Course Selection Guide 2016-17

WESTMINSTER CHRISTIAN ACADEMY 800 Maryville Centre Drive Town & Country, MO 63017 314.997.2900 wcastl.org

2016/17

COURSE SELECTION GUIDE

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The Westminster Mission Westminster Christian Academy honors Jesus Christ by providing an excellent education, rooted in biblical truth as interpreted by the Westminster Confession of Faith, for the children of Christian parents.

Faculty and staff enable students to discover and embrace a biblical view of the world and integrate that view into every area of life.

Westminster Christian Academy, a private educational institution, admits students of any race, color, sex, and national or ethnic origin to all of the rights, privileges, programs, and activities generally accorded or made available to students at the school. Westminster Christian Academy does not discriminate on the basis of race, color, sex, and national or ethnic origin in the administration of its education programs, admissions policies, scholarship programs, athletics, cocurricular activities, or other school-administered programs.

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Contents Why a Christian School 5 Chapel 6 Community 8 Alumni 9 Learning Outside the Classroom 10 Academic Advisory 12 Service and Leadership 13 Academic Hub 14 Guidance and Counseling 15 Administration 16 Upper School 17 Middle School 19 Diploma Course Options 20 AP/Excel/Honors Courses 20 NCAA Eligibility 21 Bible 22 Business and Communications 25 English 30 Fine Arts 35 History 41 Mathematics 45 Physical Education 52 Science 55 World Languages 61 Special Services 66 Summer Programs 75

Scripture taken from the Holy Bible, New International Version.

Copyright © 1973, 1978, 1984. International Bible Society. Used by permission of Zondervan Bible Publishers.

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Preparing Young People

Westminster Christian Academy complements the Christian home and church in teaching and training young people in the way they should go, so when they are old they will not turn from it, as is instructed in Proverbs 22:6. Westminster’s curriculum and programs are designed to integrate God’s truth into every aspect of the school experience. Students and families are encouraged to prayerfully consider the curricular and cocurricular choices available at Westminster and make decisions that will maximize opportunities to learn and grow in knowledge, wisdom and grace.

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Why A Christian School?

Whether you have been committed to Christian education for years, or whether you are just now exploring the possibilities, consider this perspective: How can Christian parents best fulfill their obligation to train and nurture their covenant children (Deuteronomy 6:4-8)? Specifically, what type of education effectively prepares children for “works of service” (Ephesians 4:12)?

In Matthew 12:30, Jesus clearly teaches, “He who is not with me is against me, and he who does not gather with me scatters.”

A Christian school is not a place where a few elements such as prayer, chapel services and Bible classes merely complement an otherwise secular education. Genuine Christian education seeks to integrate God’s Word into every facet of the curriculum, cocurricular activities and truly into every aspect of life. As students study God’s world from the perspective of His Word, it enables them to make a difference in the world for His purposes.

While a Christian school is not a “safe house” from the evils of the world or a guarantee against sin, it does teach students about God’s demands and His forgiveness, grace and mercy. The Christian school should be the place where Christian families, the church and the school prepare students for effective lives of service in God’s kingdom.

Westminster Christian Academy is a member of the Christian Schools Association of St. Louis.

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Chapel The Westminster student community comes together every Wednesday morning for a 30-minute Chapel service. The purpose of Chapel is to present gospel-centered teaching and worship that is meaningful and authentic to middle and high school students.

Gospel Focus Jesus Christ died for our sins, and it is by grace that we have been saved. This is the foundation for everything that we teach and everything that we do at Westminster.

(Ephesians 2:8-9)

Gospel Transformation As we begin to understand the gospel, we understand that it demands a response in our hearts and in how we live. However, our teaching of this value emphasizes a response to what Christ has done. (Romans 12:1-2)

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Community Students understand that the foundation of gospel living is loving God and loving people. This foundation should impact how we interact with one another within this community. Therefore, our community at Westminster should be one of love, care, and accountability. (Matthew 22:37-39)

Mission Jesus calls us to be missional as we respond to our understanding of the cross. How are we impacting our communities outside of Westminster? (II Corinthians 5:18-20; Matthew 28:19)

Worship In Worship Matters, Bob Kauflin writes, “Songs are de facto theology. They teach us who God is, what He’s like, and how to relate to Him.” We apply this thinking when planning which songs we sing in Chapel. We want to choose songs that are Christcentered and that reflect what Scripture teaches.

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Community As Westminster has grown as a school, so has the sense of community. This community is made up of parents, siblings, grandparents, pastors, youth leaders and others from across the metro area. It does not represent one neighborhood, one age group, one social or racial group, or even one local church congregation. It is not limited to current students, as alumni and their friends continue to contribute to the life of the school. As the years progress, the depth and breadth of this community continue to expand.

The Westminster community represents a common desire to celebrate the redemption that Christ has made possible even as this grace permeates education.

Great things to know about the Westminster Community: • Students represent more than 100 elementary schools.

• Westminster families represent approximately 217 St. Louis-area churches.

• The largest event of the year, aside from graduation, is Spirit Week, a highenergy week of fun and friendly class competition involving every student.

• 90 percent of Westminster teachers are involved in leading cocurricular activities.

• Each fall students participate in ITSOG (In The Spirit of Giving), collecting supplies for charitable organizations.

• Weekly chapel services include devotions from pastors, teachers and alumni.

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Alumni

Caroline Gamache Howard l Class of 2004 Westminster varsity soccer athlete Purdue University Helped develop a life-saving medication system for mothers and babies in developing countries.

George Thampy l Class of 2005 Westminster Scholar Bowl state champion Harvard University Former Google intern now working in corporate finance to help impact a broad range of industries.

• An average of 98 percent of graduates go on to college.

• As Westminster enters into its third decade, an increasing number of alumni are enrolling their children as students.

• Approximately 75% of Westminster graduates are active in a church congregation.

• Graduates are serving in areas as diverse as accounting and the arts, in settings as influential as the White House and Hollywood, and in locations as near as St. Louis and as far as Japan.

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Learning Outside the Classroom Because learning doesn’t just take place in the classroom, Westminster students have multiple opportunities to engage in cocurricular programs. These programs are led by Westminster faculty and staff and give students options for learning about their gifts and abilities in a variety of ways. Cocurricular activities at Westminster include:

Academic Teams and Competitions

Clubs/Activities

FIRST Robotics Team Scholar Bowl Team We the People: The Citizen and the Constitution Student Leadership

Ambassadors Chapel Band Middle School Leadership Council (8th) National Honor Society (10th-12th) National Junior Honor Society (7th & 8th) Peer Counselors Student Leadership Team (Upper School) Service Opportunities

Faith In Action (senior service) Teacher Assistant Program

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Adventure Club Anime/Magna Club Art Club Audio/Visual Club The BookFest Club Chess Club Chinese Club Fellowship of Christian Athletes French Club Gaming Club History Club Literary Rogues Movie Club Project Give Well Science and Engineering Club SEED

Clubs/Activities Continued

Set Club Sign Language Club Spanish Club Spirit Club Girls’ Athletics

Basketball Cheerleading Cross Country Dance Teams Field Hockey Golf Lacrosse Soccer Softball Swimming/Diving Tennis Track Volleyball Boys’ Athletics

Baseball Basketball Cross Country Football Golf Ice Hockey (Club) Soccer Swimming/Diving Tennis Track Volleyball Wrestling

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Academic Advisory

Academic Advisory is designed to encourage students to take ownership and responsibility for monitoring their own academic progress. Each week, students will complete an academic form for their assigned advisory teacher. Using Westminster’s online grade reporting system, students will fill in the form with their updated, overall grades and a list of any missing or failed assignments. Teachers will review these reports to identify the students they will talk to during Academic Advisory. These conversations will allow teachers to brainstorm with students about action steps to encourage stronger academic success.

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Service and Leadership Westminster students are offered a comprehensive servant leadership program in grades 7-12.

Middle school students may join the Middle School Leadership Council where biblical principles of leadership are introduced and practiced in the context of their service and social activities.

Upper school students are elected or appointed to positions of leadership in the spring for the following school year. These leaders receive formal and on-the-job training and encouragement and are held accountable for service to their classmates, their organizations, and their community.

In addition to service projects that each organization and class provides, Westminster seniors participate in “Faith In Action,” a program in which they serve in various help agencies throughout the St. Louis community for two hours each Thursday morning of the school year.

Susie Brown–Co-Director of Student Life B.S.W. University of Missouri-St. Louis Dave Schall–Co-Director of Student Life B.S. Southwest Missouri State University M.S. University of Central Arkansas Ashley Woodall–Middle School Leadership Coordinator B.S. University of Missouri

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Academic Hub

The George W. Knight III Academic Hub strives to promote lifelong learning, provide academic learning experiences, and share new ideas and resources; participate in the teaching and learning process; and provide varied materials and services for students, faculty, and staff in a flexible and caring environment.

Materials include books, periodicals, and nonprint items, including the following online databases: CultureGrams, eLibrary, Global Issues in Context, Historical Newspapers, JSTOR, Opposing Viewpoints in Context, Oxford Reference Online, ProQuest, SIRS Researcher and Student Research Center. These databases are available both on campus and remotely. The Academic Hub also has a webpage and wiki that supports student projects, accessible through the school website.

Please direct all questions and requests about the Academic Hub to academichub@wcastl.org.

Marjan Kempen–Academic Hub Facilitator B.A. St. Louis University

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Guidance and Counseling School counselors assist students with academic or personal concerns, especially concerns that prevent optimum school performance. The Guidance Department is committed to helping students: •R ecognize their God-given talents and uniqueness.

• Develop particular potentials and gifts.

As image bearers of our Lord and Creator, we recognize the fact that He has given each of us abilities and gifts that we are responsible to utilize for Him. The department desires to help students seek God’s plan for their lives. Personal, academic, and college/career counseling will equip students for effective servanthood. Each student receives individual guidance during the registration process each school year. Parents are invited to a scheduling workshop in February where they become familiar with course choices and registration procedures.

Carla Powell–Director of Guidance and Counseling B.S. University of Missouri M.Ed. University of Missouri-St. Louis Craig Walseth–Upper School Guidance Counselor B.A. Judson College M.A.C. Covenant Theological Seminary Jason Thompson–Middle School Guidance Counselor B.A. Morehouse College M.A. Saint Louis University Kate Kindbom–College and Career Counselor B.A. Kenyon College M.Ed. Harvard University Chrissy Guerra–College and Career Counselor B.A. Stanford University M.Ed. University of Missouri-St. Louis Karen Aaberg–Administrative Assistant

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Administration Tom Stoner, Ed.D., Head of School B.A. Wheaton College M. Div. Gordon-Conwell Theological Seminary Ed.D. Boston University Deana Vandegriff, Assistant Head of School-Administration B.S. Missouri Baptist University Noah Brink–Assistant Head of School-Academics B.A. Wheaton College M.A. Reformed Theological Seminary M.Ed. Covenant College Todd Fuller, Assistant Head of School-Finance B.B.A. Evangel University Certified Public Accountant (CPA) Shelley Milligan, Ed.D., Assistant Head of School-Advancement B.A. Washington and Lee University M.Ed. Vanderbilt University Ed.D. University of Pennsylvania Susie Brown, Co-Director of Student Life B.S.W. University of Missouri-St. Louis Dave Schall, Co-Director of Student Life B.S. Southwest Missouri State University M.S. University of Central Arkansas Carla Powell, Director of Guidance and Counseling B.S. University of Missouri M.Ed. University of Missouri-St. Louis Peggy Johnson, Director of Admissions B.S. Bowling Green State University Lucy Erdman, Director of Special Services B.S. University of Missouri M.Ed. University of Missouri Cory Snyder, Registrar B.A. Washington University in St. Louis M.A. University of Missouri-St. Louis

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Upper School Program Note: Some classes listed in this Course Selection Guide are not offered every year.

All courses are subject to teacher availability and student registration.

must dedicate every school, home, and church experience to His glory.

Graduation Requirements

Foreword to Parents

The goal of Westminster Christian Academy is to prepare students for effective Christian living. Because most of our graduates pursue a college education, our programs provide the academic experiences that will lead to a successful and rewarding college education.

Westminster believes that a thorough exposure to the liberal arts curriculum and a variety of courses in the practical arts are central to a well-rounded secondary school experience.

Westminster Christian Academy complements the Christian home and church in teaching and training young people in the way they should go, so when they are old they will not turn from it (Proverbs 22:6, NIV). The Westminster curriculum and programs are designed to integrate God’s truth into every aspect of the school experience. Students and families should prayerfully consider the curricular and cocurricular choices available at Westminster and make decisions that will maximize opportunities to learn and grow in knowledge, wisdom, and grace.

Students will find that the High School, College Preparatory, and Scholars Diploma Programs provide them with the opportunity to maximize their academic potential and prepare them for college. The High School Program serves students who need to complete high school with minimum requirements.

The College Preparatory Program will serve students desiring a challenging college-bound curriculum.

The Scholars Program encourages highly capable students to be aggressive learners while also providing the opportunity to earn college credit. The Guidance Department will provide assistance in building an educational program that cultivates each student’s strengths.

Because the Christian education of a child is the responsibility of parents, decisions regarding the program of instruction that the student will pursue at Westminster should be reached after careful discussion and consideration. Parents should always be fully aware of the educational decisions involved in course selection.

Key Concepts for Parents • Pray with your student regarding available choices.

• Help your student establish realistic goals that will guide decisions and shape performance.

• Seek the assistance of the faculty and staff at Westminster.

• Honestly assess the talents and interests God has given to your student.

• Reevaluate the direction and progress of your student’s educational program each school year.

• Listen to your student and be sensitive to his/her feelings.

• Support the spiritual, academic, and cocurricular programs at Westminster.

• Share your thoughts with Westminster faculty and administration regarding academic and cocurricular programs.

Philosophy Westminster Christian Academy is an independent, coeducational, college preparatory school serving grades 7 to 12, and is founded on the following: • We believe that God is the creator and sustainer of all things and that Jesus Christ is the only redeemer of our fallen world. As a covenantal school, we are committed in partnership with home and church to a quality education based on these truths.

• We believe that our curriculum provides an academically diverse student body with knowledge in the traditional liberal arts and the skills and wisdom to apply that knowledge. Teachers are committed to designing and employing creative teaching strategies to meet this goal.

• We believe that a complete education transforms knowledge into practical action. The essential outcomes of our educational perspective are the development and application of Christian character through leadership training, community service, cocurricular programs and the building of relationships.

• We believe that trust, respect and open communications are the foundation for both the school and community atmosphere. We expect staff and students to exemplify biblical standards in their attitudes and lifestyles and to take personal

Key Concepts for Students • The decisions I make today will affect the options that are available tomorrow.

• Middle and upper school years are important; missed opportunities cannot be recaptured.

• Discipline, self-control, and sacrifice are among the necessary ingredients that will help me succeed.

• My parents and teachers are dedicated to helping me be the person God wants me to be. I must respect and utilize their counsel.

• My response to God’s gift of His Son is that I give my life to Him through obedience and service. I Page 17

the expense of total coverage of every concept or idea that might appear on an AP test. While Westminster believes that scores on an AP test matter, a life-long love for a specific discipline matters more, so teachers should not sacrifice the search for deeper understanding and a sense of wonder about God’s creation to the urgency of covering material that may or may not appear on the AP exam.

responsibility for the growth and development of others.

Educational Objectives A Westminster Christian Academy education will encourage students to: • Respond personally to the gift of salvation.

• Develop a biblical value system that guides decision making.

• Develop individuality and self-acceptance based on God’s grace and truth alone.

• Appreciate all people as God’s image bearers.

• Recognize, embrace and participate in the interpersonal relationships within the community.

• Develop basic competencies and applicable skills in theology, sciences, physical education, humanities, foreign languages, and practical and fine arts.

• Become lifelong learners.

• Participate in cocurricular activities with tenacity, poise, and perspective.

• Participate in interdisciplinary activities, recognize the interrelatedness of the disciplines, and synthesize the disciplines for themselves.

• Seek God’s plan for their lives and follow God’s leading in education, career choices, and lifestyle.

• Demonstrate responsible stewardship of time, talents, and resources.

• Respect and enjoy God’s creation.

• Influence our culture, as redemptive agents in a fallen world, by applying God’s standard of truth and grace.

Westminster teachers will help prepare students for the AP test, but they will not teach to the test or compromise full commitment to the Westminster mission and vision.

Advanced Placement Advanced Placement classes play an important role in the curriculum of Westminster Christian Academy in that they push students and teachers alike to strive for academic excellence as defined by a nationally recognized standard. Because AP tests are difficult and comprehensive, they challenge students both to master complex information and demanding concepts and analyze and reflect upon that knowledge in sophisticated ways. That students seeking to earn the Scholar’s Diploma must pass at least four AP courses with a grade of C- or better indicates the importance Westminster places upon Advanced Placement work as a measure of academic rigor.

However, Advanced Placement tests should not be allowed to define or limit the curriculum of an AP course. Both Westminster’s Philosophy of Curriculum and Philosophy of Pedagogy encourage teachers to dig deeply into the ideas and concepts of each course to ensure that students have not only a thorough knowledge base of important core concepts but also the ability to understand the relevance of that information to their lives and to God’s world at large. That means that in the interest of deeper student understanding, teachers in each AP course must have and exercise the freedom to adjust their curriculum to focus on that information most vital to that field of study at Page 18

Middle School Program year commitment that requires seventh grade students to complete one semester of Spanish IA or French IA and eighth graders to complete the additional second semester of Spanish IB or French IB. Upon successful completion and teacher recommendation, middle school students will qualify for either Spanish I (Honors) or Spanish II upon entering ninth grade.

Westminster’s Middle School program provides a positive, exciting school climate for students in grades seven and eight. Students enjoy a sense of community, cooperation, and teamwork that is distinctive to middle level education. A focused effort to help students develop spiritual maturity, achieve personal excellence, and learn effective study skills is built within this dynamic program.

The physical education program is equally important to the middle school experience. It is our belief that this age group must engage in formalized physical activity. The students’ physical growth and developmental needs require careful attention. To achieve this end, each student is required to participate in a physical education class.

The traditional academic disciplines anchor the middle school experience. The middle school has developed relevant and challenging learning experiences that establish a strong foundation for success at Westminster. Additionally, Honors classes are available within the PreAlgebra, Algebra, English 7, and English 8 curriculum. Yet many other opportunities exist for students to grow and learn beyond these core classes. The rich experiences in the fine arts include both visual and performing arts. Students choose from a variety of experiences that expose them to opportunities to sing, dance, act, paint and sculpt. These daily classes allow the exploration of individual gifting as well as bring beauty and resourcefulness into our students’ lives.

Students may also participate in our extensive middle school athletic program. Westminster’s middle school offers a full range of athletic experiences in the fall, winter and spring sessions. Students have the opportunity to represent Westminster Christian Academy with excellence and integrity in interscholastic competition.

The success of our program is found in the nurturing, loving hands of the middle school teachers. In concert with parents, the teachers take great personal interest in their students and monitor their progress carefully.

Grade level teaching teams and other resource personnel meet daily for interdisciplinary planning, review of students’ progress and needs, and professional development. Students benefit from the collaborative effort of the Westminster faculty and staff.

Westminster’s middle school is fully integrated with it’s one-to-one iPad program. Simply stated, with the iPad, classroom walls are virtually removed. Both inside and outside of the school building, each student can seamlessly maintain and extend the learning process. Additionally, each student will have access to his/her own particular device and be able to customize it based on his/her own individual educational and organizational needs and preferences.The device itself allows students to engage learning in a 21st-century context. The iPad is a device that allows students to be connected, collaborative, resourceful and creative.

Self-discipline and responsibility will be required of students as they travel from class to class, maintain a locker, and develop relationships with teachers and peers. Planning and preparing for tests, quizzes, projects, and daily homework will be a regular part of the routine. Their talents, energy, and character will be stretched as they are challenged to begin developing into the Christian young men and women that God has planned for them to become.

For students interested in an in-depth foreign language opportunity, we offer a challenging twosemester Spanish or French experience. This is a two-

Grade 7

CORE COURSES

Grade 8

The Stories of Redemption

Old Testament 8

English 7/English 7 Honors

English 8/English 8 Honors

Global Studies 7

U.S. History

Pre-Algebra/Pre-Algebra 7 Honors

Algebra I/Algebra 1 Honors

Physical Education

Physical Education

Life Science

Physical Science

STEM STEM Fine Arts, Practical Arts, Foreign Language Courses Art

Drama

Performing Arts Expo

Band

French

Spanish

Chorus

Health

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Diploma Unit Requirements College Scholars** High School* Preparatory

Bible 3 3 3 English 3 4 4 1 1 1

Fine Arts World Languages

2e 2e

0

History 2 3 3 Math 2 3a 4a Physical Education

1 1 1

Business & Comm. 1 1 1 Science 2 3b 3b Electives

7c 3 4

TOTAL 22

24 26 d

*The High School Diploma is available by administrative approval only. **The Scholars Diploma will phase out after the 2018-19 school year and will not be an option for the incoming class of 2020. a. Some colleges and universities require Algebra 1 as a fourth unit of mathematics. We offer this class in eighth grade; as such it does not count as a high school unit. Two of the units must include Geometry and Algebra 2. b. Physics, Biology, and Chemistry are the three sciences required for the College Preparatory and Scholars Diplomas. c. Elective Recommendation: Additional core courses (English, Mathematics, Science and History) are strongly recommended. d. At least four of these units must be Advanced Placement (AP) classes. AP credit will not be earned if a semester grade is less than a C-. A minimum cumulative GPA of 3.500 is required for grades 9 to 12.

