2026-2027 Academic Program Book

The academic program at Greater Atlanta Christian School is an exceptional college preparatory curriculum designed for a diverse and multi-talented student body. Our outstanding, high-caliber faculty lead students in both academic and spiritual pursuits. The meaningful engagement offered in each classroom is intentionally designed and tailored to equip students for success in our changing world, preparing them for the rigors of college coursework and life after graduation.

President

Dr. Scott Harsh sharsh@gac.org

K12 Director of Academics and Teacher Growth

Dr. Betty Morris bmorris@gac.org

K12 Registrar Emily Long elong@gac.org

4th-12th Ethos Dean of Academics

Dr. Crystal Downs cdowns@gac.org

ES Principal Rhonda Helms rhelms@gac.org

ES Assistant Principal Jill Baker jbaker@gac.org

ES Assistant Principal Aaron Jongko ajongko@gac.org

ES Counselor Rebekah Gilliard rgilliard@gac.org

MS Principal TJ Dixon tdixon@gac.org

MS Dean of Academics Lauren Hollier lhollier@gac.org

MS Counselor Misty Wilson mistywilson@gac.org

HS Principal Dr. Paul Cable pcable@gac.org

HS Dean of Academics

Dr. Brad Denton bdenton@gac.org

HS Counselors Mitchell Baker mbaker@gac.org

Kayla Oglesby koglesby@gac.org

College Counselors Kelly Irish kirish@gac.org

Ayesha Nasmyth anasmyth@gac.org

Dr. Amanda Sale asale@gac.org

The mission of Greater Atlanta Christian School is to help each student grow as Jesus did, in wisdom and stature, and in favor with God and man.

ELEMENTARY SCHOOL

ACADEMIC EXPECTATIONS – Grades K3-5

THE GAC HONOR CODE

“In order to maintain honor in our relationships, we all agree to do what is right, to speak the truth, and to strive for integrity in all that we do. Therefore, we will not be involved in lying, cheating, or stealing. If we do vary from this path of honor, we will accept the correction from others and the established consequences of this school. Honor is a goal we seek to obtain.”

Philosophy: As members of the GAC community and as Christians, we are held to high standards of moral behavior, including standards of trust, honesty, and integrity. By upholding these standards, we can all maintain honor in our relationships. A pillar in the shaping of such an environment is the GAC Honor Code.

Definitions

• Lying is the falsification or denial of a fact or the intentional creation of a false impression. It is also the breaking of a pledge.

• Stealing is the taking of anything without the consent of the owner.

• Cheating is giving, receiving, or attempting to give or receive unauthorized help that could result in an unfair advantage in completing schoolwork. It is an act of deceit or fraud. In the classroom, it will be further defined by each teacher, but will include a minimum of the following:

o Unauthorized use of another person’s material (copying someone else’s work, looking at another student’s test or quiz, etc.)

o Allowing the use of your own material (letting someone copy your work, providing answers to a test/quiz, etc.)

o The revelation of privileged information regarding test, quizzes, etc. (discussing a test after completion with students who have not taken the test yet)

o Collaborative work without having specific permission from the teacher to work with others. (This includes dividing the work among students but turning it in as a complete work from one student.)

o Access to information during an assessment that has not been approved by the teacher (open computer during an assessment, copies of notes lying on the floor, includes any assessment –classroom/test make-up/test support, etc.)

o Usage of unauthorized resources (translators, tutors, etc.) Submitting an item of academic work that has been submitted (even when submitted previously by that student) for credit in another course.

o Using an AI tool without the teacher’s permission.

• Plagiarism is the use of another person’s ideas or phrasing without giving proper credit. Plagiarism will be determined by the product turned in for a grade by the student. Detailed instructions to provide the appropriate credit for cited/paraphrased work are given by each teacher in each class. Plagiarism is not defined by intent it can be a direct result of not following the directions given or it can be an intentional decision by the student, both can result in Plagiarism and may be subject to consequences as deemed appropriate by Administration. Plagiarism is a serious offense. It usually takes one of these forms:

o No Source – The student does not give the source that was used.

o Incorrectly Credited – Incorrect use or no use of quotation marks – changing a few words of the sentence(s) does not make it your own work.

o False Author – Work submitted as though it was the written work of the student when it was written by another person – this includes purchasing a paper from an online source or another person.

o Using an AI tool without properly identifying or disclosing its use. When using an AI tool, the lack of identifying the use is considered not citing appropriate credit to the creator of the work.

Consequences of Dishonor

Consequences may include Saturday School, zero on the assignment, removal from Honor societies, suspension, or dismissal from school. The Administration reserves the right to modify consequences as the situation demands. Any honor code violation could result in dismissal from school, even for the first offense. For more information concerning Honor Code violations, refer to the Honor Code Section in the Student/Parent Handbook.

GAC SYNC EXPECTATIONS

While in-person learning with teachers and peers is the preferred and encouraged setting for Lower School students, the school recognizes that there are times when GAC Sync may be the best option for families to ensure continuity of learning during a short-term absence.

GAC Sync is a robust online option for those who are not able to be physically present. It is a partnership and commitment where our goal is to provide truly meaningful remote learning experiences. GAC leaders including our Director of Academics, administrators, teachers, and instructional lead teachers have been working to refine and clarify the expectations for teachers, students, and parents The expectations below were designed to help ensure the success of each student who utilizes GAC Sync. Teachers are available outside of class time via email or a scheduled phone call to answer questions you may have regarding GAC Sync and your child’s progress and success.

Parent Expectations:

• Provide a dedicated space in the home that is conducive to uninterrupted engagement.

• Ensure the student remains in the learning/assessment environment and refrains from other activities (e.g.: eating, gaming, and use of personal mobile devices).

• Develop a clear daily schedule allowing time prior to the start of the school day for necessary preparations.

• Provide student with all necessary materials and resources identified by teachers including:

o a strong and stable Wi-Fi connection

o a printer compatible with school-issued device (printer is to be managed and supported by parent)

o a stable stand for holding secondary Zoom monitoring device in proper position

o materials for class lessons

• Ensure student attends all scheduled classes for their entirety and is punctual to each scheduled Zoom.

Student Expectations:

• Students are expected to attend the entire school day..

• Students are required to wear a GAC school uniform shirt to be admitted into the sync class session; Spartan spirit wear is an option on Fridays.

• Students must be seated upright, at a desk or table, prior to joining the sync class session.

• The work area should be appropriately equipped with materials for class: fully powered devices, proper lighting, strong and stable Wi-Fi, and a stable stand for holding secondary device (if needed) in proper position.

• The workspace should also be in a distraction-free environment (away from pets, televisions, outside entertainment, etc.).

• Wi-Fi issues or technical difficulties may result in absence from class.

• Students should sign on to the Zoom session at least 2 minutes prior to the start of class time.

• Assignments and in-class activities need to be completed and submitted at the time communicated by the teacher.

• To prevent being marked absent, the camera should always be on, and the student’s entire face should remain in frame view for the duration of each class.

• Sync Classroom behavior will adhere to the same expectations, policies, and procedures as face-to-face students. Students may lose the opportunity to use GAC Sync if they do not adhere to the given

expectations for Sync participation in any given class session and/or testing opportunity.

SUMMER READING/MATH

The GAC Summer Reading and Math Program assignments are required of all Elementary School students. These assignments will be graded and are part of the curriculum.

GRADING SCALE and PROGRESS REPORTS: K3 – PRE-FIRST

GRADING KEY AND PROGRESS REPORTS

0 = Unsatisfactory 1 = Progressing/Developing 2 = Meets Expectations 3 = Exceeds Expectations

Early Childhood Village Progress Reports are posted on MyGAC at the end of each semester.

GRADING SCALE: 1st – 5th GRADE, ACADEMIC SUBJECTS

The grades at six, twelve, and eighteen weeks are continuous and cumulative.

ACADEMIC PROBATION

Students will be placed on academic probation when they earn a grade of less than 70% in Bible, Math, or Language Arts. Students with grades below 70% in Math or Language Arts at the end of a 6-week grading period may be required to participate in the Academic Support Program. The Academic Support Program has an additional fee. Any student on academic probation in the spring semester will be required to complete a summer work plan supervised by the Lower School Learning Advocate and must demonstrate adequate skills in order to be promoted to the next grade. Any student who remains on academic probation for two or more consecutive semesters may be subject to withdrawal from GAC.

ELEMENTARY SCHOOL COURSES

ELEMENTARY SCHOOL BIBLE

K3 Bible

The K3 Bible program introduces young learners to foundational stories and values from both the Old and New Testaments. Through age-appropriate, engaging activities, students begin to understand God's love and how to live out biblical principles in their everyday lives. The course fosters spiritual growth, character development, and a joyful sense of wonder about God and His creation. Topics of study include:

● Introduction to key Bible stories and characters

● Emphasis on God’s love and the importance of kindness

● Focus on the Fruit of the Spirit:

○ Love

○ Joy

○ Peace

○ Patience

○ Kindness

○ Goodness

○ Faithfulness

○ Self-control

● Encourage of character-building and spiritual development

● Cultivate a sense of joy and wonder in learning about God

K4 Bible

In K4, students dive into Bible stories to see how God works through His people to accomplish His purposes. As they explore the character traits of these individuals, children gain meaningful lessons about developing godly character in their own lives. The course encourages students to see how God’s Word can guide their choices and help them grow closer to Him. Topics of study include:

● Learning how God uses ordinary people in extraordinary ways

● Exploring character traits such as:

○ Obedience

○ Kindness

○ Thankfulness

○ Love

○ Goodness

○ Faithfulness

○ Knowledge

○ Servanthood

● Recognizing how Biblical lessons apply to everyday life

● Encouragement to follow God’s guidance and grow spiritually

● Fostering a personal connection with God through reflection and discussion

K5 Bible

In kindergarten, students are introduced to the Bible in a way that sparks natural curiosity about God, His Word, and His teachings. The goal is not only to build foundational Biblical knowledge but also to help children understand how these truths can be meaningfully applied in their daily lives, both now and as they grow. Lessons are presented in an age-appropriate and engaging manner to encourage spiritual growth and moral development. Topics of study include:

● Learning key Bible stories from both the Old and New Testaments

● Exploring God’s character through His actions and promises

● Understanding that God created them with purpose and loves them deeply

● Developing the ability to relate Biblical truths to real-life situations

● Practicing virtues such as:

○ Obedience

○ Kindness

○ Gratitude

○ Honesty

○ Forgiveness

● Participating in activities that encourage reflection and discussion about God’s teachings

● Memorizing simple Bible verses to reinforce key concepts and values

● Encouraging prayer and personal connection with God

Pre-first Bible

In the early stages of spiritual development, children are introduced to the main themes, stories, and truths of the Bible in a child friendly and engaging way. Centered around the foundational message that God is good and His love for us never changes this course helps children begin to understand how Biblical truths apply to their own lives. Weekly readings with age-appropriate language and vibrant illustrations spark interest and nurture a lifelong love for God’s Word. Topics of study include:

● Introduction to core Bible stories and characters

● Emphasis on the theme: God is good and His love is constant

● Weekly readings with colorful visuals to aid comprehension

● Reinforcement of key messages such as:

○ God created everything and loves us deeply

○ Jesus is our Savior and friend

○ We can trust and talk to God through prayer

● Encourage early spiritual growth and love for the Bible

● Build a foundation for understanding Biblical values and truths

First Grade Bible

This study introduces first grade students to key Biblical figures and stories while focusing on the many blessings God gives His children. Each lesson is designed to help students grow in faith, develop Christ-like character, and apply Biblical truths to their everyday lives. Topics of study include:

● Weekly focus on one of God's gifts (e.g., grace, forgiveness, patience, joy)

● Emphasis on God's love and mercy through the redemptive work of Jesus Christ

● Integration of Bible stories with personal application and reflection

● Scripture memory work tied to virtues such as:

○ Kindness

○ Repentance

○ Honesty

○ Humility

○ Perseverance

● Encourages students to recognize and practice Godly characteristics

● Builds a strong foundation in God’s Word and fosters spiritual growth

Second Grade Bible

In second grade, students explore foundational Bible stories that help shape their character to reflect the heart of Christ. Through studying the lives of key figures and God's unfolding plan for His people, children gain a deeper understanding of God’s love, grace, patience, and purpose. The lessons connect biblical truths to students' lives, encouraging them to apply what they learn in meaningful ways. Topics of study include:

● Introduction to the structure and major themes of the Bible

● Exploration of creation, the fall, and God's plan for redemption through Jesus

● Study of God’s covenant with Abraham and His promises

● Emphasis on God’s power, faithfulness, and guidance

● Scripture memorization throughout the year to support personal application

● Use of engaging songs to aid memorization and deepen spiritual understanding

● Encouragement for students to see the personal relevance of Scripture in their own lives

Third Grade Bible

In third grade, students dive deeper into the Bible by learning life lessons from key Old Testament figures and discovering how God’s love and faithfulness are revealed throughout Scripture. The year begins with an introduction to the Bible as the Word of God and the foundational truths of the gospel. As students explore the lives of Biblical heroes, they grow in their understanding of God’s character and how to apply His Word to their daily lives. Topics of study include:

● Introduction to the Bible as God’s Word and the foundation of truth

● Overview of the gospel and God’s plan for redemption

● Study of key Old Testament figures and themes

● Memorization of selected Bible verses for personal application

● Learning the books of the Old Testament in order

● Developing Bible navigation skills to locate verses and read Scripture independently

● Encouragement to grow in knowledge of God and share His love with others

Fourth Grade Bible

Over the course of the year students will explore the Old Testament which offers countless examples of God’s power and love. Students will explore history, laws, psalms, and prophecies that reflect a Creator who is both righteous and merciful. Students will learn that he is our Strength and Redeemer, the Eternal King who dwells with His people. Students will survey the major events and themes of the Old Testament. Through a mixture of independent study and group discussions, students will explore the following themes:

● God’s care for Abraham and his family

● The journey of the Israelites from Egypt through the wilderness, as well as their first struggles

● The Lion, the Witch and the Wardrobe:

○ Tackles the broad subject of good versus evil and the only way to combat the evil in the world is to call upon Christ for help.

Fifth Grade Bible

In fifth grade, students grow in their understanding of Scripture by actively engaging in discussions, projects, memory work, and personal application of Biblical principles. The primary focus is on the Old Testament, examining the relationship between God and the Israelites and how His covenants and prophecies point to the coming of Jesus. Through regular Bible lessons, students deepen their faith and learn how to live out God’s Word in everyday life. Topics of study include:

● Study of Old Testament figures and events that reveal God's plan

● Exploration of faithful leaders, prophets, and teachers who guided God’s people

● Discussion of characters chosen by God for important roles in His plan

● Lessons on perseverance, especially during trials and challenges

● Focus on the importance of knowledge, wisdom, and understanding in faith

● Introduction to the life of Christ His birth, ministry, death, and resurrection

● Projects and review activities that encourage hands-on exploration of Biblical truths

ELEMENTARY SCHOOL ENGLISH

K3 Language Arts

A strong foundation in pre-literacy begins with systematic and explicit instruction in all areas of language arts. Alphabet knowledge is achieved through songs, flashcards, and interactive games, while pre-writing skills are developed using fine motor development activities such as tracing letters, drawing shapes, and using manipulatives. Listening, speaking, and vocabulary are expanded through thematic stories related to seasons, Bible stories, and everyday life. Students practice oral expression by retelling stories, sharing experiences, and engaging in group discussions, while learning songs and nursery rhymes that improve memorization skills. In K3, emergent reading is encouraged with interactive storytelling using puppets, fingerplays, and dramatizations to make stories engaging. Children also explore concepts of print, such as proper book orientation, recognizing parts of a book, and tracking text from left to right and top to bottom. Additionally, they learn to notice environmental print, like familiar signs and logos, to understand that print conveys meaning. Each day, students practice phonological awareness and phonics skills including rhyming and initial phoneme isolation.

K4 Language Arts

K4 builds a strong foundation for early literacy skills through developmentally appropriate activities, emphasizing phonics, vocabulary development, print awareness, and social-emotional learning, all while preparing them for kindergarten readiness; it incorporates cross-curricular elements and differentiated instruction to personalize learning.

K4 students will be immersed in early literacy skills through teachers fostering alphabet knowledge and language awareness, ensuring a comprehensive approach to early reading skills. The K4 experience continues to build on previously learned skills by focusing on developing a strong foundation in phonemic awareness. Each day, students engage in targeted phonological and phonemic awareness activities, including rhyming, phoneme isolation, blending, segmenting, and sound manipulation.

K5 Language Arts

K5 establishes a strong foundation for reading development through instruction in phonemic awareness, phonics, vocabulary, comprehension, and writing. Students develop and apply phonological and phonemic awareness skills which are critical components of reading and writing. Students learn how to hear, identify, and manipulate sounds in spoken words. K5 also utilizes an explicit and systematic phonics approach teaching the structure of written English. It is grounded in the science of reading and follows a r esearchbased sequence of phonics instruction.

K5 provides an opportunity for students to engage with a variety of texts and genres, including fiction and nonfiction, to enrich vocabulary and comprehension skills. Students complete writing assignments that connect to literature, give repetitive practice of grammar and mechanics skills, and aid in the discovery of their creative expression. Instruction takes place both as a whole group and with a more individualized focus in smaller groups. This daily instruction provides crucial building blocks to become a proficient reader and writer. K5 focuses on the development of the following skills: accuracy and automaticity of graphemephoneme correspondences, decoding fluency with words following previously learned concepts, explicit introduction of new letters and articulation, encoding practice, reading and spelling high frequency words, reading decodable passages and books, rhyming, blending phonemes, isolating initial, medial, and final phonemes, segmenting phonemes, adding, deleting, and substituting phonemes.

Pre-First Language Arts

Pre-first focuses on developing core literacy skills such as phonemic awareness, phonics, vocabulary, comprehension, oral reading fluency, and sight word knowledge. These foundational reading skills are taught simultaneously with spelling and writing. Structured literacy lessons are presented in both whole and small group settings in an explicit and systematic manner, with continuous review of previously taught skills to encourage mastery and optimal retention. A variety of genres are utilized including fiction and non-fiction texts, as well as a heavy emphasis on poetry reading.

A key component of pre-first is daily phonics drills used to promote students’ ability to identify and manipulate sounds in spoken words, which is a crucial component to reading and writing success. This

phonics content also encourages the development of accurate grapheme-phoneme connections with speed and accuracy while providing practice with encoding and decoding of phonetic words. The reading and writing of irregular and high-frequency words is also a focus with specific words taught each week. Skills covered include rhyming, isolation of beginning, medial, and final sounds in words, deletion, addition, and substitution of sounds and/or syllables, blending and segmenting sounds, explicit instruction of individual letters and common spelling patterns, identification of the six main syllable types for reading and spelling proficiency: closed, open, magic e, bossy r, vowel teams, and consonant l-e.

First Grade Language Arts

In language arts, first grade focuses on the development of skills in phonemic awareness, phonics, vocabulary, comprehension, and writing. The content builds these foundational skills in reading, writing, and language arts. Students engage with a variety of texts and genres, including fiction and nonfiction, to develop their reading skills in decoding, fluency, and ability to understand and analyze a text.

First grade understands the critical components of phonemic awareness and phonics in successful readers and writers. The phonemic awareness content teaches students how to hear, identify, and manipulate sounds in spoken words. Phonics is taught with an explicit and systematic approach focusing on the foundational reading skills which are crucial for proficient readers. The content emphasizes the development of the following skills phoneme blending and segmentation practice, accuracy and automaticity of graphemephoneme correspondence, decoding automaticity of words with previously learned concepts, explicit introduction of new concepts, decoding and encoding practice, reading and spelling irregular words, reading and spelling connected text.

Second Grade Language Arts

In second grade, literacy growth is supported with a science-based approach, emphasizing foundational skills like phonemic awareness, phonics, and fluency, as well as vocabulary development and comprehension strategies. Grammar practice, including punctuation, capitalization, and sentence formation, strengthens writing mechanics. Students will complete various writing activities throughout the school year, including opinion pieces, instructional texts, and research projects where students learn how to gather and share information effectively.

Second grade students will deepen their understanding of phonics going beyond simple memorization. Students will recognize patterns and grasp the foundational principles of word construction. By focusing on how letters and sounds work together, students learn to build larger words with confidence and develop strong, lasting literacy skills. The second-grade diverse literary genres provide a well-rounded experience, equipping students with the tools to explore both fiction and nonfiction texts confidently. Second graders will explore expository text, biographies, dramas, myths, fables, fantasy, persuasive texts, poetry, and realistic fiction.

Third Grade Language Arts

The third-grade language arts content allows students to practice and apply reading skills while continuing to develop and grow as readers. The third grade uses a multi-faceted, structured, and scientific approach to teaching literacy. A combination of important aspects of reading is used: whole group read-aloud, small group reading, shared reading, independent reading, comprehension strategies, and explicitly taught and reviewed phonics and vocabulary skills. Background knowledge is actively built through texts and discussions. Writing skills are integrated into reading and help students grow in their understanding of and ability to use varied sentence structures and grammar rules. Throughout the third-grade year, students set personal reading goals designed to build time management skills and strengthen self-efficacy. They monitor their progress through weekly learning targets and a variety of assessment opportunities. Various genres, skills, and strategies will be explicitly taught, including how to determine author’s claim, purpose for writing, point of view, cause and effect, theme, problems and solutions, identifying and using nonfiction text features and structures, practicing summarizing, finding the main idea, and compare and contrast, and using metacognitive skills.

Fourth Grade Language Arts

The fourth-grade reading content is based on the science of reading. It is designed to give every student the tools they need to become confident, skilled readers, and writers. Through the integration of evidence -based practices, such as systematic phonics instruction, oral language development, and comprehension strategies, students are supported at their individual levels and guided toward fluent, meaningful reading. To support their comprehension and enhance writing skills, students will respond to text through the use of several different writing genres. Throughout the fourth-grade year, students set reading goals and collaborate with teachers to monitor learning through weekly learning targets and a variety of assessment opportunities. Over the course of the year, students will focus on building comprehensive literacy skills through a variety of rigorous text types and genres, emphasizing reading comprehension strategies, vocabulary development, grammar, and writing mechanics. Students will apply these skills to analyze and interpret information across different reading situations and genres, including expository text, realistic fiction, argumentative text, drama, poetry, realistic fiction, biographies, narrative nonfiction, and historical fiction.

Fifth Grade Language Arts

The fifth-grade language arts content is built around an evidence-based language arts program, aligned with the science of reading. The weekly lessons incorporate rigorous text sets to engage students in building background knowledge, improving vocabulary, increasing reading fluency, and improving reading comprehension. Each week, students read a variety of fiction and nonfiction texts and respond to reading by writing. The weekly lessons implement specific grammar skills, introduce review opportunities to spiral previously taught skills, and incorporate independent reading time. Throughout the fifth-grade year, students set reading goals and collaborate with their teachers to monitor learning through weekly learning targets and a variety of assessment opportunities. Topics of study include understanding fiction texts, understanding informational texts, fairy tales, folktales & fables, argumentative texts, historical fiction & biographies, drama & poetry.

ELEMENTARY SCHOOL MATHEMATICS

K3 Math

The K3 Math program is designed to lay a strong foundation of early math concepts for students. We focus on number recognition, counting, measurement, shapes, spatial awareness, and patterns. The activities in K3 are hands-on and allow students to interact and explore math concepts in a concrete way.

K4 Math

The K4 curriculum focuses on foundational math concepts including number recognition, counting, basic shapes, sorting, and simple patterns, aiming to build a strong foundation for future math learning through engaging activities, manipulatives, and interactive play, all while aligning with GAC’s early childhood math standards. It is designed to be hands-on and developmentally appropriate for young learners.

K5 Math

The K5 curriculum investigates mathematics, inspiring students to embrace the power of math through realworld applications, experiencing just how fun math success can be. The program interweaves the three components of rigor conceptual understanding, procedural skill and fluency, and application enabling students to steadily progress and grow in math confidence. Students build a strong foundation through daily practice and review with a focus on the following components throughout the K5 math experience: counting and cardinality, fluently adding and subtracting within 5, numerical operations to 10, place value to 20, measurement & data, and geometry.

Pre-First Math

Pre-First serves as a bridge between Kindergarten and First Grade, offering students the time and support to grow in confidence and deepen their understanding of essential math concepts. In this pivotal year, students explore foundational skills such as addition and subtraction, place value, measurement, telling time, geometry, and data collection & analysis. A strong emphasis is placed on developing number sense through the use of engaging math games and daily interactive calendar routines. These hands-on experiences make abstract concepts more accessible, setting students up for success as they transition into more complex problemsolving in future grades.

First Grade Math

First grade is an exciting time for students to explore and discover the world of math in meaningful, hands-on ways. Students build a strong foundation by developing a deep understanding of math concepts, practicing essential skills for accuracy and speed, and applying what they’ve learned to solve real-world problems. First grade math emphasizes conceptual understanding through hands-on exploration with concrete manipulatives, builds procedural fluency through targeted skills practice, and encourages problem solving through meaningful, real-world practical application presented in creative and engaging ways. The year begins with a focus on core areas such as addition and subtraction strategies. Students deepen their understanding of place value as they work with numbers up to 120, building a strong foundation for future math concepts. These foundational skills set the stage for exciting new learning including measuring length with nonstandard units, organizing and interpreting data in simple graphs, and recognizing and categorizing two- and three-dimensional shapes based on their attributes. Daily practice helps reinforce skills, while regular review ensures students retain and build on what they've learned. The goal is to help every child grow in confidence, enjoy the process of learning math, and see how it connects to their everyday lives.

Second Grade Math

The Second-grade math curriculum covers a wide range of important concepts designed to build a strong foundation in problem-solving and key mathematical skills. Students begin by applying addition and subtraction to solve problems and by identifying number patterns. Students then progress to adding and subtracting two-digit numbers, followed by learning place values up to 1,000 and advancing to three-digit addition and subtraction. Students also explore practical topics such as understanding and using money, telling time, and analyzing and interpreting data. The curriculum includes lessons on measuring customary and metric units of length and studying geometric shapes, including dividing them into equal shares. Each

chapter contributes to a comprehensive understanding of essential math concepts forming a solid foundation for the study of future mathematical concepts.

Third Grade Math

In third grade, addition and subtraction skills are reinforced while multiplication and division are introduced. Students deepen their understanding of mathematical concepts as they explore fractions, geometry, data interpretation, measurement, and use all four operations to solve multi-step word problems. In third grade, students strengthen their mathematical reasoning by mastering efficient strategies, building fluency with key operations, and clearly communicating their thinking as they tackle more complex problems Students benefit from a rigorous curriculum that ensures students build a strong mathematical foundation through hands-on learning and practice.

Fourth Grade Math

In 4th grade, students are inspired to embrace the power of math through real-world applications, discovering just how fun and rewarding math success can be. Fourth grade integrates the three key components of mathematical rigor: conceptual understanding, procedural skill and fluency, and application. Students begin by strengthening their foundational skills in addition, subtraction, multiplication, and division. They then progress to more advanced concepts, such as multiplication with regrouping, long division, adding and subtracting fractions, and relating fractions to decimals. The use of order of operations to solve equations is also introduced. Additionally, students explore and deepen their understanding of topics within geometry, including area and perimeter, symmetry, and measuring angles. Throughout the year, instruction is scaffolded and built upon, allowing students to grow in confidence and develop a solid foundation for future mathematical learning.

