Course Description Catalog

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2024-2025 Course Description Catalog

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"And Jesus increased in wisdom and stature and in favor with God and man." - Luke 2:52


‭Dear SCA Students and Parents,‬ ‭ e‬ ‭are‬ ‭thankful‬ ‭you‬ ‭have‬ ‭chosen‬ ‭Summit‬ ‭Christian‬ ‭Academy‬ ‭to‬ ‭educate‬ ‭your‬ ‭student‬ ‭with‬ ‭a‬ ‭Christ-centered‬ W ‭perspective‬ ‭and‬ ‭a‬ ‭firm‬ ‭biblical‬ ‭foundation.‬ ‭Our‬ ‭curriculum‬ ‭and‬ ‭courses‬ ‭have‬ ‭been‬ ‭designed‬ ‭with‬ ‭our‬‭mission‬ ‭statement‬ ‭in‬ ‭mind,‬ ‭“‬‭To‬ ‭inspire‬ ‭students‬ ‭to‬ ‭achieve‬ ‭their‬ ‭God-given‬ ‭potential‬ ‭through‬ ‭excellent‬‭academics‬‭and‬ ‭Christian‬ ‭training‬ ‭in‬ ‭a‬ ‭compassionate‬ ‭environment‬‭.”‬ ‭We‬ ‭believe‬ ‭the‬ ‭courses‬‭offered,‬‭along‬‭with‬‭the‬‭activities‬ ‭and‬ ‭athletic‬ ‭programs‬ ‭at‬ ‭SCA,‬ ‭will‬ ‭fully‬ ‭prepare‬ ‭your‬ ‭student‬ ‭for‬ ‭the‬ ‭distinct‬ ‭call‬ ‭that‬ ‭God‬ ‭has‬ ‭placed‬ ‭upon‬ ‭his/her life.‬ ‭ lease‬ ‭take‬‭the‬‭time‬‭to‬‭review‬‭this‬‭course‬‭description‬‭catalog‬‭so‬‭you‬‭understand‬‭the‬‭graduation‬‭requirements,‬ P ‭prerequisites‬ ‭for‬ ‭courses,‬ ‭policies,‬ ‭and‬ ‭the‬ ‭various‬ ‭classes‬ ‭offered‬ ‭to‬‭prepare‬‭your‬‭student‬‭for‬‭a‬‭bright‬‭future.‬ ‭Courses‬ ‭selected‬ ‭should‬ ‭build‬ ‭an‬ ‭educational‬ ‭plan,‬ ‭which‬ ‭will‬‭fulfill‬‭graduation‬‭requirements,‬‭explore‬‭areas‬‭of‬ ‭interest,‬ ‭and‬‭prepare‬‭students‬‭for‬‭career‬‭goals‬‭and‬‭college‬‭entrance‬‭requirements.‬‭The‬‭major‬‭responsibility‬‭for‬ ‭developing‬‭a‬‭good‬‭four-year‬‭plan‬‭belongs‬‭to‬‭the‬‭students‬‭and‬‭parents,‬‭but‬‭our‬‭staff‬‭is‬‭here‬‭to‬‭guide‬‭you‬‭through‬ ‭this‬ ‭important‬ ‭process.‬ ‭If‬ ‭you‬ ‭need‬ ‭assistance,‬ ‭please‬ ‭request‬ ‭an‬ ‭appointment‬ ‭by‬ ‭calling‬ ‭our‬ ‭office‬ ‭at‬ ‭(816)‬ ‭525-1480.‬ ‭As you begin the course selection process, please keep these things in mind:‬ ‭1.‬ ‭Take‬‭the‬‭four-year‬‭plan‬‭seriously‬‭in‬‭order‬‭to‬‭stay‬‭ahead‬‭of‬‭any‬‭potential‬‭issues.‬‭The‬‭plan‬‭can‬‭be‬‭adjusted‬ ‭along the way.‬ ‭2.‬ ‭Know‬ ‭the‬ ‭graduation‬ ‭requirements‬ ‭and‬ ‭whether‬ ‭you‬ ‭are‬ ‭currently‬ ‭meeting‬ ‭them.‬ ‭Compare‬ ‭the‬ ‭graduation requirements to your student’s transcripts.‬ ‭3.‬ ‭Always look closely at the prerequisites necessary for certain courses.‬ ‭4.‬ ‭All‬‭courses‬‭are‬‭subject‬‭to‬‭change.‬‭Course‬‭offerings‬‭are‬‭dependent‬‭upon‬‭available‬‭resources‬‭and‬‭student‬ ‭demand.‬ ‭5.‬ ‭Questions concerning the course registration process should be directed toward the student’s advisor.‬ ‭6.‬ ‭Approval is required for any class changes following the start of a semester.‬ ‭ ay‬‭God‬‭direct‬‭you‬‭as‬‭you‬‭look‬‭at‬‭the‬‭class‬‭options‬‭and‬‭pray‬‭for‬‭discernment‬‭on‬‭the‬‭classes‬‭that‬‭God‬‭would‬‭have‬ M ‭you take! He is faithful and just to guide and direct.‬

‭Blessed to serve Christ with you,‬

J‭ oe Hesman‬ ‭Secondary Principal‬

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‭“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)‬

‭Table of Contents‬ ‭ ourse Description Guide‬ C ‭Junior High Requirements‬ ‭Senior High Graduation Requirements‬ ‭High School Procedures‬

‭‬ 4 ‭5‬ ‭6‬ ‭7‬

‭ unior High (7‬‭th‬‭- 8‬‭th‬ ‭grade)‬ J ‭Bible‬

‭8‬

‭Communication Arts‬

‭ igh School (9‬‭th‬‭-12‬‭th‬ ‭grade)‬ H ‭AP/Dual Credit Course Enrollment R‬‭equirements‬ ‭17‬ ‭Dual Credit Course Offerings‬ ‭18-19‬ ‭Advanced Placement Course Offerings‬ ‭19‬

‭8-9‬

‭Bible‬

‭20-22‬

‭Communication Arts‬

‭23-27‬

‭Communication Arts Electives‬

‭28-29‬

‭Math‬

‭30-33‬

‭Science‬

‭34-38‬

‭Social Studies‬

‭39-42‬

‭Communication Arts Electives‬

‭9‬

‭Math‬

‭10‬

‭Science‬

‭11‬

‭Social Studies‬

‭11‬

‭Business and Technology‬

‭43-44‬

‭Computer‬

‭12‬

‭Business‬

‭44-46‬

‭Fine Arts‬

‭12-13‬

‭Fine Arts (Visual Arts)‬

‭47-49‬

‭World Languages‬

‭14‬

‭Fine Arts (Theater Arts)‬

‭50-52‬

‭Physical Education‬

‭15‬

‭Fine Arts (Music)‬

‭53-57‬

‭Electives‬

‭15‬

‭World Languages‬

‭58-62‬

‭Physical Education‬

‭63-65‬

‭Practical Electives‬

‭66-67‬

‭ iscovery Program‬ D ‭Summit Tech & Missouri Innovation Campus‬ ‭Part-time Students‬

‭3‬

‭ 8‬ 6 ‭68‬ ‭69‬

‭Appendix A- Seal of Biliteracy‬

‭71-76‬

‭Appendix B - Homeschool Credits &‬ ‭SCA Transcripts‬

‭77-78‬

‭Appendix C - Forms‬

‭79-83‬

‭Appendix D - Philosophies‬

‭84-124‬


‭Course Description Guide‬ ‭Making Course Selections‬

S‭ tudents‬‭are‬‭encouraged‬‭to‬‭choose‬‭classes‬‭after‬‭creating‬‭an‬‭academic‬‭plan‬‭in‬‭conjunction‬‭with‬‭their‬‭parents‬‭and‬ ‭the‬ ‭school‬ ‭academic‬ ‭advisors.‬ ‭The‬ ‭overarching‬ ‭framework‬ ‭for‬ ‭the‬ ‭academic‬ ‭plan‬ ‭is‬ ‭SCA’s‬ ‭graduation‬ ‭requirements‬‭(see‬‭page‬‭7).‬‭Choosing‬‭an‬‭academic‬‭plan‬‭will‬‭also‬‭entail‬‭discussion‬‭on‬‭career‬‭goals,‬‭college‬‭plans,‬ ‭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,‬‭other‬‭courses‬‭may‬‭be‬‭combined‬‭or‬‭regrouped.‬‭Administration‬‭reserves‬‭the‬‭right‬‭to‬‭adjust‬‭a‬‭student’s‬ ‭schedule.‬ ‭Student‬ ‭schedules‬ ‭are‬ ‭not‬ ‭guaranteed‬ ‭to‬ ‭keep‬ ‭the‬ ‭same‬ ‭teacher‬ ‭or‬ ‭period‬ ‭from‬ ‭semester‬ ‭one‬ ‭to‬ ‭semester two.‬

‭Course Changes‬

T‭ o‬‭request‬‭a‬‭schedule‬‭change‬‭for‬‭an‬‭academic‬‭course‬‭after‬‭the‬‭semester‬‭course‬‭has‬‭begun,‬‭students‬‭must‬‭fill‬‭out‬ ‭a‬‭Schedule‬‭Change‬‭Request‬‭Form‬‭or‬‭submit‬‭a‬‭written‬‭request‬‭from‬‭the‬‭parent.‬‭For‬‭a‬‭year-long‬‭course,‬‭this‬‭form‬ ‭requires‬ ‭administrative‬‭and‬‭parental‬‭approval.‬‭Approved‬‭schedule‬‭changes‬‭may‬‭be‬‭made‬‭only‬‭through‬‭the‬‭first‬ ‭two weeks of each semester.‬ ‭ fter‬ ‭the‬ ‭deadline,‬ ‭student‬ ‭requests‬ ‭for‬ ‭schedule‬ ‭changes‬ ‭will‬ ‭not‬ ‭be‬ ‭considered‬ ‭without‬ ‭academic‬ ‭penalty.‬ A ‭Courses‬ ‭dropped‬ ‭after‬ ‭the‬‭deadline‬‭will‬‭result‬‭in‬‭a‬‭grade‬‭of‬‭WF‬‭(Withdrawal/Failing)‬‭or‬‭WP‬‭(Withdrawal/Pass).‬ ‭Withdrawing‬ ‭from‬ ‭courses‬ ‭may‬ ‭affect‬ ‭athletic‬ ‭eligibility;‬ ‭therefore,‬ ‭athletes‬ ‭must‬ ‭obtain‬ ‭withdrawal‬ ‭approval‬ ‭from‬‭the‬‭principal,‬‭athletic‬‭director‬‭and‬‭academic‬‭advisor.‬‭If‬‭the‬‭course‬‭dropped‬‭is‬‭a‬‭year-long‬‭course,‬‭the‬‭entire‬ ‭course may need to be retaken if it’s a graduation requirement.‬

‭Application of Outside Credits (while enrolled at SCA)‬

‭ o‬ ‭outside‬ ‭course‬‭(either‬‭through‬‭online,‬‭summer‬‭school,‬‭homeschool,‬‭or‬‭some‬‭other‬‭method)‬‭that‬‭is‬‭already‬ N ‭offered‬ ‭at‬ ‭SCA‬ ‭may‬ ‭be‬ ‭taken‬ ‭for‬ ‭satisfaction‬ ‭of‬ ‭SCA’s‬ ‭requirements‬ ‭without‬ ‭extenuating‬ ‭circumstances‬ ‭and‬ ‭administrative‬ ‭approval.‬ ‭The‬ ‭acceptability‬ ‭of‬ ‭outside‬ ‭courses‬ ‭for‬ ‭SCA‬ ‭credit‬ ‭will‬ ‭be‬ ‭determined‬ ‭based‬ ‭on‬ ‭the‬ ‭accreditation‬ ‭of‬ ‭the‬ ‭provider‬ ‭and‬ ‭on‬ ‭the‬ ‭syllabus,‬ ‭objectives,‬ ‭and‬ ‭expectations.‬ ‭When‬ ‭an‬ ‭outside‬ ‭course‬ ‭is‬ ‭completed,‬ ‭an‬ ‭official‬ ‭record‬ ‭(transcript)‬ ‭must‬ ‭be‬ ‭provided‬ ‭to‬ ‭SCA’s‬ ‭College‬ ‭and‬ ‭Career‬ ‭Advisor‬ ‭before‬ ‭it‬ ‭is‬ ‭applied to the appropriate graduation requirement and the student’s official SCA transcript.‬ ‭ s‬‭a‬‭matter‬‭of‬‭integrity,‬‭it‬‭is‬‭our‬‭philosophy‬‭that‬‭an‬‭SCA‬‭diploma‬‭must‬‭reflect‬‭an‬‭SCA-provided‬‭education. ‬‭It‬‭will‬ A ‭be rare that an outside course can replace an offered course.‬

‭Policy for Recovering a Failing Grade‬ ‭Junior High‬

‭ ore‬‭courses‬‭must‬‭be‬‭made‬‭up‬‭for‬‭an‬‭additional‬‭fee.‬‭Credit‬‭recovery‬‭courses‬‭are‬‭during‬‭summer‬‭break‬‭or‬‭retaken‬ C ‭the following year.‬‭Attempts to make up a required‬‭class outside of SCA must be administratively approved.‬

‭High School‬

F‭ ailing‬‭a‬‭class‬‭has‬‭at‬‭least‬‭two‬‭serious‬‭implications:‬ ‭It‬‭drops‬‭the‬‭cumulative‬‭percentage‬‭average‬‭and‬‭eliminates‬ ‭the‬‭earning‬‭of‬‭.5‬‭credit.‬‭Although‬‭the‬‭failing‬‭grade‬‭cannot‬‭be‬‭removed‬‭from‬‭the‬‭transcript,‬‭repeating‬‭the‬‭course‬ ‭will‬‭count‬‭as‬‭credit‬‭toward‬‭that‬‭required‬‭subject.‬‭Whether‬‭the‬‭class‬‭must‬‭be‬‭taken‬‭again‬‭is‬‭usually‬‭dependent‬‭on‬ ‭graduation‬‭requirements.‬‭If‬‭the‬‭failing‬‭grade‬‭was‬‭in‬‭an‬‭elective‬‭category‬‭for‬‭which‬‭the‬‭credit‬‭was‬‭not‬‭needed‬‭to‬ ‭meet‬‭graduation‬‭requirements,‬‭the‬‭course‬‭need‬‭not‬‭be‬‭retaken.‬‭However,‬‭if‬‭the‬‭failing‬‭grade‬‭was‬‭in‬‭one‬‭of‬‭the‬ ‭core‬ ‭subjects‬ ‭(Bible,‬ ‭English,‬ ‭Science,‬ ‭History,‬ ‭Math)‬ ‭for‬ ‭which‬ ‭credit‬ ‭is‬ ‭necessary‬ ‭to‬ ‭graduate,‬ ‭then‬ ‭the‬‭class‬ ‭must‬ ‭be‬ ‭retaken.‬ ‭Credit‬ ‭recovery‬ ‭courses‬ ‭are‬ ‭during‬ ‭summer‬‭break‬‭or‬‭retaken‬‭the‬‭following‬‭year.‬‭Attempts‬‭to‬ ‭make up a required class outside of SCA must be administratively approved.‬

‭4‬


‭Junior High Requirements‬ ‭The information below lists the number of classes in each subject area‬ ‭that are required for junior high at Summit Christian Academy.‬

‭Bible‬

‭2‬

‭English‬

‭2‬

‭Math‬

‭2‬

‭Science‬

‭2‬

‭Social Studies‬

‭2‬

‭Digital Citizenship‬

‭0.5‬

‭Physical Education‬

‭2‬

‭5‬


‭S‬‭ENIOR‬ ‭H‬‭IGH‬ ‭R‬‭EQUIREMENTS‬ ‭Subject‬

‭Credits Required‬

‭Bible‬

‭4‬

‭English‬

‭4‬

‭Math/(For Summa or Magna Cum Laude Honors)‬ ‭*Algebra I may only count toward 4 credits required in magna/summa‬ ‭honors in administratively approved circumstances.‬

‭3/(4)‬

‭Science/‬‭(For Summa or Magna Cum Laude Honors)‬

‭3/(4)‬

‭Social Studies‬

‭3‬

‭Fine Arts‬

‭1‬

‭Physical Education‬

‭1‬

‭Electives‬‭(this includes a recommended 2 credits of‬‭world‬

‭9‬

‭language for college prep)‬

‭Speech or Debate‬

‭0.5‬

‭Technology Applications‬‭(Requirement may also be met‬

‭0.5‬

‭through Digital Citizenship in Junior High)‬

‭Personal Finance‬

‭0.5‬

‭Total Credits‬

‭29/(31)‬

‭The information above lists the number of credits in each subject area that are required for graduation from‬ ‭Summit Christian Academy.‬ ‭The curriculum framework is structured to provide a strong background in the core disciplines, with specific‬ e‭ lective requirements to best prepare students for all aspects of life following high school. Students and parents‬ ‭are reminded to check each prospective college for specific admission requirements as their requirements may‬ ‭necessitate additional classes. Students must have taken Digital Citizenship in Junior High; if not, students will be‬ ‭required to take Technology Applications in High School.‬ ‭6‬


‭High School Procedures‬ ‭ CAA Clearinghouse Statement‬ N ‭Many college sports are regulated by the National Collegiate Athletic Association (NCAA), an organization‬ ‭founded in 1906 that has established rules on eligibility, recruiting and financial aid. The NCAA has three‬ ‭membership divisions : Division I, Division II and Division III. Institutions are members of one or another division‬ ‭according to the size and scope of their athletic programs and whether they provide athletic scholarships. Any‬ ‭student wanting to participate at an NCAA school needs to go through the NCAA Clearinghouse.‬‭NCAA‬ ‭Clearinghouse information and applications are available at‬‭www.ncaaclearinghouse.net‬‭.‬ ‭ cademic Letter‬ A ‭Students in grades 9-12 are eligible to receive an Academic Letter for a cumulative weighted percentage of 90%‬ ‭rounded from the tenths place after completion of each school year with a full schedule (8 classes).‬ ‭ onor Roll‬ H ‭Principal’s Honor Roll - Students must earn a 90% average or above in all courses for the semester.‬ ‭Honor Roll students must earn an 80% in all courses for the semester. The honor roll is published in a timely‬ ‭manner from the administrative office after completion of each semester.‬ ‭ igh School Athlete Eligibility‬ H ‭High school athletes must meet criteria of age and academics in order to participate in interscholastic‬ ‭competition. For further details, please reference the athletic handbook or contact the Athletic Director. You may‬ ‭also visit www.mshaa.org.‬ ‭ epeating High School Course(s)‬ R ‭Students receiving a grade lower than their expectation may choose to repeat that course. A record of the first‬ ‭attempt of the course will remain on the student transcript, along with the record of the second attempt of the‬ ‭course. Once a course is repeated, the final grade from the first attempt will no longer count into the cumulative‬ ‭average or towards credit taken. Transcripts will note that fact. Credit for successful completion of a course will‬ ‭be counted only once toward meeting graduation requirements.‬ ‭ eighted and Non-weighted Grades‬ W ‭Students enrolled in dual-credit and/or AP classes receive a weighted value of 10%. Students may take these‬ ‭courses as honors in lieu of college credit and still receive the weighted value. The weighted value will be‬ ‭reflected on the transcript.‬ ‭ redit Recovery‬ C ‭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.‬ S‭ tudents may opt to repeat the entire course (semester) to replace the failing percentage with the newly earned‬ ‭percentage.‬ L‭ oss of Credit for Attendance‬ ‭Once a student reaches 11 absences in Life Prep or as a Student Aide, credit may not be recovered as credit is‬ ‭issued solely on attendance.‬ S‭ hould credit be lost in a graded class, the grade will stand and be calculated into the cumulative percentage, but‬ ‭credit will be lost. Students may take credit recovery in the summer or retake the class to restore credit. If credit‬ ‭has been lost due to absences, the transcript will reflect the earned grade, but will reflect “0” credits earned.‬ ‭Students wishing to appeal loss of credit should refer to the student handbook.‬

‭7‬


‭— C‬‭OURSE‬ ‭D‬‭ESCRIPTIONS‬ ‭—‬ ‭Junior High (7‬‭th‬‭- 8‬‭th‬ ‭Grade)‬ ‭BIBLE‬ ‭ isdom Literature & Biblical Leaders‬ W ‭Required, 7‬‭th‬ ‭Grade, Full Year‬ ‭Students survey the Old Testament through a study of Old Testament poetry and wisdom literature,‬ ‭with a primary emphasis on the wisdom of God in Proverbs. This course also offers an overview of‬ ‭various Old Testament‬‭historical books, characters,‬‭and themes.‬ ‭Curriculum:‬‭Bible‬‭, Teacher-generated materials‬

‭ ible Truths‬ B ‭Required, 8th Grade, Full Year‬ ‭Students will survey the New Testament focussing on‬‭the life of Jesus as presented in the Gospels and‬ t‭he theology of the early Christian Church following Jesus' ascension to Heaven. This course will‬ ‭engage students in critical thinking and analytical discussions.‬ ‭Curriculum:‬‭Bible‬‭, Teacher-generated materials‬

‭COMMUNICATION ARTS‬ S‭ trategies: English 7‬ ‭7‭t‬h‬‭Grade, Full Year‬ ‭Additional Fee Required‬ ‭After academic testing, students may be placed in Strategies: English 7. This small group setting will‬ ‭enable students to study an English curriculum designed specifically for their current academic level.‬ ‭Strategies: English 7 replaces English 7.‬ ‭Curriculum‬‭: Varies according to student level‬

S‭ trategies: English 8‬ ‭8‭t‬h‬ ‭Grade, Full Year‬ ‭Additional Fee Required‬ ‭After academic testing, students may be placed in Strategies: English 8. This small group setting will‬ ‭enable students to study an English curriculum designed specifically for their current academic level.‬ ‭Strategies: English 8 replaces English 8.‬ ‭Curriculum‬‭: Varies according to student level‬

E‭ nglish 7‬ ‭Required, 7‬‭th‬‭Grade, Full Year‬ ‭The seventh grade language arts curriculum consists of the following major units of study: literature,‬ ‭writing, grammar/usage skills, and vocabulary enrichment. Students analyze stories, apply the‬ ‭elements of literature, identify figures of speech, and develop critical reading skills. Working through‬ ‭the writing process, students will create sentences, paragraphs, and compositions. Students will also‬ ‭study parts of speech and practice correct usage in their written work.‬ ‭Curriculum:‬‭Abeka‬‭,‬‭Spelling, Vocabulary, Poetry I‬ ‭Abeka,‬‭Grammar and Composition I‬

‭Novels:‬ ‭Witch of Blackbird Pond‬ ‭Roll of Thunder,‬‭Hear My Cry‬ ‭Out of the Dust‬ ‭Animal Farm‬

‭8‬


E‭ nglish 8‬ ‭Required, 8‬‭th‬‭Grade, Full Year‬ ‭The eighth grade language arts curriculum consists of the following major units of study: literature,‬ ‭writing, grammar/usage skills, and vocabulary enrichment. Students analyze stories, apply the‬ ‭elements of literature, identify figures of speech, and develop critical reading skills. Working through‬ ‭the writing process, students will create sentences, paragraphs, and compositions. Students will also‬ ‭study parts of speech and practice correct usage in their written work.‬ ‭Curriculum:‬‭Abeka,‬‭Grammar and Composition II,‬‭​‬ ‭Prentice Hall,‬‭Literature‬‭, gold level‬ ‭Prestwick House, Inc.,‬ ‭Vocabulary from Latin and Greek Roots: Level VII‬

‭Novels:‬ ‭The Old Man and the Sea‬ ‭Tom Sawyer‬ ‭Romeo and‬‭Juliet‬ ‭King Arthur - Green‬ ‭The Pilgrim’s Progress‬

‭COMMUNICATION ARTS ELECTIVES‬ J‭ unior High Speech‬ ‭Elective, 7‬‭th‬‭/8‬‭th‬ ‭Grade, Semester‬ ‭This course introduces the student to the basic techniques of speech writing, delivery, and style while‬ ‭doing a variety of types of speech. Students will study communications theory as a basis for refining‬ ‭their own listening skills and for analyzing audience needs. They will also receive an introduction to‬ ‭competitive speech, dramatics, and debate.‬ ‭Curriculum:‬‭BJU Press:‬‭Sound Speech‬

J‭ unior High Debate‬ ‭Elective, 7‬‭th‬‭/8‬‭th‬ ‭Grade, Semester‬ ‭This semester course is designed as an introduction to competitive debate focusing on the principles‬ ‭and practices of Public Forum Debate. This format demands that the clash of ideas be communicated‬ ‭in a manner persuasive to the non-specialist or "citizen judge," i.e., a member of the American jury. ‬ ‭Each student will be expected to attend/observe/serve at one after-school tournament (JH/HS).‬ ‭Curriculum:‬ ‭Lightning Bolt Press,‬‭The Great Debate:‬ ‭A Handbook for Policy Debate and Public Forum‬ ‭Speak Out: Debate and Public Speaking in the Middle Grades‬

‭Junior High Competitive Speech and Debate‬

‭Prerequisite: Junior High Speech or Debate or Administrator approval‬

E‭ lective, 7‬‭th‬‭/8‬‭th‬ ‭Grade, Semester‬ ‭This course is designed as an introduction to competitive forensics and debate. Speech concepts will‬ ‭focus on informative, persuasive, impromptu speeches and interpretation of literature, while debate‬ ‭will focus on the principles and practices of Public Forum Debate. This format demands that the clash‬ ‭of ideas be communicated in a manner persuasive to the non-specialist or "citizen judge," i.e. a‬ ‭member of the American jury. Students will be expected to participate/compete in two after-school‬ ‭tournaments in the event of their choice.‬ ‭Curriculum:‬ ‭Ultimate Package from West Coast Publishing,‬‭(‬‭New York Times)‬ ‭Idea Press,‬‭Speak Out! Debate and Public Speaking‬‭in Middle Grades‬ ‭Membership into National Speech and Debate Association‬

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‭MATH‬ S‭ trategies: Math 7‬ ‭7‭t‬h‬‭Grade, Full Year‬ ‭Additional Fee Required‬ ‭After academic testing, students may be placed in Strategies: Math‬‭7. This small group setting 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: McGraw Hill, ALEKS Online Program‬

S‭ trategies: Pre-Algebra‬ ‭8‭t‬h‬ ‭Grade, Full Year‬ ‭Additional Fee Required‬ ‭After academic testing, students may be placed in Strategies: Pre-Algebra. This small group setting will‬ ‭enable students to study a math curriculum designed specifically for their current academic level.‬ ‭Strategies: Pre-Algebra replaces the math course assigned for the year.‬ ‭Curriculum‬‭: McGraw Hill, ALEKS Online Program‬

‭ th Grade Math‬ 7 ‭Required, 7th Grade, Full Year‬ ‭7th Grade Math covers a variety of topics including fractions, integers, ratios, proportions,‬ ‭percents, decimals, geometric measurements, functions, equation solving, probability, and‬ ‭problem-solving strategies. Notetaking skills will be stressed. The purpose of this class is to prepare the‬ ‭student for Pre-Algebra.‬ ‭Curriculum:‬ ‭BJU Press,‬‭Fundamentals of Math‬

‭ re-Algebra‬ P ‭Required, 7th/8th Grade, Full Year‬ ‭Pre-Algebra covers a variety of topics including variables, expressions, integers, solving ‬ ‭equations, multi-step equations and inequalities, factors, fractions, exponents, rational numbers,‬ ‭ratios, proportions, probability, percents, linear functions, real numbers, right triangles, measurements,‬ ‭area, volume, data analysis, angle relationships, and transformations. Notetaking skills will be stressed.‬ ‭The purpose of this class is to prepare the student for Algebra 1.‬ ‭Curriculum:‬‭Holt McDougal Larson,‬‭Pre-Algebra‬

‭Algebra I‬

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

‭ equired, 8th Grade, Full Year‬ R ‭Emphasis is placed on solving and graphing linear equations and inequalities. Students also study‬ ‭exponent properties, quadratic equations, factoring, and radicals.‬ ‭Curriculum:‬ ‭Holt McDougal Larson,‬‭Algebra I‬

‭Algebra IA‬

‭Prerequisite: Pre-Algebra‬

‭ equired, 8‬‭th‬ ‭Grade, Full Year‬ R ‭Emphasis is placed on basic algebra concepts as well as solving and graphing linear equations and‬ ‭inequalities. Class pace will emphasize review and mastery of concepts before moving on. Students will‬ ‭be required to take Algebra IB the following year.‬ ‭Curriculum:‬ ‭McDougal-Littell,‬‭Algebra I: An Integrated‬‭Approach‬

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‭SCIENCE‬ L‭ ife Science‬ ‭Required, 7th Grade, Full Year‬ ‭The life science curriculum helps students think using the scientific method and see life science from a‬ ‭biblical perspective. It gives students hands-on opportunities to explore God’s creation as they survey‬ ‭the structures and functions of living things such as plants, animals, and human beings. This course‬ ‭examines scientific methodology, classification, cells, genetics, biblical creationism, evolution, the five‬ ‭kingdoms, the environment, and human body systems. Through investigative activities such as‬ ‭dissections, presentations, constructing edible DNA, extracting DNA, ethics discussions, and creating 3D‬ ‭biomes, students will gain a greater understanding of God and the divine purpose evident in all‬ ‭creation.‬ ‭Curriculum:‬ ‭BJU Press,‬‭Life Science 5th Edition‬

E‭ arth Science‬ ‭Required, 8‬‭th‬ ‭Grade, Full Year‬ ‭Emphasizing natural sciences in light of our divine Creator, the earth science curriculum uses a‬ ‭hands-on approach to give students a greater knowledge of our earth and the universe around them. ‬ ‭Units focus on tectonics, astronomy, geology, the atmosphere and weather, oceans, and natural‬ ‭resources. Using the scientific methods of research, students will come to appreciate the need for‬ ‭being good stewards of the world around them. Students will take a field trip to experience an earth‬ ‭science environment and will be expected to participate in an evening observatory experience.‬ ‭Curriculum:‬‭BJU Press‬‭, Earth Science, Nature Unbound:‬‭The Impact of Ecology on Missouri and the World‬ ‭Multiple labs‬

‭SOCIAL STUDIES‬ ‭ odern World History‬ M ‭Required, 7‬‭th‬‭Grade, Full Year‬ ‭This course entails an analysis of world cultures throughout time. Through study of culture, history,‬ ‭and geography, this course will intentionally build bridges that enable cultural connections that foster‬ ‭the Great Commission.‬ ‭Curriculum:‬ ‭BJU Press,‬‭World Studies 4th edition‬‭Text and Activity Manual‬

‭ merican History to 1865‬ A ‭Required, 8‬‭th‬‭Grade, Full Year‬ ‭Students learn how God has blessed our country and played a vital role in its foundation. Students‬ ‭study the foundation of our country from its beginnings as a haven for the Pilgrims to the divisions of‬ ‭the Civil War. The course includes a comprehensive study of the Revolutionary War, the Founding‬ ‭Fathers, and other Christian leaders of the day. An in-depth analysis of the Constitution will be‬ ‭conducted using several primary source documents from the era. The year-long course will march‬ ‭through America's history up through 1865.‬ ‭Curriculum:‬‭BJU Press,‬‭The American Republic Textbook‬‭and Activity Manual‬ ‭Christian Liberty Press,‬‭Foundation for Freedom:‬‭A Study of the United States Constitution Textbook‬

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‭COMPUTER‬ ‭ igital Citizenship‬ D ‭Required, 7‬‭th‬‭/ 8‬‭th‬ ‭Grade, Semester‬ ‭Digital citizenship will equip students to be morally responsible, competent, and creative users of‬ ‭technology. This class covers use of SCA technology: technology safety (i.e., cyber bullying, information‬ ‭security, social media, etc.); Google Apps for Education; keyboarding skills; and the basics of Microsoft‬ ‭Windows and Office. Multiple individual and collaborative projects will be used for assessment.‬ ‭Curriculum:‬‭TestOut‬

‭FINE ARTS‬ J‭ unior High Art - Intro to Art‬ ‭Elective, 7‬‭th‬‭/8‬‭th‬ ‭Grade, Semester‬ ‭Students in this course will deepen their skills and knowledge in art technique, drawing, painting and‬ ‭mixed media. It will cover the principles and elements of art and how to incorporate these principles‬ ‭into the artwork. Each student will build their own portfolio as an example of their artistic progress.‬ ‭Curriculum:‬ ‭Crystal Productions,‬‭Elements of Design‬‭& Principles of Design Videos & Workbook‬

J‭ unior High Art - Discover the Wonderful World of Art History‬ ‭Elective, 7‬‭th‬‭/8‬‭th‬ ‭Grade, Semester‬ ‭Through this course, students learn the contributions artists and art have made to society and culture.‬ ‭Through the study of art history, students learn about works of art from around the world, how to look‬ ‭at art using the right vocabulary and concepts; and how to express themselves by creating their own‬ ‭artwork. Students will build their own portfolio of work inspired from art through the ages.‬ ‭Curriculum:‬ ‭Crystal Productions,‬‭Elements of Design‬‭& Principles of Design Videos & Workbook‬

E‭ xploring Theatre‬ ‭Elective, 7th/8th Grade, Semester‬ ‭Overcome stage fright! This course includes daily activities designed to develop your skills and relax‬ ‭your nerves as you perform with your friends. Your confidence will soar and extend to other social and‬ ‭classroom activities for years to come. Through improvisation, pantomime, vocal exercises,‬ ‭monologues, duet acts, and group scenes, your acting skills will prepare you for auditioning for shows,‬ ‭“taking the stage” when required for other classes, and making memories.‬

‭Curriculum‬‭:‬‭Basic Drama Project‬‭s,‬‭Monologues for Teens‬‭by Mike Kimmel,‬‭Famous Fantasy Character‬‭Monologues‬‭,‬‭Scenes for Teens‬‭by‬ ‭ ike Kimmel,‬‭The Scenebook of Values and Virtues,‬‭Acting with Character‬‭by Patrick Rainville Dorn,‬‭Theatre Games for‬ M ‭Young Performers‬‭by Maria C. Novelly‬‭The Drama Teacher’s‬‭Survival Guide #2,‬‭by Margaret F. Johnson,‬‭Theatre‬‭Machine I,‬ ‭II‬‭,‬‭Spirit Productions‬‭by Karen Baker, various scripts,‬‭and a variety of teacher-generated materials.‬

‭ cting Experiences‬ A ‭Elective, 7th/8th Grade, Semester‬ ‭Excel with confidence! Refine skills in acting, improvisation, character development, artistic‬ ‭appreciation, and awareness of career possibilities that can expand to business, project development,‬ ‭and communications. Competition opportunities may become available for some participants, and‬ ‭alternate assignments, as needed, are an option.‬ ‭Curriculum:‬‭Basic Drama Projects, Fractured Fairy‬‭Tales for Young Actors,‬‭by Jan Peterson Ewen‬‭, Acting‬‭Games‬‭by Marsh Cassady,‬ I‭mprovisation Starters‬‭by Philip Bernardi,‬‭62 Comedy‬‭Duet Scenes for Teens,‬‭by Lauri Allen,‬‭Theatre Games‬‭for Young‬ ‭Performers,‬‭by Maria C. Novelly,‬‭Theatre Machine‬‭I, II‬‭,‬ ‭Winning Monologues for Young Actors‬‭by Peg‬‭Kehret,‬‭Spirit‬ ‭Productions‬‭by Karen Baker,‬‭various scripts, and‬‭a variety of teacher-generated materials.‬

‭12‬


J‭ unior High Band‬ ‭Elective, 7th/8‬‭th‬ ‭Grade, Full Year‬ ‭Concert apparel required; additional fees may apply.‬ ‭Junior high band meets daily as an academic class. Junior high band is designed for students who are in‬ ‭grades 7 and 8 and have had at least one year of experience on their instrument. Students‬ ‭will continue to develop the essentials of ensemble playing, as well as improve their technique‬ ‭and skills, both inside the classroom and through home practice. The Junior High Band will have‬ ‭opportunities for multiple school-wide performances, field trips, contests, and participation in a music‬ ‭festival. Grades are based on practice, quizzes, written tests, class participation, playing tests, and‬ ‭performance attendance.‬ ‭Curriculum:‬‭Tradition of Excellence Book Two‬‭by Bruce‬‭Pearson and Ryan Nowlin and Kjos Music‬