AP/Dual Credit/Honors Courses AP

Dual Credit

Honors

Bible

English

AP Literature

Fine Arts

Art History Music Theory

Expository Writing Literature of Western Civilization American Literature Studio Art

French IV and V Spanish IV (Language) Spanish V (Language/Literature)

Spanish III, Spanish III (H)

History

U.S. History U.S. Government & Politics

U.S. Government & Politics

Math

Statistics Calculus AB (AP) Calculus BC (AP)

Statistics College Algebra

World Languages

Physical Education Bus., Comm. & Tech.

Science

French III Chinese III Spanish I Chinese IV Spanish II Spanish III Western Civilization

Algebra II Calculus Geometry

Precalculus Calculus

Entrepreneurship* Marketing* Physics 9 Chemistry Biology

Biology Chemistry Physics 2 (AP)

Excel – the name for college credit courses through Missouri Baptist University (MBU) – will not enroll freshmen and will only enroll sophomores in special situations (see page 38). Excel requires an overall GPA of 3.0 on a 4.0 scale. Excel students will receive an MBU transcript showing all courses taken and all grades earned at MBU upon completion of each course. *Credit for these two classes will be granted through Missouri State University. To obtain the credit, students must first take Introduction to Business.

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NCAA Eligibility Requirements The Upper School counselors have a list of approved courses specific to Westminster that meet NCAA requirements for college enrollment. Please see any of the counselors if you have questions about this issue. The general guidelines for NCAA eligibility are listed in the boxes below.

Division 1 – 16 Core Courses

Division II – 16 Core Courses

• • •

• • •

• • •

4 years English 3 years mathematics (Algebra I or higher) 2 years natural/physical science (one must be a lab science) 1 year additional English, math or science 2 years social studies 4 years additional core courses (from any area listed above, or from World Languages, non-doctrinal religion, or philosophy)

• • •

3 years English 2 years mathematics (Algebra I or higher) 2 years natural/physical science (one must be a lab science) 2 years additional English, math or science 2 years social studies 3 years additional core courses (from any area listed above, or from World Languages, non-doctrinal religion or philosophy)

Division III – 16 Core Courses (2013 and After) • • • • • •

3 years English 2 years mathematics (Algebra I or higher) 2 years natural/physical science (one must be a lab science) 3 years additional English, math or science 2 years social studies 4 years additional core courses (from any area listed above, or from World Languages, non-doctrinal religion or philosophy)

Beginning August 1, 2016, NCAA Division I schools will require 10 core classes to be completed by the end of the junior year, and seven of the 10 must be a combination of English, Math, or natural or physical science that meets the criteria above.

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Bible Department

Mike Berttucci B.A. Wheaton College M.Div. Covenant Theological Seminary

L.B. Graham B.A. Wheaton College M.Div. Covenant Theological Seminary

Brian Burkey B.A. Taylor University M.Div. Covenant Theological Seminary

Nile Heefner B.A. University of Northern Iowa M. Div. Covenant Theological Seminary

Jim Butz B.F.A. Webster University

Larry Hughes B.A. Anderson University M.Div. Covenant Theological Seminary

Kable Cunningham B.A. Covenant College M.A. Covenant Theological Seminary Luke Davis B.A. Covenant College M.Div. Covenant Theological Seminary

Jennifer Ritzema B.A. Calvin College M.A. Reformed Theological Seminary Jason Wilkins B.A. University of Missouri-Columbia M.Div. Covenant Theological Seminary

Nick Gray B.A. University of Florida M.Div. Covenant Theological Seminary

“I am not ashamed of the gospel, because it is the power of God for the salvation of everyone who believes: first for the Jew, then for the Gentile. For in the gospel a righteousness from God is revealed, a righteousness that is by faith from first to last, just as it is written: ‘The righteous will live by faith.’”

Romans 1:16-17

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Bible Vision The purpose of the Bible Department is to reveal God, His sovereignty, and His deep love for mankind.

Students will be challenged to accept, believe, and apply the Gospel for salvation and a life of daily obedience and power, growing in grace and giving all glory and honor to God.

Standards What a Westminster student will learn and be challenged to do through the Bible courses: • Believe that the Bible is God’s loving and powerful Word to His children • Believe that the Word of God gives direction needed to pursue obedience in daily life • Understand the responsibilities to care for our world that go with being created in the image of God • Understand and interpret the world’s philosophical and ethical teachings in the light of God’s written Word • Serve God through sincere love and fellowship with His people • Share the gospel in love and service to others • Integrate biblical truth into the entire Westminster Christian Academy curriculum • Develop a Christian worldview and an understanding of how biblical principles apply to daily life.

Middle School Sequence 7th 8th

The Stories of Redemption Old Testament 8

Upper School Sequence Level Required

9th Essentials of the Christian Faith

10th Biblical Ethics

11th Biblical Ethics

Excel

Honors

AP

Electives Classical Philosophy Survey Modern Philosophy Survey

Enrichment Integration in all departments Field trips Guest speakers Seminars Integrated service learning

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12th Engaging God’s World

Middle School Courses The Stories of Redemption

1 Unit

Students will study the most significant stories of the Old and New Testaments that they might understand the biblical narrative in light of the person of Jesus and through the framework of Creation, Fall, Redemption, Restoration. As students study select passages, they will participate in activities to help them see the scope of Scripture and connect the individual stories to the whole story of the Bible. In addition, a strong emphasis is placed on students gaining the skills to read, interpret, and apply Bible passages using the “Context, Message, Response” (CMR) method. The class is designed to provide a foundation for further years of Bible study and to help the students grow in their understanding of the gospel story while seeing connections of that same truth to their own lives. & Key Text: The ESV Student Study Bible

Old Testament 8

1 Unit

This course is a completion of the Old Testament survey from the seventh grade. Course material covers Old Testament history from the time of David and the United Kingdom through the Divided Kingdom to the periods of captivity and restoration. The books of the prophets are covered chronologically within the context of history. The emphasis throughout is the covenant relationship between God and his people.

Students will: w Become familiar with major writings, themes, characters, covenants, and events of the Old Testament. w Recognize the work of God throughout the Old Testament in preparing for the coming Messiah. w Understand how the Old Testament is relevant today and that memorizing, studying, and applying the practical truth of God’s Word is a joy and privilege. w Practice critical thinking skills as they enter into real conversations with their classmates/teacher about the Bible and how to live with a biblical worldview. & Key Text: The ESV Student Study Bible

Upper School Courses Essentials of the Christian Faith 1⁄2 Unit This required course for ninth grade students equips students with a biblical proficiency as they encounter the essential doctrines of the Christian faith. While being ever mindful of the centrality of the gospel, much of this course’s focus will be upon building a core theological vocabulary that students might better understand and then apply biblical truths to their own lives. This course also seeks to further Westminster’s focus upon the C.M.R (Context, Meaning, Response) method of biblical interpretation through exploring key Scriptures that teach these truths. & Key Texts: The ESV Student Study Bible

Biblical Ethics

1 Unit

The purpose of this course is to deal with contemporary issues from a biblical perspective. The goal is to demonstrate to the student that the Bible speaks to all areas of life. Some issues dealt with include abortion, racism, truth-telling, use of language, capital punishment, suicide, materialism and poverty, drugs, and sexuality. Students will:

w

Explore the nature of ethics and the truth of biblical ethics. w

Sharpen skills in thinking, presenting, discussing, and debating ethical issues. & Key Texts: The ESV Student Study Bible

Engaging God’s World

1 Unit

In a secular and post-Christian culture, engagement with the world around us for the sake of Jesus becomes increasingly imperative and increasingly difficult. This course is designed to equip students to understand and winsomely engage people from any belief system and background. The goal of this course is to train students to understand and defend their faith so that they might engage the world and change it for Jesus Christ. Students will: w

By studying and critiquing the history of thought in the Western world, come to understand the cultural forces that hold sway in our world today. w

Critically evaluate their own belief systems as well as the belief systems of those around them. w

By reading widely, writing reflectively, and practicing oral presentation skills, move beyond theory and into practice of defending their beliefs & Key Texts: The ESV Student Study Bible; The Gospel According to Ecclesiastes (selections); The Reason for God (selections); misc. articles

Classical Philosophy Survey

⁄ Unit

1 2

This fall-semester course surveys the philosophies of ancient Greece and Rome from the Pre-Socratic philosophers to St. Augustine. Through exposure to the dominant thinkers of the classical world, students will see how these ancient conclusions provided the building blocks for all of Western thought. In recognizing this connection, students will see how our modern views about justice, truth, beauty and goodness still stand upon the legacy of these great minds.

This course also seeks to establish a context for the historical Jesus by considering the philosophical context of the world into which He was born. & Key Texts: Good Ideas from Questionable Christians and Outright Pagans; Augustine’s Confessions; The Best Things in Life, Plato’s Apology; The Nicomachean Ethics.

Modern Philosophy Survey

⁄ Unit

1 2

This spring-semester course surveys Medieval, Enlightenment, Romantic, Modern, and Post-Modern philosophies. Through exposure to the most significant thinkers of these eras, students will learn to trace the progression of thought all the way from the ancient thinkers to today. Students will learn to see how these views have affected the way they think, and learn to formulate a thoughtful response from a Christian perspective. While it is not required that a student takes Classical Philosophy Survey before this class, Modern Philosophy Survey will build upon the ideas of the former philosophy course. & Key Texts: Orthodoxy; The Best things in Life; Good Ideas from Questionable Christians and Outright Pagans; Genealogy of Morals; Either/Or; Beyond Freedom and Dignity

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Business & Communications Department

Scott Vonder Bruegge, Department Chair B.S. William Jewell College M.Ed. University of Missouri Jonathan Horn B.S. University of Missouri-Columbia M.A. Missouri Baptist University

Han Kim B.S. Millikin University Sheriden Newlin B.S. Greenville College

Abby Karsten B.S. Truman State University M.Ed. Covenant College

“We work hard with our own hands.�

1 Corinthians 4:12a

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Business & Communications Vision The Business and Communications Department seeks to develop skilled professionals in all disciplines by ensuring students see the connection between content knowledge, professional application and the integration of faith. The foundational curricular piece of the department is the concept of “value”, how it is created, connected and captured. This content becomes the building blocks of the department curriculum, ensuring students entering their professional lives will be prepared to positively impact the world for Christ, both through money and mission by creating solutions for the world. The department takes advantage of the fact that its courses can and do mesh with other disciplines. An application approach is taken that emphasizes integration of a biblical worldview, the Westminster Christian Academy curriculum and preparation for professional life.

Standards Courses in the Business and Communications (BC) Dept. are designed to expose students to topics and content that would allow them to integrate core learning with their passions into a professional context. The role of Company 800 is to provide an outlet for students to integrate their academic knowledge in a professional capacity while learning how to integrate faith into their personal vision of work success. Fundamental to this, we must help students understand the concept that their professional life and personal life are inseparable

Middle School Sequence Middle School students will develop important foundational digital and technology skill through the Integrated Technology Literacies program. This program integrates various technological skill sets within the core classes of the Middle School. Students will engage in projects and activities within the core curriculum that are designed to develop familiarity and effectiveness using computer resources. Students will learn basic Mac usage, file management skills, iMovie, Word, Powerpoint, iPhoto, Internet and social media literacy, and technology ethics. Typing skills will be an ongoing independent process whereby students utilize a specific online program to increase their proficiency.

Upper School Sequence Option 1

Option 2

Option 3

For business/entrepreneurialfocused students

For students not interested in business

For communications students

1st Course

Intro to Business - ½ credit (prerequisite for all other business courses)

Yearbook 1 - 1 credit* or Newspaper 1 - 1 credit* or Video Storytelling - ½ credit

2nd Course

Marketing - ½ credit* ** or Finance and Accounting - ½ credit*

Intro to Business - ½ credit and/or Principles of Economics - ½ credit* and/or Video Storytelling - ½ credit

Capstone

Entrepreneurship - ½ credit **

* Upon completion of this course, a student will have fulfilled the 1 credit requirement for graduation. ** This course may be taken for 3 hours of college credit

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Yearbook 2 - 1 credit or Newspaper 2 - 1 credit

Middle School Integrated Technology The Middle School practical arts and technology skills are integrated into the core curriculum in both 7th and 8th grade. Within the core courses, students will: w

Learn basic computer use, understanding and navigating through Westminster’s network and peripherals. This includes troubleshooting, understanding of hardware/ software and file management. w

Use technology tools to enhance learning, increase productivity and promote creativity. Communication and productivity tools include word processing, spreadsheet, presentation, multimedia, database, video, photo, print, e-mail and Web browser software. Students can use these tools to research ideas and information and to communicate with others. w

Use communication and productivity tools to collaborate in constructing technology-enhanced models, publications and other creative works. w

Practice responsible use of technology systems, information and software. w

Use technology to locate, evaluate and collect information from a variety of sources and use technology resources for solving problems and making informed decisions.

Typing Skills: Additionally, middle school students will be expected to access and practice typing skills independently via our cloudbased keyboarding program – Typing Instructor. 7th grade students will be expected to reach a proficiency of 20 words/ minute, and 8th grade students will be expected to reach a proficiency of 35 words/minute.

Upper School Courses BUSINESS Introduction to Business

⁄ Unit

1 2

The focal point of Introduction to Business is to prepare students for impacting the world through their profession.

The course provides an introduction to problem solving, marketing and business/professional planning and development. As a natural extension of this, students will develop their understanding in how they create value within an organization, be it non-profit or for-profit. The specific skills learned will include brainstorming, ideation, prototyping, pricing, basic accounting, selling, financial analysis, advertising, analysis, and business and organizational development.

Introduction to Business is a semester course and may be taken by students in grades 9-12.

Principles of Economics

include supply and demand, economic systems, opportunity cost, inflation, loans and rates, labor markets, investing, money management and biblical stewardship of finances.

Economics is a semester course and may be taken by students in grades 10-12.

Finance and Accounting

1 Unit

Entrepreneurship

1 2

Finance and Accounting introduces students to the financial means of measuring value. Students will break down the cost structure and revenue streams of the business model to determine the flow money within an organization.

Students will use accounting and financial information to evaluate and make decisions for sole proprietorships and partnerships from an investing and managerial perspective. The specific skills learned will include the accounting cycle, financial analysis, and decision making. Finance and Accounting is a semester course and may be taken by students in grades 10-12.

Prerequisite: Introduction to Business

⁄ Unit

Entrepreneurship uses Design Thinking to develop humancentered solutions to problems. Design Thinking is a proven and repeatable problem-solving protocol that professionals employ to create value for people and organizations. Students will develop an understanding for this methodology that will empower them to become entrepreneurs within any context. Students will develop and run a business or organization in order to pass the course.

Entrepreneurship is the capstone course for Business and may be taken by 11-12 grade students. College credit may be earned through Missouri State University. To obtain that credit, students must take Introduction to Business as well.

Prerequisite: Introduction to Business (while Marketing and Finance and Accounting are not prerequisites for this course, it is recommended that one of these classes is taken prior to Entrepreneurship)

Marketing

⁄ Unit

1 2

Marketing provides an in-depth development of brand creation, promotional and marketing plan strategies to communicate the value of products and organizations. Students will utilize skills in marketing functions, the promotional mix, selling, physical distribution, branding, and market research.

The completion of the course requires students to work for a company or organization in a team to complete the marketing needs of a client. Marketing is a semester course and may be taken by students in grades 10-12. College credit may be earned through Missouri State University. To obtain college credit, students must first complete Introduction to Business.

Prerequisite: Introduction to Business

⁄ Unit

1 2

The focal point of Economics is to prepare students for impacting the world through the use of their money.

Students will study the flow of money, people and goods in the economy. Students will analyze how firms produce, how households consume, and how governments tax, spend, and regulate. Beyond the macroeconomic and microeconomic issues, students will develop personal economic skills to help them make better choices in the workplace, the grocery store and the voting booth. The specific skills learned will Page 27

COMMUNICATIONS Newspaper Journalism I – Newspaper

1 Unit

Student publications at Westminster Christian Academy essentially function as pieces of a small mass-communications company. The newspaper staff is one of four student publications staffs in this model. (The Wildcat Roar Newspaper, The Wildcat Roar Online, The Wildcat Roar Broadcast, and The Foundation Yearbook). Students will develop an understanding of what it means to create, deliver and capture value by producing a tangible product (The Wildcat Roar) for the Westminster community. First-year newspaper staff members will enroll in this class in which students plan, design and produce the various outlets of the school newspaper. Because it is necessary for Christians to have strategic involvement in culture-shaping arenas such as media communication and publishing, students will be encouraged to become effective participants in these fields.

Students will have the opportunity to work in all aspects of the communication and production process, including photography, design, video, web development, and writing as they pertain to newspaper journalism. The staff is comprised of three essential teams, the print team, the broadcast team and the web team. First year staff members will work on all teams with the option of specializing in later years according to interest. Staff members will: w

Become familiar with ethics and law governing journalism. w

Recognize and use journalistic style in news, feature, opinion and sports writing. w

Understand that communication is not merely the realm of the printed or spoken word but encompasses many mediums and delivery methods. w

Learn and implement journalistic standards related to copywriting, photography, broadcast journalism, design, interviewing and research. w

Use technology (Adobe InDesign, Adobe Photoshop, Final Cut Pro, Google Drive and HD cameras) in the production of all facets of the The Wildcat Roar newspaper.

Prerequisites: Application, interview, and teacher recommendation

Newspaper Journalism II – Newspaper

1 Unit

Student publications at Westminster Christian Academy essentially function as pieces of a small mass-communications company. The newspaper staff is one of four student publications staffs in this model. (The Wildcat Roar Newspaper, The Wildcat Roar Online, The Wildcat Roar Broadcast, and The Foundation Yearbook). Second-, third-, and fourth-year newspaper staff members will enroll in this class. The course description is the same as Newspaper Journalism I–Newspaper with the following additions. Staff members will: w

Have the opportunity to apply to specialize in and lead the newspaper staff in one area of the production process by assuming the role of assistant editor (news, news/ feature, feature, opinion, sports, or design) or business manager or team lead (Print, Online, or Broadcast). w

Have the opportunity to apply to oversee the entire production and lead the newspaper staff as senior editor. w

Have the opportunity to apply to specialize as a staff photojournalist or videographer.

Prerequisite: Journalism I–Newspaper

Magazine Journalism I – Yearbook

1 Unit

Magazine Journalism II – Yearbook

1 Unit

Multimedia / Video Storytelling

1 2

Student publications at Westminster Christian Academy essentially function as pieces of a small mass-communications company. The yearbook staff is one of four student publications staffs in this model (The Wildcat Roar Newspaper, The Wildcat Roar Online, The Wildcat Roar Broadcast, and The Foundation Yearbook). Students will develop an understanding of what it means to create, deliver and capture value by producing a tangible product (The Foundation) for the Westminster community. First-year yearbook staff members will enroll in this class. In this course students plan, design, and produce the school yearbook. Because it is necessary for Christians to have strategic involvement in culture-shaping arenas such as media communication and publishing, students will be encouraged to become effective participants in these fields. Students will have the opportunity to work in all aspects of the production process, including photojournalism, design, and writing, as they pertain to feature based magazine journalism. Staff members will: w

Become familiar with ethics and law governing journalism. w

Recognize and use journalistic style in writing. w

Learn the power and role of story in communicating through feature-based journalism. w

Understand that communication is not merely the realm of the printed or spoken word but encompasses many mediums and delivery methods. w

Learn and implement journalistic standards related to copywriting, photography, design, interviewing, and research. w

Use technology (Adobe InDesign, Adobe Photoshop, Google Drive, and digital SLR cameras) in the production of The Foundation yearbook.

Prerequisites: Application, interview, and teacher recommendation

Student publications at Westminster Christian Academy essentially function as pieces of a small mass-communications company. The yearbook staff is one of four student publications staffs in this model (The Wildcat Roar Newspaper, The Wildcat Roar Online, The Wildcat Roar Broadcast, and The Foundation Yearbook). Second-, third, and fourth-year yearbook staff members will enroll in this class. The course description is the same as Magazine Journalism I–Yearbook with the following additions. Staff members will: w

Have the opportunity to apply to specialize in and lead the yearbook staff in one area of the production process by assuming the role of assistant editor or editor (copywriting, caption writing, design or photojournalism). w

Have the opportunity to apply to oversee the entire production and lead the yearbook staff as senior editor. w

Have the opportunity to apply to specialize as a staff photojournalist.

Prerequisite: Journalism I–Yearbook

⁄ Unit

This course is designed to provide students the basic understanding of digital video storytelling. As a project-based class,

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students will have the backdrop of producing tangible video artifacts in order to gain an understanding of how value is created, how value is is delivered, and how value is captured.