Fifth Grade Math

The fifth-grade math experience provides students with an opportunity to focus on five domains of mathematical practice. Students begin the year with a focus on numbers and operations in base ten which includes place value to the millions and addition and subtraction with regrouping up to six digits. Students then transition to operations and algebraic thinking by multiplying and dividing three-digits by two digits, dividing decimals, and working with exponents. During the study of numbers and operations of fractions, students learn to determine the greatest common factor to simplify fractions and the least common multiple to add and subtract fractions. Students also multiply and divide fractions. Using skills learned previously, students learn measurement concepts involving customary and metric units. Students also analyze a set of data to determine the mean, median, mode, and range. Students end the year solving for the volume and area of geometrical figures. The Elementary School math curriculum is built around rigorous standards and mathematical practices to deliver an engaging student learning experience. All fifth-grade students have access to high quality curriculum and instruction and high teacher expectations, which enable students to increase their confidence in the area of mathematics. The GAC fifth-grade math standards are used to guide each unit of the math curriculum.

Course - 5th Advanced Math

The fifth-grade Advanced Math class is designed to provide a rigorous and enriching curriculum that integrates both fifth and sixth grade GAC math standards. This course assists students in developing skills for Honors Introduction to Pre-Algebra /Honors Pre-Algebra in sixth grade. Students begin the class mastering the five domains of the fifth-grade curriculum and then progress to key sixth-grade concepts. The sixth-grade concepts include developing a deeper understanding of rational numbers, extending knowledge of fractions to include operations with negative integers, and applying ratios and rates to real-world problem solving. Students also learn to write and interpret expressions and equations, explore proportional relationships, and begin working with linear equations. Additionally, students build foundational skills in statistical thinking and investigate the volume and surface area of three-dimensional figures. Throughout the course, students benefit from high-quality instruction and high teacher expectations, which foster both confidence and competence in mathematics. Students must maintain the following criteria to remain enrolled in the class: Demonstrate and maintain a strong work ethic.

Attend the class daily and complete/submit all work on time. Show consistent mastery of the concepts with a minimum grade of 85 at the end of each six weeks. The math faculty will review student data at the end of each six-week period to determine each student’s continued enrollment in the class.

ELEMENTARY SCHOOL SCIENCE

K3 Science

The K3 Science course is designed for students to start observing and exploring the world around them. The activities and experiences in this course are intentionally designed to give students hands-on opportunities to observe, investigate, and explore. Students will learn about a variety of animals and plants and their life cycles, and simple machines and tools. K3 Science focuses on Earth and space, life science, and physical science.

K4 Science

K4 science focuses on fostering a child's natural curiosity through hands-on exploration of their environment, encouraging them to observe, ask questions, and make predictions about the world around them, primarily through play-based learning activities that involve the senses, with an emphasis on basic concepts like living things, weather, materials, and simple cause-and-effect relationships. K4 Science sparks wonder and a love for discovery through exploration and experimentation.

K5 Science

The K5 science program focuses on cultivating a sense of awe and wonder for God’s creation while introducing basic scientific concepts through exploration and hands-on activities using the five senses. Students are encouraged to ask questions and dive into an exploration of diverse areas in the world of science which includes an introduction to life science and physical science.

Pre-First Science

The Science program in P1 provides a thematic backdrop for incorporating math, language arts, and biblical concepts as children learn about the world around them both past and present. The students drive the curriculum based upon their interests and curiosity, but units often include animals, dinosaurs, sports, holidays, winter wonderlands, fairy tales, insects, and ocean environments. One Family STEM project is incorporated into each semester.

First Grade Science

In first grade, the Science program is thoughtfully integrated with the Language Arts curriculum to enhance students’ background knowledge and expand understanding of the world, scientific processes, and the people around them. The science curriculum covers a variety of engaging topics, including inventions, animal needs and habitats, plant life cycles, the solar system, weather, and seasons. Throughout these units, teachers incorporate a range of dynamic resources such as online curriculum resources, science experimentation and exploration applications, and literature and video resources to support and enrich student learning.

Second Grade Science

The second-grade science curriculum, closely aligned with the Language Arts curriculum, immerses students in a range of science topics that foster a deep understanding of the natural world. Students explore the life cycle of animals and their roles in ecosystems, gaining insights into how living things interact with their environment. The curriculum also covers captivating topics such as outer space, Earth’s dynamic changes through natural events and processes, and concludes with a comprehensive study of nature. These lessons spark curiosity, encourage exploration, and cultivate a lasting connection to the world around them.

Third Grade Science

The third-grade science curriculum is integrated into our Language Arts curriculum. Science is connected to our everyday lives and the world around us. The topics covered include Earth Science, Physical Science, and Life Science. The curriculum focuses on taking care of the Earth, pollution, recycling, protecting plants and animals, respect for life, learning about animal habitats and adaptations, and the solar system. We will view each topic through a Biblical worldview. STEM activities are included throughout the year.

Fourth Grade Science

Students will engage in a highly interactive learning environment that emphasizes hands-on experiences and meaningful class discussions. The curriculum includes the study of physics, the solar system, forensics, and related scientific topics. Throughout all units of study, students will engage in ongoing conversations about how scientists explore God’s creation and how these discoveries reveal the majesty and order of God as Creator. A biblical perspective is intentionally woven into instruction, with relevant Scripture integrated to support and enrich each unit of inquiry.

Fifth Grade Science

Students explore and investigate God’s magnificent creation while experimenting in the areas of life and physical science through many hands-on learning experiences. In addition, students complete assignments, present projects, participate in class discussions, and perform laboratory experiments. The curriculum provides a focus on using scientific tools like microscopes and petri dishes when studying cells and microorganisms, understanding engineering concepts through the topics of magnetism and electricity, and examining the physics behind the matter that makes up the world. Highlights:

● Science is integrated throughout the curriculum in engaging ways, such as in the ELC, where 5thgrade students raise trout in the fish hatchery and release them into the Chattahoochee River during a field trip. In SPARK, students apply their understanding of physics to design balloon-powered cars and use coding skills to fly drones.

● Dissection of animal anatomy

● Culminating projects in each unit allow students to synthesize and personalize their learning, connecting their understanding of each subject with their faith and knowledge of God.

ELEMENTARY SCHOOL SOCIAL SCIENCE

K3 Social Science

K3 Social Science is designed for students to start exploring the world around them, their community, and basic concepts of history through holidays, geography, and how people work together. This course encourages curiosity and helps children understand their community, the people they interact with, and their role in their family, school, and community. Through fun activities, stories, and creative play, students will learn how they’re connected to the world around them.

K4 Social Science

K4 Social Science works to build a basic understanding of community, family, and personal identity through hands-on activities that explore their immediate surroundings, including their classroom, neighborhood, and different roles within their community, while emphasizing concepts like diversity, cooperation, and respect for others all through a Biblical worldview.

K5 Social Science

Our K5 Social Science program is designed to work alongside our language arts program to increase students’ background knowledge and the investigation of cultures around the world. Our curriculum is made up of thematic units including seasonal events and holidays, communities and relationships, weather and Earth studies, maps and globes, plants and animals, and the history of fairy tales and nursery rhymes. K5 explores examples of honesty, patriotism, loyalty, courtesy, respect, truth, pride, self-control, moderation, and accomplishment in American and world history from stories and folklore. A Biblical worldview is integrated in daily conversations and interactions. We strive to show how God's Word helps students find truth, reason, and morality in their daily experiences.

Pre-First Social Science

The Social Science program in P1 provides a thematic backdrop for incorporating math, language arts, and biblical concepts as children learn about the world around them both past and present. The students drive the curriculum based upon their interests and curiosity. Units often include animals, dinosaurs, sports, holidays, winter wonderlands, fairy tales, insects, and ocean environments.

First Grade Social Science

In first grade, our Social Science program is designed to work along with our Language Arts program to increase students’ background knowledge as well as add to each student’s knowledge base regarding the world, scientific processes, and the people around them. Our social science curriculum focuses on communities, friend and family relationships, cultures, traditions, state symbols, community jobs, maps, producers and consumers, inventions, helpers, weather, holidays, and traditions while using EPIC! First grade also explores animal needs and habitats, plant life cycles, the solar system, weather, and seasons. All areas are taught with a Biblical worldview in mind, encouraging and applying service, and observing God’s creations and power throughout our daily lives.

Second Grade Social Science

The second-grade social science curriculum, closely aligned with our language arts program, covers a range of topics designed to explore social, cultural, and emotional themes. Students learn about families around the world, friendships, and collaboration. We emphasize social-emotional education and the value of learning from others. We focus on community helpers and the importance of self-expression, and we introduce various cultures, while highlighting community heroes, good citizenship, and the significance of rules, all linked to social-emotional growth. Finally, we cover topics such as currency, learning from others, and the power of imagination, and integrating social-emotional lessons throughout.

Third Grade Social Science

In third grade, the social science curriculum is integrated into the Language Arts program and focuses on tradition and culture to explore how customs and beliefs shape communities. Students also learn about the significance of historical landmarks and gain an understanding of the structure and responsibilities of government at local, state, and national levels. Students are introduced to various influential figures who

have made contributions to society over the years. Each topic is approached through a lens of Biblical worldview, with themes of service and God’s power working in the world around us.

Fourth Grade Social Science

4th Grade Social Science is designed to build a foundational understanding of North American geography, early native American Tribes, early exploration, and the development of the United States. Students will engage in hands-on activities, inquiry-based learning, and cross-curricular connections to deepen their understanding of history and civics. Units will include:

• Geography and Landforms: Students will identify major North American landforms and bodies of water, use maps and globes, and understand the relationship between geography and human settlement.

• Native American Regions: Learners will explore the diverse cultures, traditions, and adaptations of Native American groups across different regions of North America.

• Age of Exploration: Students will investigate the motives, routes, and impacts of European explorers, with an emphasis on critical thinking about primary sources and differing perspectives.

• The 13 Colonies: This unit introduces the founding of the original colonies, daily life, and the regional differences between New England, Middle, and Southern colonies.

• The Road to Revolution: Students will study key events, people, and ideas that led to the American Revolution, developing their skills in sequencing, cause and effect, and understanding multiple viewpoints.

Each topic is approached through a Biblical worldview, with themes of service and God’s power working in the world around us.

Fifth Grade Social Science

In Social Studies, students study topics covering geography and the resources in the United States, learn about major wars that affected our country, and study the important historical events from early American Independence up through the Civil Rights Movement. Topics of study include:

● Geography

● The War of 1812

● The Civil War and Reconstruction

● Westward Expansion

● The Turn of the Century

○ The Industrial Revolution

○ WWI

○ The Roaring 20’s

○ The Great Depression

● WWII

● The Civil Rights Movement

ELEMENTARY SCHOOL WORLD LANGUAGE

Ethos online courses - Elementary students have the opportunity to select World Language courses through Ethos, GAC’s online school. Taking World Language courses allows students to begin the journey toward fluency in their language of choice. This introductory course starts students at the Novice proficiency level, to develop foundational skills for listening, speaking, reading, and writing in a new language.

World Language Proficiency Scale:

GAC and Ethos World Language classes use the Proficiency Scale developed by the American Council on the Teaching of Foreign Languages (ACTFL) as a guide for assessing language fluency and progression. A brief description of each ACTFL Proficiency Level is provided below.

● Novice Low:

Students understand and use a small range of simple, repetitive words and phrases to provide basic information. Students make errors that prevent communication, even about familiar topics.

● Novice Mid:

Students understand and use a small range of simple, repetitive words, phrases, and occasionally sentences to provide basic information. Students make errors that prevent communication, even about familiar topics.

● Novice High:

Students understand and use words, phrases, and simple sentences to communicate about familiar topics. Students elaborate a little and are beginning to create original sentences, but errors interfere with communication.

● Intermediate Low:

Students understand and use a variety of words, phrases, and strings of original but simple sentences to elaborate on familiar topics. Errors do not interfere with communication about well-learned and familiar topics.

● Intermediate Mid:

Students understand and use a variety of words, expressions, and strings of original, compound sentences to give details, elaborate, describe, and explain on a wide range of topics. Students make few mistakes when communicating about familiar topics.

● Intermediate High:

Students understand and use expanded vocabulary to narrate, describe, and explain a wide range of topics. Students make few mistakes when communicating in familiar tenses and moods.

● Advanced Low:

Students understand and use extensive, culturally appropriate vocabulary to communicate with clarity on a wide range of topics and within a topic, although the connections between ideas seem choppy. Occasional errors do not impede comprehensibility.

LATIN NOVICE 1, Ethos Only 4th & 5th Grade

2 Semesters

Students begin acquiring reading and oral skills in Latin as well as strengthening their English reading and vocabulary skills through vocabulary building and analyzing sentence structure. Through the reading selections and class discussions, students learn about the daily lives of the Romans and make comparisons relevant to today’s society. Students will use Latin orally to initiate and respond to simple statements and commands as well as read Latin aloud. Elementary writing tasks also build a bridge to understanding the written word. Students successfully completing Introduction to Latin can expect to move from Beginner to Novice-Low on the ACTFL proficiency scale.

CHINESE NOVICE 1, Ethos Only 4th & 5th Grade 2 Semesters

This course is an introductory course to the Chinese language and culture. Students will become familiar with the Chinese pinyin system, Chinese radicals, characters, words, sentence patterns, and grammar that will enable them to begin to speak, read, understand, and write the Chinese language. Students will also study Chinese history, culture, and customs. Students successfully completing this course can expect to move from Beginner to Novice-Low on the ACTFL proficiency scale.

FRENCH NOVICE 1, Ethos Only 4th & 5th Grade 2 Semesters

In this course students will begin to develop reading and listening skills in French and learn to speak and write the language to communicate in everyday situations. Students will learn the basic structures of French, along with key vocabulary to meet and greet people and to talk about themselves and others. This course will also bring awareness of the cultural diversity of France and other French-speaking countries. By the end of the course, students will be able to introduce and identify themselves, greet others, count in French, use adjectives, understand grammar agreement in French and speak about everyday actions. Students can expect to move from Beginner to Novice Low on the ACTFL proficiency scale when completing this course successfully.

SPANISH NOVICE 1, Ethos Only 4th & 5th Grade 2 Semesters

This course is an introductory course to the Spanish language and culture. Each unit will introduce new vocabulary, grammatical structures, and a cultural aspect from one of the many Spanish-speaking countries. Each unit centers around storytelling for language acquisition using the TPRS method. Students successfully completing Spanish 1a can expect to move from Beginner to Novice-Low on the ACTFL proficiency scale.

ELEMENTARY SCHOOL ACADEMIC SUPPORT 1ST-5TH

The lower school Academic Support program provides targeted intervention in addition to grade level academic instructional time in the areas of language arts and math. Sessions include activities to address gaps in skills and activities that provide repetition to master content. Time is dedicated to preparation for assignments, quizzes, tests, and projects. Students participate in (2) 40-minute sessions focusing on math and language arts, 5 days a week. These sessions occur in the Academic Support classroom and take place outside of the grade level instructional times. Academic Support teachers also spend time in grade level classes each week to provide additional assistance.

Dyslexia Support 1st – 5th

The lower school Dyslexia Support program is for students with a diagnosis of dyslexia. Each student will receive a sixty minute explicitly and systematically designed Orton Gillingham lesson five times per week. These sessions occur during the language arts time block. In addition to the sixty-minute OG lesson, a daily thirty-minute language arts lesson which includes instruction in the skills necessary for success in writing, comprehension, and grammar is included in the dyslexia support class.

ELEMENTARY SCHOOL PHYSICAL EDUCATION

K3, K4, K5 PE

This class introduces age-appropriate physical activities that support the development of fitness, motor skills, and movement patterns. Through fun and engaging play, students will practice basic locomotor and nonlocomotor movements and explore simple manipulative skills. Students will learn and grow physically, socially, emotionally, and spiritually in a safe, encouraging environment.

1st - 5th PE

This program focuses on developing fundamental motor skills, promoting physical activity, and fostering healthy habits through a variety of activities and games. Students will participate in a variety of sports as well as a robust physical fitness program within a fun and engaging learning environment. Students will develop good sportsmanship and teamwork skills while improving their physical, emotional, social and spiritual wellbeing.

ELEMENTARY SCHOOL MUSIC EDUCATION

K3 Music

In this first formal music class, students are encouraged to sing, dance, play instruments, listen to music, act out musical stories, and play musical games to enhance awareness and begin developing skills that will last for a lifetime. Through musical play, they are also learning vocabulary, comprehension, pre-reading and pre-math skills, teamwork, social skills, sharing, and following directions. In our lessons, we discuss Bible stories, character traits, and kindness, and developing spiritual responsiveness. At the end of the year, we share a performance with peers and parents.

K4 Music

Through spiral learning, K4 students discover their singing voices, begin reading quarter notes and quarter rests, develop a strong sense of steady beat, encounter all the families of instruments, improve small and large motor skills while dancing and playing instruments, act out musical stories, explore legato and staccato, perform ostinato patterns, and use their imaginations. Bible, reading skills, math, social studies, and science are also integrated into our music curriculum in age-appropriate ways. A performance during the year allows students to share their developing musical skills. Assessments include pitch matching, rhythmic accuracy, and timbre recognition.

K5 Music

Building upon skills honed in K4, students continue to develop their singing voices, demonstrate a strong sense of steady beat while singing, moving, and playing instruments, show an understanding of rhythm, read and speak quarter notes and quarter rests using the Gordon rhythm language, articulate differences and similarities in musical examples, experience legato and staccato/forte and piano/slow and fast/high and low, identify families of instruments, learn simple dances, and use their imaginations in acting out musical stories, orchestrating books, and articulating emotions in music. Bible, reading skills, math, social studies, and science are also integrated into the music curriculum. A performance during the year offers opportunities for each student to develop leadership skills and confidence, as well as musical prowess. Assessments include pitch matching, rhythmic accuracy, and timbre recognition.

Pre-First Music

This course combines elements of K5 music and first grade music in order to re- enforce musical concepts developed through spiral learning and through play. As students learn to use their singing voices correctly, to demonstrate the difference between steady beat and rhythm, to read simple rhythms and associate words with different rhythms, they are assimilating the building blocks needed in elementary music. Singing, movement, playing instruments, musical games, stories, group projects, and listening experiences enable understanding and enthusiasm for making music. Using the Gordon rhythm language and Kodaly solfege hand signs prepare students for first grade. Bible and all academic subjects are integrated into the music curriculum. Pre-first students perform with first graders at the end of the year. Assessments include pitch matching, steady beat/rhythmic accuracy, timbre assessment, and performance.

First Grade Music

First grade music introduces Kodaly hand signs, more difficult rhythms and note values, dedicated listening to and discussion of all instrument families, building of ostinato patterns, critical listening and assessment of performances, musical direction of notes (up, down, repeating, stepping, skipping), singing, movement, playing instruments (more use of Orff instruments), enjoying musical games and activities designed to build confidence and musical awareness. Performances throughout the year at chapels and on stage encourage confidence, teamwork, and familiarity with a wide repertoire of songs and musical styles. Assessments include pitch and rhythmic accuracy, memory, and performance.

Second

Grade Music

As second graders study music and cultures from Around the World, they gain an awareness of musical styles, traditions, stories, languages, history, and geography. Through a focus on different countries and continents, spiral musical learning continues. Healthy singing techniques (solfege), music reading (notes and rhythms), an understanding of major and minor sounds, emphasis on world percussion instruments, intro to

famous composers (Bach, Handel, Beethoven, Mozart, Haydn, Tchaikovsky, and others), exposure to a variety of musical styles (folk songs, jazz, spirituals, songs in different languages, ballads, call and response), and discussion of our amazing world further our understanding not only of music, but of ourselves and our place within the world community. Performances throughout the year provide many opportunities for growth and enjoyment. Assessments include pitch, rhythm, musical direction (up, down, repeating), music reading, performance.

Third Grade Music

As third graders focus upon American music in all its forms, they are challenged to learn and perform seven American patriotic songs from memory. Third graders utilize music curriculum books, Christmas carol books, program scores, and other materials designed to enhance their music reading abilities. By the end of the third-grade year, all students are expected to match pitch, to read and understand rhythms (quarter, half, dotted half, whole, eighth, and sixteenth notes and rests), identify musical terms (legato, staccato, slur, forte, piano, mezzo forte, mezzo piano, D.C. al fine), and to follow a score by reading treble clef notes. Further, third graders learn to play the baritone ukuleles (string family), in addition to a wide variety of percussion instruments. Movement, singing, instrument playing, active listening, musical games, and group discussions allow for many different experiences of music making and assessment. A more advanced performance, and regular participation in chapels and other special events provides opportunities for developing confidence and leadership. Assessments are written and aural, evaluating pitch, rhythm, terms, and musical understanding, as well as performance.

Fourth Grade Music

Spiral learning continues, as students utilize and hone skills developed during the past two years to master their new instrument, the soprano recorder (wind family). Note and rhythm reading is essential to success, so much time is spent solidifying and reviewing these tools. Sound production, tone, fingerings, breath control, and the mechanics of recorder playing are an important part of this course. Additionally, singing, movement, instrument playing (string and percussion), critical assessment, and discussion of musical styles, composers, performers, and genres broaden the experience of these fourth graders as they become more musically literate and confident. Performances throughout the year allow for satisfying music making.

Fifth Grade Music

Fifth grade music culminates the spiral learning incorporating the national standards for elementary music education. Focus upon the mechanics: note names, terms, rhythms/note values, instrument identification, aural identification of major and minor scales and arpeggios, ensemble and individual performance; and the subtleties: understanding the families of instruments, developing an awareness of the importance of the Fine Arts (music, dance, drama, painting, sculpture, architecture, poetry) and discovering the wide variety of careers in the Fine Arts, as well as understanding musical styles, genres, and forms, fills our time together. Critical assessment of musical performance and the ability to discuss/describe a musical performance is important to these students. Singing, movement, playing instruments, developing ensembles, and evaluating/assessing ourselves and one another are vital elements of this course. Written and aural assessments include the above-mentioned elements.

Fifth Grade Band

In 5th grade band, students begin their exciting journey of learning a band instrument. Throughout the year, they work through the first 12 pages of the Essential Elements method book, building foundational skills such as proper posture, instrument care, basic music notation, rhythm, and tone production. Students practice simple melodies and learn to read music in a fun and supportive environment. By December, students showcase their progress with their first performance at the Lower and Middle School Christmas Concert, sharing their new musical skills with family and friends. As the year progresses, students continue developing their technique and confidence, preparing for the final highlight of the year: the Spring band concert. Here, 5th graders perform alongside the 6th through 12th grade band members, playing a combined piece that celebrates their growth and introduces them to the larger school band community.

This year-long experience helps students develop a love for music, teamwork, and performance, laying a strong foundation for their musical journey ahead.

Fifth Grade Orchestra

5th Grade Orchestra is an exciting entry-level class for students interested in learning to play a string instrument (violin, viola, or cello). No prior experience is required! This class focuses on building strong foundational skills in posture, bow hold, note reading, rhythm, and tone production, all while fostering a love for music and teamwork.

Using the Essential Elements for Strings book, students will develop both individual playing skills and ensemble techniques through daily instruction, guided practice, and fun musical activities. Emphasis is placed on building confidence, responsibility, and a solid musical foundation that prepares students for continued success in orchestra.

Students will perform in three concerts throughout the year: a Fall Showcase, Christmas Concert, and a Spring Finale! These performances give students the opportunity to share their progress and experience the joy of live performances. Additionally, collaboration with experienced middle school orchestra students allows beginners to rehearse and perform alongside older peers, building mentorship and musical inspiration. This class is a wonderful first step in a lifelong journey of musical learning and offers a supportive environment for every young string player to thrive!

K4

This is an introduction to the art room and art materials. Students will grow to see themselves as an artist as they develop their gross and fine motor skills. K4 students will be inspired by God's creations- the world and everything He made in it. Students in K4 will use tempera paints, oil pastels, crayons, pencils, scissors and glue to learn the design elements of line, shapes, color, texture (paper mosaic) and the principles of patterns.

K5 and P1

K5 and Pre-1st students will explore a variety of art materials and procedures. Students will see themselves as an artist as they develop their gross and fine motor skills. Arts and craft lessons will be inspired by how God uses order, not chaos, in nature. K5 students will be inspired by the seasons of the year and use tempera paints, oil pastels, crayons, pencils, clay, scissors and glue to learn the design elements of line, shapes, color, form and the principles of patterns.

1st Grade

This is a continuum of exploring art materials. Students will see themselves as artists as they develop their gross and fine motor skills. Students in 1st grade will understand God as a creator who likes variety in His creation. Students in 1st grade will use tempera paints, oil pastels, crayons, pencils, scissors and glue to learn the design elements of line, shapes, color, space, texture and the principles of variety. They will also understand the qualities of Grandma Moses and Pop artists style.

2nd Grade

This is a continuum of exploring art materials. Students will see themselves as an artist as they develop their creativity and fine motor skills. Students in 2nd grade will understand God as a creator who desires harmony and unity. They will use tempera and watercolor paints, chalk and oil pastels, crayons, pencils, clay (pinch pot) scissors and glue to learn the design elements of line, shapes, color, space, form, texture and the principles of unity.

3rd Grade

In third grade art, students explore creativity as a reflection of God, the ultimate Creator, who made each person uniquely in His image. Through the study of facial proportions and selected artists from history known for self-portraits.

4th Grade

The teacher will share how God is creative: God created the earth and everything on it, including us humans in His image. Students in 4th grade will make more independent choices with composition, using tempera paints, chalk pastels, crayons, pencils, clay (coil building), watercolors, scissors and glue to learn the design elements of line, shapes, color, space, value, form, texture and the principles of contrast.

5th Grade

In 5th grade Art Specials students are continuing to use the design elements and principles of organization in their artwork. Students in 5th grade will make more independent choices with composition, using tempera paints, chalk pastels, crayons, pencils, clay (coil building), watercolors, scissors and glue to learn the design elements of line, shapes, color, space, value, form, texture and the principles of contrast. Space through one-point perspective, overlapping and shading.

ELEMENTARY SCHOOL ENVIRONMENTAL LEARNING

In Environmental Learning, students experience science with a focus on living things. We learn about cycles in nature such as life cycles (animal and plant), seasonal cycles and nutrient cycles. We cover characteristics of plants and animals as well as their relationships in the environment. Students practice using garden tools safely as well as using the appropriate tools for the task. A variety of tools are available that are age appropriate. By observing nature and working in the ELC, students experience God’s creation as a gift and learn that we have responsibility for taking care of it.

K3 Environmental Learning

K3 Environmental Learning is a play based, discovery focused science class that introduces our youngest elementary Spartans to principles of biology and ecology. Once a week, students actively participate in the hands on exploration of God’s creation as they learn about seasons, animal habitats and adaptations, life cycles, and are introduced to scientific terminology. Our living classroom includes the greenhouse, pond, trout hatchery, chicken coop, and garden.

K4 Environmental Learning

In this hands-on, discovery-based course, our K4 learners will explore the wonders of the natural world through gardening, animal life cycles, and seasonal changes. Children will learn how to care for a garden by identifying and removing plants that hinder growth and will experience the joy of planting seeds and observing their development. Through engaging activities, students will investigate the life cycles of various animals including insects, fish, and chickens gaining a foundational understanding of biological processes. Seasonal exploration will help children recognize the unique characteristics of each time of year and discover how animals adapt to changing environments. This course fosters curiosity, responsibility, and a love for nature in young learners.