‭Allegro Strings‬

‭Prerequisite: Allegro Jr. or Beginning Strings‬

E‭ lective, 7/8‬‭th‬ ‭Grade, Full Year‬ ‭Concert apparel required; additional fees may apply.‬ ‭Allegro Strings meets daily as an academic class. Students in this class are expected to have a minimum‬ ‭of one year of experience on their string instrument either through private lessons or Allegro JR.‬ ‭Students in Allegro Strings will learn the essentials of ensemble playing, as well as improve their‬ ‭technique and skills, both inside the classroom and through home practice. Students will have multiple‬ ‭school-wide performances, field trips, music festival participation, and mentoring opportunities for the‬ ‭students in Allegro JR.‬

‭Curriculum‬‭:‬‭String Basics: Steps to Success for String‬‭Orchestra Book 3‬‭by Terry Shade‬‭and‬‭Muller Rusch‬‭String Method, Book‬ ‭3,‬‭Kjos Music‬

‭ eginning Strings‬ B ‭Elective, 7‬‭th‬‭/ 8‬‭th‬ ‭Grade, Semester, 0.5 High School‬‭credit‬ ‭This class is an introduction to string instruments. Students will choose a string instrument and learn to‬ ‭play in a group setting. Daily practice at home is expected in order to improve skills. After one semester,‬ ‭the student may be ready to join Allegro Strings.‬ ‭Curriculum:‬‭Learn to Play a Stringed Instrument, Books‬‭1-3 (Matesky and Womack), Alfred Music;‬‭Smart Music‬

J‭ unior High Choir‬ ‭Elective, 7‬‭th‬‭/ 8‬‭th‬ ‭Grade, Full Year‬ ‭Concert apparel required; additional fees may apply.‬ ‭This course provides students the opportunity to develop their musical potential and understanding‬ ‭through singing in a choral ensemble. Course study includes the production of beautiful tone, aesthetic‬ ‭awareness, the ability to read music, the building of technical skills, team spirit, and responsible‬ ‭rehearsal habits. Students will be encouraged to strengthen listening skills, their ability to analyze and‬ ‭evaluate music, and music performances. Sight singing techniques are practiced on a daily basis.‬ ‭Phonetics of various languages and a variety of musical styles are presented. Required performances‬ ‭include at least three evening concerts per year and other events throughout the year.‬ ‭Curriculum:‬‭Variety of instructor-selected resources‬‭used for theory, history, and listening.‬ ‭Choral literature is chosen by the instructor‬‭each year for performance.‬ ‭Patti Dewitt Co: The‬‭Singing Musician;‬‭Music Literacy for Singers‬

‭13‬


‭WORLD LANGUAGES‬ ‭Junior High Intermediate Spanish‬

‭Prerequisite: Junior High Introduction to Spanish‬

E‭ lective, 8‬‭th‬ ‭Grade, Full Year‬ ‭This course will reinforce the vocabulary learned in Introduction to Spanish. Students will learn biblical terms,‬ ‭vocabulary, and will be introduced to culture, geography, historical figures, and literature from the‬ ‭Spanish-speaking world. Students will build upon the foundation laid in the first year. Test into Spanish II.‬ ‭Curriculum:‬ ‭Vista Higher Learning: Descubre 1‬

‭ orld Language Exploration‬ W ‭Elective, 7‬‭th‬‭/ 8‬‭th‬ ‭Grade, Semester‬

T‭ he World Language Exploration course will introduce students to three world languages: Chinese, French, and‬ ‭Spanish. Students will spend one-third of the semester in each of the three language classes.‬‭During each‬‭cycle,‬ ‭students will learn vocabulary and short conversations through daily listening, speaking, reading and writing‬ ‭activities.‬‭A cultural component will also provide‬‭our 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

‭ rerequisite: Successful completion of World Language Exploration. In addition, must have a 90% average in English‬ P ‭(averaging both semesters together to get the 90%) Must have an 85% average in classes overall.‬ ‭Elective, 8th Grade, Full Year‬ ‭This course introduces students to the foundational concepts of Spanish and develops their abilities to‬ ‭communicate through writing, reading, listening, and speaking. Students will learn to greet and introduce others‬ ‭and talk about their classes, family, daily routine, food, clothes, and pastimes. Learning fundamental grammar‬ ‭and conjugation of present and preterite verb tenses will enable students to formulate sentences and dialogue.‬ ‭Cultural activities and discussions will accompany language lessons, acquainting students with topics such as‬ ‭food, holidays, and customs. Classes will discuss God’s heart for the world and how to show His love in how we‬ ‭interact with people of other nations and cultures.‬ ‭Curriculum:‬‭Vista Higher Learning: Descubre 1‬

‭Mandarin Chinese I‬ ‭Prerequisite:‬ ‭Successful completion of World Language‬‭Exploration. In addition, must have a 90% average in English‬

(‭ averaging both semesters together to get the 90%) Must have an 85% average in classes overall.‬ ‭Elective, 8th Grade, Full Year‬ ‭Chinese I is an introductory course in the fundamentals of Chinese. The course is designed to teach cumulative‬ ‭grammar concepts, deepened by studies in Chinese culture, literature, and the Bible. It provides a foundation for‬ ‭those interested in continuing a study of Chinese.‬ ‭Curriculum:‬‭Joint Publishing,‬‭Chinese Made Easy,‬‭Level‬‭1‬

‭French I‬

‭ rerequisite: Successful completion of World Language Exploration. In addition, must have a 90% average in English‬ P ‭(averaging both semesters together to get the 90%) Must have an 85% average in classes overall.‬

‭Elective, 8th Grade, Full Year‬

F‭ rench I is an active class that gives the beginning student the vocabulary necessary to communicate on a basic‬ ‭level with French speakers on a variety of familiar subjects such as school, home activities, etc. The student will‬ ‭learn how to formulate sentences and dialogues through listening, speaking, reading and writing. French‬ ‭translations of familiar Bible verses will be incorporated throughout the course. Cultural activities will accompany‬ ‭language lessons to acquaint students with food, artistic expression, and diversity of the Francophone world.‬ ‭Curriculum:‬‭EMC;‬‭Vista: Chemins 1‬ ‭14‬


‭PHYSICAL EDUCATION‬ J‭ unior High Physical Education‬ ‭Required, 7‬‭th‬‭/ 8‬‭th‬ ‭Grade, Full Year‬ ‭PE t-shirt required at additional cost.‬ ‭Indoor shoes for PE only are also required for use in the fieldhouse.‬ ‭All students in junior high are required to take Physical Education to develop skill and coordination‬ ‭through vigorous activities. Students learn to practice fair play and sportsmanship, whether winning or‬ ‭losing, in a competitive environment.‬‭Courses are‬‭divided by gender.‬

‭ELECTIVES‬ L‭ ogic‬ ‭Elective, 7‬‭th‬‭/8‬‭th‬ ‭Grade, Semester‬ ‭This course is an introductory class on the use of logical thinking in making decisions and developing‬ ‭each student’s worldview, with emphasis on how to seek truth, know what you believe as a Christian,‬ ‭and why you believe it. This course will define what logic is, how to reason your way through an‬ ‭argument or a decision, and how to discover truth through critical thought. This is a highly interactive‬ ‭class, where student participation is as important as test results and homework assignments.‬ ‭Curriculum:‬‭The Discovery of Deduction (An Introduction‬‭to Formal Logic) by Hodge, Larson and Johnson.‬

L‭ ife Prep‬ ‭Elective, 7‬‭th‬‭/8‬‭th‬ ‭Grade, Semester or Full Year‬ ‭SCA’s mission is to enable students to meet their God-given potential. To support this goal, Life Prep‬ ‭class has been created to honor the uniqueness of each student. Time may be spent attending‬ ‭Virtuosity class, completing assignments and studying for upcoming assessments, as well as being‬ ‭tutored in the Learning Commons. This class is expected to be a quiet study environment.‬ ‭Grades given will be Pass/Fail.‬

L‭ ife Prep Plus‬ ‭Elective, 7‬‭th‬‭/ 8‬‭th‬ ‭Grade, Semester or Full Year‬ ‭Additional fee required‬ ‭SCA’s mission is to enable students to meet their God-given potential. To support this goal, Life Prep‬ ‭Plus class has been created to honor the uniqueness of each student. Time may be spent to attend‬ ‭Virtuosity class, complete assignments and study for upcoming assessments, receive tutoring, etc.‬ ‭Students will meet weekly with the teacher to look at grades, upcoming assignments, and to discuss‬ ‭strategies to improve academic skills. This is a small group setting.‬ ‭Grades given will be Pass/Fail.‬

‭Student Aide‬

‭Prerequisite:‬ ‭Completion of an application is required.‬‭Applications may be picked up in an advisor’s office.‬

E‭ lective, 7‬‭th‬‭/ 8‬‭th‬ ‭Grade, Semester or Full Year‬ ‭Students have the opportunity to work in a variety of settings‬‭as an aide. They will be asked to help‬ ‭with an array of tasks under the supervision of SCA faculty or staff. Aide positions are available in the‬ ‭following areas: elementary classrooms, the elementary library, and school offices.‬ ‭Grades given will be Pass/Fail.‬

‭15‬


‭— C‬‭OURSE‬ ‭D‬‭ESCRIPTIONS‬ ‭—‬ ‭Senior High (9‬‭th‬‭- 12‬‭th‬ ‭Grade)‬

‭16‬


‭ ummit Christian Academy‬ S ‭AP/Dual Credit Course Enrollment Requirements‬ ‭*‭D ‬ ual Credit Classes are offered at an‬‭additional‬‭cost and‬‭are 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 determination.‬

S‭ CA Philosophy of Admission into AP/Dual Credit Classes‬ ‭SCA currently offers dual credit through Southwest Baptist University, Missouri Baptist University, and‬ ‭Evangel University.‬ T‭ he ability to take a class for AP/dual credit at the high school level is to be considered an earned‬ ‭privilege for those students whose attitude toward study reflects a collegiate level of maturity. Prior to‬ ‭enrollment in the initial AP/dual credit class, students and parents will be required to attend a short‬ ‭meeting in order to review college and classroom expectations. Dual credit requirements are‬ ‭established by the Missouri Coordinating Board for Higher Education.‬ ‭ ourse Requirements for Dual Credit Students‬ C ‭In order to preserve the integrity of the collegiate environment within these classes, the following‬ ‭restrictions will apply:‬ ‭●‬ ‭Students should have achieved an overall SCA cumulative percentage of 85%+ for juniors‬ ‭and seniors, 90%+ for sophomores.‬ ‭●‬ ‭Students must meet ACT/SAT guidelines as named by the college if they require them.‬ ‭●‬ ‭Students should achieve a 70% or higher on the initial class exam to continue to be‬ ‭enrolled for dual credit.‬ ‭●‬ ‭Students new to SCA are required to take an essay exam or show evidence of meeting the‬ ‭ACT Benchmark scores.‬ S‭ ummit 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.‬ ‭ P Courses‬ A ‭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.‬ ‭ ual Credit Course Requirements for Sophomores‬ D ‭Sophomores may be considered to enter dual credit courses; however, guidelines for entry are more‬ ‭stringent. Students should be aware that they will be in courses that are predominantly‬ ‭upper-classmen. Academic advisors and administrators will evaluate intellectual abilities, as well as‬ ‭social/emotional maturity, to ensure student success in a dual credit course.‬

‭17‬


‭ ummit Christian Academy‬ S ‭Dual Credit Course Offerings‬ ‭Southwest Baptist University‬ ‭‬ ● ‭●‬ ‭●‬ ‭●‬ ‭●‬ ‭●‬ ‭●‬ ‭●‬

‭ ourse #‬ C ‭GEO 1103‬ ‭HIS 2213‬ ‭HIS 2223‬ ‭MAT 1195‬ ‭SPA 1114‬ ‭SPA 1124‬ ‭SPA 2213‬ ‭SPA 2223‬

‭ ourse Name‬ C ‭Coll Geography‬ ‭Coll American History‬ ‭Coll Am Hist 1877-Present‬ ‭Coll Calculus‬ ‭Coll Spanish I‬ ‭Coll Spanish II‬ ‭Coll Inter Spanish I‬ ‭Coll Inter Spanish II‬

‭College Credit‬ ‭3‬ ‭3‬ ‭3‬ ‭5‬ ‭4‬ ‭4‬ ‭3‬ ‭3‬

‭Missouri Baptist University‬ ‭‬ ● ‭●‬ ‭●‬ ‭●‬ ‭●‬ ‭●‬ ‭●‬ ‭●‬ ‭●‬ ‭●‬ ‭●‬ ‭●‬ ‭●‬ ‭●‬

‭Course #‬ E‭ NG 113‬ ‭ENG 123‬ ‭MATH 133‬ ‭MATH 243‬ ‭MATH 155‬ ‭MUHL 153‬ ‭PSY 133‬ ‭CPHS 433‬ ‭COM 103‬ ‭MUTH103‬ ‭BIOL 113‬ ‭BIOL 111‬ ‭BIOL 213‬ ‭BIOL 211‬

‭Course Name‬ ‭ oll English Composition I‬ C ‭Coll English Composition II‬ ‭Coll Algebra‬ ‭Coll Probability and Statistics‬ ‭Coll Precalculus‬ ‭Coll Music Appreciation‬ ‭Coll General Psychology‬ ‭Coll World Religions‬ ‭Coll Speech Communications‬ ‭Coll Fundamentals of Music‬ ‭Coll General Biology I‬ ‭Coll General Biology I Lab‬ ‭Coll Anatomy and Physiology I‬ ‭Coll Anatomy and Physiology I Lab‬

‭College Credit‬ ‭3‬ ‭3‬ ‭3‬ ‭3‬ ‭5‬ ‭3‬ ‭3‬ ‭3‬ ‭3‬ ‭3‬ ‭3‬ ‭1‬ ‭3‬ ‭1‬

‭Evangel University‬ ‭‬ ● ‭●‬ ‭●‬ ‭●‬ ‭●‬ ‭●‬ ‭●‬ ‭●‬

‭ ourse #‬ C ‭ENG 123‬ ‭GOV 170‬ ‭HIS 115‬ ‭HIS 116‬ ‭FRE 115‬ ‭FRE 116‬ ‭FRE 215‬ ‭FRE 216‬

‭ ourse Name‬ C ‭College Credit‬ ‭Coll Introduction to Literature (British)‬ ‭3‬ ‭Coll Introduction to American Government‬ ‭3‬ ‭Coll World Civilization I‬ ‭3‬ ‭Coll World Civilization II‬ ‭3‬ ‭Coll Elementary French I‬ ‭4‬ ‭Coll Elementary French II‬ ‭4‬ ‭Coll Intermediate French I‬ ‭3‬ ‭Coll Intermediate French II‬ ‭3‬

‭Total Number of Credits Offered‬

‭18‬

‭94‬


‭Dual Credit Course Fees‬ S‭ BU – A per credit hour fee is assessed upon enrollment. Check/online payment must be enclosed with‬ ‭registration 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 registration.‬ ‭ BU - Students taking courses from Missouri Baptist University will submit payment online via the‬ M ‭college’s website. Courses are $70.00 p/credit hour.‬ E‭ VANGEL U. - Students taking courses from Evangel University will submit payment online or by phone.‬ ‭Courses are $65.00 p/credit hour.‬ F‭ all/Spring/Yearlong tuition deadlines vary for all dual credit colleges. Deadlines will be set and‬ ‭communicated by colleges via mail. The college advisor will also email the tuition deadlines to students‬ ‭and parents.‬

‭Advanced Placement Course Offerings‬ ‭ P Calculus AB‬ A ‭AP Chemistry‬ ‭AP Physics I‬

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‭BIBLE‬ I‭ ntroduction to Christianity‬ ‭9th-12th Grade, Full Year, 1 credit‬ ‭The course will consist of two distinct components. The first semester will be a traditional overview of‬ ‭the Bible, emphasizing the Old and New Testaments' teaching of foundational concepts, general Bible‬ ‭knowledge such as how to use a Bible. The second semester will incorporate discussion-driven lessons‬ ‭exploring the idea of man as a spiritual being and the concepts of worldview, truth, and faith. Lessons‬ ‭will also apply content covered in the first semester.‬ ‭Curriculum:‬‭Bible,‬‭BJU Press,‬‭Basics for a Biblical‬‭Worldview, Teacher-generated material‬

‭ ible I: Old and New Testament Survey‬ B ‭Required, 9th Grade, Full Year, 1 credit‬ ‭This course helps students explore the world of the Bible in depth, with the main goal being to‬ ‭understand the central and unified message the Bible tells about who God is and what he has done in‬ ‭creating and redeeming the world through Jesus Christ. Students will learn what nearly each book of‬ ‭the Bible is about, while also understanding each book’s contribution in moving forward the story of‬ ‭God’s redemptive plan. Students will also learn important interpretive tools and methods that will help‬ ‭them to better interpret the Bible for the rest of their lives. Finally, students will develop skills for‬ ‭applying the timeless message of the Bible to their daily lives‬ ‭Curriculum:‬‭Bible,‬‭Teacher-generated material‬

‭ ible II: Christian Theology and Spiritual Disciplines‬ B ‭Required, 10th Grade, Full Year, 1 credit‬ ‭Christian Theology and Spiritual Disciplines is a course that surveys what the whole counsel of God in‬ ‭Scripture teaches on the major doctrines of the Christian faith. This will include: Scripture, God,‬ ‭Creation, Humankind, Sin, Salvation, the Church, and Last Things. Special focus will be given to how‬ ‭each area of Christian thinking applies to the lives of believers for both faith and practice. Scripture‬ ‭memory will be required, as well as an incorporation of other spiritual disciplines that help shape‬ ‭students’ knowledge of scripture and their ability to apply it to everyday life.‬ ‭Curriculum‬‭: ‬‭Bible,‬‭Zondervan,‬‭Christian Beliefs:‬‭20‬‭Basics Every Christian Should Know‬‭‬ ‭NavPress,‬‭Spiritual Disciplines for the Christian‬‭Life‬ ‭Zondervan,‬‭Charts for Teaching Theology and‬‭Doctrine‬

‭Bible III: Religions of the World (MBU, CPHS 433, Dual Credit Class)‬

‭Prerequisite: Students taking dual credit must have a cumulative high school average of 85% or higher‬

‭Required, 11th Grade, Full Year, 1 high school credit, 3 college credits‬

‭ tudents are introduced to the history, belief systems, worldviews, practices, sects, and divisions of the‬ S ‭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

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‭ ible IV: Apologetics‬ B ‭Required, 12th Grade, Full Year, 1 credit‬ ‭Fees apply for Student Mission Trip‬ ‭This course is designed to teach students a systematic defense of the Christian worldview using‬ ‭archaeological and historical evidence coupled with rational arguments for God’s existence. Students‬ ‭will learn philosophical language and concepts to understand and explain major worldview systems:‬ ‭atheism, agnosticism, deism, pantheism, polytheism, postmodernism, and theism. Students will gain a‬ ‭basic understanding of the historicity of Jesus’ life, Christianity, and the Bible. They will also learn‬ ‭principles of argumentation and the use of logic.‬ T‭ he senior mission trip is the capstone of our Bible curriculum. Students are expected to financially‬ ‭plan for it and attend. Should extreme circumstances prohibit participation, students and parents will‬ ‭be required to meet with the school principal and plan twenty hours of alternative service.‬ ‭Curriculum:‬‭Bible,‬‭Dean Hardy,‬‭Stand Your Ground:‬‭An Introductory Text for Apologetics Students‬ ‭C.S. Lewis‬‭, Mere Christianity‬

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‭COMMUNICATION ARTS‬ E‭ nglish I: World Literature and Grammar‬ ‭Required, 9‬‭th‬ ‭Grade, Full Year, 1 credit‬ ‭This course focuses on language mechanics, literature, vocabulary enrichment, and composition.‬ ‭Students use their foundation in language mechanics to present their ideas clearly and concisely‬ ‭through formal essay composition. Analysis of literature and poetry requires students to think critically‬ ‭through the elements of fiction and poetry and to support their ideas with elements from the text‬ ‭while upholding a biblical worldview. Students refine and enhance their spelling and vocabulary‬ ‭through selected supplemental material, literature, and classroom discussions.‬ ‭Curriculum:‬‭Abeka;‬‭Vocabulary, Spelling, Poetry IV‬ ‭Holt‬‭, Grammar, Usage, and Mechanics‬‭Grade 9‬ ‭Holt,‬‭Elements of Language,‬‭Third Course‬ ‭Prentice Hall,‬‭Timeless Voices; Timeless Themes‬ ‭B. Trimmer,‬‭Guide to MLA‬

‭Novels:‬

‭ omer,‬‭The Odyssey‬ H ‭Edith Hamilton,‬‭Mythology‬ ‭William‬‭Shakespeare,‬‭Julius Caesar‬ ‭Elie Wiesel,‬‭Night‬

‭English II: American Literature and Grammar‬ ‭Prerequisite: English I‬

‭ equired, 10‬‭th‬ ‭Grade, Full Year, 1 credit‬ R ‭This course emphasizes grammar, literary analysis, and vocabulary enrichment. Students read and write‬ ‭about works of American literature from exploration through the Civil Rights movement, incorporating‬ ‭a biblical worldview. Grammar and editing skills are reinforced in essays and a research paper. Students‬ ‭practice correct spelling and usage of interdisciplinary words.‬ ‭Curriculum:‬‭Prestwick House,‬‭Vocabulary from Latin‬‭and Greek Roots‬ ‭Prentice Hall;‬‭Timeless Voices; Timeless Themes,‬ ‭The American Experience‬ ‭Holt,‬‭Elements of Language,‬‭Fourth Course‬ ‭Holt,‬‭Grammar, Usage, Mechanics,‬‭Fourth Course‬

‭Novels:‬ ‭The Scarlet Letter‬ ‭The Red Badge of Courage‬ ‭A Raisin in the Sun‬ ‭To Kill a Mockingbird‬

‭English III: British Literature and Grammar‬ ‭Prerequisite: English II‬

‭ equired, 11‬‭th‬ ‭Grade, Full Year, 1 credit‬ R ‭This course emphasizes grammar, academic writing, and literary analysis. Students read and write‬ ‭about British texts from the Middle Ages through the Victorian period, incorporating a biblical‬ ‭worldview. Students practice the usage of vocabulary words from Latin and Greek origin.‬ ‭Curriculum:‬‭Holt‬‭,‬‭Elements of Language,‬‭Fifth Course‬ ‭Holt,‬‭Grammar, Usage, Mechanics‬ ‭Prentice Hall;‬‭Timeless Voices;‬‭Timeless Themes,‬ ‭British Literature‬ ‭Prestwick House,‬‭Vocabulary from Latin and‬‭Greek Roots‬

‭Novels:‬ ‭Frankenstein‬ ‭Macbeth‬ ‭Tale of Two Cities‬ ‭Pygmalion‬

‭College Introduction to Literature (Evangel U., ENG 123, Dual Credit Class)‬

‭Prerequisite‬‭:‬‭Completion of English III semester 1‬‭with a 90%+and a cumulative percentage of 85%+.‬

E‭ lective, 11‬‭th‬ ‭Grade, 2nd Semester, 0.5 high school‬‭credit, 3 college credits‬ ‭This course focuses on an introduction to literature using literary selections drawn from various‬ ‭cultures and at least three common genres. The primary focus is on fiction, poetry, and drama. In‬ ‭addition, students will also work to strengthen their writing skills.‬ ‭Curriculum‬‭:‬ ‭Literature: An Introduction to Fiction,‬‭Poetry, Drama, and Writing. 14th Edition, Pearson, 2020‬ ‭25‬


‭English IV: Contemporary Literature and Grammar‬ ‭Prerequisite: English III‬

‭ equired, 12‬‭th‬ ‭Grade, Full Year, 1 credit‬ R ‭This course focuses on improving skills in grammar, punctuation, and rhetoric, as well as developing the‬ ‭skills needed to analyze the written word. This will be accomplished through reading, discussing, and‬ ‭analyzing a variety of texts. Texts will include different genres such as poetry, prose, short stories,‬‭and‬ ‭articles.‬‭Requirements may be met through English‬‭113 and English 123.‬ ‭Curriculum‬‭:‬‭Abeka‬‭, Handbook of Grammar and Composition‬ ‭Holt‬‭; Elements of Language,‬‭Sixth Course‬ ‭Holt;‬‭Grammar, Usage, Mechanics‬‭,‬‭Sixth Course‬ ‭Houghton Mifflin,‬‭Write for College: A Student Handbook‬ ‭Vocabulary from Latin & Greek Roots - Sixth Course‬ ‭Teacher-generated material‬

‭Novels:‬ ‭Lord of the FLies‬ ‭Fahrenheit 451‬

‭College English Comp. I (MBU ENG 113, Dual Credit Class)‬

‭ rerequisite: Existing students must have a recommendation by an English III teacher and/or 85% cumulative percentage‬ P ‭Note: Transfer students must provide a writing sample to be approved for admission. A fee will apply.‬

‭ equired, 12‬‭th‬ ‭Grade, First Semester, 0.5 high school‬‭credit, 3 college credits‬ R ‭This is a college freshman composition course that enables students to develop correct and proficient‬ ‭writing skills. Special emphasis will be placed on the writing process, organization, and development of‬ ‭a technique that is clear, specific, and interesting to the reader. Various essay genres will be used and‬ ‭students will be involved in learning groups to explore topics of interest.‬ ‭Curriculum:‬‭The Screwtape Letters‬ ‭Othello‬

‭College English Comp. II (MBU ENG 123, Dual Credit Class)‬

‭Prerequisite: English 113 with a cumulative percentage of 85% or higher.‬

‭ equired, 12‬‭th‬ ‭Grade, Second Semester, 0.5 high school‬‭credit, 3 college credits‬ R ‭This is a college freshman composition course that focuses on expository writing in connection with the‬ ‭study of imaginative literature (drama, fiction, and poetry). Students learn analytical skills and gain‬ ‭proficiency in writing, with special emphasis on literary analysis. Students learn and use literary‬ ‭criticism in the writing process.‬ ‭Curriculum:‬‭The Great Gatsby‬ ‭Hamlet‬

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S‭ trategies: English I‬ ‭9‭t‬h‬ ‭Grade, Full Year, Additional Fee Required‬ ‭After having academic testing, students having documented learning difficulties may be placed into‬ ‭Strategies: English I. This small group or individual classroom setting will enable students to study an‬ ‭English curriculum that is parallel to the core English I course with the additional benefit of having‬ ‭instruction designed specifically for their current academic level and learning style. This English course‬ ‭meets core English discipline requirements for graduation.‬ ‭Curriculum:‬‭Varies according to student level‬

S‭ trategies: English II‬ ‭10th Grade, Full Year, Additional Fee Required‬ ‭After having academic testing, students having documented learning difficulties may be placed into‬ ‭Strategies: English II. This small group or individual classroom setting will enable students to study an‬ ‭English curriculum that is parallel to the core English II course with the additional benefit of having‬ ‭instruction designed specifically for their current academic level and learning style. This English course‬ ‭meets core English discipline requirements for graduation.‬ ‭Curriculum‬‭: Varies according to student level‬

S‭ trategies: English III‬ ‭11th Grade, Full Year, Additional Fee Required‬ ‭After having academic testing, students having documented learning difficulties may be placed into‬ ‭Strategies: English III. This small group or individual classroom setting will enable students to study an‬ ‭English curriculum that is parallel to the core English III course with the additional benefit of having‬ ‭instruction designed specifically for their current academic level and learning style. This English course‬ ‭meets core English discipline requirements for graduation.‬ ‭Curriculum‬‭: Varies according to student level‬

S‭ trategies: English IV‬ ‭12th Grade, Full Year, Additional Fee Required‬ ‭After having academic testing, students having documented learning difficulties may be placed into‬ ‭Strategies: English IV. This small group or individual classroom setting will enable students to study an‬ ‭English curriculum that is parallel to the core English IV course with the additional benefit of having‬ ‭instruction designed specifically for their current academic level and learning style. This English course‬ ‭meets core English discipline requirements for graduation.‬ ‭Curriculum‬‭: Varies according to student level‬

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‭COMMUNICATION ARTS ELECTIVES‬ ‭ reative Writing‬ C ‭Elective, 10‬‭th‬‭-12‬‭th‬ ‭Grade, Semester or Full Year,‬‭0.5 or 1 credit‬ ‭Students will read and create different types of writing, such as reflections, poetry, short stories,‬ ‭dialogue, and narratives. Students will keep a daily journal, as well as read and edit their peers’ pieces.‬ ‭The year ends with students creating a personal anthology of their favorite literature. This is a‬ ‭writing-intensive course.‬ ‭Curriculum:‬‭Random House, Poetry 180:‬‭A Turning Back‬‭to Poetry‬ ‭Writer’s Digest Books,‬‭The Writer’s Book of Wisdom‬ ‭Various handouts and excerpts from novels and poetry.‬

‭ igh School Speech‬ H ‭Required, 9th-12th Grade, Semester, 0.5 credit‬ ‭This course is an in-depth study of communication to develop critical thinking, persuasion, and delivery‬ ‭skills. Students will participate in small group activities and practice the skills of informative and‬ ‭persuasive speeches, interpretation of literature impromptu, and extemporaneous speeches. They will‬ ‭learn the rules of competitive forensics (speech and debate). The requirements may be met through‬ ‭Introduction to Debate or Debate I.‬ ‭Curriculum:‬‭Teacher’s Public Speaking Resource Book,‬‭New York Times‬‭.‬

‭College Speech Communications (MBU, COM 103, Dual Credit Class)‬ ‭Prerequisite: HS Speech or HS Debate and a cumulative grade of 85% or higher‬

E‭ lective, 11th-12th Grade, Semester, 0.5 high school credit, 3 college credits‬ ‭Students are introduced to principles of effective public speaking and provided with opportunities to‬ ‭develop public speaking skills. In addition, standards of evaluation for public communication are‬ ‭established for use in evaluating their own and other's public speaking performances.‬ ‭Curriculum:‬‭Public Speaking: Concepts and Skills for‬‭a Diverse Society‬‭by Cengage‬

I‭ ntroduction to Debate‬ ‭Required, 9th -12th Grade, Semester, 0.5 credit‬ ‭This course is designed to teach and develop the skills of analysis, research, reasoning, and persuasion.‬ ‭Students will learn to logically develop and organize rational arguments on both sides of controversial‬ ‭subjects and defend those arguments thoughtfully and articulately from the attack of others. Students‬ ‭will be introduced to speech events that take place during competitive tournaments‬‭.‬ ‭The requirement‬ ‭may be met through High School Speech or Debate I.‬ ‭Curriculum:‬ ‭West Coast Publishing Ultimate Package‬

‭ ebate I‬ D ‭Required, 9th-12th Grade, Full Year, 1 credit‬ ‭This course is designed for those who wish to further develop skills in speech and debate for the‬ ‭purposes of competing as a member of the SCA Speech and Debate Team. Students are expected to‬ ‭participate in MSHSAA/NSDA-sponsored debate and forensics tournaments throughout the year.‬ ‭Participation in two tournaments per semester is required, with events and competition level to be‬ ‭determined by the instructor. After-school practices are required and Friday/Saturday tournament‬ ‭participation is expected to meet the tournament requirements. The requirement may be met through‬ ‭High School Speech or Introduction to Debate.‬ ‭Curriculum:‬ ‭West Coast Publishing Ultimate Package‬

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‭Advanced Competitive Speech & Debate‬ ‭Prerequisite: Debate I or Administrative approval.‬

E‭ lective, 10th-12th Grade, Full Year, 1 credit.‬ ‭This course is designed for those who wish to further develop their skills in speech and debate beyond‬ ‭the novice level. Students will compete as a member of the SCA Speech and Debate Team. Students are‬ ‭expected to participate in MSHSAA/NSDA-sponsored debate and forensics tournaments throughout the‬ ‭year. Participation in two tournaments per semester is required, with competition level to be‬ ‭determined by the instructor. After-school practices are required and Friday/Saturday tournament‬ ‭participation is expected to meet the tournament requirements. Students will also serve as mentors to‬ ‭students in the Junior High, Intro to Debate, and Debate 1 classes, including judging at novice level‬ ‭tournaments.‬ ‭Curriculum:‬ ‭West Coast Publishing Ultimate Package‬ ‭NSDA Membership‬

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‭MATHEMATICS‬ ‭Algebra IA‬

‭Prerequisite: Pre-Algebra‬

‭ equired, 9‬‭th‬ ‭Grade, Full Year, 1 credit‬ R ‭Students must successfully complete Pre-Algebra before taking Algebra IA. In this class, emphasis is‬ ‭placed on basic algebra concepts as well as solving and graphing linear equations and inequalities. Class‬ ‭pace will emphasize review and mastery of concepts before moving on. Students will be required to‬ ‭take Algebra IB the following year. The requirement may be met through Algebra I.‬ ‭Curriculum:‬‭McDougal-Littell,‬‭Algebra I: An Integrated‬‭Approach‬

‭Algebra IB‬

‭Prerequisite: Algebra IA‬

‭ equired, 9‬‭th‬‭/10‬‭th‬‭Grade, Full Year, 1 credit‬ R ‭Students must successfully complete Algebra IA before taking Algebra IB. In this class, students study‬ ‭systems of equations, exponent properties, quadratic equations, factoring, radicals and rational‬ ‭expressions. Class pace will emphasize review and mastery of concepts before moving on. The‬ ‭requirement may be met through Algebra I.‬ ‭Curriculum:‬‭McDougal-Littell,‬‭Algebra I: An Integrated‬‭Approach‬

‭Algebra I‬

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

‭ equired, 9‬‭th‬ ‭Grade, Full Year, 1 credit‬ R ‭Algebra I covers a variety of topics including expressions, equations, functions, solving and graphing‬ ‭linear equations and functions, solving and graphing linear inequalities, systems of equations and‬ ‭inequalities, exponents and exponential functions, polynomials and factoring, quadratic equations and‬ ‭functions, data analysis, and probability. Notetaking skills will be stressed. The purpose of this class is to‬ ‭prepare the student for Algebra II.‬ ‭Curriculum:‬‭Holt McDougal Larson, Algebra I 2012‬

‭Algebra II‬

‭Prerequisite: Algebra I (may be taken concurrently with Geometry)‬

‭ equired, 9 -12th Grade, Full Year, 1 credit‬ R ‭Algebra II is offered to students who have successfully completed Algebra I. Topics studied include‬ ‭interpreting & manipulating algebraic functions (linear, absolute value, quadratic, higher-degree‬ ‭polynomials, exponential, radical, logarithmic, and rational). Students will be able to solve and simplify‬ ‭algebraic expressions using a variety of representations by hand and with the use of graphing calculator‬ ‭technology.‬ ‭Curriculum:‬‭Holt McDougal Larson, Algebra II 2012‬

‭Geometry‬

‭Prerequisite: Algebra I (may be taken concurrently with Algebra II)‬

‭ equired, 9th -12th Grade, Full Year, 1 credit‬ R ‭Geometry is offered to students who have successfully completed Algebra I. Topics studied include‬ ‭reasoning and logic, applying properties of 2-dimensional and 3-dimensional geometric figures,‬ ‭transformations, measurements, and an introduction to right triangle trigonometry.‬ ‭Curriculum:‬‭Holt McDougal Larson, Geometry 2012‬

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

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

E‭ lective, 10‬‭th‬‭-12‬‭th‬ ‭Grade, Full Year, 1 high school‬‭credit, 3 college credits‬ ‭This course provides a brief review of algebraic essentials, graphs, functions and their graphs, linear and‬ ‭quadratic functions, polynomial and rational functions, exponential and logarithmic functions, systems of‬ ‭linear equations.‬ ‭Curriculum:‬‭Pearson,‬‭College Algebra,‬‭Blitzer, SixthEdition‬‭Ebook‬

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

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

E‭ lective, 11‬‭th‬‭/12‬‭th‬‭Grades, Full Year, 1 credit, 5‬‭college credits‬ ‭Pre-Calculus covers functions, graphs and models; modeling with linear and quadratic functions;‬ ‭polynomial and rational functions; modeling with exponential and logarithmic functions; trigonometric‬ ‭functions; trigonometric identities and conditional equations; additional topics in trigonometry;‬ ‭additional topics in analytic geometry; and parametric equations.‬ ‭Curriculum:‬‭Pearson,‬‭Pre-Calculus‬‭, Blitzer, Fifth‬‭edition‬‭Ebook‬

‭AP/ College Calculus AB (SBU MATH 1195, Dual Credit Class)‬

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

E‭ lective, 12‬‭th‬ ‭Grade, Full Year, 1 credit, 5 college‬‭credits‬ ‭Calculus builds on the foundation that students received in Pre-Calculus. This course is recommended‬ ‭for any student interested in engineering, business, mathematics, pre-med or other related fields. This‬ ‭course studies:‬‭limits and continuity, differentiation,‬‭definition and fundamental properties, composite, implicit,‬ a‭ nd inverse functions, contextual applications of differentiation and rates of change, analytical applications of‬ ‭differentiation including analysis of functions, integration, and accumulation of change, differential equations,‬ ‭and application of integration.‬ ‭Curriculum:‬‭Prentice Hall,‬‭Calculus: Graphical, Numerical,‬‭Algebraic‬‭, by Finney, Demanal, Waits, Kennedy, Fourth‬‭edition‬

