2016/17 course selection guide - Westminster Christian Academy

Transcription

2016/17
COURSE SELECTION GUIDE
WESTMINSTER CHRISTIAN ACADEMY
Page 1
800 Maryville Centre Drive · Town & Country, MO 63017 · 314.997.2900· wcastl.org
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.
Page 2
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, English Standard Version.
Page 3
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.
Page 4
Why a Christian School?
Whether you have been committed to Christian education for years or are just now exploring
the possibilities, consider this: How can Christian parents best fulfill their obligation to train
and nurture their children? What type of education effectively prepares children for the works of
service to which they are called?
In Matthew 12:30, Jesus clearly teaches, “Whoever is not with me is against me, and whoever 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 integrates
God’s Word into the curriculum, cocurricular activities, and every other aspect of school life, in
turn enabling studnets to make a difference in the world for Him.
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 commands, forgiveness, and grace. 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.
Page 5
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)
Page 6
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.
Page 7
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 40 elementary schools.
• Westminster families represent approximately 217 St. Louis-area churches.
• The largest event of the year, aside from graduation, is Spirit Week, a high-energy
week of fun and friendly class competition involving every student.
• 99% 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.
Page 8
Alumni
Tony Thompson l Class of 2010
Westminster star basketball athlete and newspaper staff journalist
Samford University
Became a head of school at age 22 to inspire underserved youth
to value education and build character, that they might change
the world
Liz Forkin Bohannon l Class of 2004
Westminster peer counselor and varsity dance team captain
The University of Missouri
Founded an ethical fashion brand created to enable Ugandan
women to receive a sustainable income and, consequently, a
university education
Jeremy Marsh l Class of 1991
Westminster Student Leadership Team president and scholar athlete
U.S. Air Force Academy
Saint Louis University School of Law
Served as legal counsel to high-level general officers in “JAG”
assignments as well as an educational leader in the law
department at the U.S. Air Force Academy and the Judge
Advocate General’s Legal Center and School; recently retired
as a Lieutenant Colonel following 21 years of service
• An average of 98% 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.
Page 9
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
Page 10
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
Page 11
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.
Page 12
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
Page 13
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 [email protected].
Marjan Kempen–Academic Hub Facilitator
B.A. St. Louis University
Page 14
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
Karen Aaberg–Administrative Assistant
Page 15
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
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
Carla Powell, Director of Guidance and Counseling
Peggy Johnson, Director of Admissions
B.S. Bowling Green State University
Lucy Erdman, Director of Special Services
M.Ed. University of Missouri
Cory Snyder, Registrar
B.A. Washington University in St. Louis
M.A. University of Missouri-St. Louis
Page 16
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
Page 19
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.
Page 20
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
be a lab science)
2 years additional English, math or science
Languages, non-doctrinal religion or
philosophy)
Division III – 16 Core Courses
(2013 and After)
•
•
•
•
•
•
3 years English
be a lab science)
3 years additional English, math or science
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.
Page 21
Bible Department
Mike Berttucci
M.Div. Covenant Theological Seminary
L.B. Graham
Brian Burkey
B.A. Taylor University
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
Kable Cunningham
B.A. Covenant College
M.A. Covenant Theological Seminary
Luke Davis
Jennifer Ritzema
B.A. Calvin College
Jason Wilkins
B.A. University of Missouri-Columbia
Nick Gray
B.A. University of Florida
“For I am not ashamed of the gospel, for it is the power of God for salvation
of everyone who believes: to the Jew first and also to the Greek. For in it the righteousness of
God is revealed from faith for fiath, as it is written: ‘The righteous shall live by faith.’”
Romans 1:16-17
Page 22
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
Page 23
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
Page 24
Business & Communications
Department
Scott Vonder Bruegge, Department Chair
B.S. William Jewell College
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
“We labor, working with our own hands.”
1 Corinthians 4:12a
Page 25
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 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.
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
Page 26
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.
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
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
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
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
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
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,
Page 28
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.
Page 29
English Department
Micah Gall, Department Co-Chair
B.A. Truman State University
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
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.
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
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
Page 31
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,
Page 32
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
&
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.
& 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
Page 33
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
writing 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 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. 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
& 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-
Page 34
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
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
Page 35
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.
7th
8th
Art, Drama, Chorus, Performing Arts Expo, Band
Art, Drama, Chorus, Performing Arts Expo, Band
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
Page 36
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.
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.
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
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
styles. Students in this class are expected to go on the spring