Students will learn skills in story design, script writing, directing, producing and video production editing. In addition, students will engage with various video genres, such as the news story, the art of montage, music videos, promotional videos and short film. Students will also explore topics of interest in the field of video/film for class discussion and be challenged throughout the course to examine, discuss and evaluate the role of Christians in the digital world today.

Specific skills students will learn, beyond basic video production skills, are how to set vision, purpose, and reason to their plan for the production. This philosophy emphasizes practical reasoning and common sense throughout the course of the class. Students also are taught to work a team-oriented environment to identify individual weaknesses, and learn to rely on other student’s talent. Students will. w

Discover how value is created, delivered, and captured by producing tangible products for an audience beyond themselves. w

Learn to brainstorm ideas, concept develop, storyboard, write script and plan for production. w

Have the opportunity to learn lighting, sound, video recording skills. w

Become familiar with video editing software. w

Become familiar with video related copyright use in the current industry.

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English Department

Micah Gall, Department Co-Chair B.A. Truman State University M.A. University of Missouri-St. Louis Heather Marsee, Department Co-Chair B.S. Union University Molly Arvesen B.A. Texas A&M University M.Ed. Texas A&M University M.A. University of Dallas Dan Burke B.A. Covenant College M.A. Washington University in St. Louis Claire Birchenough B.A.S. University of Missouri-St. Louis M.A. Missouri Baptist University Hannah Corwin B.A. Grove City College M.A. Marian University

Sara LaBarre B.A. University of North Carolina M.A.T. Webster University Jill Keith B.A. Bradford College M.A. Webster University Taylor Orr B.S. Mississippi College Sara Schwamb B.A. Fresno Pacific University M.A. Northern Arizona University Ph.D. Saint Louis University Lauren Simpson B.A. University of Missouri Heidi Theis B.A. Missouri Baptist University Jennifer Vermeer B.A. Dordt College

Kristin Janssen B.A. Dordt College M.A. Dordt College

“Never to be completely idle, but either reading, or writing, or praying, or meditating, or working at something useful for all in common.”

Thomas à Kempis Page 30

English Vision The purpose of the English Department is to provide students with an appreciation of literature and with the ability to evaluate great writing in light of Scripture. In addition, English studies provide students with the tools to communicate the written and spoken language clearly and concisely.

Standards What a Westminster student will learn and practice in English: • Learn the philosophical basis of literary works and analyze those works in terms of a biblical philosophy • Improve reading and speaking vocabulary • Write effectively, concisely, and persuasively, with an expertise in grammar and writing skills • Practice the recursive writing process in all writing • Learn to write expository essays, short fiction, poetry, and research papers with a high degree of competence.

Middle School Sequence 7th

8th

Foundations of Writing and Literature I Foundations of Writing and Literature I (H) Foundations of Writing and Literature II Foundations of Writing and Literature II (H)

Level Required

9th

10th

11th

Expository Writing

Literature of Western Civilization

American Literature

Expository Writing

Literature of Western Civilization

American Literature

12th Advanced Expository Writing

Excel

Honors

AP

AP Literature

Upper School Sequence Electives Film as Literature

Enrichment Integration with the History Department Cooperation with the yearbook and newspaper staffs Writing standards across the curriculum Reading comprehension strategies across the curriculum

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Middle School Courses Foundations of Writing and Literature I 1 Unit This is a foundational, comprehensive, language arts program that prepares students to successfully advance through the English program. Through a reader-writer workshop format, 7th grade students will be challenged to grow as effective writers, readers, researchers, speakers, and listeners. Inside the classroom learning community, they will grapple with the Christian worldview and draw personal application.

Students will strengthen their writing skills as they learn to organize their essay structure, support their argument with specific details, and use proper grammar, mechanics, and formatting. They will also learn various techniques for writing with better coherence. Essay assignments will include: literary analysis, personal narrative, character analysis, research, and informal daily writing. With the goal of becoming more effective critical thinkers and communicators, students will read a variety of books for both enjoyment and analysis. Also, they will improve their vocabulary while reading and through exercises using Latin and Greek root based words. & Key Text: Get to the Root of It: Complete Greek and Latin Root Words, Book 1; The Chronicles of Narnia series; The King of Mulberry Street; The Wolves of Willoughby Chase; several independent books; various works of fiction and nonfiction.

Foundations of Writing and Literature I (H) 1 Unit

This course is an accelerated and advanced version of the Foundations of Writing and Literature I course for qualifying students. Students are expected to have an exceptionally high aptitude and mastery in verbal reasoning, vocabulary, language, reading comprehension, writing mechanics, and writing skills, as assessed through the placement test and standardized test score. They must be self-motivated and responsible learners, independent readers, and effective communicators. Within this course students read ten novels and write eight essays. While reading various genres, students learn the art and craft of writing and how to relate literature to their life in a meaningful way. & Key Text: Get to the Root of It: Complete Greek and Latin Root Words, Book 1; The King of Mulberry Street; several independent books; various works of poetry, fiction, and nonfiction

mechanics, and usage within the context of the writing units. Through the material in the course, students will be challenged to discover the role their story plays inside God’s larger story of redemption as they engage in today’s culture and wrestle with issues presented through secular literature, both presently and historically. & Key Text: The Outsiders; Romeo and Juliet; Get to the Root of It:

Complete Greek and Latin Root Words Book 2; several independent books; various works of fiction and nonfiction

Foundations of Writing and Literature II (H) 1 Unit This course is an accelerated and advanced version of the Foundations of Writing and Literature II course for qualifying students. Students will be expected to think analytically and critically and to write with a high level of proficiency. Students must be self-motivated and responsible learners, independent readers, and effective communicators. A significant level of effort will need to exist for the student to meet and exceed the requirements of the course.

Prerequisite: To enroll in this course, a student must have the recommendation from the previous English teacher based on the English Department guidelines. & Key Text: The Outsiders; Romeo and Juliet; Trouble; Get to the Root of It: Complete Greek and Latin Root Words Book 2; several independent books; various works of fiction and nonfiction

English as a Second Language (ESL)

1 Unit

This course is designed to assist students whose first language is not English. English grammar, usage, and mechanics are emphasized, as well as academic writing. Students will increase their competency in English language skills in the area of reading comprehension and writing. This course also provides a foundation for ESL students as they transition into middle school level English writing in all other academic area. A major emphasis will be placed on vocabulary to enhance success in the above skills. Teaching strategies include individualized conference-based instruction, current event discussions, and various class activities. By the end of this course, students will read and comprehend short academic materials in English and identify their main ideas and rhetorical purpose. Also, they will demonstrate an ability to structure simple five-paragraph essays with clearly stated main ideas.

Foundations of Writing and Literature II 1 Unit This course is a rigorous and demanding course meant to prepare students for high school English courses. It centers on the belief that good writers are also readers. Language skills are taught in a reader-writer workshop format which focuses on developing advanced literacy and strong writing skills. Students will spend time individually and collaboratively exploring a variety of mentor texts that will serve as models for student writing. The course will challenge students to choose from and write in a variety of genres, including journals, response, fiction, and essays. Students will also study grade-level vocabulary, along with grammar,

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Upper School Courses ESL Intermediate

Reading and Writing

Freshman Expository Writing (H) 1 Unit 1 Unit

This course is designed to assist students whose first language is not English. Students will increase their competency in English language skills in the area of reading and writing, including application of grammatical conventions.

The focus is to help students obtain English proficiency in order that the students can participate successfully in all academic areas. A major emphasis will be placed on vocabulary to enhance success in the above skills. Teaching strategies include individualized conference-based instruction, current event discussions, and various class activities. At the end of this course, students will read and comprehend short academic materials in English and identify its main ideas and rhetorical purpose. Also, they will demonstrate an ability to structure simple five-paragraph essays with clearly stated main ideas.

ESL Advanced

Reading and Writing

1 Unit

This course is designed to assist students whose first language is not English. This course will review the principles of paragraph structure and focuses on basic five-paragraph essay organization, formatting, and revision. In addition, students will work with a variety of academic reading materials to develop basic reading skills needed to aid all other academic coursework. Teaching strategies include individualized conference-based instruction, current event discussions, and various class activities. A major emphasis will be also placed on preparation for TOEFL (Test of English as a Foreign Language), an international student admission requirement for American colleges and universities. At the end of this course, students will be able to write five-paragraph essays with correctly structured and coherent paragraphs; build an understanding of American academic expectations of summarizing, paraphrasing, and analyzing the ideas of others; and develop an awareness of different academic and professional contexts and increase English vocabulary for those purposes.

Freshman Expository Writing

1 Unit

Students learn the fundamentals of composition, grammar, mechanics, and style in this writing course. The goal is to develop students’ reading, writing, listening, and speaking skills through a number of assignments driven by student choice. Students will write several expository essays through out the year, many of which involve research and detailed analysis. Additional creative writing assignments include a personal childhood narrative, descriptive vignettes, and poetry. All writing assignments are individually conferenced using a reader-writer workshop approach. In addition to these writing assignments, students are required to read a number of fiction and nonfiction literary selections and are required to possess an independent reading book of their choice at all times. & Key Texts: Sadlier Vocabulary Workshop, Level D; To Kill a Mockingbird; Twelfth Night; various works of fiction and nonfiction

This course is an accelerated and advanced version of the FEW course for qualifying students. Students will be expected to think analytically and critically and to write with a high level of proficiency. Students must be self-motivated learners and independent readers, able to communicate well in small group and whole class discussions Prerequisite: To enroll in this course, a student must have the recommendation from the previous English teacher based on the English Department guidelines. & Key Texts: Sadlier Vocabulary Workshop, Level D; Antigone; To Kill a Mockingbird; Fahrenheit 451; Twelfth Night; various works of fiction and nonfiction

Literature of Western Civilization 1 Unit This course will focus on the great literary works of the Western world, with an emphasis on the literature of the British Isles. The course reinforces the themes and eras studied concurrently in the Western Civilization course, but it also traces the story of redemption throughout literature.

In addition to reading and discussing excellent literature, students will write at least five expository essays, and pen a one-act play. Each writing assignment is designed to teach, review, reinforce, or practice specific writing skills. The goals of this course are for students to learn to read and write analytically while critically interacting with the world. & Key Texts: Sadlier Vocabulary Workshop: Level E; Till We Have Faces; The Tempest; Frankenstein; The Corsican Brothers; The Importance of Being Earnest; several additional selected works of poetry, fiction, and nonfiction.

Literature of Western Civilization (H) 1 Unit This honors level course is an accelerated survey. The course will focus on the great literary works of the Western world, with an emphasis on the literature of the British Isles. The course reinforces the themes and eras studied concurrently in the Western Civilization (H) course, but it also traces the story of redemption throughout literature. In addition to reading and discussing excellent literature, students will write at least five expository essays, and pen a one-act play. Each writing assignment is designed to teach, review, reinforce, or practice specific writing skills. The goals of this course are for students to learn to read and write analytically and speak persuasively while critically interacting with the world.

Prerequisite: To enroll in this course, a student must have the recommendation from the previous English teacher based on the English Department guidelines. & Key Texts: assorted novels from the 19th century; Sadlier Vocabulary Workshop: Level E; Till We Have Faces; Hamlet; Much Ado About Nothing; Cry the Beloved Country; Jane Eyre; Frankenstein; The Importance of Being Earnest; several additional selected works of poetry, fiction, and nonfiction.

American Literature

1 Unit

This junior level course is a survey of both classic and modern works of American culture. The American dream, the American mosaic, and the question of American identity--both historically and currently--are the themes woven through the readings and the topics for class discussions.

Students will read selections of fiction and non-fiction in

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the form of novels, memoirs, articles, poems, and short stories. In addition to reading the texts, students will interact with worldviews presented in the literature in the form of writing and speaking. Writing assignments include a minimum of five expository essays, including a multi-source research paper, and several creative pieces. Classes are organized around group discussion of the texts and a structured writ- ing process as outlined in the Essentials of Writing Across the Curriculum. The goals of this course are for students to learn to read analytically, write thoughtfully, speak persuasively, listen intently, and think critically & Key Text: Sadlier Vocabulary Workshop, Level F; Elizabeth Street; Funny in Farsi; The Color of Water; Scratch Beginnings; Don’t Sing at the Table; The Glass Castle; The Moon is Down; The Crucible; The Scarlet Letter; Incidents in the Life of a Slave Girl; The Great Gatsby; several additional selected works of fiction, nonfiction, and poetry.

American Literature (H)

1 Unit

This honors level course is an accelerated survey of both classic and modern works of American literature and cul- ture.

The American dream, the American mosaic, and the question of American identity--both historically and currently-are the themes woven through the readings and the topics for class discussions. In addition to the assigned reading, students are required to possess an independent reading book of their choice. Students examine the worldview of each writer, considering how each connects with or departs from a Christian worldview. In conjunction with their reading assignments are a minimum of six expository writing assignments, including a multi-source research paper. Additional creative writing assignments include a short story or memoir and a number of poems. Students will also write several demand essays throughout the year in preparation for timed writings on standardized tests. Each writing assignment is designed to teach, review, reinforce, or practice specific writing skills. The goals of this course are for students to learn to read analytically, write thoughtfully, speak persuasively, listen intently, and think critically Prerequisite: To enroll in this course, a student must have the recommendation from the previous English teacher based on the English Department guidelines. & Key Text: Sadlier Vocabulary Workshop, Level F; Elizabeth Street; Funny in Farsi; The Color of Water; Scratch Beginnings; Don’t Sing at the Table; The Glass Castle; The Great Gatsby; Reading Lolita in Tehran; The Crucible; The Scarlet Letter; Incidents in the Life of a Slave Girl; Death of a Salesman; several additional selected works of fiction, nonfiction, drama, and poetry.

Advanced Expository Writing

1 Unit

This course is designed to refine expository writing skills in preparation for college and professional writing. Students will compose more than a dozen original essays in a variety of genres. Essays will deal with contemporary topics, social issues, and literature of many types. Students will also create interactive digital presentations that capture and effectively communicate a writer’s worldview to an audience. Each essay undergoes a number of drafts and is individually con-

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ferenced with a teacher. Advanced Expository Writing 12 will equip students to write across the disciplines with a clean, concise, and persuasive voice. & Key Texts: Sadlier Vocabulary Workshop, Level G; Blue Like Jazz; Freud’s Last Session; selected readings and essays

AP Literature

1 Unit

This is an Advanced Placement course in literature that offers challenging readings from world classics. The focus of this course is to understand how literature – whether a novel, a poem, a play, or a short story – is an expression of a specific worldview. Students who are selected for this course should be accomplished writers and competent literary critics.

Students will respond to literary selections in writing and will be able to tie together particular worldviews and philosophies with the selections they read. All students in this course will be required to take the AP Literature and Composition test at the completion of the class. & Key Texts: Cry, the Beloved Country; The Power and the Glory; All the King’s Men, A Farewell to Arms, The Sunset Limited, Heart of Darkness, No Exit, The Stranger, Freud’s Last Session; selected readings and essays; various novels, plays, poems; short fiction from African, American and European literature

Film as Literature

⁄ Unit

1 2

Film as Literature is a one-semester survey designed to challenge students to consider the ideas and messages inherent in classic and modern world cinema. The course will prepare students to be more active and discerning in the way they watch film by teaching them to recognize the techniques filmmakers use to portray a message, theme, or worldview.

Students will also seek to understand why film has become an important art form in the modern world and why it has such a profound impact on the culture around us. Students will be assessed on their ability to critique film through a number of substantial writing assignments and will be expected to consistently engage in class discussions.

Prerequisite: This course is designed for juniors and seniors only.

Fine Arts Department

Kathy Eichelberger, Chair of Fine Arts B.M.E. Butler University M.A.T. Webster University John Sarra, Chair of Visual Arts B.A. College of Charleston M.F.A. Washington University in St. Louis Isaac Bame B.S. Woodbury University Jim Butz B.F.A. Webster University Conservatory of the Theater Arts Emily Dierking B.S. Bradley University

Eric Gargrave B.A. Indiana University M.A. Indiana University D.M.A. University of North Carolina Greensboro Lara Goeke B.A. Maryville University Mallory Rohlfing B.S. Calvin College Allen Schwamb B.A. Fresno Pacific University M.M. Northern Arizona University Helen Scott B.A. Lindenwood University M.T.A. Lindenwood University

“The Christian is one whose imagination should soar beyond the stars.�

Dr. Francis Schaeffer

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Fine Arts Vision The purpose of the Fine Arts Department is to teach students to express devotion and praise to God, the Creator, through artistic endeavors and to see biblically how to observe, discover, understand, and express the truth, beauty, and wonder of His creation.

Standards What a Westminstser student will learn and be able to do in Fine Arts: • Share artistic expression as a gift from God in service to others • Develop the discipline to take a piece of work from its beginning to a point of display or performance • Realize the adventure of developing and submitting all artistic talents and disciplines to the Lordship of Jesus Christ • Identify the relationship of historical periods/cultures to individual artistic expressions • Be encouraged to develop and understand personal talents and creativity • Acquire the ability to examine and evaluate various art forms.

Middle School Sequence 7th 8th

Art, Drama, Chorus, Performing Arts Expo, Band Art, Drama, Chorus, Performing Arts Expo, Band

Upper School Sequence No formal sequence recommended.

Electives Art: AP Art History, Art Survey, Ceramics I, Ceramics II, Drawing, Graphic Design, Oil Painting, Photography, Sculpture, Watercolor Painting Music: Band, Chamber Choir, Concert Choir, Composition, Jazz Band, Music Appreciation, Mixed Chorus, Music Survey, AP Music Theory, Orchestra Drama: Advanced Improvisation, Drama I, Drama II, Drama III, Speech Communication, Theatre Tech

Enrichment Plays, Musical, Drama Club, Set Club, All-District and All-State Honor Choirs, Concerts, Band Trip, Pep Band, All-District and All-State Honor Bands, and District and State Solo and Ensemble Festivals

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Middle School Courses Art (7)

⁄ Unit

1 4

This course introduces objectives that emphasize material exploration, the analysis of images, and participation in the creative process through experiential learning. Students develop skills to communicate and interpret ideas through visual language with an emphasis on representational methods. They will explore the meaning of works of art by learning to identify subject matter, themes, genres, and symbols. In addition, students will learn to apply a Christian worldview to the evaluation of beauty, value, purpose, and meaning as they are expressed through works of art.

Art (8)

⁄ Unit

w

Learn the theory and history of music w

Perform at school concerts and community events & Key Texts: sheet music Prerequisite: At least one year of instrumental music or private lessons

Chorus (7 & 8) 1⁄2 Unit

This class seeks to establish each singer’s vocal and musical abilities with an emphasis on performance. The class meets every other day for a semester. A wide variety of literature is used to teach vocal concepts. Skills such as healthy vocal production, basic musicianship, and sight singing are included in the class.

The class will perform one to two concerts during the semester.

1 4

This course builds on the concepts and practices of 7th Grade Art through synthesis and application. Students will apply more complex technical skills informed by the elements of art and principles of design. Media and techniques are chosen for their expressive and descriptive potential.

Students begin to produce works of art that are improved and revised through a process of sketching, studies, and final works. They will compare Western traditions to those of other world cultures and investigate ways that context influences meaning. Students will begin to develop a personal aesthetic through creation and critical dialogue. This articulation of reasoned judgements will allow students to relate the discipline of art to other fields of knowledge and to understand its place within their own worldview.

Beginning Band (7)

1 2

⁄ Unit

Band (7 & 8)

1 2

This course is for any student who is interested in learning a new instrument. This class is taught under the assumption that the student has no musical background. Students will learn how to play their instruments along with music notation and music theory. After successful completion of this class, a student will be fully prepared for the regular band class: & Key Text: Tradition of Excellence

⁄ Unit

The instrumental music program builds musical abilities through performances; study of music theory, history, and musicianship; and appreciation of diverse musical styles.

Students are required to purchase the method book below ($9-$12). This course can be taken for an entire year or by semester. Students will: w

Improve their musical technique and understanding. w

Learn the theory and history of music. w

Perform at school and community concerts and festivals. & Key Text: Tradition of Excellence Prerequisite: One year in a traditional concert band class (private lessons and previous general music class do not apply)

Middle School Orchestra

⁄ Unit

1 2

The instrumental music program strives to build musical abilities through performances, the study of music theory, history, musicianship, and appreciation of diverse musical styles. Students will: w

Improve their musical technique and understanding w

Improve their musical technique and understanding

Drama (7 & 8)

⁄ Unit

1 2

This is a semester overview to orient actors in the art of improvisation, creativity, imagination, sensory awareness, concentration and observation skills, voice projection, and movement.

This is open to any interested seventh or eighth grader and is limited in size. Students will: w

Learn to understand and express the complexities of human nature. w

Discover many of the aspects in which man is created in God’s image. w

Reflect the creativity of their Master. w

Sharpen imagination and concentration skills. & Key Texts: Improvisation for the Theatre, Viola Spolin

Performing Arts Expo (7 & 8)

⁄ Unit

1 4

This class focuses on musical theater from the classic to the contemporary. The class meets every other day for a semester. Students will become familiar with shows by various composers such as Lerner and Lowe, Gilbert and Sullivan, Rodgers and Hammerstein, Strouse, Arlen, and Sondheim as well as study the history of Broadway. Emphasis will be on singing, dancing, and acting skills. The 7th grade class will practice and produce a musical revue for a culminating performance. The 8th grade class will work on a mini musical to perform at the end of the semester.