‭College Probability and Statistics (MBU, MATH 243, Dual Credit Class)‬

‭ rerequisite: 85% or higher grade in College Algebra or Pre-Calculus and a cumulative high‬ P ‭school percentage of 85% or higher.‬

E‭ lective, 11‬‭th‬‭/12‬‭th‬ ‭Grade, Full Year, 1 high school‬‭credit, 3 college credits‬ ‭This class teaches data production and analysis; probability basics, distributions; sampling, estimation‬ ‭with confidence intervals, hypothesis testing, t-test; correlation and regression; cross tabulations and‬ ‭chi-square. Students learn to use the statistical package such as R. Two semesters in the same academic‬ ‭year.‬ ‭Curriculum‬‭:‬‭Stats: Data and Models‬‭by Bock, Velleman,‬‭DeVeaux,‬‭MyLab Statistics‬

‭Accounting I‬

‭Prerequisite: Introduction to Business or Personal Finance, Digital Citizenship or Tech. Apps‬

E‭ lective, 11‬‭th‬‭/12‬‭th‬ ‭Grade, Full Year, 1 Credit‬ ‭This course is designed to build a basic understanding of manual and automated accounting principles,‬ ‭concepts, and procedures. Activities include using the accounting equation, completing the accounting‬ ‭cycle, entering transactions to journals, posting to ledgers, preparing end-of-period statements and‬ ‭reports, managing payroll systems, completing banking activities, calculating taxes, and performing‬ ‭other related tasks.‬ ‭Curriculum‬‭: Cengage Learning,‬‭Mindtap‬

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S‭ trategies: Algebra IA‬ ‭9‭t‬h‬ ‭Grade, Full Year, Additional Fee Required‬ ‭After having academic testing, students having documented learning difficulties may be placed into‬ ‭Strategies: Algebra IA. This small group or individual classroom setting will enable students to study a‬ ‭math curriculum that is parallel to the Algebra IA core course with the additional benefit of having‬ ‭instruction designed specifically for their current academic level and learning style. This math course‬ ‭will meet core math discipline requirements for graduation.‬ ‭Curriculum‬‭: McDougal-Littell,‬‭Algebra I: An Integrated‬‭Approach‬ ‭Holt McDougal Larson,‬‭Pre-Algebra‬

S‭ trategies: Algebra IB‬ ‭10‬‭th‬ ‭Grade, Full Year, Additional Fee Required‬ ‭After having academic testing, students having documented learning difficulties may be placed into‬ ‭Strategies: Algebra IB. This small group or individual classroom setting will enable students to study a‬ ‭math curriculum that is parallel to the Algebra IB core course with the additional benefit of having‬ ‭instruction designed specifically for their current academic level and learning style. This math course‬ ‭will meet core math discipline requirements for graduation.‬ ‭Curriculum‬‭:‬

‭McDougal-Littell,‬‭Algebra I: An Integrated‬‭Approach‬

S‭ trategies: Algebra II‬ ‭11th/12th Grade, Full Year, Additional Fee Required‬ ‭After having academic testing, students having documented learning difficulties may be placed into‬ ‭Strategies: Algebra II. This small group or individual classroom setting will enable students to study a‬ ‭math curriculum that is parallel to the Algebra II core course with the additional benefit of having‬ ‭instruction designed specifically for their current academic level and learning style. This math course‬ ‭will meet core math discipline requirements for graduation.‬ ‭Curriculum‬‭: Holt McDougal Larson, Algebra II 2012‬

S‭ trategies: Geometry‬ ‭11th/12th Grade, Full Year, Additional Fee Required‬ ‭After having academic testing, students having documented learning difficulties may be placed into‬ ‭Strategies: Geometry. This small group or individual classroom setting will enable students to study a‬ ‭math curriculum that is parallel to the Geometry core course with the additional benefit of having‬ ‭instruction designed specifically for their current academic level and learning style. This math course‬ ‭will meet core math discipline requirements for graduation.‬ ‭ urriculum‬‭:‬ C ‭Holt McDougal Larson, Geometry 2012‬

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‭SCIENCE‬ ‭ iology‬ B ‭Required, 9‬‭th‬ ‭Grade, Full Year, 1 credit‬ ‭This course examines God's creation through a biblical worldview. Students will study the scientific‬ ‭method, cell structure and function, mitosis/meiosis, DNA structure and replication, protein synthesis‬ ‭and genetics. Students will use microscopes and create a cell model. The study of the Theory of‬ ‭Evolution will be done by an extensive look at the animal kingdom and God's perfect Creation. In‬ ‭fulfilling the Dominion Mandate, students will participate in the following dissections: clam, starfish,‬ ‭crayfish, perch, and shark.‬ ‭Curriculum:‬‭Glencoe,‬‭Biology‬

‭ hysical Science‬ P ‭Required, 10‬‭th‬ ‭Grade, Full Year, 1 credit‬ ‭This course covers introductory topics in chemistry and physics and prepares students for upper level‬ ‭courses in these areas. Topics covered include scientific method, measurement, force, motion,‬ ‭machines, heat, electricity, magnetism, nuclear reactions, kinetic theory, and atomic structure,‬ ‭classification of matter, chemical bonds, and chemical reactions. Many lab activities give students first‬ ‭hand knowledge of the laws and principles covered in this course. The requirement may be met‬ ‭through Chemistry.‬ ‭Curriculum:‬‭BJU Press,‬‭Physical Science‬

‭Chemistry‬

‭Prerequisite: Biology and Algebra I‬

‭ equired, 10‬‭th‬‭-12‬‭th‬ ‭Grades, Full Year, 1 credit‬ R ‭This course requires a good grasp of Algebra. Students study measurement, significant figures, atomic‬ ‭structure, atomic theory, elements, compounds, mixtures, solutions, the periodic table, chemical‬ ‭bonding, chemical reactions, stoichiometry, molecular geometry, energy, heat, temperature, acid-base‬ ‭chemistry, and gas laws. Many labs give students an opportunity for hands-on experiences. The‬ ‭requirement may be met through Physical Science.‬ ‭Curriculum:‬‭BJU Press,‬‭Chemistry‬

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

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

E‭ lective, 11th/12th Grades, Full Year, 1 high school credit, 3 college credits‬ ‭BIOL 113 is an introduction to the taxonomy of animals, as well as the genetics, biochemistry, and cell‬ ‭biology of living systems. This course is divided into four units. Each unit covers 3-5 chapters. Each‬ ‭chapter within the units has a pre-lecture quiz and homework quiz that are‬ ‭required. At the end of each unit, a unit exam will be administered. There will be a cumulative final‬ ‭exam at the end of the year.‬ ‭Curriculum:‬ ‭McGraw Hill,‬‭Concepts of Biology, Brooker‬

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

E‭ lective, 11th/12th Grades, Full Year, 1 college credit‬ ‭BIOL 111 GENERAL BIOLOGY I LABORATORY This laboratory is co-requisite to BIOL 113 General Biology‬ ‭I. This course will meet once a week for Lab. Prior to each lab, the students will be required to read‬ ‭through the lab exercise to be completed, complete pre-lab questions and take a short pre-lab quiz.‬ ‭Upon completion of the lab, students will hand in a completed post-lab assignment.‬ ‭Curriculum:‬ ‭McGraw Hill,‬‭Biology Lab Manual, Vodopich‬

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F‭ orensic Science: Crime Scene Processing and Analysis‬ ‭Elective, 11th/12th Grades, 1st semester, 0.5 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 Christianity. Forensic Science‬ ‭is taught as a hands-on, problem-solving, investigative course that incorporates inquiry. It includes‬ ‭crime scene processing, hair analysis, DNA analysis, fingerprinting, soil analysis, and cause of death‬ ‭determination. Students are taught the proper collection, preservation, and laboratory analysis of‬ ‭various samples through lectures, lab activities and case studies.‬ ‭Curriculum:‬‭Cengage, Forensic Science: Fundamentals‬‭and Investigations, 3rd edition‬

F‭ orensic Science: Physical Evidence‬ ‭Elective, 11th/12th Grades, 2nd semester, 0.5 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 Christianity. Forensic Science‬ ‭is taught as a hands-on, problem-solving, investigative course that incorporates inquiry. It includes‬ ‭forensic toxicology, forensic anthropology, blood spatter analysis, handwriting analysis, glass evidence,‬ ‭tool marks, tire and shoe impressions, and ballistics. Students are taught the proper collection,‬ ‭preservation, and laboratory analysis of various samples through lecture, labs and case studies.‬ ‭Curriculum:‬‭Cengage, Forensic Science: Fundamentals‬‭and Investigations, 3rd edition‬

E‭ nvironmental Science: Ecology and Conservation Science‬ ‭Elective, 11‬‭th‬‭/12‬‭th‬ ‭Grades, 1st semester, 0.5 credit‬ ‭This course is the study of how living things interact with the environment, biomes, energy, and‬ ‭renewable and nonrenewable resources. The course will also explore issues such as global warming,‬ ‭pollution, and other environmental concerns. Students will be encouraged and challenged to think‬ ‭about sustainable practices, environmental responsibility and global awareness. Projects will include an‬ ‭in-depth study of the land and how organisms interact. There will be multiple PowerPoint‬ ‭presentations. Students will have an in-depth opportunity to understand field science. Students will‬ ‭take a field trip to YaYa’s Alpaca Farm to study local, sustainable agricultural practices (2nd semester‬ ‭only).‬ ‭Curriculum:‬

‭Environmental Science: Policy and Human Interaction‬ ‭Prerequisite: Biology‬

E‭ lective, 11‬‭th‬ ‭/12‬‭th‬ ‭Grades, 2nd semester, 0.5 credit‬ ‭This course is the study of how living things interact with the environment, biomes, energy, and‬ ‭renewable/nonrenewable resources. The course will also explore issues such as global warming,‬ ‭pollution, and other environmental concerns. Students will be encouraged and challenged to think‬ ‭about sustainable practices, environmental responsibility and global awareness. Projects will include an‬ ‭in-depth study of the land and how organisms interact. There will be multiple PowerPoint‬ ‭presentations. Students will have an in-depth opportunity to understand field science. Students will‬ ‭take a field trip to YaYa’s Alpaca Farm to study local, sustainable agricultural practices (2nd semester‬ ‭only).‬ ‭Curriculum:‬‭Pearson,‬‭Environmental Science: Your World,‬‭Your Turn‬

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‭ uman Anatomy and Physiology‬ H ‭Elective, 11‬‭th‬‭/12‬‭th‬ ‭Grades, Full Year, 1 credit‬ ‭This course will examine the intricate design of the human body that God has fearfully and wonderfully‬ ‭created. Students will examine the structure and functions of the integumentary, skeletal, muscular,‬ ‭nervous, cardiovascular, endocrine, respiratory, digestive, urinary and reproductive systems. Hands-on‬ ‭labs included testing for macromolecules, a forensics bone study, preparation and evaluation of‬ ‭sunscreen, testing reflexes, blood typing, testing lung capacity, a urinalysis, and creating clay models of‬ ‭the muscular system. Dissection labs include: brain, eye, heart, kidney, and fetal pig.‬ ‭Curriculum:‬‭McGraw-Hill Higher Education,‬‭Hole’s Essentials‬‭of Human Anatomy and Physiology‬

‭AP Chemistry‬

‭Prerequisite: Chemistry or Administrative Approval‬

E‭ lective, 11‬‭th‬‭/12‬‭th‬ ‭Grades, Full Year, 1 credit‬ ‭AP Chemistry requires students to attend 0 hour (7:00-7:45)‬‭approx.‬‭three‬‭times during the semester.‬ ‭This course requires a good grasp of Algebra. Students study measurement, significant figures, atomic‬ ‭structure, atomic theory, elements, compounds, mixtures, solutions, the periodic table, chemical‬ ‭bonding, chemical reactions, stoichiometry, molecular geometry, energy, heat, temperature, acid-base‬ ‭chemistry, and gas laws. Many labs give students an opportunity for hands-on experiences. To receive‬ ‭college credit, students must take and pass the AP exam in the spring. A field trip to the Museum of‬ ‭Science and Industry in Chicago in October is included‬‭.‬‭This is an additional expense.‬ ‭Curriculum:‬‭Cengage, Zumdahl,‬‭Chemistry‬

‭AP Physics I‬

‭ rerequisites: Chemistry (with a grade of 85% or higher) and Algebra II (may be taken concurrently with administrative‬ P ‭approval)‬

E‭ lective, 11th/12th Grade, Full Year, 1 credit‬ ‭This course will examine the laws and principles God has designed that govern the physical universe.‬ ‭Through project-based inquiry, students will discover these laws in a study of mechanics that includes‬ ‭motion, forces, gravitation, and momentum. The study of energy will investigate work, machines,‬ ‭thermal and states of matter. At the end of the year, we will cover electrical circuits and touch on‬ ‭subatomic physics. Twenty-five percent of our time will be in hands-on labs. This course is‬ ‭algebra-based, not calculus-based and has been designed with input from a number of colleges and‬ ‭universities to prepare our students for college physics and the rigors of the hard sciences. A field trip‬ ‭to the Museum of Science and Industry in Chicago in October is included‬‭. This is an additional expense.‬ ‭Curriculum:‬‭McGraw-Hill Openstax,‬‭AP Physics‬

‭College Anatomy and Physiology I (MBU, BIOL 213, Dual Credit Class)‬

‭ rerequisite: High School Anatomy and Physiology OR College Biology or concurrently enrolled in College Biology and a‬ P ‭cumulative percentage of 85%+‬

‭ 1th/12th Grades, Full Year, 1 high school credit, 3 college credits‬ 1 ‭BIOL 213 Anatomy and Physiology I is a study of the structure and function of the human body,‬ ‭includin‬‭g cells and tissues, as well as i‬‭ntegumentary,‬‭skeletal, muscular, nervous systems and special‬ ‭senses. This course is divided into 4 units of 3 chapters each. Each chapter within the units has a‬ ‭homework quiz and pre-lecture quiz that are required. At the end of each unit, a unit exam will be‬ ‭given. There will be a cumulative final exam at the end of the year.‬ ‭Curriculum:‬‭Hole's Human Anatomy & Physiology 16th‬‭edition‬

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‭College Anatomy and Physiology I Lab (MBU BIOL 211, Dual Credit Class)‬ ‭Taken concurrently with College Anatomy and Physiology I‬

E‭ lective, 11th/12th Grades, Full Year, 1 college credit‬ ‭This laboratory is co-requisite to BIOL 213 Anatomy and Physiology I. This course will meet once a‬ ‭week for Lab. Prior to each lab, the students will be required to read through the lab exercise to be‬ ‭completed, complete pre-lab questions, and take a short pre-lab quiz. Upon completion of the lab,‬ ‭students will hand in a completed post-lab assignment.‬

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‭SOCIAL STUDIES‬ ‭ ncient World History‬ A ‭Required, 9‬‭th‬ ‭Grade, Full Year, 1 credit‬ ‭This course is designed to bring students a more in-depth understanding of Creation and the Ancient‬ ‭World. Based on the textbook, teacher-generated PowerPoint presentations are used to study the‬ ‭great movements of God throughout history – as well as why civilizations rise and fall. An appreciation‬ ‭for how archeology has changed over time (especially now in our current high-tech world) will also be‬ ‭incorporated. Lessons from the Bible are an easy fit with most units and are used as regular‬ ‭supplements to lessons.‬ ‭Curriculum‬‭:‬‭Teacher-generated curriculum‬ ‭World History, 5th Ed.‬ ‭BJU Press‬

‭ merican History from Reconstruction to the Present‬ A ‭Required, 10‬‭th‬ ‭Grade, Full Year, 1 credit‬ ‭American History is designed to provide each student with an overview of the American experience‬ ‭from Reconstruction through the Cold War Era. Students will study the impact Christianity has had in‬ ‭the maturing of our country and become familiar with the impact of Americans from a variety of‬ ‭ethnic, national, and racial backgrounds to understand the “complete picture” that is our history and‬ ‭heritage. Students will be taught how professionals work with the different types of “evidence” that‬ ‭historians examine, such as primary and secondary documents, visual images, diaries, maps, statistics,‬ ‭etc.‬‭In the process, students will have the opportunity‬‭to enhance their critical thinking and‬ ‭communication skills. Instruction and assessments will be varied in order to give each student an‬ ‭opportunity to develop his/her potential.‬ ‭Curriculum‬‭: BJU‬‭, United States History,‬‭supplemental‬‭material‬ ‭The Hiding Place‬

‭ merican Government‬ A ‭Required, 11‬‭th‬‭/12‬‭th‬ ‭Grades, Semester, 0.5 credit‬ ‭This course is designed to teach an appreciation for America’s God-given heritage of liberty, how the‬ ‭U.S. government is Constitutionally-organized, and how it works in practice. Each week‬ ‭student-selected current event papers will be required for classroom discussion. Each year’s fall‬ ‭campaigns and elections will be monitored closely and speakers from government will be brought in to‬ ‭address the class from time to time. Developing a working knowledge of all sides of hot-button issues‬ ‭will be encouraged, as will participation in the democratic process. The requirement may be met‬ ‭through College American Government.‬ ‭Curriculum‬‭: Teacher-generated curriculum‬

‭College American Government (Evangel GOV 170, Dual Credit Class)‬ ‭Prerequisite: Cumulative high school percentage of 85% or higher.‬

‭ equired, 11‬‭th‬‭/12‬‭th‬ ‭Grades, Semester, 0.5 high school‬‭credit, 3 college credits‬ R ‭This course will study the origin, organization and policy of United States government at the national,‬ ‭state and local levels. The class will encourage citizen participation and leadership in democratic‬ ‭processes beginning at the community level. The course fulfills the Missouri statutory requirement.‬ ‭The requirement may be met through American Government.‬ ‭Curriculum:‬ ‭Cengage‬‭,‬‭American Government, Essentials‬‭Edition: Institutions and Policies AP Edition, 16th Ed.‬ ‭Founding Brothers, the Revolutionary Generation ‬‭by‬‭Joseph J. Ellis‬ ‭Supplemental material‬

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S‭ trategies: American Government‬ ‭Elective, 11‬‭th‬‭-12‬‭th‬ ‭Grade, Semester, 0.5 Credit,‬‭additional‬‭fees may apply‬ ‭This unique program was designed for students to learn the concepts covered in basic government‬ ‭courses. An ability-appropriate reading level; discussion-based lecture; and up-to-date visuals make‬ ‭Government‬‭accessible to all students. Topics to be‬‭covered in the course include types of government,‬ ‭the history of the U.S. government, political parties, the House of Representatives and the Senate, the‬ ‭President, and Vice President, the cabinet, independent government agencies, the federal court‬ ‭system, the Supreme Court, and much, much more.‬ ‭Curriculum:‬‭PCI Government‬

E‭ conomics‬ ‭Elective, 11‬‭th‬‭-12‬‭th‬ ‭Grade, Semester, 0.5 Credit‬ ‭This course is designed to help students understand economic concepts necessary for their‬ ‭participation in the global socioeconomic and capitalist systems as wage earners, business owners,‬ ‭producers, and investors. Basic economic concepts like supply and demand, competition, growth, and‬ ‭stability are emphasized. Topics include the government’s role in the economy, the sharing of economic‬ ‭risks, and the effect of inflation and monetary policies on national and international economics.‬ ‭Curriculum:‬‭BJU Press,‬‭Economics‬

S‭ trategies: Economics‬ ‭Elective, 11‬‭th‬‭-12‬‭th‬ ‭Grade, Semester, 0.5 Credit, additional‬‭fees may apply‬ ‭This unique program was designed for students to learn the concepts covered in basic economics‬ ‭courses. An ability-appropriate reading level; sophisticated page layout; and up-to-date visuals make‬ ‭Economics‬‭accessible to all students. Topics to be‬‭covered in the course include: What is Economics,‬ ‭How Markets Work, Businesses and Labor, Economic Performance, Government and the Economy, The‬ ‭Global Economy, and How Economics Affects You.‬ ‭Curriculum:‬‭PCI Economics‬

S‭ ociology‬ ‭Elective, 10th-12th Grade, Semester, 0.5 credit‬ ‭This course is an overview of the theory, methodology, and conceptualizations of the discipline of‬ ‭sociology. The class offers the opportunity to develop an understanding of American society and the‬ ‭diversity within it from a biblical worldview.‬ ‭College Geography (SBU GEO 1103, Dual Credit Class)‬

‭Prerequisite: Cumulative high school percentage of 85% or higher for 11th and 12th grade, 90% or higher for 10th grade‬

E‭ lective, 10‬‭th‬‭-12‬‭th‬ ‭Grade, Semester, 0.5 high school‬‭credit, 3 college credits‬ ‭Students will discover the beautiful, unique blue planet that God gave mankind dominion over. The‬ ‭zones and features of the physical Earth will be taught, in harmony with how human history and culture‬ ‭have been influenced by topography and climate. Planetary and continental extremes will be studied in‬ ‭depth. There will be internet assignments related to the United States Geological Survey, as well as the‬ ‭National Oceanic and Atmospheric Administration.‬ ‭Curriculum‬‭:‬‭Wiley,‬‭Geography:‬ ‭Realms, Regions and‬‭Concepts,‬‭16‬‭th‬ ‭Edition‬

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

‭ rerequisite: Cumulative high school percentage of 85% or higher. To be considered for the class, Sophomores must have a‬ P ‭high school cumulative percentage of 90% or higher‬

E‭ lective, 10‬‭th‬‭-12‬‭th‬ ‭Grade, Semester, 0.5 high school‬‭credit, 3 college credits‬ ‭This course covers the period of American history from the Age of Discovery through the Civil War. Two‬ ‭historical research papers will be required. One paper will be related to colonial settlement while the‬ ‭other will be based on slavery and the Antebellum South. Students will participate in genealogy‬ ‭research and archiving. Upon successful completion of this class, students will earn three fully‬ ‭transferable college credits through SBU.‬

‭Curriculum‬‭:‬‭Mary Rowlandson,‬‭The Captivity‬‭of Mrs.‬‭Mary Rowlandson;‬‭Frederick Douglas,‬‭The Narrative‬‭of Frederick Douglass;‬‭McGraw‬ ‭Hill‬‭, The Unfinished Nation,‬‭Volume 1; Teacher-generated‬‭PowerPoint presentations‬

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

‭ rerequisite: Cumulative high school percentage of 85% or higher. To be considered for the class,Sophomores must have a‬ P ‭high school cumulative percentage of 90% or higher‬

E‭ lective, 10‬‭th‬‭-12‬‭th‬ ‭Grade, Semester, 0.5 high school‬‭credit, 3 college credits‬ ‭This course covers the period of American history from Reconstruction through the end of the Cold‬ ‭War. One historical research paper will be required. Upon successful completion of this class, students‬ ‭will earn three fully transferable college credits through SBU.‬ ‭Curriculum‬‭:‬‭Raymond A. Mohland, Roger Biles,‬‭The Making‬‭of Urban America‬ ‭ cGraw-Hill,‬‭The Unfinished Nation‬ M ‭New York,‬‭Warriors Don’t Cry‬ ‭Teacher-generated PowerPoint presentations‬

‭College Western Civilization I (Evangel HIS 115, Dual Credit Class) ‬ ‭Prerequisite: Cumulative high school percentage of 85% or higher‬

E‭ lective, 11‬‭th‬‭/12‬‭th‬ ‭Grade, 1‬‭st‬ ‭Semester, 0.5 high‬‭school credit, 3 college credits‬ ‭This course provides a survey of Western Civilization from the Paleolithic period through the Middle‬ ‭Ages.‬ ‭Curriculum:‬‭The Making of the West, Peoples and Cultures,‬‭fifth edition, Hunt, et al.‬

‭College Western Civilization II (Evangel HIS 116, Dual Credit Class)‬ ‭Prerequisite: Cumulative high school percentage of 85% or higher‬

E‭ lective, 11‬‭th‬‭/12‬‭th‬ ‭Grade, 2‬‭nd‬ ‭Semester, 0.5 high‬‭school credit, 3 college credits‬ ‭This course will examine the history of world civilization from the Renaissance to the present day.‬ ‭Curriculum:‬‭The Making of the West, Peoples and Cultures,‬‭fifth edition, Hunt, et al.‬

‭College General Psychology (MBU, PSY 133, Dual Credit Class)‬ ‭Prerequisite: Cumulative high school percentage of 85% or higher‬

E‭ lective, 11‬‭th‬‭/12‬‭th‬ ‭Grade, Semester, 0.5 high school‬‭credit, 3 college credits‬ ‭This class provides a basic and general knowledge of the theoretical, scientific, and conceptual‬ ‭foundations of psychology, including biological, cognitive, emotional, developmental, cultural and social‬ ‭aspects. The course includes key concepts and principles, methods for collecting and evaluating‬ ‭evidence, and application of psychological knowledge.‬ ‭Curriculum:‬‭Houghton Mifflin,‬‭Social Studies: Psychology‬‭(2018)‬

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‭BUSINESS/TECHNOLOGY‬ T‭ echnology Applications‬ ‭Required, 9-12‬‭th‬‭Grade, Semester, 0.5 credit‬ ‭*Internet safety module is required of all SCA students. See advisor for details.‬ ‭Technology Applications will produce students who are capable of being ethical digital citizens, morally‬ ‭responsible, competent, and creative users of technology and Cloud computing. This class reviews and‬ ‭builds on the foundation of Digital Citizenship and covers the use of SCA technology; Internet safety (i.e.,‬ ‭cyber bullying, information security, responsible use of social media); Google Apps for Education;‬ ‭keyboarding skills; intermediate (and some advanced) Microsoft Office 2010 skills; and an introduction to‬ ‭Application Development. Multiple individual and collaborative projects will be used for assessment. The‬ ‭requirement may be met through SCA Junior High Digital Citizenship.‬ ‭Curriculum:‬‭TestOut‬

‭Marketing and Social Media‬

‭Prerequisite: Successful completion of Introduction to Business‬

E‭ lective, 10‬‭th‬‭-12‬‭th‬ ‭Grade, Semester, 0.5 credit‬ ‭This class is for students with excellent computing skills who have completed SCA’s Introduction to Business‬ ‭course. This course helps students understand marketing by learning the method through which businesses‬ ‭analyze, plan, and implement products to develop and maintain valuable exchanges with target buyers.‬ ‭Students will learn the basic elements of social media marketing and how it applies to the current trends.‬ ‭Curriculum:‬‭Teacher developed materials‬

‭BUSINESS‬ I‭ ntroduction to Business‬ ‭Elective, 10‬‭th‬‭-12‬‭th‬ ‭Grade, Semester, 0.5 credit‬ ‭This course will strengthen student awareness of the American economic system and business operation.‬ ‭Topics covered include the global economic environment, corporate structures, management strategy,‬ ‭impacting government interaction, marketing, information processing, and labor relations. Students will‬ ‭develop an awareness of business and career opportunities.‬ ‭Curriculum:‬‭Pearson,‬‭Business Essentials;‬ ‭Online:‬‭Google Apps for Education, other online learning tools.‬

‭ ersonal Finance‬ P ‭Required,‬‭11‬‭th‬‭-12‬‭th‬ ‭Grade, Semester, 0.5 credit‬ ‭Students will increase their knowledge and understanding of personal finance concepts through a‬ ‭fast-paced video driven curriculum produced by Dave Ramsey and his organization. The class will focus on‬ ‭the student’s money management skills to enable them to function as a responsible consumer, family‬ ‭member, citizen, and participant in the business world. Topics include financial institutions, budgeting,‬ ‭saving, investing, debt management, career readiness, insurance and much more.‬ ‭Curriculum:‬‭Lampo Group,‬‭Foundations in Personal Finance‬

E‭ conomics‬ ‭Elective, 11‬‭th‬‭-12‬‭th‬ ‭Grade, Semester, 0.5 Credit‬ ‭This course is designed to help students understand economic concepts necessary for their participation in‬ ‭the global socioeconomic and capitalist systems as business leaders, producers, wage earners, investors,‬ ‭and citizens. Basic concepts like decision making, modeling, indicators, economic systems, and the‬ ‭government’s role in the economy are emphasized. Specific topics covered include cost/benefit analysis,‬ ‭supply and demand, levels of competition, economic indicators, command vs. market systems, and‬ ‭monetary policy.‬ ‭Curriculum:‬‭BJU Press,‬‭Economics‬

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S‭ trategies: Economics‬ ‭Elective, 11‬‭th‬‭-12‬‭th‬ ‭Grade, Semester, 0.5 Credit, additional‬‭fees may apply‬ ‭This unique program was designed for students to learn the concepts covered in basic economics‬ ‭courses. An ability-appropriate reading level; sophisticated page layout; and up-to-date visuals make‬ ‭Economics‬‭accessible to all students. Topics to be‬‭covered in the course include: What is Economics,‬ ‭How Markets Work, Businesses and Labor, Economic Performance, Government and the Economy, The‬ ‭Global Economy and How Economics Affects You.‬ ‭Curriculum:‬‭PCI Economics‬

‭ areer Internship‬ C ‭Elective, 12‬‭th‬ ‭Grade, Full Year career internship.‬‭Minimum of 4.5 onsite hours each week. Number of‬ ‭hours determines credit. Must be enrolled in Career Internship during 7‬‭th‬ ‭and 8‬‭th‬ ‭periods for admission‬ ‭into the program.‬ ‭External Internship Opportunities: This practical,‬‭on-the-job career shadow is provided by students’‬ ‭participation in organizations which connect to students’ long-term career or ministry goals. Students‬ ‭will be placed at organizations that further develop the competencies needed to succeed in a‬ ‭professional work environment. Students will report to an off-campus organization 3 days per week and‬ ‭will receive in-class instruction 2 days per week. Grades will be based on in-class projects and on-site‬ ‭performance evaluations completed by site supervisors. Past internships have included a law firm,‬ ‭surgical center, elementary and secondary education, special needs education, sports medicine,‬ ‭photography, fire department, engineering, sheet metal work, and much more. Any student idea for an‬ ‭internship will be considered.‬ ‭ dmission into the internship program is reserved for students with outstanding character.‬ A ‭Consideration toward student attendance, discipline, academic effort, and dependability will be given‬ ‭prior to acceptance into the course. Some students may be admitted on a probationary status for the‬ ‭second semester only. No student will be allowed to intern at a family business or with a parent due to‬ ‭a conflict of interest.‬ ‭Curriculum:‬‭Toy Box Leadership‬‭by Hunter & Waddell‬

I‭ nternship‬ ‭Elective, 11th/12th Grade, Semester, 0.5‬ ‭In preparation to succeed in a competitive global economy, SCA supports practical on-the-job‬ ‭learning. Finishing their sophomore and/or junior years, students may elect to perform an internship.‬ ‭Internships may not be paid, must be approved through administration, and are subject to the‬ ‭availability of an assigned supervising member. Internships must be for the purposes of career‬ ‭exploration.‬ T‭ he internship supervisor will meet with the student's teacher for development of objectives to be met‬ ‭over the time of the student's service. They will also perform on-site visits that are both announced‬ ‭and unannounced. Students are required to document hours and activities. Student direct reports must‬ ‭be outside of a familial relationship. Internships will be added to the transcript as .5 credits with‬ ‭documentation of every 60 hours. No grades will be assigned. Students may earn a maximum of 1 full‬ ‭credit.‬

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‭Entrepreneurship‬

‭Prerequisite: Intro to Business‬

E‭ lective, 11‬‭th‬‭-12‬‭th‬ ‭Grade, Semester, 0.5 credit‬ ‭This course will strengthen students’ awareness of small business management and entrepreneurial‬ ‭concepts. Topics covered include sole proprietorship, marketing strategy, customer service, planning‬ ‭business processes, and managing finances for business. Students will create a business plan for a‬ ‭potential future business throughout the semester, which they will formally present to successful‬ ‭community entrepreneurs in a business “pitch” at the end of the semester.‬ ‭Curriculum:‬‭Cengage learning eBook: Entrepreneurship-Ideas‬‭in Action 6e, Cynthia L. Greene‬ ‭Textbook excerpts: Pearson Custom Edition for JCCC - Introduction to Entrepreneurship‬ ‭Online: Google Apps for Education, Tinkercad.com, Wix.com and other online learning tools‬ ‭Microsoft Office 2010.‬

‭Accounting I‬

‭Prerequisite: Introduction to Business or Personal Finance, Understanding of Excel‬

E‭ lective, 11‬‭th‬‭-12‬‭th‬ ‭Grade, Full Year, 1 Credit‬ ‭This course is designed to build a basic understanding of manual and automated accounting principles,‬ ‭concepts, and procedures. Activities include using the accounting equation, completing the accounting‬ ‭cycle, entering transactions to journals, posting to ledgers, preparing end-of-period statements and‬ ‭reports, managing payroll systems, completing banking activities, calculating taxes, and performing‬ ‭other related tasks.‬ ‭Curriculum‬‭: Cengage Learning,‬‭Mindtap‬

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‭VISUAL ARTS‬ ‭ rawing‬ D ‭Elective, 9th -12th Grade‬‭,‬‭Full Year, 1 credit‬ ‭This course is designed for all beginning drawing students. If you can write your name, you can learn to‬ ‭draw what you see. Students learn how to visually measure objects, how to enlarge images using a grid‬ ‭system, and other techniques to improve drawing skills. Subject matter is from life. Drawing exercises‬ ‭focus on contour lines; positive and negative space; visual measurement and proportion; value, form‬ ‭and contrast; and illusion of depth and space. Students complete major drawings including a‬ ‭self-portrait, still life, and landscape. Various media are used including graphite, charcoal, colored‬ ‭pencil, content crayon, oil, pastel, watercolor pencils and ink.‬ ‭Curriculum:‬‭Barnes & Noble Books,‬‭How to Paint & Draw‬ ‭Videos‬‭: Drawing on the Right Side of the‬‭Brain, Learn to See, Learn to Draw‬

‭ esign Elements‬ D ‭Elective, 9th -12th Grade‬‭,‬‭1st‬‭semester, 0.5 credit‬ ‭Students learn and apply the elements of design (line, shape, form, texture, color, value, space) and‬ ‭experiment with them through imagination and creative application of a variety of two-and-three‬ ‭dimensional art media. Students also gain understanding of commercial career applications.‬ ‭Curriculum:‬‭Davis Publications,‬‭The Visual Experience,‬‭Teacher's Edition‬

‭ esign Principles‬ D ‭Elective, 9th -12th Grade‬‭,‬‭2nd semester, 0.5 credit‬ ‭Students learn and apply the principles of design (unity, balance, contrast, emphasis, movement,‬ ‭rhythm, pattern) and experiment with them through imagination and creative application of a variety‬ ‭of two-and-three dimensional art media. Students also gain understanding of commercial career‬ ‭applications.‬ ‭Curriculum:‬‭Davis Publications,‬‭The Visual Experience,‬‭Teacher's Edition‬

‭ ainting‬ P ‭Elective, 9th -12th Grade‬‭,‬‭Full Year, 1 credit‬ ‭This course is designed to encourage painting competency in both watercolors and acrylics. The‬ ‭majority of class time is spent on studio work, experimenting and discovering the possibilities of these‬ ‭mediums. Outline includes properties of color, hue, value, intensity, and color theory. Students will‬ ‭explore art historical periods with studio work relating to these studies and painting in a variety of‬ ‭media. Course outline includes overview and exploration from realistic painting, Baroque, Regionalism,‬ ‭Fauvism, Impressionism, Post Impressionism, Cubism, Expressionism, Surrealism, Abstract‬ ‭Expressionism, Color Field, Hard Edge Painting, and Pop Art. Self-evaluation, art criticism, and art‬ ‭history are explored. Research includes investigating historical periods in art and the artists who‬ ‭created them.‬ ‭Curriculum:‬‭Crystal Productions,‬‭Acrylic Painting‬

‭ ottery‬ P ‭Elective, 9th -12th Grade‬‭, 1st‬‭semester, 0.5 credit‬ ‭Emphasis is on three-dimensional design. Students learn the fundamentals of clay construction through‬ ‭hand-building (coil, slab, and pinch), as well as an introduction to the pottery wheel.‬

