlines to students and parents.

Advanced Placement Course Offerings

AP Calculus AB

AP Chemistry

AP Physics I

Introducon to Chrisanity

9th-12th Grade, Full Year, 1 credit

The course will consist of two disnct components The first semester will be a tradional overview of the Bible, emphasizing the Old and New Testaments' teaching of foundaonal 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 creang 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 contribuon in moving forward the story of God’s redempve plan. Students will also learn important interpreve tools and methods that will help them to beer 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: Chrisan Theology and Spiritual Disciplines

Required, 10th Grade, Full Year, 1 credit

Chrisan Theology and Spiritual Disciplines is a course that surveys what the whole counsel of God in Scripture teaches on the major doctrines of the Chrisan faith. This will include: Scripture, God, Creaon, Humankind, Sin, Salvaon, the Church, and Last Things. Special focus will be given to how each area of Chrisan thinking applies to the lives of believers for both faith and pracce. Scripture memory will be required, as well as an incorporaon of other spiritual disciplines that help shape students’ knowledge of scripture and their ability to apply it to everyday life.

Curriculum: Bible, Zondervan, Chrisan Beliefs: 20 Basics Every Chrisan Should Know NavPress, Spiritual Disciplines for the Chrisan 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 cumulave 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: Apologecs

Required, 12th Grade, Full Year, 1 credit Fees apply for Student Mission Trip

This course is designed to teach students a systemac defense of the Chrisan worldview using archaeological and historical evidence coupled with raonal arguments for God’s existence. Students will learn philosophical language and concepts to understand and explain major worldview systems: atheism, agnoscism, deism, pantheism, polytheism, postmodernism, and theism. Students will gain a basic understanding of the historicity of Jesus’ life, Chrisanity, and the Bible. They will also learn principles of argumentaon 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 aend Should extreme circumstances prohibit parcipaon, students and parents will be required to meet with the school principal and plan twenty hours of alternave service

Curriculum: Bible, Dean Hardy, Stand Your Ground: An Introductory Text for Apologecs Students

C S Lewis, Mere Chrisanity

English I: World Literature and Composion

Required, 9th Grade, Full Year, 1 credit

This course emphasizes literary analysis, grammar and usage skills, vocabulary enrichment, and wring development Students study a variety of ancient to modern world literature, including short stories, poetry, drama, and novels Students use the elements of ficon and poetry to analyze literature through the lens of a Biblical worldview. Through wring instrucon and composion, 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

Prence Hall, Timeless Voices; Timeless Themes Elie Wiesel, Night

B. Trimmer, Guide to MLA

English II: American Literature and Composion

Prerequisite: English I

Required, 10th Grade, Full Year, 1 credit

This course emphasizes literary analysis, grammar and usage skills, vocabulary enrichment, research skills, and wring development through the study of early American literature. Ficon and non-ficon works from the pre-colonizaon 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 crically as they analyze mulple styles of literature, support an idea through textual evidence, and apply specific research skills in their wring.

Curriculum: Quill

Novels: The Scarlet Leer

Prence 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: Brish Literature and Composion

Prerequisite: English II

Required, 11th Grade, Full Year, 1 credit

This course emphasizes academic wring and literary analysis while incorporang correct grammar usage and vocabulary enrichment from Lan and Greek origin Students will read, analyze, and write about various classic Brish 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 formaon of Western Civilizaon

Curriculum: Holt, Elements of Language, Fih Course

Novels: Frankenstein

Holt, Grammar, Usage, Mechanics Macbeth

Prence Hall; Timeless Voices; Timeless Themes, Tale of Two Cies Brish Literature Pygmalion

Prestwick House, Vocabulary from Lan and Greek Roots

College Introducon to Literature (Evangel, ENG 123, Dual Credit Class)

Prerequisite: Compleon of English III semester 1 with a 90%+and a cumulave percentage of 85%+ Elecve, 11th Grade, 2nd Semester, 0 5 high school credit, 3 college credits

This course focuses on an introducon to literature focusing on selecons of ficon, poetry, and drama drawn from a variety of cultures. Students will reinforce their understanding of foundaonal literary skills while also expanding their knowledge to include more nuanced and specific skills. Students will discuss and analyze the works through wrien and oral presentaons.

Curriculum: Literature: An Introducon to Ficon, Poetry, Drama, and Wring. 14th Edion, Pearson, 2020, Pygmalion

English IV: Modern Literature and Composion

Prerequisite: English III

Required, 12th Grade, Full Year, 1 credit

This course focuses on refining skills in grammar, punctuaon, and rhetoric as well as developing the skills needed to analyze the wrien word and communicate appropriately based on seng and genre This will be accomplished through reading, discussing, and analyzing a variety of contemporary classics and through collaborave projects. Texts will include different genres such as drama, poetry, prose, short stories, and arcles.

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 Lan & Greek Roots - Sixth Course The Great Gatsby Teacher-generated material Our Town Le Behind A Wrinkle in Time

College Composion I (MBU ENG 113, Dual

Credit Class)

Prerequisite: Exisng students must have a recommendaon by an English III teacher and/or 85% cumulave percentage

Note: Transfer students must provide a wring 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 wring prose acceptable in academics and in the professions, with emphasis on grammar, punctuaon, sentence structure, paragraph development, the wring process, and paerns of essay development Various selecons from expository and imaginave wring will serve as models and as sources for composion topics

Students in this course will not be exempt from the semester final even with a qualifying grade for the Senior Spring Final exempon.

Curriculum: The Screwtape Leers

Othello

College Composion II (MBU ENG 123, Dual Credit Class)

Prerequisite: English 113 with a cumulave 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 crical reading and thinking skills, the wring process, and rhetorical skills in both expository and argumentave wring. The course has two major projects: one focuses on an introducon 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 culminang 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 exempon.

Curriculum: Selected short stories, the book of Esther, and comparave retellings.

Strategies: English I

9th Grade, Full Year, Addional Fee Required

Aer having academic tesng, students having documented learning difficules may be placed into Strategies: English I. This small group or individual classroom seng will enable students to study an English curriculum that is parallel to the core English I course with the addional benefit of having instrucon designed specifically for their current academic level and learning style. This English course meets core English discipline requirements for graduaon.

Curriculum: Varies according to student level

Strategies: English II

10th Grade, Full Year, Addional Fee Required

Aer having academic tesng, students having documented learning difficules may be placed into Strategies: English II This small group or individual classroom seng will enable students to study an English curriculum that is parallel to the core English II course with the addional benefit of having instrucon designed specifically for their current academic level and learning style This English course meets core English discipline requirements for graduaon

Curriculum: Varies according to student level

Strategies: English III

11th Grade, Full Year, Addional Fee Required

Aer having academic tesng, students having documented learning difficules may be placed into Strategies: English III. This small group or individual classroom seng will enable students to study an English curriculum that is parallel to the core English III course with the addional benefit of having instrucon designed specifically for their current academic level and learning style. This English course meets core English discipline requirements for graduaon.

Curriculum: Varies according to student level

Strategies: English IV

12th Grade, Full Year, Addional Fee Required

Aer having academic tesng, students having documented learning difficules may be placed into Strategies: English IV. This small group or individual classroom seng will enable students to study an English curriculum that is parallel to the core English IV course with the addional benefit of having instrucon designed specifically for their current academic level and learning style. This English course meets core English discipline requirements for graduaon.

Curriculum: Varies according to student level

COMMUNICATION ARTS ELECTIVES

Creave Wring

Elecve, 10th-12th Grade, Semester or Full Year, 0.5 or 1 credit

Students will read and create different types of wring, such as reflecons, poetry, short stories, dialogue, and narraves. Students will keep a daily journal, as well as read and edit their peers’ pieces. The year ends with students creang a personal anthology of their favorite literature. This is a wring-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 communicaon to develop crical thinking, persuasion, and delivery skills. Students will parcipate in small group acvies and pracce the skills of informave and persuasive speeches, interpretaon of literature impromptu, and extemporaneous speeches.

Curriculum: BJU Press, Sound Speech Public Speaking & Communicaon Studies

College Speech Communicaons (MBU, COM 103, Dual Credit

Class)

Prerequisite: HS Speech or HS Debate and a cumulave grade of 85% or higher Elecve, 11th-12th Grade, Semester, 0.5 high school credit, 3 college credits

This parcular course is designed to introduce students to the foundaons of oral communicaon and help them become a more effecve public communicator within a culturally diverse society.

Specifically, this course will emphasize basic communicave concepts of public speaking including –but not limited to – content, research, organizaon, audience analysis and movaon, language, listening, and ethics. This class will challenge students’ crical thinking skills in selecng topics, conducng credible research, rehearsing speeches, and delivering speeches in a group seng for feedback.

Students in this course will not be exempt from the semester final even with a qualifying grade for the Senior Spring Final exempon.

Curriculum: The Art of Public Speaking by Stephen E. Lucas

Introducon 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 raonal arguments on both sides of controversial subjects and defend those arguments thoughully and arculately from the aack of others Students will be introduced to debate events that take place during compeve tournaments

Curriculum: Naonal Speech & Debate Associaon

Debate I

Prerequisite: JH Speech, JH Debate, High School Speech, or Introducon 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 compeng as a member of the SCA Speech and Debate Team. Students are expected to parcipate in MSHSAA/NSDA-sponsored debate and forensics tournaments throughout the semester. Parcipaon in two tournaments per semester is required, with events and compeon level to be determined by the instructor. Pracces are required and Friday/Saturday tournament parcipaon is expected to meet the tournament requirements.