Upper School Courses Intro to Visual Art

⁄ Unit

1 2

This studio course emphasizes the development of skills to create, discuss, and understand works of art. Students will participate in thematic investigation of visual communication and the creative process while exploring aspects of craft, art history, criticism, and aesthetics in two- and three-dimensional work. Students will maintain a portfolio of their work, and select pieces will be carried forward to the next level of study. This course is a prerequisite for all visual arts courses.

Drawing

1⁄2 Unit

In this introduction to drawing, students will learn strategies of representation and communication using a variety of drawing media. They will explore traditional and contemporary methods while developing technical and conceptual skill sets. Students will learn to see the world differently and to tap into the creative potential of what they see. Each student will maintain a portfolio of his/her work, and select

Page 37

pieces will be carried forward to the next level of study.

Prerequisite: Intro to Visual Art

Ceramics I

1⁄2 Unit

In this introduction to the ceramic arts, students will learn pinch, slab, and coil methods of hand building with clay while gaining familiarity with the tools and procedures of the ceramics studio. This class explores relationships between form and surface, function, and aesthetics through creative problem solving. Each student will maintain a portfolio of his/her work, and select pieces will be carried forward to the next level of study.

Prerequisite: Art Survey (Intro to Visual Arts)

Ceramics II

⁄ Unit

1 2

In this advanced ceramics course, students expand their technical and conceptual skill sets while building vessels and sculptural forms. The potter’s wheel is introduced, and students will learn how to throw traditional and innovative vessels. Each student will maintain a portfolio of his/her work, and select pieces will be carried forward to the next level of study.

Prerequisite: Ceramics I

Watercolor Painting 1⁄2 Unit

This course provides an introduction to transparent media with an emphasis on watercolor. Students will gain familiarity with materials and methods through experimentation and the creative application of color theory. Each student will maintain a portfolio of his/her work, and select pieces will be carried forward to the next level of study.

Prerequisites: Intro to Visual Art

Oil Painting 1⁄2 Unit This studio course introduces the materials and methods of oil painting. Students will explore the potential of the media for representation and communication through a comparative study of artists past and present. Each student will maintain a portfolio of his/her work, and select pieces will be carried forward to the next level of study.

Prerequisites: Intro to Visual Art

Photography

⁄ Unit

1 2

This introduction to digital photography is a studio course that focuses on the elements of art and the principles of design as they apply to photographic image making.

Software will play a secondary role in the curriculum.

Thematic and technical approaches will provide students with a wide variety of applications for this popular medium.

Each student will maintain a portfolio of his/her work, and select pieces will be carried forward to the next level of study.

Requirements: Each student will provide his/her own digital camera, batteries, and memory cards. Although point-and-shoots are acceptable, SLR digitals will provide a wider range of creative opportunities.

Prerequisite: Intro to Visual Art

Graphic Design

⁄ Unit

1 2

in visual communications: design principles, photo editing, color theory, research, project management skills, peer review, and redesign. Students explore various print genres such as poster design and marketing design for communication in a commercial setting. Students learn to work in collaborative teams, generate and respond to project feedback, and to work with clients.

Applications: Google Docs and Presentations, Adobe Photoshop, and Adobe InDesign Prerequisite: Intro to Visual Art

Advanced Studio Art

1 2

⁄ Unit

Studio Art (AP)

1 Unit

Art History (AP)

1 Unit

This 2-dimensional studio course is designed for students who have completed at least one media-specific course beyond Intro to Visual Art. It provides advanced study in areas of student interest and the opportunity for portfoliobuilding. Materials and methods will be explored in relation to areas of student need and interest. This course is designed for motivated students capable of self-directed, thematic work.

Prerequisites: Intro to Visual Art and at least one of the following: Drawing, Watercolor Painting, Oil Painting, Photography, Graphic Design.

This studio course provides opportunity for the advanced, intensive study of 2-dimensional visual art while guiding students through the portfolio-building process. It is designed for highly motivated students with a serious interest in the study of art. Students will learn to recognize and develop quality within their own work while undertaking a sustained investigation of a particular visual interest or problem. They will employ a range of approaches as they explore formal, technical, and expressive ways of approaching this goal.

Instead of a traditional exam, final portfolios for 2D Design or Drawing are submitted to the College Board for review and assessment.

Prerequisite: Intro to Visual Art and at least one of the following: Drawing, Watercolor Painting, Oil Painting.

This course follows the AP Art History syllabus covering material from the beginnings of art to postmodernism.

Architecture, painting, and sculpture are explored along with the lives of the artists. Students will learn to recognize and interpret the human condition as expressed through works of art, recognize and understand different styles of art and their contexts, and go on to take the AP exam. & Key Texts: Gardner’s Art Through the Ages: A Global Perspective, 13th Edition.

Upper School Band 1 Unit The instrumental music program strives to build musical abilities through performances, the study of music theory, history, musicianship, and appreciation of diverse musical styles. Students in this class are expected to go on the spring tour (approximately $450) and purchase a SmartMusic subscription ($40). Students will: w

Improve their musical technique and understanding. w

Learn the theory and history of music. w

Perform at school and community concerts/festivals. & Key Texts: Sheet music Prerequisites: At least one year of instrumental music and

In this project-based studio course, students learn career and communication skills in graphic design, print media, and commercial art. This course develops the foundational skills Page 38

Chorus

demonstrated fluency on instrument

Music Survey

1⁄2 Unit

Music Survey is intended to develop a more profound understanding and appreciation of music. This semester class is designed for students in grades 9-12 who have little to no experience playing music but who enjoying listening to music and would like to have a greater appreciation of the art form. The course is intended to be experientially based and explores: w A survey of music history with an eye to understanding different styles of music, in particular through in-depth listening w

Performing skills through exploring a variety of instruments including their voice, guitar, piano, and various percussion instruments. w

Composition and arranging music. w

Music technology.

Music Composition 1⁄2 Unit Music Composition is a project-based class, focused on creation of both classical and commercial music. This course is open to advanced upperclassmen musicians (grades 10-12) who have experience in band, choir, or piano lab. Basic piano skills and music theory are highly recommended.

This class will develop students skill in writing music by developing the understanding of part writing, knowledge of various instruments and publishing music both by hand and using technology. Students will have the opportunity to hear the compositions performed by students in Westminster’s bands, choirs, and orchestra.

Prerequisites: Band, Choir, Piano Lab, or Orchestra

Jazz Band

1⁄2 Unit

Jazz Band is open to advanced instrumentalists in grades 9-12 interested in playing and developing their skills in various forms of jazz music. Jazz band meets three times every week before school. Students are expected to attend every rehearsal and to be enrolled in concert band. (An exception can be made for those who play piano, guitar, and bass.) Students will play a wide variety of jazz styles while receiving music theory lessons, listening/transcribing jazz, and studying improvisation.

Requirement: Enrollment in Concert Band (exception: bass guitar, string bass, piano, guitar)

Upper School Orchestra

1 Unit

The instrumental music program strives to build musical abilities through performances, the study of music theory, history, musicianship, and appreciation of diverse musical styles. Students in this class are expected to go on the spring tour and will be required to purchase concert dress ($20).

Students will: w

Improve their musical technique and understanding. w

Learn the theory and history of music. w

Perform at school and community concerts and festivals. & Key Texts: Sheet music Prerequisites: At least one year of instrumental music and demonstrated fluency on instrument

1⁄2 Unit

This is a SATB choir for beginning singers. Emphasis is on defining the art and practice of choral singing. Training in basic musicianship, sight singing, and vocal production is an integral part of the class.

Performance opportunities include in-school and off-campus venues. This is excellent preparation for Concert Choir. No choral experience or audition is required. & Key Texts: Various sheet music

Concert Choir

1 Unit

This is an auditioned SATB choir with openings for highly motivated singers with choral experience. Emphasis is on developing the art and practice of choral singing through a wide spectrum of literature via multiple performing opportunities (in-school and off-campus venues). Membership is based on healthy vocal production, proficiency in basic musicianship, and sight singing. A yearlong commitment is required. Students are required to purchase SmartMusic ($40) and are expected to go on the spring tour (approx. $450). & Key Texts: Various sheet music Prerequisites: Interview and audition

Chamber Choir

⁄ Unit

1 2

This SATB choir is auditioned from among those who are selected for Concert Choir. This class meets three days a week before school for 55 minutes. It performs in all the same concerts as Concert Choir, plus several extra performances. Students must pay a uniform rental charge ($15$30) and are expected to use SmartMusic and attend the spring tour as part of the Concert Choir.

Drama I

1

⁄2 Unit A semester overview exposes students to the use of inner resources, basic movement, and motivation to develop voice and diction, to introduce character development, and to determine blocking. Comedic or dramatic monologues are required in class performances. Students must attend a full professional or college production during the semester.

Students are evaluated on their performances, classroom cooperation, and memorization of various roles. This course is limited in size.

Drama II

1⁄2 Unit

A semester of play production and performance reviews all aspects of acting, blocking, voice projection, and articulation. Students will be introduced to new aspects of theatre, such as acting styles, theatre history, stage makeup, and improvisation. At least two productions are required, and at least one public performance outside of class is required. & Key Texts: Various texts Prerequisite: Drama I

Mixed Page 39

Drama III

1⁄2 Unit

Students will read and perform scene work with classic plays. Students will also study the history of theatre design, lighting, and stagecraft through the centuries. Students will be exposed to works from Greek theatre, Medieval theatre, Renaissance theatre, Neoclassical theatre, African-American theatre, as well as the 19th and 20th centuries.

Prerequisite: Drama I and Drama II

Theatre Tech 1⁄2 Unit Formerly Drama III, this course will introduce students to the lighting and sound aspects of theatre. They will be trained in script analysis and set design. Theatre Tech students will work with Drama I students as tech directors on their final production. Students are expected to participate in the run of a current school production.

Speech Communication 1⁄2 Unit This is an overview of the basic aspects of speech. Students will: w

Become comfortable in front of an audience. w

Increase research ability and verbal and nonverbal communication skills. w

Learn the fundamentals of speech making (preparation, memory improvement, good delivery, platform presence, introduction, conclusion, organizational skills, and critical listening skills). & Key Texts: Various texts Prerequisite: Completion of Sophomore English

Advanced Improvisation

⁄ Unit

1 2

Students who are gifted in improvisational skills will be challenged to think creatively and critically in this course. Actors will learn how to support and trust their group, agree with the improvisation, build a scene, and learn improvisation as a team sport. A number of public performances outside of class time are required. & Key Text: Truth in Comedy Prerequisites: Drama I & II

AP Music Theory

1 Unit

This class will prepare upper school musicians for the rigors of university-level music classes. AP Music Theory will present an in-depth look at the ways composers create their music and the theoretical considerations behind music.

Topics will include chords, chord sequence, scales, sightsinging, and melodic dictation. Though AP Music Theory is open to all instrumentalists or singers, regardless of whether they have performed in band, choir, or strings, involvement in a performance class at Westminster Christian Academy is highly recommended. Students enrolled in this course will take the AP Music Theory test in May. & Key Texts: Harder, Paul, and Steinke, Greg A. Basic Materials in Music Theory: A Programmed Course, 12th ed.

Upper Saddle River, N.J.: Prentice Hall, 2003; Ottman, Steinke, Greg A. Harmonic Materials in Tonal Music: A Programmed Course (Part 1), 10th ed. Upper Saddle River, N.J.: Prentice Hall, 2003; Ottman Prerequisite: Enrollment limited to 11th and 12th grades Recommended: Piano Lab/Intermediate Piano

Page 40

Piano Lab

⁄ Unit

1 2

This one-semester class exposes students to the many aspects of learning the piano, focusing on the technical, innovative, and expressive aspects of the instrument. Students will learn the fundamental techniques of playing the piano, including scales and chords, as well as touching on western tonality, music theory, and some composer study. The class also develops the ear with the inclusion of aural training.

Students will acquire the language of music, including pitch, chord, scale, articulation, meter, and harmonization.

Repertoire will range from classical to contemporary, including folk songs and rudimentary jazz improvisation. & Key Text: Alfred’s Group Piano for Adults, Book 1

Intermediate Piano

⁄ Unit

1 2

This one-semester class exposes students to the many aspects of learning the piano, focusing on the technical, innovative, and expressive aspects of the instrument. Students will learn the fundamental techniques of playing the piano, including scales and chords, as well as touching on western tonality, music theory, and some composer study. The class also develops the ear with the inclusion of aural training.

Students will acquire the language of music, including pitch, chord, scale, articulation, meter, and harmonization.

Repertoire will range from classical to contemporary, including folk songs and rudimentary jazz improvisation. & Key Text: Alfred’s Group Piano for Adults, Book 2 Prerequisite: Students may be allowed into Intermediate Piano upon approval from instructor or upon completion of Piano Lab.

History Department

Chris Knerr, Director of the Integration of Faith in Learning B.S. Miami University M.A. Covenant Theological Seminary M.A. Washington University in St. Louis Kelley Schwartz, Department Chair B.S. University of Missouri M.A. University of Missouri Adam Barbee B.S. Truman State University M.A.E. Truman State University Ken Boesch B.A. University of Wisconsin-Madison B.C.M. Colorado Christian College M.A.T. Webster University

Dan Petke B.A. Cedarville University Tim Muehleisen B.S. Taylor University Jennifer Ritzema B.A. Calvin College M.A. Reformed Theological Seminary Erica Osborne B.S. University of Missouri-Columbia M.Ed. University of Missouri-Columbia Howard Warren B.S. University of Oklahoma Graduate Certificate, Covenant Theological Seminary M.A. Lindenwood University

Andy Kerckhoff B.A. Baylor University M.A. Lindenwood University

“History is a continuing parable whereby God’s purposes are revealed for those with eyes to see.”

Malcolm Muggeridge

Page 41

History Vision The purpose of the History Department is to provide the student with the necessary basis to develop a conceptual understanding of humanity’s patterns of interaction, and to view history as a continuing parable which reveals God’s purposes. The student will be better prepared to function in and redeem the culture.

Standards What a Westminster student will learn and be able to do in History: • Use a Christian view of history and life to understand man • Recognize and attach importance to major people, events, places, ideas, and developments • Understand current events in terms of historic perspectives • Understand his/her own life in terms of historic perspectives • Recognize God as Creator • Use history as a basis for responsible decision making to further God’s Kingdom • Develop habits which will lead to lifelong learning.

Middle School Sequence 7th 8th

Global Studies 7 Global Studies 8

Upper School Sequence Level Required

9th The History of Global Conflicts

10th Western Civilization

11th U.S. History

Excel

Honors

12th *American Government

U.S. Government & Politics Western Civilization (H)

AP

U.S. History

*American Government is a required one-semester course.

Electives Race and Culture

Enrichment Field trips, guest speakers, out-of-class activities

Page 42

U.S. Government & Politics

Middle School Courses Global Studies 7

1 Unit

Global Studies 7 is a social studies course in which students will learn about the regions, nations, and people groups of the world. The first semester will be dedicated to developing foundational social studies skills such as reading comprehension, critical thinking, research, and interpreting data. The course will also explore geography concepts such as physical and human geography, map skills, economic systems, political systems, world religions, and cultural diversity. In the second semester, student learning will focus on North America, South America, and Africa.

Global Studies 8

1 Unit

The first semester of 8th grade will be a continuation of the format from Global Studies 7 and will be devoted to Asia and Europe. This will be in preparation for the transition to study U.S. History. The 2nd semester of Global Studies will be a case study of the United States. The students will apply the different elements of geography: physical, human, economic, government and cultural to build an understanding of United States History. By the end of this semester, students will understand why people settled in America, the types of settlements that were established, the economy that developed, the government that formed, and why this eventually led to independence from Great Britain. It will build a solid foundational understanding of the United States founding and values that will serve as the backbone for their high school history courses.

Upper School Courses History of Global Conflicts

⁄ Unit

1 2

The History of Global Conflicts is a semester-long, problemsbased course that explores the historical context of modern conflicts and asks students to evaluate potential solutions in light of the historical and present contours of political and economic tensions around the globe. The course surveys the historical and modern complexities of the Indian and Pakistani claims to Kashmir, the complexity of the relationship between Iraq, Afghanistan, and Pakistan, and the Russian, Iranian, and Chinese challenges to American hegemony. The course will also examine the ancient roots of the Israeli-Palestinian conflict and explore the geographic, political, and religious components that combine to make this conflict unique in its complexity. While the course stresses the investigation of regional flashpoints, students are asked to evaluate each conflict from the perspective of American foreign policy to develop an awareness of the complexity of each conflict and to understand the political and economic factors that have shaped the American response to these problems. & Key Text: CHOICES Curriculum, Brown University

Western Civilization

1 Unit

This thematic survey investigates the political, social, intellectual, and artistic history of the West beginning with the Greco-Roman world and ending with the rise of dictatorships in the mid-20th century. The course has two primary foci: 1) it seeks to develop an understanding of Western his-

tory and to enable students to identify the contributions of artists, philosophers, writer, filmmakers, and politicians and evaluate their influence and legacy from a Christian perspective; 2) it will explore the West’s interactions with the nonWestern world and will attempt to provide historical context for the contemporary problems and challenges confronting the West and its relationship with the developing world.

Students will interact with a variety of primary sources, literary selections, films, and artistic works, and will respond to these selections in a series of simulation activities, projects, discussions, and essay responses that enable students to integrate their understanding of historical materials with the surrounding culture. Students will: w

Think critically, holistically, and biblically about our Western culture, identify major figures, ideas, and developments in the history of Western civilization, and explain their interrelationships and significance. w

Explain and evaluate the impact of Western civilization, past and present, on the rest of the world. w

Evaluate the major developments in Western civilization in view of the Bible’s teachings about the human condition and God’s sovereignty. & Key Texts: Lord of the Flies, 1984, Oedipus Rex, The Essential Homer

Western Civilization (H)

1 Unit

This sophomore course is an advanced course in Western Civilization. Though this course is similar to the regular section of Western Civilization, its emphasis will be upon the modern era, from 450 BC to 1945. Students will: w

Study and evaluate European history in light of biblical principles. w

Explain and evaluate the spread of European culture, economics, and politics. & Key Text: Lord of the Flies, Oedipus Rex, The Essential Homer, Plato’s Republic, 1984

U. S. History

1 Unit

This class is a survey of American history from the Civil Warthrough the 20th century. The class is taught using readings, discussion, Socratic seminars, and student collaboration. Students will: w

Learn to view U.S. history from a Christian world and life view. w

Understand the progress and paradoxes of U.S. history. w

Keep informed on current events.

U. S. History (AP)

1 Unit

This college-level survey course meets the Westminster graduation requirement and prepares the student for the AP exam. Students will: w

Survey the colonial era to the 1990s. w

Prepare for the AP exam. w

Approach U.S. history from a distinctly Christian worldview. & Key Texts: www.hippocampus.org and www.digitalhistory.uh.edu Prerequisite: Teacher and counselor recommendation

Page 43

American Government

⁄ Unit

1 2

This course is a study of the origins of the United States government and its present status and functions. It develops in students the ability to recall factual information, interpret data, and develop and defend theses about causes, effects, and relationships of constitutional issues.

This course encompasses the following topics: w

Philosophical and historical foundations of the American political system. w

Creation of the Constitution. w

Values and principles embodied in the Constitution and the shaping of American institutes and practices. w

Development and expansion of the protections of the Bill of Rights. w

Practical applications of specific rights which are protected via the Bill of Rights. w

Roles of citizens in American democracy. & Key Text: We The People: The Citizen and the Constitution

United States Government and Politics (AP)

1 Unit

This course is a rigorous, in-depth study of the origins of the United States government and its present status and functions. It develops in students the ability to recall factual information, interpret data, and develop and defend theses about causes, effects, and relationships of constitutional issues. Students will have the option of taking the AP test or taking the course for Excel credit. The course encompasses the following topics and activities: w

Philosophical and historical foundations of the American political system. w

Creation of the Constitution. w

Values and principles embodied in the Constitution and the shaping of American institutes and practices. w

Development and expansion of the protections of the Bill of Rights. w

Practical applications of specific rights which are protected via the Bill of Rights. w

Roles of citizens in American democracy. w

Competition at the state level in the “We the People” constitutional competition. & Key Texts: We the People: The Citizen and the Constitution Prerequisite: Teacher recommendation

Race and Culture

⁄ Unit

1 2

This Course seeks to equip students to be able to engage the world and yet remain distinct from it as they become agents of redemption and repair. In order to do so, students must become culturally literate, which requires understanding of the cultural mandate, values, customs, and perspectives of the world’s diverse people. Students will learn how to effectively communicate across various divides of race through cross-racial conversations with each other while focusing on the historic aspects of race and prejudice, the factors that define the marginalized, and current events that grab our attention. This course will further develop students’ ability to think critically, and compassionately through their discussions with each other, course readings, research, and writing assignments that they might be more sensitive to the task of giving voice to the voiceless and then pursue shalom in a post-modern world.