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S‭ culpture‬ ‭Elective,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) utilizing an assortment of different media.‬ ‭ igital Photography‬ D ‭Elective, 11th-12th Grade, Semester, 0.5 credit‬ ‭This is a basic course in photography designed to offer experiences with digital devices and cameras.‬ ‭Various camera settings will be learned to offer greater creative and technical control. This course‬ ‭builds the foundation for visual literacy regarding both form and content of photographic images. The‬ ‭elements and principles of design as they relate to photographic composition are emphasized. Students‬ ‭learn framing within the viewfinder and explore various compositional principles. Students also learn to‬ ‭examine images critically through weekly critiques of their own and classmates’ photographs. Digital‬ ‭processing techniques are also introduced using Adobe Photoshop.‬ ‭Curriculum:‬‭Teacher-generated Materials‬

‭Media Production‬

‭ rerequisite: Successful completion of Digital Citizenship or Technology Applications. Personal iPhone for filming and‬ P ‭collaboration purposes.‬

E‭ lective, 10th-12th Grade, Semester, .5 credit‬ ‭Students will develop their storyboarding, filming, editing, and screenwriting skills through practical‬ ‭learning and the creation of several short film projects, both as individuals and as members of a group.‬ ‭Students will explore the many different elements of the film industry, creating many different types of‬ ‭short films present in today’s traditional and digital media industry.‬ ‭Curriculum:‬‭Teacher-generated Materials‬

‭Advanced Visual Arts Portfolio‬ ‭Prerequisite: Drawing & Painting.‬

E‭ lective, 11th-12th grade, Full Year, 1 credit‬ ‭Advanced Visual Arts Portfolio is designed for highly motivated students who want to continue their artistic‬ ‭efforts at a more advanced level and/or intend to further their art education after high school. Students work in‬ ‭all areas of art with an emphasis on drawing, painting, 2-D and 3-D design, looking at/writing about art, art‬ ‭history and aesthetics. Through a variety of experiences students are encouraged to look at themselves and the‬ ‭world God created and designed around them with their eyes, minds, and hearts. Students will develop their‬ ‭artist statements and a theme based on a biblical worldview. They are given opportunities to concentrate in a‬ ‭particular medium, art style, and/or subject matter. This course allows the skills acquired in prior art classes to be‬ ‭applied creatively to develop a portfolio of work that shows their unique artistic vision from a biblical worldview.‬ ‭Students in this class must be willing to put in the time and effort to produce high quality work.‬

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‭THEATRE ARTS‬ ‭ cting and Improv‬ A ‭Elective, 9th -12th grades, .5 credit‬ ‭New-to-the-scene and seasoned actors will develop their acting skills in improvisation, acting‬ ‭techniques, and activities that build confidence in class and performance. All assignments are designed‬ ‭to build on prior skills and take the actor/speaker/comic to a whole new level. Special units are‬ ‭designed with student interest-based topics. Those interested in theatre education and professional‬ ‭performance opportunities will be building their auditioning repertoire and acting experiences‬ ‭portfolio.‬ ‭Curriculum:‬ ‭Improvisation through Theatre Sports,‬‭by L.Belt, R. Stockey,‬‭The Complete Book of Speech‬

‭ ommunication…for students of speech and theatre‬‭,‬‭by Carol Marrs,‬‭Amazing Story Generator, Big‬ C ‭Book of Audition Monologues, Monologues for Adults,‬‭by Mike Kimmel,‬‭101 Drama Games and‬ ‭Activitie‬‭s by David Farmer,‬‭Theatre Machine Trilogy,‬‭Spirit Productions by Karen Baker‬

‭ cting Workshop‬ A ‭Elective, 9th-12th grades, .5 credit‬ ‭The purpose of this course is to refine skills in acting, improvisation, character development, artistic‬ ‭appreciation, and awareness of career possibilities that can expand to business, project development,‬ ‭and communications. Students will learn comedy techniques, and the Hero’s Journey, as well as critical‬ ‭evaluation of objectionable themes in literature.‬‭The Princess Bride‬‭film is examined for biblical‬ ‭parallels through christianfantasy.com. Dramatic Ministry outreach themes are explored.‬ ‭Curriculum:‬ ‭Basic Drama Projects‬‭,‬‭Teaching Improv,‬‭the Essential Handbook‬‭by Mel Paradis,‬‭Objectionable‬

E‭ lements, The Biblical Approach,‬‭BJU Press,‬‭The Writer’s‬‭Journey‬‭, by Christopher Vogler,‬‭Theatre‬ ‭Machine Trilogy,‬‭various scripts, and a variety of‬‭teacher-generated materials‬

‭ dvanced Acting and Storytelling‬ A ‭Elective, 9th-12th grades, .5 credit‬ ‭Published scripts, fractured fairy tales, reader’s theatre, original adaptations, Shakespeare, spoofs,‬ ‭finding biblical themes, parallels, and more are all potential areas to explore in this energetic class.‬ ‭Performance opportunities may extend to elementary classrooms and One Acts/Showcase night in‬ ‭May.‬

‭Curriculum:‬‭Acting Like A Pro‬‭by Mary McTigue,‬‭Do’s‬‭and Don'ts of Drama‬‭by Jean Lee Latham,‬‭The Scenebook‬‭of‬ ‭Values and Virtues,‬‭by Patrick Rainville Dorn,‬‭The‬‭Big Book of Audition Monologues‬‭,‬‭Monologues for‬ ‭Adults,‬‭by Mike Kimmel,‬‭The Theatre Audition Book‬‭and‬‭The Theatre Audition Book 2‬‭,‬‭57 Original‬ ‭Auditions for Actors‬‭by Eddie Lawrence,‬‭Mastering‬‭Monologues and Acting Sides‬‭by Janet Wilcox,‬ ‭Theatre Machine Trilogy, Spirit Productions by Karen‬‭Baker,‬‭and a variety of teacher-generated‬ ‭materials‬

T‭ heatre Production‬ ‭Elective, 10‬‭th‬ ‭– 12‬‭th‬ ‭Grade, .5 credit, offered annually,‬‭dependent upon student enrollment‬ ‭As a team, students will develop the High School Spring plays and assist the Junior High play in all major‬ ‭areas of production. The student will cast, direct, stage manage, design, and promote student-written‬ ‭and professional scripts for One Acts night, possibly even featuring their own script in a world‬ ‭premiere. Some students will participate in Cappies and International Thespian Society hosting and‬ ‭officer duties.‬‭Students will be expected to support‬‭drama productions through both in-class activities‬ ‭and pre-show development for a minimum of four hours after school during show week.‬ ‭Curriculum:‬‭Basic Drama Projects‬‭,‬‭Tips, Ideas for Directors‬‭by Jon Jory‬‭, Spirit Productions by Karen Baker,‬‭various‬ ‭scripts, and a variety of teacher-generated materials‬ ‭51‬


T‭ heatre Repertory‬ ‭9th-12th grades, Year Long, 1 credit‬ ‭Creativity reigns! Give your artistic expressions direct experience as you develop and perform a‬ ‭full-length play in February (or May), and experience any and all of your areas of interest and expertise‬ ‭at the end of the year One Acts. Explore playwriting, or elements of film production, or stagecraft. Go‬ ‭on field trips to locally produced professional productions. Some fees will apply for ticket, food, and‬ ‭travel costs. Students will be expected to support drama productions through both in-class activities‬ ‭and pre-show development for a minimum of four hours after school during show week.‬ ‭Curriculum:‬‭Basic Drama Projects‬‭,‬‭Play Director’s‬‭Survival Kit,‬‭theatre classroom library including‬‭Stage Lighting‬ ‭Step by Step, Stage Costume, Step by Step, Instant Period Costumes, Costuming Made Easy, Scenic Art‬ ‭for the Theatre‬‭,‬‭Self-Supporting Scenery, Stage Make-up‬‭,‬‭Stage Make-up for Stage and Screen‬‭,‬ ‭Theatre Machine Trilogy, Spirit Productions by Karen Baker,‬‭various scripts, and a variety of‬ ‭teacher-generated materials‬

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‭MUSIC‬ ‭ llegro Strings‬ A ‭Elective, 9‬‭th‬‭-12‬‭th‬‭Grade, Full Year, 1 credit‬ ‭Concert apparel required; additional fees may apply.‬ ‭Allegro Strings meets daily as an academic class, and players are expected to have a minimum of one‬ ‭year of experience on their instruments through either private lessons or Allegro JR. Students in Allegro‬ ‭Strings will learn the essentials of ensemble playing, as well as improve their technique and skills, both‬ ‭inside the classroom and through home practice. There will be opportunities for multiple school-wide‬ ‭performances, field trips, participation in the Worlds of Fun Festival of Music, and mentoring fellow‬ ‭string students. High school Allegro String members are eligible to participate in MSHSAA contests for‬ ‭solos and ensembles. All Allegro Strings may compete as a large group. High school students may also‬ ‭letter and are eligible to audition for All District and All State Orchestra. Students will be assessed‬ ‭through playing tests, written tests and quizzes, class participation, and performance attendance.‬ ‭Students who continue with their string instrument study will have an entire world open for them‬ ‭(including college scholarships) upon graduation from this program.‬ ‭Curriculum‬‭:‬‭Smart Music‬

S‭ ymphonic Band‬ ‭Elective, 9‬‭th‬‭-12‬‭th‬ ‭Grade, Full Year, 1 credit‬ ‭Concert apparel required; additional fees may apply.‬ ‭Symphonic Band meets daily as an academic class. Students in Symphonic Band are eligible to‬ ‭participate in MSHSAA contests for solo/ensemble and as a large group and full orchestra. Students‬ ‭also have the opportunity to letter. Symphonic Band students are eligible to audition for All District and‬ ‭All State Band and Orchestra. Students will be assessed through playing tests, written tests and quizzes,‬ ‭class participation, and performance attendance. There will be opportunities for multiple school-wide‬ ‭performances, field trips, participation in the Worlds of Fun Festival of Music, and mentoring younger‬ ‭band students.‬ ‭Curriculum:‬‭Band Tune Book of the Salvation Army‬‭,‬‭Smart Music‬

‭ en’s Choir‬ M ‭Elective, 9th -12th Grade, Full Year, 1 credit‬ ‭Concert apparel required; additional fees may apply.‬ ‭Provides students the opportunity to develop their musical potential and understanding through singing in a‬ ‭choral ensemble specific to the changing needs of the developing male voice. Course study includes the‬ ‭production of beautiful tone, aesthetic awareness, the ability to read music, the building of technical skills,‬ ‭team spirit, and responsible rehearsal habits. Students will also be encouraged to strengthen listening skills‬ ‭and their ability to analyze and evaluate music and music performances. Sight singing technique will be‬ ‭practiced on a daily basis. Phonetics of various languages and a variety of musical styles are presented. No‬ ‭audition is required for Men’s Choir. Knowledge of and mastery of rehearsal and performance skills must be‬ ‭demonstrated for placement in the next level choral class.‬ ‭ s authentic performance is a necessary part of choir, there are some required evening/weekend events.‬ A ‭Students must coordinate published school dates with their calendars to avoid grade deduction. The‬ ‭following events will be required:‬ ‭●‬‭Grandparents’ Day‬ ‭●‬‭Fall, Christmas, spring, and other concerts‬ ‭●‬‭MSHSAA large group music festival (Optional opportunities to be involved in MSHSAA solos or small‬ ‭ensembles. Conference choir or MCDA District/State Choir will be available to selected students.)‬

‭Curriculum:‬‭Variety of instructor-selected resources‬‭used for theory, history, and listening; Choral literature is chosen by the‬ ‭instructor each year for performance;‬‭Patti Dewitt‬‭Co, The‬‭Singing Musician; Music Literacy for Singers‬ ‭54‬


‭ omen’s Choir‬ W ‭Elective, 9th-12th Grade, Full Year, 1 credit‬ ‭Concert apparel required; additional fees may apply.‬ ‭Provides students the opportunity to develop their musical potential and understanding through‬ ‭singing in a choral ensemble specific to the changing needs of the developing female voice. Course‬ ‭study includes the production of beautiful tone, aesthetic awareness, the ability to read music, the‬ ‭building of technical skills, team spirit, and responsible rehearsal habits. Students will also be‬ ‭encouraged to strengthen listening skills and their ability to analyze and evaluate music and music‬ ‭performances. Sight singing technique will be practiced on a daily basis. Phonetics of various languages‬ ‭and a variety of musical styles are presented. No audition is required for the Women's Choir.‬ ‭Knowledge of and mastery of rehearsal and performance skills must be demonstrated for placement in‬ ‭the next level choral class.‬ ‭ s authentic performance is a necessary part of choir, there are some required evening/weekend events.‬ A ‭Students must coordinate published school dates with their calendars to avoid grade deduction. The‬ ‭following events will be required:‬ ‭●‬‭Grandparents’ Day‬ ‭●‬‭Fall, Christmas, spring, and other concerts‬ ‭●‬‭MSHSAA large group music festival (Optional opportunities to be involved in MSHSAA solos or small‬ ‭ensembles. Conference choir or MCDA District/State Choir will be available to selected students.)‬

‭Curriculum:‬‭Variety of instructor-selected resources‬‭used for theory, history, and listening; Choral literature is chosen by the‬ ‭instructor each year for performance;‬‭Patti Dewitt‬‭Co, The‬‭Singing Musician; Music Literacy for Singers‬

‭Concert Chorale‬

‭Prerequisite: HS Choir or satisfactory performance on entrance audition‬

E‭ lective, 10‬‭th‬‭-‬‭12‬‭th‬ ‭Grade, Full year, 1 credit‬ ‭Concert apparel required; additional fees may apply.‬ ‭This course is an advanced mixed choral ensemble for dedicated and serious musicians. Auditions are held‬ ‭in the spring of the previous school year. Course study includes the production of beautiful tone, aesthetic‬ ‭awareness, the ability to read music with fluency, the polishing of performance skills, team spirit, and‬ ‭responsible rehearsal habits. Students will hone listening skills and their ability to analyze and critique music‬ ‭and music performances. Attention will be given to relating music experiences to the time and culture of‬ ‭the pieces studied, as well as to contemporary society. Expectations include a sincere desire to improve‬ ‭musical understanding and techniques.‬ ‭ s authentic performance is a necessary part of choir, there are some required evening/weekend events.‬ A ‭Students must coordinate published school dates with their calendars to avoid grade deduction. The‬ ‭following events will be required:‬ ‭●‬‭Grandparents’ Day‬ ‭●‬‭Fall, Christmas, spring, and other concerts‬ ‭●‬‭MSHSAA large group music festival (Optional opportunities to be involved in MSHSAA solos or small‬ ‭ensembles. Conference choir or MCDA District/State Choir will be available to selected students.)‬ ‭Curriculum:‬‭Variety of instructor-selected resources‬‭used for theory, history, and listening‬ ‭Choral literature is chosen by the instructor each year for performance‬

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‭Junior/Senior Ensemble (Chamber Choir)‬

‭Prerequisite: Approval or satisfactory performances on entrance audition. Must also be enrolled in Concert Chorale‬‭.‬

E‭ lective, 11‬‭th‬‭-12‬‭th‬ ‭Grade, Full year by audition/invitation‬‭only-class size limited, 1 credit‬ ‭Concert apparel required; additional fees may apply.‬ ‭This class is for the highly motivated and talented choral musician. This performance-based course provides‬ ‭students the opportunity to perform in public venues and competitions. Students will have the opportunity‬ ‭to enhance the choral ensemble skills currently being developed in High School Choir or Concert Chorale,‬ ‭with an emphasis on a higher level of individual vocal development. Students will perform as soloists and in‬ ‭small ensembles, in addition to the large ensemble. Only the most advanced choral music is performed.‬ ‭Required performances include (but are not limited to) at least four evening concerts per year:‬ ‭Grandparents’ Day, Christmas caroling, the MSHSAA Music Festival, MSHSAA Solo/Ensemble Festival,‬ ‭Conference Choir, opportunities for worship and church performances, and various community events.‬ ‭(Students are encouraged to try out for the MCDA District/State Choirs.)‬ ‭Curriculum:‬‭Variety of instructor-selected resources‬‭used for theory, history, and listening.‬ ‭Choral literature is chosen by the instructor each year for performance.‬

‭College Music Appreciation (MBU, MUHL 153, Dual Credit Class)‬ ‭Prerequisite: Cumulative percentage of 85%+‬

E‭ lective, 11‬‭th‬‭-12‬‭th‬ ‭Grade, Semester, 0.5 High School‬‭Credit, 3 College Credits.‬ ‭This course serves as an introduction to the appreciation and understanding of the basic elements, genres,‬ ‭and style periods of Western music. Classical and popular styles will be presented. Two live concert‬ ‭experiences are required. ‬ ‭Curriculum‬‭:Cengage‬‭VitalSource Music‬

‭College Fundamentals of Music (MBU, MUTH 103, Dual Credit Class)‬ ‭Prerequisite: Cumulative percentage of 85%+‬

E‭ lective, 11‬‭th‬‭-12‬‭th‬ ‭Grade, Semester, 0.5 High School‬‭Credit, 3 College Credits.‬ ‭This course will include study of the notation of melody, rhythm, and basic harmony. Includes scales,‬ ‭intervals, triads, and harmonization of simple melodies. For non-music majors and those preparing for‬ ‭MUTH 113.‬ ‭Curriculum‬‭:TBD‬

‭Introductory Worship I‬

‭Prerequisite: Approval or satisfactory performances on entrance audition‬

E‭ lective, 9‬‭th‬‭-12‬‭th‬ ‭Grade‬‭,‬‭Full Year‬‭,‬‭1 credit‬ ‭The purpose of Introductory Worship I is to enable students to have a personal response to the‬ ‭revelation of Christ and model a lifestyle of character that flows out of an intimate relationship with the‬ ‭Father. Students will be expected to begin gleaning a deep knowledge of Scriptural passages concerning‬ ‭worship and, subsequently, break down personal barriers of tradition in order to fully worship in spirit‬ ‭and in truth. Students will learn to build music sets, which are intentional and may be theme-based.‬ ‭They will analyze lyrics through a biblical worldview and work within a team to carry the message of‬ ‭worship to the community through their individual talents.‬ S‭ tudents taking Worship I for fine arts credit must demonstrate musicality through public performance‬ ‭of worship with the instrument of their choice (this may include vocal performance). This course may‬ ‭be repeated as elective credit only.‬ ‭Curriculum:‬ ‭ESV Bible Scripture‬ ‭Multitracks.com Subscription‬

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‭Intermediate Worship II‬

‭Prerequisites: Introductory Worship I‬

E‭ lective, 10‬‭th‬‭-12th Grade‬‭,‬‭Full Year‬‭, 1‬‭credit‬ ‭The purpose of Worship II is to enable students to continue deepening their personal relationship with‬ ‭Christ in order to promote personal service to the body of Christ. Deep knowledge of Scriptural‬ ‭passages concerning worship will be increased through study of Scriptural commentary and writings of‬ ‭current and past worship leaders. Students will learn to build music sets, which are intentional and‬ ‭theme-based. They will write an analysis of readings and chosen music lyrics, synthesizing information‬ ‭they have gleaned from their studies. Greater service through community outreach and willingness to‬ ‭demonstrate leadership skills within a team through both speech and actions will be expected as‬ ‭students become true servant leaders.‬ S‭ tudents taking Worship II for fine arts credit will be expected to perform with the worship team and‬ ‭will demonstrate knowledge of transposing music and creating a worship team with balanced vocals‬ ‭and instrumentation. Mastery of a single instrument should be accomplished and a comfort level for‬ ‭performance with a secondary instrument will be expected. Fine arts students in Worship II will also be‬ ‭expected to compose/arrange a worship song. Students taking Worship II for Practical Arts credit will be‬ ‭part of the worship team technical crew. Responsibilities will emphasize areas of student personal‬ ‭interest, but demand cross training on sound systems and media presentation. This course may be‬ ‭repeated for elective credit only.‬ ‭Curriculum:‬‭ESV Bible Scripture‬ ‭Multitracks.com Subscription‬

‭ eginning Strings‬ B ‭Elective, 9‬‭th‬‭-12‬‭th‬ ‭Grade, Semester, 0.5 High School‬‭credit‬ ‭This course is an introduction to string instruments. Students will choose a string instrument and learn‬ ‭it in a group setting. Daily practice at home is expected in order to improve skills. After one semester,‬ ‭the student may be ready to join Allegro Strings.‬ ‭Curriculum:‬‭Learn to Play a Stringed Instrument, Books‬‭1-3 (Matesky and Womack), Alfred Music;‬‭Smart Music‬

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‭WORLD LANGUAGES‬ S‭ panish I‬ ‭Elective, 9‬‭th‬ ‭– 12‬‭th‬ ‭Grade, Full Year, 1 credit‬ ‭This course introduces students to the foundational concepts of Spanish and develops their abilities to‬ ‭communicate through writing, reading, listening, and speaking. Students will learn to greet and‬ ‭introduce others and talk about their classes, family, daily routine, food, clothes, and pastimes.‬ ‭Learning fundamental grammar topics and conjugation of present and preterite verb tenses will enable‬ ‭students to formulate sentences and dialogue. Cultural activities and discussions will accompany‬ ‭language lesions, acquainting students with topics such as food, holidays, and customs. Classes will‬ ‭discuss God’s heart for the world and how to show His love in our interactions with people of other‬ ‭nations and cultures.‬ ‭Curriculum:‬‭Vista Higher Learning: Descubre 1‬

‭Spanish II‬

‭ rerequisite: Spanish I or test out option (Students who have completed 7‬‭th‬ ‭and 8‬‭th‬ ‭grade Spanish, or‬‭those who are heritage‬ P ‭speakers, may petition to take a comprehensive exam over Spanish I. If successful, they may enroll in Spanish II. No credit for‬ ‭Spanish I will be given for this option.)‬

E‭ lective, 9‬‭th‬ ‭– 12‬‭th‬ ‭Grade, Full Year, 1 credit‬ ‭Through thematic units, students in Spanish II will expand their skills in speaking, listening, reading,‬ ‭writing and cultural awareness. Students will develop a functional command of words and phrases that‬ ‭deal with immediate needs and common everyday situations or while traveling in limited situations.‬ ‭Students will demonstrate comprehension of simple questions and statements about family, residence‬ ‭self, weather, time and interests. The content expansion includes the use of familiar words and phrases‬ ‭applicable with normal commands, frequent instructions, and courtesy interchanges. Students will be‬ ‭able to recognize and properly use present and past tense grammar structures. These skills will also be‬ ‭applied to continued Bible studies that expand upon previous learning.‬ ‭Curriculum:‬‭Vista: Descubre 2‬

‭Spanish III/College Elementary Spanish I (SBU SPA 1114, Dual Credit)‬ ‭Prerequisite: Spanish II and a cumulative high school percentage of 85%+‬

E‭ lective, 9‬‭th‬‭-12‬‭th‬ ‭Grade, Semester, .5 high school‬‭credit, 4 college credit hours‬ ‭In Spanish III, students continue to develop their proficiency in speaking, listening, writing and reading‬ ‭by interacting with other speakers of Spanish. Pronunciation, grammar, reading of simple prose,‬ ‭aural-oral practice are addressed. This class may be taken for dual credit.‬ ‭Curriculum:‬‭Descubre 2 and Descubre 3 and Easy Spanish‬‭Reader‬

‭Spanish III/College Elementary Spanish II (SBU SPA 1124, Dual Credit)‬ ‭Prerequisite: SPA 1114 and a cumulative high school percentage of 85%+‬

E‭ lective, 9‬‭th‬‭-12‬‭th‬ ‭Grade, Semester, .5 high school‬‭credit, 4 college credit hours‬ ‭A Continuation of SPA 1114. Prerequisite: SPA 1114.‬ ‭Curriculum:‬‭Descubre 3 and Easy Spanish Reader‬

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‭Spanish IV/College Inter Spanish I (SBU SPA 2213, Dual Credit)‬

‭Prerequisite: SPAN 1114/SPA 1124 and a cumulative high school cumulative percentage of 85%+‬

E‭ lective, 10‬‭th‬‭-12‬‭th‬ ‭Grade, Semester, .5 high school‬‭credit, 3 college credit hours‬ ‭For Spanish IV, students cover grammar review, simple composition and conversation, and the reading‬ ‭of short narratives. Topics go well beyond basic needs and include: personal and family affairs, current‬ ‭events, school, work, etc. Students can comprehend descriptions and narration referring to past,‬ ‭present or future events. They can comprehend dialogue about special fields of interest and narratives‬ ‭of a non-technical or specialized nature. There is an increased comprehension of in-depth material‬ ‭about special interest topics used in class, including Spanish literature and the Bible. Grammar control‬ ‭includes all but the infrequently used and the most complex forms and word order problems. Students‬ ‭work toward building a larger reading, speaking and listening vocabulary through the use of materials‬ ‭representative of Hispanic culture. This course may be taken for dual credit.‬ ‭Curriculum:‬ ‭Descubre 3 and Easy Spanish Reader‬

‭Spanish IV/College Inter Spanish II (SBU SPA 2223, Dual Credit):‬

‭Prerequisite: SPAN 2213 and a cumulative high school cumulative percentage of 85%+‬

E‭ lective, 10‬‭th‬‭-12‬‭th‬ ‭Grade, Semester, .5 high school‬‭credit, 3 college credit hours‬ ‭Continuation of SPA 2213 with emphasis on reading.‬ ‭Curriculum:‬ ‭Descubre 3 and Easy Spanish Reader‬

‭ andarin Chinese I‬ M ‭Elective, 9‬‭th‬‭-12‬‭th‬ ‭Grade, Full Year, 1 credit‬ ‭Chinese I is an introductory course in the fundamentals of Chinese. The course is designed to teach‬ ‭cumulative grammar concepts, deepened by studies in Chinese culture, literature, and the Bible. It‬ ‭provides a foundation for those interested in continuing a study of Chinese.‬ ‭Curriculum:‬‭Joint Publishing,‬‭Chinese Made Easy,‬‭Level‬‭1‬

‭Mandarin Chinese II‬ ‭Prerequisite: Chinese I‬

E‭ lective, 9‬‭th‬‭-12‬‭th‬ ‭Grade, Full Year, 1 credit‬ ‭Chinese II is designed to introduce students to the more complex structures of Chinese. The language‬ ‭instruction is more rigorous. This class is meant to equip students for further language study and for‬ ‭low-level mastery of the language. (The student should be able to present ideas and respond to native‬ ‭speakers.) The course uses children's literature (in translation) and short stories in Chinese. The class‬ ‭conducts Bible studies using a Chinese translation.‬ ‭Curriculum:‬ ‭Joint Publishing,‬‭Chinese Made Easy,‬‭Level 2‬ ‭Better Chinese,‬‭Discovering‬‭Chinese,‬‭Volume 2‬

‭Mandarin Chinese III‬ ‭PrerequIsite: Chinese II‬

E‭ lective, 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:‬ ‭Joint Publishing,‬‭Chinese Made Easy,‬‭Level 3‬ ‭Better Chinese,‬‭Discovering‬‭Chinese,‬‭Volume 3‬ ‭60‬


F‭ rench I‬ ‭9‭t‬h‬‭-12‬‭th‬ ‭Grade, Full Year, 1 credit‬ ‭French I is an active class that gives the beginning student the vocabulary necessary to communicate on‬ ‭a basic level with French speakers on a variety of familiar subjects such as school, home activities, etc.‬ ‭The student will learn how to formulate sentences and dialogues through listening, speaking, reading‬ ‭and writing. French translations of familiar Bible verses will be incorporated throughout the course.‬ ‭Cultural activities will accompany language lessons to acquaint students with food, artistic expression,‬ ‭and diversity of the Francophone world.‬ ‭Curriculum:‬‭EMC;‬‭Vista: Chemins 1‬

F‭ rench II‬ ‭9‭t‬h‬‭-12‬‭th‬ ‭Grade, Full Year, 1 credit‬ ‭Prerequisite: French I or equivalent‬

T‭ hrough thematic units students will continue their communication skills through reading and writing,‬ ‭speaking and listening. Students will develop a functional command of words and phrases that deal‬ ‭with immediate needs and common everyday situations or while traveling in limited situations.‬ ‭Students will communicate in the present and past tenses about celebrations, traveling, their homes,‬ ‭food, and their daily activities. Francophone countries around the world will continue to be emphasized‬ ‭with a Biblical worldview.‬ ‭Curriculum:‬‭Vista, Chemins 2‬

‭French III/College Elementary French I & II (Evangel FREN 115 & 116, Dual Credit Class)‬ ‭Prerequisite: French II (or equivalent) and a cumulative percentage of 85%+‬

E‭ lective, 10‬‭th‬‭-12‬‭th‬ ‭Grade, Full Year, 1 high school‬‭credit, 4 college credits per semester (students may‬ ‭take for Honors)‬ ‭Students will continue to expand their use of oral and written communication skills in areas of‬ ‭immediate needs, personal interests and daily life. Topics will include items such as technology, places‬ ‭around town, professions, the environment and nature, as well as the arts. Grammatical concepts to be‬ ‭covered are reciprocal verbs, the conditional and future tenses, the subjunctive mood, as well as‬ ‭interrogative and relative pronouns. More places in the francophone world will be discussed with a‬ ‭biblical worldview. Students will also read and discuss a French novel, such as Les Misérables or Le Petit‬ ‭Prince. Students at this level are eligible to take the Seal of Biliteracy test.‬ ‭Curriculum:‬‭Vista, Chemins 3‬

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‭French IV/College Intermediate French I & II (Evangel FREN 215 & 216, Dual Credit Class)‬ ‭Prerequisite: French III (or equivalent) and a cumulative percentage of 85%+‬

E‭ lective, 10‬‭th‬‭-12‬‭th‬ ‭Grade, Full Year, 1 high school‬‭credit, 3 college credits per semester (students may‬ ‭take for Honors)‬ ‭Students will enhance their communication of the language in all areas of communication: listening,‬ ‭speaking, reading, and writing. Topics introduced previously will be expanded upon and include‬ ‭relationships, towns and cities, news and media, human rights and politics, society, families and stages‬ ‭of life, inventions and science, leisure activities and sports, work and finances, nature and the‬ ‭environment. Grammatical structures will be reviewed from previous years and new concepts‬ ‭introduced, such as the pluperfect verb tense, pronouns y and en, and si clauses. Students will read‬ ‭about and discuss the influence of the language on many countries around the world. Short stories and‬ ‭videos will accompany each unit and be taught from a biblical worldview. A French novel will also be‬ ‭read and discussed, as well as passages from the Bible.‬ ‭Students at this level are eligible to take the‬ ‭Seal of Biliteracy test.‬ ‭Curriculum:‬‭Vista, Chemins 4 and/or Perspectives.‬

S‭ eal of Biliteracy information (see Appendix p. 69-74)‬ ‭The Seal of Biliteracy promotes active participation in a global society and economy by incentivizing,‬ ‭recognizing, and celebrating the acquisition of biliteracy skills and sociocultural awareness.‬

‭62‬


‭63‬


‭PHYSICAL EDUCATION‬ E‭ xtended Campus PE‬ ‭Elective, Semester or Full Year at Bodies, Health & Fitness, 0.5 or 1 credit‬ ‭SCA partners with a personal trainer to provide one-to-one fitness education that is personalized for‬ ‭each student. Sessions may be scheduled during or outside of school hours for an additional fee. See‬ ‭your advisor for details. Additional fees will apply. Programs are held at Bodies Health and Fitness.‬ I‭ ntroduction to Weight Training‬ ‭Elective, 9th - 12th Grade, Semester, 0.5 credit, Gender Specific Classes‬ ‭This course will provide an introduction to weight training with an emphasis on student participation.‬ ‭The student will be presented with the proper technique for a variety of weight training movements‬ ‭with an emphasis on learning proper movement rather than strength development. Grades will be‬ ‭determined through participation, written tests, and the completion of a workout journal/notebook.‬ ‭Curriculum:‬‭RACK Performance Software‬

‭Advanced Weight Training‬

‭Prerequisite: Beginning weight training‬

E‭ lective, 9th-12th Grade, Semester, 0.5 credit, Co-Ed Classes‬ ‭This course has three main objectives: development of an understanding of weight training physiology,‬ ‭development of the skills necessary to maximize performance of strength training techniques, and‬ ‭continue progress toward an individual’s strength and fitness goals. Students will learn to design and‬ ‭implement their own individual workout plan and track their progress by maintaining a workout journal‬ ‭or tracker. Grades will be determined through participation in class, written tests, and completion of‬ ‭the workout journal or tracker. This class may be repeated for further credit.‬ F‭ itness For Life‬ ‭Elective, 9th-12th Grade, Semester, 0.5 credit, Co-Ed Classes‬ ‭Fit for life is designed to provide students with the knowledge and skills that are essential for creating a‬ ‭healthy lifestyle. In this class, students will participate in various low-impact resistance exercises‬ ‭designed to tone, stretch, strengthen, and sculpt muscles to improve body composition and fitness.‬ ‭Areas may include but are not limited to fitness testing, goal setting, circuit training, weight training,‬ ‭walking, aerobics, jogging, interval training, stretching, various low-impact competitions, nutrition‬ ‭analysis and planning, and current event research. This class may be repeated for further credit.‬ T‭ eam Sports‬ ‭Elective, 9th-12th Grade, Semester, 0.5 credit, Gender Specific Classes‬ ‭This course will include a variety of team sport activities that may include football, softball, soccer, and‬ ‭basketball. Instruction is aimed at developing fitness and traditional and non-traditional team sports‬ ‭games. Injury prevention and sport-related careers will also be included in the instruction. Students will‬ ‭also examine coaching and team strategies, as well as officiating mechanics for each sport. Students‬ ‭will participate in a variety of sports and games, teach classmates rules and skills, and have the‬ ‭opportunity to officiate various sports and games.‬ ‭Curriculum:‬‭PE Equipment such as footballs, basketballs,‬‭soccer balls etc.‬

‭64‬


‭ et Sports and Lifetime Activities‬ N ‭Elective, 9th-12th Grade, Semester, 0.5 credit, Gender Specific Classes‬ ‭Students will participate in a variety of lifetime activities which may include tennis, volleyball,‬ ‭badminton, softball, frisbee, golf, pickleball, bowling, table tennis, recreational and outdoor‬ ‭recreational activities. Students will also learn about the health benefits gained from participating in‬ ‭these activities. Regular class activities include participating in lifetime activities and taking written‬ ‭assessments over the rules and terminology related to them.‬

‭65‬


‭PRACTICAL ELECTIVES‬ ‭ CT Prep‬ A ‭Elective, 10‬‭th‬‭-12‬‭th‬ ‭Grade, Semester, 0.5 credit‬ ‭This course is designed to provide students with both instruction and practice in the five major‬ ‭categories that appear on the ACT: English, Math, Science, Reading, and Writing (Optional). Students‬ ‭will learn test-taking strategies specific to the ACT. They will also spend substantial class time in‬ ‭supervised practice (individually and in teams) in the areas of English, Math, Science, and Reading‬‭,‬‭as‬ ‭well as limited time preparing for the Optional Writing component of the ACT.‬ ‭Curriculum:‬‭Princeton Review ACT Prep, 2020: 6 Practice‬‭Tests +Content Review + Strategies (College Test Preparation)‬ ‭Upgrade to current year each new school year‬

‭ earbook‬ Y ‭Elective, 10‬‭th‬‭-12th Grade, Full Year, 1 credit‬

‭ rerequisite: Admission into the course is reserved for students with a high level of dependability.‬ P ‭Enrollment: 15 students maximum‬

T‭ his is a production-based course that requires a high level of responsibility and commitment as we‬ ‭create the SCA yearbook in a Christ-honoring and accurate way. Because the staff is solely responsible‬ ‭for the content, design, and layout of the yearbook, students who choose to participate in this course‬ ‭must ensure that it runs efficiently and effectively. The yearbook staff must be cooperative, punctual,‬ ‭professional, creative and productive. Students will be expected to maintain good attendance and‬ ‭display strong academic performance. Students will apply for various staff positions which will require‬ ‭them to be responsible for conducting interviews, composing captions, designing and editing all‬ ‭elements of text, graphic art, and digital photography layouts. Students will learn the basics of the‬ ‭Adobe InDesign and Bridge software program as they work together to complete the secondary‬ ‭yearbook along with organizing and distributing at the end of the year. This course requires students to‬ ‭be available outside of regular class hours to attend sporting and fine arts events and other student‬ ‭activities in order to photograph at least one event per month.‬ ‭Curriculum:‬ ‭InDesign Training Videos from Lynda.com‬‭and Teacher-Generated Materials‬