tour (approximately $450) and purchase a SmartMusic subscription ($40). Students will:
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
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 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
Kelley Schwartz, Department Chair
M.A. University of Missouri
Adam Barbee
M.A.E. Truman State University
Ken Boesch
B.A. University of Wisconsin-Madison
B.C.M. Colorado Christian College
Dan Petke
B.A. Cedarville University
Tim Muehleisen
B.S. Taylor University
Jennifer Ritzema
B.A. Calvin College
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
“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.
7th
8th
Global Studies 7
Global Studies 8
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
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.
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
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
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
Allison Pautler
B.A. Hope College
JD Perona
B.S. Taylor University
M.A. William Woods University
Jennifer Roig
B.A. Truman 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.
7th
8th
Pre-Algebra, Advanced Pre-Algebra, Pre-Algebra (H)
Algebra I, Advanced Algebra, Algebra I (H)
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
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:
proportions.
problems.
graph.
to solve problems.
&
Key Text: Discovering Algebra, Kendall Hunt, 2014
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:
proportions.
problems.
graph.
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:
proportions.
problems.
graph.
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
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)
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
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
Doug Coleman
B.S. Missouri Baptist University
Mike Decker
B.A. Webster University
Dave Schall
Greg Schoenberg
B.S. Washburn University
Ashley Woodall
Allison Pautler
B.A. Hope College
“Whatever you do, work heartily, as for the Lord and 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
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.
7th
8th
1 Unit
Physical Education and Health
Physical Education
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
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
⁄ 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
M.Ed. William Woods University
Luke Breems
B.A. Calvin College
Gina Butterfield
B.A. Taylor University
M.S. Taylor University
Mike Decker
B.A. Webster University
Anne DeRousse
Tim Hall
B.A. Calvin 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
Warren Smith
M.Ed. University of Tennessee-Chattanooga
Cory Snyder
B.A. Washington University in 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
Ph.D. St. Louis University
“For by Him all things were created, in heaven adn on earth, visible and invisible, whether thrones or dominions
or rulers or authorities – all thingswere created through him and for him. And 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.
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
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.
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
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:
work, phases of matter, heat, sound, light, electricity and
magnetism, and nuclear reactions.
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
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:
work, heat, sound, light, electricity and magnetism,
momentum, waves, fluids, and optics.
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.
&
Key Text: Chemistry in the Community, W. H. Freeman &
Company, 2001
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.
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.
Page 58
&
Key Text: Life Science: Concepts and Challenges, 4th Edition,
Bernstein, Schacter, Winkler, & Wolfe, 2003
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.
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
Page 59
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.
Page 60
World Languages Department
Joan Dudley, Ph.D., Department Chair
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
Dan Legters
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 inhabitants of the world stand in awe of him.”
Psalm 33:8
Page 61
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.
8th
8th
French 8MS
Spanish 8MS
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
Page 62
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 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)
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 Review grammar.
w Read Chinese poetry.
w Increase skills in conversational Chinese.
w Know and appreciate Chinese culture, customs, and current affairs.
&
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 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.
&
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.
Page 63
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 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 Continue study of grammar and writing.
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 Continue study of grammar and writing.
&
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 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)
Page 64
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 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
Adam Barbee
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
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
“Search me, O God, and know my heart! Try me and know my thoughts.
And see if there be any grievous 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)
Page 67
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
Page 68
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 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.
Pre-Algebra
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.
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
Page 69
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.
Page 70
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.
Page 71
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
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
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
Page 73
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.
Page 74
Summer Programs
Christopher Knerr, Director
B.S. Miami University
Page 75
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.
Page 76
Last Updated: February 2016
800 Maryville Centre Drive • Town & Country, MO 63017
314.997.2900 • wcastl.org
Page 77

2016/17 course selection guide - Westminster Christian Academy

Transcription

Similar documents

What Did the Baby Porcupine Say When It Backed Into a Cactus?

Learn Spanish - Talk Corporate Language Training

course selection guide - Westminster Christian Academy

SP ISH - Red Deer Public School District

Spanish 203 July 2—29, 2014 STUDY ABROAD

Barn Quilt - Carroll County Tourism

Life as a Grammarist

harrogate - Brassington Rowan

Mexico Study Abroad Brochure

Spring 2013 - Westminster Chapter - Maryland Society Sons of the

free admission! - Wisconsin Christian News