K5 Environmental Learning

This engaging Kindergarten course invites young learners to explore the natural world through hands-on activities and guided discovery. Using scavenger hunts around the Environmental Learning Center (ELC), children will investigate their surroundings and develop observation skills. Students will learn about the life cycles of animals including insects, fish, and chickens while gaining an understanding of the basic needs of plants and animals. Through interactive lessons and outdoor experiences, children will build foundational knowledge of biology and ecology, fostering curiosity, care for living things, and a deeper appreciation for the environment.

First Grade Environmental Learning

In this dynamic First Grade course, students deepen their understanding of the natural world through exploration, observation, and hands-on learning. Scavenger hunts around the Environmental Learning Center (ELC) encourage curiosity and help students connect with their environment. Learners begin taking on new responsibilities such as caring for plants and chickens, fostering a sense of stewardship and empathy for living things. Through engaging experiments like planting and comparing different types of radishes students explore variation in size, shape, color, and growth patterns. The course also introduces the life cycles of plants and animals and examines the essential characteristics and needs of living organisms. This foundational experience nurtures scientific thinking and a lifelong appreciation for nature.

2nd Grade Environmental Learning

Second grade students take a deeper dive into environmental learning through active exploration, responsibility, and scientific observation. Scavenger hunts around the Environmental Learning Center (ELC) spark curiosity and help students connect with nature. Learners study the parts of plants and their functions, explore the life cycles of trout, insects, and plants, and investigate the characteristics of living things including natural symmetry. Through hands-on garden work, students plant seeds, care for chickens, and learn to use garden tools properly. Emphasis is placed on developing independence as students take on meaningful chores and responsibilities within the ELC. This course fosters environmental awareness, scientific thinking, and personal growth through real-world experiences.

3rd Grade Environmental Learning

We will explore the natural world inspired by Psalms 104, encouraging students to value the wondrous creation around us, nurturing a deeper bond with nature. We do this both in the Nasmyth Environmental Center and on a boat excursion on Lake Lanier to demonstrate, through hands-on experiments and activities, connecting aspects of our greater environment that are essential to all living things. Our studies include exploring organisms, where students will examine the characteristics of chickens by observing their external anatomy, spider characteristics through craft, and mammals by studying the heart. Students will also start undertaking tasks independently, helping them develop a sense of responsibility and community involvement. Gardening will form an important part of our activities, introducing students to new tools, such as pruners, and teaching proper and safe usage.

Fourth Grade Environmental Learning

As we explore the amazing world around us, we discover how everything is connected! Just like plants use photosynthesis to convert sunlight, water, and carbon dioxide (CO2) into oxygen (O2) and food, we too are growing and becoming more independent. We can apply scientific concepts like water pressure (which can push a turbine to generate electricity in Buford Dam) to understand how modern hydroponic gardens work without soil. Being responsible for garden tasks or using technology to read maps at the Environmental Learning Center (ELC) shows how we're developing important life skills. When we take care of our environment and complete our chores independently, we're not just helping our families - we're also learning valuable lessons about responsibility, just like plants and animals depend on each other in nature's cycle!

5th Grade Environmental Learning

Our 5th grade Environmental Learning curriculum explores the interconnectedness of living systems through hands-on study and real-world application. Central to the course is an introduction to aquaponics, where students investigate how plants and aquatic animals support one another in a sustainable ecosystem. Learners examine the nutrient cycle and its role in maintaining healthy environments. A focused study on the life cycle, characteristics, and habitat of trout culminates in a meaningful trout release experience. Students also explore animal classification with an emphasis on marine life, learning to identify key traits and groupings. This course fosters scientific inquiry, environmental responsibility, and a deeper understanding of aquatic ecosystems.

ELEMENTARY SCHOOL INNOVATION LAB

Innovation Lab

A course designed to teach 21st century critical thinking, problem solving, teamwork, and creativity skills through project-based learning. The curriculum includes engineering, design thinking, problem solving, building, 3D designs, coding, robotics, research/presentation, Makerspace, Financial Literacy, digital citizenship, culinary, and more.

K5

Technology for K5 students in the Innovation Lab includes robotics, engineering and building kits, coding, Makerspace projects, creative art projects, graphic design on paper, culinary, and technical projects that require problem solving. The soft skills that K5 students acquire during Innovation Lab activities include problem solving, engineering, teamwork, coding, creativity, critical thinking, time management, communication, collaboration, adaptability, and attention to detail.

Pre-1st & 1st Grade

Technology for Pre-1st and 1st grade students in the Innovation Lab includes robotics, engineering and building kits, online coding, Makerspace projects, creative art projects, culinary, and technical projects that require problem solving. The soft skills that Pre-1st and 1st grade students acquire during Innovation Lab activities include problem solving, engineering, teamwork, coding, creativity, critical thinking, time management, communication, collaboration, adaptability, and attention to detail.

2nd Grade

Technology for 2nd grade students in the Innovation Lab includes robotics, engineering and building kits, online coding, Makerspace projects, creative art projects, culinary, and technical projects that require problem solving. The soft skills that 2nd grade students acquire during Innovation Lab activities include problem solving, engineering, teamwork, coding, creativity, critical thinking, time management, communication, collaboration, adaptability, and attention to detail.

3rd Grade

Technology for 3rd grade students in the Innovation Lab includes artificial intelligence (AI), digital citizenship activities, robotics, engineering and building kits, online coding, Makerspace projects, creative art projects, research and presentations, online graphic design, culinary, and technical projects that require problem solving. The soft skills that 3rd grade students acquire during Innovation Lab activities include problem solving, engineering, teamwork, coding, creativity, critical thinking, digital citizenship, time management, communication, collaboration, adaptability, and attention to detail.

4th Grade

Technology for 4th grade students in the Innovation Lab include artificial intelligence (AI), digital citizenship activities, robotics, engineering and building kits, online coding, Makerspace projects, creative art projects, online graphic design, culinary, and technical projects that require problem solving. The soft skills that 4th grade students acquire during Innovation Lab activities include problem solving, engineering, teamwork, coding, creativity, critical thinking, digital citizenship, time management, communication, collaboration, adaptability, and attention to detail.

5th Grade

When visiting the Innovation Lab, 5th grade students will continue to expand their knowledge of engineering, coding, and design concepts introduced in previous years. The curriculum will focus on the distinctions between mechanical, industrial, and civil engineering. Students will engage in various challenges, including the construction of bridges, building Strawbee catapults, designing weight-bearing towers, creating balloon cars, and launching rockets. Each challenge will encompass four key phases: design, create, test, and reflection. Additionally, students will utilize graphic design tools such as Canva and SketchUp to assist in their projects. They will also explore the history of 3D printing, culminating in the design of a product aimed at solving a specific problem.

MIDDLE SCHOOL and HIGH SCHOOL ACADEMIC EXPECTATIONS

ETHOS ONLINE COURSES

GAC students have the opportunity to take select courses through Ethos, GAC’s online educational platform. Ethos courses are the only online school option for GAC students. The course description for each course offered in Ethos is the same as the course description for the face-to-face course in this book. Please contact the Academic Dean of Ethos for further information.

THE GAC HONOR CODE

“In order to maintain honor in our relationships, we all agree to do what is right, to speak the truth, and to strive for integrity in all that we do. Therefore, we will not be involved in lying, cheating, or stealing. If we do vary from this path of honor, we will accept the correction from others and the established consequences of this school. Honor is a goal we seek to obtain.”

Philosophy: As members of the GAC community and as Christians, we are held to high standards of moral behavior, including standards of trust, honesty, and integrity. By upholding these standards, we can all maintain honor in our relationships. A pillar in the shaping of such an environment is the GAC Honor Code.

Definitions

• Lying is the falsification or denial of a fact or the intentional creation of a false impression. It is also the breaking of a pledge.

• Stealing is the taking of anything without the consent of the owner.

• Cheating is giving, receiving, or attempting to give or receive unauthorized help that could result in an unfair advantage in completing schoolwork. It is the act of deceit or fraud. In the classroom, it will be further defined by each teacher, but will include a minimum of the following:

o Unauthorized use of another person’s material (copying someone else’s work, looking at another student’s test or quiz, etc.)

o Allowing the use of your own material (letting someone copy your work, providing answers to a test/quiz, etc.)

o The revelation of privileged information regarding test, quizzes, etc. (discussing a test after completion with students who have not taken the test yet)

o Collaborative work without having specific permission from the teacher to work with others. (This includes dividing the work among students but turning it in as a complete work from one student.)

o Access to information during an assessment that has not been approved by the teacher (open computer during an assessment, copies of notes lying on the floor, includes any assessment –classroom/test make-up/test support, etc.)

o Usage of unauthorized resources (translators, tutors, etc.) Submitting an item of academic work that has been submitted (even when submitted previously by that student) for credit in another course.

o Using an AI tool without the teacher’s permission.

• Plagiarism is the use of another person’s ideas or phrasing without giving proper credit. Plagiarism will be determined by the product turned in for a grade by the student. Detailed instructions to provide the appropriate credit for cited/paraphrased work are given by each teacher in each class. Plagiarism is not defined by intent it can be a direct result of not following the directions given or it can be an intentional decision by the student, both can result in Plagiarism and may be subject to consequences as deemed appropriate by Administration. Plagiarism is a serious offense. It usually takes one of these forms:

o No Source – The student does not give the source that was used

o Incorrectly Credited – Incorrect use or no use of quotation marks – changing a few words of the

sentence(s) does not make it your own work.

o False Author – Work submitted as though it was the written work of the student when it was written by another person – this includes purchasing a paper from an online source or another person.

o Using an AI tool without properly identifying or disclosing its use. When using an AI tool, the lack of identifying the use is considered not citing appropriate credit to the creator of the work.

Consequences of Dishonor

Consequences may include Saturday School, zero on the assignment, removal from Honor societies, suspension, or dismissal from school. The Administration reserves the right to modify consequences as the situation demands. Any honor code violation could result in dismissal from school, even for the first offense. For more information concerning Honor Code violations, refer to the Honor Code Section in the Student/Parent Handbook.

GAC SYNC EXPECTATIONS

In-person classes, GAC Sync, and Ethos are all educational pathways supported by GAC providing choice and flexibility for each student/family. To assist our families, GAC Sync is designed for short term absences

Each student who participates in GAC Sync will follow the same general and school level academic, uniform and behavior expectations, and deadlines as outlined in this handbook as well as the expectations, assignments, and due dates of each class. Active and engaged participation in the class is the expectation for each student, whether they attend in-person or via GAC Sync.

• The school day schedule will be the same in-person and for GAC Sync. Students are expected to be on time and prepared for class. All tardies and absences will be recorded and will have the same outcomes as if the student was present in the classroom. The expectation is that GAC students will attend the entire school day (outside of approved absences as outlined in the Student-Parent Handbook).

• Students are required to wear a GAC school uniform shirt in order to be admitted into the GAC Sync class session; Spartan spirit wear is an option on Fridays.

• Attendance will be taken within the first 5 minutes of the class period and will be posted to MyGAC (Grades 6-12).

• Students must be seated upright, at a desk or table, prior to joining the sync class session. The work area should be appropriately equipped with materials for class, powered laptop, proper lighting, and Wi-Fi. The workspace should also be in a distraction-free environment (away from pets, televisions, outside entertainment, etc.). Wi-Fi issues or technical difficulties may result in absence from class.

• Students should sign on to the Zoom session at least 2 minutes in advance of the start of class time. The camera should be on at all times, and the student’s face should remain in frame view by the teacher during class. If a student’s video is off, they will be considered absent from class.

• Sync Classroom behavior will adhere to the same rules, policies, and procedures as in-person. Students who do not adhere to these policies or to the policies related to Sync learning may be removed from the learning environment. Students may lose the opportunity to use GAC Sync if they do not adhere to the given expectations for participation in any given class session and/or testing opportunity.

• Students are required to keep DyKnow/Apple Classroom settings on at all times.

• No one is permitted in the class who is not on the class roster, unless given permission by the teacher.

• Assignments and in-class activities need to be completed and submitted at the time communicated by the teacher (same as in-person students), or it will be considered late and may receive a penalty. All work not received by the communicated deadline will be entered as a zero.

• Students may only change their sync status during the lunch period. For example, a student cannot use GAC Sync for the first period of the day and then attend face to face for the second period of the day. If a student is late due to traffic or other factors, then the student will receive a tardy or absence.

• Students are not allowed to leave a GAC Sync class early or miss a class to travel to campus for an after school co-curricular event/activity.

• Leaving class early or missing a class without permission will result in a student's AWOL.

Assessment Protocols - Each assessment period will require the following:

• Students must wear a school uniform (Spartan Spirit wear is allowed on Fridays only) in order to take the test.

• Students should sign on to the Zoom session at least 2 minutes in advance of the start of class time.

• Students must be seated upright, at a desk or table, prior to joining the sync session.

• Students must keep cameras on with their face and test environment remaining in frame during the assessment. If a student’s video is off, she or he will be considered absent from the assessment.

• The work area must be appropriately equipped with materials for testing (powered laptop and monitoring device, proper lighting, and consistent Wi-Fi).

• Students will join Zoom from a second environment monitoring device (smartphone, tablet) before

• the session. Students will set up the monitoring device to focus on the testing area so the teacher can see the student’s entire learning environment throughout the assessment.

• Syncing students must take assessments using GAC’s testing software and a GAC issued MacBook or iPad.

• Students whose environment does not meet requirements may not begin/continue with the assessment.

If any of the above parameters are not followed, the student’s assessment could be invalidated, resulting in a zero on the test. A final decision regarding the test will be determined by the administration and teacher.

Course Expectations

Since it is our goal to provide truly meaningful remote educational teaching and learning experiences through GAC Sync, the design of certain courses will require materials and/or face to face interaction to address the specific areas of instruction during the year. These courses are indicated in this Academic Program Book with a list of materials required or certain face to face requirements.

For certain classes, providing a comparable learning experience using GAC Sync is more challenging than in other classes. For instance, while a student can work independently to master a selection of music in Orchestra at home, it is far more challenging for that student to play as a part of the Orchestra by way of GAC Sync. Courses with limitations on GAC Sync participation are indicated by an asterisk (*) in this Academic Program Book, along with this note:

*Duetocourserequirements,studentsinthisclassare restrictedto10daysofGACSyncper semester. Studentsshouldworkwiththeirteachertomanagethisrequirement.

In these courses, students are restricted to 10 GAC Sync days per semester and should work with the teacher in advance to determine a learning plan that can be completed from home. Beyond those 10 GAC Sync days, students will receive an absence. It is important for students to remember they must meet the minimum attendance requirements (<10 absences) to receive credit for each class each semester.

MIDDLE SCHOOL

MIDDLE SCHOOL PLAN OF STUDY

6**

8** English 6*, **

Earth Science 6**

Ancient Civilizations 6**+

Fine Arts / Elective 1^

Fine Arts/Elective 1^

8*, **

8**+

Fine Arts/Elective 1^

Fine Arts / Elective 2 World Language** / Elective 2 World Language** / Elective 2

* Honors course options are available in the areas of English, Math, and Physical Science (see prerequisites).

^ At least two semesters of a Fine Arts elective are required for all Middle School students.

** An Ethos option of this course is offered during the school year.

+ An Ethos option of this course is offered during the summer.

Students are required to complete math and English assignments over the summer which will be graded and are part of the curriculum for each course.

Electives: The study of World Language may begin in Elementary or Middle School. At least one year of a student’s World Language course of study must be completed in high school. It is strongly recommended that students take at least three consecutive years of the same World Language.

Middle School classes that count towards High School graduation credit include Algebra 1, Honors Algebra 1, Honors Geometry, Physical Science, Honors Physical Science, 2D Art, Photography, Health, and World Language courses. High School classes taken in Middle School will be included on students’ High School transcripts. High School GPA is calculated based on courses taken 9th – 12th grade only, as is consistent with state scholarship programs.

MIDDLE SCHOOL SCHEDULING PROCESS

All classes are offered based on sufficient enrollment, teacher availability, and consideration of other circumstances as deemed necessary by administration.

All schedule changes must occur during the Drop-Add period during the first ten days of coursework of the fall semester and within the first five days of coursework in the spring semester.

An Academic Showcase Night will be held during the first six weeks of the spring semester. This night will explain courses of study and will highlight electives available to Middle School students. After this event scheduling for the next school year will begin. The scheduling process will be conducted between the Academic Showcase Night and Winter Break.

Course offerings for the upcoming school year are presented at the Academic Showcase at the beginning of the spring semester Students will be able to make requests, in order of their preference, through the online school system. Some electives may not be offered at the discretion of the administration based on enrollment numbers. Teacher recommendations are required for all Honors Math, Honors Physical Science, Honors English, and some World Language courses

If students request to withdraw from a course after the first ten days of the semester, a withdrawal fail (WF) will be the credit given in that class.

MIDDLE SCHOOL ACADEMIC POLICIES

HONORS

COURSES

1. Enrollment in and completion of all Honors courses require the following criteria:

a. A minimum score of 85 on a standardized national assessment (ERB/CTP5) in verbal reasoning and reading comprehension (English) or quantitative reasoning (Math). For students new to GAC a minimum Standard Age Score (SAS) of 115 in verbal and/or quantitative on the Cognitive Abilities Test (CogAT), Iowa scores with a 90 or higher in reading comprehension, and mathematics may be used.

b. A minimum grade average of 90 in Honors Math or English course, or a minimum grade average of 95 in a college prep (CP) math or English course.

c. A recommendation will be based on several factors, which may include STAR reading and math assessments, CTP assessments, additional math and English assessments, projects, final exams, writing samples, and timely submission of projects and assignment(s).

2. The Counseling Office administers the ERB/CTP to all 8th grade students in the fall semester each year. Scores will be used for Honors and AP course placements in High School.

3. All Honors courses have grade requirements to remain in the Honors course for the spring semester. Students not meeting these requirements at the end of the fall semester may be moved out of the Honors course for the spring semester.

4. Students recommended to take Honors Introduction to Pre-Algebra or Honors Pre-Algebra in 6th grade will be asked to take an assessment at the end of 5th grade. Students will be asked to do some additional math practice during the summer break.

5. Students requesting to move into Honors courses during the scheduling process will be required to demonstrate readiness for the Honors course.

MIDDLE SCHOOL STUDENTS IN HIGH SCHOOL COURSES

Middle School students who take Physical Science, Honors Physical Science, Honors Algebra 1, Algebra 1, Geometry, Honors Geometry, Health, 2D Art, Photography or a World Language at GAC may receive High School credit. High School GPA is calculated based on courses taken in 9th – 12th grade as is consistent with state scholarship programs.

SUMMER READING/MATH

The GAC Summer Reading and Math Program assignments are required of all Middle School students. These assignments will be graded and are part of the curriculum.

WORLD LANGUAGE COURSES

For students who have taken World Language courses in elementary school, please contact the Middle School Academic Dean and the Ethos Academic Dean to discuss continuing the study of a World Language in middle school. Please also refer to the World Language course descriptions listed in Ethos. For the best options in the college application process, GAC strongly recommends three consecutive years of a high school world language credit; and at least one year of the World Language course must be taken in High School. Many colleges and universities require three years of World Language study.

GRADING SCALE

The grades at six, twelve, and eighteen weeks are continuous and cumulative. Grade point averages are determined by attaching the following values to the grading scale:

Grades shown on final semester report cards and on permanent transcripts are the numeric grades received in the class. No weighting occurs on the grades shown.

High School GPA is calculated based on courses taken 9th – 12th grade, as is consistent with state scholarship programs.

EXAMS

Exams are given at the end of each semester for many Middle School core classes and High School credit classes. Exams are a formal part of the learning process. Courses will administer exams, unit tests, or culminating projects by grade as follows:

GRADE FALL SEMESTER

6 Intro to Pre-Algebra Unit Test

Honors Intro to Pre-Algebra Cum. Exam

English Cumulative Exam

Ancient Civilizations Unit Test

Earth Science Cumulative Exam

7

Pre-Algebra Unit Test

Honors Pre-Algebra Cumulative Exam

English Cumulative Exam

Life Science Exam

American History Unit Test

8 Honors Algebra Cumulative Exam

Algebra Unit Test

Honors Physical Science Cumulative Exam

Physical Science Cumulative Exam

American History Cumulative Exam

English Cumulative Exam

Honors World Language Exam

INCOMPLETE GRADES

SPRING SEMESTER

Intro to Pre-Algebra Cumulative Exam

Honors Intro to Pre-Algebra Cum. Exam

English Cumulative Exam

Science Culminating Project

Ancient Civilization Cumulative Exam

Pre-Algebra Cumulative Exam

Honors Pre-Algebra Cumulative Exam

American History Cumulative Exam

Science Culminating Project

English Cumulative Exam

English Cumulative Exam

Honors Physical Science Cumulative Exam

Physical Science Cumulative Exam

American History Unit Test

Algebra Cumulative Exam

Honors Algebra Cumulative Exam

World Language Exam

Honors World Language Exam

All incomplete grades (“I”) require approval from the Dean of Academics. Any outstanding assignments or assessments must be completed within two weeks following the grading period. Students with extended illness should contact the Dean of Academics to develop an appropriate plan of study

FAILING COURSES

Transcripts will reflect a grade for each semester of every course a student takes. A student may be required to retake a failed core course. The student will receive credit for the repeated successful semester, and both the failing grade and passing grade will be reflected on the transcript. Students may only retake a course if a failing grade is earned.

ACADEMIC PROBATION

Students are placed on academic probation when they receive two or more semester grades of 69 or lower, or three or more semester grades below 74. Any student on academic probation earning two or more failing grades in the following semester may be asked to withdraw from GAC. Students will be removed from academic probation the following semester if a 74 or higher is made in all classes at the end of the following semester. Any student with a grade of less than 74 at the end of the following semester on Academic Probation may be asked to withdraw from GAC. Any student failing four or more classes in one semester will be asked to withdraw from GAC.

TRANSCRIPTS/RECOGNITION/ATTENDANCE POLICY

1. Transcripts will reflect a letter and numeric grade for each semester of every course a student completes. If a student repeats a semester of a course due to failure, both the failing grade and the passing grade will be reflected on the transcript. The student will receive credit for the repeated successful semester.

2. Students will be placed on the Honor Roll for every semester they average a 3.33 GPA with no grade below an 80 for any course. Students will be placed on the President’s List for every semester they average a 4.0 GPA with no grade below a 90 for any course.

3. A student must attend class a certain amount of times in order to receive credit for a course. If a student misses more than ten class periods (excused or unexcused) during a semester, he/she will not receive credit for that class for that semester. School-sponsored absences do not count toward the absences limit. Missing more than the allowed absences will result in the grade for that class being posted to the transcript as a zero (0), indicating that the student did not meet the requirements to receive credit for the class. The grade will be computed into the GPA as a 0 and listed on the transcript as WF.

Students with an unexcused absence will be allowed the opportunity to make up any major assignment or assessment at 80% of the earned grade

MIDDLE SCHOOL ACADEMIC COURSE OFFERINGS

MIDDLE SCHOOL BIBLE & SERVICE HOURS REQUIREMENTS

God the Father, Ethos Option

6th Grade

2 Semesters

Over the course of the year, students will explore the identity and character of God as a Father as well as a theology of their own unique identity and purpose as His children and as bearers of His image. Throughout the year, the Bible is presented in a way that will lead students to know and think deeply about the nature of God and recognize the choice we each must embrace or refuse His guidance in our lives. Principles for living, learning, and leading are presented and considered through an in-depth study of Old Testament foundational stories as well as selected New Testament passages.

Son of God, Ethos Option

7th Grade

2 Semesters

Students will enrich their understanding of Jesus by learning how Old Testament images and patterns illuminate the New Testament’s presentation of Jesus as the human and divine Son of God. Learning activities will include close readings, vocabulary games and competitions, themed projects, art, discussion, and classroom discussions. Students will be exposed to all four Gospels throughout the year, but special focus will be given to Luke and John in the spring semester. The hope is that students will learn to appreciate both the humanity and divinity of Jesus, the chosen Son of God, throughout all of Scripture.

The Spirit Who Gives Life, Ethos Option

8th Grade

2 Semesters

The goal of this class is to engage with biblical portraits of the Holy Spirit and to understand how the Spirit empowers the Christian life. Students will be challenged to read, understand, and articulate how Scripture describes the Spirit in the Old and New Testaments with a special focus on the book of Acts and the Epistles. Class time will focus on reading Scripture, mastering Biblical vocabulary, unpacking the concepts Scripture uses to explain the third person of the Trinity. Gaining a better understanding of the Trinity will allow students to better grasp a biblical vision of how God empowers faith and Christian living.

Student Ministry

8th Grade

1 Semester

Student Ministry class is an opportunity for students to build leadership skills through the planning, preparing, and presenting of Middle School chapels in addition to addressing the same topics as the 8th Grade Bible course, “The Spirit Who Gives Life.”

An application process is required. This is a semester-long course. Students who are selected for Student Ministry for a semester will take the 8th Grade Bible course, "The Spirit Who Gives Life", for the other semester.

Service Hour Requirements

Each 6th-8th grade student is required to complete 10 service hours each school year as part of the Bible curriculum and grade. Keeping up with service hours is the responsibility of the student and hours must be logged using the “Service Report Form” which is linked to each Bible class in MyGAC. The purpose of this requirement is for our students to engage in meaningful community service throughout Middle School. Students will receive one service hour for every hour engaged in volunteer service outside the school, at church, in the community, or on a mission trip. An act of service is a volunteer act spent doing work or

service for someone else’s benefit or blessing. All service hours must be completed by the second Monday in May. Service hours completed after the second Monday in May may count toward the following year.

MIDDLE SCHOOL ENGLISH

English 6, Ethos Option

6th Grade

2 Semesters

Areas of concentration are in reading, writing, language, and vocabulary. Throughout the year, students engage with fiction and nonfiction texts, as well as poetry and drama selections. Students participate in novel studies, which include a strong writing element: engaging in literary analysis; writing responses for reading; and using evidence to support thesis statements. Students are required to read a book and take a comprehension test each month. Additionally, students read a variety of fiction and nonfiction where the focus is on reading comprehension, as well as literary elements and figurative language. Writing throughout the year introduces different forms such as informative and argumentative writing, research using databases for reliable sources, implementing the Modern Language Association (MLA) format for citations, and constructing responses to literature. Teachers use diagnostic tests to measure students’ growth and to differentiate learning. Essential language skills such as grammar, punctuation, capitalization, sentence structure, and vocabulary are also taught in this course. A comprehensive exam is given at the end of each semester.

Honors English 6

6th Grade

2 Semesters

Requirements: 85 or higher on the Verbal Reasoning and Reading Comprehension section of the ERB. Ifa studentdoesnotmaintainaminimumaveragegradeof90,atransitiontoanotherEnglishclassmaytake placeattheendofthefallsemester.