L‭ ife Prep‬ ‭Elective, 9‬‭th‬‭-12‬‭th‬ ‭Grade, Semester or Full Year, 0.5‬‭or 1 credit‬ ‭Grades given will be Pass/Fail and will not impact your cumulative percentage.‬ ‭SCA’s mission is to enable students to meet their God-given potential. In supporting this goal, the Life‬ ‭Prep class has been created to honor the uniqueness of each student. Time may be spent to facilitate‬ ‭music lessons, study for classes, obtain tutoring, or take advantage of ministry opportunities. Students‬ ‭are encouraged to bring their ideas for Life Prep time to their Life Prep instructor. Should students‬ ‭choose to use Life Prep hour to complete an accredited course from a different educational institution,‬ ‭credit will be issued for that course rather than a life prep credit. Only .5 credit may be issued for a‬ ‭single period semester.‬

‭66‬


L‭ ife Prep Plus‬ ‭Elective, 9‬‭th‬‭-12‬‭th‬ ‭Grade, Semester or Full Year, 0.5‬‭or 1 credit‬ ‭Additional fee may apply.‬

‭ rades given will be Pass/Fail and will not impact your cumulative percentage.‬ G ‭SCA’s mission is to enable students to meet their God-given potential. In supporting this goal, the Life‬ ‭Prep Plus class has been created to honor the uniqueness of each student. Time may be spent to‬ ‭facilitate music lessons, study for classes, obtain tutoring, or take advantage of ministry opportunities.‬ ‭Students are encouraged to bring their ideas for Life Prep Plus time to their Life Prep instructor.‬ ‭Students will meet weekly with the teacher to look at grades, upcoming assignments, and to discuss‬ ‭strategies to improve academic skills. This is a small group setting. Fees may apply.‬ E‭ nglish for Academic Purposes (EAP)‬ ‭Required for 9th - 12th Grade International Students, Full Year, 1 credit‬ ‭Within the EAP classroom, each student will be individually assessed so that progress may be tracked in‬ ‭grammar, vocabulary, listening, speaking, reading and writing skills. Students will also be given‬ ‭instruction in preparation for standardized language testing and MLA essay formatting. The teacher will‬ ‭incorporate lecture, technology, and individual tutoring as needed to help ensure the academic success‬ ‭of each student in core college-prep classes. Time will be taken to facilitate cultural adaptation and to‬ ‭explore opportunities for students to share their culture within SCA’s environment.‬ ‭Curriculum:‬ ‭Longman,‬‭Writing Academic English,‬‭Level‬‭4; Longman‬‭, Introduction to Academic Writing,‬‭Level‬‭3;‬ ‭Barron’s‬‭, TOEFL iBT,‬‭13‬‭th‬ ‭Edition;‬‭Grammar and Beyond‬‭Level 3 and 4‬

‭Language Cadet Teacher‬

‭Prerequisite: Must have at least a B in English I and approval of an EAP teacher.‬

E‭ lective, 10‬‭th‬‭-12‬‭th‬ ‭Grade, Semester or Full Year,‬‭0.5 credit or 1 credit‬ ‭This class is for students who desire to aid the teacher in instructing students in language acquisition‬ ‭using their first language. The objective of the language cadet teacher course is to assist the classroom‬ ‭language teacher, provide authentic language as a native speaker, and offer cultural insight and‬ ‭exploration. Language cadet teacher responsibilities include: preparing educational materials and‬ ‭supplies, providing instruction to the class in selected subject areas under the supervision of the‬ ‭classroom teacher, providing individual instruction to students, and other duties as assigned by the‬ ‭teacher.‬ ‭Student Aide‬

‭ rerequisite: Administrative approval required. Students must fill out an application. Applications may be picked up in the‬ P ‭college and career advisor’s office‬‭.‬

E‭ lective, 9‬‭th‬‭-12‬‭th‬ ‭Grade, Semester or Full Year, 0.5‬‭or 1 credit‬ ‭Students have the opportunity to work in a variety of settings as an aide. They will be asked to help‬ ‭with an array of tasks under the supervision of SCA faculty or staff. Aide positions are available in the‬ ‭following areas: elementary or secondary classrooms, the elementary library, school offices, and‬ ‭maintenance.‬

‭ rades given will be Pass/Fail and will not impact GPA. Must pass to receive credit.‬‭Students should‬‭pick an alternate elective‬ G ‭class in the event they are not chosen as a Student Aide.‬

S‭ pecial Topics‬ ‭Elective, 11‬‭th‬‭/12‬‭th‬ ‭Grade, Semester or Full Year,‬‭0.5 or 1 credit‬ ‭With administrative approval, students may choose to do more in-depth study on a course elective. The‬ ‭objectives to be learned for the special topics course will be established by the course instructor in‬ ‭conjunction with the student. These objectives will be approved by administration and documented within‬ ‭the student’s file. Examples of course electives for special topics include, but are not limited to, painting,‬ ‭worship, etc.‬ ‭67‬


‭Discovery Program‬

‭ rerequisite: Administration of Individualized cognitive and academic standardized tests, Woodcock-Johnson III – Tests of‬ P ‭Achievement, Bender Gestalt, and miscellaneous informal tests‬‭(separate fees assessed for testing)‬‭.‬

E‭ lective, 9‬‭th‬‭-12‬‭th‬ ‭Grade, Full Year‬ ‭The student enrolled in the Discovery Program (a research-based model put forth by the National Institute‬ ‭of Learning Development or NILD) meets one-on-one with a certified educational therapist, for a total of‬ ‭180 minutes each week. Each session is specifically targeted to remediate perceptual weaknesses in the‬ ‭visual, auditory, and/or cognitive processing domains. Enrollment in the Discovery Educational Therapy‬ ‭Program is recommended only after a student has been thoroughly evaluated via a battery of‬ ‭psycho-educational, standardized, and informal tests, in which a pattern of perceptual deficits is revealed.‬ ‭There is required work outside of the therapy session four days each week. The goal of the Discovery‬ ‭Program is for each student to become an independent learner who no longer requires accommodations or‬ ‭modifications in order to function in an academic setting. Every Discovery student is re-evaluated annually‬ ‭to determine if reenrollment is recommended for the upcoming school year. Typically, students remain in‬ ‭the program 3-5 years. There is an additional fee required for the Discovery Program.‬ ‭Textbook:‬‭Interactive Educational Systems, Inc.,‬‭The‬‭Blue Book Method‬ ‭NILD Support Manipulatives‬

‭Summit Technology Academy & Missouri Innovation Campus‬ ‭Prerequisite: See Qualifications‬

‭ 1‬‭th‬‭/12‬‭th‬ ‭Grade, Full Year, 1 Credit per/semester‬ 1 ‭STA’s partnership with SCA enables students to attend the STA campus from 7:55-10:00 a.m. It should be‬ ‭noted that STA follows the R-7 school district calendar, and it is important that students follow those‬ ‭dates. This may mean, as it does with other partnering districts, that our students at STA will not experience‬ ‭full days off during certain vacation times as SCA does not follow the Lee’s Summit District school calendar.‬ ‭STA will modify the course ending dates to match seniors’ school ending dates.‬ ‭ ualifications:‬ Q ‭For entrance into the basic STA programs, students must:‬ ‭1.‬ ‭Enroll in their local public school district. SCA will help facilitate. ‬ ‭(Kansas students do not need to enroll in their local school district.)‬ ‭2.‬ ‭Go to:‬‭https://sta.lsr7.org/‬ ‭a.‬ ‭Fill out the application‬ ‭b.‬ ‭Cumulative Percentage of 75%‬ ‭c.‬ ‭Attendance average of 90%‬ ‭d.‬ ‭Had a minimum of 80% in Algebra I‬ ‭e.‬ ‭English testing on grade level‬ ‭f.‬ ‭For Software development: Keyboarding at 30 wpm‬ ‭g.‬ ‭Some programs require either current enrollment or having had one or more of the following:‬ ‭physics; pre-calculus; Anatomy, chemistry, and biology‬ ‭h.‬ ‭Write two essays from prompts‬ ‭i.‬ ‭Why are you interested in enrolling into this program‬ ‭j.‬ ‭Describe what you know about careers related to this program and how it‬ ‭3.‬ ‭[SIC] might help you reach your educational and career goals‬ ‭4.‬ ‭Have two letters of recommendation from teachers‬ ‭5.‬ ‭Other prerequisites from Project-Lead-the-Way Schools are required, but our students would be‬ ‭exempted from those prerequisites.‬ ‭6.‬ ‭In addition to the above MIC candidates must have:‬ ‭a.‬ ‭An 80% Cumulative Percentage‬ ‭b.‬ ‭ACT scores of 18 in English; 19 in Reading, and 20-22 in math (depending on program)‬ ‭c.‬ ‭Have an average 95% attendance rate.‬ ‭68‬


‭Requirements for Part-Time Students Desiring to Participate in MSHSAA‬ ‭Activities‬ ‭1.‬ ‭Attendance:‬‭Part-time students must be currently‬‭enrolled in and regularly attending courses‬ ‭totaling 3.5 units of credit or courses that are 80% of maximum allowable credits that may be‬ ‭earned. (At SCA, students should be enrolled in a minimum of 2 traditional, seated courses out of‬ ‭the SCA 8-period day).‬ ‭2.‬ ‭Prior Semester Requirements for High School:‬‭When‬‭a student who has not had any connection to‬ ‭SCA initially applies (whether they are coming in full-time/part-time, or traditional or‬ ‭Non-traditional), two different areas must be reviewed and confirmed before the student is able to‬ ‭represent SCA in MSHSAA competitions.‬ ‭A.‬‭First, academic credit for the‬‭prior full semester‬‭has to be confirmed and accepted. For this to‬ ‭happen, a student must have earned a minimum of 3.5 credits or have earned credit in 80% of the‬ ‭maximum allowable classes in which a student can be enrolled in the semester,‬‭whichever is‬ ‭greater.‬ ‭B.‬ ‭Second, all previously taken courses must be added to the SCA transcript. To be added, courses‬ ‭must meet criteria of SCA courses (i.e., be from an accredited body and/or taught by certified‬ ‭personnel, meet hours p/Carnegie measure, be listed in SCA Course Description Guide in‬ ‭Appendix B‬‭, or be approved by the administration based‬‭on previous listed criteria).‬ ‭3.‬ ‭Part-time students must provide SCA with verification of all courses completed. (Documentation‬ ‭should include tracked hours from an accredited program OR a virtual transcript.)‬ ‭4.‬ ‭For high school students, in addition to following MSHSAA academic semester requirements, SCA‬ ‭students must also meet monthly grade check requirements. Grades should reflect no F's OR no‬ ‭more than one D in all courses in order to participate in MSHSAA competitions.‬ ‭5.‬ ‭At the end of each semester, the school advisor will confirm students are continuing in eligible‬ ‭courses for the next semester and will also confirm all previous semester courses were passed.‬ ‭These courses will then be added to the transcript.‬ ‭*For high school students, a $35.00‬‭transcripting‬‭fee will apply p/year.‬ ‭This fee will be charged upon enrollment and is non-refundable.‬ ‭6.‬ ‭SCA will provide a transcript that includes all SCA and transferred approved courses. Courses‬ ‭transferred into SCA will be placed in parenthesis on the transcript.‬ ‭7.‬ ‭For high school students, upon initial enrollment, part-time students are considered to be transfer‬ ‭students. The athletic office will file a‬‭Transfer‬‭Eligibility Form‬‭in order to confirm eligibility‬‭through‬ ‭MSHSAA. Students must maintain their non-traditional student status in subsequent semesters or‬ ‭will be required to refile a‬‭Transfer Eligibility‬‭Form‬‭for MSHSAA to again confirm their eligibility.‬‭For‬ ‭example, if a student wants to run cross country in the fall, but he/she doesn’t wish to continue‬ ‭enrollment at SCA for the spring, the student would be a transfer student again if he/she re-enters‬ ‭the agreement next fall.‬ ‭8.‬ ‭Part-time students may attend lunch and/or one life prep (study hall) course if desired courses are‬ ‭not immediately consecutive in the school schedule.‬ ‭9.‬ ‭Part-time students are welcome to attend SCA chapels and all other school activities.‬ ‭69‬


‭Appendices‬

‭70‬


‭Appendix A‬ ‭Seal of Biliteracy‬

‭71‬


‭ UMMIT CHRISTIAN ACADEMY‬ S ‭Missouri Seal of Biliteracy Application‬ T‭ he Missouri Seal of Biliteracy‬‭promotes active participation‬‭in a global society and‬ ‭economy by incentivizing, recognizing and celebrating the acquisition of biliteracy skills and‬ ‭sociocultural awareness. SCA is dedicated to providing an education that prepares students for life and‬ ‭service in a global society. These skills include the ability to communicate with individuals, clients,‬ ‭colleagues and associates who speak a language other than English, as well as understanding the‬ ‭sociocultural intricacies that can further enhance the relationship. The Missouri Seal of Biliteracy is‬ ‭awarded to students who have attained proficiency in English and at least one other language before‬ ‭high school graduation.‬ ‭ ny SCA student who is studying a world language is a potential candidate for the Seal. Native‬ A ‭English-speaking students may acquire the second language proficiency through world language‬ ‭classrooms, community-based programs, at home or other experience. English Language Learners‬ ‭(ELLs) are also eligible to apply and demonstrate their proficiency through the mentioned‬ ‭requirements. If you wish to pursue the Seal and accompanying graduation honors, submit this form to‬ ‭your world language teacher. The world language teacher should provide a copy to the International‬ ‭Program Director for processing.‬

‭I wish to pursue the Missouri Seal of Biliteracy.‬ ‭Name____________________________________Email:________________________‬ ‭Grade_______________Language(s) to be Tested_____________________________‬ ‭Language classes taken in High School______________________________________‬ ‭ACT Reading score:___________________ Please attach official document.‬ ‭72‬


‭73‬


‭LOG FOR SOCIOCULTURAL COMPONENT OF SEAL OF BILITERACY‬ ‭This log serves as a place to record all activities and obtain signatures of the overseeing adult(s).‬ ‭ equirements:‬‭Students must acquire a total of 15‬‭points in any combination of the options below.‬ R ‭Points may be acquired over a two-year period.‬ ‭ oints‬ P ‭possible‬

‭Activity Option Descriptions‬ ‭I.‬ ‭Attach a written, researched 3 page paper on the cultural topic(s) shown below. Your‬ ‭paragraph may be written in English.‬

‭1‬

‭Topic 1: Music‬

‭1‬

‭Topic 2: Art‬

‭1‬

‭Topic 3: Poetry‬

‭1‬

‭Topic 4: Current Event‬

‭1‬

‭Topic 5: Literature‬

‭2‬

‭Topic 6: Compare and contrast your American systems of Health, Government,‬ ‭Civil Liberties, and Economics with a country where your language is‬ ‭spoken.‬

‭3‬

‭II.‬ ‭Cultural Presentation - attach presentation. Provide date, time, and contact‬ ‭information for the adult supervising the presentation.‬ ‭III.‬ ‭Develop relationships with native speakers.‬

‭4‬

‭Opportunity 1: Be an SCA Buddy‬

‭4‬

‭Opportunity 2: Be an SCA Host family‬

‭4‬

‭Opportunity 3: Demonstrate Leadership in NEXUS‬

‭4‬

‭Opportunity 4: Participate with International/Refugee discipleship through local church‬

‭4‬

‭IV.‬ ‭Service Project with native speakers - attach 1- page written reflection on your‬ ‭experience with supervising adult’s signature‬ ‭V. Visit-Attend a local event where a country that speaks your language is‬ ‭highlighted. Attach a 1-page reflection.‬

‭4‬

‭Visit 1: A Local Church Service‬

‭4‬

‭Visit 2: A Local Festival or Event‬

‭4‬

‭Visit 3: A Museum Exhibit‬

‭5‬

‭VI. Translation - attach translated piece with supervising adult’s signature‬

‭6‬

‭ II. Out of Country Trip - attach written 1,000 word reflection on experience, 3-5 photos,‬ V ‭along with supervising adult’s signature.‬

‭74‬


‭LOG FOR SOCIOCULTURAL COMPONENT OF SEAL OF BILITERACY‬ T‭ his document is designed to provide a place to track all points related to your sociocultural‬ ‭component for the Seal of Biliteracy. All documents must be filled out entirely before submission. All‬ ‭signees must be verifiable and provide contact information for verification.‬ S‭ tudents:‬ ‭Briefly describe the activity/activities you plan to accomplish. (Include what you will be doing, where it‬ ‭will be performed, who you will be working with, when this will be completed, and total number of‬ ‭points sought.)‬ ‭_________________________________________________________________________‬ ‭_________________________________________________________________________‬ ‭_________________________________________________________________________‬ ‭_________________________________________________________________________‬ ‭_________________________________________________________________________‬ ‭_________________________________________________________________________‬ ‭_________________________________________________________________________‬ ‭_________________________________________________________________________‬ ‭_________________________________________________________________________‬ ‭_________________________________________________________________________‬ ‭_________________________________________________________________________‬ ‭_________________________________________________________________________‬ ‭_________________________________________________________________________‬ ‭_________________________________________________________________________‬ ‭_________________________________________________________________________‬ ‭_________________________________________________________________________‬ ‭_________________________________________________________________________‬ ‭_________________________________________________________________________‬ ‭_________________________________________________________________________‬ ‭_________________________________________________________________________‬ ‭_________________________________________________________________________‬ ‭_________________________________________________________________________‬ ‭_________________________________________________________________________‬ ‭_________________________________________________________________________‬ ‭_________________________________________________________________________‬ ‭75‬


‭LOG FOR SOCIOCULTURAL COMPONENT OF SEAL OF BILITERACY‬

‭ ate/‬ D ‭Location‬

‭Activity‬

‭Adult’s‬ ‭ ame &‬ N ‭Phone‬ ‭Number‬

‭Position/‬ ‭Title‬

‭76‬

‭Signature‬

‭Points‬ ‭ ought‬ S


‭Appendix B‬ ‭Pre-Approved Homeschool Courses‬ ‭for‬ ‭High School Students‬

‭77‬


‭78‬


‭Appendix C‬ ‭Course Registration Forms‬

‭79‬


‭Summit Christian Academy‬

‭High School Course Registration Form 2024-2025‬ ‭Student Name: _________________________________ Date of Advising Meeting: ____/_____/____ ‬

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

‭CORE ACADEMICS ‬

‭ ible: _________________________________________________________________ ‬ B ‭English: _______________________________________________________________ ‬ ‭Math: _________________________________________________________________‬ ‭Science: _______________________________________________________________ ‬ ‭Social Studies: __________________________________________________________ ‬

‭Elective Graduation Requirements:‬

⬜ ⬜ ⬜

⬜ ⬜ ⬜

‭Digital Citizenship/TechApps‬

‭0.5‬

‭Fine Arts‬

‭1‬

‭Speech or Debate‬

‭0.5‬

‭Government‬ ‭*11th & 12th grade only‬

‭0.5‬

‭Physical Education‬

‭1‬

‭Personal Finance‬ ‭*11th & 12th grade only‬

‭0.5‬

‭Elective Course Selections:‬

‭Please list your elective course selections below in order of highest priority.‬ ‭ ‬‭st‬ ‭Choice: _______________________________________‬ 1

‭Full Year‬

‭Semester‬

‭ ‬‭nd‬ ‭Choice: _______________________________________‬ 2

‭Full Year‬

‭Semester‬

‭ ‬‭rd‬ ‭Choice: _______________________________________‬ 3

‭Full Year‬

‭Semester‬

‭ ‬‭th‬ ‭Choice: _______________________________________‬ 4

‭Full Year‬

‭Semester‬

‭ ‬‭th‬ ‭Choice: _______________________________________‬ 5

‭Full Year‬

‭Semester‬

‭ ‬‭th‬ ‭Choice: _______________________________________‬ 6

‭Full Year‬

‭Semester‬

‭ dditional Notes:‬ A ‭__________________________________________________________________________________________‬ ‭__________________________________________________________________________________________‬ ‭__________________________________________________________________________________________‬

‭___________________________________‬

‭__________________________________‬

‭Student Signature‬

‭Parent Signature‬

‭80‬


‭Summit Christian Academy‬

‭Junior High Course Registration Form 2024-2025‬ ‭Student Name ___________________________________________ Date Received ____/_____/____‬ ‭ t the secondary level, there are eight periods within one school day. In 7th and 8th grades, six of those periods‬ A ‭are filled with the following school-assigned courses:‬ ‭ ourse 1‬ C ‭Course 2‬ ‭Course 3‬ ‭Course 4‬ ‭Course 5‬ ‭Course 6‬

‭ nglish 7/English 8‬ E ‭Wisdom Literature and Biblical Leaders/Bible Truths‬ ‭Life Science/Earth Science‬ ‭World History/American History‬ ‭Physical Education ‬ ‭Mathematics: ______________________________ (assigned by administration)‬

‭ o complete your schedule, you will need to choose from the elective courses below. This may include two‬ T ‭full-year courses, four semester courses, or a combination of both. The‬‭SCA Course Description Catalog‬‭is‬ ‭available to aid you in your selections.‬‭Please note‬‭one semester of Digital Citizenship is required for all‬ ‭Junior High students.‬ ‭Full Year Courses‬

‭Semester Courses‬

‭ H Band‬ J ‭Allegro Strings‬ ‭JH Choir‬ ‭Intermediate Spanish (8th grade only)‬ ‭Chinese I (8th grade only)‬ ‭French I (8th grade only‬ ‭Spanish I (8th grade only)‬

‭ igital Citizenship‬ D ‭Art *‬‭Fall, Spring, or both semesters‬ ‭Logic‬ ‭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.‬ ‭ ‬‭st‬ ‭Choice: _______________________________________‬ 1

‭Full Year‬

‭Semester‬

‭ ‬‭nd‬ ‭Choice: _______________________________________‬ 2

‭Full Year‬

‭Semester‬

‭ ‬‭rd‬ ‭Choice: _______________________________________‬ 3

‭Full Year‬

‭Semester‬

‭ ‬‭th‬ ‭Choice: _______________________________________‬ 4

‭Full Year‬

‭Semester‬

‭ ‬‭th‬ ‭Choice: _______________________________________‬ 5

‭Full Year‬

‭Semester‬

‭ ‬‭th‬ ‭Choice: _______________________________________‬ 6

‭Full Year‬

‭Semester‬

‭Additional Notes:‬ ‭__________________________________________________________________________________________‬ ‭__________________________________________________________________________________________‬

‭___________________________________‬

‭__________________________________‬

‭Student Signature‬

‭Parent Signature‬ ‭81‬


‭82‬


‭Summit Christian Academy‬ ‭Course Approval Form (i.e., off-campus or online)‬ ‭ he following student is planning to take a course or courses from another institution in order to fulfill‬ T ‭graduation requirements at Summit Christian Academy. Please see the course description catalog (pg 5)‬ ‭for further details.‬ ‭Student’s Name: ____________________________________‬

‭Course Name‬

‭Institution‬

‭SCA Requirement‬

‭ he‬‭student‬‭and‬‭parent/guardian‬‭understand‬‭that‬‭proof‬‭of‬‭course‬‭completion‬‭is‬‭required.‬‭A‬‭passing‬‭grade‬ T ‭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.‬ ‭ he‬ ‭signatures‬ ‭below‬ ‭show‬ ‭that‬ ‭the‬ ‭student,‬ ‭the‬ ‭parent‬‭or‬‭guardian,‬‭and‬‭the‬‭school‬‭agree‬‭to‬‭the‬‭above‬ T ‭satisfying graduation requirements at SCA.‬ ‭Student Signature: ____________________________________‬ ‭Parent Signature: _____________________________________‬ ‭Principal/Counselor Signature: ___________________________‬

‭83‬


‭Appendix D‬ ‭Philosophies‬

‭84‬


‭The‬ ‭goal‬ ‭of‬ ‭the‬ ‭SCA‬ ‭Bible‬ ‭department‬ ‭is‬ ‭to‬ ‭teach‬ ‭the‬‭Bible‬‭as‬‭a‬‭tool‬‭for‬‭the‬‭student’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,‬‭through‬‭faith‬‭in‬‭the‬‭Lord‬‭Jesus‬‭Christ.‬‭In‬‭the‬‭Scriptures,‬‭we‬‭encounter‬‭the‬‭central‬‭Truth‬ ‭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,‬‭and‬‭training‬‭in‬‭righteousness‬‭(I‬‭Tim.3:16-17).‬ ‭We‬‭see‬‭Scripture‬‭as‬‭God’s‬ ‭revelation‬ ‭and‬ ‭the‬ ‭key‬ ‭to‬ ‭a‬ ‭personal‬ ‭relationship‬ ‭with‬ ‭Him.‬ ‭Christians‬ ‭must‬ ‭read‬ ‭and‬ ‭understand‬ ‭Scripture‬ ‭in‬ ‭order‬ ‭to‬ ‭understand‬ ‭the‬‭personal‬‭sacrifice‬‭required‬‭of‬‭all‬‭believers‬‭to‬ ‭serve‬ ‭the‬ ‭body‬ ‭of‬ ‭Christ‬ ‭(the‬ ‭Church),‬ ‭of‬ ‭which‬ ‭Christ‬ ‭is‬ ‭the‬ ‭head‬‭(Eph‬‭1:23,‬‭Rom.‬‭12:1-2,‬‭I‬ ‭Pet.‬‭2:9).‬ ‭To‬‭fulfill‬‭God’s‬‭command‬‭that‬‭we‬‭are‬‭to‬‭love‬‭Him‬‭with‬‭all‬‭of‬‭our‬‭heart,‬‭soul‬‭and‬‭mind‬ ‭(Matt.‬ ‭22:37),‬ ‭it‬ ‭is‬ ‭our‬ ‭desire‬ ‭to‬ ‭teach‬ ‭dedication‬ ‭in‬ ‭critically‬ ‭studying‬ ‭God’s‬ ‭Word,‬ ‭that‬ ‭Christians‬ ‭may‬ ‭grow‬ ‭in‬ ‭their‬ ‭relationship‬ ‭with‬ ‭the‬‭Creator,‬‭Redeemer,‬‭and‬‭Savior‬‭(Col‬‭3:23,‬‭I‬ ‭Pet. 3:15).‬ ‭God’s Revelation and the Need for Relationship‬ ‭It‬ ‭is‬ ‭also‬ ‭the‬ ‭aim‬ ‭of‬ ‭the‬ ‭SCA‬‭Bible‬‭department‬‭to‬‭lead‬‭in‬‭forming‬‭an‬‭apologetic‬‭for‬‭the‬ ‭Christian‬ ‭faith.‬ ‭The‬ ‭Bible‬ ‭is‬ ‭clear‬ ‭that‬ ‭God‬ ‭reveals‬ ‭Himself‬ ‭to‬ ‭all‬ ‭people‬ ‭through‬ ‭Creation,‬ ‭though‬‭it‬‭is‬‭not‬‭a‬‭revelation‬‭leading‬‭to‬‭salvation‬‭(Rom.‬‭1:18-23).‬ ‭Therefore,‬‭it‬‭is‬‭the‬‭Christian’s‬ ‭responsibility‬‭to‬‭identify‬‭and‬‭proclaim‬‭those‬‭aspects‬‭of‬‭God‬‭found‬‭in‬‭creation,‬‭revealed‬‭only‬‭by‬ ‭the‬‭Holy‬‭Spirit‬‭(Acts‬‭14:8-18,‬‭17:22-34,‬‭I‬‭Co.‬‭2:6).‬ ‭Every‬‭discipline‬‭finds‬‭its‬‭source‬‭in‬‭God‬‭by‬ ‭way‬‭of‬‭His‬‭creation,‬‭so‬‭all‬‭subjects‬‭teach‬‭the‬‭truth‬‭of‬‭God‬‭(Col.‬‭1:15-20,‬‭I‬‭Pet.‬‭3:15).‬‭We‬‭look‬ ‭85‬


‭to‬‭the‬‭humble‬‭example‬‭set‬‭by‬‭Christ‬‭as‬‭the‬‭Word‬‭of‬‭God.‬ ‭Though‬‭Christians‬‭stand‬‭in‬‭a‬‭special‬ ‭place‬‭understanding‬‭the‬‭truth‬‭of‬‭this‬‭world‬‭and‬‭God,‬‭it‬‭is‬‭not‬‭the‬‭place‬‭of‬‭the‬‭Christian‬‭to‬‭judge‬ ‭or‬‭ridicule‬‭(John‬‭5:19,‬‭Phil‬‭2:5-8).‬ ‭Though‬‭the‬‭Christian‬‭may‬‭be‬‭prepared‬‭with‬‭God’s‬‭truth,‬‭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 ‭an‬‭ancient‬‭book‬‭written‬‭in‬‭three‬‭different‬‭languages:‬ ‭Hebrew,‬‭Greek,‬‭and‬ ‭small‬ ‭portions‬ ‭of‬ ‭Aramaic‬ ‭(Daniel).‬ ‭SCA‬ ‭acknowledges‬ ‭the‬ ‭canon‬ ‭as‬ ‭the‬ ‭sixty-six‬ ‭books:‬ ‭Genesis‬ ‭through‬ ‭Revelation.‬ ‭While‬ ‭the‬ ‭school‬ ‭supports‬ ‭no‬‭particular‬‭English‬‭translation,‬‭we‬ ‭encourage‬‭a‬‭more‬‭literal‬‭translation‬‭for‬‭classroom‬‭use.‬ ‭Popular‬‭examples‬‭of‬‭such‬‭translations‬ ‭would‬‭be:‬‭English‬‭Standard‬‭Version,‬‭New‬‭International‬‭Version,‬‭New‬‭American‬‭Standard‬‭Bible,‬ ‭and the King James Version.‬ ‭Regarding Curriculum Content to Encourage World Impact‬ ‭As‬ ‭Christians‬ ‭relate‬ ‭the‬ ‭gospel‬ ‭to‬ ‭our‬‭generation,‬‭we‬‭may‬‭not‬‭forget‬‭that‬‭James‬‭3:17‬ ‭warns‬ ‭that‬ ‭“the‬ ‭wisdom‬ ‭from‬ ‭above‬ ‭first‬ ‭pure,‬‭then‬‭peaceable,‬‭gentle,‬‭open‬‭to‬‭reason,‬‭full‬‭of‬ ‭mercy‬ ‭and‬ ‭good‬ ‭fruits,‬ ‭impartial‬ ‭and‬ ‭sincere.”‬ ‭Christians‬ ‭should‬ ‭be‬ ‭careful‬ ‭not‬ ‭to‬ ‭be‬‭“taken‬ ‭captive‬‭by‬‭philosophies”‬‭of‬‭our‬‭current‬‭generation;‬‭however,‬‭understanding‬‭modern‬‭ideologies‬ ‭may‬‭lend‬‭Christians‬‭a‬‭great‬‭opportunity‬‭to‬‭grow‬‭in‬‭the‬‭understanding‬‭of‬‭God‬‭and‬‭in‬‭the‬‭ability‬ ‭to‬ ‭witness‬ ‭to‬‭our‬‭generation‬‭(Col.‬‭2:8).‬ ‭Christians‬‭must‬‭be‬‭patient‬‭to‬‭understand‬‭others‬‭if‬‭we‬ ‭wish‬‭to‬‭testify‬‭of‬‭grace‬‭in‬‭Christ.‬ ‭Because‬‭we‬‭believe‬‭in‬‭the‬‭absolute‬‭moral‬‭truth‬‭of‬‭Scripture,‬ ‭as‬ ‭well‬ ‭as‬ ‭the‬ ‭mandate‬ ‭to‬ ‭reach‬ ‭our‬ ‭world,‬ ‭we‬ ‭understand‬ ‭the‬ ‭necessity‬‭of‬‭Christians‬‭being‬ ‭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 ‭86‬


‭questions‬ ‭to‬ ‭parents‬ ‭and‬ ‭pastors.‬ ‭In‬ ‭regards‬ ‭to‬ ‭class‬ ‭discussion,‬ ‭teachers‬ ‭will‬ ‭moderate‬ ‭differently‬‭depending‬‭upon‬‭the‬‭age‬‭level‬‭of‬‭students.‬ ‭At‬‭the‬‭early‬‭elementary‬‭levels,‬‭no‬‭debate‬ ‭or‬ ‭vigorous‬ ‭discussion‬ ‭will‬ ‭ensue.‬

‭As‬ ‭students‬ ‭begin‬ ‭developing‬ ‭more‬ ‭ability‬ ‭to‬ ‭think‬

‭abstractly,‬ ‭teachers‬ ‭will‬ ‭allow‬ ‭moderated‬ ‭discussion‬‭and‬‭direct‬‭students‬‭to‬‭the‬‭Word‬‭to‬‭begin‬ ‭critically‬ ‭thinking‬ ‭out‬ ‭their‬ ‭personal‬ ‭faith.‬ ‭At‬‭the‬‭highest‬‭grade‬‭levels,‬‭vigorous‬‭conversation‬ ‭may‬‭occur‬‭as‬‭students‬‭wrestle‬‭with‬‭their‬‭theology‬‭in‬‭an‬‭attempt‬‭to‬‭strengthen‬‭their‬‭faith‬‭as‬‭they‬ ‭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 ‭equip‬‭students‬‭to‬‭demonstrate‬‭personal‬‭application‬‭of‬‭that‬ ‭Word, enabling a life lived as a disciple for Christ.‬

‭87‬


‭Summit‬ ‭Christian‬ ‭Academy‬ ‭established‬ ‭the‬ ‭Business‬ ‭and‬ ‭Technology‬ ‭Department‬ ‭to‬ ‭help‬ ‭our‬ ‭students‬‭meet‬‭their‬‭God‬‭given‬‭potential‬‭by‬‭providing‬‭courses‬‭that‬‭align‬‭with‬‭expectations‬‭of‬‭reputable‬ ‭business‬‭schools.‬‭Course‬‭offerings‬‭also‬‭support‬‭student‬‭interests,‬‭abilities,‬‭and‬‭aspirations‬‭in‬‭regard‬‭to‬ ‭personal‬ ‭business‬ ‭needs.‬ ‭In‬ ‭a‬ ‭world‬ ‭of‬ ‭situational‬ ‭ethics,‬ ‭students‬ ‭will‬ ‭also‬ ‭study‬ ‭business‬ ‭and‬ ‭technology‬ ‭practices‬ ‭through‬ ‭the‬ ‭Biblical‬ ‭lens‬ ‭of‬ ‭absolute‬ ‭truth.‬ ‭Romans‬ ‭12:2‬ ‭states:‬ ‭“And‬ ‭be‬ ‭not‬ ‭conformed‬ ‭to‬ ‭this‬ ‭world:‬ ‭but‬ ‭be‬ ‭ye‬ ‭transformed‬ ‭by‬ ‭the‬ ‭renewing‬ ‭of‬ ‭your‬ ‭mind,‬ ‭that‬ ‭you‬ ‭may‬‭prove‬ ‭what‬ ‭is‬ ‭good,‬ ‭and‬ ‭acceptable,‬ ‭and‬ ‭perfect‬ ‭will‬ ‭of‬ ‭God.”‬ ‭This‬ ‭department‬ ‭will‬ ‭prepare‬ ‭students‬ ‭to‬ ‭transform‬ ‭the‬ ‭world‬‭around‬‭them‬‭by‬‭renewing‬‭their‬‭minds‬‭and‬‭trusting‬‭God,‬‭so‬‭that‬‭they‬‭may‬‭glorify‬ ‭Him through their careers and lifestyles.‬ ‭S‬‭tudents‬ ‭in‬ ‭the‬ ‭SCA‬ ‭Business‬ ‭and‬ ‭Technology‬ ‭Department‬ ‭are‬ ‭guided‬ ‭in‬ ‭many‬ ‭ways‬ ‭as‬ ‭they‬ ‭develop‬‭the‬‭skills‬‭necessary‬‭to‬‭become‬‭business‬‭leaders,‬‭informed‬‭citizens,‬‭skilled‬‭employees,‬‭and‬‭wise‬ ‭stewards‬‭of‬‭God’s‬‭blessings.‬‭Within‬‭the‬‭course‬‭offerings,‬‭students‬‭will‬‭have‬‭opportunities‬‭to‬‭customize‬ ‭their‬‭experiences‬‭by‬‭selecting‬‭projects‬‭and‬‭internships‬‭based‬‭on‬‭personal‬‭and‬‭career‬‭interests.‬‭Student‬ ‭learners‬ ‭also‬ ‭will‬ ‭use‬ ‭a‬ ‭wide‬ ‭range‬ ‭of‬ ‭technology‬ ‭to‬ ‭solve‬ ‭unstructured‬ ‭problems.‬ ‭In‬ ‭the‬ ‭modern‬ ‭business‬ ‭arena,‬ ‭teams‬ ‭and‬ ‭collaboration‬ ‭are‬ ‭key.‬ ‭As‬ ‭such,‬ ‭students‬ ‭will‬ ‭collaborate‬ ‭with‬ ‭adults‬ ‭and‬ ‭peers in order to develop leadership and interpersonal communication skills.‬ ‭Money Management‬ ‭The study of business courses will help students possess a thorough understanding of the‬ ‭biblical view of prosperity, wealth, and private property. The goal is to develop a testimony beyond‬ ‭reproach in the personal stewardship of time and money.‬