Curriculum: Naonal Speech & Debate Associaon

Advanced Compeve Speech & Debate

Prerequisite: Debate I or Administrave approval

Elecve, 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 parcipate in MSHSAA/NSDA-sponsored debate and forensics tournaments throughout the year Parcipaon in two tournaments per semester is required, with compeon level to be determined by the instructor Pracces are required and Friday/Saturday tournament parcipaon 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: Naonal Speech & Debate Associaon

NSDA Membership

Interpreve Speech and Performance

Elecve, 9th-12th grade, Semester, 0 5 credit

This course is designed for those who wish to develop skills in the area of interpreve events: dramac interpretaon, duo interpretaon, humorous interpretaon, poetry, oral interpretaon, prose and storytelling Students will perform published material in one of the events listed above Students may portray one or mulple 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 Parcipaon 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, equaons, funcons, solving and graphing linear equaons and funcons, solving and graphing linear inequalies, systems of equaons and inequalies, exponents and exponenal funcons, polynomials and factoring, quadrac equaons and funcons, 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 Edion

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 interpreng & manipulang algebraic funcons (linear, absolute value, quadrac, higher-degree polynomials, exponenal, radical, logarithmic, and raonal). Students will be able to solve and simplify algebraic expressions using a variety of representaons by hand and with the use of graphing calculator technology.

Curriculum: BJU Press, Algebra II , Third Edion

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 properes of 2-dimensional and 3-dimensional geometric figures, transformaons, measurements, and an introducon to right triangle trigonometry.

Curriculum: BJU Press, Geometry, Fourth Edion

College Algebra (MBU, MATH 133, Dual Credit Class)

Prerequisite: Algebra II with a grade of 85% or higher and a cumulave high school percentage of 85% or higher

Elecve, 10th-12th Grade, Full Year, 1 high school credit, 3 college credits

This course provides abrief review of algebraicessenals, graphs, funcons and theirgraphs, linearand quadracfuncons, polynomial and raonal funcons, exponenal and logarithmicfuncons, systems of linearequaons

Curriculum: Pearson, College Algebra, Blitzer, Sixth Edion Ebook

College Pre-Calculus (MBU, MATH 155, Dual Credit Class)

Prerequisite: Algebra II and Geometry with a grade of 85%+ and a cumulave high school percentage of 85% or higher.

Elecve, 11th/12th Grades, Full Year, 1 credit, 5 college credits

Pre-Calculus covers funcons, graphs and models; modeling with linear and quadrac funcons; polynomial and raonal funcons; modeling with exponenal and logarithmic funcons; trigonometric funcons; trigonometric idenes and condional equaons; addional topics in trigonometry; addional topics in analyc geometry; and parametric equaons.

Curriculum: BJU Press, Pre-Calculus, Second Edion

AP/ College Calculus AB (MBU, MATH 164, Dual Credit Class)

Prerequisite: 85% or higher grade in Pre-Calculus and a cumulave high school percentage of 85% or higher Elecve, 12th Grade, Full Year, 1 credit, 4 college credits

Calculus builds on the foundaon that students received in Pre-Calculus. This course is recommended for any student interested in engineering, business, mathemacs, pre-med or other related fields. This course studies: limits and connuity, differenaon, definion and fundamental properes, composite, implicit, and inverse funcons, contextual applicaons of differenaon and rates of change, analycal applicaons of differenaon including analysis of funcons, integraon, and accumulaon of change, differenal equaons, and applicaon of integraon.

Curriculum: Pearson, Calculus: Graphical, Numerical, Algebraic, Sixth Edion

College Probability and Stascs (MBU, MATH 243, Dual Credit

Class)

Prerequisite: 85% or higher grade in College Algebra or Pre-Calculus and a cumulave high school percentage of 85% or higher.

Elecve, 11th/12th Grade, Full Year, 1 high school credit, 3 college credits

This class teaches data producon and analysis; probability basics, distribuons; sampling, esmaon with confidence intervals, hypothesis tesng, t-test; correlaon and regression; cross tabulaons and chi-square. Students learn to use the stascal package such as R. Two semesters in the same academic year.

Curriculum:Pearson, Stats: Data and Models - Fih Addion, MyLab Stascs

Accounng I

Prerequisite: Introducon to Business or Personal Finance, Digital Cizenship or Tech. Apps

Elecve, 11th/12th Grade, Full Year, 1 Credit

This course is designed to build a basic understanding of manual and automated accounng principles, concepts, and procedures. Acvies include using the accounng equaon, compleng the accounng cycle, entering transacons to journals, posng to ledgers, preparing end-of-period statements and reports, managing payroll systems, compleng banking acvies, calculang taxes, and performing other related tasks.

Curriculum: Cengage Learning, Mindtap- Tenth Addion

Strategies: Algebra IA

9th Grade, Full Year, Addional Fee Required

Aer having academic tesng, students having documented learning difficules may be placed into Strategies: Algebra IA. This small group or individual classroom seng will enable students to study the 1st semester of Algebra I with the addional benefit of having instrucon designed specifically for their current academic level and learning style. This math course will meet core math discipline requirements for graduaon.

Curriculum: BJU Press, Algebra I, Fourth Edion

Strategies: Algebra IB

10th Grade, Full Year, Addional Fee Required

Aer having academic tesng, students having documented learning difficules may be placed into Strategies: Algebra IB. This small group or individual classroom seng will enable students to study the 2nd semester of Algebra I with the addional benefit of having instrucon designed specifically for their current academic level and learning style. This math course will meet core math discipline requirements for graduaon.

Curriculum: BJU Press, Algebra I, Fourth Edion

Strategies: Algebra II

11th/12th Grade, Full Year, Addional Fee Required

Aer having academic tesng, students having documented learning difficules may be placed into Strategies: Algebra II. This small group or individual classroom seng will enable students to study a math curriculum that is parallel to the Algebra II core course with the addional benefit of having instrucon designed specifically for their current academic level and learning style. This math course will meet core math discipline requirements for graduaon.

Curriculum: BJU Press, Algebra II , Third Edion

Strategies: Geometry

11th/12th Grade, Full Year, Addional Fee Required

Aer having academic tesng, students having documented learning difficules may be placed into Strategies: Geometry. This small group or individual classroom seng will enable students to study a math curriculum that is parallel to the Geometry core course with the addional benefit of having instrucon designed specifically for their current academic level and learning style. This math course will meet core math discipline requirements for graduaon.

Curriculum: BJU Press, Geometry, Fourth Edion

Biology

Required, 9th Grade, Full Year, 1 credit

This course examines God's creaon through a biblical worldview. Students will study the scienfic method, cell structure and funcon, mitosis/meiosis, DNA structure and replicaon, protein synthesis and genecs. Students will use microscopes and create a cell model. The study of the Theory of Evoluon will be done by an extensive look at the animal kingdom and God's perfect Creaon. In fulfilling the Dominion Mandate, students will parcipate in the following dissecons: clam, starfish, crayfish, perch, and shark.

Curriculum: BJU Press, Biology, Fih Edion

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 scienfic method, measurement, force, moon, machines, heat, electricity, magnesm, nuclear reacons, kinec theory, and atomic structure, classificaon of maer, chemical bonds, and chemical reacons. Many lab acvies 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 Edion

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, soluons, the periodic table, chemical bonding, chemical reacons, 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, Fih Edion

College Introducon to Biology (MBU BIOL 103, Dual Credit Class)

Prerequisite: Biology and a cumulave percentage of 85%+ and must be concurrently enrolled in College Introducon to Biology Lab Elecve, 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 Introducon to Biology Lab (MBU BIOL 101, Dual Credit Class)

Taken concurrently with College Introducon to Biology Elecve, 11th/12th Grades, Full Year, 1 college credit

BIOL 101 GENERAL BIOLOGY LABORATORY This laboratory is co-requisite to BIOL 103 Introducon 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 compleon 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 cumulave final exam at the end of the semester

College General Biology I (MBU BIOL 113, Dual Credit Class)

Prerequisite: Biology and a cumulave percentage of 85%+ and must be concurrently enrolled in College General Biology Lab

Elecve, 11th/12th Grades, Full Year, 1 high school credit, 3 college credits

BIOL 113 is an introducon to the taxonomy of animals, as well as the genecs, 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 cumulave final exam at the end of the year. This course would be most appropriate for students seeking a degree in the medical field.

Curriculum: Pearson, Biological Science + Mastering Biology

McGraw Hill, General Biology I, Sixth Edion

College General Biology I Lab (MBU BIOL 111, Dual Credit Class)

Taken concurrently with College General Biology I

Elecve, 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 quesons and take a short pre-lab quiz. Upon compleon of the lab, students will hand in a completed post-lab assignment.