In addition to the 6th grade English curriculum, the Honors level 6th grade class teaches students skills to write deeply with a minimum of three paragraphs using varied sentence structures; read and analyze information critically using higher order thinking skills; and deliver well-organized presentations using MLA citations when necessary. Students focus on the comprehension and composition of literary and informational works, including novels, short stories, plays, essays, and poems. Each semester includes three units, supplemented by essay writing and a novel study conducted between the two semesters. Furthermore, students participate in informal and formal writing assignments, specifically with a deeper focus on varying types including compare and contrast, informative, and argumentative. The curriculum will establish knowledge of standard grammar, vocabulary, sentence structure, and usage throughout the year. At the end of each semester, students complete a comprehensive final exam designed to evaluate their mastery of the skills and concepts covered throughout the term.

English 7, Ethos Option

7th Grade 2 Semesters

Areas of concentration are reading, writing, weekly grammar practice, vocabulary instruction, Greek and Latin roots, short stories, and sentence structure. In the fall, focus is on sentence structure usage, figurative language, using text evidence, literary analysis, a novel study, and narrative writing. The spring academic focus is on figurative language, plays, poetry, and writing informational and argumentative essays, both of which include a research component. Students read one novel each month in addition to practicing with reading and writing strategies, vocabulary, and grammar. Students also practice verbal reasoning strategies each week and are taught to adhere to MLA format in their academic writing. Teachers use various diagnostic tests to measure students’ growth in comprehension and to differentiate learning for each student. The curriculum will establish usage of standard grammar, punctuation, capitalization, and sentence structure. A comprehensive exam is given at the end of each semester.

Honors English 7

7th Grade

2 Semesters

Requirements: 85 or higher on the Verbal Reasoning and Reading Comprehension section of the ERB. Ifa studentdoesnotmaintainaminimumaveragegradeof90,atransitiontoanotherEnglishclassmaytake placeattheendofthefallsemester.

In addition to the English 7th grade curriculum, the Honors 7th grade English class offers students the skills to write deeply and effectively. Students write essays that support a thesis statement, read and analyze critically, and deliver well-organized presentations. The students focus on the comprehension and composition of literary works including novels, short stories, plays, essays, and poems. They also study informational works including informational and argumentative essays, biographies, autobiographies, memoirs, non-fiction text structures, and journal assignments. Students have monthly reading assignments and are assessed for reading comprehension through formal and informal assessments. Additionally, students participate in informal and formal writing assignments, specifically with a focus on informative and argumentative writing including research elements. The curriculum establishes practice of standard grammar, vocabulary, sentence structure, and usage. A comprehensive exam is given at the end of each semester.

English 8, Ethos Option

8th Grade

2 Semesters

Areas of concentration are reading, writing, language, and vocabulary. The focus of the first semester is on building language skills while reading and writing short stories, analyzing literary works, and responding to questions, citing evidence to support thinking. Students complete a historical research paper and a nonfiction unit. A monthly reading requirement ensures independent reading. Teachers use various diagnostic tests to measure students’ growth in comprehension and to differentiate learning. The second semester includes poetry, a novel study, and argumentative writing incorporating a research component All aspects will be implemented in conjunction with reading and language skills, such as grammar, punctuation, capitalization, and sentence structure. A comprehensive exam is given at the end of each semester.

Honors English 8

8th Grade

2 Semesters

Requirements: 85 or higher on the Verbal Reasoning and Reading Comprehension section of the ERB. Ifa studentdoesnotmaintainaminimumaveragegradeof90,atransitiontoanotherEnglishclassmaytake placeattheendofthefallsemester.

In addition to the English 8th grade curriculum, the Honors 8th grade English class prepares students to write effectively, read and analyze critically, and deliver well-organized presentations. The students focus on comprehension and composition of literary and informational works including novels, short stories, plays, essays, and poems. Students will also read one book each month with an assessment of reading comprehension. Additionally, students participate in informal and formal writing assignments, focusing specifically on informative and argumentative writing. The curriculum establishes practices of standard grammar, vocabulary, sentence structure and usage, as well as the importance of tailoring a message to a specific audience.

Making Sense of Short Stories, Ethos Only

7th - 8th Grades 1 Semester

Using short stories/selections from different genres, students will gain deeper practice in understanding what they read. They will learn explicitly taught strategies and multidisciplinary practices to support understanding, application, and enjoyment in reading. Students will think critically while reading, discussing, and evaluating short stories with the intention to increase interest, passion, and future pursuit of reading for enjoyment.

MIDDLE SCHOOL MATHEMATICS

Intro duction to Pre - A lgebra , Ethos Option

6th Grade

2 Semesters

This curriculum aims to challenge students with mathematical concepts that build upon their foundational knowledge. The course focuses on integer operations, rational numbers, properties, and expressions. Students will explore equations, proportional relationships, and geometry in order to prepare them for higher level math classes. Students investigate these areas through problem-solving, critical thinking, and real-world application. The curriculum emphasizes understanding mathematical principles and developing skills to solve problems efficiently

Honors Introduction to Pre-Algebra

6th Grade

2 Semesters

Requirements: 85 or higher on the Quantitative Reasoning and Math section of the ERB. Ifastudentdoes notmaintainaminimumaveragegradeof90,atransitiontoanotherMathclassmaytakeplaceattheend ofthefallsemester.

Students focus on seven critical areas of mathematics: connecting ratio and rate to whole number multiplication, division and problem solving; completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; writing, interpreting, and using expressions and equations; and developing understanding of statistical thinking; developing understanding of and applying proportional relationships; building on our understanding of threedimensional shapes through exploration of volume and surface area; developing an understanding of operations with rational numbers; and working with expressions and linear equations.

Pre-Algebra, Ethos Option

7th Grade

2 Semesters

The Pre-Algebra course serves as an introduction to algebraic concepts, providing students with a solid foundation in basic mathematics. It covers essential topics such as integers, fractions, decimals, and percentages, along with basic geometry, ratios, and proportions. Students will learn to solve simple equations and understand the use of variables and expressions. The course focuses on developing problem-solving skills and logical reasoning, helping students to apply mathematical concepts in everyday contexts.

Honors Pre-Algebra

6th – 7th Grades

2 Semesters

Requirements: 85 or higher on the Quantitative Reasoning and Math section of the ERB. Ifastudentdoes notmaintainaminimumaveragegradeof90,atransitiontoanotherMathclassmaytakeplaceattheend ofthefallsemester.

Students focus on five critical areas in pre-algebraic foundations: solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; drawing inferences about populations based on samples; formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation and solving linear equations and systems of linear equations; grasping the concept of a function and using functions to describe quantitative relationships; and analyzing two-and threedimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.

Algebra 1, Ethos Option

8th Grade

2 Semesters, 1 High School Credit

This is the first course in a series of required High School mathematics courses. Algebra 1 is the critical foundational course for all other High School mathematics courses. Students will solve multi-step equations and inequalities within the real number system. Students will deepen and extend knowledge of functions by comparing and contrasting linear, quadratic, and exponential phenomena. Students extend knowledge of exponent rules and applications and model and analyze polynomials, quadratic equations, rational and radical expressions and equations. Lastly, students use statistics for describing variability in data and for making informed decisions.

Honors Algebra 1

7th and 8th Grade

2 Semesters, 1 High School Credit

Requirements: 85 or higher on the Quantitative Reasoning and Math section of the ERB. Ifastudentdoes notmaintainaminimumaveragegradeof90,atransitiontoanotherMathclassmaytakeplaceattheend ofthefallsemester.

Honors Algebra I is the first in a sequence of mathematics courses designed to ensure that students are prepared to take higher-level mathematics courses during their High School career. The fundamental purpose of Honors Algebra I is to formalize and extend the mathematics that students learned in middle grades. The critical areas, organized into units, deepen and extend understanding of functions by comparing and contrasting linear, quadratic, and exponential phenomena. Students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Students analyze relationships between quantities and expressions and solve linear equations and inequalities. Students also model and analyze quadratic functions and exponential functions and compare and contrast functions. They also describe data. Honors Algebra I concludes with an introduction to trigonometry.

Honors Geometry, Ethos Option

8th Grade

2 Semesters, 1 High School Credit

Requirements: Students must complete Honors Algebra I with a minimum average grade of 90. A TI 83 or a TI 84 calculator is required. Ifastudentdoesn’tmaintainanaveragegradeofatleast87,atransitionto anotherMathclasswilltakeplaceattheendofthefallsemester.

Honors Geometry is a one-year in depth analytical study of Geometry. It is designed to stimulate deeper learning by creating and applying theorems about polygons, lines, angles, polyhedrons, and circles. Students are required to go beyond definitions and formulas to discover and prove why these theorems are true. Logical reasoning and proofs are a major component of this class. This course also includes a review of many algebraic concepts as well as an introduction to trigonometry.

MIDDLE SCHOOL SCIENCE

Earth Science, Ethos Option

6th Grade

2 Semesters

Earth Science is the study of the physical elements of the planet and the atmosphere. The first semester focuses on content related to the study of astronomy, earth-moon-sun relationships, and plate tectonics. The second semester covers content related to geology, weathering and erosion, paleontology, hydrology, and meteorology. To have the best classroom science experience, students should make every effort to be in person for labs and other similar learning opportunities.

Life Science, Ethos Option

7th Grade

2 Semesters

Life Science is the study of living organisms and life processes that occur in the natural world. The first semester covers content in the fields of classifying and organizing life, cells and cell processes, genetics, and human body systems (part one). The second semester continues with part two of human body systems, ecology, natural selection and adaptations, and a capstone research project. In order to have the best classroom science experience, students should make every effort to be in person for labs and other similar learning opportunities.

Physical Science, Ethos Option

8th Grade

2 Semesters, 1 High School Credit

Physical Science is the study of all the matter in the universe: how it is made, how it behaves, and how it interacts. This is a survey of both chemistry and physics. This course will investigate concepts through laboratory and field work using inquiry-based learning and abstract concepts. This course also focuses on applications of scientific principles using higher-order thinking. The fall semester focuses on Chemistry concepts while the spring semester focuses on Physics concepts. To have the best classroom science experience, students should make every effort to be in person for labs and other similar learning opportunities.

Honors Physical Science

8th Grade

2 Semesters, 1 High School Credit

Requirements: Students should have completed Honors Pre-Algebra or Honors Algebra I with a 90 or higher in the course. Students should have a minimum of 85 NPR on the standardized assessment in Reading Comprehension and a minimum of an 85 NPR on the standardized assessment in Quantitative Reasoning or Math 1 & 2. Ifa studentdoesnotmaintainaminimumaveragegradeof90,a transitiontoanotherScience classmay takeplaceattheendofthefallsemester.

Physical Science is the study of all the matter in the universe: how it is made, how it behaves, and how it interacts. This course will investigate concepts through laboratory and field work using inquiry-based learning and abstract concepts. This course also focuses on applications of scientific principles using higher-order thinking. The fall semester focuses on Chemistry concepts while the spring semester focuses on Physics concepts. Honors Physical Science is a fast-paced, rigorous high school science course that covers additional high school Physical Science standards at an in-depth level. In order to have the best classroom science experience, students should make every effort to be in person for labs and other similar learning opportunities.

Health, Ethos Option

8th Grade, Spring Semester 1 Semester, ½ High School Credit

This course emphasizes the importance of knowledge, attitudes, and practices relating to personal health and wellness. Students will explore the physical, mental/emotional, social, and spiritual aspects of health, and how all aspects are connected while learning to appreciate and care for their bodies and minds. Topics will include nutrition, weight management, stress management, peer relationships, alcohol and tobacco, drugs, and communicable and non-communicable diseases. In addition, students will participate in the state required Alcohol and Drug Awareness Program (ADAP), which is required for all 16-year-old students who apply for a driver’s license. The health course may be taken in the spring or summer before the ninth-grade year. It can also be taken during the ninth-grade year.

Social Studies 6 Ancient Civilizations, Ethos Option

6th Grade

2 Semesters

In 6th grade social studies students are made aware of the world, its people, culture, and rich history. They are taught world history with a connection to God being the world’s Creator. The first semester will cover ancient civilizations of Mesopotamia, Egypt, and China. The ancient civilizations of India, Greece, and Rome, as well as the Middle Ages, will be covered in the second semester. The six pillars of civilization are used as the framework for each unit of study. The six pillars are: religion, government/economy, social systems, arts/entertainment, language, and science/technology. Students will also practice and improve research, reading, writing, presentation, and map skills.

American History 7, Ethos Option

7th Grade

2 Semesters

Students in 7th grade study the ideas, issues, and events in America’s history from the Pre-Columbian civilizations through Reconstruction. Topics of study focus on people and events crucial in the development of American society, culture, political system, and economy. Emphasis is placed on the development of analytical skills including chronological and spatial thinking; distinguishing evidence and point of view in primary sources; and interpretation of historical events.

American History 8, Ethos Option

8th Grade

2 Semesters

Students in 8th grade social studies study the ideas, issues, and events in America’s history from the reshaping of our nation in the late 1800s to present day. Students develop an understanding of current global issues and the relationship to historical, geographic, political, economic, and cultural contexts. Emphasis will be placed on skills including chronological and spatial thinking; demonstration of skills related to historical research and point of view; and interpretation of events.

MIDDLE SCHOOL WORLD LANGUAGES

World Language Proficiency Scale: GAC and Ethos World Language classes use the Proficiency Scale developed by the American Council on the Teaching of Foreign Languages (ACTFL) as a guide for assessing language fluency and progression. A brief description of each ACTFL Proficiency Level is provided below.

● Novice Low:

Students understand and use a small range of simple, repetitive words and phrases to provide basic information. Students make errors that prevent communication, even about familiar topics.

● Novice Mid:

Students understand and use a small range of simple, repetitive words, phrases, and occasionally sentences to provide basic information. Students make errors that prevent communication, even about familiar topics.

● Novice High:

Students understand and use words, phrases, and simple sentences to communicate about familiar topics. Students elaborate a little and are beginning to create original sentences, but errors interfere with communication.

● Intermediate Low:

Students understand and use a variety of words, phrases, and strings of original but simple sentences to elaborate on familiar topics. Errors do not interfere with communication about well-learned and familiar topics.

● Intermediate Mid:

Students understand and use a variety of words, expressions, and strings of original, compound sentences to give details, elaborate, describe, and explain on a wide range of topics. Students make few mistakes when communicating about familiar topics.

● Intermediate High:

Students understand and use expanded vocabulary to narrate, describe, and explain a wide range of topics. Students make few mistakes when communicating in familiar tenses and moods.

● Advanced Low:

Students understand and use extensive, culturally appropriate vocabulary to communicate with clarity on a wide range of topics and within a topic, although the connections between ideas seem choppy. Occasional errors do not impede comprehensibility.

Chinese Novice 2, Ethos Only

6th Grade

2 Semesters

Requirements:Successful completion of Chinese Novice 1 and teacher recommendation

This course is designed for students who have completed Mandarin Chinese Novice 1 course or have equivalent experience. Students will continue developing their listening, speaking, reading, and writing skills in Mandarin Chinese. Emphasis will be placed on expanding vocabulary, strengthening sentence structures, and improving pronunciation and character writing. Students will engage in short conversations, write simple paragraphs, and comprehend basic spoken and written materials in familiar contexts. In addition, Students will also study Chinese history, culture, and customs that align with the themes covered throughout the course. Students successfully completing this course can expect to move from the Beginner to the NoviceMid level on the ACTFL proficiency scale.

French Novice 2, Ethos Only

6th Grade

2 Semesters

Requirements:Successful completion of French Novice 1 and teacher recommendation

This course offers students a continuation in the French language learning journey. This year we will continue

to grow in proficiency in the French language, use simple dialogue and write our first paragraphs. Reading and speaking will also be a focus as we produce short samples of the language with ease while enjoying learning together. By the end of this course, students will be able to communicate in short, practiced exchanges on familiar topics, understand simple spoken and written texts, and express basic ideas about themselves and their surroundings. Learners can expect to progress to Novice Mid on the ACTFL proficiency scale upon successful completion of this course.

Latin Novice 2, Ethos Only 6th Grade

2 Semesters

Requirements:Successful completion of Latin Novice 1 and teacher recommendation

This course is designed for students who have completed Latin Novice 1. Building on the same storytelling approach and the Total Physical Response and Comprehensible Input methods, students continue developing reading, listening, and speaking skills in Latin. Vocabulary and grammar knowledge deepen as students engage with longer, more complex stories. Biblical and cultural connections broaden as they explore Roman history and literature, discovering how the ancient world continues to influence modern language and thought.

Spanish Novice 2, Ethos Only 6th Grade

2 Semesters

Requirements:Successful completion of Spanish Novice 1 and teacher recommendation

Spanish Novice 2 is an introductory course to the Spanish language and culture. This course is a continuation of Spanish Novice 1 Each unit will introduce new vocabulary, grammatical structures, and a cultural aspect from one of the many Spanish-speaking countries. Each unit centers around storytelling for language acquisition using the TPRS method. Students successfully completing Spanish 1b can expect to move from Novice-Low to Novice-Mid on the ACTFL proficiency scale.

American Sign Language (ASL) 1, Ethos Only

8th Grade

2 Semesters, 1 High School Credit

In ASL 1, each student will become familiar with basic ASL vocabulary, fingerspelling, and ASL grammar to communicate using simple sentences. Students will be able to engage in basic communication including themes such as school, family, hobbies, and activities. Students will also participate in visual and receptive skill-building and will learn about the history, distinctives, and experiences of Deaf culture.

Chinese 1, Ethos Only 8th Grade

2 Semesters, 1 High School Credit

Chinese 1 is an introduction to the Chinese language and culture. Students will study the Chinese pinyin system, radicals, Chinese numbers, characters, vocabulary, sentence structures, and grammar. These fundamental elements are important for students to participate in listening, speaking, reading, and writing the Chinese language. In this course, students will acquire fundamental skills to: (1) exchange basic greetings, (2) ask for someone’s name, (3) use basic kinship terms to name family members, (4) ask someone’s profession and name common professions, (5) talk about times and dates, ages, and birthdays, (6) ask about someone’s hobbies and name common hobbies, (7) make plans for the weekend, (8) introduce someone to another, and (9) briefly describe a visit to a friend’s house. Students will also study Chinese history and culture and customs that align with the themes covered throughout the course. Students who successfully complete Chinese 1 can anticipate advancing from the Beginner to the Novice-Mid level on the ACTFL proficiency

scale.

French 1, Ethos Option

8th Grade

2 Semesters, 1 High School Credit

French 1 is an introduction to French language and culture. Students are initiated into the language with comprehensible input in the form of movie talks, stories, and a novel. In addition, study centers around thematic units that are common in beginning French curricula: greetings, numbers, seasons and weather; physical descriptions and personality traits; activities and sports; and school, time, food, and holidays. Daily readings will require students to focus on grammar and vocabulary in context. Projects and use of French films expose students to the francophone world and culture. French is a skills-based subject, and French 1 focuses primarily on the development of the interpretive skills of listening and reading comprehension, with more opportunities for the presentational skills of speaking and writing, as we progress through the year. Students successfully completing French 1 can expect to move from Beginner (Novice-Low) to Novice Mid/High on the proficiency scale.

German 1, Ethos Only

8th Grade

2 Semesters, 1 High School Credit

German 1 is an introduction to the German language. Each unit will introduce new vocabulary, grammatical structures, and a cultural aspect from one area of Germany or a German speaking country. Students successfully completing German 1 can expect to move from Beginner to Novice-Mid on the proficiency scale.

Latin 1, Ethos Option

8th Grade

2 Semesters, 1 High School Credit

In Latin 1, students begin acquiring the ability to hear and read the Latin language with understanding. Students encounter Latin in engaging ways and are equipped with basic communication skills. Through the reading selections and class discussions, students learn about the daily lives of the Romans and make comparisons relevant to today's society. By engaging with Latin as a communicative language, students strengthen their English reading and vocabulary skills as they become more familiar with an ancient language at the root of many modern languages such as English, Spanish, and French. Students will also use Latin orally to hold simple interpersonal interactions, as well as writing simple sentences in Latin. Students successfully completing Latin 1 can expect to move from Beginner to Novice-Mid on the ACTFL interpretive proficiency scale.

Spanish 1, Ethos Option

8th Grade

2 Semesters, 1 High School Credit

Spanish 1 is an introduction to the Spanish language. Each unit will introduce new vocabulary, grammatical structures, and a cultural aspect from one of the many Spanish-speaking countries. Students successfully completing Spanish 1 can expect to move from Beginner to Novice-Mid on the proficiency scale.

MIDDLE SCHOOL LEARNING EXCURSIONS

Learning Excursions are academic class trips where attendance is expected. The cost of these trips is assessed at the time of enrollment for the school year and billed along with tuition.

6th Grade: Chattanooga, TN Earth Science Exploratory

Students spend two days in Tennessee exploring the aquarium, Rock City and Ruby Falls. The group also participates in an evening riverboat cruise. All activities are coordinated to supplement the 6th grade Earth Science curriculum.

7th Grade: Savannah, GA Science & History

Students spend three days exploring the historical city of Savannah. The activities are coordinated to supplement the 7th grade Life Science and American History curricula.

8th Grade: Washington, D.C. History & Current Events

Students travel to Washington, DC to tour our nation’s capital. A few highlights include stops at many memorials, the U.S. Capitol, Arlington Cemetery, Mt. Vernon, and the Smithsonian Museums. All activities are coordinated to compliment the 8th grade American History curriculum.

MIDDLE SCHOOL LEARNING SUPPORT ELECTIVES

Academic Support

6th-8th Grades, Pass/Fail Grading

Requirements: Psychological Educational Assessment within the past 3 years. Subsequent reevaluation every 3 years is mandatory to remain in the program.

Academic Support class is an elective coordinated with and integrated into the student’s academic schedule. The student’s educational schedule and curriculum are college preparatory. The Academic Support faculty and staff work very closely with the classroom teachers, counselors, parents, and administrators. Academic Support teachers utilize compensatory learning strategies as methods to assist the student to become a more independent learner. The overall goal is for each student to develop an understanding of his/her differences and develop the skills for self-advocacy of these differences while emphasizing a Christian outlook on life, positive self-esteem, and the joy of learning.

Test Support

6th–8th Grades

Requirements: Psychological Educational Assessment within the past 3 years. Subsequent reevaluation every 3 years is mandatory to remain in the program.

Test Support provides accommodations based upon the specific recommendations from the current psychological educational testing. Accommodation examples include: a quiet place, preferential seating, 50% or 100% extended time, a reader, a scribe, use of computer for essay portion of tests, breaks as needed, record answers directly on test; no scantron, 4-function calculator, hard copy of online assessments, large print (14 pt.). Test Support will coordinate testing sessions and provide a quiet and distraction-free environment.

MIDDLE SCHOOL ELECTIVE COURSE OFFERINGS

FINE ARTS

6th Grade Art & Design

6th Grade

1 Semester

This is an introductory study of the Elements of Art. Students will broaden their understanding of how to create realistic art using drawing, painting and scratch art. Students will create a Visual Journal throughout the semester providing the opportunity to design a project using visual and representational direction.

2D Design, Ethos Option

8th Grade

1 Semester/ ½ High School Credit

This is an entry-level art course that teaches students to develop creative solutions to two-dimensional design problems using a variety of media and techniques. An in-depth exploration of the elements of art will guide students through rendering spatial dimensions through a still-life study. Instructions for using a variety of graphite drawing pencils and techniques will be introduced. Students will demonstrate an understanding of the principles and elements of design as they relate to a watercolor painting and printmaking project. Lastly, students will recognize different artists and artworks in history and creatively “alter” a Master’s work in a personally guided mixed-art appropriation project. Critical analysis and evaluation of one’s own work and the work of others will be initiated. These foundations provide the framework for art students to communicate effectively visually and verbally in successive high school art courses. This is a high school credit course.

Introduction to 3D Art & Design

7th – 8th Grades

1 Semester

This is an entry level 3D class for middle school. The focus of this class will be exploring various sculptural media while growing skills in traditional sculptural methods like additive, manipulation, subtractive, and construction. Students will create both individual and collaborative works using materials ranging from clay, paper, tape, magazine, and foam board. Historical aspects of sculpture will be explored, focusing on the works of George Segal and other famous works of art.

Multimedia Art & Design

7th – 8th Grades

1 Semester

Multimedia & Art Design is the exploration of elements of art and design along with the principles of design. This class allows each student to explore media such as acrylic paint, watercolors, and pastels. The course also includes an introduction to digital photography. Throughout the semester, students create a multi-media Visual Journal where they can further explore the media listed above.

Digital Photography, Ethos Only

8th Grade

1 Semester/ ½ High School Credit

Students will learn the techniques, methods, and digital tools required for digital photography, including DSLR cameras and professional editing software. Students will use critical thinking skills and creative problem solving to create unique compositions that utilize formal elements and principles of design used in producing quality photographs. Historical developments, contemporary uses, and career opportunities related to photography will be explored. Students will create a culminating body of work at the end of the semester. All students are required to have a DSLR digital camera with manual settings for use during this course.

This course may be taken concurrently with high school students seeking high school credit. This is a high school credit course.

Theatre*

6th Grade

1 Semester

This course is an introduction to the study of dramatic arts and dramatic presentation. Students learn fundamental presentation skills that are useful in theatre and many other areas of life. Students also explore the basics of various theatrical disciplines such as scene study, monologue preparation, stage combat, theatrical design, stage management, theatre games, and improv. Students develop a working theatrical vocabulary and understanding of theatre history as a foundation for success at a higher level

Advanced Theatre*

7th–8th Grades

1 Semester

Students develop and exercise performance, collaboration, and creation skills with the opportunity to participate in the development and performance of a theatrical presentation. Students learn to solve staging problems as they face challenges present when communicating to a live audience. Students participate in an in-depth study of a unique theatrical discipline each time they take the course.

Dance*

6th–7th Grades

1 Semester

Students will engage in an in-depth exploration of diverse dance topics, focusing on the study of ballet, jazz, contemporary, lyrical, and hip-hop techniques at both beginner and intermediate levels. They will be offered ample opportunities to create and interpret movement through various studies. Dancers will be provided opportunities to choreograph and perform student choreography. Notable projects include performances of “The Nutcracker” and “Peter and the Wolf,” as well as collaborative work with Meadowcreek Elementary School. Please note that performance requirements are scheduled for each semester.

Advanced Dance*

7th–8th Grades

2 Semesters

Requirements:Audition or teacher recommendation

Our Advanced Dance program is open to 7th and 8th graders who have multiple years of previous dance training. Participants will engage in a comprehensive exploration of diverse dance styles, concentrating on techniques in ballet, jazz, contemporary, lyrical, and hip hop at both intermediate and advanced levels. Students will have numerous opportunities to create and interpret movements through various studies. Dancers will be provided opportunities to choreograph and perform student choreography. Highlights of the program include performances of "The Nutcracker" and "Peter and the Wolf," as well as collaborative projects with Meadowcreek Elementary School. Please note that performance requirements are scheduled for each semester.

*Duetocourserequirements,studentsinthisclassare restrictedto10daysofGACSyncper semester. Studentsshouldworkwiththeirteachertomanagethisrequirement.

Band*

6th Grade

2 Semesters

Students who are beginners or who have up to one year of experience will hone skills on their individual instrument. Students will have the opportunity to perform with the GAC Marching Band at the 6th Grade Band Night and will also have the opportunity to perform at the Christmas and spring concerts. Students will attend concerts during in-class field trips to the Atlanta Symphony and learn from guest performers who will show them elements of professional musicianship.