‭88‬


‭Business and Marketplace‬ ‭By‬ ‭grasping‬ ‭the‬ ‭importance‬ ‭of‬ ‭being‬ ‭“a‬ ‭light‬ ‭unto‬ ‭the‬ ‭world,”‬ ‭students‬ ‭will‬ ‭understand‬ ‭the‬ ‭immense‬ ‭opportunity‬ ‭to‬ ‭witness‬ ‭for‬ ‭Christ‬ ‭as‬ ‭Christians‬ ‭by‬ ‭serving‬ ‭as‬ ‭business‬ ‭leaders‬ ‭in‬ ‭the‬ ‭global‬ ‭marketplace.‬‭They‬‭will‬‭be‬‭taught‬‭to‬‭function‬‭as‬‭economically‬‭literate‬‭citizens‬‭through‬‭the‬‭development‬ ‭of‬ ‭personal‬ ‭consumer‬ ‭economic‬‭skills,‬‭the‬‭knowledge‬‭of‬‭social‬‭and‬‭government‬‭responsibility,‬‭and‬‭an‬ ‭understanding of business operations.‬ ‭Information Technology‬ ‭Introducing‬ ‭SCA‬ ‭students‬ ‭to‬ ‭the‬ ‭productivity‬ ‭tools‬ ‭of‬ ‭word‬ ‭processing,‬ ‭spreadsheets,‬ ‭and‬ ‭presentation‬‭software‬‭will‬‭allow‬‭them‬‭to‬‭approach‬‭the‬‭business‬‭world‬‭more‬‭confidently,‬‭efficiently,‬‭and‬ ‭effectively.‬‭Students‬‭will‬‭learn‬‭how‬‭to‬‭safely‬‭navigate‬‭through‬‭the‬‭many‬‭types‬‭of‬‭modern‬‭digital‬‭media,‬ ‭using the Holy Bible as a guide when making decisions related to information technology.‬ ‭Internships‬ ‭Through‬ ‭internships,‬ ‭SCA‬ ‭students‬ ‭get‬ ‭a‬ ‭taste‬ ‭of‬‭their‬‭chosen‬‭career‬‭field‬‭through‬‭off-campus‬ ‭experiences.‬ ‭Students‬ ‭are‬ ‭able‬ ‭to‬ ‭practice‬ ‭and‬ ‭demonstrate‬ ‭interpersonal,‬ ‭teamwork,‬ ‭and‬ ‭leadership‬ ‭skills necessary to function in multicultural business settings.‬

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‭“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 ‭performance‬‭in‬‭excellent‬‭productions,‬‭as‬‭well‬‭as‬‭the‬‭opportunity‬‭to‬‭take‬‭elective‬‭courses‬‭at‬‭the‬ ‭secondary‬ ‭level.‬ ‭By‬ ‭participating‬ ‭in‬ ‭drama‬ ‭and‬ ‭secondary‬ ‭theatre‬ ‭at‬ ‭SCA,‬ ‭students‬ ‭develop‬ ‭professionalism, responsibility, creativity and humility. ‬ ‭At‬ ‭the‬ ‭elementary‬ ‭level,‬ ‭students‬ ‭will‬ ‭have‬‭the‬‭opportunity‬‭to‬‭view‬‭a‬‭minimum‬‭of‬‭three‬ ‭plays:‬ ‭1‬‭st‬‭,‬ ‭2‭n‬ d‬‭,‬ ‭and‬ ‭5‭t‬h‬ ‭grades‬ ‭all‬ ‭have‬ ‭yearly‬ ‭performance‬ ‭attendance.‬ ‭Other‬‭plays‬‭may‬‭be‬ ‭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 ‭communication‬‭and‬‭leadership‬‭skills‬‭as‬‭they‬‭prepare‬‭to‬‭enter‬‭a‬‭world‬‭where‬‭they‬‭will‬‭both‬‭lead‬ ‭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

‭90‬


‭purposes.‬ ‭He‬ ‭reveals‬‭Himself‬‭and‬‭His‬‭Truth‬‭through‬‭parable,‬‭narrative,‬‭and‬‭poetry.‬‭The‬‭Bible‬ ‭tells‬‭stories‬‭of‬‭redemption‬‭and‬‭brokenness‬‭featuring‬‭people‬‭who‬‭followed‬‭God‬‭and‬‭people‬‭who‬ ‭opposed‬‭God.‬‭We‬‭learn‬‭from‬‭both‬‭types‬‭of‬‭stories‬‭and‬‭both‬‭types‬‭of‬‭people.‬‭Therefore,‬‭theatre‬ ‭experiences‬ ‭at‬ ‭SCA‬ ‭reveal‬ ‭truth,‬ ‭deal‬‭with‬‭real-life‬‭issues‬‭and‬‭conflicts,‬‭and‬‭demonstrate‬‭the‬ ‭consequences‬‭of‬‭sin.‬‭Productions‬‭feature‬‭honest‬‭representations‬‭of‬‭the‬‭struggle‬‭between‬‭good‬ ‭and‬‭evil,‬‭not‬‭only‬‭through‬‭the‬‭conflicts‬‭between‬‭characters,‬‭but‬‭also‬‭through‬‭the‬‭internal‬‭turmoil‬ ‭within‬‭characters.‬‭Because‬‭some‬‭realistic‬‭struggles‬‭are‬‭not‬‭appropriate‬‭for‬‭all‬‭ages‬‭to‬‭explore,‬ ‭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.‬ ‭Though‬‭many‬‭theatre‬‭activities‬‭are‬‭performed‬‭for‬‭an‬‭audience,‬‭the‬‭primary‬‭goal‬‭of‬‭SCA‬ ‭theatre‬‭is‬‭to‬‭equip‬‭and‬‭inspire‬‭the‬‭students‬‭who‬‭choose‬‭to‬‭participate.‬‭To‬‭accomplish‬‭this,‬‭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.‬ ‭Because‬‭SCA‬‭recognizes‬ ‭the‬‭value‬‭of‬‭classic‬‭literature,‬‭students‬‭have‬‭the‬‭opportunity‬‭to‬‭perform‬‭scenes‬‭and‬‭plays‬‭that‬ ‭have‬‭literary‬‭and‬‭historic‬‭significance.‬‭The‬‭works‬‭of‬‭famous‬‭authors,‬‭critically‬‭acclaimed‬‭plays,‬ ‭and‬‭excellent‬‭new‬‭works‬‭are‬‭also‬‭represented.‬‭Vulgarity,‬‭blatant‬‭sin,‬‭and‬‭immoral‬‭lifestyles‬‭are‬ ‭not‬ ‭glorified.‬ ‭Christian‬ ‭and‬ ‭secular‬ ‭sources‬ ‭can‬ ‭be‬‭vessels‬‭of‬‭God’s‬‭Truth;‬‭therefore‬‭material‬ ‭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.‬‭Young‬‭playwrights‬‭and‬‭directors‬‭have‬‭the‬‭chance‬‭to‬‭hone‬‭their‬‭skills‬‭throughout‬ ‭91‬


‭their‬ ‭secondary‬ ‭career,‬ ‭while‬‭students‬‭who‬‭enjoy‬‭theatre‬‭review‬‭writing‬‭may‬‭join‬‭our‬‭Cappies‬ ‭critics‬‭team.‬‭Improvisational‬‭acting‬‭skills‬‭may‬‭be‬‭further‬‭developed‬‭by‬‭joining‬‭our‬‭Improv‬‭Team,‬ ‭and‬ ‭students‬ ‭may‬ ‭also‬ ‭participate‬ ‭in‬ ‭forensics,‬ ‭which‬‭offers‬‭theatrical‬‭events.‬‭Participation‬‭in‬ ‭these‬ ‭activities‬ ‭leads‬ ‭many‬ ‭students‬ ‭to‬ ‭induction‬ ‭in‬ ‭our‬ ‭school’s‬ ‭troupe‬ ‭of‬ ‭the‬ ‭International‬ ‭Thespian‬‭Society,‬‭through‬‭which‬‭students‬‭connect‬‭with‬‭other‬‭schools‬‭and‬‭compete‬‭for‬‭theatre‬ ‭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.‬ ‭Students‬‭with‬‭an‬ ‭interest‬‭in‬‭behind-the-scenes‬‭work‬‭learn‬‭about‬‭technical‬‭responsibilities‬‭such‬‭as‬‭costumes,‬‭set‬ ‭building,‬ ‭and‬ ‭lighting.‬ ‭In‬‭the‬‭SCA‬‭theatre‬‭department,‬‭the‬‭possibilities‬‭for‬‭students‬‭to‬‭develop‬ ‭their‬ ‭God-given‬‭potential‬‭are‬‭vast,‬‭and‬‭personalized‬‭classes‬‭and‬‭projects‬‭are‬‭the‬‭norm‬‭rather‬ ‭than the exception.‬ ‭The‬ ‭SCA‬ ‭theatre‬ ‭department‬ ‭also‬ ‭provides‬ ‭hands-on‬ ‭leadership‬‭training‬‭for‬‭advanced‬ ‭students‬ ‭as‬ ‭they‬ ‭lead‬ ‭within‬ ‭their‬ ‭area‬ ‭of‬ ‭expertise,‬ ‭either‬ ‭as‬ ‭actors‬ ‭or‬ ‭crew‬ ‭leaders.‬ ‭In‬ ‭this‬ ‭way,‬ ‭participation‬ ‭in‬ ‭theatre‬‭at‬‭SCA‬‭is‬‭an‬‭introduction‬‭to‬‭the‬‭management‬‭of‬‭both‬‭people‬‭and‬ ‭projects.‬ ‭As‬‭they‬‭take‬‭a‬‭scene,‬‭play‬‭or‬‭musical‬‭from‬‭auditions‬‭to‬‭curtain‬‭call,‬‭our‬‭students‬‭are‬ ‭learning‬ ‭responsibility,‬ ‭professionalism,‬ ‭creativity,‬ ‭and‬ ‭humility.‬ ‭When‬ ‭these‬‭students‬‭go‬‭forth‬ ‭into‬‭their‬‭universities‬‭and‬‭communities,‬‭we‬‭hope‬‭that‬‭their‬‭theatre‬‭training‬‭has‬‭equipped‬‭them‬ ‭to lead others and to see how God is at work in the arts around them.‬ ‭92‬


‭Summit‬‭Christian‬‭Academy’s‬‭health‬‭instruction‬‭is‬‭designed‬‭to‬‭enable‬‭our‬‭students’‬ ‭increased‬ ‭growth‬ ‭in‬ ‭“wisdom‬ ‭and‬ ‭stature,‬ ‭and‬ ‭in‬ ‭favor‬ ‭with‬ ‭God‬‭and‬‭man”‬‭(Luke‬‭2:52).‬ ‭As‬‭such,‬‭curriculum‬‭scope‬‭and‬‭sequence‬‭has‬‭been‬‭created‬‭to‬‭promote‬‭the‬‭whole‬‭person.‬ ‭In addition, ideas of social responsibility and ethical behavior will be explored.‬ ‭Curriculum Content‬ ‭The‬‭biblical‬‭foundation‬‭of‬‭health‬‭will‬‭enable‬‭students‬‭to‬‭acknowledge‬‭that‬‭they‬ ‭are‬ ‭“fearfully‬ ‭and‬ ‭wonderfully‬ ‭made,”‬ ‭(Psalm‬ ‭139:14)‬ ‭and‬ ‭that‬ ‭they‬ ‭have‬ ‭the‬ ‭responsibility‬‭to‬‭maintain‬‭their‬‭health‬‭as‬‭a‬‭testament‬‭to‬‭the‬‭glory‬‭of‬‭God.‬ ‭This‬‭emphasis‬ ‭on‬‭spiritual‬‭and‬‭physical‬‭health‬‭further‬‭promotes‬‭SCA’s‬‭social‬‭goal‬‭of‬‭good‬‭health‬‭habits,‬ ‭as‬ ‭well‬ ‭as‬ ‭its‬ ‭goal‬ ‭of‬ ‭imparting‬ ‭a‬ ‭respect‬ ‭for‬ ‭the‬ ‭sanctity‬ ‭of‬ ‭life.‬ ‭Emotional‬‭and‬‭social‬ ‭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 ‭secondary‬‭level‬‭so‬‭students‬‭can‬‭help‬‭others‬‭when‬‭emergencies‬‭arise.‬ ‭At‬‭the‬‭elementary‬ ‭level,‬‭focus‬‭will‬‭be‬‭on‬‭personal‬‭health‬‭and‬‭nutrition‬‭topics.‬ ‭At‬‭the‬‭secondary‬‭level,‬‭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 ‭morality‬‭before‬‭marriage,‬‭an‬‭abstinence-only‬‭stance‬‭will‬‭be‬‭taken‬‭by‬‭all‬‭instructors.‬ ‭This‬ ‭unit‬‭will‬‭afford‬‭opportunity,‬‭especially‬‭at‬‭the‬‭secondary‬‭level,‬‭for‬‭students‬‭to‬‭explore‬‭their‬ ‭biblical worldview and the importance of its impact on the changing society around them.‬ ‭93‬


‭Teaching Methodologies‬ ‭Secondary‬‭health‬‭discussions‬‭will‬‭include‬‭the‬‭use‬‭of‬‭the‬‭school‬‭health‬‭clerk‬‭when‬ ‭that‬ ‭person‬ ‭is‬ ‭a‬ ‭registered‬ ‭nurse‬ ‭in‬ ‭order‬ ‭to‬ ‭facilitate‬ ‭the‬ ‭best‬ ‭information‬ ‭possible‬‭for‬ ‭students.‬ ‭The‬ ‭clear‬ ‭personal‬ ‭value‬ ‭of‬ ‭the‬ ‭knowledge‬ ‭provided‬ ‭yields‬ ‭the‬ ‭intrinsic‬ ‭motivation‬ ‭necessary‬ ‭to‬ ‭obviate‬‭the‬‭need‬‭for‬‭grades‬‭at‬‭the‬‭secondary‬‭level.‬ ‭Formative‬ ‭assessment‬‭is‬‭done‬‭through‬‭active‬‭class‬‭discussion‬‭and‬‭evidence‬‭of‬‭changes‬‭within‬‭the‬ ‭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.‬

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‭The‬ ‭goal‬ ‭of‬ ‭the‬ ‭PS-6‬‭th‬ ‭grade‬ ‭library‬ ‭program‬ ‭at‬ ‭Summit‬ ‭Christian‬‭Academy‬‭is‬‭to‬‭work‬ ‭with‬ ‭the‬‭faculty‬‭and‬‭administration‬‭to‬‭encourage‬‭and‬‭enable‬‭students‬‭and‬‭staff‬‭to‬‭be‬‭effective‬ ‭users‬ ‭of‬ ‭information‬ ‭and‬ ‭ideas‬ ‭that‬ ‭develop‬‭intellectual,‬‭spiritual,‬‭personal,‬‭and‬‭social‬‭growth‬ ‭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 ‭democratic‬‭society‬‭based‬‭on‬‭a‬‭biblical‬‭worldview.‬‭Scripture‬‭teaches‬‭that‬‭we‬‭must‬‭be‬‭selective‬ ‭in‬‭what‬‭is‬‭read‬‭(Ecc‬‭12:12)‬‭and‬‭that‬‭“our‬‭minds‬‭must‬‭be‬‭constantly‬‭filled‬‭with‬‭that‬‭which‬‭is‬‭pure‬ ‭and‬‭wholesome.”‬‭(Phil‬‭4:8)‬‭Because‬‭writing‬‭is‬‭a‬‭powerful‬‭tool‬‭which‬‭easily‬‭influences‬‭thought,‬ ‭students‬‭participating‬‭in‬‭library‬‭skills‬‭will‬‭exercise‬‭their‬‭biblical‬‭worldview‬‭through‬‭the‬‭selection‬ ‭and‬ ‭appropriate‬ ‭promulgation‬ ‭of‬ ‭newfound‬ ‭knowledge.‬ ‭Group‬ ‭discussion‬ ‭and‬ ‭activities‬ ‭will‬ ‭provide‬‭ample‬‭opportunity‬‭for‬‭students‬‭to‬‭sharpen‬‭their‬‭ability‬‭to‬‭use‬‭and‬‭evaluate‬‭information‬ ‭within the context of a Christian worldview.‬ ‭With‬ ‭this‬ ‭philosophy‬ ‭and‬ ‭mission‬ ‭in‬ ‭mind,‬ ‭as‬ ‭we‬ ‭increase‬ ‭the‬ ‭selection‬ ‭of‬ ‭items‬ ‭for‬ ‭elementary‬ ‭and‬‭secondary‬‭students,‬‭we‬‭purposefully‬‭seek‬‭materials‬‭(books,‬‭internet‬‭sources,‬ ‭periodicals)‬ ‭with‬ ‭varying‬ ‭points‬ ‭of‬ ‭view‬ ‭in‬ ‭order‬ ‭that‬ ‭students‬ ‭will‬ ‭be‬ ‭exposed‬ ‭to‬‭and‬‭able‬‭to‬ ‭defend‬ ‭the‬ ‭Christian‬ ‭worldview,‬ ‭as‬ ‭well‬ ‭as‬ ‭develop‬ ‭the‬ ‭ability‬ ‭to‬ ‭discern‬ ‭the‬ ‭accuracy‬ ‭of‬ ‭information‬‭from‬‭a‬‭biblical‬‭perspective.‬ ‭It‬‭is‬‭our‬‭desire‬‭that‬‭students‬‭be‬‭exposed‬‭to‬‭and‬‭able‬‭to‬ ‭digest different viewpoints within a safe environment so that they can learn to compare them‬ ‭95‬


‭against‬‭the‬‭plumb‬‭line‬‭of‬‭the‬‭Bible.‬ ‭This‬‭will‬‭help‬‭in‬‭assessing‬‭whether‬‭something‬‭is‬‭based‬‭on‬ ‭truth and allow them to defend their position.‬ ‭In‬‭addition‬‭to‬‭improved‬‭use‬‭and‬‭selection‬‭of‬‭resources,‬‭students‬‭will‬‭also‬‭become‬‭more‬ ‭independent‬ ‭learners,‬ ‭developing‬ ‭confidence‬ ‭in‬ ‭their‬ ‭active‬ ‭pursuit‬ ‭of‬ ‭knowledge‬ ‭related‬ ‭to‬ ‭both‬ ‭personal‬ ‭interests‬ ‭and‬ ‭the‬ ‭interests‬‭of‬‭others.‬‭Students‬‭will‬‭learn‬‭to‬‭appreciate‬‭literature‬ ‭and‬ ‭other‬ ‭creative‬ ‭expressions‬ ‭of‬ ‭information‬ ‭as‬ ‭they‬ ‭strive‬ ‭for‬ ‭excellence‬ ‭in‬ ‭the‬ ‭seeking‬ ‭of‬ ‭information‬ ‭and‬ ‭its‬ ‭transfer‬ ‭to‬ ‭relevant‬ ‭venues.‬ ‭The‬‭students‬‭of‬‭SCA‬‭will‬‭find‬‭no‬‭information‬ ‭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.‬ ‭Students‬‭will‬‭be‬‭able‬‭to‬‭access‬‭information‬‭efficiently‬‭and‬‭effectively,‬‭demonstrating‬‭an‬ ‭ability‬‭to‬‭glean‬‭knowledge‬‭from‬‭any‬‭appropriate‬‭media.‬ ‭They‬‭will‬‭receive‬‭instruction‬‭in‬‭the‬‭use‬ ‭of‬ ‭reference‬ ‭materials,‬ ‭literature,‬ ‭Internet,‬ ‭and‬ ‭other‬ ‭written‬ ‭information‬ ‭found‬ ‭in‬ ‭a‬ ‭variety‬ ‭of‬ ‭libraries.‬

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‭The‬ ‭goal‬ ‭of‬ ‭the‬‭SCA‬‭math‬‭department‬‭is‬‭to‬‭teach‬‭mathematical‬‭truths‬‭as‬‭demonstrated‬‭in‬‭the‬ ‭orderliness‬‭and‬‭exactness‬‭of‬‭God.‬‭This‬‭goal‬‭is‬‭accomplished‬‭through‬‭the‬‭facilitation‬‭of‬‭two‬‭objectives:‬ ‭1)‬‭to‬‭enable‬‭students‬‭to‬‭appreciate‬‭the‬‭works‬‭of‬‭God‬‭in‬‭His‬‭creation‬‭and‬‭His‬‭attributes‬‭and‬‭2)‬‭to‬‭enable‬ ‭students‬ ‭to‬ ‭apply‬ ‭the‬ ‭understanding‬ ‭of‬ ‭mathematical‬ ‭concepts‬ ‭to‬ ‭other‬ ‭areas‬ ‭of‬ ‭life‬ ‭using‬ ‭their‬ ‭God-given‬ ‭creativity.‬ ‭The‬ ‭goal‬ ‭of‬ ‭the‬ ‭SCA‬ ‭math‬ ‭department‬ ‭is‬ ‭to‬ ‭teach‬ ‭the‬‭discovered‬‭mathematical‬ ‭truths,‬ ‭which‬ ‭are‬ ‭entirely‬ ‭dependent‬ ‭upon‬ ‭the‬ ‭God‬ ‭of‬ ‭the‬ ‭Bible,‬ ‭Who‬ ‭created‬‭all‬‭things‬‭and‬‭holds‬‭all‬ ‭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-‬‭all‬‭things‬‭were‬‭created‬‭through‬‭him‬‭and‬‭for‬‭him.‬‭And‬‭he‬‭is‬‭before‬‭all‬‭things,‬‭and‬‭in‬‭him‬‭all‬ ‭things hold together.”‬ ‭The‬ ‭mathematics‬ ‭courses‬ ‭of‬ ‭Summit‬ ‭Christian‬ ‭Academy‬ ‭will‬ ‭reveal‬ ‭the‬ ‭character‬ ‭of‬‭God‬‭and‬ ‭His‬ ‭creation.‬ ‭With‬ ‭intentional‬ ‭application‬ ‭of‬ ‭mathematics‬ ‭to‬‭the‬‭working‬‭world‬‭in‬‭which‬‭students‬‭live,‬ ‭they‬ ‭will‬ ‭come‬ ‭to‬‭appreciate‬‭the‬‭works‬‭of‬‭God‬‭and‬‭better‬‭assume‬‭the‬‭responsibility‬‭of‬‭stewardship‬‭as‬ ‭commanded‬ ‭in‬ ‭Genesis‬ ‭1:8.‬ ‭The‬ ‭orderly‬ ‭and‬ ‭creative‬ ‭attributes‬ ‭of‬ ‭God‬ ‭may‬ ‭be‬ ‭gleaned‬‭through‬‭the‬ ‭study‬‭of‬‭mathematics‬‭as‬‭teachers‬‭demonstrate‬‭the‬‭consistency‬‭and‬‭exactness‬‭of‬‭the‬‭covenant-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 ‭Jacob‬‭and‬‭David‬‭my‬ ‭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 ‭invitation‬‭to‬‭student‬‭mathematicians‬‭to‬ ‭know‬‭more‬‭about‬‭their‬‭Creator,‬‭Who‬‭works‬‭in‬‭patterns‬‭and‬‭is‬‭always‬‭faithful‬‭in‬‭sustaining‬‭the‬‭order‬‭of‬ ‭the universe.‬

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‭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 ‭tasked‬‭with‬ ‭grasping‬‭the‬‭logical‬‭order‬‭of‬‭math‬‭through‬‭activities‬‭such‬‭as‬‭showing‬‭full‬‭work,‬‭calculating‬‭by‬‭hand,‬‭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 ‭correlations‬‭to‬‭demonstrate‬ ‭the‬‭logic‬‭of‬‭Truth.‬ ‭Ultimately,‬‭graduates‬‭will‬‭grasp‬‭that‬‭math‬‭can‬‭be‬‭an‬‭act‬‭of‬‭worship‬‭as‬‭students‬‭seek‬ ‭Truth‬‭with‬‭the‬‭realization‬‭that‬‭both‬‭logic‬‭and‬‭philosophy‬‭are‬‭mathematical.‬ ‭As‬‭such,‬‭SCA‬‭will‬‭demand‬‭a‬ ‭mastery of basic math facts.‬ ‭Regarding Calculator Use‬ ‭Critical‬‭to‬‭the‬‭mathematical‬‭success‬‭of‬‭students‬‭at‬‭SCA‬‭is‬‭the‬‭complete‬‭mastery‬‭of‬‭math‬‭facts.‬ ‭Beginning‬ ‭in‬ ‭the‬ ‭third‬ ‭grade,‬ ‭students‬ ‭will‬ ‭experience‬ ‭exit‬ ‭exams‬ ‭concerning‬ ‭addition,‬ ‭subtraction,‬ ‭multiplication‬‭through‬‭the‬‭12s,‬‭and‬‭division.‬ ‭Emphasis‬‭will‬‭be‬‭placed‬‭on‬‭showing‬‭work.‬‭Calculator‬‭use‬ ‭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 ‭be‬‭encouraged‬‭to‬‭maintain‬‭presence‬‭in‬‭a‬‭math‬‭course‬‭all‬‭years‬‭of‬‭high‬‭school‬‭in‬ ‭order to continue development of the left-brain and executive function‬

‭98‬


‭The‬‭goal‬‭of‬‭the‬‭SCA‬‭music‬‭department‬‭is‬‭equipping‬‭students‬‭to‬‭experience‬‭music‬‭at‬‭an‬ ‭intellectual,‬ ‭personal,‬‭and‬‭spiritual‬‭level.‬ ‭This‬‭goal‬‭is‬‭accomplished‬‭through‬‭fostering‬‭musical‬ ‭skills‬‭and‬‭concepts,‬‭as‬‭well‬‭as‬‭an‬‭interest‬‭in‬‭music‬‭that‬‭will‬‭lead‬‭to‬‭a‬‭lifetime‬‭of‬‭enjoyment‬‭and‬ ‭appreciation which focuses on the privilege of using music to glorify and worship God.‬ ‭Music K-6‬ ‭Elementary‬‭general‬‭music‬‭classes‬‭are‬‭often‬‭the‬‭final‬‭musical‬‭training‬‭some‬‭students‬‭will‬ ‭ever‬‭receive.‬ ‭The‬‭skills‬‭and‬‭attitudes‬‭acquired‬‭during‬‭this‬‭time‬‭must‬‭be‬‭sufficient‬‭to‬‭encourage‬ ‭active‬ ‭participation‬ ‭or‬ ‭appreciation‬ ‭that‬ ‭will‬ ‭last‬ ‭a‬ ‭lifetime.‬ ‭SCA‬ ‭elementary‬ ‭music‬ ‭will,‬ ‭therefore,‬ ‭have‬ ‭a‬ ‭general‬ ‭music‬ ‭curriculum‬ ‭as‬ ‭its‬ ‭primary‬ ‭focus‬ ‭in‬ ‭order‬‭to‬‭foster‬‭intellectual‬ ‭understanding‬‭of‬‭music.‬ ‭In‬‭addition,‬‭there‬‭will‬‭also‬‭be‬‭some‬‭opportunity‬‭for‬‭performance‬‭given‬ ‭every‬‭other‬‭year‬‭with‬‭the‬‭off‬‭year‬‭providing‬‭exposure‬‭to‬‭a‬‭professional‬‭group‬‭within‬‭the‬‭music‬ ‭arts.‬ ‭Elementary‬ ‭will‬ ‭also‬ ‭provide‬ ‭an‬ ‭opportunity‬ ‭for‬ ‭exposure‬ ‭to‬ ‭instrumentation.‬ ‭The‬ ‭Orff‬ ‭Model‬‭of‬‭sing,‬‭say,‬‭move,‬‭play‬‭will‬‭be‬‭used‬‭and‬‭taught‬‭by‬‭trained‬‭staff.‬ ‭Students‬‭will‬‭have‬‭the‬ ‭ability‬ ‭to‬ ‭begin‬ ‭instrumentation‬ ‭as‬ ‭young‬ ‭as‬ ‭kindergarten‬ ‭through‬ ‭Orff‬ ‭instruments.‬ ‭Fourth‬ ‭grade‬‭will‬‭allow‬‭recorder‬‭use,‬‭and‬‭students‬‭may‬‭then‬‭choose‬‭to‬ ‭participate‬‭in‬‭either‬‭the‬‭band‬ ‭or strings program, each of which provides performance opportunities.‬ ‭Music 7-12‬ ‭At‬ ‭the‬ ‭secondary‬ ‭level,‬ ‭music‬ ‭is‬ ‭defined‬‭as‬‭a‬‭co-curricular‬‭subject.‬ ‭Secondary‬‭music‬ ‭courses‬‭are‬‭elective‬‭for‬‭students‬‭and‬‭will‬‭build‬‭upon‬‭the‬‭intellectual‬‭foundations‬‭that‬‭have‬‭been‬ ‭established,‬ ‭offering‬ ‭students‬ ‭the‬ ‭opportunity‬ ‭to‬ ‭further‬ ‭develop‬ ‭both‬ ‭their‬ ‭knowledge‬ ‭and‬ ‭99‬


‭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.‬ ‭Many‬‭students‬‭are‬‭gifted‬‭musically‬‭and‬‭in‬‭order‬‭to‬‭afford‬‭them‬‭the‬‭opportunity‬‭to‬‭reach‬ ‭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 ‭and‬‭travel‬‭will‬ ‭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 ‭through‬‭various‬‭methodologies‬‭and‬‭curricular‬‭resources‬‭including,‬‭but‬‭not‬‭limited‬‭to,‬ ‭composing,‬ ‭performance,‬ ‭and‬ ‭exposure‬ ‭to‬ ‭music‬ ‭from‬ ‭many‬ ‭cultures.‬ ‭Sacred‬ ‭as‬ ‭well‬ ‭as‬ ‭secular‬‭materials‬‭will‬‭be‬‭used‬‭to‬‭achieve‬‭these‬‭skills‬‭as‬‭both‬‭Christian‬‭and‬‭secular‬‭sources‬‭can‬ ‭be‬‭vessels‬‭of‬‭God’s‬‭Truth.‬ ‭Both‬‭venues‬‭can‬‭promote‬‭musical‬‭excellence.‬ ‭Musical‬‭selections‬ ‭are‬‭based‬‭on‬‭the‬‭quality‬‭and‬‭content‬‭of‬‭the‬‭music‬‭rather‬‭than‬‭the‬‭composer.‬ ‭Vulgarity,‬‭blatant‬ ‭sin‬‭and‬‭immoral‬‭lifestyles‬‭will‬‭not‬‭be‬‭glorified.‬ ‭Phil.‬‭4:8‬‭exhorts‬‭us,‬‭“Whatever‬‭is‬‭true,‬‭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 ‭ample‬‭opportunities‬‭to‬ ‭100‬


‭discover‬ ‭an‬ ‭appreciation,‬ ‭respect‬ ‭and/or‬ ‭interest‬ ‭in‬ ‭music‬ ‭and‬ ‭enable‬ ‭students‬ ‭to‬‭accurately‬ ‭evaluate it against standards of excellence.‬ ‭The Power of Music in Worship‬ ‭Using‬ ‭Scripture,‬ ‭both‬ ‭classroom‬ ‭discussions‬ ‭and‬ ‭opportunities‬ ‭to‬ ‭worship‬ ‭in‬ ‭all‬‭music‬ ‭courses,‬ ‭students‬ ‭will‬ ‭come‬ ‭to‬ ‭realize‬ ‭that‬ ‭music‬‭is‬‭a‬‭gift‬‭from‬‭God‬‭and‬‭is‬‭to‬‭be‬‭used‬‭for‬‭His‬ ‭glory.‬ ‭Music‬ ‭is‬ ‭a‬‭powerful‬‭means‬‭of‬‭praise‬‭and‬‭worship‬‭and‬‭can‬‭draw‬‭a‬‭person‬‭into‬‭a‬‭closer‬ ‭relationship‬ ‭with‬ ‭God‬ ‭through‬ ‭the‬ ‭Holy‬ ‭Spirit.‬ ‭The‬ ‭use‬ ‭of‬ ‭musical‬ ‭worship‬ ‭teams‬ ‭facilitated‬ ‭through‬‭high‬‭school‬‭courses‬‭helps‬‭further‬‭facilitate‬‭this‬‭purpose‬‭of‬‭music‬‭at‬‭SCA.‬ ‭Psalm‬‭92:1‬ ‭states,‬‭“It‬‭is‬‭good‬‭to‬‭praise‬‭the‬‭Lord‬‭and‬‭make‬‭music‬‭to‬‭your‬‭name,‬‭O‬‭Most‬‭High.”‬‭Psalm‬‭95:2‬ ‭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 ‭Regardless‬‭of‬‭a‬‭student’s‬‭musical‬‭gifts,‬‭all‬‭students‬‭at‬‭SCA‬‭will‬‭be‬‭pointed‬‭toward‬‭their‬ ‭“God-given‬‭potential”‬‭in‬‭music.The‬‭goal‬‭of‬‭the‬‭SCA‬‭music‬‭department‬‭is‬‭equipping‬‭students‬‭to‬ ‭experience‬ ‭music‬ ‭at‬ ‭an‬ ‭intellectual,‬ ‭personal,‬ ‭and‬ ‭spiritual‬ ‭level.‬ ‭This‬ ‭goal‬ ‭is‬ ‭accomplished‬ ‭through‬‭fostering‬‭musical‬‭skills‬‭and‬‭concepts,‬‭as‬‭well‬‭as‬‭an‬‭interest‬‭in‬‭music‬‭that‬‭will‬‭lead‬‭to‬‭a‬ ‭lifetime‬‭of‬‭enjoyment‬‭and‬‭appreciation‬‭which‬‭focuses‬‭on‬‭the‬‭privilege‬‭of‬‭using‬‭music‬‭to‬‭glorify‬ ‭and worship God.‬

‭101‬


‭Penmanship‬ ‭at‬ ‭Summit‬ ‭Christian‬ ‭Academy‬ ‭is‬ ‭taught‬ ‭to‬ ‭ensure‬ ‭the‬ ‭legible‬ ‭communication‬‭of‬‭ideas.‬‭Repeatedly,‬‭the‬‭Lord‬‭gives‬‭the‬‭command‬‭to‬‭write‬‭something‬‭down‬‭so‬ ‭that‬ ‭it‬ ‭may‬‭be‬‭read‬‭and‬‭not‬‭forgotten.‬ ‭For‬‭example,‬‭Isaiah‬‭30:8‬‭KJV‬‭states,‬‭“Now‬‭go,‬‭write‬‭it‬ ‭before‬ ‭them‬ ‭on‬ ‭a‬ ‭table‬ ‭and‬ ‭note‬‭it‬‭in‬‭a‬‭book,‬‭that‬‭it‬‭may‬‭be‬‭for‬‭the‬‭time‬‭to‬‭come‬‭forever‬‭and‬ ‭ever.”‬ ‭Legible‬ ‭writing‬‭is‬‭key‬‭to‬‭ensure‬‭clarity‬‭of‬‭communication.‬ ‭SCA‬‭recognizes‬‭that‬‭writing‬ ‭ensures‬ ‭the‬ ‭accurate‬ ‭transmission‬ ‭of‬ ‭ideas‬ ‭and‬ ‭is‬ ‭an‬ ‭important‬ ‭foundational‬ ‭skill‬‭to‬‭reading,‬ ‭writing, and testing.‬ ‭The‬ ‭content‬ ‭of‬ ‭the‬ ‭penmanship‬ ‭curriculum‬ ‭varies‬ ‭by‬ ‭grade.‬ ‭In‬ ‭kindergarten‬ ‭and‬ ‭first‬ ‭grade,‬‭students‬‭are‬‭taught‬‭manuscript‬‭letters,‬‭which‬‭must‬‭be‬‭replicated‬‭legibly.‬ ‭SCA‬‭does‬‭not‬ ‭incorporate‬‭D’Nealian‬‭writing‬‭due‬‭to‬‭texts‬‭using‬‭block‬‭manuscript‬‭letters.‬ ‭Beginning‬‭in‬‭second‬ ‭grade,‬ ‭cursive‬ ‭handwriting‬ ‭is‬ ‭taught.‬ ‭It‬ ‭is‬ ‭reviewed‬ ‭daily‬‭in‬‭third‬‭grade,‬‭with‬‭students‬‭having‬ ‭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.‬ ‭There‬‭is‬‭no‬‭formal‬‭handwriting‬‭instruction‬‭or‬‭assessment‬‭in‬‭grades‬‭four‬‭through‬‭twelve.‬ ‭However,‬ ‭a‬ ‭standard‬ ‭of‬ ‭legibility‬ ‭is‬ ‭mandated.‬ ‭Intervention‬ ‭will‬ ‭be‬ ‭required‬ ‭at‬ ‭any‬ ‭point‬ ‭if‬ ‭a‬ ‭student’s handwriting is illegible.‬