Curriculum: Vodopich & Moore, Biology Lab Manual, Thirteenth Edion

Forensic Science

Elecve, 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 Chrisanity. Forensic Science is taught as a hands-on, problem-solving, invesgave course that incorporates inquiry. It includes crime scene processing, analysis of hair, DNA, fingerprinng, and blood spaers, and balliscs. Students are taught the proper collecon, preservaon, and laboratory analysis of various samples through lectures, lab acvies and case studies.

Curriculum: Cengage, Forensic Science: Fundamentals and Invesgaons, 3rd edion

Environmental Science

Elecve, 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, polluon, and other environmental concerns. Students will be encouraged and challenged to think about sustainable pracces, environmental responsibility and global awareness. Projects will include an in-depth study of the land and how organisms interact. There will be mulple PowerPoint presentaons. 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

Elecve, 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 funcons of the integumentary, skeletal, muscular, nervous, cardiovascular, endocrine, respiratory, digesve, urinary and reproducve systems. Hands-on labs included tesng for macromolecules, a forensics bone study, preparaon and evaluaon of sunscreen, tesng reflexes, blood typing, tesng lung capacity, a urinalysis, and creang clay models of the muscular system. Dissecon labs include: brain, eye, heart, kidney, and fetal pig.

Curriculum: McGraw-Hill Higher Educaon, Hole’s Essenals of Human Anatomy and Physiology

AP Chemistry

Prerequisite: Chemistry or Administrave Approval

Elecve, 11th/12th Grades, Full Year, 1 credit

AP Chemistry requires students to aend 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, soluons, the periodic table, chemical bonding, chemical reacons, 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 addional 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 administrave approval)

Elecve, 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 moon, forces, gravitaon, and momentum. The study of energy will invesgate work, machines, thermal and states of maer. 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 universies 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 addional 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 Creaon and the Ancient World Based on the textbook, teacher-generated PowerPoint presentaons are used to study the great movements of God throughout history – as well as why civilizaons rise and fall An appreciaon 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 Reconstrucon 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 Reconstrucon through the Cold War Era Students will study the impact Chrisanity has had in the maturing of our country and become familiar with the impact of Americans from a variety of ethnic, naonal, 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, stascs, etc In the process, students will have the opportunity to enhance their crical thinking and communicaon skills Instrucon and assessments will be varied in order to give each student an opportunity to develop his/her potenal

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 appreciaon for America’s God-given heritage of liberty, how the U.S. government is Constuonally-organized, and how it works in pracce. Each week student-selected current event papers will be required for classroom discussion. Each year’s fall campaigns and elecons 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-buon issues will be encouraged, as will parcipaon in the democrac process. The requirement may be met through College American Government

Curriculum: Teacher-generated curriculum

College American Government (Evangel GOV 170, Dual Credit Class)

Prerequisite: Cumulave 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, organizaon and policy of United States government at the naonal, state and local levels. The class will encourage cizen parcipaon and leadership in democrac 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, Essenals Edion: Instuons and Policies AP Edion, 16th Ed

Founding Brothers, the Revoluonary Generaon by Joseph J Ellis

Supplemental material

Economics

Elecve, 11th-12th Grade, Semester, 0.5 Credit

This course is designed to help students understand economic concepts necessary for their parcipaon in the global socioeconomic and capitalist systems as wage earners, business owners, producers, and investors. Basic economic concepts like supply and demand, compeon, growth, and stability are emphasized. Topics include the government’s role in the economy, the sharing of economic risks, and the effect of inflaon and monetary policies on naonal and internaonal economics.

Curriculum: BJU Press, Economics

Sociology

Elecve, 10th-12th Grade, Semester, 0.5 credit

This course is an overview of the theory, methodology, and conceptualizaons 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: Cumulave high school percentage of 85% or higher for 11th and 12th grade, 90% or higher for 10th grade

Elecve, 10th-12th Grade, Semester, 0.5 high school credit, 3 college credits

Students will discover the beauful, 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 connental extremes will be studied in depth. There will be internet assignments related to the United States Geological Survey, as well as the Naonal Oceanic and Atmospheric Administraon.

Curriculum: Wiley, Geography: Realms, Regions and Concepts, 16th Edion

College American History (SBU HISTORY 2213, Dual Credit Class)

Prerequisite: Cumulave high school percentage of 85% or higher. To be considered for the class, Sophomores must have a high school cumulave percentage of 90% or higher

Elecve, 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 selement while the other will be based on slavery and the Antebellum South Students will parcipate in genealogy research and archiving Upon successful compleon of this class, students will earn three fully transferable college credits through SBU

Curriculum: Mary Rowlandson, The Capvity of Mrs. Mary Rowlandson; Frederick Douglas, The Narrave of Frederick Douglass; McGraw Hill, The Unfinished Naon, Volume 1; Teacher-generated PowerPoint presentaons

College American History 1877-Present (SBU HISTORY 2223, Dual Credit Class)

Prerequisite: Cumulave high school percentage of 85% or higher. To be considered for the class,Sophomores must have a high school cumulave percentage of 90% or higher

Elecve, 10th-12th Grade, Semester, 0 5 high school credit, 3 college credits

This course covers the period of American history from Reconstrucon through the end of the Cold War One historical research paper will be required. Upon successful compleon 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 Naon, New York, Warriors Don’t Cry, Teacher-generated PowerPoint presentaons

College World Civilizaon I (Evangel HIS 115, Dual Credit Class)

Prerequisite: Cumulave high school percentage of 85% or higher Elecve, 11th/12th Grade, 1st Semester, 0 5 high school credit, 3 college credits

This course provides a survey of Western Civilizaon from the Paleolithic period through the Middle Ages.

Curriculum: The Making of the West, Peoples and Cultures, Fih edion, Hunt, et al

College World Civilizaon II (Evangel HIS 116, Dual Credit Class)

Prerequisite: Cumulave high school percentage of 85% or higher Elecve, 11th/12th Grade, 2nd Semester, 0.5 high school credit, 3 college credits

This course will examine the history of world civilizaon from the Renaissance to the present day.

Curriculum: The Making of the West, Peoples and Cultures, Fih edion, Hunt, et al.

College General Psychology (MBU, PSY 133, Dual Credit Class)

Prerequisite: Cumulave high school percentage of 85% or higher Elecve, 11th/12th Grade, Semester, 0.5 high school credit, 3 college credits

This class provides a basic and general knowledge of the theorecal, scienfic, and conceptual foundaons of psychology, including biological, cognive, emoonal, developmental, cultural and social aspects. The course includes key concepts and principles, methods for collecng and evaluang evidence, and applicaon of psychological knowledge.

Curriculum: Houghton Mifflin, Social Studies: Psychology (2018)

Intro to Computer Science and Digital Cizenship

Elecve, 9-12th Grade, Semester, 0 5 credit

This course builds on the concepts taught in Junior High Digital Cizenship Students will gain a deeper understanding of informaon security, the consequences of cyberbullying, news and media literacy, media balance and well being, etc This course provides an introducon to the hardware and operang systems of computers (Windows, Chrome OS)and file management Students will explore other common applicaons (graphic & photo eding, audio & video eding, 3D graphics and animaon, etc) In addion, students will be introduced to programming languages (condions, loops, arrays), data base management, cloud technology, and how to configure basic security sengs

Curriculum: TestOut Digital Literacy

Microso Office Applicaons

Prerequisite: Successful compleon of Intro to Computer Science and Digital Cizenship or JH Digital Cizenship

Elecve, 10th-12th Grade, Semester, 0 5 credit

Students in this course will use MicrosoOffice (Word, Excel, and Powerpoint) to prepare foracareerin the field of business. This course provides hands on pracce with real world scenarios, including document formang, email management, dataanalysis, and presentaon creaon. Upon compleon of this course, students will be equipped to earn mulple Microsocerficaons.

Curriculum: TestOut Office Pro

Markeng and Social Media

Prerequisite: Successful compleon of Introducon to Business Elecve, 10th-12th Grade, Semester, 0.5 credit

This class is forstudents with excellent compung skills who have completed SCA’s Introducon to Business course This course helps students understand markeng 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 mediamarkeng and how it applies to the current trends

Curriculum: Teacher developed materials

Introducon to Business Elecve, 10th-12th Grade, Semester, 0.5 credit

BUSINESS

This course will strengthen student awareness of the American economicsystem and business operaon Topics covered include the global economicenvironment, corporate structures, management strategy, impacng government interacon, markeng, informaon processing, and laborrelaons Students will develop an awareness of business and careeropportunies

Curriculum: Pearson, Business Essenals; Online: Google Apps for Educaon, 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 organizaon The class will focus on the student’s money management skills to enable them to funcon as aresponsible consumer, family member, cizen, and parcipant in the business world Topics include financial instuons, budgeng, saving, invesng, debt management, careerreadiness, insurance and much more

Curriculum: Lampo Group, Foundaons in Personal Finance

Economics

Elecve, 11th-12th Grade, Semester, 0 5 Credit

This course is designed to help students understand economicconcepts necessary fortheirparcipaon in the global socioeconomicand capitalist systems as business leaders, producers, wage earners, investors, and cizens. 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 compeon, economicindicators, command vs market systems, and monetary policy

Curriculum: BJU Press, Economics

Career Internship

Elecve, 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 praccal, on–the-job careershadow is provided by students’ parcipaon in organizaons which connect to students’ long-term careerorministry goals Students will be placed at organizaons that furtherdevelop the competencies needed to succeed in aprofessional work environment. Students will report to an off-campus organizaon fourdays perweek and will receive in class instrucon on Tuesdays. Grades will be based on in-class projects and on-site performance evaluaons completed by site supervisors. Past internships have included alaw firm, surgical center, elementary and secondary educaon, special needs educaon, sports medicine, photography, interiordesign, radiology technology, markeng, dental hygiene, sheet metal work, etc. Any student ideaforan internship will be considered. Admission into the internship program is reserved forstudents with outstanding character. Consideraon toward student aendance, discipline, academiceffort, and dependability will be given priorto acceptance into the course. Students may be admied 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 Elecve, 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, markeng strategy, customerservice, planning business processes, and managing finances forbusiness Students will create abusiness plan forapotenal 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 Acon 6e, Cynthia L. Greene

Textbook excerpts: Pearson Custom Edion for JCCC - Introducon to Entrepreneurship Online: Google Apps for Educaon, Tinkercad.com, Wix.com and other online learning tools

Microso Office 2010.