Advanced Band (Concert Band) *

7th–8th Grades

2 Semesters

Concert Band is designed for students with one to two years of experience with their instrument to further their skills on their individual instruments through large group instruction. The Concert Band performs at a fall concert, Christmas concert, the state assessment (LGPE), and at our Spring Concert (all required). Additional opportunities include participation in the GAC Marching Spartans and attending field trips including District Honor and All-State Band.

Orchestra*

6th Grade

2 Semesters

This Orchestra class (Sinfonia Orchestra) offers instruction on violin, viola, cello, and string bass instruments with a focus on the skills necessary for long-term success. The course is designed to enrich musical skills for students with at least one year of experience and teacher approval. The course provides performance opportunities both on and off campus, as well as educational field trips.

Advanced Orchestra*

7th–8th Grades

2 Semesters

The Advanced Orchestra class (Philharmonia Orchestra) is an ensemble that provides students with learning and performance opportunities on the string instruments of the orchestra. The course is designed to enrich orchestra skills for students with at least two years of experience and teacher approval. It provides performance opportunities both on and off campus, as well as educational field trips.

Choir*

6th–8th Grade

2 Semesters

The music repertoire will include traditional choral works as well as more contemporary popular music. There will be several performance opportunities, including concerts in the fall, winter, and spring, as well as educational field trips.

*Duetocourserequirements,studentsinthisclassare restrictedto10daysofGACSyncper semester. Studentsshouldworkwiththeirteachertomanagethisrequirement.

Songwriting and Production*

7th–8th Grades

1 Semester

The Songwriting and Production class is designed to develop students’ songwriting, recording, mixing and mastering, performing, and branding skills. Students will collaborate to create and release original music on streaming platforms, and students will get the opportunity to perform their songs. With a Fine Arts teacher recommendation, sixth grade students may have the option to participate during the spring semester.

Music Theory, Ethos Option

8th Grade

2 Semesters, 1 High School Fine Art Credit

Music theory serves as an entry-level course for those interested in the fundamentals of music literacy (reading, writing, and understanding music). As a prerequisite for AP Music Theory, this course begins with students learning the rudiments of pitch and rhythm and progresses through exploring the relationship between these rudiments to real music in intervals and basic chord structure. Various styles of music are used in listening and writing throughout the course, and students of any proficiency are welcome. No prior musical experience is required.

*Duetocourserequirements,studentsinthisclassarerestrictedto10daysofGACSyncpersemester. Studentsshouldworkwiththeirteachertomanagethisrequirement.

Foundations of Physical Fitness 6th-8th (Boys & Girls)

1 Semester - Pass/Fail Grading

Foundations of Physical Fitness is a developmentally appropriate course designed to prepare middle school students for long-term participation in physical activity, school athletics, and future performance training opportunities. This course serves as a bridge between general Physical Education and the more advanced Middle School Performance Training program. It is intended for students who may not yet be ready for a structured strength and conditioning class but would benefit from focused instruction in movement fundamentals, coordination, and sport readiness. The curriculum follows a two-week block structure that aligns with the Georgia Standards of Excellence for Physical Education, specifically addressing movement competency, motor skill application, health enhancing fitness, responsible behavior in activity settings, and engagement in lifelong physical activity. Instruction emphasizes foundational movement patterns such as safe landing mechanics, balance and posture control, introductory strength training, linear and multidirectional speed mechanics, reaction skills, and age-appropriate conditioning methods. A core component of the course includes the use of small, sided games to reinforce movement concepts within simplified sport environments. These games promote strategy, spatial awareness, teamwork, and decision making while offering students meaningful opportunities to apply new skills. Sport choice blocks such as badminton, ultimate, and flag rugby support exposure to a variety of activities, building versatile physical literacy and increasing overall student engagement

Performance Training 7th & 8th (Boys), Ethos Option

1 Semester - Pass/Fail Grading

Performance Training introduces students to the foundational principles of athletic development in a dynamic and engaging environment. Designed for boys, the class focuses on teaching proper movement patterns, speed, agility, strength, and coordination. learn to master fundamental skills through progressive training that emphasizes long-term development and injury prevention. The course provides hands-on instruction in bodyweight exercises, prehab techniques, and speed mechanics to build a strong foundation for athletic and everyday movement. While tailored to the developmental needs of middle schoolers, the training challenges students to grow both physically and mentally. The curriculum reflects a holistic approach, emphasizing the importance of discipline, teamwork, and accountability. By cultivating proper technique and work ethic, students not only enhance their athletic performance but also develop habits that will serve them beyond the classroom. Whether they are new to training or experienced athletes, every student is empowered to achieve their personal best.

Performance Training 7th & 8th (Girls), Ethos Option

1 Semester - Pass/Fail Grading

Performance Training introduces students to the foundational principles of athletic development in a dynamic and engaging environment. Designed for girls, the class focuses on teaching proper movement patterns, speed, agility, strength, and coordination. Students learn to master fundamental skills through progressive training that emphasizes long-term development and injury prevention. The course provides hands-on instruction in bodyweight exercises, prehab techniques, and speed mechanics to build a strong foundation for athletic and everyday movement. While tailored to the developmental needs of middle schoolers, the training challenges students to grow both physically and mentally. The curriculum reflects a holistic approach, emphasizing the importance of discipline, teamwork, and accountability. By cultivating proper technique and work ethic, students not only enhance their athletic performance but also develop habits that will serve them beyond the classroom. Whether they are new to training or experienced athletes, every student is empowered to achieve their personal best.

MIDDLE SCHOOL STEM ELECTIVES

MakerSpace 1*

6th–8th Grades

1 Semester

This course invites students to create, invent, and learn using technologies such as woodworking, 3D printing, computer programming, electronics, and other tools. Students also learn to code in this course.

MakerSpace 2*

6th–8th Grades

1 Semester

Requirements: Successful completion of MakerSpace 1

This course is an advanced study into the world of MakerSpace. Students will have more opportunities to create their own projects while being challenged to develop other skills. Coding work continues in this course.

Robotics 1* - Ethos Option

6th–8th Grades

1 Semester

Robotics is designed to stimulate creativity, problem-solving skills, and collaboration through the construction and programming of robots.

Robotics 2*

7th–8th Grades

1 Semester

Requirements: Successful completion of Robotics 1

Robotics 2 will build upon skills that students developed in Robotics 1. This includes building robots, learning a variety of engineering design principles, and block coding. Students will develop an understanding of how to build and program different robots Robotics 2 incorporates problem-solving, team building, collaboration, and cross-curricular concepts.

Introduction to Video Production*

7th–8th Grades

1 semester

In this hands-on, one semester video production class, students will explore the art of filmmaking. From the first spark of an idea to a finished video ready to share, students learn how filmmakers tell stories, communicate emotion, and persuade audiences using visuals, sound, and editing. Topics of study include visual storytelling techniques, scripting and storyboarding, and video composition. By the end of the semester, students will understand how filmmakers communicate through images, how to plan and shoot effectively, and how to edit videos that are polished, engaging, and fun to watch. Self-motivation, selfdiscipline, and creativity are highly encouraged.

*Duetocourserequirements,studentsinthisclassare restrictedto10daysofGACSyncper semester. Studentsshouldworkwiththeirteachertomanagethisrequirement.

MIDDLE SCHOOL ETHOS ONLINE COURSES

A number of middle school courses are being offered through GAC’s online school, Ethos. For more information about the program contact the Academic Dean of Ethos.

See course descriptions for more details.

The following courses are offered in Ethos for middle school:

● God the Father 6

● Son of God 7

● The Spirit Who Gives Life 8

● English 6

● English 7

● English 8

● Introduction to Pre-Algebra

● Pre-Algebra

● Algebra 1

● Honors Geometry

● Ancient Civilizations 6*

● American History 7*

● American History 8*

● Earth Science

● Life Science

● Physical Science

● Health +*

● Performance Training*

● Making Sense of Short Stories*

● 2D Design

● Photography*

● Robotics I*

● World Languages:

○ American Sign Language (ASL) 1

○ Chinese Novice 2

○ Chinese 1

○ French Novice 2

○ French 1

○ German 1

○ Latin Novice 2

○ Latin 1

○ Spanish Novice 2

○ Spanish 1

* Indicates Ethos Summer options

+ This course may be taken in the spring or summer before the ninth-grade year. It can also be taken during the ninth-grade year. It is a high school credit course.

MIDDLE SCHOOL ELECTIVES

Semester Electives

Theatre *

Advanced Theatre *

MakerSpace 1*

MakerSpace 2*

Performance Training-Boys/Girls *

Foundations of Physical FitnessBoys/Girls *

Robotics 1

Robotics 2

Making Sense of Short Stories ***

6th Grade Art & Design

2D Design

Introduction to 3D Art & Design

Multimedia Art & Design

Photography ***

Introduction to Video Production

Health †

Yearlong Electives

6 7 8

Orchestra*

Advanced Orchestra * Band *

Advanced Band * Choir

Music Theory

Songwriting & Production

Dance*

Advanced Dance *

American Sign Language (ASL) ***

Chinese Novice 2 ***

Chinese 1***

French Novice 2 ***

French 1

German 1***

Latin Novice 2 ***

Latin 1

Spanish Novice 2 ***

Spanish 1

6 7 8

These courses require previous experience, teacher recommendation and/or audition/interview May be taken twice in one year

* These courses may require additional supplies *** Ethos only

† Spring semester only, Ethos option available

HIGH SCHOOL

HIGH SCHOOL REQUIREMENTS FOR GRADUATION

Students enrolled all four years of High School are expected to earn a minimum of twenty-six Carnegie Units in order to graduate from GAC. The academic program is designed to provide students with prerequisites necessary to meet admission requirements of most colleges and to prepare students for an academically successful college experience. One credit is equivalent to two semesters of course work.

Community

Bible*

English

Social Science

4 credits (8 semesters)

4 credits (8 semesters)

3 credits (6 semesters) World History & US History

Mathematics 4 credits (8 semesters)

Science

Health

4 credits (8 semesters)

½ credit (1 semester)

Physical Education** ½ credit (1 semester)

World Language 2 credits (4 semesters)

Fine Arts (Performing or Visual)

Electives***

1 credit (2 semesters)

3 credits (6 semesters)

Biology and Chemistry Required Physics strongly Recommended

Two consecutive years of the same language. Third year of the same language strongly recommended.

Requirement beginning with class of 2023

1. Students transferring into GAC during their High School program are required to take Bible for only the semesters that they are enrolled in GAC. For example, a student who transfers at the beginning of the sophomore year will be required to take only 3 credits of Bible. This also means that students’ total number of Carnegie units (credits) required to graduate may vary. All students must be enrolled in a Bible class each semester they are a GAC student.

2. Students are expected to earn three (3) Carnegie units per semester.

* Information regarding required service hours can be found on MyGAC/GAC High School Service Hour Guidelines.

** Students may satisfy the PE graduation requirement by fully participating on a GAC High School Athletic Team, GAC Dance Team, or GAC Marching Band for one complete season. In order to receive credit, students must complete and submit the PE Waiver Form (located on the HS resource page in MyGAC) to the GAC Registrar. Waiver forms may also be obtained from the High School Office.

HIGH SCHOOL PLAN OF STUDY

Students and their parents should create a preliminary plan for the next school year to be discussed with your Academic Counselor. Please refer to High School graduation requirements as a guide.

GRADUATION REQUIREMENTS: 26 credits minimum. Transfer students may have a different credit minimum requirement.

GEORGIA HOPE SCHOLARSHIP PROGRAM ELIGIBILITY INFORMATION

The Georgia HOPE Scholarship is a merit-based scholarship that provides assistance towards the cost of tuition at eligible public and private Georgia postsecondary institutions. A student must graduate from an eligible High School with a minimum 3.0 HOPE GPA as calculated by the Georgia Student Finance Commission (GSFC) and meet specific rigor course requirements.

The Zell Miller Scholarship is a merit-based scholarship that provides full tuition at a public postsecondary institution and tuition assistance at an eligible private postsecondary institution. A student must graduate from an eligible High School as valedictorian or salutatorian (meeting the requirements of the Georgia HOPE Scholarship) or graduate with a minimum 3.7 Zell Miller GPA as calculated by the Georgia Student Finance Commission (GSFC) along with a minimum combined score of 1200 on the math and reading portions of the SAT or a minimum composite score of 26 on the ACT (single national administration of either test) and meet specific rigor course requirements.

Application Procedure for the Georgia HOPE Scholarship

Students have two options when applying for the Georgia HOPE Scholarship:

1. Complete the Free Application for Federal Student Aid (FAFSA) or,

2. Complete the online Georgia Student Finance Application (GSFAPPS) or printable paper GSFAPPS application. Completing this once will cover all four years of college. Note: If you choose to use FAFSA, it must be completed each year.

Basic Eligibility

All HOPE programs require students to meet basic requirements. An eligible student must:

1. Meet HOPE’s U.S. citizenship or eligible non-citizen requirements;

2. Be a legal resident of Georgia;

3. Meet enrollment requirements;

4. Be in compliance with Selective Service registration requirements;

5. Meet academic achievement standards;

6. Be in good standing on all student loans or other financial aid programs;

7. Be in compliance with the Georgia Drug-Free Postsecondary Education Act of 1990;

8. Not have exceeded the maximum award limits for any HOPE program.

Program Eligibility

To receive HOPE Scholarship funding, students must graduate from a HOPE-eligible High School with a minimum 3.0 grade point average (as calculated by GSFC).

1. Be enrolled as a degree-seeking student at a public or private HOPE-eligible college or university in Georgia.

2. Meet academic rigor course requirements. Beginning with students graduating from an eligible High School on or after May 1, 2015, students must complete a specific number of academically rigorous courses, as identified on the Academic Rigor Course List, in addition to meeting the GPA requirements.

GEORGIA HOPE GPA Calculations

A student’s High School HOPE Scholarship GPA Calculation is NOT the same as his or her High School GPA.

The major difference in the two calculations is that the High School HOPE Scholarship GPA includes only grades earned in the core subjects of English, mathematics, science, social studies, and world language

All grades earned for attempted coursework in these core subjects during the student’s 9th, 10th, 11th, and 12th grade years that could be used to satisfy a core curriculum graduation requirement are calculated according to the following 4.0-point scale:

A = 4.0

B = 3.0

From that core coursework, any weighting added by the High School is removed, then half a point (.5) is added back to Advanced Placement (AP) courses. Honors coursework is not weighted. The High School HOPE Scholarship GPA calculation will count all attempts of the same course, if taken more than once.

Log on to www.gafutures.org to check your current High School HOPE Scholarship GPA calculation.

GHSA ELIGIBILITY REQUIREMENTS

In accordance with Georgia High School Association (GHSA) regulations, all students must pass a minimum of 2.5 credits per semester to gain eligibility. To maintain eligibility, students must possess the following number of credits:

• 5 credits entering the 10th grade

• 11 credits entering the 11th grade

• 17 credits entering the 12th grade

** These minimums are subject to change based on GHSA policy.

Students who become ineligible at the end of the first semester may not participate in any tryouts or spring practices (e.g., spring football, cheerleading) that occur before the end of the school year.

HIGH SCHOOL ACADEMIC POLICIES

ATTENDANCE POLICY

A student must attend class a certain amount of times in order to receive credit for a course. If a student misses more than ten class periods (excused or unexcused) during a semester, he/she will not receive credit for that class for that semester. School-sponsored absences and college visits do not count toward the absences limit. Missing more than the allowed absences will result in the grade for that class being posted to the transcript as a zero (0), indicating that the student did not meet the requirements to receive credit for the class. The grade will be computed into the GPA as a 0.

Students with an unexcused absence will be allowed the opportunity to make up any major assignment or assessment at 80% of the earned grade.

HONORS, DUAL CREDIT & ADVANCED PLACEMENT COURSES

Students enrolled in GAC Honors courses can expect the pacing of the class to be much quicker, and they will be required to work more independently to cover more material. Honors courses are for students who learn quickly at the college prep level and are equipped to study the concepts more in-depth. GAC Honors and Dual Credit courses carry an additional ½ quality point when the semester grades are converted to the 4point scale and calculated into a student’s GPA.

Advanced Placement (AP) is a program of rigorous college-level coursework that is taught in High School. The College Board oversees nationally defined curriculum standards to align with freshman level college work for these courses. A course may only use the “AP” designation in its title when the syllabus has been approved by the College Board. End of course exams are administered to demonstrate mastery of the standardized requirements for each course and are required by GAC students enrolled in our AP coursework. Many colleges and universities offer college credit based on the scores from these exams.

As with AP, Dual Credit course acceptance varies with each college and university. Colorado Christian University Dual Credit students must request transcripts in order for them to be sent to colleges and universities. The decision to accept these courses lies with each post-secondary institution. We recommend that students contact the colleges and universities they hope to attend to confirm the acceptance of individual courses.

GPA quality points for GAC Honors, Dual Credit, and AP coursework do not change the raw score earned in the course. Student transcript grades will reflect the actual numeric grade received in the class. At the end of a semester, final class grades are converted to a 4-point scale, and the additional quality points are added to the GPA calculation at that time.

Enrollment and completion of all Honors, Dual Credit, and AP courses require students to meet certain criteria. These are detailed in the course descriptions listed in this book. In addition to these, teacher approval is required. Both conditions have to be met for admittance into an AP class.

The only accommodations offered to students in AP classes are those approved by the College Board. GAC AP students are required to take the National AP Exam in the spring. An additional fee will be charged in the Spring for each exam. This requirement demonstrates to colleges and universities that the GAC AP curriculum fully meets the College Board standards and is recognized as a confirmation of the rigor of our coursework. The testing fee is in accordance with the national fees charged by the College Board.

All Honors and AP courses have grade requirements for students to remain in the Honors/AP course for the spring semester. Students not meeting these requirements at the end of the fall semester will be moved to the College Prep track for the spring semester. Seniors who do not qualify for the second semester of their AP class must notify in writing any colleges to which they have applied regarding their change of schedule.

SCHEDULE CHANGES (DROP/ADD)

Please note that schedules are planned on an annual basis. The schedule, also referred to as the Plan of Study, is formulated by the student, parent, and counselor in the spring based on course requests and will be used to generate the student’s course load for the entire following year. The Plan of Study serves as an indicator of course preferences and not a guarantee of classes. All requests for schedule changes must be made within the first 10 course days in the Fall semester, and the first 5 course days in the Spring Semester Any class change made after the deadline will result in a Withdraw Failing grade.

STUDY HALL

Study hall classes are available for junior and senior students only, although exceptions may be made for freshmen and/or sophomores taking more than 7 classes, at the discretion of the Dean of Academics.

SUMMER READING

The GAC Summer Reading Program is required of all High School students. Teaching units and/or tests based on the summer reading will be a part of the curriculum at the beginning of the school year.

WORLD LANGUAGE REQUIREMENT

For the best options in the college application process, College Counseling strongly recommends three consecutive years of a high school world language credit.

GRADING SCALE

Grades shown on final semester report cards and on permanent transcripts are the numeric grades received in the class. No weighting occurs on the grades shown.

Because of their curricula and difficulty, Honors and Dual Credit courses receive an additional GPA increase of.5, and AP courses receive an additional 1.0 increase. The letter grade for these courses is not changed on the transcript. The increase is only reflected in the weighted cumulative GPA. A student’s weighted cumulative GPA is the average of all grades received with any additional quality points added to each course taken in grades 9th through 12th as merited. If a student is transferred out of an AP or Honors course into the College Prep track during the semester, the grade transferring to the College Prep class will increase by 10% for an AP course and 5% for an Honors course.

EXAMS

Exams are a formal part of the learning process. For all underclassmen, a cumulative exam is a part of the educational process in designated courses. Courses, as outlined by grade-level below, will administer the cumulative exam either in the fall or in the spring. All Honors, AP, and DC courses will administer exams both semesters.

GRADE

9 Bible

English 9

Health

FALL SEMESTER

Academic Electives

Any Honors classes

10 Bible

English 10

World History

Academic Electives

Any Honors or AP Classes

11

Bible

English 11

U.S. History

Academic Electives

Any Honors or AP Classes

Senior Exam Exemption Privilege Guidelines

SPRING SEMESTER

Health

Math

Biology

World Language

Academic Electives

Any Honors classes

Math

Chemistry

World Language

Academic Electives

Any Honors or AP classes

Bible

Science

Math

World Language

Academic Electives

Any Honors or AP classes

A senior who meets the following prerequisites may exempt one or all of his/her exams per semester.

- grade of 93 or higher

- no suspensions from school within the semester

- no honor code violations within the semester

- no more than four absences for the semester per class

- Seniors CANNOT exempt any Honors, DC, or AP exams either semester

FAILING COURSES

Transcripts will reflect a grade for each semester of every high school course a student takes. If a student repeats a semester of a course due to failure, both the failing grade and the passing grade will be reflected on the transcript and calculated into the GPA. The student will receive credit for the repeated successful semester. High School students may only retake a course if a failing grade is earned.

INCOMPLETES

All incomplete (“I”) grades require approval from the Dean of Academics and must be made up within two weeks following the six-week grading period. Students with an extended illness should contact the Dean of Academics.

TRANSFER & HOMESCHOOL CREDITS

All transfer students who have passed Honors and/or AP classes will receive the numerical grade awarded on the previous school’s transcript. Transferred Honors/AP classes will receive no additional credit calculated into the GPA.

If a home school credit is approved by the Dean of Academics, it will be entered on the transcript as a Pass/Fail graduation credit.

ACADEMIC PROBATION

Academic Probation provides structure for students who are currently struggling academically in order to encourage their academic success. Students are placed on academic probation when they receive two or more semester grades of “F”, or three or more semester grades below “C-.” Students on academic probation are required to attend multiple study halls each week outside of the regular school day. As a part of the study hall, students will create and implement a study plan, including utilizing the office hours of teachers of each of their courses. Students will also routinely review their grades in MyGAC and address any issue/concern as it arises as part of their study hall times. The intended goal is for students to develop several strategies during their time on Academic Probation that will encourage their continual academic success. The expectation for students on academic probation is to earn a minimum grade of 74 in each class. If this outcome is achieved, the student will be removed from academic probation. Any student on academic probation who has one (or more) grades below a 74 will remain on academic probation. Any student who remains on academic probation for more than two consecutive semesters may be asked to withdraw from GAC. Any student on academic probation earning two or more failing grades (69 or below) the following semester will be asked to withdraw from GAC. Any student failing four or more classes in one semester will be asked to withdraw from GAC. Students who are asked to withdraw due to academic probation may reapply for admission to GAC after attending one successful semester at another school. Students are expected to arrive promptly and to attend the entire study hall session. Every four accumulated tardies or any tardy of twenty minutes or more will also be counted as one absence. Students are allotted three absences to the study hall, excused or unexcused, during the semester. On the fourth absence, the student will be required to make up the missed time by attending an assigned Saturday school.

ACADEMIC RECOGNITIONS

Students will be placed on the Honor Roll for every semester they average a 3.33 GPA with no grade below an 80 for any course. Students will be placed on the President’s List for every semester they average a 4.0 GPA with no grade below a 90 for any course.

Seniors who graduate at the top of their class will be recognized with honors. Seniors with a 4.0 GPA will graduate Summa Cum Laude. Students with a 3.75 GPA will graduate Magna Cum Laude, and students with 3.5 GPA will graduate Cum Laude.

HIGH SCHOOL COURSE OFFERINGS

HIGH SCHOOL BIBLE

Bible 9: Story of God (Ethos Option)

9th Grade

2 Semesters, 1 Credit

The goal of this class is to help students grasp how Bible stories tell one coherent narrative, the story of God. Class time will focus on reading Scripture together, engaging in activities that teach the skills necessary to read biblical literature well, and discussing how the various stories unfold the drama of Scripture. The scope of this class is very broad, spanning the entirety of Scripture. Nevertheless, the focus of each unit is singular: identifying how Scripture tells the story of God. Scripture tells a beautiful story of God drawing near to broken people to lead them back to God. Recognizing God as the primary subject of Scripture is true to the content of the literature and therefore casts the brightest light on the good news Scripture offers to all people.

Bible 10: Poets and Prophets (Ethos Option) 10th Grade

2 Semesters, 1 Credit

The goal of this class is for students to grow in their ability to read well the non-narrative portions of Scripture. Students zoom in on four particular books: Deuteronomy, Isaiah, Matthew, and Romans. By focusing on books that are non-narrative in genre, students will enhance their ability to read all of Scripture with understanding.

Bible 11: Christian Theology (Ethos Option)

11th Grade

2 Semesters, 1 Credit

The goal of this class is to orient students to fundamental beliefs that Christians have held across time and across the globe. Students will learn how understanding God as Father, Son, and Spirit is grounded in history and Scripture. Each unit will emphasize why these beliefs matter, how they are relevant to the gospel, and how they impact one’s everyday values and behaviors.

Bible 12: Comparative Religions (Ethos Option) DC Credit Ethos Only

12th Grade

1 Semester, ½ Credit

The purpose of this course is to introduce seniors at GAC to the major living world religions, particularly the religions of Hinduism, Buddhism, and Islam. Students will analyze and assess these worldviews from a Biblical worldview while identifying the fundamental beliefs, values, and behaviors that undergird each faith. Special attention is given to the historical origins, theological development, and modern ethical teachings of each religious topic while also assessing trendlines in new religious movements and “New Age” spirituality. The course will equip GAC students to engage thoughtfully and lovingly with neighbors from diverse backgrounds.

Bible 12: Christianity and Culture (Ethos Option)

12th Grade

1 Semester, ½ Credit

This course will explore Christianity and one's own culture. Through an examination of the significant ideas present in the Western world, students will be equipped to critically analyze the Biblical narrative and its intersection with modern philosophy and media (e.g., film, television, music, and visual arts). This course will

connect prominent Biblical themes to everyday life such as the existence of God, the nature of humanity, social injustice, self-sacrifice, leadership, consumerism, and stewardship. Special emphasis will be given to skills such as ethical reasoning, critical reading, topical research, and public speaking. By the end of the semester, students will be challenged to present a Biblically informed and philosophically sound analysis of a challenging ethical topic in front of their classmates.

Bible 12: Student Ministry and Worship Practicum

12th Grade

2 Semesters, 1 Credit

Student Ministry is an immersive experience designed to form students into disciple-making disciples. Our goal is for students to read and communicate scripture well as they care for their own souls and the souls of those with whom they encounter in their everyday lives. Formative aspects of the course include spiritual formation, biblical proficiency, and various ministries of the word. Attention will also be given to planning and presenting chapels. During the fall semester of the course, students will be introduced to a series of ministry modes, such as apologetics, counseling, teaching, and preaching. In the spring, they will select a ministry mode and complete a semester-long student-centered capstone project. Students are selected for this course via an application process. A maximum of one credit will be allowed for Student Ministry and/or Worship Practicum.

Old Testament Survey, Ethos Only, Dual Credit Option

11th – 12th Grades

2 semesters, 1 Credit

This survey course surveys all of the Old Testament. The course gives students in depth analysis of the cultural and historical backgrounds to the writings of Israel. Within this course, students will explore the Torah and its implications for Israel as well as discuss the Prophets and Writings sections of the Hebrew Scriptures. Students will wrestle with deep questions of faith and grow in knowledge and understanding of the Scriptures Jesus himself grew up reading.