Page 44

Mathematics Department

Dale Beachy, Department Co-Chair B.S. Greenville College M.Ed. University of Missouri-St. Louis Jacob Mohler, Department Co-Chair B.S. Hillsdale College M.A. St. Louis University Erin Albright B.A. Trinity Christian College Matthew DeJong B.A. Dordt College Rachel Endel B.S. Union University David Haas B.S. Wheaton College M.A.T. Webster University Rex Janssen B.A. Dordt College

Maggie Moore B.S. Missouri University of Science and Technology B.A. Missouri University of Science and Technology M.A. Maryville University Robert Murphy B.S.N. Western Washington University M.Div. Covenant Theological Seminary Allison Pautler B.A. Hope College JD Perona B.S. Taylor University M.A. William Woods University Jennifer Roig B.A. Truman University M.A. Lindenwood University Rich Van Gilst B.S. Calvin College M.A. Western Michigan University Kelsey Walton B.A. Calvin College

“In exploring mathematics one is exploring the nature of God’s rule over the universe; one is exploring the nature of God Himself.”

Vern S. Poythress Page 45

Mathematics Vision The purpose of the Mathematics Department is to provide students with the ability to better understand the creation, hence the mind and character of the Creator; the knowledge and skills necessary to model quantitative and spatial situations in all disciplines; and the opportunity to develop skills in using logical reasoning, problem solving, and technology. The courses offered are designed to meet the needs of students of all abilities, interests, and college and career objectives.

Standards What a Westminster student will learn and be able to do in Mathematics: • Realize that the universe was created with perfect mathematical relationships which must be distinguished from our imperfect understanding of them • Observe that God has created mankind with the ability to discover and then to use mathematics in understanding His creation • Demonstrate knowledge of mathematical theory, skill in using mathematical methods, and efficiency in problem solving • Become proficient in using current technology as a tool for calculation, processing data, and problem solving • Take the mathematics courses necessary to meet his/her future educational and career objectives • Apply mathematical concepts and problem-solving strategies in other classes and disciplines as well as in daily life • Value the knowledge of mathematics as a gift from God and use it in an honest manner and for noble purposes • Demonstrate confidence in his/her ability to use mathematics to solve problems in all applicable situations.

Middle School Sequence 7th 8th

Pre-Algebra, Advanced Pre-Algebra, Pre-Algebra (H) Algebra I, Advanced Algebra, Algebra I (H)

Upper School Sequence Level Required or Grade 12 options

9th Algebra Concepts Algebra I Geometry Concepts Geometry

10th Geometry Concepts Geometry Algebra II Concepts Algebra II

Excel

Honors

Geometry

Algebra II

AP

Electives Calculus AB (AP) Calculus BC (AP) Statistics (AP) Statistics Calculus (H) – Summer

Enrichments Selected math contests Page 46

11th

12th

Algebra II Concepts Algebra II Advanced Math Concepts College Algebra

Advanced Math Concepts College Algebra Statistics

College Algebra Precalculus

Statistics College Algebra Precalculus

Precalculus

Precalculus

Statistics

Calculus AB (AP) Calculus BC (AP) Statistics

Middle School Courses Courses taught using a problem-based approach are indicated by (PBI).

Courses taught using a direct instruction approach are indicated by (DI).

Pre-Algebra (H) (DI) (7th Grade)

1 Unit

This course is designed to prepare students for Honors Algebra I and Honors Geometry. It is intended for those who have a strong aptitude in math and have demonstrated mastery of basic pre-algebra skills. Students will explore more advanced pre-algebra concepts that require higher-level thinking skills.

Students will also be introduced to beginning algebra concepts and will: w

Sharpen their arithmetic skills by working with fractions, decimals, percents, ratios, and proportions. w

Develop a foundation for algebra by understanding and working with integers, number theory, variables, variable expressions, and equations. w

Study the coordinate plane and graphing techniques by graphing linear equations in slope-intercept and point-slope form, solving systems of linear equations and graphing linear equations. w

Develop a foundation for geometry by understanding and working with angle relationships, area and volume. w

Introduce irrational numbers, specifically square roots, and apply them to finding distance and using the Pythagorean theorem. w

Work with polynomials and solve quadratic equations. w

Implement problem solving strategies and techniques to approach multi-step, real-life application problems. w

Relate math concepts to God’s Word. & Key Text: PreAlgebra: McDougal Littell, 2005

Pre-Algebra (DI) (7th Grade)

1 Unit

This course is designed to prepare students for Algebra I and Geometry. Students will: w

Sharpen their arithmetic skills by working with fractions, decimals, percents, ratios, and proportions. w

Develop a foundation for algebra by understanding and working with integers, number theory, variables, variable expressions, and equations. w

Study the coordinate plane and introductory graphing techniques by graphing linear equations and inequalities in slope-intercept form. w

Develop a foundation for geometry by understanding and working with shapes, area, perimeter, volume, and angles. w

Introduce irrational numbers, specifically square roots, and apply them to finding distance and using the Pythagorean theorem. w

Implement problem solving strategies and techniques to approach multi-step, real-life application problems. w Relate math concepts to God’s Word. & Key Text: PreAlgebra: McDougal Littell, 2005

Algebra I (H) (PBI) (8th Grade)

1 Unit

Students use a problem based approach to study the traditional topics of Algebra I. This course is designed to communicate that math is important as a modeling and problem solving tool. Students will: w

Learn the terminology and symbols of algebra. w Review and use fractions, decimals, percents, ratios, and proportions. w

Create and use expressions and equations to solve problems.

w Simplify rational, radical, and polynomial expressions. w Write and solve linear equations and linear systems. w

Recognize that a constant rate of change produces a linear graph. w Graph linear functions using slope. w Solve quadratic equations. w

Review operations with polynomials. w

Use basic geometric and algebraic properties and formulas to solve problems. & Key Text: Math 1 Packet - adapted from Phillips Exeter Academy

Algebra I (DI) (8th Grade)

1 Unit

This course is designed to communicate that math is important as a modeling and problem solving tool. Students will: w

Learn the terminology and symbols of algebra. w Review and use fractions, decimals, percents, ratios, and proportions. w

Create and use expressions and equations to solve problems. w Simplify rational, radical, and polynomial expressions. w Write and solve linear equations and linear systems. w

Recognize that a constant rate of change produces a linear graph. w Graph linear functions using slope. w Solve quadratic equations. w

Review operations with polynomials. w

Use basic geometric and algebraic properties and formulas to solve problems. & Key Text: Discovering Algebra, Kendall Hunt, 2014

Upper School Courses Courses taught using a problem-based approach are indicated by (PBI).

Courses taught using a direct instruction approach are indicated by (DI).

Dual enrollment offerings with Missouri Baptist University are indicated by (E).

Advanced Placement courses are indicated by (AP).

NOTE: Graphing calculators are required for all courses beginning with Algebra II and Algebra II (Honors). The TI-84 Plus Silver is recommended.

Algebra I (DI) (9th Grade)

1 Unit

Students study the traditional topics of Algebra I. This course is designed to communicate that math is important as a modeling and problem solving tool. Students will: w

Learn the terminology and symbols of algebra. w Review and use fractions, decimals, percents, ratios, and proportions. w

Create and use expressions and equations to solve problems. w Simplify rational, radical, and polynomial expressions. w Write and solve linear equations and linear systems. w

Recognize that a constant rate of change produces a linear graph. w Graph linear functions using slope. w Solve quadratic equations. w

Review operations with polynomials. w

Use basic geometric and algebraic properties and formulas to solve problems. & Key Text: Discovering Algebra, Kendall Hunt, 2014

Page 47

Algebra I Concepts (DI)

1 Unit

Students study the traditional topics of Algebra I. The small class size allows the teacher to differentiate instruction to meet the individual needs of learners. Students will: w

Learn the terminology and symbols of algebra. w Review and use fractions, decimals, percents, ratios, and proportions. w

Create and use expressions and equations to solve problems. w Simplify rational, radical, and polynomial expressions. w Write and solve linear equations and linear systems. w

Recognize that a constant rate of change produces a linear graph. w Graph linear functions using slope. w Solve quadratic equations. w

Review operations with polynomials. w

Use basic geometric and algebraic properties and formulas to solve problems. & Key Text: TBA

Geometry (H) (PBI)

1 Unit

Students use a problem-based approach to study the traditional topics of geometry. The pace of the class allows for additional topics and accommodates deeper exploration of the following concepts, in turn preparing students for Algebra II: w Learn the tools, terminology, and symbols of geometry. w

Investigate and discover the properties of triangles, quadrilaterals, and circles. w Calculate the perimeters and areas of plane figures. w

Study vectors and their applications to velocity and forces in physics. w

Learn to identify and solve problems using congruent or similar figures. w

Calculate the volume and surface area of three-dimensional figures. w

Develop deductive reasoning skills using two-column and coordinate proofs. w

Solve circle problems involving chords, secants, and tangents. & Key Text: Honors Geometry, adapted from Ben Lippen Christian High School and Phillips Exeter Academy Prerequisites: Grade of B or above in Algebra I and/or teacher recommendation

Geometry (DI)

1 Unit

In this course the standard topics of Euclidean geometry are developed using the traditional synthetic approach, the analytical coordinate approach, and the modern transformational approach. Both inductive and deductive thinking skills are developed as students move from informal reasoning to formal proof. Extensive amounts of algebra and trigonometry are interwoven throughout the course. Students will: w Learn the tools, terminology, and symbols of geometry. w

Investigate and discover the properties of triangles, quadrilaterals, and circles. w Calculate the perimeters and areas of plane figures. w

Study vectors and their applications to velocity and forces in physics.

w

Learn to identify and solve problems using congruent or similar figures. w

Calculate the volume and surface area of three-dimensional figures. w

Develop deductive reasoning skills using two-column and coordinate proofs. w

Solve circle problems involving chords, secants, and tangents. & Key Text: Geometry, Houghton Mifflin Harcourt Publishing Co., 2011

Geometry Concepts (DI)

1 Unit

Material is presented in a step-by-step method that emphasizes the major geometric concepts. Hands-on activities and other manipulative aides are used to further meet the needs of these special learners. Topics covered in this course include recognizing various types of two- and three-dimensional figures, including their particular parts and properties; finding area, volume, perimeter, circumference, and surface area; and learning to measure and draw angles, segments, and other figures that make geometry possible. Students will: w

More fully develop their ability to recognize, measure, and work with various geometric shapes and figures. w L earn to utilize vocabulary related to geometry and its concepts. w

Learn from one another through review activities and hands-on projects. w

Gain self-confidence in the area of mathematics to support further efforts in higher math classes. & Key Text: Geometry Concepts and Skills, McDougal Littell, 2003; Discovering Geometry, Key Curriculum Press, 2008

Algebra II (H) (PBI)

1 Unit

Students use a problem-based approach to study the traditional topics of Algebra II. The pace of the class allows for additional topics and accommodates deeper exploration of the following concepts. This course prepares students for Precalculus by focusing on the following: w Quadratic, exponential, absolute value, and power models for sets of data points w Rational functions w Polynomial functions w Trigonometry functions & Key Text: Math 2 - adapted from Phillips Exeter Academy Prerequisite: Grade of B or above in Honors Geometry and/or teacher recommendation

Algebra II (DI)

1 Unit

Study of the topics in Algebra II will allow students the opportunity to build on concepts learned in Algebra I and Geometry. Students will learn to work with and solve problems algebraically, graphically, and with a graphing calculator in these main areas of study: w Linear equations, inequalities, and systems w Quadratic functions and relations w Polynomials and polynomial functions w Roots and powers w Exponential and logarithmic functions and equations w Patterns of growth and rates of change w Rational functions and equations. & Key Text: Algebra 2, McDougal Littell, 2008 Prerequisite: Geometry

Page 48

Algebra II Concepts (DI)

1 Unit

In this course, material is presented in a step-by-step format at a pace dictated by the needs of the students. The main goal is to increase students’ algebraic understanding to better prepare them for the ACT test and college mathematics. Students will learn to work with and solve problems in the following main areas of study: w Linear and quadratic equations and inequalities. w Linear equations and inequalities in two variables. w Systems of linear equations w

Polynomial, rational, exponential and radical expressions and equations. & Key Text: Algebra 2, Cord Communications, 2011

Precalculus & Statistics (AP) (DI) 1 Unit This course begins with a thorough treatment of functions, which will prepare students for AP Calculus. It concludes with the topics covered on the AP Statistics exam. Students will: w

Study algebraic, exponential, logarithmic, and trigonometric functions; limits; and parametric equations. w

Learn to use the function model as the primary tool for solving problems involving variables. w

Learn methods and strategies for exploring, organizing, and describing data using graphs and numerical summaries. w

Learn how to design samples and experiments in order to produce the data needed to give clear answers to specific questions. w

Study probability, how it is used to describe randomness, and why it is the basis of statistical inference. w

Study the basic methods of statistical inference: confidence intervals and tests of significance. & Key Texts: Functions Modeling Change, 2nd edition 2004, John Wiley & Sons; The Practice of Statistics, 4th edition, 2012, W. H. Freeman Prerequisites: Grade of B+ or above in Honors Algebra II and/or teacher recommendation

problem solving involving variables. Students will gain a conceptual understanding of functions, as well as technical skill in using their properties. The goal of this course is for students to see the power and beauty of algebra and to build a solid foundation for further mathematics courses.

Students will study: w

Real number system: its operations and properties. w Expressions, equations, inequalities and intervals. w Linear, absolute value, quadratic, and polynomial functions. w Power functions and radical functions. w Exponential and logarithmic functions. w Transformations of functions and their graphs. w Solving systems of equations and using matrices. w Probability and counting principles. w Sequences and series. & Key Texts: Algebra & Trigonometry, J. Wiley, 2012 Prerequisite: Grade of C or above in Algebra II

Advanced Math Concepts (DI)

Calculus AB (AP) (DI) Precalculus (H) (PBI) (DI)

1 Unit

This course consists of a thorough treatment of algebraic and transcendental functions. Functions will be represented with words, tables, formulas, and graphs. Students will use the function model as the primary tool for solving problems involving variables. This course will prepare students for AP Calculus. Students will study: w

The transcendental functions (trigonometric, inverse trigonometric, exponential and logarithmic). w

Function topics such as transformations, compositions, decompositions, inverses, rates of change and limits. w

Piecewise defined functions and parametric equations. & Key Text: PBI: Mathematics 2 & 3, adapted from Phillips Exeter Academy; DI: Precalculus with Trigonometry: Key Curriculum, 2012 Prerequisite: Algebra II and/or teacher recommendation

College Algebra (E) (DI)

1 Unit

This course is designed as a comprehensive treatment of algebraic and exponential functions. Each function will be examined in terms of its formula, graph, table of values and applications. Students will use the function model for

1 Unit

This course is designed for students who desire a college preparatory mathematics elective. Material is presented in a step-by-step format at a pace dictated by the needs of the student. This course is designed to give students practical applications of math in and outside the classroom, a foundation in mathematical disciplines, and a better background for the college experience. Students will cover the following units: w

Problem Solving Strategies w

Real Number Theory w

Scientific Notation and Conversion w

Financial Applications in Math w

Probability w

Statistics w

Worldview Perspectives in Math w

Algebraic & Geometric Theory w

Graph Theory and Discrete Math & Key texts: Math in Our World, 2011, McGraw Hill

1 Unit

This course in single-variable calculus includes both the techniques and the applications of the derivative and the definite integral along with terminology of limits. Each calculus topic is examined using verbal, algebraic, numerical and graphical representations. Students will use graphing calculators for exploration and in problem solving to find limits, derivatives and integrals. Students will gain a deep understanding of the ideas of calculus, as well as technical skill in applying derivatives and integrals. Students will discover the logic of calculus and build a strong foundational understanding of the fundamental ideas and methods of calculus in preparation for further study. Students will: w

Calculate average and instantaneous rates of change using the notation of limits. w

Develop an understanding of the derivative and discover the rules for differentiation. w Use derivatives to analyze the graphs of functions to determine extrema and inflection points. w

Acquire an understanding of the Riemann sum and the definite integral. w

Learn the methods of implicit and logarithmic differentiation and apply those methods in related rate problems. w

Study the important theorems of calculus: Mean Value,

Page 49

Extreme Value and Intermediate Value Theorems. w

Develop skill in finding indefinite integrals (antiderivatives) and discover the Fundamental Theorem of Calculus. w

Use definite integrals to find area, volume, the length of a curve and the amount of change in a quantity. w

Solve differential equations and apply them in modeling rates in business and the physical sciences. w

Learn the techniques of integration by parts, algebraic and trigonometric substitution, and partial fractions. w

Study the approximation of functions using tangent lines and Taylor Polynomials. & Key Text: Interactive AP Calculus Binder, Haas, Winter Park Publishing, updated 2014 Supplementary Text: Calculus, Early Transcendentals, 7th

edition, AP edition, James Stewart, Brooks/Cole, 2012 Prerequisites: Grade of C or above in Precalculus (Honors) and/or teacher recommendation

Calculus BC (AP) (DI)

1 Unit

This is a course in multivariable calculus where students study the calculus of functions of several variables. The course emphasizes the topics needed for the BC Calculus AP exam. Students will study the calculus of plane curves using parametric equations. Polar coordinates will be used for finding areas and arc lengths. Euler’s method will be used to approximate the solution to differential equations and the logistic model will be studied in depth. Students will gain further skills in integration techniques such as integration by parts, partial fractions, and trigonometric substitution as well as examine improper integrals. Students will study the calculus of Taylor polynomials and series. Vectors will be used to study the geometry of three-dimensional space using the rectangular, cylindrical and spherical coordinate systems.

Students will learn the differentiation and integration of vector-valued functions to measure arc length, curvature, velocity, and acceleration. Partial derivatives, directional derivatives, and gradient vectors will assist students in finding tangent planes, normal lines, and the extrema of functions of two variables. Double, iterated, and triple integrals will be used to find surface areas and volumes using the rectangular, cylindrical and spherical coordinate systems. Vector analysis will include vector fields, line integrals, Green’s Theorem, surface integrals, the Divergence Theorem, and Stoke’s Theorem. & Key Text: Multivariable Calculus, 7th edition, James Stewart, Brooks/Cole, 2011.

Prerequisite: Algebra II, Grade of B or above in Calculus AB (AP) and/or teacher recommendation.

Statistics (AP) (DI)

1 Unit

This course includes the topics covered on the AP Statistics exam. Students will: w

Learn methods and strategies for exploring, organizing, and describing data using graphs and numerical summaries. w

Learn how to design samples and experiments in order to produce the data needed to give clear answers to specific questions. w

Study probability, how it is used to describe randomness, and why it is the basis of statistical inference. w

Study the basic methods of statistical inference: Page 50

confidence intervals and tests of significance. & Key Text: The Practice of Statistics, 4th edition, 2011

Prerequisites: Grade of B or above in Honors Algebra II and/or teacher recommendation

Statistics (DI)

1 Unit

This is an introductory course in statistics. The focus of this course is on statistical ideas and reasoning and their relevance to today’s world. Students will: w Learn methods and strategies for exploring, organizing,

and describing data using graphs and numerical summaries. w Learn how to design samples and experiments in order

to produce the data needed to give clear answers to specific questions. w

Study probability, how it is used to describe randomness, and why it is the basis of statistical inference. w

Study the basic methods of statistical inference: confidence intervals and tests of significance. & Key Texts: Statistics Through Applications, 2nd edition, 2011.

Prerequisite: Algebra II

Introduction to Computer Programming 12⁄ Unit This course introduces students to computer programming and software development fundamentals. The course primarily uses C++ but also exposes students to a variety of other programming languages focusing on concepts and data structures that are shared among the languages. Lessons and project focus on programming syntax as well as the logic needed to make software that performs tasks and solves problems.

Computer Programming with C++ 1⁄2 Unit

In this programming class, students will learn how to develop computer programs using the C++ programming language. The class begins with structured C++ programming and moves to object-oriented programming including C++ class design. Through a variety of class projects, students will learn the syntax, concepts, and tools necessary to create computer programs that will solve puzzles, simulate physics models, and interact with routines written by their classmates.

Prerequisite: teacher recommendation.

Calculus (H) – Summer

⁄ Unit

1 2

This six-week summer course in single-variable calculus includes both the techniques and the applications of the derivative and the definite integral along with terminology of limits. Each calculus topic is examined using verbal, algebraic, numerical, and graphical representations.

Students will use graphing calculators for exploration and in problem solving to find limits, derivatives, and integrals. Students will gain a deep understanding of the ideals of calculus, as well as technical skill in applying derivatives and integrals. Students will discover the logic of calculus and build a strong foundational understanding of the fundamental ideas and methods of calculus in preparation for further study in Calculus BC (AP).