Accounng I

Prerequisite: Introducon to Business or Personal Finance, Understanding of Excel Elecve, 11th-12th Grade, Full Year, 1 Credit

This course is designed to build abasicunderstanding of manual and automated accounng principles, concepts, and procedures. Acvies include using the accounng equaon, compleng the accounng cycle, entering transacons to journals, posng to ledgers, preparing end-of-period statements and reports, managing payroll systems, compleng banking acvies, calculang taxes, and performing otherrelated tasks.

Curriculum: Cengage Learning, Mindtap

VISUAL ARTS

Drawing I & II

Elecve, 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 maer is from life Drawing exercises focus on contour lines; posive and negave space; visual measurement and proporon; value, form and contrast; and illusion of depth and space Students complete major drawings including a self-portrait, sll 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

Elecve, 9th -12th Grade, semester, 0 5 credit

This beginning level studio course is designed to explore basic principles of design through imaginaon and creave applicaon of a variety of media Students also gain understanding of commercial career applicaons Course content varies each semester and does not need to be taken in order

Curriculum: Davis Publicaons, The Visual Experience, Teacher's Edion

Painng I & II

Elecve, 9th -12th Grade, Full Year, 1 credit

This course is designed to encourage painng competency in both watercolors and acrylics. The majority of class me is spent on studio work, experimenng and discovering the possibilies of these mediums Outline includes properes of color, hue, value, intensity, and color theory

Students will explore art historical periods with studio work relang to these studies and painng in a variety of media. Course outline includes overview and exploraon from realisc painng, Baroque, Regionalism, Fauvism, Impressionism, Post Impressionism, Cubism, Expressionism, Surrealism, Abstract Expressionism, and Pop Art. Self-evaluaon, art cricism, and art history are explored. Research includes invesgang historical periods in art and the arsts who created them.

Curriculum: Crystal Producons, Acrylic Painng

Poery

Elecve, 9th -12th Grade, 1st semester, 0 5 credit

Emphasis is on three-dimensional design Students learn the fundamentals of clay construcon through hand-building (coil, slab, and pinch), as well as an introducon to the poery wheel

Sculpture

Elecve,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) ulizing an assortment of different media

Photography & Mulmedia

Elecve, 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 camerasengs will be explored to offergreatercreave and technical control. The elements and principles of design as they relate to photographicand mediacomposion are emphasized Digital processing techniques are also introduced using Apple and Adobe products Students will work individually and collaboravely to create storyboards and short film projects

Advanced Visual Arts Porolio

Prerequisite: Drawing I & II and Painng I & II, Teacher Approval

Elecve, 11th-12th grade, Full Year, 1 credit

Advanced Visual Arts Porolio is designed forhighly movated students who want to connue theirarsc efforts at amore advanced level and/orintend to furthertheirart educaon aerhigh school Students work in all areas of art with an emphasis on drawing, painng, 2-Dand 3-Ddesign, looking at/wring about art, art history and aesthecs. 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 theirarst statements and atheme based on abiblical worldview. They are given opportunies to concentrate in aparcularmedium, art style, and/orsubject maer. This course allows the skills acquired in priorart classes to be applied creavely to develop aporolio of work that shows theirunique arscvision 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 Acng

Elecve, 9th -12th grades, 1st semester, .5 credit

New-to-the-scene and seasoned actors will develop their acng skills in improvisaon, acng techniques, and acvies 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 educaon and professional performance opportunies will be building their audioning repertoire and acng experiences porolio

Curriculum: Improv Ideas and Drama Games and Improvs compiled, created and invented by Junsine Jones and Mary Ann Kelley.

Acng Workshop

Elecve, 9th-12th grades, 2nd semester, 5 credit

Refine skills in acng, improvisaon, character development, arsc appreciaon, and awareness of career possibilies that can expand to business, project development, and communicaons Students will learn comedy techniques, and the Hero’s Journey, as well as crical evaluaon of objeconable themes in literature The Princess Bride film is examined for biblical parallels through chrisanfantasycom Dramac Ministry outreach themes are explored

Curriculum: Basic Drama Projects, Teaching Improv, the Essenal Handbook by Mel Paradis, Objeconable 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 Acng and Storytelling

Elecve, 9th-12th grades, 5 credit

Published scripts, fractured fairy tales, reader’s theatre, original adaptaons, Shakespeare, spoofs, finding biblical themes, parallels, and more are all potenal areas to explore in this energec class. Performance opportunies may extend to elementary classrooms and One Acts/Showcase night in May.

Curriculum: Acng 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 Audion Monologues, Monologues for Adults, by Mike Kimmel, The Theatre Audion Book and The Theatre Audion Book 2, 57 Original Audions for Actors by Eddie Lawrence, Mastering Monologues and Acng Sides by Janet Wilcox, Theatre Machine Trilogy, Spirit Producons by Karen Baker, and a variety of teacher-generated materials

Theatre Appreciaon 9-12th grades, Semester, .5 credit

A non-acng 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 creave process of wring original works and their adaptaon 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: Introducon 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 experse at the end of the year during One Acts. Explore playwring, elements of film producon 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 producons may occur. (Some fees will apply for cket, food, and travel costs.) Students are expected to support drama producons through both in-class acvies and pre-show development for a minimum of four hours aer school during show week.

Curriculum: Introducon to Theatre Arts Guide: A 36-week Acon Workbook for Middle Grade and High School Teachers, TheatreFolk Drama Teacher Academy Curriculum, various scripts, and a variety of teacher-generated materials

Beginning Strings

Elecve, 9th-12th Grade, Semester, 0 5 High School credit

This course is an introducon to string instruments Students will choose a string instrument and learn it in a group seng Daily pracce at home is expected in order to improve skills Aer 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

Elecve, 9th-12th Grade, Full Year, 1 credit

Concert apparel required; addional 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 essenals of ensemble playing, as well as improve their technique and skills, both inside the classroom and through home pracce There will be opportunies for mulple school-wide performances, field trips, possible parcipaon in the Worlds of Fun Fesval of Music, and mentoring fellow string students High school members are required to parcipate in MSHSAA contests for solos and ensembles Allegro Strings competes as a large group High school students may also leer and must audion for All District Orchestra Students will be assessed through playing tests, wrien tests and quizzes, class parcipaon, and performance aendance

Curriculum: MakeMusic, Muller Rusch String Method by J Frederick Muller and Harold Rusch

Symphonic Band

Elecve, 9th-12th Grade, Full Year, 1 credit Concert apparel required; addional fees may apply.

Symphonic Band meets daily as an academic class. Students in Symphonic Band are eligible to parcipate in MSHSAA contests for solo/ensemble and as a large group and full orchestra. Students also have the opportunity to leer. Symphonic Band students are encouraged to audion for All DistrictBand and Orchestra. Students will be assessed through playing tests, wrien tests and quizzes, class parcipaon, and performance aendance. There will be opportunies for mulple school-wide performances, field trips, possible parcipaon in the Worlds of Fun Fesval of Music, and mentoring younger band students. Band students will parcipate 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

Elecve, 9th -12th Grade, Full Year, 1 credit Concert apparel required; addional fees may apply.

Provides students the opportunity to develop their musical potenal and understanding through singing in a choral ensemble specific to the changing needs of the developing male voice. Course study includes the producon of beauful tone, aesthec 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 pracced on a daily basis. Phonecs of various languages and a variety of musical styles are presented. No audion 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 - Connued

As authenc 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 deducon. The following events will be required:

●Grandparents’ Day

●Fall, Christmas, Spring, Pops Concert and other concerts

●MSHSAA large group music fesval

Students will have audioned opportunies 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 audioned opportunies 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

Elecve, 9th-12th Grade, Full Year, 1 credit Concert apparel required; addional fees may apply.