New Testament Survey, Ethos Only, Dual Credit Option 11th – 12th Grades

2 semesters, 1 Credit

This is a yearlong course, but each semester is self-contained and can be taken independently. Students must take both semesters to earn Dual Credit.

In one semester students will explore the life of Jesus in the gospel primarily focused upon the books of Luke and John. The other semester will cover the remaining New Testament focusing upon the authorship, date, and context of the remainder of the books.

Greek 1, Ethos Only, Dual Credit Option

11th – 12th Grades

2 Semesters, 1 Credit

In Greek 1, students will begin to acquire communication skills in Biblical Greek as well as strengthen their reading comprehension, writing, and vocabulary skills. Through the reading selections and class discussions, students will learn not only about the language of Jesus’ time period, but also the culture behind the texts. By the end of the course, students will be able to read selected verses and texts from the New Testament in its original language. Beyond an introductory knowledge of Greek, students will have an appreciation for the New Testament and the cultural context in which it was written.

Greek 2, Ethos Only, Dual Credit Option

11th – 12th Grades

2 Semesters, 1 Credit

In Greek 2, students will build on skills acquired in Greek 1, continuing to strengthen their reading comprehension, writing, and vocabulary skills. Through increasingly complex reading selections and class discussions, students will increase their proficiency in reading the Greek New Testament and their understanding of the culture behind the text. By the end of the course, students will be able to read extended passages from the New Testament in its original language.

Hebrew 1, Ethos Only, Dual Credit Option 11th – 12th Grades 2 Semesters, 1 Credit

Hebrew 1 is an introductory course to Biblical Hebrew as used in the Old Testament. In Hebrew 1, students will acquire the necessary skills to begin to read Hebrew in their own Hebrew Bibles. The course is designed to give an introductory look at the vocabulary, reading comprehension, writing, and cultural knowledge needed to read the Hebrew Scriptures on their own. By the end of the course, students will be able to read selected verses and texts from the Old Testament in their original language. Beyond an introductory knowledge of Hebrew, students will have an appreciation for the Old Testament and the cultural context in which it was written.

English Electives: Creative Writing I & II, Journalism, and Yearbook

*All Honors and AP classes have requirements for enrollment. See class descriptions for all requirements. Students in all High School Honors and AP English classes must maintain at least a B+ (87) average each semester to remain in good standing in the Honors English Program.

English 9, Ethos Option 9th Grade

2 Semesters, 1 Credit

This college-prep class is designed to prepare students for writing and reading expectations at GAC and beyond. Focused units will move from correct grammar usage to sentence structure to essay composition. Students will focus on the study of literature and writing in response to that literature. Elements of fiction are taught using short stories, plays, poetry, and novels. Vocabulary is taught in context through Membean, an online vocabulary program. Students develop and practice basic speech skills presenting various projects and essays. An introduction to Shakespeare includes a study of Romeo and Juliet. Multicultural studies are woven into the curriculum throughout the year, focusing on authors of different ethnicities and cultural backgrounds.

Honors English 9, Ethos Option 9th Grade

2 Semesters, 1 Credit

Requirements: Class grade of 90 or higher in Honors English 8 or a class grade of 95 or higher in English 8. Students must have a minimum percentile score of 80% or higher in the Reading Comprehension or the Verbal Reasoning section of the ERB or equivalent standardized test scores.

The Honors English track in High School is designed for students who are truly gifted in reading and writing. Honors classes move at a faster pace with less time in class spent on direct instruction. Since we expect that students are already excellent readers and writers, class time is spent honing those skills and moving into more rigorous pacing, reading assignments, and expectations. Elements of fiction are taught using short stories, plays, poetry, and novels. Vocabulary is taught in context through Membean, an online vocabulary program. Students develop and practice basic speech skills by presenting various projects and essays. An introduction to Shakespeare includes a study of Romeo and Juliet and Julius Caesar. Multicultural studies are woven into the curriculum throughout the year, focusing on authors of different ethnicities and cultural backgrounds.

English 10, Ethos Option 10th Grade

2 Semesters, 1 Credit

English 10 includes the study of writing, literature, and vocabulary. Students write at least two research essays during the first semester and one in the second semester. The topics for these essays come from literature studied in class. Literature studies include short stories, novels, nonfiction, and a Shakespearean drama. With each writing assignment, students study grammar and usage rules, punctuation, and sentence structure. Vocabulary is taught in context through Membean, an online vocabulary program

Honors English 10 10th Grade

2 Semesters, 1 Credit

Requirements: Successful completion of Honors English 9 with a minimum grade average of 87 per semester; the PSAT score is also considered.

Designed for students gifted in reading and writing, the curriculum for Honors English 10 emphasizes critical reading, intense discussion, and written expression. This course includes the study of English grammar, composition, literature, and vocabulary. Vocabulary is taught in context through Membean, an online vocabulary program. In addition to several critical essays, students write an introductory literacy comparative paper in the fall and a literary-analysis research paper in the spring. With each writing assignment, students study grammar and usage rules, punctuation, and sentence structure. Literature studies include short stories, novels, nonfiction, essays, and drama.

English 11, Ethos Option 11th Grade

2 Semesters, 1 Credit

This 11th grade course is a study of grammar, composition, and American literature. The major focus is a detailed survey of significant American authors. All major movements and authors are studied with an emphasis on understanding and interpretation. Literature selections to be studied include: The Great Gatsby, The Crucible, and several other classic and contemporary works. . In addition to these classic selections, students also choose a contemporary, critically acclaimed book to read and analyze. Grammar concepts are studied throughout the year. Students have many opportunities to improve composition skills through units studied, frequent theme writing, essay testing and a comprehensive literary-analysis research paper. Vocabulary is taught in context through Membean, an online vocabulary program.

Honors English 11 11th Grade

2 Semesters, 1 Credit

Requirements: Successful completion of Honors English 10 with a minimum grade average of 87 per semester; 10th grade PSAT score is also considered.

This course is an Honors-level course designed for students gifted in writing and reading to prepare for success in AP Literature. Students engage in a detailed study of the major writers of the American experience and broaden their background knowledge of classic literature in preparation for the AP Literature exam next year. The emphasis of the literature study is on critical reading, intense discussion, and written expression. American novels, plays, short stories, and poetry are studied within the context of the American experience. In addition, students work on improving their vocabulary skills, SAT preparation, grammar understanding, and composition skills through various projects, essays, and a literary-analysis research paper.

AP Language and Composition, Ethos Option

11th – 12th Grades

2 Semesters, 1 Credit

Requirements: All students are required in the course selection process to have a teacher recommendation based on class performance in their current English class with a minimum grade average of 90 in an Honors English class; minimum grade average of 95 in a College Prep English class. A minimum PSAT content test score of 560/EBRW. To remain in the class for the second semester, a student must earn a minimum grade average of 80 for the first semester.

The AP Language and Composition course uses American Literature in a thematic approach, but nonfiction text is the main vehicle used to study language and rhetoric. It provides an opportunity for advanced High School students to pursue and receive credit for college- level course work completed at the High School level. Accordingly, the rigors of the course are intended to be commensurate with introductory college-level rhetoric and composition courses. Students are trained to be excellent critical thinkers, readers, analysts of language, effective writers, and creative, cogent producers of argument. Students focus on the writing skills needed to be successful in the course, on the required AP Language test in May, and in their later college work. Students write effectively for a range of audiences and a variety of purposes; demonstrate mastery of the conventions of standard written language; and use the steps of the writing process as needed.

English 12, Dual Credit and Ethos Option

12th Grade

2 Semesters, 1 Credit

English 12, a study of the art of writing, focuses on reading critically, developing an extensive vocabulary, and exploring rhetorical modes in written composition, all while engaging ideas through a Christian worldview. The course will study effective use of the English language and exploration of rhetorical modes in written composition, as well as review of structure, purpose and audience awareness in developing essays. The emphasis will be on writing with clarity and purpose, reading with discernment, and communicating with grace and conviction. Weekly work will include responding to reading selections, Writing Skills Quizzes, and vocabulary work through Membean, an online vocabulary program. Corresponding assessments each semester will include timed essay responses, a mid-term and a final exam. In addition, four research-based essays will be written across the course of the year, focusing on four types of writing required by colleges: argumentative, persuasive, analytical, and narrative. Ethos offers dual credit through Colorado Christian University. CCU issues a 3 hour credit of English Composition (ENG 230) for this Ethos course.

AP Literature and Composition, Ethos Option 12th Grade

2 Semesters, 1 Credit

Requirements: Successful completion of Honors 11 with a minimum grade average of 87, or minimum grade average of 85 in AP Language and minimum PSAT content test score of 560/EBRW. To remain in the class for the second semester, a student must earn a minimum grade average of 80 for the first semester .

Designed for students with a passion for reading and writing, this course focuses on the advanced study of composition and literature. AP Lit students will study a variety of literary genres, with an emphasis on short stories, poetry, drama, and the novel. In-depth study and research are expected, with the student’s growth in analyzing and interpreting literature of utmost importance. Students are required to take the College Board National AP Literature exam in May, which focuses on analytical critique of literature and composition skills.

Creative Writing I (Fall) Dual Credit Option, and/or Creative Writing II (Spring)

Ethos Only

10th – 12th Grades

1 Semester English – ½ Credit Each

Requirements: Completion of English 9 or Honors English 9

Both Creative Writing classes will include a variety of poetry and prose from different literary movements and chronological periods. Students will study the historical and rhetorical contexts of creative fiction, poetry, and non-fiction texts, deconstructing them to understand figurative composition techniques. The focus will be on the application and manipulation of creative structures, and the use of authorial license to develop voice and style. Students in both classes will engage in the process of creative workshop, moving from prewriting, drafting, and peer editing to publishing and revision. Organizational skills, self-discipline, and commitment to the blended format are essential for success in both classes. Students should plan on completing about 3 hours of time online outside of class per week. There will be an exam at the end of each semester.

● Creative Writing I (Fall) – Students will concentrate on the writing of short-form fiction in individual stories and poetry.

● Creative Writing II (Spring) – Students will concentrate on the writing of longer-form fiction in continued narratives through themed short story collections, novellas, and playwriting.

Journalism 1

9th – 12th Grades

1 Semester, ½ Credit

Requirements: If you are applying for a photographer or art and design position, Journalism 1 is not a required prerequisite. If you are interested in being a staff writer, Journalism 1 is required unless approved by the advisor. By application only; limited availability for each staff position.

Journalism 1 serves as a foundational class for students interested in working on the Olympian yearbook. The class will introduce students to the elements of journalism and publication, including deadlines, writing, photography, graphic design, editing, interviewing, ethics, credibility, objectivity, and leadership.

Journalism/Yearbook

10th – 12th Grades

2 Semesters, 1 Credit

Requirements: Successful completion of Journalism 1 and teacher approval through application. Digital Photography is strongly encouraged but not required.

This course is defined as a working and learning laboratory in yearbook production. Students learn and develop skills in interviewing, writing, editing, and revising, as well as in cutting-edge graphic design, publishing software, and digital photography. Students must be technologically inclined since they will be expected to quickly master the Adobe® Creative Suite® 6 program used in yearbook production. This course provides an environment conducive to the development of personal skills in organization, management, and cooperative responsibility. Students may be expected and must be available to work before or after school hours during deadline times. Students will be evaluated on vocabulary, learning material and procedures, meeting deadlines with high-quality work, staying on task during class time, and creating a portfolio of work for a final exam. The end product of this class is the Olympian.

Geometry, Ethos Option

9th Grade

2 Semesters, 1 Credit

Requirements: Successful completion of Algebra 1. A TI 83 or a TI 84 calculator is required.

Euclidean Geometry uses informal and formal logical reasoning processes to study congruence, similarity, parallelism, symmetry, perpendicularity, and more. The students use a variety of algebraic and geometric techniques to study this content such as deductive and inductive reasoning, synthetic approaches, and coordinate approaches. This course explores volume, area, characteristics of polygons, an introduction to trigonometry, parallel and perpendicular lines, and circles. Students requesting to move into honors courses during the scheduling process will be required to demonstrate readiness for the honors course. This will include a four-week Ethos seminar and a placement test.

Honors Geometry, Ethos Option

9th Grade

2 Semesters, 1 Credit

Requirements: Students must have completed Honors Algebra I with a minimum grade average of 90. A TI 83 or TI84 calculator is required. Ifastudentdoesnotmaintainaminimumgradeaverageof78,atransitionto anotherMathclassmaytakeplaceattheendofthefallsemester.

Honors Geometry is a one-year in depth analytical study of Geometry. It is designed to stimulate deeper learning by creating and applying theorems about polygons, lines, angles, polyhedrons, and circles. Students are required to go beyond definitions and formulas to discover and prove why these theorems are true. Logical reasoning and proof is a major component of this class. This course also includes a review of many algebraic concepts as well as an introduction to trigonometry.

Algebra 2, Ethos Option 10th Grade

2 Semesters, 1 Credit

Requirements: Successful completion of Algebra 1 & Geometry. A TI 83 or TI 84 calculator is required.

In this course, students will learn problem-solving techniques. The topics covered are systems of linear equations and inequalities, quadratic functions, exponential and logarithmic functions, polynomial functions, rational and radical functions, and conic sections. Students requesting to move into honors courses during the scheduling process will be required to demonstrate readiness for the honors course. This will include a four-week Ethos seminar and a placement test.

Honors Algebra 2/Trigonometry, Ethos Option 9th – 10th Grades

2 Semesters, 1 Credit

Requirements: Students must have an A- (90) average in Honors Algebra 1 and complete Honors Geometry with a B+ (88) or higher average. A TI 83 or a TI 84 calculator is required. Ifa studentdoesnotmaintaina minimumgradeaverageof78,atransitiontoanotherMathclassmaytakeplaceattheendofthefall semester.

In this course, students will learn problem-solving techniques. The topics covered are systems of linear equations and inequalities, quadratic functions, polynomial functions, rational and radical functions, and conic sections. This course is designed to stimulate and challenge the advanced math student.

Trigonometry, Ethos Option 11th – 12th Grades

2 Semesters, 1 Credit

Requirements: Successful completion of Algebra 2. A TI 83 or a TI 84 calculator is required. Students cannot take this class after they have completed Honors Precalculus or Precalculus 12.

This course is an introduction to trigonometry and advanced algebra with an introduction of major precalculus concepts. This course will focus on foundational topics in trigonometry with topics including solving trigonometric expressions, analysis of right triangles, unit circle application, graphing trigonometric expressions, and analyzing real-world application problems. Students will also focus on topics such as polynomials, logarithmic expressions, exponential expressions, rational functions, and mathematical modeling.

Pre-Calculus 12, Ethos Option, Dual Credit 11th – 12th Grades

2 Semesters, 1 Credit

Requirements: Students must have one of the following: Completion of CP Algebra 2 with a minimum grade average of 93, or completion of Honors Algebra 2 with a minimum grade average of 74, or completion of Trigonometry course.

This course is designed to provide a comprehensive study of functions, which are the basis of calculus and other higher mathematics courses. The students will study the properties and graphs of trigonometric, polynomial, rational, inverse, exponential and logarithmic functions in the first semester. During the second semester, the students will explore polar coordinates, conic sections, matrices, vectors, sequences, series, and limits. In addition, students will learn to use technology and appropriate mathematical language in problem solving situations.

AP Pre-Calculus, Ethos Option 11th Grade

2 Semesters, 1 Credit

Requirements: PSAT content test score in Math of at least 490 and a B- (80%) in Honors Algebra 2. A TI 83 or a TI 84 calculator is required. If a student fails to maintain a C+ (78%) average, a transition to another Math class will take place at the end of the fall semester.

AP Precalculus prepares students for other college-level mathematics and science courses. Through regular practice, students build deep mastery of modeling and functions, and they examine scenarios through multiple representations. The course framework delineates content and skills common to college precalculus courses that are foundational for careers in mathematics, physics, biology, health science, social science, and data science. AP Precalculus includes both a cumulative and rigorous study of functions which include: polynomials, exponentials, logarithmic, trigonometric, and piecewise. Upon successful completion of AP Precalculus, students requesting to move into AP Calculus BC during the scheduling process will be required to demonstrate readiness for that course. This will include a four-week summer MathPath course, Ethos seminar, and a placement test.

AP Pre-Calculus/Intro to Math Capstone 11th Grade

2 Semesters, 1 Credit

Requirements: Students must have an A (95%) average in Honors Algebra 2. Admission by permission only. A TI 83 or a TI 84 calculator is required. If a student doesn’t maintain a C+ (78%) average, a transition to another Math class will take place at the end of the Fall semester.

AP Precalculus/Intro to Math Capstone is an advanced study of AP Precalculus. In addition to covering all of the topics from AP Precalculus it will also include an opportunity for students to be able to create their Capstone application/portfolio. Students will begin the process of curiously diving into different mathematical topics of their own interests. In addition, students will spend time on Calculus topics in order to prepare students for AP Calculus BC.

Calculus, Ethos Only

12th Grade

2 Semesters, 1 Credit

Requirements: Successful completion of DC Precalculus. A TI 84 calculator is required.

The course incorporates topics from Pre-Calculus and enables the student to sharpen his/her algebra skills and techniques and to extend his/her knowledge of analytic geometry. The course also focuses on helping students to develop an understanding of the derivative and its applications and introduces students to some of the techniques and applications of integration. Students will work with real-life applications and data to model the use of calculus to solve problems in areas such as business, economics, management, and/or the social and life sciences.

AP Calculus AB, Ethos Option

11th – 12th Grade

2 Semesters, 1 Credit

Requirements: Completion of AP Pre-Calculus/Intro to Math Capstone and/or AP Precalculus with a B average (84%) and a PSAT content test score in Math of 29 or higher. A TI 83 or a TI 84 calculator is required. If a student fails to maintain a B- (80%) average, a transition to another Math class will take place at the end of the Fall semester. The AP exam is required at the end of the course.

This course is designed to meet the specifications of the College Board for a first year one-semester course in calculus. Students will learn to take limits, differentiate, integrate, solve extreme value problems, find areas under a curve, and find areas and volumes of revolution. All students who complete this course will take the AP exam.

AP Calculus BC, Ethos Option

12th Grade

2 Semesters, 1 Credit

Requirements: Students must have an A- (90%) average in AP Pre-Calculus/Intro to Math Capstone or B(80%) in AP Calculus AB. Admission by permission only. A PSAT content test score in Math of 30 or higher. A TI 83 or a TI 84 calculator is required. If a student fails to maintain a B- (80%) average, a transition to another Math class will take place at the end of the Fall semester. The AP exam is required at the end of the course.

This course is designed to meet the specifications of the College Board for a first-year, two quarter course in calculus. Students will learn to take limits, differentiate, integrate, solve extreme value problems, find areas under a curve, and find areas and volumes of revolution. All students who complete this course will take the AP exam.

Multivariable Calculus and AP Statistics, Ethos Only 12th Grade

2 Semesters, 1 Credit

Requirements: Completion of AP BC Calculus and departmental recommendation. Ifastudentdoesnot maintainaminimumgradeaverageof80,atransitiontoanotherMathclassmaytakeplaceattheendof thefallsemester.

During the first semester, most of the topics in this course extend concepts of single-variable calculus to functions with more than one independent variable. The course will cover the topics of polar and parametric equations, followed by a thorough study of vectors and the geometry of space and surfaces in space. Other topics include differentiation and integration of vector-valued functions, rates of change and extrema of functions of several variables, and multiple integration. During the second semester students will explore statistics in a deeper, calculus-based approach that will still prepare the student for the AP Statistics exam.

11th – 12th Grades

2 Semesters, 1 Credit

Requirements: Completion of DC Precalculus or Honors Precalculus, or students must have a minimum grade average of 85 in their Trigonometry course. A minimum PSAT/SAT content test score of 520/EBRW and 490/Math is required. A TI 83 or a TI 84 calculator is also required.

This course is designed to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes: exploring data, planning a study, anticipating patterns, and understanding statistical influence. All students who complete this course will take the AP exam.

Health, Ethos Option

9th Grade

1 Semester, ½ Credit

This course emphasizes the importance of knowledge, attitudes, and practices relating to personal health and wellness. Students will explore the physical, mental/emotional, social, and spiritual aspects of health, and how all aspects are connected while learning to appreciate and care for their bodies and minds. Topics will include nutrition, weight management, stress management, peer relationships, alcohol and tobacco, drugs, and communicable and non-communicable diseases. In addition, students will participate in the state required Alcohol and Drug Awareness Program (ADAP), which is required for all 16-year-old students who apply for a driver’s license.

Biology, Ethos Option

9th Grade

2 Semesters, 1 Credit

Biology is the study of the intricacies of God’s living creations and their interdependence with the environment. This course will emphasize the development of scientific process skills, laboratory techniques, and an understanding of fundamental principles of living organisms. Students will explore cell structure and function; the diversity of living organisms and their ecological roles; origins of life and classification; genetics and heredity; comparative structures and functions among living organisms.

Honors Biology

9th Grade

2 Semesters, 1 Credit

Requirements: A minimum 80 percentile score on the ERB in Reading Comprehension or Verbal Reasoning or higher. A minimum grade average of 90 in Honors Physical Science or a minimum grade of 95 in Physical Science is also required.

Honors Biology is a challenging laboratory-based course that provides detailed information about cells, organisms, life processes, and the interactions between God’s living creations and their environment. The aim of this course is to provide students with rigorous information necessary to be educated and productive citizens in a scientific world. Dissection of vertebrate and invertebrate organisms is included. Honors Biology is designed for ninth grade students with exceptional motivation as well as high ability. This course fulfills the biology requirement for graduation and is strongly recommended for students planning to take AP Biology and AP Environmental Science.

Chemistry, Ethos Option

10th Grade

2 Semesters, 1 Credit

Requirements: Completion of Biology and Algebra 1

This course is defined as the intensive study of matter. The fundamental concepts of chemistry are covered to establish a foundation in the subject. Laboratories are performed with an emphasis on problem-solving and the application of basic chemistry concepts. Major topics covered include: the physical and chemical changes of matter; atomic structure; the periodic table; chemical bonding and composition of compounds; chemical equations; and the structure and behavior of solids, liquids, and gases.

Honors Chemistry

10th Grade

2 Semesters, 1 Credit

Requirements: Minimum PSAT content test scores of 560/EBRW and 490/Math. Toremainintheclassfor thesecondsemester,astudentmustearnaminimumgradeaverageof80forthefirstsemesterand/or haveasatisfactoryevaluationfromtheinstructor.

This course is defined as the intensive study of matter. The fundamental concepts of chemistry are covered to establish a strong foundation in the subject to prepare students for AP Chemistry or other AP science courses. In order to accomplish this goal, the student will be required to maintain the pace and rigor of the honors level course. This course is a prerequisite for AP Chemistry. Laboratories are performed with an emphasis on problem- solving, inquiry, and critical thinking. Major topics covered include: atomic structure; chemical formulas and equations; stoichiometry; characteristics of solids, liquids, and gases; solution chemistry including acids and bases; thermochemistry and kinetics; equilibrium; and overview of organic chemistry and nuclear chemistry.

AP Biology, Ethos Option 11th – 12th Grade

2 Semesters, 1 Credit

Requirements: A weighted GPA of 3.5 with minimum PSAT content test scores of 560/EBRW and 490/Math. Toremainintheclassforthesecondsemester,astudentmustearnaminimumgradeaverageof80forthe firstsemester.

This course investigates creation, through a scientific lens, investigating contemporary topics such as evolution, natural selection, genetics, and human behavior. Significant emphasis will be placed on molecular biology and biochemical reactions at the cellular level, applying them to myriad biological phenomena. The main areas of study are evolution, energy strategies, heritability, and communication. With a tremendous breadth and depth of material to cover, the pace is rigorous, and the student must devote himself or herself to a daily study of the material. Laboratory work is integrated into the course and is required of all students.

AP Chemistry, Ethos Option 11th – 12th Grade

2 Semesters, 1 Credit

Requirements: Completion of Algebra 2 with a minimum grade average of 90, or Honors Algebra 2 with an 84 and Honors Chemistry with a minimum grade average of 90. Minimum PSAT content test scores of 560/EBRW and 520/Math with a weighted GPA of 3.5. Toremainintheclassforthesecondsemester,a studentmustearnaminimumof80forthefirstsemesterand/orhaveasatisfactoryevaluationfromthe instructor.

This course is the equivalent of a first-year college level general chemistry course. Students attain a more indepth understanding of chemistry fundamentals mandated by the College Board. Students must employ critical thinking, independent study, and inquiry-based techniques to successfully navigate the curriculum. The areas of study in this curriculum include atomic theory and structure; chemical bonding, reactions, stoichiometry, equilibrium, kinetics, and thermodynamics; electrochemistry; and basic organic chemistry. This class will also contain a great deal of laboratory experiences consistent with the subject matter. This course is recommended for students who wish to pursue science or medical related fields of study.

Physics, Ethos Option 11th – 12th Grades

2 Semesters, 1 Credit

Requirements: Completion of Geometry with a B- (80) or higher and either completion of Algebra 2 with a B(80) or higher; or concurrently taking Algebra 2. Students should have a good understanding of the mathematical principles covered in Geometry and Algebra 2.

Physics allows students to explore many visible and invisible aspects of creation, including gravity, magnetism, sound, and the relationship between these forces, using a conceptually based, algebraic approach. The major topics covered during the course include mechanics (the study of motion, Newton’s Laws of Motion, momentum, and energy); waves (both sound and light); electricity and magnetism; and modern physics. The course will include a number of laboratory exercises and outside projects.

Honors Physics, Dual Credit Option, 11th – 12th Grades

2 Semesters, 1 Credit

Requirements: Completion of Honors Algebra 2 with a B (84) or higher, or completion of Algebra 2 with an A(90) or higher.

Honors Physics allows students to explore many visible and invisible aspects of creation, including gravity, magnetism, sound, and the relationship between these forces, using trigonometry and advanced algebra. The major topics covered during the course include: mechanics (the study of motion, Newton’s Laws of Motion, momentum, and energy); waves (both sound and light); electricity and magnetism; and modern physics. The course will include a number of laboratory exercises and outside projects.

AP Physics 1, Ethos Option 11th – 12th Grades

2 Semesters, 1 Credit

Requirements: Students must be in Honors math and/or science and have approval of the instructor. Completion of Algebra 2 with a minimum grade average of 90; or Honors Algebra 2 with minimum grade average of 84 and concurrently taking an honors math class. Minimum PSAT content test scores of 560/EBRW and 520/Math are also required. Toremainintheclassforthesecondsemester,astudentmust earn aminimumgradeaverageof80forthefirstsemester.

AP Physics 1 is an algebra-based class equivalent to a first-semester college course in algebra-based physics. The course covers Newtonian mechanics (including rotational dynamics and angular momentum); work, energy, and power; and fluids. It will be taught with an inquiry-based approach.

AP Physics C Mechanics and AP Physics Electricity and Magnetism, Ethos Option 11th – 12th Grades

2 Semesters, 1 Credit

Requirements: Student must have taken or be concurrently taking an AP Calculus class. Minimum PSAT content test scores of 560/EBRW and 520/Math are required. Toremainintheclassforthesecond semester,astudentmustearnaminimumgradeaverageof80forthefirstsemesterand/orhavea satisfactoryevaluationfromtheinstructor.