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‭The‬‭purpose‬‭of‬‭the‬‭SCA‬‭Physical‬‭Education‬‭program‬‭is‬‭to‬‭develop‬‭growth‬‭as‬‭described‬ ‭in‬ ‭Luke‬‭2:52:‬ ‭“And‬‭Jesus‬‭grew‬‭in‬‭wisdom‬‭and‬‭stature,‬‭and‬‭in‬‭favor‬‭with‬‭God‬‭and‬‭men.”‬ ‭Our‬ ‭goal‬ ‭for‬ ‭students‬ ‭is‬ ‭twofold.‬ ‭First,‬ ‭we‬ ‭desire‬ ‭students‬ ‭to‬ ‭experience‬ ‭growth‬ ‭spiritually,‬ ‭physically,‬‭socially,‬‭and‬‭mentally‬‭through‬‭PE‬‭activities;‬‭and‬‭secondly,‬‭students‬‭prioritize‬‭healthy‬ ‭lifestyles throughout their lives.‬ ‭The‬‭primary‬‭purpose‬‭is‬‭to‬‭assist‬‭the‬‭learner‬‭in‬‭developing:‬ ‭(1)‬‭total‬‭fitness‬‭and‬‭a‬‭lasting‬ ‭desire‬ ‭to‬ ‭pursue‬ ‭a‬ ‭lifelong‬‭healthy‬‭lifestyle,‬‭(2)‬‭movement‬‭abilities‬‭ranging‬‭from‬‭functional‬‭life‬ ‭skills‬ ‭to‬ ‭those‬ ‭needed‬ ‭for‬ ‭successful‬ ‭participation‬ ‭in‬ ‭physical‬ ‭activities‬ ‭of‬ ‭their‬‭choice;‬‭(3)‬‭an‬ ‭appreciation‬‭and‬‭knowledge‬‭of‬‭the‬‭creation‬‭of‬‭the‬‭body,‬‭(4)‬‭responsible,7‬‭personal,‬‭and‬‭social‬ ‭behavior‬‭in‬‭physical‬‭activity‬‭settings‬‭with‬‭an‬‭understanding‬‭and‬‭respect‬‭for‬‭differences‬‭among‬ ‭others,‬ ‭(5)‬ ‭an‬ ‭understanding‬ ‭that‬ ‭physical‬ ‭activity‬ ‭provides‬ ‭opportunities‬ ‭for‬ ‭enjoyment,‬ ‭challenge, self-expression, and social interaction.‬ ‭Because‬ ‭physical‬ ‭education‬‭is‬‭primarily‬‭a‬‭participation‬‭class,‬‭attendance‬‭is‬‭mandatory.‬ ‭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.‬ ‭It‬‭is‬‭our‬‭goal‬‭to‬‭help‬‭inspire‬‭them‬‭to‬‭obtain‬‭their‬‭God-given‬‭potential‬‭in‬‭the‬‭area‬ ‭of their physical fitness and enjoyment during participation in activities and sports.‬

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‭In‬‭I‬‭Chronicles‬‭16:9,‬‭Scripture‬‭charges‬‭the‬‭believer‬‭to,‬‭“Sing‬‭unto‬‭Him,‬‭sing‬‭psalms‬‭unto‬‭Him,‬‭talk‬ ‭ye‬ ‭of‬ ‭all‬ ‭his‬ ‭wondrous‬ ‭works.”‬

‭The‬ ‭ability‬ ‭to‬ ‭create,‬ ‭analyze,‬ ‭and‬ ‭appreciate‬ ‭poetry‬ ‭enables‬ ‭the‬

‭believer‬‭to‬‭better‬‭praise‬‭his‬‭Creator.‬‭In‬‭addition,‬‭as‬‭the‬‭art‬‭of‬‭poetry‬‭is‬‭a‬‭reflection‬‭of‬‭culture,‬‭Christians‬ ‭must‬ ‭be‬ ‭able‬ ‭to‬ ‭accurately‬ ‭analyze‬ ‭and‬ ‭create‬ ‭poetry‬ ‭in‬ ‭order‬‭to‬‭evaluate‬‭a‬‭poet‬‭or‬‭a‬‭people‬‭from‬‭a‬ ‭biblical‬ ‭worldview.‬ ‭Further,‬ ‭the‬ ‭writing‬ ‭of‬ ‭personal‬ ‭poetry‬ ‭allows‬ ‭nurturing‬ ‭of‬ ‭potential‬ ‭God-given‬ ‭potential‬‭in‬‭the‬‭arts.‬‭As‬‭such,‬‭Summit‬‭Christian‬‭Academy‬‭believes‬‭that‬‭all‬‭students‬‭should‬‭be‬‭exposed‬ ‭to methodical poetry instruction which includes poetic analysis, memorization, and creation.‬ ‭Poetry Analysis‬ ‭Poetry‬ ‭instruction‬ ‭will‬ ‭include‬ ‭a‬ ‭wide‬ ‭range‬ ‭of‬ ‭poetry‬ ‭and‬ ‭artists.‬ ‭As‬ ‭the‬ ‭stylistic‬ ‭features‬ ‭of‬ ‭poetry‬ ‭provide‬ ‭its‬ ‭artistic‬ ‭merit,‬ ‭teaching‬ ‭will‬ ‭include‬ ‭study‬ ‭of‬ ‭poetry’s‬ ‭forms,‬ ‭patterns‬ ‭and‬ ‭use‬ ‭of‬ ‭figurative‬‭language.‬‭A‬‭wide‬‭variety‬‭of‬‭classical‬‭poets‬‭and‬‭their‬‭works‬‭will‬‭be‬‭taught‬‭in‬‭order‬‭to‬‭provide‬ ‭students‬ ‭with‬ ‭a‬ ‭broad‬ ‭range‬ ‭of‬ ‭knowledge.‬ ‭A‬ ‭graduate‬ ‭of‬ ‭SCA‬ ‭will‬ ‭be‬ ‭comfortable‬ ‭analyzing‬ ‭and‬ ‭evaluating‬ ‭both‬‭the‬‭form‬‭and‬‭content‬‭of‬‭any‬‭given‬‭poem‬‭using‬‭appropriate‬‭terminology‬‭and‬‭a‬‭biblical‬ ‭worldview.‬ ‭Poetry Memorization‬ ‭Memorization‬ ‭of‬ ‭poetry‬ ‭will‬ ‭increase‬ ‭students’‬ ‭overall‬ ‭ability‬ ‭to‬ ‭memorize.‬ ‭Oral‬ ‭and‬ ‭written‬ ‭exams‬ ‭will‬ ‭stress‬ ‭different‬ ‭aspects‬ ‭of‬ ‭the‬ ‭literary‬‭form,‬‭while‬‭allowing‬‭students‬‭to‬‭forever‬‭hold‬‭man’s‬ ‭best‬ ‭language‬ ‭in‬ ‭their‬ ‭minds.‬ ‭Oral‬ ‭quizzing‬ ‭will‬ ‭provide‬ ‭an‬ ‭opportunity‬ ‭to‬ ‭gain‬ ‭confidence‬ ‭in‬ ‭public‬ ‭speaking, a necessary skill in enabling our Christian mandate to be witnesses.‬ ‭Poetry Creation‬ ‭Creation‬ ‭of‬ ‭poetry‬ ‭encourages‬ ‭critical‬ ‭thinking‬ ‭by‬ ‭forcing‬ ‭students‬ ‭to‬ ‭be‬ ‭purposeful‬ ‭in‬ ‭word‬ ‭choices.‬‭Their‬‭own‬‭writing‬‭will‬‭provide‬‭better‬‭understanding‬‭of‬‭the‬‭gift‬‭of‬‭the‬‭poet‬‭and‬‭will‬‭teach‬‭more‬ ‭104‬


‭personal‬ ‭life‬ ‭application.‬ ‭Finally,‬ ‭through‬ ‭the‬ ‭opportunities‬ ‭provided‬ ‭to‬ ‭write‬ ‭poetry‬ ‭about‬ ‭their‬ ‭relationship with Christ, students will fulfill the mandate in I Chronicles 16:9.‬ ‭Summit‬‭Christian‬‭Academy‬‭values‬‭poetry‬‭as‬‭an‬‭art‬‭form‬‭and‬‭as‬‭a‬‭true‬‭component‬‭of‬‭Scripture.‬ ‭Its in-depth instruction will enable students to feel proficient in their knowledge of this subject area.‬

‭105‬


‭The‬ ‭importance‬ ‭of‬ ‭literature‬ ‭is‬ ‭constituted‬ ‭in‬ ‭the‬ ‭belief‬ ‭that‬ ‭God‬ ‭privileges‬ ‭the‬ ‭spoken‬ ‭and‬ ‭written‬ ‭word,‬ ‭as‬‭evidenced‬‭by‬‭the‬‭prominence‬‭of‬‭both‬‭in‬‭the‬‭Old‬‭Testament‬‭and‬‭the‬‭New‬‭Testament.‬ ‭Jesus‬‭Himself‬‭is‬‭described‬‭as‬‭the‬‭Word‬‭of‬‭God‬‭(Logos)‬‭in‬‭John‬‭1:1‬‭“In‬‭the‬‭beginning‬‭was‬‭the‬‭Word,‬‭and‬ ‭the‬‭Word‬‭was‬‭with‬‭God,‬‭and‬‭the‬‭Word‬‭was‬‭God,”‬‭and‬‭God’s‬‭Word‬‭is‬‭one‬‭of‬‭the‬‭few‬‭things‬‭that‬‭abides‬ ‭forever.‬‭According‬‭to‬‭Haycock‬‭in‬‭Encyclopedia‬‭of‬‭Bible‬‭Truths‬‭,‬‭“Man’s‬‭writings‬‭reflect‬‭his‬‭inner‬‭thoughts‬ ‭and‬ ‭desires;‬ ‭therefore,‬ ‭we‬ ‭study‬ ‭literature‬ ‭to‬ ‭understand‬ ‭people”‬ ‭(Prov.‬ ‭16:23;‬ ‭Prov.‬ ‭18:4;‬ ‭Matt.‬ ‭12:34-37; Matt. 15:18-20).‬ ‭Additionally,‬ ‭the‬ ‭ability‬ ‭to‬ ‭interact‬ ‭with‬ ‭others‬ ‭in‬ ‭society‬ ‭and‬ ‭serve‬ ‭as‬ ‭a‬ ‭witness‬ ‭to‬ ‭various‬ ‭communities‬ ‭and‬ ‭populations‬‭is‬‭enhanced‬‭by‬‭engagement‬‭with‬‭diverse‬‭genres‬‭of‬‭literature,‬‭reflecting‬ ‭both‬ ‭cultural‬‭and‬‭historical‬‭phenomena.‬‭Certain‬‭literature‬‭genres‬‭enable‬‭the‬‭student‬‭to‬‭gain‬‭entrance‬ ‭into‬ ‭specialized‬ ‭communities;‬ ‭enhanced‬ ‭understanding‬ ‭and‬ ‭reading‬ ‭comprehension‬ ‭are‬ ‭essential‬ ‭to‬ ‭success‬ ‭in‬ ‭higher‬ ‭education.‬ ‭With‬ ‭these‬ ‭truths‬ ‭in‬ ‭mind,‬ ‭the‬ ‭scope‬ ‭and‬ ‭sequence‬ ‭of‬ ‭instructional‬ ‭methodologies‬ ‭at‬ ‭SCA‬‭provides‬‭an‬‭opportunity‬‭to‬‭develop‬‭important‬‭literature‬‭skills‬‭through‬‭teaching‬ ‭reading, reading comprehension, literary analysis, and exploration of literature choices.‬ ‭Teaching Reading‬ ‭SCA‬‭stresses‬‭the‬‭need‬‭for‬‭systematic,‬‭explicit‬‭reading‬‭instruction‬‭which‬‭incorporates‬‭pre-reading‬ ‭activities,‬ ‭decoding,‬ ‭and‬ ‭fluency‬ ‭emphasis.‬ ‭Reading‬ ‭instruction‬ ‭at‬ ‭Summit‬ ‭Christian‬ ‭Academy‬ ‭begins‬ ‭with‬‭pre-reading‬‭activities‬‭such‬‭as‬‭letter‬‭recognition‬‭and‬‭phonemic‬‭awareness‬‭of‬‭sounds.‬‭Initially,‬‭there‬ ‭is‬‭thorough‬‭instruction‬‭on‬‭phonics‬‭charts‬‭and‬‭rules.‬‭Phonics‬‭instruction‬‭continues‬‭through‬‭the‬‭second‬ ‭grade.‬‭Additionally,‬‭at‬‭the‬‭kindergarten‬‭and‬‭first‬‭grade‬‭levels,‬‭whole‬‭language‬‭concepts‬‭are‬‭introduced‬

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‭and‬‭assessed.‬‭Fluency‬‭is‬‭formally‬‭assessed‬‭from‬‭kindergarten‬‭through‬‭second‬‭grade.‬‭It‬‭continues‬‭to‬‭be‬ ‭formatively assessed through twelfth grade.‬ ‭Reading Comprehension and Literary Analysis‬ ‭SCA‬ ‭curriculum‬ ‭will‬ ‭enable‬ ‭the‬ ‭student‬ ‭to‬ ‭appreciate‬ ‭and‬ ‭understand‬ ‭literary‬ ‭genres‬ ‭and‬ ‭devices,‬‭construction,‬‭criticism,‬‭and‬‭the‬‭cultural‬‭background‬‭of‬‭works‬‭of‬‭literature.‬‭To‬‭accomplish‬‭these‬ ‭goals,‬ ‭students‬ ‭will‬ ‭examine‬ ‭the‬ ‭principle‬ ‭components‬ ‭of‬ ‭a‬ ‭short‬ ‭story‬ ‭and‬ ‭a‬ ‭novel‬ ‭including:‬ ‭plot,‬ ‭theme,‬ ‭setting,‬ ‭character,‬ ‭point‬ ‭of‬ ‭view,‬ ‭etc.‬ ‭At‬ ‭the‬ ‭elementary‬ ‭level,‬ ‭teaching‬ ‭methodologies‬ ‭emphasize‬ ‭small‬ ‭group‬ ‭instruction,‬ ‭student-created‬ ‭visual‬ ‭tools,‬ ‭and‬ ‭oral‬ ‭presentations.‬ ‭At‬ ‭the‬ ‭secondary‬ ‭level,‬ ‭students‬ ‭will‬ ‭examine‬ ‭works‬ ‭of‬ ‭literature‬ ‭through‬ ‭the‬ ‭writing‬ ‭of‬ ‭essays‬ ‭and‬‭reading‬ ‭responses.‬ ‭These‬ ‭literary‬ ‭writing‬ ‭tasks‬ ‭are‬ ‭supported‬ ‭by‬ ‭the‬ ‭developed‬ ‭skills‬ ‭of‬ ‭summarization,‬ ‭synthesis,‬ ‭analysis,‬ ‭classification,‬ ‭evaluation,‬ ‭interviewing‬ ‭techniques,‬ ‭and‬ ‭other‬ ‭supportive‬ ‭critical‬ ‭thinking‬‭skills.‬‭Assessment‬‭of‬‭literature‬‭will‬‭be‬‭developed‬‭around‬‭performance‬‭and‬‭authentic‬‭standards‬ ‭to assess student understanding and higher critical thinking skills.‬ ‭Literature Choices‬ ‭The‬ ‭desire‬ ‭of‬ ‭SCA‬ ‭is‬ ‭that‬ ‭students‬ ‭be‬ ‭equipped‬ ‭to‬ ‭enter‬ ‭into‬ ‭the‬ ‭cultural‬ ‭and‬ ‭academic‬ ‭conversation‬ ‭in‬ ‭order‬ ‭to‬ ‭excel‬ ‭in‬ ‭whatever‬ ‭area‬ ‭of‬ ‭life‬ ‭into‬ ‭which‬ ‭they‬ ‭are‬ ‭called,‬ ‭and‬ ‭to‬ ‭biblically‬ ‭express‬ ‭the‬ ‭truth‬ ‭of‬ ‭God‬ ‭within‬ ‭every‬ ‭jurisdiction‬ ‭of‬ ‭life‬ ‭and‬ ‭academics.‬ ‭In‬ ‭the‬ ‭tradition‬ ‭of‬ ‭Moses,‬ ‭Daniel,‬ ‭and‬ ‭Paul,‬ ‭our‬ ‭students‬ ‭will‬ ‭be‬ ‭equipped‬ ‭through‬ ‭literature‬ ‭to‬ ‭converse‬ ‭in‬ ‭the‬ ‭language‬ ‭of‬ ‭diverse‬ ‭cultures‬ ‭and‬ ‭evaluate‬‭literature‬‭from‬‭a‬‭biblical‬‭perspective‬‭(ref.‬‭Acts‬‭7:22;‬‭Daniel‬‭1:4,‬‭17;‬‭Acts‬ ‭17:28).‬ ‭Therefore,‬ ‭purposeful‬ ‭exposure‬ ‭to‬ ‭texts‬ ‭with‬ ‭diverse‬ ‭worldviews,‬ ‭secular‬ ‭themes,‬ ‭and‬ ‭questionable‬‭language‬‭will‬‭occur‬‭in‬‭the‬‭process‬‭of‬‭enabling‬‭students‬‭to‬‭evaluate‬‭and‬‭discuss‬‭literature‬ ‭from‬‭a‬‭biblical‬‭perspective‬‭.‬‭Additionally,‬‭through‬‭exposure‬‭to‬‭classical,‬‭contemporary,‬‭and‬‭multi-cultural‬ ‭works,‬‭students‬‭will‬‭be‬‭challenged‬‭to‬‭improve‬‭their‬‭comprehension‬‭and‬‭reading‬‭level‬‭so‬‭that‬‭graduates‬ ‭will read and analyze on the collegiate level.‬ ‭107‬


‭Conclusion‬ ‭Through‬ ‭engagement‬ ‭with‬ ‭literature,‬ ‭the‬ ‭development‬ ‭of‬ ‭critical‬ ‭thinking‬ ‭skills‬ ‭and‬ ‭the‬ ‭enhanced‬‭understanding‬‭of‬‭culture‬‭enable‬‭the‬‭student‬‭to‬‭fully‬‭participate‬‭in‬‭the‬‭cultural‬‭and‬‭academic‬ ‭communities.‬

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‭The‬‭singular‬‭goal‬‭of‬‭the‬‭SCA‬‭science‬‭department‬‭is‬‭to‬‭instill‬‭a‬‭love‬‭for‬‭the‬‭subject‬‭area‬ ‭within‬ ‭all‬ ‭of‬ ‭our‬ ‭students‬ ‭while‬ ‭equipping‬ ‭them‬ ‭to‬ ‭discover‬ ‭God’s‬ ‭work,‬ ‭revealing‬ ‭that‬ ‭“The‬ ‭heavens‬‭declare‬‭his‬‭righteousness,‬‭and‬‭all‬‭the‬‭people‬‭see‬‭his‬‭glory”‬‭(Psalm‬‭97:6).‬ ‭This‬‭goal‬‭is‬ ‭accomplished‬‭through‬‭the‬‭facilitation‬‭of‬‭three‬‭objectives:‬ ‭(1)‬‭to‬‭equip‬‭students‬‭to‬‭deepen‬‭their‬ ‭relationship‬ ‭with‬ ‭their‬ ‭Creator‬ ‭through‬ ‭understanding‬ ‭His‬ ‭creation,‬ ‭(2)‬ ‭to‬ ‭equip‬ ‭students‬ ‭to‬ ‭think‬ ‭scientifically‬ ‭and‬ ‭express‬ ‭their‬ ‭own‬ ‭ideas‬ ‭through‬‭analysis‬‭of‬‭gathered‬‭information,‬‭and‬ ‭(3) to fully equip students to successfully enter a science field if they so choose.‬ ‭Creation‬ ‭Graduates‬ ‭of‬‭SCA‬‭will‬‭understand‬‭their‬‭origin‬‭and‬‭be‬‭able‬‭to‬‭demonstrate‬‭that‬‭science‬ ‭provides‬ ‭evidence‬ ‭for‬ ‭the‬ ‭Creator.‬ ‭Accepting‬ ‭God’s‬ ‭mandate‬ ‭for‬ ‭man‬ ‭to‬‭master‬‭the‬‭created‬ ‭world,‬‭our‬‭curriculum‬‭is‬‭designed‬‭to‬‭explore‬‭all‬‭aspects‬‭of‬‭that‬‭creation.‬‭Though‬‭today’s‬‭society‬ ‭tries‬‭to‬‭use‬‭science‬‭to‬‭challenge‬‭the‬‭existence‬‭of‬‭our‬‭Lord,‬‭SCA‬‭graduates‬‭will‬‭be‬‭confident‬‭in‬ ‭defending‬ ‭and‬ ‭purporting‬ ‭their‬ ‭position‬ ‭of‬ ‭faith.‬ ‭At‬ ‭the‬ ‭high‬‭school‬‭level,‬‭this‬‭exploration‬‭will‬ ‭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-only‬‭model,‬‭which‬‭emphasizes‬‭reproduction‬‭in‬‭light‬‭of‬‭marriage,‬‭will‬‭be‬‭used.‬ ‭The‬ ‭109‬


‭purpose‬ ‭for‬ ‭discussing‬ ‭these‬ ‭issues‬ ‭is‬ ‭to‬ ‭further‬ ‭enlighten‬ ‭and,‬ ‭at‬ ‭no‬ ‭time,‬ ‭should‬ ‭provoke‬ ‭disunity‬‭within‬‭our‬‭body.‬ ‭Therefore,‬‭though‬‭elementary‬‭students‬‭may‬‭encounter‬‭instruction‬‭on‬ ‭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 ‭the‬‭scientific‬ ‭method‬ ‭of‬ ‭inquiry‬ ‭demonstrated‬ ‭through‬ ‭students’‬ ‭original‬ ‭work‬ ‭and‬ ‭its‬ ‭presentation.‬ ‭Each‬ ‭science‬‭unit‬‭will‬‭begin‬‭with‬‭the‬‭text‬‭and‬‭teacher‬‭instruction‬‭of‬‭planned‬‭objectives.‬‭Then‬‭lessons‬ ‭should‬‭branch‬‭into‬‭various‬‭methodologies‬‭of‬‭information‬‭gathering,‬‭documentation,‬‭and‬‭public‬ ‭presentation.‬ ‭Methodologies‬ ‭include,‬ ‭but‬ ‭are‬ ‭not‬ ‭limited‬ ‭to,‬ ‭hands-on‬ ‭activities,‬ ‭individual‬ ‭research,‬ ‭transferring‬ ‭data‬ ‭into‬ ‭visual‬ ‭representation‬ ‭and‬ ‭qualitative‬‭information‬‭(i.e.,‬‭graphs,‬ ‭charts),‬ ‭written‬ ‭work,‬ ‭in-class‬ ‭debate,‬ ‭word‬ ‭processing‬ ‭applications‬ ‭and‬ ‭data‬ ‭spreadsheets.‬ ‭Special‬ ‭focus‬ ‭will‬‭be‬‭given‬‭to‬‭incorporating‬‭mathematical‬‭formulas‬‭and‬‭statistics‬‭as‬‭validation‬ ‭for scientific research.‬ ‭Teachers‬ ‭will‬ ‭frequently‬ ‭provide‬ ‭opportunities‬ ‭for‬ ‭public‬ ‭expression‬ ‭of‬ ‭scientific‬ ‭conclusions‬‭through‬‭activities‬‭such‬‭as‬‭science‬‭fairs‬‭and‬‭in-class‬‭presentations.‬ ‭Participation‬‭in‬ ‭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,‬ ‭students‬‭will‬‭be‬‭apprised‬‭of‬‭the‬‭wide‬‭opportunity‬‭for‬‭careers‬‭in‬‭the‬‭science‬‭field.‬ ‭Middle‬‭school‬ ‭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.‬ ‭110‬


‭Conclusion‬ ‭No‬ ‭matter‬ ‭their‬ ‭individual‬ ‭calling‬ ‭or‬‭career,‬‭the‬‭science‬‭curriculum‬‭at‬‭Summit‬‭Christian‬ ‭Academy will facilitate students meeting their God-given potential.‬

‭111‬


‭The‬‭goal‬‭of‬‭the‬‭SCA‬‭Social‬‭Sciences‬‭Department‬‭is‬‭to‬‭teach‬‭history‬‭as‬‭God’s‬‭plan‬‭and‬ ‭purpose‬ ‭for‬ ‭all‬‭generations‬‭as‬‭well‬‭as‬‭for‬‭each‬‭individual's‬‭life.‬ ‭Our‬‭Biblical‬‭worldview‬‭begins‬ ‭with the Genesis account of Creation and is summarized in Isaiah 46:9-11 which states,‬ ‭“Remember‬‭the‬‭former‬‭things,‬‭those‬‭of‬‭long‬‭ago;‬‭I‬‭am‬‭God,‬‭and‬‭there‬‭is‬‭no‬‭other;‬‭I‬‭am‬‭God,‬ ‭and‬ ‭there‬ ‭is‬ ‭none‬ ‭like‬ ‭me.‬ ‭I‬ ‭make‬ ‭known‬ ‭the‬ ‭end‬ ‭from‬ ‭the‬ ‭beginning,‬ ‭from‬ ‭ancient‬ ‭times,‬ ‭what‬‭is‬‭still‬‭to‬‭come.‬ ‭I‬‭say:‬‭My‬‭purpose‬‭will‬‭stand‬‭and‬‭I‬‭will‬‭do‬‭all‬‭that‬‭I‬‭please…What‬‭I‬‭have‬ ‭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 ‭critically‬‭examine‬‭evidence‬‭in‬‭the‬‭areas‬‭of‬‭geography,‬‭government,‬‭citizenship,‬‭current‬‭events,‬ ‭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.‬

‭112‬


‭The‬ ‭importance‬ ‭of‬ ‭spelling‬ ‭and‬ ‭vocabulary‬ ‭is‬ ‭constituted‬ ‭in‬ ‭the‬ ‭belief‬ ‭that‬‭God‬‭privileges‬‭the‬ ‭spoken‬‭and‬‭written‬‭word,‬‭as‬‭evidenced‬‭by‬‭the‬‭prominence‬‭of‬‭both‬‭in‬‭the‬‭Old‬‭Testament‬‭and‬‭the‬‭New‬ ‭Testament.‬‭Jesus‬‭Himself‬‭is‬‭described‬‭as‬‭the‬‭Word‬‭of‬‭God‬‭(Logos)‬‭in‬‭John‬‭1:1‬‭“In‬‭the‬‭beginning‬‭was‬‭the‬ ‭Word,‬ ‭and‬‭the‬‭Word‬‭was‬‭with‬‭God,‬‭and‬‭the‬‭Word‬‭was‬‭God,”‬‭and‬‭God’s‬‭word‬‭is‬‭one‬‭of‬‭the‬‭few‬‭things‬ ‭that‬‭abides‬‭forever.‬‭The‬‭effect‬‭of‬‭language‬‭upon‬‭life,‬‭as‬‭described‬‭in‬‭James‬‭3:6‬‭suggests‬‭that‬‭the‬‭course‬ ‭of‬ ‭one’s‬ ‭life‬ ‭may‬ ‭be‬ ‭determined‬ ‭in‬ ‭one’s‬ ‭speech,‬ ‭which‬‭is‬‭reinforced‬‭by‬‭Ephesians‬‭4:20‬‭which‬‭states,‬ ‭“Let‬ ‭no‬ ‭corrupting‬ ‭talk‬ ‭come‬ ‭out‬ ‭of‬‭your‬‭mouths,‬‭but‬‭only‬‭such‬‭as‬‭is‬‭good‬‭for‬‭building‬‭up,‬‭as‬‭fits‬‭the‬ ‭occasion,‬ ‭that‬ ‭it‬ ‭may‬ ‭give‬ ‭grace‬ ‭to‬ ‭those‬‭who‬‭hear.”‬ ‭Thus,‬‭words‬‭and‬‭language‬‭structure‬‭reality.‬‭The‬ ‭ability‬ ‭to‬ ‭accurately‬ ‭use‬ ‭words,‬ ‭both‬ ‭in‬ ‭terms‬ ‭of‬ ‭spelling‬ ‭and‬ ‭meaning‬ ‭(vocabulary),‬ ‭is‬ ‭important‬‭for‬ ‭believers/students to understand God’s written and preached word.‬ ‭Additionally,‬ ‭the‬ ‭ability‬ ‭to‬ ‭interact‬ ‭with‬ ‭others‬ ‭in‬ ‭society‬ ‭and‬ ‭serve‬ ‭as‬ ‭a‬ ‭witness‬ ‭to‬ ‭various‬ ‭communities‬‭and‬‭populations‬‭is‬‭enhanced‬‭with‬‭accurate‬‭spelling‬‭and‬‭an‬‭expansive,‬‭appropriately‬‭used‬ ‭vocabulary.‬‭Certain‬‭vocabularies‬‭enable‬‭the‬‭student‬‭to‬‭gain‬‭entrance‬‭into‬‭specialized‬‭communities,‬‭and‬ ‭enhanced‬ ‭vocabulary‬ ‭and‬ ‭reading‬ ‭comprehension‬ ‭is‬ ‭essential‬ ‭to‬ ‭success‬ ‭in‬ ‭higher‬ ‭education.‬ ‭With‬ ‭these‬ ‭truths‬ ‭in‬ ‭mind,‬ ‭the‬ ‭scope‬ ‭and‬ ‭sequence‬ ‭of‬ ‭instructional‬ ‭methodologies‬ ‭at‬ ‭SCA‬ ‭provides‬ ‭an‬ ‭opportunity to develop important spelling and vocabulary skills.‬ ‭Spelling Instruction‬ ‭In‬‭kindergarten‬‭through‬‭second‬‭grades,‬‭spelling‬‭instruction‬‭is‬‭informed‬‭by‬‭balanced‬‭brain-based‬ ‭research‬ ‭of‬ ‭teaching‬ ‭methods‬ ‭which‬ ‭include‬ ‭oral‬ ‭review,‬ ‭observing‬ ‭words‬ ‭in‬ ‭sentences,‬ ‭and‬ ‭other‬ ‭activities such as manipulating letters.‬

‭113‬


‭Spelling‬‭activities‬‭strongly‬‭encourage‬‭partnering‬‭with‬‭parents.‬‭In‬‭grades‬‭three‬‭through‬‭ten,‬‭word‬ ‭lists‬ ‭are‬ ‭tied‬ ‭to‬ ‭spelling‬ ‭rules‬ ‭and‬ ‭or‬ ‭specific‬ ‭prefixes,‬ ‭suffixes‬ ‭or‬ ‭roots.‬ ‭In‬ ‭some‬ ‭grades,‬ ‭words‬ ‭are‬ ‭gleaned‬ ‭from‬ ‭cross-curricular‬ ‭subject‬ ‭matter‬‭and‬‭word‬‭lists‬‭are‬‭generated‬‭from‬‭frequently‬‭misspelled‬ ‭word‬‭lists.‬‭In‬‭grades‬‭three‬‭through‬‭ten,‬‭teaching‬‭methodologies‬‭echo‬‭earlier‬‭techniques‬‭with‬‭less‬‭oral‬ ‭repetition‬‭as‬‭the‬‭child‬‭gets‬‭older.‬‭Finally,‬‭in‬‭grades‬‭eleven‬‭and‬‭twelve,‬‭differentiated‬‭spelling‬‭instruction‬ ‭is developed through individual assessment of student work.‬ ‭Vocabulary Instruction‬ ‭Kindergarten‬ ‭through‬ ‭second‬ ‭grade‬ ‭vocabulary‬ ‭development‬ ‭begins‬‭with‬‭a‬‭word‬‭of‬‭the‬‭week.‬ ‭Grades‬ ‭three‬ ‭through‬ ‭six‬ ‭use‬ ‭words‬ ‭pulled‬ ‭from‬ ‭authentic‬ ‭texts,‬ ‭chosen‬ ‭to‬ ‭enrich‬ ‭the‬ ‭student’s‬ ‭speaking‬ ‭and‬ ‭writing‬ ‭vocabulary.‬ ‭The‬ ‭goal‬ ‭is‬ ‭to‬ ‭move‬ ‭beyond‬ ‭memorization‬ ‭to‬ ‭comprehension.‬ ‭Activities‬ ‭that‬ ‭are‬ ‭based‬ ‭on‬ ‭brain‬ ‭research‬‭include‬‭symbols‬‭used‬‭with‬‭words‬‭and‬‭frequent‬‭repetition.‬ ‭Students‬ ‭are‬ ‭asked‬ ‭to‬ ‭create‬ ‭meaning-rich‬ ‭sentences,‬ ‭which‬ ‭include‬ ‭vocabulary‬ ‭words.‬ ‭The‬ ‭words‬ ‭chosen‬ ‭are‬ ‭primarily‬ ‭associated‬ ‭with‬ ‭verbs,‬ ‭adjectives,‬ ‭and‬ ‭adverbs.‬ ‭Peer‬ ‭tutoring‬ ‭is‬ ‭an‬‭instructional‬ ‭strategy that is also used.‬ ‭Secondary‬ ‭vocabulary‬ ‭instruction‬ ‭incorporates‬ ‭words‬ ‭chosen‬ ‭from‬ ‭curriculum-provided‬ ‭lists‬ ‭taught‬ ‭via‬ ‭workbooks.‬ ‭Eleventh‬ ‭and‬ ‭twelfth‬ ‭grade‬ ‭differentiated‬ ‭instruction‬ ‭occurs‬ ‭through‬ ‭teacher‬ ‭evaluation‬ ‭of‬ ‭student‬ ‭writing‬ ‭and‬ ‭encouragement‬ ‭to‬ ‭use‬ ‭writing‬ ‭resources‬ ‭(i.e.,‬ ‭thesaurus).‬ ‭Peer‬ ‭tutoring for vocabulary in the twelfth grade is based on the choice of English elective.‬ ‭Conclusion‬ ‭Students‬ ‭graduating‬ ‭from‬ ‭SCA‬ ‭will‬ ‭have‬ ‭the‬ ‭vocabulary‬ ‭and‬ ‭spelling‬‭skills‬‭to‬ ‭communicate‬ ‭effectively and clearly to both the secular and Christian world.‬