Provides students the opportunity to develop their musical potenal and understanding through singing in a choral ensemble specific to the changing needs of the developing female voice. Course study includes the producon of beauful tone, aesthec 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 pracced on a daily basis. Phonecs of various languages and a variety of musical styles are presented. No audion 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 authenc 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 deducon. The following events will be required:

●Grandparents’ Day

●Fall, Christmas, Spring, Pops Concert and other concerts

●MSHSAA large group music fesval

Students will have audioned opportunies 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 audioned opportunies 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 sasfactory performance on entrance audion Elecve, 10th-12th Grade, Full year, 1 credit Concert apparel required; addional fees may apply

This course is an advanced mixed choral ensemble for dedicated and serious musicians. Audions are held in the spring of the previous school year. Course study includes the producon of beauful tone, aesthec 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 crique music and music performances. Aenon will be given to relang music experiences to the me and culture of the pieces studied, as well as to contemporary society. Expectaons include a sincere desire to improve musical understanding and techniques.

As authenc 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 deducon. The following events will be required:

●Grandparents’ Day

●Fall, Christmas, Spring, Pops Concert and other concerts

●MSHSAA large group music fesval

Students will have audioned opportunies 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 audioned opportunies 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 sasfactory performances on entrance audion. Must also be enrolled in Concert Chorale.

Elecve, 11th-12th Grade, Full year by audion/invitaon only-class size limited, 1 credit Concert apparel required; addional fees may apply.

This class is for the highly movated and talented choral musician This performance-based course provides students the opportunity to perform in public venues and compeons 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 addion 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 Fesval, MSHSAA Solo/Ensemble Fesval, Conference Choir, opportunies 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 Appreciaon (MBU, MUHL 153, Dual Credit Class)

Prerequisite: Cumulave percentage of 85%+

Elecve, 11th-12th Grade, Semester, 0 5 High School Credit, 3 College Credits

This course serves as an introducon to the appreciaon 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 sasfactory performances on entrance audion and spiritual maturity fit for leadership Elecve, 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,wrings 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 perspecve 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. Responsibilies will emphasize areas of student personal interest, but demand cross training on sound systems and media presentaon. This course may be repeated for elecve credit only.

WORLD LANGUAGES

Spanish I

Elecve, 9th – 12th Grade, Full Year, 1 credit

This course introduces students to the foundaonal concepts of Spanish and develops their abilies to communicate through wring, reading, listening, and speaking Students will learn to greet and introduce others and talk about their classes, family, daily roune, food, clothes, and pasmes

Learning fundamental grammar topics and conjugaon of present and preterite verb tenses will enable students to formulate sentences and dialogue Cultural acvies and discussions will accompany language lesions, acquainng 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 interacons with people of other naons and cultures

Curriculum:Vista Higher Learning: Descubre 1

Spanish II

Prerequisite: Spanish I or test out opon (Students who have completed 7th and 8th grade Spanish, or those who are heritage speakers, may peon 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 opon )

Elecve, 9th – 12th Grade, Full Year, 1 credit

Through themac units, students in Spanish II will expand their skills in speaking, listening, reading, wring and cultural awareness. Students will develop a funconal command of words and phrases that deal with immediate needs and common everyday situaons or while traveling in limited situaons. Students will demonstrate comprehension of simple quesons 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 instrucons, 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 connued 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 cumulave high school percentage of 85%+

Elecve, 9th-12th Grade, Semester, 5 high school credit, 4 college credit hours

In Spanish III, students connue to develop their proficiency in speaking, listening, wring and reading by interacng with other speakers of Spanish. Pronunciaon, grammar, reading of simple prose, aural-oral pracce 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 cumulave high school percentage of 85%+

Elecve, 9th-12th Grade, Semester, 5 high school credit, 4 college credit hours

A Connuaon 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 cumulave high school cumulave percentage of 85%+

Elecve, 10th-12th Grade, Semester, 5 high school credit, 3 college credit hours

For Spanish IV, students cover grammar review, simple composion and conversaon, and the reading of short narraves. Topics go well beyond basic needs and include: personal and family affairs, current events, school, work, etc. Students can comprehend descripons and narraon referring to past, present or future events. They can comprehend dialogue about special fields of interest and narraves 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 representave 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 cumulave high school cumulave percentage of 85%+

Elecve, 10th-12th Grade, Semester, 5 high school credit, 3 college credit hours

Connuaon of SPA 2213 with emphasis on reading.

Curriculum: Descubre 3 and El cuento hispánico

Mandarin Chinese I

Elecve, 9th-12th Grade, Full Year, 1 credit Chinese I is an introductory course in the fundamentals of Chinese. The course is designed to teach cumulave grammar concepts, deepened by studies in Chinese culture, literature, and the Bible. It provides a foundaon for those interested in connuing a study of Chinese.

Curriculum: Joint Publishing, Chinese Made Easy, Level 1

Mandarin Chinese II

Prerequisite: Chinese I

Elecve, 9th-12th Grade, Full Year, 1 credit Chinese II is designed to introduce students to the more complex structures of Chinese. The language instrucon 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 nave speakers.) The course uses children's literature (in translaon) and short stories in Chinese. The class conducts Bible studies using a Chinese translaon.

Curriculum: Teacher created curriculum

Mandarin Chinese III

PrerequIsite: Chinese II

Elecve, 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 acve 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 acvies, etc. The student will learn how to formulate sentences and dialogues through listening, speaking, reading and wring. French translaons of familiar Bible verses will be incorporated throughout the course. Cultural acvies will accompany language lessons to acquaint students with food, arsc 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 themac units students will connue their communicaon skills through reading and wring, speaking and listening. Students will develop a funconal command of words and phrases that deal with immediate needs and common everyday situaons or while traveling in limited situaons. Students will communicate in the present and past tenses about celebraons, traveling, their homes, food, and their daily acvies. Francophone countries around the world will connue 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 cumulave percentage of 85%+ Elecve, 10th-12th Grade, Full Year, 1 high school credit, 4 college credits per semester (students may take for Honors)

Students will connue to expand their use of oral and wrien communicaon 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. Grammacal concepts to be covered are reciprocal verbs, the condional and future tenses, the subjuncve mood, as well as interrogave and relave 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 Pet 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 cumulave percentage of 85%+ Elecve, 10th-12th Grade, Full Year, 1 high school credit, 3 college credits per semester (students may take for Honors)

Students will enhance their communicaon of the language in all areas of communicaon: listening, speaking, reading, and wring. Topics introduced previously will be expanded upon and include relaonships, towns and cies, news and media, human rights and polics, society, families and stages of life, invenons and science, leisure acvies and sports, work and finances, nature and the environment. Grammacal 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 Perspecves

Seal of Biliteracy informaon (see Appendix p. 70-75)

The Seal of Biliteracy promotes acve parcipaon in a global society and economy by incenvizing, recognizing, and celebrang the acquision of biliteracy skills and sociocultural awareness

PHYSICAL EDUCATION

Introducon to Weight Training

Elecve, 9th - 12th Grade, Semester, 0 5 credit, Gender Specific Classes

SCA Physical Educaon t-shirt required; addional fees apply

This course will provide an introducon to weight training with an emphasis on student parcipaon 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 parcipaon, wrien tests, and level of improvement

Curriculum: RACK Performance Soware

Advanced Weight Training

Prerequisite: Beginning weight training

Elecve, 9th-12th Grade, Semester, 0 5 credit, Gender Specific Classes

SCA Physical Educaon t-shirt required; addional fees apply

This course has three main objecves: development of an understanding of weight training physiology, development of the skills necessary to maximize performance of strength training techniques, and connue 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 parcipaon in class, wrien tests, and compleon of the workout journal or tracker. This class may be repeated for further credit.

Fitness For Life

Elecve, 9th-12th Grade, Semester, 0 5 credit, Co-Ed Classes

SCA Physical Educaon t-shirt required; addional fees apply

Fit for life is designed to provide students with the knowledge and skills that are essenal for creang a healthy lifestyle. In this class, students will parcipate in various low-impact resistance exercises designed to tone, stretch, strengthen, and sculpt muscles to improve body composion and fitness. Areas may include but are not limited to fitness tesng, goal seng, circuit training, weight training, walking, aerobics, jogging, interval training, stretching, various low-impact compeons, and recreaonal games. This class may be repeated for further credit.

Team Sports

Elecve, 9th-12th Grade, Semester, 0 5 credit, Gender Specific Classes

This course will include a variety of team sport acvies. Instrucon is aimed at developing fitness and tradional and non-tradional team sports games. Injury prevenon and sport-related careers will also be included in the instrucon. Students will also examine coaching and team strategies, as well as officiang mechanics for each sport. Students will parcipate in a variety of sports and games, teach classmates rules and skills, and have the opportunity to officiate various sports and games. This class may be repeated for further credit.

Curriculum: PE Equipment such as footballs, basketballs, soccer balls etc

Net Sports and Lifeme Acvies

Elecve, 9th-12th Grade, Semester, 0 5 credit, Gender Specific Classes

Students will parcipate in a variety of lifeme acvies which may include tennis, volleyball, badminton, frisbee, pickleball, table tennis, recreaonal and outdoor recreaonal acvies. Students will also learn about the health benefits gained from parcipang in these acvies. Regular class acvies include parcipang in lifeme acvies and taking wrien assessments over the rules and terminology related to them. This class may be repeated for further credit.