AP Physics C is a fast-paced, rigorous, college-level course covering 2 semesters of a calculus-based physics class. First semester is mechanics, which provides instruction in each of the following content areas: kinematics; Newton’s laws of motion; work, energy and power; systems of particles and linear momentum; circular motion and rotation; and oscillations and gravitation. Second semester is electricity and magnetism, which provides instruction in each of the following content areas: electrostatics; conductors, capacitors and dielectrics; electric circuits; magnetic fields; and electromagnetism. There are two separate AP exams at the end of the second semester. The first covers mechanics, and the second covers electricity and magnetism.

Human Anatomy and Physiology, Dual Credit Option, Ethos Option

11th – 12th Grades

2 Semesters, 1 Credit

Requirements: Must have successfully completed Biology and Chemistry.

Requirements for DC: Completion of Biology with minimum grade average of 90; or Honors Biology with minimum grade average of 84. And completion of Chemistry minimum grade average of 90; or Honors Chemistry with a minimum grade average of 84. Students wishing to take DC Human Anatomy should have a minimum PSAT content test score of 520/EBRW.

The Human A&P course focuses on the structure and function of the human body from a systemic, cellular, and biochemical perspective. The students will learn fundamental anatomical and physiological terminology as well as explore how physiological function and anatomical structure are synchronously intertwined. As David states in Psalms 139: “For You created my inmost being You knit me together in my mother’s womb. I praise You because I am fearfully and wonderfully made; Your works are wonderful, I know that full well,” an emphasis will be placed on the design, function and beauty of the human body and the exploration of how life is the product of intelligent design. The objective of this class is to meet the needs of students who have a potential interest in pursuing a medical related field as well as communicate practical knowledge of how organs and systems work together.

Environmental Science/Biology II, Ethos Option

12th Grade

2 Semesters, 1 Credit

Requirements: Satisfactory completion of Biology and Chemistry. This course cannot follow AP Biology or AP Environmental Science.

Environmental Science equips students to discuss the spiritual, environmental, social, and economic aspects of today’s environmental issues. Environmental Science is interdisciplinary; it embraces a wide variety of topics from different areas of study. It will provide students with scientific principles to understand God’s vast creation and an understanding of the role a Christian has in environmental awareness and stewardship.

AP Environmental Science/Biology II, Ethos Option

11th – 12th Grades

2 Semesters, 1 Credit

Requirements: Students should have minimum PSAT content test score of 520/EBRW. Toremainintheclass forthesecondsemester,a studentmustearn a minimumgradeaverageof80forthefirstsemester .

AP Environmental Science is a course that provides students with the scientific principles required to understand the interrelationships of God’s magnificent creation; to identify and analyze environmental problems (both natural and human-made); to evaluate the relative risks associated with these problems; and to examine alternative solutions for resolving or preventing them. Environmental Science is interdisciplinary: it embraces a wide variety of topics from different areas of study. The course also addresses the role Christians play in environmental awareness and stewardship. In order to prepare students for the content of the course, summer work is due on the first day of school with an exam the first week.

Forensic Science

11th – 12th Grades

2 Semesters, 1 Credit Course

Requirements: Successful completion of Physical Science and Biology

Forensic Science is an engaging and hands-on course that introduces high school students to the principles and practices of criminal investigation. This course explores the science behind solving crimes by examining various forensic disciplines such as biology, chemistry, and physics. Students will learn how forensic scientists collect and analyze physical evidence, including fingerprints, blood, hair, fibers, and digital data, to solve reallife mysteries. Through lab experiments, case studies, and simulated crime scenes, students will develop skills in observation, critical thinking, and problem-solving.

Key topics include crime scene investigation, forensic biology (DNA analysis, blood spatter patterns), forensic chemistry (toxicology, drug analysis), forensic anthropology, fingerprinting, ballistics, and digital forensics. Ethical considerations in forensic science and the role of forensic experts in the legal system will also be explored. By the end of the course, students will have a strong foundation in forensic science concepts and methods, preparing them for future study in criminal justice, law enforcement, or scientific fields.

HIGH SCHOOL SOCIAL SCIENCE

9th

Grade

AP Human Geography

CP/DC Economics

AP Human Geography, Ethos Only

9th – 10th Grades

2 Semesters, 1 Credit

10th

Grade

World History

World History

11th – 12th Grade

Grade

US History

US History

US History

Requirements: For 9th grade students new to GAC: CTP/ERB score of 80 in Reading Comprehension or Verbal Reasoning. A minimum average grade of 95 in American History 8 is also required. Studentsmustmaintaina minimumgradeaverageof78andaminimumtestaverageof78inthefallsemestertocontinueintothe springsemester.

AP Human Geography presents High School students with the curricular equivalent of an introductory college-level course in human geography or cultural geography. Content is presented thematically rather than regionally and is organized around the discipline’s main subfields: economic geography, cultural geography, political geography, and urban geography. The approach is spatial and problem oriented. Case studies are drawn from all world regions, with an emphasis on understanding the world in which we live today. Historical information serves to enrich analysis of the impacts of phenomena such as globalization, colonialism, and human-environment relationships on places, regions, cultural landscapes, and patterns of interaction.

World History, Ethos Option 10th Grade

2 Semesters, 1 Credit

This course is a chronological study of world history with a focus on the development of western civilization. The first semester begins with a look at ancient Middle Eastern societies and ends with the post-classical worlds. The second semester begins with the European Renaissance and ends in the 20th century. Comprehensive reading, critical thinking, good listening, thoughtful writing, and discussion are skills stressed and developed throughout the course.

AP World History: Modern, Ethos Option

10th – 12th Grades

2 Semesters, 1 Credit

Requirements: Teacher approval; students must hold a minimum grade average of 85 in the most recent Social Science course; PSAT content test score of 550/EBRW. Studentsmustmaintainminimumgradeaverageof 78inthefallsemesterinordertocontinueintothespringsemester.

This College Board course is defined as a college-level, global history of the world and not merely a history of western civilization. After a review of ancient and medieval world history, the course begins with the year 1200 AD, and after nine historical units it ends with today’s current events. Integrating several primary themes of world history, such as “Cultural Developments and Interactions,” the class will cover all areas of the world, but only a portion of the time will focus on western civilization. By necessity it will also focus on critical thinking more than learning facts only. Analytical essay writing will be greatly emphasized. Students will be expected to read a college-level textbook and work with primary and secondary source materials. The

AP exam in Modern World History will be given to all students in May and must be taken in order to get credit for this course.

United States History, Dual Credit Option, Ethos Option 11th Grade

2 Semesters, 1 Credit

Requirements for Dual Credit: Open to 10th and 12th graders by permission. PSAT content test score of 500/EBRW, a passing course average in AP World History, or a minimum grade average of 80 in CP World History.

This course is defined as a survey of American history from Columbus’ voyages to the present, including social, cultural, and economic developments, foreign relations, wars, and political events. The relationship between past and present events is emphasized. This is considered a college preparatory course, with corresponding academic requirements. Emphasis is placed on critical thinking and reading comprehension with extensive use of primary source historical documents.

AP United States History, Ethos Option 11th – 12th Grades

2 Semesters, 1 Credit

Requirements: Teacher approval; students must have a minimum grade average of 87 in the previous Social Science course (preferably AP World), and a minimum PSAT content test score of 550/EBRW. Studentsmust maintainaminimumgradeaverageof78inthefallsemesterinordertocontinueintothespringsemester.

This course guides the student through a study of the social, cultural, political, and diplomatic history of the United States, as defined by the College Board’s Curriculum Outline for the course. Analytical reading and writing skills are emphasized as students are prepared for the national AP exam in May.

American Government, Ethos Option, Dual Credit Option 11th – 12th Grades

1 Semester, ½ Credit

Requirement for Dual Credit: Minimum PSAT content test score of 500/EBRW. Studentsmustmaintaina minimumgradeaverageof80inthepreviousSocialSciencecourse.

This course is defined as a study of the American political system with emphasis on our federal government. Reading, discussion, research, critical thinking, critical listening, and thoughtful writing are skills enhanced in the class. Some colleges require a government course for admission. Government is required for the Georgia Scholar award. Students have the opportunity to earn dual credit for this class by completing additional requirements as determined by the course instructor and in accordance with criteria from Colorado Christian University. Please refer to the Dual Credit section of this document for information regarding dual credit.

AP Government and Politics, Ethos Option 11th – 12th Grades

2 Semesters, 1 Credit

Requirements: Minimum PSAT content test score of 550/EBRW. Students must hold a minimum grade average of 87 in the previous Social Science course. semester Studentsmustmaintainaminimumgrade averageof78andaminimumtestaverageof78inthefallsemestertocontinueintothespring .

Throughout the year, students prepare for the AP exam in U.S. Government and Politics. This course is designed as a college-level introduction to key political concepts and institutions, policies and behaviors typical of a constitutional system of the United States. Students will critically engage with U.S. foundational

documents, Supreme Court decisions, and other texts. A main goal of this course is to understand the relationships and interactions between political institutions and individual behavior. This course gives a critical foundation for any student interested in public policy, political engagement, and international relations.

Psychology, Ethos Option, Dual Credit Option 11th – 12th Grades

1 Semester, ½ Credit

Requirement for Dual Credit: Minimum PSAT content test score of 480/EBRW. Students must also hold a minimum course average of 80 in the previous Social Science course.

This course is defined as a brief study of behavior and thought processes. The student will differentiate and discuss theories of personality, motivation, and psychological disorders. Leading figures in psychological research and therapy are examined. In addition, the student will recognize factors in a healthy self-image and social relationships with others. An interactive class setting including role-playing, projects, and student presentations–will be utilized. Students have the opportunity to earn dual credit for this class by completing additional requirements as determined by the course instructor and in accordance with criteria from Colorado Christian University. Please refer to the Dual Credit section of this document for information regarding dual credit.

AP Psychology, Ethos Option 11th – 12th Grades

2 Semesters, 1 Credit

Requirements: Teacher Approval. Minimum PSAT content test score of 550/EBRW or passing of a previous AP exam (e.g., AP World), students must hold a minimum grade average of 85 in the previous Social Science course. Studentsmustmaintainaminimumgradeaverageof78andaminimumtestaverageof78inthefall semestertocontinueintothespringsemester.

This course introduces students to the systematic and scientific study of behavior and mental processes of human beings and animals. Previous psychology knowledge is not required but may be helpful. Students are exposed to empirically-supported psychological facts, research findings, terminology, associated phenomena, major figures, perspectives, and psychological experiments. An interactive class setting–including projects, debates, role-plays, experimentation, and demonstration–will be utilized.

Sociology, Ethos Only 11th – 12th Grades

1 Semester, ½ Credit

This course is defined as a brief scientific study of social structure and the patterns in which people interact in social relationships. The student will differentiate and discuss theories and methods of sociological inquiry. In addition, the student will analyze elements of social structure such as socialization, stratification and power, social location and intersectionality, social institutions, and social change through a sociological perspective. An interactive class setting – including discussion, field research, projects, and student presentations – will be utilized.

AP Art History, Ethos Only 11th – 12th Grades

2 Semesters, 1 Credit

Requirements: Minimum PSAT content test score of 540/EBRW. Students must hold a minimum grade average of 85 in the previous Social Science courses.

The AP Art History course explores topics such as the nature of art, its uses, its meaning, art making, and

responses to art. Through investigation of diverse artistic traditions of cultures from prehistory to the present, the course fosters in-depth and holistic understanding of the history of art from a global perspective. Students learn and apply skills of visual, contextual, and comparative analysis to engage with a variety of art forms. The course is designed to be the equivalent of a two-semester introductory university art history course. Students who have been successful in humanities courses, such as history and literature, or in studio art courses, are especially encouraged to enroll since those experiences will likely support and enrich the context of the art history course.

AP European History, Ethos Only 11th – 12th Grades

2 Semesters, 1 Credit

Requirements: Minimum PSAT content test core of 540/EBRW. Students are required to have successfully completed (with a minimum grade average of 87) either AP World History or AP U.S. History prior to this course.

This course is defined as a study of the development of European civilization from the Renaissance to the end of the twentieth century. The course covers the basic chronology of European history, including, social, cultural, and economic developments, and addresses the relationships between European countries and between Europe and the rest of the world. The student will also develop writing skills in preparation for the AP exam.

American History - Music, Ethos Only 9th – 12th Grades

1 Semester, ½ Credit

American Music History is designed as a semester-long overview of the evolution of American History using the lens of music over the past century, focusing on the key genres, artists, and cultural influences. The course will discuss how the historical social, political, cultural, environmental, technological, and economic events of each decade contributed to the development of American music and American culture. In doing so, the course will examine how historical events and social changes influenced music and how music, in turn, impacted American society.

Economics, Dual Credit Option, Ethos Option 11th – 12th Grades

1 Semester, ½ Credit

Requirement for Dual Credit: Minimum PSAT content test score of 480/EBRW and hold a minimum grade average of 80 in the previous Social Science course.

This economics survey course introduces students to the study of macroeconomic and microeconomic theory and how governments and societies attempt to efficiently allocate resources. Students will examine how these theories impact local economies, influence business attitudes, and impact societies and culture as a result of innovation, new technologies, and trade policies. Students will learn to graph supply and demand curves, discuss and analyze relevant economic news events, and track international markets. The course’s main focus analyzes how the American free enterprise system works within the context of modern-day globalization.

AP Macroeconomics, Ethos Only 11th – 12th Grades

2 Semesters, 1 Credit

Requirements: Minimum PSAT content test score of 520/EBRW and hold a minimum grade average of 80 in the previous Social Science course. Studentsmustmaintainaminimumgradeaverageof78inthefall semesterinordertocontinueintothespringsemester.

This course is an examination of macroeconomic theory and practice, emphasizing the study of U.S. government economic policy and the global economy. The course covers the seven essential themes of macroeconomics identified by the College Board as necessary preparation for the national AP exam in May. Drawing and interpreting graphs and diagrams are emphasized throughout the course. Advanced math skills are not required.

AP Microeconomics, Ethos Only 11th – 12th Grades

2 Semesters, 1 Credit

Requirements: Minimum PSAT content test score of 520/EBRW and hold a minimum grade average of 80 in the previous Social Science course. Studentsmustmaintainaminimumgradeaverageof78inthefall semesterinordertocontinueintothespringsemester.

This course is a comprehensive exploration of microeconomic theory and application, focusing on the analysis of individual economic agents and their decisions. The course emphasizes the examination of principles applicable to microeconomic scenarios, including the study of individual decision-making, market interactions, and the impact of government policies. It covers key microeconomic concepts such as scarcity, market dynamics, costs, benefits, marginal analysis, production choices, and the influence of public policy. The utilization of graphs, charts, and data is integral to the course, enabling students to describe economic situations, predict outcomes, and explain concepts effectively. The course aims to prepare students for the national AP exam in May by addressing essential microeconomic themes. Advanced math skills are not required however a foundation of math is helpful.

Financial Literacy Course, Ethos Only

9th – 12th Grades

1 Semester, ½ Credit

This course equips aspiring entrepreneurs with the financial tools and knowledge needed to navigate the business world. Students will master the fundamentals of personal finance, budgeting, and debt management, and learn how these skills translate into effective business planning. Students will also gain insights into financial statements, funding options, and investment strategies, all tailored to the specific needs of startups and small businesses. At the culmination of the course, class members will learn a comprehensive financial roadmap for their entrepreneurial journey and will gain the confidence to make informed financial decisions that can fuel success.

Leadership and Communication Course, Ethos Only

9th – 12th Grades

1 Semester, ½ Credit

This course equips aspiring entrepreneurs with the essential leadership and communication skills needed to launch and grow successful ventures. Students will explore foundational leadership theories and translate them into actionable practices, building their confidence and influence as a leader. Class members will craft compelling presentations and master the art of public speaking to effectively communicate their vision, inspire their team, and captivate potential investors. With a focus on real-life case studies and interactive exercises, students will develop the communication and leadership skills that will propel entrepreneurial dreams into reality.

Advanced Investing Course, Ethos Only

9th-12th Grades

1 Semester, ½ credit

Requirements: Must have completed the Financial Literacy course.

This advanced course builds off the principles in Financial Literacy and invites students to step beyond the basics and dive deeper into the dynamic world of investing. Students will explore how markets move, study real-world trends, and learn to make investment decisions using the power of compound interest and longterm thinking. Through hands-on stock market simulations, students will practice building diversified portfolios and tracking performance over time to uncover patterns and strategies used by successful investors.

Along the way, students will design their own investment scenarios, applying lessons in risk, return, and strategy to build confidence as independent investors. By the end of the course, they will not only understand how to read the markets they’ll be equipped to take the lead in managing their own financial future.

Business Innovation Lab

10th – 12th grade 2 semesters, 1 credit

Requirements: Must have completed both Financial Literacy and the Leadership & Communication courses. This course offers students a hands-on experience blending academic investigation with real-world business exposure through internships, business plan development, and projects. Participants will gain practical skills in marketing, sales, and entrepreneurship by exploring consumer behavior, market trends, and business strategies. They will complete internships in our on-campus café, retail stores, or other business settings to understand workplace dynamics and customer interactions. Additionally, students will research and develop business plans focused on new or improved products and services, outlining goals, strategies, financial projections, and operations. This experience allows them to implement and trial their business plans, managing resources and refining strategies for success. Finally, students will evaluate and present their findings, defending their plans before an audience of peers and business leaders. This program fosters critical thinking, creativity, and problem-solving, providing a direct pathway into the world of business and innovation.

ASL 1 Chinese 1 French 1

ASL 2

ASL 3

ASL 4

Chinese 2/Honors

Chinese 3/Honors

Chinese 4/Honors

Chinese 5/Honors/AP

French 2/Honors

French 3/Honors

French 4/Honors

French 5/Honors/AP

1

2

3

1 Spanish 1

Latin 2/Honors Spanish 2/Honors

Latin 3/Honors Spanish 3/Honors

Latin 4/Honors Spanish 4/Honors

Latin 5/Honors/AP

Spanish 5/DC/AP

Students in second year and higher world language classes, have the option to work towards honors credit throughout the 18 weeks of the semester. The exam is required for students to receive honors credit for the course. The decision to sit for the exam for honors credit is up to the student. However, once the exam is taken, it will be counted in the final grade. Students who are already proficient in a second language may study a third language and take a placement test upon entrance to high school.

Proficiency Scale:

GAC and Ethos World Language classes use the Proficiency Scale developed by the American Council on the Teaching of Foreign Languages (ACTFL) as a guide for assessing language fluency and progression. Below is a brief description of each of the ACTFL Proficiency Levels:

• Novice Low:

Students understand and use a small range of simple, repetitive words and phrases to provide basic information. Students make errors that prevent communication, even about familiar topics.

• Novice Mid:

Students understand and use a small range of simple, repetitive words, phrases, and occasionally sentences to provide basic information. Students make errors that prevent communication, even about familiar topics.

• Novice High:

Students understand and use words, phrases, and simple sentences to communicate about familiar topics. Students elaborate a little and are beginning to create original sentences, but errors interfere with communication.

• Intermediate Low:

Students understand and use a variety of words, phrases, and strings of original but simple sentences to elaborate on familiar topics. Errors do not interfere with communication about well-learned and familiar topics.

• Intermediate Mid:

Students understand and use a variety of words, expressions, and strings of original, compound sentences to give details, elaborate, describe, and explain on a wide range of topics. Students make few mistakes when communicating about familiar topics.

• Intermediate High:

Students understand and use expanded vocabulary to narrate, describe, and explain a wide range of topics. Students make few mistakes when communicating in familiar tenses and moods.

• Advanced Low:

Students understand and use extensive, culturally appropriate vocabulary to communicate with clarity on a wide range of topics and within a topic, although the connections between ideas seem choppy. Occasional errors do not impede comprehensibility.

American Sign Language 1, Ethos Only 9th – 12th Grades

2 Semesters, 1 Credit

In ASL 1, each student will become familiar with basic ASL vocabulary, fingerspelling, and ASL grammar to communicate using simple sentences. Students will be able to engage in basic communication including themes such as school, family, hobbies, and activities. Students will also participate in visual and receptive skill-building and will learn about the history, distinctives, and experiences of Deaf culture.

American Sign Language 2, Ethos Only 9th – 12th Grades

2 Semesters / 1 Credit

Requirements: Successful completion of both semesters of American Sign Language 1.

In ASL 2, each student will continue learning basic ASL vocabulary and grammar to communicate using increasingly complex sentences. Students will refine skills in basic communication including themes such as the Christian life, interpersonal relationships, hobbies, time, story-telling, and daily life. Students will continue in visual and receptive skill-building and will continue to learn about the history, distinctives, and experiences of Deaf culture.

American Sign Language 3, Ethos Only 9th – 12th Grades

2 Semesters / 1 Credit

Requirements: Successful completion of both semesters of American Sign Language 2.

In ASL 3, each student will expand ASL vocabulary, with an emphasis on improving speed and fluency in conversation skills. The course will reinforce appropriate grammar and usage as well as introducing deaf idioms and their use in Deaf culture. Students will continue building both receptive and expressive language skills while continuing to grow in their understanding of Deaf culture and history.

American Sign Language 4, Ethos Only 9th – 12th Grades

2 Semesters / 1 Credit

Requirements: Successful completion of both semesters of American Sign Language 3.

This course is a continuation of the skills and vocabulary of ASL 3. The class will continue to focus on vocabulary expansions, manual and nonmanual markers, idioms, and other aspects of ASL history, culture and knowledge. Students will be able to sign with sufficient structural accuracy and vocabulary to participate effectively in formal and informal conversations pertaining to practical, social, and professional needs. Students will demonstrate the parameters of sign through expressive and receptive language.

Chinese 1, Ethos Only 9th – 12th Grades

2 Semesters, 1 Credit

Chinese 1 is an introduction to the Chinese language and culture. Students will study the Chinese pinyin system, radicals, Chinese numbers, characters, vocabulary, sentence structures, and grammar. These fundamental elements are important for students to participate in listening, speaking, reading, and writing the Chinese language. In this course, students will acquire fundamental skills to: (1) exchange basic greetings, (2) ask for someone’s name, (3) use basic kinship terms to name family members, (4) ask someone’s profession and name common professions, (5) talk about times and dates, ages, and birthdays, (6) ask about someone’s hobbies and name common hobbies, (7) make plans for the weekend, (8) introduce someone to another, and

(9) briefly describe a visit to a friend’s house. Students will also study Chinese history and culture and customs that align with the themes covered throughout the course. Students who successfully complete Chinese 1 can anticipate advancing from the Beginner to the Novice-Mid level on the ACTFL proficiency scale.

Chinese 2 / Honors Chinese 2, Ethos Only 9th – 12th Grades

2 Semesters, 1 Credit

Requirements: Successful completion of both semesters of Chinese 1.

Chinese 2 builds upon the foundation laid in Chinese 1. Students will further their knowledge of Chinese characters, vocabulary, sentence structures, and grammar that will enhance their proficiency in listening, speaking, reading, and writing the Chinese language. Throughout this course, students will develop fundamental skills to: (1) engage in phone conversations, (2) arrange appointments, (3) discuss exam performance and study routines, (4) describe daily activities, (5) communicate with salespeople while shopping for clothes, (6) discuss transportation, and (7) talk about the weather. Additionally, students will study Chinese history, culture, and customs aligned with the course themes. Students who successfully complete Chinese 2 can anticipate advancing from the Novice-Mid to the Novice-High level on the ACTFL proficiency scale.

Honors Chinese 2 is for students to continue studying Chinese language through the advanced levels. Students will have opportunities throughout both semesters to earn Honors Qualifying Points by completing additional requirements as determined by the team of World Languages teachers. Honors credit may be achieved in either semester or both.

Chinese 3 / Honors Chinese 3, Ethos Only 10th – 12th Grades

2 Semesters, 1 Credit

Requirements: Successful completion of both semesters of Chinese 2.

Chinese 3 builds upon the content covered in Chinese 2. Students will further their knowledge of Chinese characters, vocabulary, sentence structures, and grammar that will enhance their proficiency in listening, speaking, reading, and writing the Chinese language. Throughout this course, students will develop skills to: (1) order food and communicate with restaurant staff, (2) ask for and give directions, (3) plan for a party, (4) converse with a doctor, (5) plan for a date, and (6) discuss popular sports. Additionally, students will study Chinese history, culture, and customs aligned with the course themes. Students who successfully complete Chinese 3 can anticipate advancing from the Novice-High to the Intermediate-Low level on the ACTFL proficiency scale.

Honors Chinese 3 is for students to continue studying Chinese language through the advanced levels. Students will have opportunities throughout both semesters to earn Honors Qualifying Points by completing additional requirements as determined by the team of World Languages teachers. Honors credit may be achieved in either semester or both.

Chinese 4 / Honors Chinese 4, Ethos Only 11th – 12th Grades

2 Semesters, 1 Credit

Requirements: Successful completion of both semesters of Chinese 3.

Chinese 4 is a continuation of knowledge acquired in Chinese 3. Students will expand their knowledge of Chinese characters, vocabulary, sentence structures, and grammar that will enhance their proficiency in listening, speaking, reading, and writing the Chinese language. By the conclusion of this course, students will have the ability to: (1) describe someone’s living space and discuss its advantages and disadvantages, (2) identify four major regional Chinese cuisines and order food and beverages in a Chinese restaurant, (3)

engage in discussions about shopping preferences, (4) converse about forming friendships, (5) discuss the uses of computer and the Internet, (6) describe someone’s part-time work experiences, (7) express opinions on children's education, and (8) describe key features of China’s geography. Additionally, students will study Chinese history, culture, and customs aligned with the course themes. Students who successfully complete Chinese 4 can anticipate advancing from the Intermediate-Low to the Intermediate-Mid level on the ACTFL proficiency scale.

Honors Chinese 4 is for students to continue studying Chinese language through the advanced levels. Students will have opportunities throughout both semesters to earn Honors Qualifying Points by completing additional requirements as determined by the team of World Languages teachers. Honors credit may be achieved in either semester or both.

Chinese 5 / Honors Chinese 5, Ethos Only 12th Grade

2 Semesters, 1 Credit

Requirements: Successful completion of both semesters of Chinese 4.

Chinese 5 builds upon the knowledge acquired in Chinese 4. Students will further deepen their knowledge of Chinese characters, vocabulary, sentence structures, and grammar that will enhance their proficiency in listening, speaking, reading, and writing the Chinese language. By the conclusion of this course, students will be able to: (1) state key features of major Chinese holidays, (2) discuss urban transformations in Chinese cities, (3) provide extensive details about travel within Mainland China, (4) describe healthy habits, (5) engage in conversations about gender equality, (6) address topics of environmental protection and energy sources, (7) discuss essential facts about Chinese history, and (8) share insights about adapting to life in a new country. Additionally, students will study Chinese history, culture, and customs aligned with the course themes. Students who successfully complete Chinese 5 can anticipate advancing from the Intermediate-Mid to the Intermediate-High level on the ACTFL proficiency scale.

Honors Chinese 5 is for students to continue studying Chinese language through the advanced levels. Students will have opportunities throughout both semesters to earn Honors Qualifying Points by completing additional requirements as determined by the team of World Languages teachers. Honors credit may be achieved in either semester or both.

AP Chinese, Ethos Only 12th Grade

2 Semesters, 1 Credit

Requirements: Successful completion of both semesters of Honors Chinese 4 and with teacher approval.