Students will:

w

Calculate average and instantaneous rates of change using the notation of limits w

Develop an understanding of the derivative and discover the rules for differentiation. w

Use derivatives to analyze the graphs of functions to determine extrema and inflection points. w

Acquire an understanding of the Riemann sum and the definite integral. w

Learn the methods of implicit and logarithmic differentiation and apply those methods in related rate problems. w

Study the important theorems of calculus: Mean Value, Extreme Value, and Intermediate Value Theorems. w

Develop skill in finding indefinite integrals (antiderivatives) and discover the Fundamental Theorem of Calculus w

Use definite integrals to find area, volume, the length of a curve, and the amount of change in a quantity. w

Solve differential equations and apply them in modeling rates in business and the physical sciences. w

Learn the techniques of integration by parts, algebraic and trigonometric substitution, and partial fractions. & Key Text: Interactive Calculus Binder, Haas, Winter Park Publishing, updated 2016.

Prerequisites: Grade B or above in Precalculus (H) and/or teacher recommendation.

Page 51

Physical Education Department

Annie Westhoff, Department Chair B.S. Truman State University M.A.E. Truman State University Doug Coleman B.S. Missouri Baptist University Mike Decker B.A. Webster University

Dave Schall B.S. Southwest Missouri State University M.S. University of Central Arkansas Greg Schoenberg B.S. Washburn University Ashley Woodall B.S. University of Missouri

Allison Pautler B.A. Hope College

“Whatever you do, work at it with all your heart, as working for the Lord, not for men.�

Colossians 3:23

Page 52

Physical Education Mission For Westminster students to know how to monitor and maintain their own health, fitness and athletic development, so as to serve them for life.

Standards What a Westminster student will learn and be able to do in Physical Education: • Develop, model and apply the skills necessary for maintaining a healthy lifestyle • Develop, model and apply basic proficiencies in cardiovascular endurance, muscular strength and endurance, flexibility, and body composition • Gain a working knowledge and application of various recreational and competitive activities as they relate to one’s overall health• Apply knowledge of basic human anatomy and physiology to their personal fitness and sports training programs • Recognize the mental and emotional health benefits associated with exercise and physical activity • Practice Christian social interaction and respect in relationships through exercise, physical activity, and competition • Develop a sense of Christian stewardship in the use of leisure time and choices of recreational activities

Middle School Courses Physical Education and Health

Seventh Grade Physical Education and Health is a yearround program which provides exposure to recreational and fitness activities and to a Christian perspective on the health issues facing middle school students. As students explore physical activities, they will learn not only about sport-specific skills but also lifestyle fitness through exposure to nutritional challenges, target heart rates, and circuit training. As students learn about whole-person wellness, they will also learn about positive relationships, decision making, stress management, and effects of substances and eating disorders on the body, mind, and soul.

8th Grade Physical Education

⁄ Unit

1 2

Middle School Physical Education is a year-round program that provides exposure to a variety of recreational activities with an emphasis on fitness. Students will begin to explore physical activities through the lens of health and fitness, understanding not only sports skills but also concepts such as fitness components, target health rate, and circuit training.

Middle School Sequence 7th 8th

1 Unit

Physical Education and Health Physical Education

Upper School Sequence

All Upper School students are required to have one unit of Physical Education to meet their graduation requirement.

Students entering the class of 2020 are required to take a ½ unit semester course of Health and Fitness during their ninth grade year. They must also take one more elective P.E. course.

All other students must take two P.E. elective courses to meet their one unit requirement. One of these course must be completed by the end of the sophomore year..

Upper School Electives Female Fitness Male Fitness Strength & Conditioning I Strength & Conditioning II

Enrichment Field trips Interscholastic sports–Middle School Guest speakers Recognition of Physical Fitness Achievement Page 53

Upper School Courses Female Fitness

⁄ Unit

1 2

Female Fitness is a class designed specifically for females who want to enhance their personal fitness in a non-competitive, individualized fashion. This class is geared towards females who desire to maintain a healthy lifestyle, now as well as in the future, outside the realm of competitive sports.

Emphasis will be placed on group aerobic workouts such as Step Aerobics, Pilates, and Zumba, along with basic strength and core training which can be done in general settings with minimal equipment. This class will encourage students to take fitness into their own hands and expand their exercise experience. Students will: • Develop an understanding of basic cardiovascular/ strength workouts, as well as the health benefits of those workouts • Improve their personal physical fitness using multiple aerobic and anaerobic styles and techniques.

• Improve their body’s core and strength.

• Develop the understanding and skills necessary to create their own personal aerobic/cardiovascular workout.

• Develop the skills related to proper coordination, timing and choreography related to their workout.

• Understand the different types of aerobic styles and techniques to be able to teach someone else.

Male Fitness

⁄ Unit

1 2

Male Fitness is a class designed specifically for males who want to enhance their personal fitness in a non-competitive, individualized fashion. This class is geared towards males who desire to maintain a healthy lifestyle, now as well as in the future, outside the realm of competitive sports.

Emphasis will be placed on cardiovascular endurance, along with basic strength and core training, which can be done through circuit training, small-sided sports games and general group workouts with minimal equipment necessary. This class will encourage students to take fitness into their own hands and expand their exercise experience. Students will: • Develop an understanding of basic cardiovascular/ strength workouts, as well as the health benefits of those workouts • Improve their personal physical fitness using multiple aerobic and anaerobic styles and techniques.

• Improve their body’s core and strength.

• Develop the understanding and skills necessary to create their own personal aerobic/cardiovascular workout.

• Develop the skills related to proper coordination, timing and choreography related to their workout.

• Understand the different types of aerobic styles and techniques to be able to teach someone else.

Strength & Conditioning I

NOTE: Students with chronic back, knee or other physical ailments should not take this course. Students who are working out at another facility or plan to workout somewhere else during the semester should not take this course.

In cases in which students have been regular participants in the after-school or summer Strength & Conditioning program, it may be appropriate to test out of Strength & Conditioning I and into Strength & Conditioning II. This decision is at the discretion of the individual teacher and Physical Education Department Chair.

Students who test out of Strength & Conditioning I must still earn one full credit in P.E.

Strength & Conditioning II

½ Unit

This course builds off of the concepts learned in Strength & Conditioning I to serve the needs and desires of the serious athlete or fitness enthusiast. A strong emphasis will be placed on ground-based, multi-joint, explosive movements such as “Olympic-style” weight training, advanced levels of plyometrics and speed training, in addition to rigorous conditioning work. Nutrition for athletic performance will also be a large component of this course.

Prerequisite: Strength & Conditioning I or teacher approval NOTE: Students with chronic back, knee or other physical ailments should not take this course. Students who are working out at another facility or plan to workout somewhere else during the semester should not take this course.

Health & Fitness

½ Unit

Ninth grade Health and Fitness is a required semester class which emphasises wellness and what it means to live healthily. Throughout the semester, students will learn to develop a Christian perspective on physical, mental, and spiritual health through focusing on topics and activities which enable them to understand the implications of choices, their environments, what it means to take care of themselves well.

There will be a component of the course that requires students to engage in physical fitness activities so that they can better develop plans for healthy living. This course will put specific emphasis on: • Nutrition and healthy eating • Relationships and human sexuality • Decision making • Anxiety and depression • Developing a personalized fitness plan • Learning first aid and CPR skills • Understanding the effects of drugs, alcohol, and eating disorders on the mind, body, and soul Prerequisite: Strength & Conditioning I or teacher approval

⁄ Unit

1 2

This course is an introduction to the concept of athletic performance training. Emphasis will be placed on master of basic strength training techniques in the form of free weight, body weight and medicine ball exercises. Other components of the class include plyometrics, speed and agility training, dynamic flexibility work, cardiovascular training and nutrition education. Completion of this course will equip students to take Strength & Conditioning II. Prerequisite: None.

Page 54

Science Department

Andrew Shaw, Department Chair B.S. Covenant College M.A. University of Tennessee-Chattanooga Ph.D. University of Missouri-St. Louis Laura Berry B.S. North Carolina State University Ph.D. Washington University in St. Louis Steve Bradley B.S. Southwest Missouri State University M.Ed. William Woods University Luke Breems B.A. Calvin College Gina Butterfield B.A. Taylor University M.S. Taylor University M.Ed. University of Missouri-St. Louis Mike Decker B.A. Webster University Anne DeRousse B.S. University of Missouri Tim Hall B.A. Calvin College M.Ed. Covenant College Lisa Harding B.S. Drexel University

Maggie Moore B.S. Missouri University of Science and Technology B.A. Missouri University of Science and Technology M.A. Maryville University Karen Pollack B.A. Calvin College M.A. Governors State University Mallory Rohlfing B.S. Calvin College Jeff Shultz B.S. Purdue University M.S. Purdue University M.A. Covenant Theological Seminary Warren Smith B.A. Covenant College M.Ed. University of Tennessee-Chattanooga Cory Snyder B.A. Washington University in St. Louis M.A. University of Missouri-St. Louis Karen Thompson B.A. Drake University M.S. Washington University in St. Louis Alyssa Vikesland B.S. Wheaton College M.S. University of Washington Ph.D. University of Washington Sandra Winchester B.S. Truman State University Ph.D. St. Louis University

“For by Him all things were created: things in heaven and on earth, visible and invisible, whether thrones or powers or rulers or authorities; all things were created by Him and for Him. He is before all things, and in Him all things hold together.”

Colossians 1:16–17 Page 55

Science Vision The purpose of the Science Department is to enable students to become more knowledgeable about the works of an all-knowing God, to be more fully awed by the works of an awesome God, and to become more responsible in the care, use, and application of the works of an all-providing God. Science is the process of systematically investigating God’s creation.

Standards What a Westminster student will understand and be able to do in Science: • Discover God’s attributes and character reflected in the unity, beauty, intricacy, goodness, and orderliness of creation • Discover the role and limitations of science and technology, and recognize that sin affects all of creation, including the process of investigating it • Discover what it means to be created in the image of God, and how that affects his/her relationships with other people as well as the rest of creation • Discover the fundamental concepts and principles of the science course he/she is taking, and the methods and technology used to discover them • Embrace, from both a biblical and scientific perspective, God’s role as Creator and Sustainer of His universe • Embrace a biblical worldview in understanding issues of science, technology, and culture • Perceive the interrelatedness of science, math, and the other disciplines • Praise God through the study and responsible care of His creation • Act upon the awesome responsibility that God has entrusted to him/her in exploring, caring for, experimenting upon, and restoring creation • Become a problem solver through observing, data collecting, and experimentation with available technology.

Middle School Sequence 7th 8th

Life Science Physical Science

Upper School Sequence* Level

Required

9th

10th

11th

Physics Physical Science Concepts

Chemistry Chemistry Concepts

Biology Biology Concepts

Physics

Chemistry

Biology

12th

Excel Honors AP

Biology Chemistry

Biology Chemistry Physics 1 & 2

Electives Biology (AP) Chemistry (AP) Physics 1 & 2 (AP) Human Anatomy & Physiology Introduction to Engineering Design (IED) Principles of Engineering (POE) Engineering Design (CAD) Applied Scientific Research (ASR) Civil Engineering and Architecture (CEA) Biology (H) – Summer *Note: Students who wait until their freshman year to take Algebra should begin their science sequence (Physics, Chemistry, Biology) in their sophomore year.

Page 56

Middle School Courses Life Science

1 Unit

Life Science enhances students’ understanding of God through the study of His creation. This course introduces major themes of life science: experimental design, classification of living things, life at the cellular level, and human anatomy and physiology. All units are taught with a sense of wonder and appreciation for what God has created and designed. The development of research, lab, and cooperative skills will also be emphasized. Students will: w

Understand and apply laboratory safety rules and learn how to work effectively in a laboratory setting. w

Expand their knowledge of God’s creation by applying experimental design principles. w

Develop an understanding of the characteristics and classification of living things. w

Gain an understanding of cellular biology by exploring the structure and processes of the cell. w

Develop a working knowledge of the anatomy and physiology of the human body. w

Dissect a frog in order to gain a better understanding of human anatomy and physiology. & Key Text: Science Level Green, Glencoe/McGraw-Hill, 2008.

Physical Science

1 Unit

Physical Science enhances students’ understanding of God’s creation through the physical sciences. This course will integrate the disciplines of chemistry, physics, astronomy, and earth science. Together, teacher and student will strive to appreciate more the majesty of Creation and to probe its mysteries. Special emphasis is given to hands-on activities, lab experiments, and cooperative learning skills. Students will: w

Expand their understanding of the physical and chemical properties of matter, the Periodic Table, its periods and groups, ionic and covalent bonding, oxidation numbers, and types of chemical reactions. w

Explain the theory of plate tectonics and the forces behind earthquakes, volcanoes, and mid-ocean ridges. w

Learn about gravity and its effects on the earth’s orbit, the sun, and the moon, and use the study of gravity to explore concepts including weightlessness, lunar phases, and tides. w

Study the relationship between matter and energy by studying Newton’s Laws of Motion. & Key Text: CPO Science – Physical Science, CPO Science, 2007

STEM 7

⁄ Unit

1 2

The purpose of this class is to provide a project-based exploration support and provide context for the core science and math courses.

This course seeks to inspire students to solve problems using the engineering design process, as well as to help students think critically about science, technology, and math. The students will design and build vehicles as they investigate Newton’s 1st, 2nd, and 3rd Laws of Motion, discover the forces acting on bridges, probe electronics, and build an underwater remotely operated vehicle (ROV).

Throughout each challenge, students will engage in research, collaborative group work, and systematic problem solving. Students will utilize the science and math content covered in core classes to solve problems embedded in each project.

STEM 8

⁄ Unit

1 2

Science, technology, engineering, and mathematics (STEM) principles are woven together to create a hands-on, collaborative, and problem-solving educational experience. Adding to the 7th grade experience, 8th grade students actively engage a variety of new projects as they research, design, build, and test their creations. As students experience the practical use of mathematics and science in the engineering process, students grow in their ability to become problem-solvers, innovators, inventors, and logical thinkers while becoming technologically literate.

Upper School Courses Physical Science Concepts

1 Unit

Physics is the study of the fundamental principles by which God providentially governs and maintains His creation.

Because it is commonly recognized as the fundamental science, physics is offered during the first year of the upper school science sequence. Admission to this course requires recommendations from the guidance office and the science department chair. Students will: w

Gain a working knowledge of the fundamentals of physics, studying units covering motion, forces, energy and work, sound, light, electricity and magnetism, weather, and astronomy. w

Recognize the relevance of physics by relating physics principles to everyday life examples. w

Grow in their understanding of God’s character as revealed in the study of physics. w

Develop important teamwork skills necessary in labs and class activities with partners or in small groups. & Key Text: Physical Science: Concepts in Action, Wysession, Frank and Yancopoulos, Pearson, Prentice Hall; 2006.

Prerequisite: Recommendation by Guidance Department and Science Department Chair

Physics 9

1 Unit

Physics is the study of the fundamental principles by which God providentially governs and maintains His creation.

Because it is commonly recognized as the fundamental science, physics is offered during the first year of the upper school science sequence. While this course requires less mathematical rigor than the honors physics course, these students will apply their algebra and geometry skills to the natural laws at work around them to more fully understand God’s creation. Students will: w

Gain a working knowledge of the fundamentals of physics, studying units covering motion, forces, energy and work, phases of matter, heat, sound, light, electricity and magnetism, and nuclear reactions. w

Recognize the relevance of physics by relating physics principles to everyday life examples. w

Grow in their understanding of God’s character as revealed in the study of physics. w

Develop important teamwork skills necessary in labs and class activities with partners or in small groups. w

Apply algebra and geometry to some problem-solving exercises in physics.

Page 57

& Key Text: Conceptual Physics, Paul Hewitt, Pearson, 11th

edition, Prentice Hall; 2010.

Prerequisite: Algebra I

Physics 9 (H)

1 Unit

Physics is the study of the fundamental principles by which God providentially governs and maintains His creation.

Because it is commonly recognized as the fundamental science, physics is offered during the first year of the upper school science sequence. Though conceptual in presentation, this course is for those students identified as having outstanding math/science abilities. Therefore, this course requires more extensive math and lab work and deeper exploration of topics than regular freshman physics.

Admission to this course requires the recommendation of the eighth grade science teacher and the approval of the science department chair. Students will: w

Gain a working knowledge of the fundamentals of physics, studying units covering motion, forces, energy and work, heat, sound, light, electricity and magnetism, momentum, waves, fluids, and optics. w

Recognize the relevance of physics by relating physics principles to everyday life examples. w

Grow in their understanding of God’s character as revealed in the study of physics. w

Develop important teamwork skills necessary in labs and class activities with partners or in small groups. w

Apply algebra and geometry to extensive problem-solving exercises in physics. & Key Text: physicsclassroom.com.

Prerequisite: Algebra I and recommendation by Science Department Chair and 8th Grade Science Teacher

Chemistry Concepts

1 Unit

Students explore the underlying principles of the complex chemical world and develop a respect for the creativity, sovereignty, and providence of God. This course does not require extensive math skills. Admission requires the recommendation of the guidance counselor and approval of the science department chair. Students will: w

Gain a working knowledge of the fundamental principles of chemistry in the context of thematic units based on real-life issues. w

Realize that science helps them understand God not only as creator but also as providential sustainer of His creation. w

Recognize that they are God’s vice regents, with responsibilities for caring for His creation and unlocking its potential. w

Become familiar with proper laboratory techniques, procedures, and safety precautions. w

Develop important teamwork skills necessary in labs and class activities with partners or in small groups. & Key Text: Chemistry in the Community, W. H. Freeman & Company, 2001 Prerequisite: Recommendation by Guidance Department and Science Department Chair

Chemistry

1 Unit

Chemistry is the study of the basic components God used to create His universe and how they interact.

Chemistry is the study of atoms, what makes them different, how they bond, and the properties of the compounds

that result. While combining traditional and thematic approaches in presenting chemistry principles, students are challenged to recognize the relevance of chemistry and apply what they have learned to everyday issues and problems. Students will: w

Gain and demonstrate a working knowledge of properties, classification, and changes in matter. w

Relate chemistry to personal and social issues. w

Be awed by the creativity, complexity, and precise design of God’s creation. w

Be challenged to become God’s vice regents in caring for and ruling creation and unpacking its unrealized potential. & Key Text: Chemistry: Discovering Chemistry You Need to Know, Kendall/Hunt, 2009 Prerequisites: Algebra I and Physics 9

Chemistry (H)

1 Unit

Any study of God’s creation inevitably leads to an investigation of the basic components that He made and used to form the universe. Chemistry is the study of these components—atoms—and what makes them different, how they bond together, and the special properties that result. With this basis, other topics, including the phases of matter, formulae, stoichiometry, electronic structure, the Periodic Table, solutions, kinetics, equilibrium, acids and bases, and nuclear and organic chemistry, are covered. Honors Chemistry homework and tests include extensive problemsolving requiring strong algebra skills. Students will: w

Gain and demonstrate a working knowledge of properties, classification, and changes in matter. w

Relate chemistry to personal and social issues. w

Be awed by the creativity, complexity, and precise design of God’s creation. w

Be challenged to become God’s vice regents in caring for and ruling creation. & Key Text: Introductory Chemistry, Zumdahl & DeCoste, Brooks/Cole 2011.

Prerequisite: Algebra I, Physics 9 (H).

Must be taken concurrently with Algebra II unless special permission is given.

Biology Concepts

1 Unit

Biology Concepts is the study and application of the complexity of life processes in a fallen world. There are five broad themes of study: environmental stewardship, components of biological molecules and cells, growth and development, genetics and patterns of inheritance, and the organization of earth’s biodiversity. In addition to a basic knowledge of biological processes, students will be expected to apply their understanding to issues of justice and mercy in the world around them. Students will: w

Use a variety of tools in the classroom, laboratory, and community to investigate living things. w

Recognize relationships between the structures of life and their functions at the following levels: cells, organs, systems, organisms, populations, and communities. w Compare and contrast various strategies of life in the following areas: energy needs, movement, response to environment, growth, self-maintenance, and reproduction. w

Relate environmental, health, and origin-of-life issues to the biblical themes of creation, the fall, and redemption.

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& Key Text: Life Science: Concepts and Challenges, 4th Edition,

Bernstein, Schacter, Winkler, & Wolfe, 2003 Prerequisite: Recommendation by Guidance Department

Biology

1 Unit

Biology is the study and application of the complexity of life processes in a fallen world. There are five broad themes of study: environmental stewardship, components of biological molecules and cells, growth and development, genetics and patterns of inheritance, and the organization of earth’s biodiversity. In addition to a basic knowledge of biological processes, students will be expected to apply their understanding to issues of justice and mercy in the world around them.

Students will: w

Use a variety of tools in the classroom, laboratory, and community to investigate living things. w

Recognize relationships between the structures of life and their functions at the following levels: cells, organs, systems, organisms, populations, and communities. w

Compare and contrast various strategies of life in the following areas: energy needs, movement, response to environment, growth, self-maintenance, and reproduction. w

Relate issues of faith and science to the biblical themes of creation, the fall, redemption, and restoration. & Key Text: Biology, Miller & Levine, Pearson/Prentice Hall, 2008 Prerequisites: Algebra I, Chemistry

Biology (H)

1 Unit

Biology is the study of the complexity and diversity of God’s living creation and the complexity of the processes that govern life. There are several broad themes of study: components of biological molecules and cells, growth and development, genetics and the pattern of inheritance and the organization of the diversity of life. In addition to the basic knowledge of biological processes, students will interpret observations and experimental results and relate biological concepts to the biblical themes of creation, the fall and redemption. & Key Text: Biology Concepts and Connections, 6th edition, Campbell, Reece, Mitchell and Taylor, Benjamin Cummings, 2008 Prerequisites: Honors Chemistry

Human Anatomy and Physiology

1 Unit

Human Anatomy and Physiology is the study of the pinnacle in God’s creation, mankind. Anatomy is the study of the structure of body parts and their relationships to one another. Physiology concerns the functioning of the body’s structural machinery, that is, how the parts of the body work and carry out their life-sustaining activities. Physiology is explainable only in terms of the underlying anatomy.