ACT Prep

Elecve, 10th-12th Grade, Semester, 0 5 credit

This course is designed to provide students with both instrucon and pracce in the five major categories that appear on the ACT: English, Math, Science, Reading, and Wring (Oponal) Students will learn test-taking strategies specific to the ACT They will also spend substanal class me in supervised pracce (individually and in teams) in the areas of English, Math, Science, and Reading, as well as limited me preparing for the Oponal Wring component of the ACT

Curriculum: Princeton Review ACT Prep, 2020: 6 Pracce Tests +Content Review + Strategies (College Test Preparaon) Upgrade to current year each new school year

Yearbook

Elecve, 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 producon-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 parcipate in this course must ensure that it runs efficiently and effecvely. The yearbook staff must be cooperave, punctual, professional, creave and producve. Students will be expected to maintain good aendance and display strong academic performance. Students will apply for various staff posions which will require them to be responsible for conducng interviews, composing capons, designing and eding all elements of text, graphic art, and digital photography layouts. Students will learn the basics of the Adobe InDesign and Bridge soware program as they work together to complete the secondary yearbook along with organizing and distribung at the end of the year. This course requires students to be available outside of regular class hours to aend sporng and fine arts events and other student acvies in order to photograph at least one event per month.

Curriculum: InDesign Training Videos from Lynda com and Teacher-Generated Materials

Life Prep

Elecve, 9th-12th Grade, Semester or Full Year, 0 5 or 1 credit

Grades given will be Pass/Fail and will not impact your cumulave percentage. SCA’s mission is to enable students to meet their God-given potenal. In supporng 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 opportunies. 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 educaonal instuon, 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

Elecve, 9th-12th Grade, Semester or Full Year, 0 5 or 1 credit

Addional fee may apply

Grades given will be Pass/Fail and will not impact your cumulave percentage. SCA’s mission is to enable students to meet their God-given potenal. In supporng 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 opportunies. 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 seng.

English for Academic Purposes (EAP)

Required for 9th - 12th Grade Internaonal 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 wring skills. Students will also be given instrucon in preparaon for standardized language tesng and MLA essay formang. 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 adaptaon and to explore opportunies for students to share their culture within SCA’s environment.

Curriculum: Longman, Wring Academic English, Level 4; Longman, Introducon to Academic Wring, Level 3; Barron’s, TOEFL iBT, 13th Edion; 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. Elecve, 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 instrucng students in language acquision using their first language. The objecve of the language cadet teacher course is to assist the classroom language teacher, provide authenc language as a nave speaker, and offer cultural insight and exploraon. Language cadet teacher responsibilies include: preparing educaonal materials and supplies, providing instrucon to the class in selected subject areas under the supervision of the classroom teacher, providing individual instrucon to students, and other dues as assigned by the teacher.

Student Aide

Prerequisite: Administrave approval required. Students must fill out an applicaon. Applicaons may be aquired from an advisor.

Elecve, 9th-12th Grade, Semester or Full Year, 0.5 or 1 credit

Students have the opportunity to work in a variety of sengs as an aide. They will be asked to help with an array of tasks under the supervision of SCA faculty or staff. Aide posions are available in the following areas: elementary or secondary classrooms, the elementary library, school offices, the IT office, and maintenance.

An applicaon, 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 elecve class in the event they are not chosen as a Student Aide.

Special Topics

Elecve, 11th/12th Grade, Semester or Full Year, 0 5 or 1 credit

With administrave approval, students may choose to do more in-depth study on acourse elecve. The objecves to be learned forthe special topics course will be established by the course instructorin conjuncon with the student. These objecves will be approved by administraon and documented within the student’s file Examples of course elecves forspecial topics include, but are not limited to, painng, worship, etc

Discovery Program

Prerequisite: Administraon of Individualized cognive and academic standardized tests, Woodcock-Johnson III –Tests of Achievement, Bender Gestalt, and miscellaneous informal tests (separate fees assessed for tesng).

Elecve, 9th-12th Grade, Full Year

The student enrolled in the Discovery Program (aresearch-based model put forth by the Naonal Instute of Learning Development orNILD) meets one-on-one with acerfied educaonal therapist, foratotal of 180 minutes each week. Each session is specifically targeted to remediate perceptual weaknesses in the visual, auditory, and/orcognive processing domains. Enrollment in the Discovery Educaonal Therapy Program is recommended only aerastudent has been thoroughly evaluated viaabaery of psycho-educaonal, standardized, and informal tests, in which apaern 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 accommodaons ormodificaons in orderto funcon in an academicseng. 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 addional fee required forthe Discovery Program.

Textbook: Interacve Educaonal Systems, Inc , The Blue Book Method NILD Support Manipulaves

Partnering Career Centers

Prerequisite: See Qualificaons

11th/12th Grade, Full Year, 1 Credit per/semester

Local careercenters partnerwith SCA enabling students to aend the othercampuses to pursue addional elecve opportunies 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 instruconal courses must be taken at SCA to be eligible for MSHSAA acvies.

2. Prior Semester Requirements for High School: When a student who has not had any connecon to SCA inially applies (whether they are coming in full-me/part-me, or tradional or Non-tradional), two different areas must be reviewed and confirmed before the student is able to represent SCA in MSHSAA compeons.

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 cerfied personnel, meet hours p/Carnegie measure, be listed in SCA Course Descripon Guide in Appendix B, or be approved by the administraon based on previous listed criteria).

3 Part-me students must provide SCA with verificaon of all courses completed (Documentaon should include tracked hours from an accredited program OR a virtual transcript.)

4. For high school students, in addion 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 parcipate in MSHSAA compeons.

5. At the end of each semester, the school advisor will confirm students are connuing 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 transcripng 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 inial enrollment, part-me students are considered to be transfer students. The athlec office will file a Transfer Eligibility Form in order to confirm eligibility through MSHSAA. Students must maintain their non-tradional 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 connue 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 aend lunch and/or one life prep (study hall) course if desired courses are not immediately consecuve in the school schedule

9. Part-me students are welcome to aend SCA chapels and all other school acvies.

Appendices

Appendix A

SUMMIT CHRISTIAN ACADEMY

Missouri Seal of Biliteracy Application

The Missouri Seal of Biliteracy promotes acve parcipaon in a global society and economy by incenvizing, recognizing and celebrang the acquision of biliteracy skills and sociocultural awareness. SCA is dedicated to providing an educaon 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 relaonship. The Missouri Seal of Biliteracy is awarded to students who have aained proficiency in English and at least one other language before high school graduaon.

Any SCA student who is studying a world language is a potenal candidate for the Seal. Nave 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 menoned requirements. If you wish to pursue the Seal and accompanying graduaon honors, submit this form to your world language teacher. The world language teacher should provide a copy to the Internaonal 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 aach official document.

This log serves as a place to record all acvies and obtain signatures of the overseeing adult(s).

Requirements: Students must acquire a total of 15 points in any combinaon of the opons below Points may be acquired over a two-year period

Points possible

Acvity Opon Descripons

I. Aach a wrien, researched 3 page paper on the cultural topic(s) shown below. Your paragraph may be wrien 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 Liberes, and Economics with a country where your language is spoken

3 II. Cultural Presentaon - aach presentaon. Provide date, me, and contact informaon for the adult supervising the presentaon.

III. Develop relaonships with nave 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: Parcipate with Internaonal/Refugee discipleship through local church

4 IV. Service Project with nave speakers - aach 1- page wrien reflecon on your experience with supervising adult’s signature

V. Visit-Aend a local event where a country that speaks your language is highlighted. Aach a 1-page reflecon.

4 Visit 1: A Local Church Service

4 Visit 2: A Local Fesval or Event

4 Visit 3: A Museum Exhibit

5 VI. Translaon - aach translated piece with supervising adult’s signature

6 VII. Out of Country Trip - aach wrien 1,000 word reflecon 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 enrely before submission. All signees must be verifiable and provide contact informaon for verificaon.

Students:

Briefly describe the acvity/acvies 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 Chrisan Academy

High School Course Registraon Form 2025-2026

Student Name: Date of Advising Meeng: / /

Grade Entering: 9 10 11 12 Grad Year: Missouri A+ Program: Yes No

CORE ACADEMICS

Bible: English: Math: Science: Social Studies:

Elecve Graduaon Requirements:

Elecve Course Selecons:

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 Chrisan Academy

Junior High Course Registraon 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.

Student’s Name: ____________________________________

Course Name Institution SCA Requirement

The student and parent/guardian understand that proof of course completion is required. A passing grade must be submitted to the school office from the institution providing the course in order to receive credit. Submission should be done immediately after the completion of the course in order to update school transcripts here at SCA.

The signatures below show that the student, the parent or guardian, and the school agree to the above satisfying graduation requirements at SCA.

Student Signature: ____________________________________

Parent Signature: _____________________________________

Principal/Counselor Signature: ___________________________

Appendix D

Philosophies

The goal of the SCA Bible department is to teach the Bible as a tool for the student’s relationship and service to God. The Bible is the written revelation from God to humankind and is the original, infallible, inerrant source from which we learn of the salvation offered by grace, through faith in the Lord Jesus Christ. In the Scriptures, we encounter the central Truth of Jesus’ life, sacrificial death on the cross, and resurrection in power from the dead. SCA incorporates Bible classes since the Scriptures are God’s intended source for teaching, rebuking, correcting, and training in righteousness (I Tim.3:16-17). We see Scripture as God’s revelation and the key to a personal relationship with Him. Christians must read and understand Scripture in order to understand the personal sacrifice required of all believers to serve the body of Christ (the Church), of which Christ is the head (Eph 1:23, Rom. 12:1-2, I Pet. 2:9). To fulfill God’s command that we are to love Him with all of our heart, soul and mind (Matt. 22:37), it is our desire to teach dedication in critically studying God’s Word, that Christians may grow in their relationship with the Creator, Redeemer, and Savior (Col 3:23, I Pet. 3:15).