‭114‬


‭“… whomsoever much is given, of him shall be much required.” (Luke 12:48)‬

‭This‬ ‭student‬ ‭environment‬ ‭of‬ ‭arduous‬ ‭study‬ ‭is‬ ‭for‬ ‭those‬ ‭students‬ ‭who‬ ‭demonstrate‬ ‭academic‬ ‭giftedness. ‬‭Giftedness‬‭is‬‭defined‬‭as‬‭those‬‭children‬‭who‬‭demonstrate‬‭significant‬‭development‬‭of‬‭mental‬ ‭capacity‬‭and‬‭learning‬‭potential.‬‭This‬‭capacity‬‭is‬‭determined‬‭by‬‭an‬‭acceptable‬‭professional‬‭evaluation‬‭to‬ ‭the‬‭extent‬‭that‬‭continued‬‭educational‬‭growth‬‭and‬‭stimulation‬‭could‬‭best‬‭be‬‭served‬‭by‬‭an‬‭environment‬ ‭beyond‬‭typical‬‭grade-level‬‭curriculum. ‬‭The‬‭task‬‭is‬‭to‬‭identify‬‭these‬‭students‬‭and‬‭to‬‭provide‬‭educational‬ ‭opportunities‬ ‭that‬ ‭will‬ ‭challenge‬ ‭and‬ ‭develop‬ ‭their‬ ‭abilities. ‬ ‭This‬ ‭identification‬ ‭typically‬ ‭happens‬ ‭via‬ ‭educational testing.‬ ‭Because‬ ‭we‬ ‭believe‬ ‭every‬ ‭student‬ ‭is‬ ‭“gifted,”‬ ‭we‬ ‭have‬ ‭actively‬ ‭worked‬ ‭to‬ ‭avoid‬ ‭using‬ ‭that‬ ‭terminology. ‬ ‭Rather,‬ ‭our‬ ‭program‬ ‭is‬ ‭called‬ ‭Stewards‬‭. ‬ ‭To‬ ‭those‬ ‭who‬ ‭participate,‬ ‭it‬ ‭is‬ ‭hoped‬‭that‬‭this‬ ‭title‬ ‭endows‬ ‭this‬ ‭scriptural‬‭truth:‬‭they‬‭must‬‭be‬‭good‬‭stewards‬‭of‬‭the‬‭intellectual‬‭talent‬‭which‬‭is‬‭a‬‭gift‬ ‭from‬‭the‬‭Lord,‬‭and‬‭consequently,‬‭be‬‭sober-minded‬‭in‬‭knowing‬‭“…‬‭For‬‭unto‬‭whomsoever‬‭much‬‭is‬‭given,‬ ‭of him shall be much required.” (Luke 12:48 KJV) ‬ ‭The‬ ‭Stewards‬ ‭teacher‬ ‭will‬ ‭use‬ ‭discussion,‬ ‭technology,‬ ‭field‬ ‭trips‬‭and‬‭guest‬‭speakers‬‭to‬‭inspire‬ ‭students‬‭to‬‭engage‬‭in‬‭deep‬‭research‬‭on‬‭topics‬‭not‬‭related‬‭to‬‭topics‬‭of‬‭classroom‬‭curriculum. ‬‭Students‬ ‭will‬‭engage‬‭in‬‭hands-on‬‭projects‬‭and‬‭opportunities‬‭for‬‭presentation‬‭of‬‭their‬‭work.‬ ‭The‬‭teacher‬‭will‬‭also‬ ‭engage‬ ‭in‬ ‭brief‬ ‭lessons‬ ‭on‬ ‭social‬ ‭behavior‬ ‭from‬ ‭time‬ ‭to‬ ‭time,‬ ‭since‬ ‭some‬ ‭Stewards‬ ‭students‬ ‭may‬ ‭experience social difficulties in the classroom. ‬ ‭Stewards‬ ‭is‬‭considered‬‭part‬‭of‬‭the‬‭resource‬‭services‬‭at‬‭SCA;‬‭as‬‭such,‬‭students‬‭will‬‭each‬‭have‬‭a‬ ‭Classroom‬‭Adjustment‬‭Privilege‬‭(CAP)‬‭plan. ‬‭This‬‭plan‬‭will‬‭partner‬‭with‬‭the‬‭classroom‬‭teacher‬‭to‬‭ensure‬ ‭the‬ ‭student‬ ‭is‬ ‭not‬ ‭penalized‬ ‭with‬ ‭additional‬ ‭homework‬ ‭as‬ ‭a‬ ‭result‬ ‭of‬ ‭being‬ ‭in‬ ‭Stewards.‬ ‭It‬ ‭will‬ ‭also‬ ‭partner‬ ‭the‬ ‭Stewards‬ ‭teacher‬ ‭and‬ ‭classroom‬ ‭teacher‬ ‭to‬ ‭individualize‬‭classroom‬‭experience‬‭to‬‭ensure‬ ‭Stewards students are meeting their God-given potential.‬ ‭115‬


‭Summit‬‭Christian‬‭Academy‬‭recognizes‬‭that‬‭God‬‭has‬‭created‬‭man‬‭in‬‭His‬‭image‬‭(Genesis‬‭1:26-27).‬ ‭God‬ ‭has‬ ‭also‬ ‭given‬‭man‬‭the‬‭desire‬‭and‬‭ability‬‭to‬‭create.‬‭We‬‭are‬‭each‬‭uniquely‬‭created‬‭by‬‭God‬‭with‬‭a‬ ‭specific‬‭plan‬‭and‬‭purpose‬‭(2‬‭Timothy‬‭1:9).‬‭We‬‭each‬‭develop‬‭unique‬‭ways‬‭to‬‭express‬‭or‬‭communicate‬‭an‬ ‭individual‬ ‭interpretation‬ ‭of‬ ‭the‬ ‭world‬ ‭around‬ ‭us.‬ ‭Summit‬ ‭Christian‬ ‭Academy‬ ‭recognizes‬ ‭that God‬ ‭created‬ ‭us‬‭with‬‭the‬‭ability‬‭to‬‭express‬‭ourselves‬‭creatively‬‭and‬‭artistically. God‬‭has‬‭surrounded‬‭us‬‭with‬ ‭the‬ ‭beauty‬ ‭and‬ ‭variety‬ ‭of‬ ‭His‬ ‭creation‬ ‭(Psalms‬ ‭19:1,‬ ‭Psalms‬ ‭8:3-5)‬ ‭and‬ ‭calls‬ ‭us‬ ‭to‬ ‭be‬ ‭affected‬ ‭on‬ ‭a‬ ‭personal, spiritual, emotional and even physical level by visual stimuli.‬ ‭The‬‭process‬‭of‬‭observing‬‭God’s‬‭creation‬‭(Job‬‭37:14)‬‭and‬‭using‬‭the‬‭gift‬‭of‬‭creativity‬‭that‬‭is‬‭given‬ ‭by‬ ‭God‬ ‭are‬ ‭means‬ ‭by‬ ‭which‬ ‭we‬ ‭are‬ ‭able‬ ‭to‬ ‭connect‬ ‭with‬ ‭the‬ ‭Lord‬ ‭on‬ ‭a‬ ‭deeper‬‭level. Through‬‭these‬ ‭observations‬‭and‬‭explorations,‬‭we‬‭witness‬‭that‬‭there‬‭is‬‭intentional‬‭order‬‭and‬‭purpose‬‭to‬‭God’s‬‭design‬ ‭and‬‭we‬‭can‬‭see,‬‭appreciate,‬‭and‬‭emulate‬‭these‬‭characteristics‬‭in‬‭our‬‭visual‬‭design‬‭choices.‬‭Our‬‭culture‬ ‭is‬‭increasingly‬‭visually‬‭based‬‭by‬‭way‬‭of‬‭media,‬‭advertising‬‭and‬‭functional‬‭design.‬‭The‬‭art‬‭department‬‭of‬ ‭Summit‬ ‭Christian‬ ‭Academy‬ ‭desires‬ ‭appropriate‬ ‭preparation‬‭of‬‭our‬‭students:‬‭teaching‬‭proper‬‭ways‬‭of‬ ‭understanding,‬ ‭discerning,‬ ‭and‬ ‭using‬ ‭creativity‬ ‭and‬ ‭visual‬ ‭media‬ ‭in‬ ‭ways‬ ‭that‬ ‭bring‬ ‭glory‬ ‭to‬ ‭God‬ ‭(Philippians 4:8). ‬ ‭Visual‬ ‭art‬ ‭also‬ ‭promotes‬ ‭an‬ ‭understanding‬ ‭of‬ ‭human‬ ‭nature‬ ‭across‬ ‭cultures‬ ‭and‬‭time,‬‭fosters‬ ‭many‬‭forms‬‭of‬‭communication,‬‭and‬‭allows‬‭for‬‭perception/aesthetic‬‭awareness‬‭and‬‭creativity.‬‭The‬‭study‬ ‭of visual arts and God’s creation encourages students to discern art concepts that exalt/glorify God.‬ ‭The‬ ‭visual‬ ‭arts‬ ‭also‬ ‭can‬ ‭be‬ ‭used‬ ‭to‬ ‭enhance‬ ‭learning‬ ‭in‬ ‭all‬ ‭areas‬ ‭of‬ ‭the‬ ‭curriculum.‬ ‭While‬ ‭biblically‬ ‭integrated,‬ ‭the‬ ‭visual‬ ‭art‬ ‭program‬ ‭is‬ ‭structured‬ ‭based‬ ‭on‬ ‭components‬ ‭or‬ ‭principles‬ ‭of‬ ‭art‬

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‭content‬ ‭and‬ ‭appreciation‬ ‭that‬ ‭allow‬ ‭students‬ ‭to‬ ‭heighten‬ ‭their‬ ‭problem‬ ‭solving‬ ‭and‬ ‭critical‬ ‭thinking‬ ‭skills across the curriculum. The four components or content areas of the visual arts are:‬ ‭1.‬ ‭AESTHETICS‬ ‭–‬ ‭“What‬ ‭is‬‭art?”‬‭Understand‬‭that‬‭one‬‭purpose‬‭of‬‭art‬‭is‬‭to‬‭create‬‭beauty.‬‭Appreciate‬ ‭each‬ ‭work‬ ‭as‬ ‭a‬ ‭unique,‬ ‭individual‬ ‭creation. Observe,‬ ‭listen,‬ ‭and‬ ‭discuss‬ ‭art‬ ‭and‬ ‭perceptions.‬ ‭Understand‬ ‭or‬ ‭dissect‬ ‭artistic‬ ‭choices‬ ‭and‬ ‭how‬ ‭they‬ ‭relate‬ ‭to‬ ‭and‬ ‭enhance‬ ‭life. Encourage‬ ‭taking‬ ‭risks and thinking with a new, artistic vision.‬ ‭2.‬ ‭ART‬‭CRITICISM‬‭–‬‭“How‬‭visual‬‭art‬‭is‬‭organized/what‬‭to‬‭look‬‭for.” Involves‬‭a‬‭close,‬‭viewer‬‭interaction‬ ‭with‬ ‭images‬ ‭resulting‬ ‭in‬ ‭aesthetic‬ ‭experience.‬ ‭Involves‬ ‭organized‬ ‭discussion‬ ‭about‬ ‭art,‬ ‭whether‬ ‭regarding‬‭artists‬‭from‬‭many‬‭cultures‬‭and‬‭time‬‭periods‬‭or‬‭discussion‬‭regarding‬‭own‬‭art. Four-step‬‭art‬ ‭criticism process is as follows:‬ ‭a.‬ ‭DESCRIBE‬ ‭-‬ ‭Objectively,‬ ‭what‬ ‭is‬ ‭seen:‬ ‭title,‬ ‭artist,‬ ‭when/where‬ ‭created,‬ ‭media,‬ ‭subject‬ ‭matter,‬ ‭visual elements of art and design (line, shape, form, value, color, space, texture).‬ ‭b.‬ ‭ANALYZE‬ ‭-‬ ‭Objectively,‬ ‭how‬ ‭it‬ ‭is‬ ‭organized:‬ ‭principles‬ ‭of‬ ‭design‬ ‭(emphasis,‬ ‭unity,‬ ‭contrast,‬ ‭balance, rhythm, movement, pattern).‬ ‭c.‬ ‭INTERPRET‬ ‭-‬ ‭Subjectively,‬ ‭what‬ ‭it‬ ‭is‬ ‭saying.‬ ‭Use‬ ‭imagination‬ ‭to‬ ‭interpret,‬ ‭based‬ ‭on‬ ‭clues‬ ‭from‬ ‭prior‬‭steps,‬‭the‬‭potential‬‭meaning‬‭or‬‭purpose‬‭of‬‭an‬‭artwork‬‭or‬‭what‬‭it‬‭expresses‬‭about‬ ‭human experience.‬ ‭d.‬‭EVALUATE‬‭-‬‭(Use‬‭higher‬‭level‬‭thinking‬‭skills)-Subjectively,‬‭consider‬‭craftsmanship,‬‭design‬‭quality,‬ ‭expression,‬ ‭personal‬ ‭response,‬ ‭originality‬ ‭and‬ ‭comparison‬ ‭to‬ ‭other‬ ‭artworks‬ ‭to‬ ‭determine‬ ‭whether‬ ‭or‬ ‭not‬ ‭it‬ ‭is‬ ‭a‬ ‭successful‬ ‭artwork‬‭or‬‭whether‬‭or‬‭not‬‭it‬‭has‬‭aesthetic‬ ‭value.‬ ‭Integrate‬ ‭a‬ ‭Christian‬ ‭perspective‬ ‭based‬ ‭on‬ ‭recognition‬ ‭of‬ ‭God‬ ‭as‬ ‭supreme‬ ‭artist/creator.‬‭Analyze communication‬‭of‬‭beauty/holiness/truth/God’s‬‭character.‬‭Discern‬ ‭communicated‬ ‭messages‬ ‭within‬ ‭the‬ ‭basis‬ ‭of‬ ‭God’s‬ ‭word‬ ‭and‬ ‭God’s‬ ‭standard‬ ‭of‬ ‭excellence. Determine integration of scripture or scriptural principles with integrity.‬ ‭117‬


‭3.‬ ‭ART‬ ‭HISTORY‬ ‭-‬ ‭Learning‬ ‭about‬ ‭art‬ ‭by‬ ‭understanding‬ ‭people‬ ‭in‬ ‭relation‬ ‭to‬ ‭times‬ ‭and‬ ‭cultures‬ ‭in‬ ‭which‬ ‭particular‬‭artworks‬‭were‬‭created,‬‭including‬‭beliefs,‬‭values,‬‭customs,‬‭social‬‭habits,‬‭economic‬ ‭conditions,‬ ‭etc.‬ ‭Understand‬ ‭how‬ ‭beliefs‬ ‭are‬ ‭or‬ ‭are‬ ‭not‬ ‭consistent‬ ‭with‬ ‭Christianity.‬ ‭Art‬ ‭history‬ ‭selections‬ ‭that‬‭are‬‭taught‬‭are‬‭based‬‭on‬‭the‬‭quality‬‭and‬‭content‬‭of‬‭the‬‭visual‬‭art‬‭more‬‭so‬‭than‬‭the‬ ‭artist.‬ ‭Worldly,‬ ‭sinful‬ ‭lifestyles‬ ‭will‬ ‭not‬ ‭be‬ ‭exalted,‬ ‭rather,‬ ‭artworks‬ ‭will‬ ‭be‬ ‭evaluated‬ ‭through‬ ‭a‬ ‭biblical, scriptural lens as mentioned above.‬ ‭4.‬ ‭ART‬ ‭PRODUCTION‬‭AND‬‭CREATIVE‬‭EXPRESSION‬‭-‬‭Communicate‬‭ideas‬‭visually‬‭through‬‭creative‬‭use‬ ‭of‬ ‭materials‬ ‭and‬ ‭production‬ ‭processes‬ ‭(collage,‬ ‭drawing,‬ ‭fibers,‬ ‭mixed‬ ‭media,‬ ‭painting,‬ ‭photography,‬ ‭printmaking,‬ ‭3D‬ ‭forms,‬ ‭technology)‬ ‭utilizing‬ ‭elements‬ ‭and‬ ‭principles‬ ‭of‬‭design.‬‭Use‬ ‭artistic expression to communicate God’s glory and bless others with the God-given gift of creativity.‬ ‭Conclusion‬ ‭

Through‬ ‭the‬ ‭visual‬ ‭arts,‬ ‭students‬ ‭will‬ ‭be‬ ‭able‬ ‭to‬ ‭express‬ ‭their‬ ‭life‬ ‭experiences‬ ‭via‬ ‭a‬ ‭variety‬ ‭of‬

‭media‬ ‭and‬ ‭methods,‬ ‭as‬ ‭well‬ ‭as‬ ‭learn‬ ‭various‬ ‭techniques‬ ‭to‬ ‭visually‬ ‭express‬ ‭and‬ ‭communicate‬ ‭their‬ ‭ideas‬‭and‬‭emotions.‬‭Students‬‭will‬‭learn‬‭to‬‭look‬‭for‬‭deeper‬‭meanings‬‭and‬‭learn‬‭to‬‭appreciate‬‭aesthetics‬ ‭of‬ ‭God’s‬ ‭creation‬ ‭and,‬ ‭subsequently,‬ ‭visual‬ ‭art.‬ ‭Through‬ ‭the‬ ‭visual‬ ‭arts,‬ ‭students‬ ‭make‬ ‭decisions,‬ ‭develop‬‭discipline,‬‭promote‬‭originality,‬‭problem‬‭solve‬‭and‬‭experience‬‭new‬‭ways‬‭of‬‭thinking‬‭and‬‭seeing,‬ ‭allowing‬‭for‬‭the‬‭development‬‭of‬‭personal‬‭purpose,‬‭character‬‭refinement,‬‭confidence/motivation,‬‭and‬‭a‬ ‭deeper understanding of and relationship with God, our creator.‬

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‭The‬ ‭importance‬ ‭of‬ ‭writing/grammar‬‭is‬‭constituted‬‭in‬‭the‬‭belief‬‭that‬‭God‬‭privileges‬‭the‬‭spoken‬ ‭and‬ ‭written‬ ‭word,‬ ‭as‬ ‭evidenced‬ ‭by‬ ‭the‬ ‭composition‬ ‭of‬ ‭the‬ ‭Old‬ ‭Testament‬ ‭and‬ ‭the‬ ‭New‬ ‭Testament,‬ ‭God’s‬ ‭revelation‬ ‭of‬ ‭Himself‬ ‭to‬ ‭humankind.‬ ‭Jesus‬ ‭Himself‬ ‭is‬ ‭described‬ ‭as‬ ‭the‬ ‭Word‬ ‭of‬ ‭God‬ ‭(Logos)‬‭in‬ ‭John‬ ‭1:1‬ ‭“In‬ ‭the‬ ‭beginning‬ ‭was‬ ‭the‬‭Word,‬‭and‬‭the‬‭Word‬‭was‬‭with‬‭God,‬‭and‬‭the‬‭Word‬‭was‬‭God,”‬‭and‬ ‭God’s‬‭Word‬‭is‬‭one‬‭of‬‭the‬‭few‬‭things‬‭that‬‭abides‬‭forever.‬‭According‬‭to‬‭Haycock‬‭in‬‭Encyclopedia‬‭of‬‭Bible‬ ‭Truths‬‭,‬ ‭“Man’s‬ ‭writings‬ ‭reflect‬ ‭his‬ ‭inner‬ ‭thoughts‬ ‭and‬ ‭desires‬ ‭.‬ ‭.‬ ‭.”‬ ‭(Prov.‬ ‭16:23;‬ ‭Prov.‬ ‭18:4;‬ ‭Matt.‬ ‭12:34-37;‬‭Matt.‬‭15:18-20).‬‭The‬‭purpose‬‭of‬‭writing‬‭is‬‭to‬‭enhance‬‭thinking‬‭skills,‬‭increase‬‭articulation‬‭and‬ ‭personal voice, develop research and documentation skills, and effectively communicate ideas.‬ ‭Additionally,‬ ‭the‬ ‭ability‬ ‭to‬ ‭interact‬ ‭with‬ ‭others‬ ‭in‬ ‭society‬ ‭and‬ ‭communicate‬ ‭the‬ ‭Gospel‬ ‭to‬ ‭various‬ ‭communities‬ ‭and‬ ‭populations‬ ‭is‬ ‭enhanced‬ ‭by‬ ‭effective‬ ‭writing‬ ‭skills,‬ ‭which‬ ‭take‬ ‭into‬ ‭consideration‬ ‭audience‬ ‭awareness,‬ ‭rhetoric/purpose,‬ ‭specialized‬‭terminology,‬‭tone‬‭/style,‬‭and‬‭proper‬ ‭grammatical‬ ‭constructs.‬ ‭Writing‬ ‭enables‬ ‭people‬ ‭to‬ ‭communicate‬ ‭generationally‬ ‭and‬ ‭establishes‬ ‭the‬ ‭chain‬‭of‬‭knowledge‬‭that‬‭is‬‭necessary‬‭for‬‭civilization‬‭and‬‭the‬‭Gospel‬‭to‬‭progress‬‭(Matt.‬‭28:19-20).‬‭With‬ ‭these‬ ‭truths‬ ‭in‬ ‭mind,‬ ‭the‬ ‭scope‬ ‭and‬ ‭sequence‬ ‭of‬ ‭instructional‬ ‭methodologies‬ ‭at‬ ‭SCA‬ ‭provides‬ ‭opportunity to develop important writing and grammatical skills.‬ ‭At‬ ‭the‬ ‭elementary‬ ‭level,‬ ‭there‬ ‭is‬ ‭a‬ ‭heavy‬ ‭emphasis‬ ‭on‬ ‭grammar‬ ‭via‬ ‭textbook‬ ‭practice.‬ ‭Experiences‬ ‭in‬ ‭creative‬ ‭writing,‬ ‭journaling,‬ ‭and‬ ‭expository‬ ‭writing‬ ‭are‬ ‭also‬ ‭provided‬ ‭at‬ ‭every‬ ‭grade‬ ‭level.‬ ‭Writing‬ ‭is‬ ‭taught‬ ‭as‬ ‭a‬ ‭separate‬ ‭subject‬ ‭at‬ ‭the‬ ‭second‬ ‭grade‬ ‭level‬ ‭and‬‭through‬‭Writing‬‭Safari‬‭in‬ ‭grades‬‭4-6. ‬‭Writing‬‭Safari‬‭both‬‭partners‬‭with‬‭teachers‬‭to‬‭support‬‭writing‬‭assigned‬‭in‬‭core‬‭subject‬‭areas‬ ‭and‬ ‭provides‬ ‭opportunities‬ ‭for‬ ‭student‬ ‭creative‬ ‭writing.‬ ‭S‭t‬ udents‬ ‭have‬ ‭the‬ ‭opportunity‬ ‭to‬ ‭take‬ ‭their‬ ‭work‬ ‭through‬ ‭the‬ ‭writing‬ ‭process,‬ ‭from‬ ‭pre-writing‬ ‭to‬ ‭publishing.‬ ‭Special‬ ‭focus‬ ‭in‬ ‭elementary‬ ‭is‬ ‭on‬

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‭expository,‬ ‭narrative,‬ ‭creative,‬ ‭and‬ ‭persuasive‬ ‭writing.‬ ‭Students‬ ‭of‬ ‭all‬ ‭grade‬ ‭levels‬ ‭engage‬ ‭in‬‭poetry.‬ ‭Using‬ ‭Writing‬ ‭Safari,‬ ‭students‬ ‭also‬ ‭have‬ ‭the‬ ‭opportunity‬ ‭to‬ ‭present‬ ‭their‬ ‭work‬ ‭to‬ ‭an‬ ‭authentic‬ ‭audience comprised of faculty, their peers, and parents.‬‭‬ ‭At‬ ‭the‬ ‭secondary‬ ‭level‬ ‭(Grades‬ ‭7-11),‬ ‭students‬ ‭will‬ ‭examine‬ ‭works‬ ‭of‬ ‭literature,‬ ‭essays,‬ ‭and‬ ‭other‬‭cultural‬‭artifacts‬‭through‬‭the‬‭writing‬‭of‬‭essays‬‭and‬‭reading‬‭responses‬‭which‬‭incorporate‬‭analysis,‬ ‭synthesis,‬ ‭compare/contrast,‬ ‭classification,‬ ‭cause‬ ‭and‬ ‭effect,‬ ‭definition,‬ ‭profiles,‬ ‭and‬ ‭reviews.‬ ‭These‬ ‭literary‬ ‭writing‬ ‭tasks‬ ‭are‬ ‭supported‬ ‭by‬ ‭the‬ ‭developed‬ ‭skills‬ ‭of‬ ‭summarization,‬ ‭synthesis,‬ ‭analysis,‬ ‭classification,‬ ‭evaluation,‬‭interviewing‬‭techniques,‬‭and‬‭other‬‭supportive‬‭critical‬‭thinking‬‭skills.‬‭All‬‭core‬ ‭subject‬ ‭areas‬ ‭are‬ ‭required‬ ‭to‬ ‭implement‬ ‭writing‬ ‭that‬ ‭has‬ ‭a‬ ‭significant‬ ‭percentage‬ ‭assigned‬ ‭to‬ ‭it.‬ ‭In‬ ‭Senior English, it is the highest category, and in the college class, it is 60% of the grade. ‬ ‭Student Writing Content‬ ‭The‬‭desire‬‭of‬‭SCA‬‭is‬‭that‬‭students‬‭be‬‭equipped‬‭to‬‭write‬‭in‬‭various‬‭contexts‬‭in‬‭order‬‭to‬‭enter‬‭into‬ ‭the‬‭cultural‬‭and‬‭academic‬‭conversation‬‭and‬‭to‬‭excel‬‭in‬‭whatever‬‭area‬‭of‬‭life‬‭into‬‭which‬‭they‬‭are‬‭called.‬ ‭The‬‭purpose‬‭is‬‭for‬‭the‬‭student‬‭to‬‭biblically‬‭express‬‭the‬‭truth‬‭of‬‭God‬‭within‬‭every‬‭jurisdiction‬‭of‬‭life‬‭and‬ ‭academics.‬‭In‬‭the‬‭tradition‬‭of‬‭Moses,‬‭Daniel,‬‭and‬‭Paul,‬‭our‬‭students‬‭will‬‭be‬‭equipped‬‭through‬‭literature‬ ‭to‬‭converse‬‭in‬‭the‬‭language‬‭of‬‭diverse‬‭cultures‬‭and‬‭evaluate‬‭literature‬‭from‬‭a‬‭biblical‬‭perspective‬‭(Acts‬ ‭7:22;‬‭Daniel‬‭1:4,‬‭17;‬‭Acts‬‭17:28).‬‭As‬‭students‬‭become‬‭more‬‭mature,‬‭careful‬‭and‬‭purposeful‬‭exposure‬‭to‬ ‭various‬ ‭audience‬ ‭writing‬ ‭contexts‬ ‭reflecting‬ ‭diverse‬ ‭worldviews,‬ ‭secular‬ ‭themes,‬ ‭and‬ ‭questionable‬ ‭language‬ ‭will‬ ‭sometimes‬ ‭occur‬ ‭in‬ ‭the‬ ‭process‬ ‭of‬ ‭enabling‬ ‭students‬ ‭to‬ ‭evaluate‬ ‭and‬ ‭write‬ ‭about‬ ‭literature‬‭and‬‭cultural‬‭issues‬‭from‬‭a‬‭biblical‬‭perspective.‬‭Should‬‭questionable‬‭language‬‭and‬‭themes‬‭or‬ ‭troublesome‬ ‭self-disclosure‬ ‭appear‬ ‭in‬ ‭student‬ ‭writing,‬ ‭consultation‬ ‭with‬ ‭appropriate‬ ‭school‬ ‭officials‬ ‭and parents may result.‬

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‭Writers’ Corner‬ ‭Good‬ ‭writing‬ ‭demands‬ ‭vulnerability‬ ‭and‬‭a‬‭willingness‬‭to‬‭engage‬‭in‬‭the‬‭revision.‬‭Revision‬‭includes‬‭the‬ ‭other‬‭processes‬‭and‬‭issues‬‭associated‬‭with‬‭writing.‬‭As‬‭such,‬‭Summit‬‭Christian‬‭Academy‬‭has‬‭created‬‭the‬ ‭Writers’‬ ‭Corner.‬ ‭Students‬ ‭are‬ ‭supported‬ ‭in‬ ‭assignments‬ ‭through‬ ‭the‬ ‭Writers’‬ ‭Corner,‬ ‭which‬ ‭services‬ ‭students‬ ‭in‬ ‭grades‬ ‭7-12‬ ‭through‬ ‭peer‬ ‭tutoring.‬ ‭Writing‬ ‭fellows‬ ‭are‬ ‭chosen‬ ‭from‬ ‭students‬ ‭in‬ ‭grades‬ ‭10-12‬ ‭and‬ ‭are‬ ‭trained‬ ‭to‬ ‭support‬‭their‬‭peers‬‭in‬‭effective‬‭communication.‬‭The‬‭Writers’‬‭Corner‬‭is‬‭open‬ ‭before and after school, as well as during all life prep periods.‬ ‭Conclusion‬ ‭Writing‬‭enhances‬‭the‬‭development‬‭of‬‭critical‬‭thinking‬‭skills,‬‭articulation,‬‭and‬‭the‬‭ability‬‭to‬‭enter‬ ‭into‬ ‭extended‬ ‭conversation‬ ‭with‬ ‭various‬ ‭audiences‬ ‭in‬ ‭society.‬ ‭The‬ ‭ability‬ ‭to‬ ‭persuade‬‭effectively‬‭and‬ ‭negotiate‬ ‭various‬ ‭writing‬ ‭conventions‬ ‭prepares‬ ‭the‬ ‭student‬ ‭academically‬ ‭and‬ ‭vocationally‬ ‭for‬ ‭life’s‬ ‭challenges and equips him or her in the communication of the Gospel.‬

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‭The‬‭World‬‭Language‬‭Department‬‭at‬‭Summit‬‭Christian‬‭Academy‬‭strives‬‭to‬‭promote‬‭I‬‭Chronicles‬ ‭16:24‬ ‭which‬ ‭states,‬ ‭“Declare‬ ‭His‬ ‭glory‬ ‭among‬ ‭the‬ ‭nations,‬ ‭His‬ ‭marvelous‬ ‭deeds‬ ‭among‬ ‭all‬ ‭peoples.”‬ ‭This‬‭verse‬‭reminds‬‭us‬‭that‬‭our‬‭mission‬‭is‬‭to‬‭all‬‭people‬‭of‬‭all‬‭nations.‬ ‭It‬‭is‬‭in‬‭our‬‭heart,‬‭in‬‭obedience‬‭to‬ ‭this‬ ‭Scripture,‬ ‭to‬ ‭continue‬ ‭increasing‬ ‭the‬ ‭availability‬ ‭of‬ ‭a‬ ‭variety‬ ‭of‬ ‭languages‬ ‭to‬ ‭our‬ ‭students.‬ ‭Our‬ ‭vision‬‭at‬‭Summit‬‭Christian‬‭Academy‬‭is‬‭to‬‭equip‬‭students‬‭to‬‭communicate‬‭the‬‭love‬‭of‬‭Jesus‬‭Christ‬‭with‬ ‭people of other cultures and languages.‬ ‭World Language Acquisition‬ ‭In‬ ‭alignment‬ ‭with‬ ‭state‬ ‭and‬ ‭national‬ ‭standards,‬ ‭we‬ ‭will‬ ‭address‬ ‭the‬ ‭three‬ ‭modes‬ ‭of‬ ‭communication:‬ ‭1)‬‭interpretive‬‭,‬‭which‬‭includes‬‭reading‬‭and‬‭listening,‬‭2)‬‭interpersonal‬‭,‬‭using‬‭another‬ ‭language‬ ‭to‬ ‭communicate‬ ‭with‬ ‭others,‬ ‭and‬ ‭3)‬ ‭performance‬‭,‬ ‭which‬ ‭encompasses‬ ‭written‬‭and‬‭spoken‬ ‭production.‬ ‭At‬‭the‬‭elementary‬‭level,‬‭the‬‭greatest‬‭emphasis‬‭is‬‭in‬‭the‬‭area‬‭of‬‭conversation.‬ ‭A‬‭variety‬‭of‬ ‭teaching‬ ‭methods,‬ ‭including‬ ‭songs,‬ ‭games‬ ‭and‬ ‭drama,‬ ‭are‬ ‭used‬ ‭to‬ ‭introduce‬ ‭students‬ ‭to‬ ‭Spanish‬ ‭vocabulary.‬ ‭As‬ ‭students‬ ‭progress‬ ‭to‬ ‭upper‬ ‭elementary‬ ‭and‬ ‭middle‬ ‭school‬ ‭grades,‬ ‭the‬ ‭performance‬ ‭mode‬ ‭is‬ ‭expanded‬ ‭to‬ ‭include‬ ‭reading,‬ ‭writing,‬ ‭and‬ ‭an‬ ‭increased‬ ‭development‬ ‭of‬ ‭listening‬ ‭comprehension.‬ ‭At‬‭the‬‭high‬‭school‬‭level,‬‭students‬‭engage‬‭in‬‭all‬‭modes‬‭of‬‭communication.‬ ‭Instruction‬‭involves‬ ‭an‬ ‭active‬ ‭class‬ ‭that‬ ‭gives‬ ‭the‬ ‭beginning‬‭student‬‭the‬‭vocabulary‬‭necessary‬‭to‬‭communicate‬‭on‬‭a‬‭basic‬ ‭level‬ ‭with‬ ‭target‬ ‭language‬ ‭speakers‬ ‭on‬ ‭a‬ ‭variety‬ ‭of‬ ‭familiar‬ ‭subjects‬ ‭such‬ ‭as‬‭school,‬‭home,‬‭activities,‬ ‭etc.‬ ‭The‬ ‭student‬ ‭will‬ ‭learn‬ ‭how‬ ‭to‬ ‭formulate‬ ‭sentences‬ ‭and‬ ‭dialogues‬ ‭through‬ ‭listening,‬ ‭speaking,‬ ‭reading‬‭and‬‭writing.‬‭Cultural‬‭activities‬‭will‬‭accompany‬‭language‬‭lessons‬‭to‬‭acquaint‬‭students‬‭with‬‭food,‬ ‭artistic expression, and diversity of the target culture(s).‬ ‭122‬


‭Cultural Appreciation‬ ‭I Corinthians 14:9-11 states, “You must speak words that people understand. If you don’t, no‬ ‭one will know what you are saying. You will just be speaking into the air.‬ ‭It is true that there are‬‭all‬ ‭kinds of languages in the world. And they all have meaning.‬ ‭But if I don’t understand what someone‬‭is‬ ‭saying, I am a stranger to that person. And that person is a stranger to me.” Students will learn to‬ ‭communicate better when they have an understanding of the practices and perspectives of the cultures‬ ‭studied. We strive to equip students to function in an appropriate manner when interacting with‬ ‭people from other cultures.‬ ‭Connections‬ ‭Through‬ ‭World‬ ‭Language‬ ‭studies,‬ ‭students‬‭will‬‭reinforce‬‭and‬‭further‬‭their‬‭knowledge‬‭of‬‭other‬ ‭disciplines.‬ ‭Studying‬ ‭another‬ ‭language‬ ‭will‬ ‭improve‬ ‭their‬ ‭understanding‬ ‭of‬ ‭English‬ ‭grammar‬ ‭and‬ ‭improve‬ ‭writing‬ ‭skills‬ ‭in‬ ‭both‬ ‭languages.‬ ‭Knowledge‬ ‭of‬ ‭geography‬ ‭and‬ ‭history‬ ‭will‬ ‭be‬ ‭expanded‬ ‭through‬ ‭study‬ ‭of‬ ‭the‬ ‭places‬ ‭the‬ ‭target‬ ‭language‬ ‭is‬ ‭spoken.‬ ‭Connections‬ ‭to‬ ‭math‬ ‭and‬ ‭science‬ ‭are‬ ‭explored‬ ‭as‬ ‭the‬ ‭students‬ ‭learn‬ ‭of‬ ‭the‬ ‭contributions‬ ‭of‬ ‭people‬ ‭from‬ ‭the‬ ‭target‬ ‭culture‬ ‭and‬ ‭through‬ ‭practical‬ ‭experience‬ ‭using‬ ‭the‬ ‭metric‬ ‭system‬‭and‬‭figuring‬‭exchange‬‭rates.‬ ‭Appreciation‬‭of‬‭the‬‭arts‬‭of‬ ‭the‬ ‭target‬ ‭culture‬ ‭can‬ ‭be‬ ‭applied‬ ‭to‬ ‭many‬ ‭other‬ ‭cultures‬ ‭and‬ ‭can‬ ‭enhance‬ ‭the‬ ‭quality‬ ‭of‬ ‭life‬ ‭for‬ ‭students regardless of their chosen career path.‬ ‭Christian Outreach‬ ‭The World Language Department seeks to encourage and equip students in fulfilling the Great‬ ‭Commission as stated in Matthew 28: 19-20, “Therefore go and make disciples for all nations, baptizing‬ ‭them in the name of the Father and of the Son and of the Holy SPirit, and teaching them to obey‬ ‭everything I have commanded you. And surely I am with you always, to the very end of the age.” THis‬ ‭goal is achieved by interweaving Scripture, biblical concepts and vocabulary into the daily instruction in‬ ‭the language classroom, aligning with their studies in the SCA Bible curriculum. Students will‬ ‭123‬


‭progressively increase exposure to familiar verses, learning to read and recognize them, and in‬ ‭advanced levels memorizing key passages.‬ ‭Conclusion‬ ‭The World Language Department of SCA has designed a curriculum that will build a strong educational‬ ‭foundation for World Language acquisition, promote an appreciation of world cultures, and empower‬ ‭students to fulfill their God-given potential as disciples of Jesus Christ in this world. We endeavor to‬ ‭offer students a high quality language program that will prepare them for their post-secondary‬ ‭education and careers.‬

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Articles inside

Appendix B - Pre-Approved Homeschool Courses for High School Students

1min
pages 73-74

Part-time Students

2min
pages 65-66

World Languages

6min
pages 56-59

Fine Arts (Theater Arts

3min
pages 49-51

Fine Arts (Visual Arts

3min
pages 46-48

Math

6min
pages 30-33

Science

7min
pages 34-37

Fine Arts (Music

7min
pages 52-55

Communication Arts Electives

2min
pages 28-29

Social Studies

6min
pages 38-41

Communication Arts

6min
pages 23-27

Math

1min
page 10

Bible

4min
pages 20-22

Junior High Requirements

1min
page 5

AP/Dual Credit Course Enrollment Requirements

2min
page 17

High School Procedures

2min
page 7

Course Description Guide

2min
page 4

World Language

2min
page 14

Senior High Graduation Requirements

1min
page 6
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