Through this course, students will learn to understand the function of the body God gave them and the importance of taking care of God’s temple. Students will: w

Gain and demonstrate a working knowledge of the structure and function of the human body. w

Gain a better understanding of disease and how it affects the human body. w

Be awed by the creativity, complexity, and precise design

of our bodies. w

Be challenged to maintain God’s creation by proper nutrition and exercise. & Key Text: Essentials of Human Anatomy and Physiology, Marieb, 9th edition, Pearson Benjamin Cummings, 2009 Prerequisites: Chemistry, Biology (Honors Biology and Honors Chemistry recommended)

Chemistry (AP)

1 Unit

Biology (AP)

1 Unit

Building upon the foundation of first-year chemistry, AP Chemistry is a course designed to be the equivalent of a freshman college chemistry course. Topics covered will be the same as those in General Chemistry, but will be presented in more depth and with a higher degree of difficulty. Most of the labs will use computers and data acquisition probes. Students will take the AP exam. Students will: w

Learn techniques and procedures appropriate to the college-level laboratory. w

Describe atomic structure based on the principles of current atomic theory. w

Organize information in the study of chemical bonding. w

Investigate the principles of the Kinetic Theory of Matter. w

Apply acquired information to the study of chemical reaction types. w

Describe equilibrium in relation to solution dynamics. w

Explain electrochemistry as a component of oxidationreduction. & Key Text: Chemistry and Chemical Reactivity, Kotz & Treichel, 8th Edition, Thomson Brooks/Cole 2011 Prerequisites: Algebra II, Honors Chemistry

This course follows Honors Biology and will give students a deeper understanding of biological concepts as they prepare for the AP Biology exam. The class will focus on guided and independent research topics and laboratory techniques in accordance with the AP Biology laboratory guidelines established by the College Board. Students will learn how to research, design, and analyze the data from their scientific investigations. Students will also gain a deeper understanding of such topics as ecology, medical ethics, biotechnology, and environmental stewardship while engaging in class discussions. & Key Text: Biology, Campbell & Reece, 9th Edition, Benjamin Cummings, 2011 Prerequisite: Honors Biology

Physics 1 & 2 (AP)

1 Unit

Motion, forces, energy, work, phases of matter, thermal effects, sound, light, statics, electricity, magnetism, atomic structure, nuclear reactions—these are the main topics of study in AP Physics. Through extensive problem solving and numerous labs, the infinite complexity, awesome diversity, and yet remarkable unity of God’s creation, laws, and processes are more fully realized and understood. Students will: w

Understand the relationship between the philosophy of science and the Christian faith. w

Realize the continual providence and wisdom of God the Creator in ordering and sustaining His creation through the natural laws that we try to discover, understand, and apply. w

Recognize the responsibility that we as Christians have to

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understand some of the physics involved in many modern problems such as pollution, energy needs, health, and medicines, so as to deal effectively with them. w

Be awed by the precision, design, and complexity of God’s creation, especially as it relates to the principles of physics and the application of them. w

Become familiar with proper laboratory procedures, techniques, and safety precautions. w

Demonstrate the ability to problem solve, especially by using dimensional analysis, scientific notation, and vector and free body diagrams. & Key Text: College Physics, 8th Edition, Serway and Vuille, Thomson Brooks/Cole Publishing, 2010 Prerequisites: Honors Physics 9, Honors Precalculus (Honors Chemistry strongly recommended)

Introduction to Engineering Design (IED)

1 Unit

The major focus of this course is to expose students to the design process, including research and analysis, teamwork, communication methods, global and human impacts, engineering standards, and technical documentation. Students will use 3-D solid modeling design software to help them design solutions to solve proposed problems. Students will also learn how to document their work and communicate solutions to peers and members of the professional community. This course is primarily for freshmen.

Prerequisite: Teacher approval

Principles of Engineering (POE)

Prerequisite: Approval of the CEA teacher, successful completion of IED or POE (ideally both), and completion/ concurrent enrollment in Precalculus.

Applied Scientific Research (ASR)

⁄ Unit

1 2

In this semester course, students will work individually or in teams to research, design, and work toward a solution of a specific scientific question. Some students will learn how to design a research question, do a literature search, and then suggest an experimental approach that will address their question. Some students may be independ3ently involved in studying a research question and actively conducting scientific experimentation, perhaps under the guidance of a STEM Mentor. Other students will, as a team, design and implement a research plan that will enable them to compete in a STEM competition. (The requirements of this course toward the completion of the STEM major or minor may be met in other ways outside of school, such as through the summer STARS program. However, in such cases, it would not count toward any graduation credits. Approval from the teacher is required in advance.)

Prerequisite: Successful completion of the application process

1 Unit

Designed for sophomores and juniors, this survey course exposes students to major concepts they’ll encounter in a post-secondary engineering course of study. Topics include mechanisms, energy, statics, materials, and kinematics.

Students will develop problem-solving skills and apply their knowledge of the research and design to create solutions to various challenges, document their work, and communicate solutions.

Prerequisite: Teacher approval

Computer Assisted Design (CAD) 1⁄2 Unit This course is an introduction to computer-aided design and drafting, with an emphasis on solid, feature-based, and assembly modeling. Using the application, NX, by Siemens PLM Software, students will design and assemble objects in 3D space. The course also includes exposure to photo-realistic rendering, computer-aided manufacturing and motion simulation.

Civil Engineering & Architecture (CEA) 1 Unit Students will learn about various aspects of civil engineering and architecture and apply their knowledge to the design and development of residential and commercial properties and structures, as well as LEED certification. In addition, students will use 3-D software to design and document solutions for major course projects and then communicate and present these solutions to their peers and members of a professional community of engineering and architects using Excel and PowerPoint. There are numerous field trips for soil testing, surveying, and environmental analysis. This course is designed for juniors and seniors.

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World Languages Department

Joan Dudley, Ph.D., Department Chair B.S. University of Missouri M.Ed. University of Missouri Ph.D. Saint Louis University Christina Aguilar-DeVerger B.A. Butler University M.A. University of Illinois Urbana-Champaign Peter Barrs B.A. Princeton University M.A. Washington University C.A.P.E.S. Education Nationale, France Sarah DeVries B.A. Calvin College Centre Universitaire d’Études Francaises Université de Grenoble M.A. Middlebury College

Michelle Gilbert B.A. University of Missouri-St. Louis M.Ed. University of Missouri-St. Louis Dan Legters B.A. Covenant College M.Div. Covenant Theological Seminary Ming Li B.A. Huazhang University of Science and Technology M.S. Institute of Physics, Chinese Academy of Science Ph.D. Nankai University Gina Meeks B.A. University of Guadalajara M.A. University of Pamplona

“Let all the earth fear the Lord, let all the people of the world revere him.”

Psalm 33:8

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World Languages Vision The purpose of the World Languages Department is to lead students to an appreciation of the cultures God has created, master the language skills, build cultural literacy, and seek to integrate one’s personal faith with these language and culture studies.

Standards What a Westminster student will learn and be able to do in World Languages: • Develop reading, listening, speaking, and writing language skills • Understand and appreciate the target culture • Read and appreciate art, literature, and music in the original context • Seek cross-cultural experiences that will use the target language.

Middle School Sequence 8th 8th

French 8MS Spanish 8MS

Upper School Sequence It is possible to begin language in any upper school grade as long as the course requirements are met.

Electives All courses are electives except for the required units to graduate.

Excel Credit Spanish III Spanish III (H) To receive EXCEL credit, Missouri Baptist University requires juniors and seniors to have an overall GPA of 3.0 on a 4.0 scale. Sophomores are required by Missouri Baptist to take the ACT and score within the top 10% nationally.

Enrichment Spring or summer foreign travel tours led by members of the department Field trips to cultural venues Native speakers in classes Cross-cultural chapels Notification of and encouragement to attend Spanish-speaking churches and local folkfests

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Middle School Courses French 8MS (8th Grade)

⁄ Unit

1 2

This course is a continuation of the second half of the Upper School French 1 curriculum taken in 7th grade.

Successful completion of both French 7MS and French 8MS will allow the student to advance to French I or, with teacher recommendation, French II in the 9th grade. This course continues to provide an introduction to the French language with a particular emphasis on oral comprehension and expression. Through additional vocabulary and grammar study, students will acquire greater conversational competency in simple everyday language exchanges. Students will be introduced to French culture through literature, music, film, art, and cuisine. Students will: w Acquire additional vocabulary. w

Apply a greater variety of grammatical structures to their communication. w Communicate in basic conversational French. w Become familiar with French culture. & Key Text: Discovering French Bleu I Prerequisite: French 7MS (7th grade)

Spanish 8MS (8th Grade)

⁄ Unit

1 2

This course is a continuation of Spanish 7MS taken in seventh grade. Upon successful completion of both Spanish 7MS and Spanish 8MS, middle school students will advance to Spanish II or Spanish II (Honors) as a 9th grader based upon the teacher’s recommendation. This course will provide further understanding of the structure of the Spanish language developed through grammar and vocabulary. Students will practice the four language skills of reading, writing, listening and speaking. Students will: w Acquire additional vocabulary. w Apply a greater variety of grammatical structure to their communication. w

Become familiar with Hispanic culture. & Key Text: Así se dice I Prerequisite: Spanish 7MS (7th grade)

Upper School Courses

w Expand vocabulary. w Continue grammar and sentence study. w Develop reading comprehension skills. w Increase skills in conversational Chinese. w Know and appreciate Chinese culture and customs. & Key Text: Integrated Chinese Level 1 (Part 2) Prerequisite: Chinese 1

Chinese III

1 Unit

In this advanced course, students will expand their vocabulary and review grammatical structure. Increased emphasis is placed on reading, writing, listening, and speaking skills.

The students will study Chinese poetry and literature. They will analyze literary passages within the context of the related culture. Students will: w Expand vocabulary. w Review grammar. w Read Chinese poetry. w Increase skills in conversational Chinese. w Know and appreciate Chinese culture, customs, and current affairs. & Key Text: Integrated Chinese Level 2 (Part 1) Prerequisite: Chinese 1 and Chinese II

Chinese IV (H)

1 Unit

This advanced course focuses on developing greater fluency in reading, writing, speaking, and listening. Students will discover the flexibility of the Chinese language by deriving the meaning of new phrases from the basic characters previously learned. They will acquire more precise and descriptive expressions. Students will embrace Chinese culture through additional cultural experiences. Students will: w Expand vocabulary. w Review grammar. w Read ancient Chinese poetry. w Write with greater variety of sentence structure. w Enhance conversational skills. w Deepen appreciation for Chines culture. & Key Text: Integrated Chinese Level 2 (Part 1/2) Prerequisite: Chinese I, Chinese II, and Chinese III

French I

1 Unit

This is a beginning level course that will introduce students to the fundamentals of Mandarin Chinese (simplified).

Students will practice the four language skills of listening, speaking, reading, and writing. Students will: w

Practice accurate Chinese phonetics (pinyin). w

Develop a vocabulary base. w Learn basic grammar and sentence structure. w Understand and communicate in basic conversational Chinese. w Become familiar with Chinese culture. & Key Text: Integrated Chinese Level 1 (Part 1)

This course introduces the student to the French language with particular emphasis on the oral comprehension and expression. The main goal of the course is for students to become competent and confident communicators in simple everyday language exchanges. Students will acquire basic vocabulary and grammatical structures and be introduced to French culture through literature, music, film, art, and cuisine. Students wilL:: w

Develop proper pronunciation of French phonics. w

Develop a base of vocabulary. w

Acquire an understanding of basic grammar. w

Become familiar with French culture. & Key Text: Discovering French Bleu 1

Chinese II

French II

Chinese I

1 Unit

1 Unit

This course is a continuation of Chinese I. Students further develop their skills in speaking, reading, listening, and writing. Vocabulary is expanded and grammar is studied more in-depth. Students will:

1 Unit

This course is a continuation of French I. Grammar is studied more in-depth and vocabulary is expanded. Students will develop further conversational competency in everyday language exchanges. Students will: w

Continue study of vocabulary and grammar.

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w Increase conversational skills. w Learn to read more advanced French. w

Involve themselves in special activities highlighting the French world. & Key Text: Discovering French Blanc 2 Prerequisite: French I

French III (H)

1 Unit

This course is an advanced course in grammar, vocabulary, reading comprehension, and oral skills. Students improve their communication skills in French, particularly in listening and speaking, but also in reading and writing.

Students will: w

Continue study of vocabulary and grammar. w

Increase skill in conversational French. w

Read more advanced French. w

Know and appreciate French culture, customs, and current events. & Key Text: Discovering French Rouge 3 Prerequisite: French I and French II

French IV (AP)

1 Unit

The AP French IV course is designed for highly motivated students. Students will continue the study of French grammar. They will refine and expand their skills in interpretive, interpersonal, and presentational communications. Some attention will be given to grammar review, but the primary focus will be on advanced-level communication and cultural engagement. Students will: w

Review grammar. w Improve communication skills. w Increase knowledge of French literature and history. w

Prepare for the AP French Language exam. & Key Text: Interaction, Le Petit Prince Prerequisites: French I, French II, and French III; teacher recommendation

French V (AP)

1 Unit

This AP French V course is designed for highly motivated and advanced students. In this rigorous course, students will continue to refine and expand their skills in interpretive, interpersonal, and presentational communication. A particular emphasis will be given to literary analysis through a review of Francophone literature across genres. Some attention will be given to grammar review, but the primary focus will be on advanced-level communication and cultural engagement. Students will: w

Master grammar and oral expression. w

Demonstrate proficiency in communication skills. w

Increase knowledge of French literature and history. w

Prepare for the AP French Language exam. & Key Text: Autour de la Littérature; Une vie de Boy Prerequisite: French IV (AP); teacher recommendation

Spanish I

1 Unit

This course introduces students to the language and cultures of Spain and Latin America. Through the study of these cultures, as well as the Hispanic influences in the United States, an appreciation of this particular group of God’s people will be inspired. An understanding of the structure of the Spanish language is developed through grammar

and vocabulary. Each day, students practice the four language skills of reading, writing, listening, and speaking. Students will: w

Develop proper pronunciation of Spanish phonics. w

Develop a base of vocabulary. w

Acquire an understanding of basic Spanish grammar. w

Become familiar with Hispanic culture. & Key Text: Así se dice I

Spanish II Concepts

1 Unit

Students further develop their skills in speaking, reading, writing, and listening. Grammar and vocabulary are recycled and expanded using a structured and multisensory approach. Hispanic culture, history, customs, art, and geography continue to be discussed. Students will: w

Review and continue study of vocabulary and grammar. w

Increase skills in conversational Spanish. w

Read and write short passages in Spanish. & Key Text: Así se dice I and II Prerequisite: Spanish I Teacher and Counselor recommendation

Spanish II

1 Unit

Students further develop their skills in speaking, reading, listening, and writing. Grammar is studied more deeply, and vocabulary is expanded. A focus on conversational Spanish is expanded through various class activities, and Latin American short stories are read. Hispanic culture, history, customs, art, and geography continue to be discussed.

Students will: w Acquire additional vocabulary. w

Continue study of grammar and writing. w

Increase skills in conversational Spanish. w

Learn to read more advanced Spanish. & Key Text: Así se dice II Prerequisite: Spanish I or Spanish I (H)

Spanish II (H)

1 Unit

This advanced course will include all that the regular Spanish II course requires, but the class proceeds at a faster pace with an intensified focus on reading, writing, listening, and speaking in the target language. Students will: w Acquire additional vocabulary. w

Continue study of grammar and writing. w

Increase skills in conversational Spanish. w

Learn to read more advanced Spanish. & Key Text: Así se dice II Prerequisite: Spanish I or I (H)

Spanish III (E)

1 Unit

This is an advanced course in vocabulary, grammar, reading, comprehension, and oral skills. Students will further the study of Spanish vocabulary, grammar, and structure while incorporating skills learned in Spanish I and II. Students will: w

Continue study of vocabulary and grammar. w Increase skills in conversational Spanish. w

Learn to read more advanced Spanish. w

Know and appreciate Hispanic culture, customs, and current affairs. w

Write and illustrate their own children’s book. & Key Text: Así se dice III Prerequisite: Spanish II or Spanish II (H)

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Spanish III (E) (H)

1 Unit

This is an advanced level course with emphasis on developing greater fluency in reading, writing, speaking, and listening. Students will learn to communicate in daily life situations, write longer critical compositions, and read stories and Scripture from the Spanish Bible. They will acquire a broader vocabulary and improve their command of grammatical structures. A continuing focus on culture will further increase students’ understanding of Latin America and Spain. Students will: w Continue study of vocabulary and grammar. w

Increase skills in conversational Spanish. w Involve themselves in special activities highlighting the Hispanic world. w

Read more advanced Spanish. w

Write and illustrate their own children’s book. & Key Text: Así se dice III Prerequisite: Spanish II or Spanish II (H) Teacher and Counselor Recommendation

Spanish IV

1 Unit

This is an advanced course with emphasis on developing greater fluency in reading, writing, speaking, and listening.

Students will learn to communicate about the Spanishspeaking world. They will study the cultures of Spanishspeaking countries of Latin America, Spain, and Mexico with a special emphasis on their geography, history, and traditions. They will acquire a broader vocabulary and improve their command of grammatical structure. Students will: w Acquire a broader vocabulary. w Review all grammar studied in previous years. w

Immerse themselves in available cultural activities. w

Learn the history and culture of Spanish people. & Key Text: Así se dice IV Prerequisite: Spanish III or Spanish III (H)

Spanish IV: AP Language

1 Unit

This is an AP course with emphasis on developing greater fluency in reading, writing, speaking, and listening. Students will learn to communicate in daily life situations, write longer critical compositions, read stories and a full-length novel by recognized Hispanic authors.

They will acquire a broader vocabulary and improve their command of grammatical structures. A continuing focus on culture will further increase students’ understanding of Latin America and Spain. Students will: w

Read more advanced Spanish, including novels, poetry, and short stories. w

Immerse themselves in available cultural activities. w

Write short responses and essays. w

Prepare for the AP Language exam. & Key Text: Así se dice; AP guidelines Prerequisite: Spanish III, Spanish III (H), or Spanish IV Teacher and counselor recommendation

Spanish V (AP)

lines. Students will: w

Increase knowledge of Hispanic literature and culture. w

Master oral communication skills. w

Write persuasive essays and responses in Spanish. w

Prepare for the AP exam. & Key Text: Reflexiones, selected readings Prerequisite: Spanish IV (AP); teacher recommendation

Summer Cultural & Language Immersion Experience (SCLIE)

⁄ Elective Unit

1 2

SCLIE is an intense, highly motivating, authentic opportunity for advanced world language students to apply and practice their language knowledge and skills.

During these 10-day trips, students will be immersed in the language and culture through interaction with host families, an exchange program with a Christian school, and guided travel. Students will: w

Improve conversational and aural skills. w

Gain personal competence and confidence in using the target language in everyday situations. w

Function in international customs, commerce, geography, history, politics, culture, money, and transportation. w

Strengthen and enhance vocabulary and grammar. w

Develop biblical understanding and respect of diverse peoples and cultures. w

Gain personal competence and confidence.

The program stresses world language learning, provides interaction with people, and opens students’ hearts and minds toward becoming better citizens of God’s global community.

Credit: w

Students who participate in the SCLIE and complete the requirements would earn one-half elective credit.

This credit does not count towards the two-year world language study requirement. w

Grading will be based on participation and performance in the pre- and post-department meetings and completion of required assignments. & Key Text: selected readings

1 Unit

In this course, the very gifted student continues the study of the Spanish language through the lens of literature and culture. Through a thematic survey of topics, the student analyzes current and historical events, the arts, and literature from a Christian worldview. Students strive for oral and written proficiency. This course follows specific AP guidePage 65

Special Services

Lucy Erdman, Director of Special Services B.S. University of Missouri M.Ed. University of Missouri Adam Barbee B.S. Truman State University M.A.E. Truman State University

Kaitlin Lehde B.A. North Park University Chris Pederson B.S. Quincy University M.S.E. Quincy University

Codi Heefner B.A. University of Northern Iowa

Nancy Provin B.S.Ed. University of Missouri-Columbia M.Ed. University of Missouri-Columbia

Melissa Horton B.A. Truman State University M.A. Truman State University

Kristi Treml B.A. University of Missouri M.A. Washington University in St. Louis

Rene Howse B.A. Missouri State University Special Education Certification, University of Missouri-St. Louis

Rebecca Zylstra B.A. Calvin College

Aaron Layton B.A. Southeast Missouri State University M.A.E. Lindenwood University M.Div. Covenant Theological Seminary

“Search me, O God, and know my heart; test me and know my anxious thoughts.