God’s Revelation and the Need for Relationship

It is also the aim of the SCA Bible department to lead in forming an apologetic for the Christian faith. The Bible is clear that God reveals Himself to all people through Creation, though it is not a revelation leading to salvation (Rom. 1:18-23). Therefore, it is the Christian’s responsibility to identify and proclaim those aspects of God found in creation, revealed only by the Holy Spirit (Acts 14:8-18, 17:22-34, I Co. 2:6). Every discipline finds its source in God by way of His creation, so all subjects teach the truth of God (Col. 1:15-20, I Pet. 3:15). We look

to the humble example set by Christ as the Word of God. Though Christians stand in a special place understanding the truth of this world and God, it is not the place of the Christian to judge or ridicule (John 5:19, Phil 2:5-8). Though the Christian may be prepared with God’s truth, the presentation of that truth should illustrate the love and sacrifices God has made (John 3:16).

Regarding Translations of the Bible

The Bible is an ancient book written in three different languages: Hebrew, Greek, and small portions of Aramaic (Daniel). SCA acknowledges the canon as the sixty-six books: Genesis through Revelation. While the school supports no particular English translation, we encourage a more literal translation for classroom use. Popular examples of such translations would be: English Standard Version, New International Version, New American Standard Bible, and the King James Version.

Regarding Curriculum Content to Encourage World Impact

As Christians relate the gospel to our generation, we may not forget that James 3:17 warns that “the wisdom from above first pure, then peaceable, gentle, open to reason, full of mercy and good fruits, impartial and sincere.” Christians should be careful not to be “taken captive by philosophies” of our current generation; however, understanding modern ideologies may lend Christians a great opportunity to grow in the understanding of God and in the ability to witness to our generation (Col. 2:8). Christians must be patient to understand others if we wish to testify of grace in Christ. Because we believe in the absolute moral truth of Scripture, as well as the mandate to reach our world, we understand the necessity of Christians being able to define and engage philosophies and cultures different from our own.

Regarding Unity within our School Body

Should debate concerning church doctrine ensue within a classroom as we are engaging our culture and the Word, students are encouraged at all age levels to bring

questions to parents and pastors. In regards to class discussion, teachers will moderate differently depending upon the age level of students. At the early elementary levels, no debate or vigorous discussion will ensue. As students begin developing more ability to think abstractly, teachers will allow moderated discussion and direct students to the Word to begin critically thinking out their personal faith. At the highest grade levels, vigorous conversation may occur as students wrestle with their theology in an attempt to strengthen their faith as they prepare to enter college and the world. Always, the Word of God will be the platform for discussion.

Conclusion

It is our desire that the Bible education received through SCA will provide a deep understanding of God’s Word and equip students to demonstrate personal application of that Word, enabling a life lived as a disciple for Christ.

Summit Chrisan Academy established the Business and Technology Department to help our students meet their God given potenal by providing courses that align with expectaons of reputable business schools. Course offerings also support student interests, abilies, and aspiraons in regard to personal business needs. In a world of situaonal ethics, students will also study business and technology pracces 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 trusng 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 cizens, skilled employees, and wise stewards of God’s blessings. Within the course offerings, students will have opportunies to customize their experiences by selecng 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 collaboraon are key. As such, students will collaborate with adults and peers in order to develop leadership and interpersonal communicaon 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 tesmony 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 Chrisans by serving as business leaders in the global marketplace. They will be taught to funcon as economically literate cizens through the development of personal consumer economic skills, the knowledge of social and government responsibility, and an understanding of business operaons.

Informaon Technology

Introducing SCA students to the producvity tools of word processing, spreadsheets, and presentaon soware will allow them to approach the business world more confidently, efficiently, and effecvely. 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 informaon technology.

Internships

Through internships, SCA students get a taste of their chosen career field through off-campus experiences Students are able to pracce and demonstrate interpersonal, teamwork, and leadership skills necessary to funcon in mulcultural business sengs

“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 mathemacal truths as demonstrated in the orderliness and exactness of God. This goal is accomplished through the facilitaon of two objecves: 1) to enable students to appreciate the works of God in His creaon and His aributes and 2) to enable students to apply the understanding of mathemacal concepts to other areas of life using their God-given creavity 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 beer praise his Creator. In addion, as the art of poetry is a reflecon of culture, Chrisans must be able to accurately analyze and create poetry in order to evaluate a poet or a people from a biblical worldview. Further, the wring of personal poetry allows nurturing of potenal God-given potenal in the arts. As such, Summit Chrisan Academy believes that all students should be exposed to methodical poetry instrucon which includes poec analysis, memorizaon, and creaon.

Poetry Analysis

Poetry instrucon will include a wide range of poetry and arsts. As the stylisc features of poetry provide its arsc merit, teaching will include study of poetry’s forms, paerns and use of figurave 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 evaluang both the form and content of any given poem using appropriate terminology and a biblical worldview.

Poetry Memorizaon

Memorizaon of poetry will increase students’ overall ability to memorize. Oral and wrien 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 Chrisan mandate to be witnesses.

Poetry Creaon

Creaon of poetry encourages crical thinking by forcing students to be purposeful in word choices. Their own wring will provide beer understanding of the gi of the poet and will teach more

personal life applicaon. Finally, through the opportunies provided to write poetry about their relaonship with Christ, students will fulfill the mandate in I Chronicles 16:9.

Summit Chrisan Academy values poetry as an art form and as a true component of Scripture. Its in-depth instrucon will enable students to feel proficient in their knowledge of this subject area.

The importance of literature is constuted in the belief that God privileges the spoken and wrien 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 wrings 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)

Addionally, the ability to interact with others in society and serve as a witness to various communies and populaons is enhanced by engagement with diverse genres of literature, reflecng both cultural and historical phenomena Certain literature genres enable the student to gain entrance into specialized communies; enhanced understanding and reading comprehension are essenal to success in higher educaon With these truths in mind, the scope and sequence of instruconal methodologies at SCA provides an opportunity to develop important literature skills through teaching reading, reading comprehension, literary analysis, and exploraon of literature choices

Teaching Reading

SCA stresses the need for systemac, explicit reading instrucon which incorporates pre-reading acvies, decoding, and fluency emphasis Reading instrucon at Summit Chrisan Academy begins with pre-reading acvies such as leer recognion and phonemic awareness of sounds Inially, there is thorough instrucon on phonics charts and rules Phonics instrucon connues through the second grade Addionally, at the kindergarten and first grade levels, whole language concepts are introduced

and assessed. Fluency is formally assessed from kindergarten through second grade. It connues to be formavely assessed through twelh grade.

Reading Comprehension and Literary Analysis

SCA curriculum will enable the student to appreciate and understand literary genres and devices, construcon, cricism, 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, seng, character, point of view, etc. At the elementary level, teaching methodologies emphasize small group instrucon, student-created visual tools, and oral presentaons At the secondary level, students will examine works of literature through the wring of essays and reading responses These literary wring tasks are supported by the developed skills of summarizaon, synthesis, analysis, classificaon, evaluaon, interviewing techniques, and other supporve crical thinking skills Assessment of literature will be developed around performance and authenc standards to assess student understanding and higher crical thinking skills

Literature Choices

The desire of SCA is that students be equipped to enter into the cultural and academic conversaon in order to excel in whatever area of life into which they are called, and to biblically express the truth of God within every jurisdicon of life and academics In the tradion 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 perspecve (ref Acts 7:22; Daniel 1:4, 17; Acts 17:28) Therefore, purposeful exposure to texts with diverse worldviews, secular themes, and quesonable language will occur in the process of enabling students to evaluate and discuss literature from a biblical perspecve Addionally, 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 crical thinking skills and the enhanced understanding of culture enable the student to fully parcipate in the cultural and academic communies.

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 constuted in the belief that God privileges the spoken and wrien 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 corrupng 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 wrien and preached word.

Addionally, the ability to interact with others in society and serve as a witness to various communies and populaons is enhanced with accurate spelling and an expansive, appropriately used vocabulary. Certain vocabularies enable the student to gain entrance into specialized communies, and enhanced vocabulary and reading comprehension is essenal to success in higher educaon. With these truths in mind, the scope and sequence of instruconal methodologies at SCA provides an opportunity to develop important spelling and vocabulary skills.

Spelling Instrucon

In kindergarten through second grades, spelling instrucon is informed by balanced brain-based research of teaching methods which include oral review, observing words in sentences, and other acvies such as manipulang leers.

Spelling acvies 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 maer and word lists are generated from frequently misspelled word lists. In grades three through ten, teaching methodologies echo earlier techniques with less oral repeon as the child gets older. Finally, in grades eleven and twelve, differenated spelling instrucon is developed through individual assessment of student work.

Vocabulary Instrucon

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

Grades three through six use words pulled from authenc texts, chosen to enrich the student’s speaking and wring vocabulary The goal is to move beyond memorizaon to comprehension Acvies that are based on brain research include symbols used with words and frequent repeon Students are asked to create meaning-rich sentences, which include vocabulary words The words chosen are primarily associated with verbs, adjecves, and adverbs Peer tutoring is an instruconal strategy that is also used

Secondary vocabulary instrucon incorporates words chosen from curriculum-provided lists taught via workbooks Eleventh and twelh grade differenated instrucon occurs through teacher evaluaon of student wring and encouragement to use wring resources (i e , thesaurus) Peer tutoring for vocabulary in the twelh grade is based on the choice of English elecve

Conclusion

Students graduang from SCA will have the vocabulary and spelling skills to communicate effecvely and clearly to both the secular and Chrisan 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 giedness. Giedness is defined as those children who demonstrate significant development of mental capacity and learning potenal. This capacity is determined by an acceptable professional evaluaon to the extent that connued educaonal growth and smulaon could best be served by an environment beyond typical grade-level curriculum The task is to idenfy these students and to provide educaonal opportunies that will challenge and develop their abilies. This idenficaon typically happens via educaonal tesng.

Because we believe every student is “gied,” we have acvely worked to avoid using that terminology. Rather, our program is called Stewards. To those who parcipate, 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 opportunies for presentaon 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 difficules 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 addional 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 meeng their God-given potenal.

Summit Chrisan 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 interpretaon of the world around us. Summit Chrisan Academy recognizes that God created us with the ability to express ourselves creavely and arscally God has surrounded us with the beauty and variety of His creaon (Psalms 19:1, Psalms 8:3-5) and calls us to be affected on a personal, spiritual, emoonal and even physical level by visual smuli

The process of observing God’s creaon (Job 37:14) and using the gi of creavity that is given by God are means by which we are able to connect with the Lord on a deeper level Through these observaons and exploraons, we witness that there is intenonal order and purpose to God’s design and we can see, appreciate, and emulate these characteriscs in our visual design choices Our culture is increasingly visually based by way of media, adversing and funconal design The art department of Summit Chrisan Academy desires appropriate preparaon of our students: teaching proper ways of understanding, discerning, and using creavity 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 communicaon, and allows for percepon/aesthec awareness and creavity The study of visual arts and God’s creaon 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 appreciaon that allow students to heighten their problem solving and crical 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 creaon. Observe, listen, and discuss art and percepons. Understand or dissect arsc choices and how they relate to and enhance life. Encourage taking risks and thinking with a new, arsc vision.

2 ART CRITICISM – “How visual art is organized/what to look for.” Involves a close, viewer interacon with images resulng in aesthec experience Involves organized discussion about art, whether regarding arsts from many cultures and me periods or discussion regarding own art Four-step art cricism process is as follows:

a DESCRIBE - Objecvely, what is seen: tle, arst, when/where created, media, subject maer, visual elements of art and design (line, shape, form, value, color, space, texture)

b ANALYZE - Objecvely, how it is organized: principles of design (emphasis, unity, contrast, balance, rhythm, movement, paern)

c INTERPRET - Subjecvely, what it is saying Use imaginaon to interpret, based on clues from prior steps, the potenal meaning or purpose of an artwork or what it expresses about human experience

d EVALUATE - (Use higher level thinking skills)-Subjecvely, consider crasmanship, 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 aesthec value

Integrate a Chrisan perspecve based on recognion of God as supreme arst/creator

Analyze communicaon of beauty/holiness/truth/God’s character Discern communicated messages within the basis of God’s word and God’s standard of excellence Determine integraon of scripture or scriptural principles with integrity

3. ART HISTORY - Learning about art by understanding people in relaon to mes and cultures in which parcular artworks were created, including beliefs, values, customs, social habits, economic condions, etc. Understand how beliefs are or are not consistent with Chrisanity. Art history selecons that are taught are based on the quality and content of the visual art more so than the arst. Worldly, sinful lifestyles will not be exalted, rather, artworks will be evaluated through a biblical, scriptural lens as menoned above

4 ART PRODUCTION AND CREATIVE EXPRESSION - Communicate ideas visually through creave use of materials and producon processes (collage, drawing, fibers, mixed media, painng, photography, printmaking, 3D forms, technology) ulizing elements and principles of design Use arsc expression to communicate God’s glory and bless others with the God-given gi of creavity

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 emoons Students will learn to look for deeper meanings and learn to appreciate aesthecs of God’s creaon 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/movaon, and a deeper understanding of and relaonship with God, our creator

The importance of wring/grammar is constuted in the belief that God privileges the spoken and wrien word, as evidenced by the composion of the Old Testament and the New Testament, God’s revelaon 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 wrings reflect his inner thoughts and desires ” (Prov 16:23; Prov 18:4; Ma 12:34-37; Ma 15:18-20) The purpose of wring is to enhance thinking skills, increase arculaon and personal voice, develop research and documentaon skills, and effecvely communicate ideas

Addionally, the ability to interact with others in society and communicate the Gospel to various communies and populaons is enhanced by effecve wring skills, which take into consideraon audience awareness, rhetoric/purpose, specialized terminology, tone /style, and proper grammacal constructs Wring enables people to communicate generaonally and establishes the chain of knowledge that is necessary for civilizaon and the Gospel to progress (Ma. 28:19-20). With these truths in mind, the scope and sequence of instruconal methodologies at SCA provides opportunity to develop important wring and grammacal skills.

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

Experiences in creave wring, journaling, and expository wring are also provided at every grade level. Wring is taught as a separate subject at the second grade level and through Wring Safari in grades 4-6. Wring Safari both partners with teachers to support wring assigned in core subject areas and provides opportunies for student creave wring. Students have the opportunity to take their work through the wring process, from pre-wring to publishing. Special focus in elementary is on expository,

narrave, creave, and persuasive wring. Students of all grade levels engage in poetry. Using Wring Safari, students also have the opportunity to present their work to an authenc 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 arfacts through the wring of essays and reading responses which incorporate analysis, synthesis, compare/contrast, classificaon, cause and effect, definion, profiles, and reviews. These literary wring tasks are supported by the developed skills of summarizaon, synthesis, analysis, classificaon, evaluaon, interviewing techniques, and other supporve crical thinking skills All core subject areas are required to implement wring 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 Wring Content

The desire of SCA is that students be equipped to write in various contexts in order to enter into the cultural and academic conversaon 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 jurisdicon of life and academics In the tradion 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 perspecve (Acts 7:22; Daniel 1:4, 17; Acts 17:28) As students become more mature, careful and purposeful exposure to various audience wring contexts reflecng diverse worldviews, secular themes, and quesonable language will somemes occur in the process of enabling students to evaluate and write about literature and cultural issues from a biblical perspecve Should quesonable language and themes or troublesome self-disclosure appear in student wring, consultaon with appropriate school officials and parents may result

Writers’

Corner

Good wring demands vulnerability and a willingness to engage in the revision. Revision includes the other processes and issues associated with wring. As such, Summit Chrisan 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. Wring fellows are chosen from students in grades 10-12 and are trained to support their peers in effecve communicaon. The Writers’ Corner is open before and aer school, as well as during all life prep periods

Conclusion

Wring enhances the development of crical thinking skills, arculaon, and the ability to enter into extended conversaon with various audiences in society The ability to persuade effecvely and negoate various wring convenons prepares the student academically and vocaonally for life’s challenges and equips him or her in the communicaon of the Gospel

The World Language Department at Summit Chrisan Academy strives to promote I Chronicles 16:24 which states, “Declare His glory among the naons, His marvelous deeds among all peoples.”

This verse reminds us that our mission is to all people of all naons. It is in our heart, in obedience to this Scripture, to connue increasing the availability of a variety of languages to our students. Our vision at Summit Chrisan Academy is to equip students to communicate the love of Jesus Christ with people of other cultures and languages

World Language Acquision

In alignment with state and naonal standards, we will address the three modes of communicaon: 1) interpreve, which includes reading and listening, 2) interpersonal, using another language to communicate with others, and 3) performance, which encompasses wrien and spoken producon At the elementary level, the greatest emphasis is in the area of conversaon 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, wring, and an increased development of listening comprehension

At the high school level, students engage in all modes of communicaon Instrucon involves an acve 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, acvies, etc The student will learn how to formulate sentences and dialogues through listening, speaking, reading and wring Cultural acvies will accompany language lessons to acquaint students with food, arsc expression, and diversity of the target culture(s)

Cultural Appreciaon

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 beer when they have an understanding of the pracces and perspecves of the cultures studied. We strive to equip students to funcon in an appropriate manner when interacng with people from other cultures

Connecons

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 wring skills in both languages Knowledge of geography and history will be expanded through study of the places the target language is spoken Connecons to math and science are explored as the students learn of the contribuons of people from the target culture and through praccal experience using the metric system and figuring exchange rates Appreciaon 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

Chrisan Outreach

The World Language Department seeks to encourage and equip students in fulfilling the Great Commission as stated in Mahew 28: 19-20, “Therefore go and make disciples for all naons, bapzing 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 instrucon 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 educaonal foundaon for World Language acquision, promote an appreciaon of world cultures, and empower students to fulfill their God-given potenal 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 educaon and careers

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