See if there is any offensive way in me, and lead me in the way everlasting.�

Psalm 139:23-24 Page 66

Special Services Vision Special Services supports the educational needs of covenant families who have students with diagnosed learning differences. Special Services enhances academic success by providing tools and strategies to utilize in classroom settings, executive functioning, homework commitments, and in testing situations. Special Services assists students in understanding their learning profile well enough to confidently compensate according to a defined learning program, and to advocate for themselves in the academic setting. As a result of a student receiving service, he/she will become a self-reliant, successful learner for life.

Standards As a result of receiving Special Services, Westminster students will become competent in the following: • Study skills strategies • Applications of test-taking strategies • Effective and enhanced written language skills • Improved self-reliance, self-acceptance, and self-advocacy

Middle School Options Placement recommendations are made on an individual basis.

Study Skills 7 Study Skills 8 English Skills 7 English Skills 8 Class-Within-a-Class English 8 Math 7 Math 8 Class-Within-a-Class Pre-Algebra Class-Within-a-Class Algebra

Upper School Options Placement recommendations are made on individual basis.

Study Skills 9 Study Labs 10, 11, 12 English 9 English 10 American Literature (CWC) Advanced Expository Writing (CWC)

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Special Services Learning Center Services These services are designed for students with diagnosed learning challenges. The program offers limited remedial work in reading and writing but primarily runs parallel to and supports the existing curriculum. The program provides accommodations for and adaptation to students’ classes. The goal of this program is to give students tools to succeed in an academic environment and to function as independent learners.

Program Learning Center: Most students receive services through the Learning Center. These students are enrolled in a study skills or study lab class and benefit from many of the services listed below.

Consultative to the Learning Center: The consultative service meets the needs of LC students who have completed the study skills courses and are able to function well with limited, part-time support. Consultative students maintain an ISP and have access to accommodated testing. Consultative students are not enrolled in a study skills or study lab class.

Description of the Learner: w Average or above ability. w Diagnosed learning disabilities, ADD/ADHD, language impairments, or mild ASD. w History of passing grades in previous school experiences. w Ability to function in the classroom with accommodations provided. w Cooperative attitude and behavior.

Services Provided: w Well-defined educational plans. w Learning Center student advocacy with the faculty. w Parent support and communication. w Instruction in study techniques appropriate to student needs. w Accommodated testing arrangements. w Accommodated curriculum, such as adjusted amounts of classwork and /or homework. w Study helps including (but not limited to) word banks, books on tape, study guides, provision of class notes or outlines, and formula cards in math. w Small class instruction in English and mathematics for those who qualify. w Concept level courses in upper school math and science for those who qualify. w Developmental Writing for students in the Upper School who continue to need basic skill development. w Testing center services.

Concept Courses are available in the Upper School in the following areas: Science: Physics, Biology, Chemistry Mathematics: Algebra I, Geometry, Algebra II, Advanced Math Concepts

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Middle School Courses Study Skills 7

1 Unit

Study Skills is the basic class for any seventh grade student enrolled in the Middle School Learning Center program. The course comprises the following study skills: memory techniques, test-taking strategies, stress-management strategies, reading comprehension skills, written expression, note-taking skills, organization, and self-advocacy. Tools and activities are also provided, such as study guides, test-review games, academic calendars, assignment book maintenance, and chapter summaries for some novels. Accommodations and modifications of regular classroom work are provided through this program, as well as support for tests. & Key Text: Keeping A Head in School, Levine; The Middle School Student’s Guide to Ruling the World, Mulcaire; Step Up To Writing, Sopris West Educational Services

Study Skills 8

1 Unit

Study Skills is the basic class for any eighth grade student enrolled in the Learning Center program. It is an extension of the seventh grade class, requiring the application of Study Skills across the curriculum with accountability through the Study Skills course. Units include time management, visualizing and verbalizing, critical thinking, listening comprehension and following directions, organization, and demystification of students’ learning challenges. Tools and activities are provided to aid in the achievement of class work. Accommodations, modifications, and support for tests are provided. This class prepares students receiving The Learning Center services for the upper school experience.

English Skills 7

1 Unit

This class includes the study of basic English skills in a small class setting. It is designed for students who require remediation of basic skills in one or more of the following areas: reading comprehension, written expression, spelling, grammar, mechanics, and vocabulary development. This class will include an emphasis on increasing development of vocabulary using context clues, literary analysis, and sequenced writing skills. When appropriate, the class will utilize the same novels and textbooks as the other 7th grade English classes. & Key Text: The Language of Literature 7, McDougal Littell; Write Source, Houghton Mifflin Co., Get to the Root (vocabulary) Supplemental Text: Step Up to Writing, Sopris

English Skills 8

1 Unit

English Skills 8 includes the study of basic English skills in a small class setting. It is designed for students who require remediation of basic skills in one or more of the following areas: reading comprehension, written expression, spelling, grammar, mechanics, and vocabulary development. English Skills 8 will include an emphasis on increasing reading and writing fluency. The students will read, discuss, and analyze three novels during the course of the year and will write in several different genres, with MLA formatting integrated into each writing unit. & Key Text: Monster, Walter Dean Meyers, Romeo and Juliet, Globe Fearon; All But My Life, Gerda Weissman Klein

Class-Within-a-Class (CWC) English 8

1 Unit

This CWC class allows a student who struggles in Language Arts skills, such as reading, writing, and grammar, to remain in the regular classroom. A special educator goes into the classroom to provide close attention and support, such as co-teaching, modified homework, modified assignments, adjusted tests, and further explanation of concepts and assignments.

Math 7

1 Unit

This class is for students who are below grade level in math and require remedial small-group instruction. The class is largely individualized to meet each learner’s particular set of needs. Manipulatives and spiraling are two of the techniques used to inspire success.

Class-Within-a-Class (CWC) Pre-Algebra Class-Within-a-Class (CWC) Algebra

1 Unit 1 Unit

These CWC algebra classes allow a student who struggles in math to remain in the regular classroom. Special educators go into the classroom to provide close attention and support, such as: co-teaching, modified homework, adjusted tests, further explanation, and notes as reference guides.

Math 8

1 Unit

This class is offered for students who need Pre-Algebra as 8th graders. The small-group instruction and skills-based instruction provide success. The teacher “spirals” back through the curriculum regularly to help reinforce previously learned material for long-term use. Graphic organizers and other special instruments assist students in excelling at their level of potential. As pre-algebra concepts are mastered, algebra is introduced.

Upper School Courses Study Skills 9

1 Unit

This course is an introduction to the study skills needed for success in high school. A specific curriculum is presented to the students in the areas of time management, organization, listening skills, outlining, note-taking, test preparation, self advocacy, reading skills, and goal management. In addition, this course supports and enhances core academic classes and offers accommodated test services. & Key Text: Seven Habits for Highly Effective Students

Study Labs 10, 11, 12

1 Unit

This course is a “structured” study laboratory and is offered to benefit students with diagnosed learning disabilities/ ADHD. Grade-level Study Labs are elective classes designed to support and enhance core academic classes while keeping the students organized. Calendars and study materials are

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planned for long-term project management and for better test preparation. Reviewing is done prior to tests to clarify concepts and apply study techniques. Students will: w Meet deadlines set by the LC teacher to ensure project and assignment completion in other classes. w Participate

in small-group discussions. w Develop

strong self-advocacy skills. w Participate

in a reading remediation program that targets specific reading skills. w Learn

and implement the “Habits of Highly Effective Teens.”

English 9

Class-Within-a-Class (CWC) Advanced Expository Writing

This CWC class pairs the Learning Center teacher and the Advanced Expository Writing teacher. This co-teaching arrangement allows senior students with diagnosed language disabilities in written expression to remain in the regular classroom. The Learning Center teacher provides an adaptive curriculum that parallels that of the writing teacher.

1 Unit

English 9 is a freshman level course dedicated to the development of students’ essay writing and reading comprehension skills. Closely following the Expository Writing 9 curriculum taken in the traditional English sequence, it is arranged for students who require assistance in skill development in one or more of the following areas: reading comprehension, written expression, spelling, grammar, and vocabulary development. English 9 focuses on the writing process required for expository writing such as essay architecture, sentence development, paragraph building, thesis development, research and more. MLA format will be integrated into each writing unit. Books used to develop reading skills parallel the traditional English curriculum and provide the themes for much of the writing over the course of the year.

English 10

1 Unit

English 10 is a sophomore level class focusing on the literature of western civilization. This course parallels the content of the Literature of Western Civilization course taken by sophomores in the traditional English sequence.

It is specifically designed for preparing sophomores for the process of critical, expository writing and improvement of reading skills. Themes and topics covered include heroic quest literature, tragedies, Romanticism, and poetry. This course is for those students requiring assistance in skill development in one or more of the following areas: reading comprehension, written expression, spelling, grammar, and vocabulary development. English 10 focuses on the writing process required for literary analysis and critical expository writing such as essay architecture, sentence development, paragraph building, thesis development, research and more.

MLA format is taught and used for each writing. Selections used to develop reading skills include the British Literature from the Literature of Western Civilization course and provide the themes for much of the writing over the course of the year.

Class-Within-a-Class (CWC) American Literature

1 Unit

1 Unit

This CWC class provides the expertise of the American Literature teacher with the learning strategies of the LC teacher. The Learning Center teacher is in the American Literature classroom to provide modifications and accommodations including the following: co-teaching, note-taking, modified assignments, modified homework, adjusted tests, assistance in writing papers, and further explanations of concepts.

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Special Services Extended Learning Center Services The Extended Learning Center (ELC) provides an excellent educational setting for students grades 7 to 12 diagnosed with significant learning needs. In order to provide for each student’s needs in the least restrictive learning environment possible, the ELC dually pursues inclusion in traditional classes and provides the necessary intensive classes. The ELC strives for each student to realize his or her God-given potential, embrace his or her identity and role within the body of Christ, and effectively work within the Kingdom of God.

Standards Through the ELC, Westminster students will: • Develop core competencies to the level of individual ability in reading, mathematics, language arts, and the Bible • Gain knowledge of history, science, and technology • Participate and grow in physical education and the arts • Develop interpersonal relationships to foster the growth of Christian character • Learn self-reliance, self-acceptance, and self-advocacy

Courses The following is a guideline for the average educational experience for students who receive ELC service. In actuality, each student will be placed in the least restrictive environment that the Special Services Planning Team deems appropriate to meet ISP goals and spiritual and social needs.

Para-professional Support Students receivng ELC service in both the middle and upper schools may receive support from Para-professionals for core grade level classes. The Para-professional facilitates the acquisition of course content by acting under the supervision of the lead teacher. The Para-professional develops and administers assessments as approved by the lead teacher. Para support provides exposure to subject-specific teachers and socialization opportunities with ageand grade-level peers. Para support is determined on an individual basis.

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Middle School

Upper School

Self-Contained Courses

Self-Contained Courses

English-Language Arts 1 Unit This course teaches reading and written expressive skills for students whose diagnosed disabilities prevent them from developing needed skills in a traditional English class. The curriculum includes S.P.I.R.E. reading, Read Naturally, Step Up to Writing, No Glamour Grammar, and selected literature.

English 9 (ELC) 1 Unit English 9 is a freshman level course dedicated to the development of students’ essay writing and reading comprehension skills. Closely following the Expository Writing 9 curriculum taken in the traditional English sequence, it is arranged for students who require assistance in skill development in one or more of the following areas: reading comprehension, written expression, spelling, grammar, and vocabulary development. English 9 focuses on the writing process required for expository writing such as essay architecture, sentence development, paragraph building, thesis development, research and more. MLA format will be integrated into each writing unit. Books used to develop reading skills parallel the traditional English curriculum and they provide the themes for much of the writing over the course of the year.

Math 7 (ELC) 1 Unit The mathematics courses address the development of mathematic skills at a variety of levels based on individual needs. The curriculum includes individualized instruction, math manipulatives, computer-based skill practice, and skills-based worksheets.

Math 8 (ELC) 1 Unit The mathematics courses address the development of mathematic skills at a variety of levels based on individual needs. The curriculum includes individualized instruction, math manipulatives, computer-based skill practice, and skills-based worksheets.

Study Skills 7/8 (ELC) 1 Unit This course focuses on organization, time management, listening, and task completion in the study skills area. Social skills are addressed from a biblical perspective and supplemented by languagebased curriculum materials.

English 10 (ELC) 1 Unit English 10 is a sophomore level class focusing on the literature of western civilization. This course parallels the content of the Literature of Western Civilization course taken by sophomores in the traditional English sequence. It is specifically designed for preparing sophomores for the process of critical, expository writing and improvement of reading skills. Themes and topics covered include heroic quest literature, tragedies, Romanticism, and poetry. This course is for those students requiring assistance in skill development in one or more of the following areas: reading comprehension, written expression, spelling, grammar, and vocabulary development. English 10 focuses on the writing process required for literary analysis and critical expository writing such as essay architecture, sentence development, paragraph building, thesis development, research and more. MLA format is taught and used for each writing. Selections used to develop reading skills include the British Literature from the Literature of Western Civilization course and provide the themes for much of the writing over the course of the year.

English 11

1 Unit

English 11 is a junior level reading and writing course. It is specifically designed to prepare juniors in the area of expository writing along with improving their reading skills.

Students will write several papers over the course of the year.

Writings will be based on books and essays and will also include some creative writing projects. English 11 focuses on the writing process required for expository writing such as essay architecture, sentence development, paragraph building, thesis development, research and more. MLA format is taught and used for each writing. & Key Text: Groundwork for College Reading, John Langan This book is designed to develop students’ reading, thinking, and writing skills. The course focuses on the following skills: dictionary use, understanding vocabulary in context, recognizing main ideas, identifying the supporting details, locatPage 72

ing main ideas, understanding relationships within reading passages, making inferences and evaluating arguments. The skills are taught and applied through class discussions, outlining, mapping and summarizing activities. The students are assessed throughout the course to determine if mastery has been met after each skill has been taught and applied.

Books: The Secret Garden, Frances Hodgson Burnett; Anne of Green Gables, L.M. Montgomery; The Hiding Place, Corrie Ten Boom Supplemental Readings: Throughout this course, additional readings, such as magazine and newspaper articles, will be used to present teachable principles in critical reading and writing. Films will also be used to present powerful themes useful for writing development.

Writings: Classification essay on topic of choice; argumentation essay on topic of choice (identify, analyze, evaluate); short essays on the themes in The Secret Garden; creative writings inspired after reading Anne of Green Gables; definition essay on the themes in The Hiding Place

instruction, math manipulatives, computer-based skill practice, and skills-based worksheets.

Study Lab 9 1 Unit each Study Skills 10, 11, 12 (ELC) These courses are designed to teach the study skills needed for success in high school. A specific curriculum is presented to the students in the areas of time management, organization, listening skills, outlining, note-taking, test preparation, self-advocacy, reading skills, and goal management. In addition, this course supports and enhances core academic classes and offers accommodated test services.

Social skills are addressed from a biblical perspective and supplemented by language-based materials. & Key Text: Seven Habits for Highly Effective Students

Grammar: Occasional lessons on PUGS (punctuation, usage, grammar, and spelling) will be taught to further improve student writing and editing skills

English 12

1 Unit

English 12 is a senior level literature course designed to prepare students for college-level reading. Students will read classic literature along with other non-fiction readings and respond through discussion and various types of writings.

The focus of the class is motivating students to become stronger readers. Both fiction and non-fiction texts will be utilized. & Key Text: Empowered College Reading: Motivation Matters, Linda A. Lee Using this text, students will learn to become active readers who will be able to “reap information, ideas, and inspiration from any text.� (Lee) Supplemental Readings: Throughout this course, nonfiction readings, such as web, magazine, and newspaper articles, will be used to present teachable principles in active reading and writing. Empowered College Reading: Motivation Matters includes numerous non-fiction writings for student use and practice.

Along with non-fiction writings, the following fiction books will be used: Les Miserables, Victor Hugo; The Adventures of Sherlock Holmes, Arthur Conan Doyle; Little Women, Louisa May Alcott; The Princess Bride, William Goldman.

Mathematics 1 Unit The mathematics courses address the development of mathematic skills at a variety of levels based on individual needs. The curriculum includes individualized

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Special Services The Gifted Program Vision The Gifted Program at Westminster Christian Academy supports the educational and social-emotional needs of families with students identified as gifted. The staff and administration believe that the educational needs of all children of covenant families, including gifted students, should be met through the school’s academic programs. The Gifted Program enhances academic potential and success by providing compacted, accelerated curriculum and enrichment opportunities. The gifted teachers help each student understand his/her learning profile and social-emotional needs while confidently seeking and managing academic coursework. This program will allow each student the academic challenge commensurate to his/ her intellectual potential.

Westminster Definition of Gifted Learners Westminster has considered the guidelines of the National Association of Gifted Children (NAGC) in developing gifted services and identifying the gifted learner.

Gifted students are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in 10% or rarer) in one or more academic domains. “What is Giftedness?” (NAGC, 2015) The Gifted Program at Westminster focuses on exceptional ability or potential in the academic domains of humanities, mathematics, and science. Ensuring that highly able learners are recognized and subsequently served through systematic programming is of the highest priority. “National Standards in Gifted and Talented Education.”

(NAGC, 2015)

The Program The services for students identified as gifted begins in the 7th grade and continues through graduation.

MIDDLE SCHOOL At this level, students are enrolled in a compacted, accelerated, gifted history exploration course in place of a traditional history course. This is the time for students of high potential to explore their unique intellectual abilities from a biblical perspective, to experience opportunities that help them define interests and passions, and to explore the challenges unique to their giftedness. The teacher of this gifted class also works to assist the students in course selections, scheduling, and advocacy. Students participate in appropriate placement in the traditional curriculum for the remainder of the day.

UPPER SCHOOL At this level, students are served by the gifted faculty on a consultative basis. With a continued emphasis on a biblical perspective, gifted students are supported with the development of a Gifted Student Profile, development of the four-year academic plan, and with assistance in course selection, acceleration, and advocacy. The gifted teacher assists students in connecting with mentors in their fields of interest and in developing and executing a capstone project during 9th and 10th grades.

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Summer Programs

Christopher Knerr, Director B.S. Miami University M.A. Covenant Theological Seminary M.A. Washington University in St. Louis

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Experiential Learning

Summer Cultural and Language Immersion Experience

Westminster offers Summer Seminar courses to students in order to provide meaningful experiential learning opportunities outside the traditional classroom. These seminars are designed to integrate activity, curriculum and community.

France and Spain ½ Elective Unit SCLIE is an intense, highly motivating, authentic opportunity for advanced world language students to apply and integrate their language knowledge and skills. During these 10-15-day trips, students will be immersed in the language and culture through guided travel and an extended stay with a host family.

This year’s trips are to Madrid, Spain and Paris, France.

Summer Seminar

Civil War

½ Elective Unit The Summer Seminar in Leadership will be a trip to Gettysburg, Antietam, the New River Gorge and Shenandoah National Park. Fifteen sophomores, identified for their leadership potential, are invited to participate. Students will spend three days at the battlefields and will study specific snapshots of leadership and the corresponding responsibilities it requires. The trip culminates with a three-day hike in which students implement the principles learned during the visits to the battlefields.

South Korea ½ Elective Unit A small group of students will travel to Seoul, South Korea in order to assist at a summer camp at Westminster’s sister school, Saemmul Middle School. Students will learn cross-cultural communication skills.

South Dakota ½ Elective Unit Over the course of a 10-day trip through the Badlands and Black Hills of South Dakota, students explore the theme of “restoration” through core courses in literature, history, and science. The focus of the course is the development of a biblical understanding of restoration: the responsibility of all Christians to work toward the restoration of the earth to God’s original intent. Students will interact with a variety of literary selections and participate in a three-day bike tour on the Mickelson Trail, day hikes in the Badlands and Mt. Harney, and a two-day kayaking trip on the remote White River. The trip also includes a guided tour of Dan O’Brien’s Broken Heart buffalo ranch.

Oregon ½ Elective Unit Over the course of a 10-day trip through northern Oregon, students will explore the theme of “beauty in restoration” in core courses in literature, theology, and science. The focus of the course is the development of a biblical understanding of beauty and our responsibility as Christians to recognize, seek, and create beauty. Students will interact with a variety of literary selections during a five-day backpacking excursion through the Wallowa Mountains and a three-day float trip on the Grande Ronde River.

New York ½ Elective Unit Over the course of a ten-day trip through New York, students will explore the notion of the created as creators who both create and redeem human culture. Using this idea as the organizing principle, students will explore the arts, architecture, literature, and theatre as expressions of creation in one of the greatest cities in the world. This course will feature literary and architectural tours along with visits to the Metropolitan Museum of Art, the Guggenheim Museum, and the Frick Gallery, all led by art teacher Lara Goeke. During their stay in New York, students will attend four performances – two Broadway musicals and two off-Broadway plays. Jim Butz, Allen Schwamb, and Kathy Eichelberger will lead three drama seminars to help those interested in the performing arts develop a vision for the Christian in the world of theatre.

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