The AP Chinese course is designed to prepare students for their successful performance on the AP exam. Students who excel may receive college credit for the Chinese course or other humanities course, guided by the AP policy of the student’s chosen college. This course involves intensive practices in both spoken and written Chinese, focusing on three aspects: interpersonal, interpretive, and presentational. Students will develop the ability to write proficiently on a range of topics and engage in conversations to provide and obtain information, express feelings, exchange viewpoints, and deliver presentations. Furthermore, since Chinese culture constitutes a significant portion of the AP Chinese Language and Culture Exam, students will study essential aspects of Chinese culture, including social practices and products. Students who successfully complete AP Chinese can anticipate advancing from the Intermediate-Mid to the Advanced-Mid level on the ACTFL proficiency scale.

French 1, Ethos Option 9th – 12th Grades

2 Semesters, 1 Credit

French 1 is an introduction to French language and culture. Students are initiated into the language with comprehensible input in the form of movie talks, stories, and a novel. In addition, study centers around

thematic units that are common in beginning French curricula: greetings, numbers, seasons and weather; physical descriptions and personality traits; activities and sports; and school, time, food, and holidays. Daily readings will require students to focus on grammar and vocabulary in context. Projects and use of French films expose students to the francophone world and culture. French is a skills-based subject, and French 1 focuses primarily on the development of the interpretive skills of listening and reading comprehension, with more opportunities for the presentational skills of speaking and writing, as we progress through the year. Students successfully completing French 1 can expect to move from Beginner (Novice-Low) to Novice Mid/High on the proficiency scale.

French 2 / Honors French 2, Ethos Option 9th – 12th Grades

2 Semesters, 1 Credit

Requirements: Successful completion of both semesters of French 1.

French 2 is a continuation of French 1, with a focus on continuing to develop students’ ability to communicate in the language. Topics will include family and activities, food and cooking, clothing and fashion, as well as two novellas. Students will expand their knowledge of French expressions and structures as they develop interpersonal communication in the present and the past. In addition, students will study the history and culture of francophone countries through selected excerpts, short stories, novellas, and films. Students successfully completing French 2 can expect to move from Novice Mid to Novice-High/Intermediate Low on the proficiency scale.

Students will have opportunities throughout both semesters to earn Honors Qualifying Points by completing additional requirements as determined by the team of World Languages teachers. Exams will be required both semesters to earn honors credit. Honors credit can be earned in either semester or in both. Please refer to the High School Academic Policies section at the beginning of this document of policy information regarding honors credit.

French 3 / Honors French 3, Ethos Option 10th – 12th Grades

2 Semesters, 1 Credit

Requirements: Successful completion of both semesters of French 2.

French 3 is a continuation of French 2, designed to solidify the skills necessary for effective communication. Concepts learned in French 1 and 2 will be expanded and practiced through class stories, readings, and conversation. Topics include education, religion, storytelling, the novella Problèmes au Paradis, and the classic novel Le Petit Prince. French 3 emphasizes practicing more complex interpersonal communication in the present, past, and future; developing proficiency in reading selected excerpts, short stories, and novellas; and exploring French and francophone history, art, cuisine, film, and music. Students successfully completing French 3 can expect to move from Novice-High to Intermediate Low on the proficiency scale. Students will have opportunities throughout both semesters to earn Honors Qualifying Points by completing additional requirements as determined by the team of World Languages teachers. Exams will be required both semesters to earn honors credit. Honors credit can be earned in either semester, or in both. Please refer to the High School Academic Policies section at the beginning of this document of policy information regarding honors credit.

French 4-5 / Honors French 4-5, Ethos Option 11th – 12th Grades

2 Semesters, 1 Credit

Requirements: Successful completion of both semesters of either French 3 or French 4 and teacher approval.

French 4/5 is a two-year study of French language, culture, and literature with an alternating curriculum, designed to develop fluency in the skills necessary for mastery of the French language: speaking, reading,

writing, and listening. Concepts learned in French 1-3 will be expanded and practiced as students work toward more fluency of speech and mastery of written French. Students will focus on more varied interpersonal communication, developing increased proficiency in reading and analyzing French texts, completing longer written pieces in a variety of modes, and investigating and responding to the varied expressions of French and francophone culture.

Students successfully completing French 4 can expect to move from Intermediate-Low to Intermediate-Mid on the proficiency scale with regards to the following themes: Families and Communities, Science and Technology, Contemporary Life, and Beauty and Aesthetics

Students successfully completing French 5 can expect to move from Intermediate-Mid to Intermediate-High on the proficiency scale with regards to the following themes: Families and Communities, Science and Technology, Contemporary Life, and Beauty and Aesthetics

Students will have opportunities throughout both semesters to earn Honors Qualifying Points by completing additional requirements as determined by the team of World Languages teachers. Exams will be required both semesters to earn honors credit. Honors credit can be earned in either semester or in both. Please refer to the High School Academic Policies section at the beginning of this document of policy information regarding honors credit.

AP French, Ethos Option

12th Grade

2 Semesters, 1 Credit

Requirements: Successful completion of both semesters of Honors French 4 and teacher approval.

The AP French course is designed to prepare students for successful performance on the AP exam. Building upon skills acquired throughout previous French classes, students will work to sharpen their interpretive, interpersonal, and presentational communication skills. Authentic written and audio material will be used to ameliorate student comprehension and production of French. Reading, writing, listening and speaking skills will be reinforced through daily practice. Advanced French grammar concepts will be refined through continued study and research. Students are required to take the AP exam.

Students successfully completing AP French can expect to move from Intermediate-High to Advanced Low on the proficiency scale with regards to the following themes: Families and Communities, Science and Technology, Contemporary Life, and Beauty and Aesthetics and with regards to the following skills: interpersonal writing, interpersonal speaking, and presentational writing.

German 1, Ethos Only 9th – 12th Grades

2 Semesters, 1 Credit

German 1 is an introduction to the German language. Each unit will introduce new vocabulary, grammatical structures, and a cultural aspect from one area of Germany or a German speaking country. Students successfully completing German 1 can expect to move from Beginner to Novice-Mid on the proficiency scale.

German 2, Ethos Only 9th – 12th Grades

2 Semesters, 1 Credit

Requirements: Successful completion of both semesters of German 1.

In German 2, students improve their ability to read and hear the German language with understanding. Students are introduced to more complex grammar, readings, and spoken assignments. Students in German 2 will focus on future and past tense with the ability to use both interchangeably. Students successfully completing German 2 can expect to move from Novice-Mid to Novice-High on the ACTFL interpretive proficiency scale.

German 3, Ethos Only 9th – 12th Grades

2 Semesters, 1 Credit

Requirements: Successful completion of both semesters of German 2.

The German Level 3 course is a continued exploration of the German-speaking world, its language and culture. The goal of this course is to further develop students’ interpersonal, interpretive and presentational skills in German. Students will extend their communication skills in German using basic structures to speak, read, listen and write about their past experiences, future goals, fairy tales, career paths, relationships, responsibilities, stress, dream homes, and cultural events. Although the focus of this course is on communication and intercultural competency, the units of study also support cross-curricular content, including the arts, health, science, language arts and social studies. Following successful completion of German 3, students can expect to move from Novice-High to Intermediate-Low on the ACTFL proficiency scale.

Latin 1, Ethos Option 9th – 12th Grades

2 Semesters, 1 Credit

In Latin 1, students begin acquiring the ability to hear and read the Latin language with understanding. Students encounter Latin in engaging ways and are equipped with basic communication skills. Through the reading selections and class discussions, students learn about the daily lives of the Romans and make comparisons relevant to today's society. By engaging with Latin as a communicative language, students strengthen their English reading and vocabulary skills as they become more familiar with an ancient language at the root of many modern languages such as English, Spanish, and French. Students will also use Latin orally to hold simple interpersonal interactions, as well as writing simple sentences in Latin. Students successfully completing Latin 1 can expect to move from Beginner to Novice-Mid on the ACTFL interpretive proficiency scale.

Latin 2 / Honors Latin 2, Ethos Option

9th – 12th Grades

2 Semesters, 1 Credit

Requirements: Successful completion of both semesters of Latin 1.

In Latin 2, students improve their ability to read and hear the Latin language with understanding. By engaging with Latin as a communicative language, students are introduced to more complex language structures and expand their acquired vocabulary, in addition to using Latin in interpersonal interactions and writing more complex sentences. Through the reading selections and class discussions, students acquire a more in-depth knowledge about the lives, history, and mythology of the Greco-Roman world and continue to make comparisons relevant to today’s society. Students successfully completing Latin 2 can expect to move from Novice-Mid to Novice-High on the ACTFL interpretive proficiency scale. Students will have opportunities throughout both semesters to earn Honors Qualifying Points by completing additional requirements as determined by the team of World Languages teachers. Exams will be required both semesters to earn honors credit. Honors credit can be earned in either semester, or in both. Please refer to the High School Academic Policies section at the beginning of this document for policy information regarding honors credit.

Latin 3 / Honors Latin 3, Ethos Option

9th – 12th Grades

2 Semesters, 1 Credit

Requirements: Successful completion of both semesters of Latin 2.

In Latin 3, students begin to bridge the gap toward reading authentic Latin prose with understanding. By engaging with Latin as a communicative language, students continue to expand their mastery of more complex language structures and acquired vocabulary, in addition to using Latin in more complex interpersonal interactions and written composition. Through the reading selections and class discussions, students begin to engage with the literary and stylistic choices appropriate for prose authors. Concentration is also focused on the philosophic, historic, and cultural aspects relevant to these selections. Students successfully completing Latin 3 can expect to move from Novice-High to Intermediate-Low on the ACTFL interpretive proficiency scale.

Students will have opportunities throughout both semesters to earn Honors Qualifying Points by completing additional requirements as determined by the team of World Languages teachers. Exams will be required both semesters to earn honors credit. Honors credit can be earned in either semester, or in both. Please refer to the High School Academic Policies section at the beginning of this document for policy information regarding honors credit.

Latin 4-5/Honors Latin 4-5, Ethos Option, Dual Credit Option (Latin 5) 10th – 12th Grades

2 Semesters, 1 Credit

Requirements: Successful completion of both semesters of Latin 3 or Latin 4.

Latin 4/5 is a two-year study of Latin across an alternating curriculum. Latin 4, Year one (Prose), provides opportunities for students to read Latin authors writing prose literature across varied genres and time periods. Latin 5, Year 2 (Poetry), focuses on reading Latin poetry in different styles such as lyric, elegiac, satirical, and epic. Both years will also include focus on colloquial use of Latin, with students speaking and writing about everyday modern topics, as well as composition, where students will practice writing Latin in the styles of the genres studied. Students do not have to take both years to receive credit.

By engaging with Latin as a communicative language, students continue to expand their mastery of more complex language structures and acquired vocabulary, in addition to using Latin in complex interpersonal interactions and written composition. Through the reading selections and class discussions, students begin to engage with the literary and stylistic choices appropriate for Latin literature across both prose and poetry in several genres. Concentration is also focused on the philosophic, historic, and cultural aspects relevant to these selections.

Students successfully completing Latin 4 can expect to move from Intermediate-Low to Intermediate-Mid on the ACTFL interpretive proficiency scale.

Students successfully completing Latin 5 can expect to move from Intermediate-Mid to Intermediate-High on the ACTFL interpretive proficiency scale.

Students will have opportunities throughout both semesters to earn Honors Qualifying Points by completing additional requirements as determined by the team of World Languages teachers. Exams will be required both semesters to earn honors credit. Honors credit can be earned in either semester, or in both. Please refer to the High School Academic Policies section at the beginning of this document for policy information regarding honors credit.

AP Latin, Ethos Option

10th – 12th Grades

2 Semesters, 1 Credit

Requirements: Successful completion of both semesters of Honors Latin 4 or Honors Latin 5 with a minimum grade of 87 and have obtained teacher approval.

Students will improve their proficiency in reading Latin through daily preparation and in-class reading of selections of Latin from Vergil’s Aeneid and Caesar’s De Bello Gallico. Significant sections of both works will also be read in English, and selections from other Latin authors will be provided for sight reading practice. When combined with historical content and additional assigned essays of literary criticism, the student will develop a sense of the historical and literary context of the works in preparation for academic writing and scholarly analysis of the text. During class discussions and in writing essays concerning major themes, historical relevance, and literary technique, students will develop an appreciation of the authors’ mastery of prose and poetry, as well as an understanding of the politics and culture of the ancient Roman world. Accuracy and speed in translation, grammatical knowledge, and high-level interpretation skills will be expected of the AP candidate, as well as the concise communication of ideas in critical analysis. Students are required to take the AP Latin Exam.

Spanish 1, Ethos Option 9th – 12th Grades

2 Semesters, 1 Credit

Spanish 1 is an introduction to the Spanish language. Each unit will introduce new vocabulary, grammatical structures, and a cultural aspect from one of the many Spanish-speaking countries. Students successfully completing Spanish 1 can expect to move from Beginner to Novice-Mid on the proficiency scale.

Spanish 2 / Honors Spanish 2, Ethos Option 9th – 12th Grades

2 Semesters, 1 Credit

Requirements: Successful completion of both semesters of Spanish 1.

Spanish 2 is a continuation of the content learned in Spanish 1. Each unit will continue to introduce new vocabulary, more complex grammatical structures, and a new cultural aspect. In addition to learning about the present tense, students will begin to use the past tenses in Spanish. Students successfully completing Spanish 2 can expect to move from Novice-Mid to Novice-High on the proficiency scale. Students will also have opportunities throughout both semesters to earn Honors Qualifying Points by completing additional requirements as determined by the team of World Languages teachers. Exams will be required both semesters to earn honors credit. Honors credit can be earned in either semester, or in both. Please refer to the High School Academic Policies section at the beginning of this document for policy information regarding honors credit.

Spanish 3 / Honors Spanish 3, Ethos Option 9th – 12th Grades

2 Semesters, 1 Credit

Requirements: Successful completion of both semesters of Spanish 2.

Spanish 3 builds on the skills developed in Spanish 1 and Spanish 2. Students read, listen to, and discuss short stories, films, music, and other adapted and authentic materials from the Spanish-speaking world. As their comprehension grows, students express their ideas and opinions in speaking and writing, gradually developing command of present, past, and future time frames, while also exploring the cultural products, practices, and perspectives that reflect the diversity of Spanish-speaking communities. Students successfully completing Spanish 3 can expect to progress from Novice-High to Intermediate-Low on the proficiency scale.

Students will also have opportunities throughout both semesters to earn Honors Qualifying Points by completing additional requirements as determined by the team of World Languages teachers. Exams will be required both semesters to earn honors credit. Honors credit can be earned in either semester, or in both. Please refer to the High School Academic Policies section at the beginning of this document for policy information regarding honors credit.

Spanish 4 / Honors Spanish 4, Ethos Option

10th – 12th Grades

2 Semesters, 1 Credit

Requirements: Successful completion of both semesters of Spanish 3.

Spanish 4 is designed as a continuation of the concepts learned in Spanish 1 through 3. Students will apply their skills and knowledge on a daily basis through conversation and reading and writing using the past, present, and future tenses. There will also be a continued focus on the subjunctive mood. Exposure to culture and language will take the form of real-life situations through cinema and literature. Themes will rotate on a two-year schedule and will include history, politics, relationships, and entertainment. Students successfully completing Spanish 4 can expect to move from Intermediate-Low to Intermediate-Mid on the proficiency scale with regards to the following themes: Families and Communities, Science and Technology, Contemporary Life, and Beauty and Aesthetics. Students will have opportunities throughout both semesters to earn Honors Qualifying Points by completing additional requirements as determined by the team of World Languages teachers. The student will expand his/her knowledge of grammar and vocabulary at an accelerated rate. Exams will be required both semesters to earn honors credit. Honors credit can be earned in either semester, or in both. Please refer to the High School Academic Policies section at the beginning of this document for policy information regarding honors credit.

Spanish 5, Dual Credit Option

11th – 12th Grades

2 Semesters, 1 Credit

Requirements: Successful completion of both semesters of Spanish 4.

Spanish 5 is designed as a continuation of the skills and concepts developed in Spanish 1–4. Students will refine their communication skills through daily use of Spanish in conversation, reading, and writing while strengthening command of the past, present, future, and subjunctive tenses. Cultural exploration takes place through authentic texts, films, literature, and discussion of current events. The curriculum rotates thematically on a two-year cycle and includes topics such as history, politics, relationships, and entertainment. Spanish 5 students also have the opportunity to mentor peers in Spanish 4, promoting leadership and collaboration.

By the end of the course, students can expect to advance from the Intermediate-Mid to the IntermediateHigh proficiency level while exploring the AP-aligned themes of Families and Communities, Science and Technology, Contemporary Life, and Beauty and Aesthetics.

Students enrolled in the Dual Credit section will complete additional college-level assignments and assessments as required by the partnering institution, earning both high school and college credit upon successful completion.

AP Spanish, Ethos Option

10th – 12th Grades

2 Semesters, 1 Credit

Requirements: Successful completion of both semesters of Honors Spanish 4 and have obtained teacher approval.

The AP Spanish course is designed to prepare students for successful performance on the AP exam. It will further develop language skills that were cultivated throughout Honors Spanish 2 through 4. An emphasis on literature will be used to sharpen reading and writing skills. Listening comprehension and speaking will be reinforced through daily practice. Advanced Spanish grammar concepts will be refined through continued study and research. Students successfully completing AP Spanish can expect to move from IntermediateHigh to Advanced-Low on the proficiency scale with regards to interpersonal presentational speaking and writing skills. All students who complete this course will take the AP exam.

Costa Rica Immersion Trip (Summer of Even Years)

10th – 12th Grades

½ Credit

This language immersion trip gives students a unique opportunity to live in and experience first-hand a Hispanic culture. Students will improve their Spanish proficiency through classes taught by native college instructors, as well as by applying and utilizing their language skills in an authentic way. Costa Rica is possibly one of the most exciting and safest places to travel in Central America. Some of the highlights of the trip are: Spanish immersion classes; living with Costa Rican families; visiting churches; and participating in service and cultural activities such as Costa Rican cooking and dance classes. It also includes exciting excursions to a volcano, a coffee plantation, the artisan marketplace, the National Museum, the National Theatre, a Zip Line Canopy Tour, the beach, surf lessons, whitewater rafting, and other memory-making moments. The idea is to integrate Spanish language into any adventure we might take. The trip is opened to High School students who have completed their second year of Spanish, either in their regular or Honors program.

Spain Immersion Trip (Summer of Odd Years)

10th – 12th Grades

½ Credit

Spain is a vibrant country that combines the spirit of its various rulers over the centuries, from the Phoenicians and Romans to the Moors and Christians. Its rich history is complemented by an expansive landscape of mountains, deserts, and glorious beaches. From the pounding rhythms of the flamenco to the food that brings all people together, Spanish culture is defined by a deep passion for life that is contagious to all visitors.

This language immersion trip gives students a unique opportunity to live in and to experience first-hand the Spanish culture, as it focuses on improving language proficiency through classes taught by native teachers and an intensive application of language skills, while immersed in the culture. Some of the highlights of the trip are: Spanish immersion classes, homestay families, and cultural activities such as cooking and flamenco dance classes. It also includes exciting excursions to renowned museums, cathedrals, markets, monuments, and landmarks. The idea is to integrate Spanish language into any adventure we might take (activities may vary year by year).

The trip is open to high school students who have completed their third year of Spanish, either in their regular or Honors program.

HIGH SCHOOL LEARNING EXCURSIONS

Learning Excursions are academic class trips where attendance is expected. The cost of these trips will be billed independently from tuition.

During Learning Excursion Week, students leave the classroom walls behind and embark on a journey of hands-on discovery. Our school excursions aren't just field trips; they are immersive learning experiences that bring classroom concepts to life. Imagine dissecting an ecosystem firsthand in a local park, or witnessing history unfold at a historic landmark. Students engage with real-world environments, fostering critical thinking, problem-solving, and collaboration. From museums to farms, the world is our classroom, igniting curiosity and nurturing a lifelong love of learning.

Format for academic credit: Students must attend two GAC Sync sessions to prepare for the trip, complete the full trip, attend two GAC Sync sessions to debrief after the trip, then craft an artifact/culminating activity in accordance with the academic focus of the trip. More details will be shared by group leaders during the Trip Fair and signup later in the spring.

The next Learning Excursion Week is scheduled September 21 – September 25, 2026

HIGH SCHOOL STUDY ABROAD

Every year, 10th-12th grade students have the opportunity to participate in an exciting study abroad trip. Each year, a different city, country, or region is selected for our students to explore. These trips are 7-10 days and occur at various times during the school year. Some trips will offer multiple concentrations for study. Study Abroad trips may be offered for academic credit, and credit for the trip will reflect their area of concentration or emphasis during the trip Please consult the HS Academic Dean with credit questions.

The Study Abroad trip and any preparation for it occurs outside of the school-day schedule and is an additional cost to the student. Conduct records may prevent a student from participating. Further details regarding trips and seminars will be communicated once 2026-2027 travel plans are finalized.

HIGH SCHOOL COMPUTER SCIENCES

Robotics: Introduction to Robotics and Programming, Ethos Only 9th – 12th Grades

1 Semester, ½ Credit

Robotics is a hands-on course designed to incorporate computer science and technology into project-based learning experiences. Students will be challenged to use software and robotics equipment to design, build, and program robots that complete various tasks. This course allows students to strengthen technical, problem solving, and critical thinking skills while focusing on the construction and programming of robots.

Python 1 - Introduction to Programming, Ethos Only 9th – 12th Grades

1 Semester, ½ Credit

This course provides an entry-level introduction to computer programming to introduce the basic fundamentals of programming, logical thinking skills, and computer science in general. It is very well suited for beginner programmers, or those who have had some introduction to programming using Scratch or similar block programming, especially if it has been several years since learning those skills. The class employs a hands-on approach that enables students to write progressively more complex programs, while the webbased format provides immediate feedback for the students as they write code in the online editor. At the completion of this course, the students will have a general grasp of the concepts of computer science and the Python programming language, and more importantly, an understanding of how to organize and structure Python programs to achieve a task.

Python 2 - Introduction to Programming, Ethos Only 10th – 12th Grades

1 Semester, ½ Credit

Requirements: Successful completion of Python 1

This second course in Python further develops students’ programming skills to reinforce and strengthen the fundamentals of programming, logical thinking skills, and problem-solving. This course is suitable for students who have previously completed Python I, or who already have some experience programming other languages. The class employs a hands-on approach that enables students to write progressively more complex programs, beginning with variables, data types, and operators. Students will continue with learning how to program conditionals, loops, and functions; and progress to strings and data structures. At the completion of this course, the students will have obtained a working knowledge of the Python programming language, and the skills to develop programs in other languages as well.

Introduction to 3D Modeling, Ethos Only 11th – 12th Grades

1 Semester, ½ Credit

Engineers solve some of the world’s biggest problems and have the potential to improve the quality of life for everyone on our planet through their ideas, designs, and inventions. In Introduction to 3D Modeling, students will explore the different types of engineering and gain exposure to the engineering design process from defining a problem to creating a viable solution to the problem. Throughout our course, students will learn skills to help them through the design process such as 2D and 3D modeling; how to operate under a given set of constraints such as budget and design limitations; static and dynamic design analysis; and leveraging technology to their advantage in the design process. Introduction to 3D Modeling will be an excellent way to expose students to the fundamentals of engineering or to deepen skills they already possess in these areas. Some lab fees apply.

Introduction to 3D Animation, Ethos Only 9th – 12th Grades

1 Semester, ½ Credit

Students will use Autodesk Maya software for learning the principles of animation skills for 3D Animation. This software is used by multiple animation studios around the world to create exciting animations enjoyed by people just like you. Learn how to create 3D objects to create environments and apply textures to make objects more appealing. Create 3D Animations and see how animators use acting in 3D environments to bring characters to life on the big screen! Jump in this class to have fun learning how to animate characters.

AP Computer Science Principles, Ethos Only 11th – 12th Grades

1 Semester, ½ Credit

Requirements: Minimum of an 87 in previous English and Math courses.

The curriculum focuses on the creative aspect of computing and computational thinking practices, enabling students to experience how computing impacts their everyday lives. An introduction to programming is included, but the class is much bigger in scope and will give students an understanding of the fundamental concepts of computing, the breadth of application, and the potential for transforming the world in which we live. The class is designed to be a rigorous and engaging computing curriculum that appeals to a broad audience of students. The course educates students about the value of computing and encourages them to lead the world in information technology innovation.

AP Computer Science A, Ethos Only 11th – 12th Grade

2 Semesters, 1 Credit

Requirements: Minimum PSAT content test scores of 520/EBRW and 520/Math and minimum 3.5 GPA. Also requires teacher approval.

Computer science is a discipline with a core set of scientific principles that can be applied to solve complex, real-world problems, and promote higher-order thinking. Computer science as an academic discipline provides the knowledge and skill foundation for technological advances in our country to keep us competitive in a global economy. The course will provide students with a solid foundation for further study in the field. Computer Science is a core element of STEM initiatives. Computer science encompasses many creative, exciting tracks of study in college.

HIGH SCHOOL PERFORMING ARTS

Music Theory, Ethos Option

9th – 12th Grades

2 Semesters, 1 Credit

Music theory serves as an entry-level course for those interested in the fundamentals of music literacy (reading, writing, and understanding music). As a prerequisite for AP Music Theory, this course begins with students learning the rudiments of pitch and rhythm and progresses through exploring the relationship of these rudiments to real music in intervals and basic chord structure. Various styles of music are used in listening and writing throughout the course, and students of any proficiency are welcome. No prior musical experience is required.

AP Music Theory, Ethos Option

10th – 12th Grades

2 Semesters, 1 Credit

Requirements: Successful completion of Music Theory or teacher recommendation. Prospective students may be required to pass a basic skills test prior to being admitted to the class.

This class will be a study of the elements of music necessary for the student to compose successfully and analyze various musical forms from the common practice era. Students will study music fundamentals, to include major and minor scales and modes, various forms of notation, chord construction and analysis, basic composition techniques for four-parts, and transposition techniques for writing for various instrumental voicing. While keyboard knowledge is not a prerequisite, students will be expected to become familiar enough with a piano keyboard to translate simple musical lines and chords to and from a keyboard. Aural skills and sight singing are also points of emphasis.

Symphonic Band and Percussion*

9th – 12th Grades

2 Semesters, 1 Credit

Requirements: Students must have completed the equivalent of three full years of Band. Students may be asked to pass a proficiency test for admittance into the class.

This class is designed to serve the most advanced wind and percussion players. Emphasis is placed on learning enhanced technique, quality music literature, music theory, and performance practice. Yearly performances include a fall concert, Christmas concert, GMEA festival, and a spring concert. Interested students will have the opportunity to try-out for the District Band and the All-State Band and participate in various honor and festival bands held throughout the year. Students are expected to furnish their own instruments (some exceptions apply to players of larger instruments) and the necessary supplies for the proper care and playing of that instrument. While not required, each student is highly encouraged to take private lessons. Symphonic Band members are eligible to participate in co-curricular offerings such as marching band, jazz band, or chamber ensembles.

High School Music Production and Songwriting

9th – 12th Grades

1 Semester, ½ Credit

The Songwriting and Production class is designed to develop students’ songwriting, recording, mixing and mastering, performing, and branding skills. Students will collaborate to create and release original music on streaming platforms and students will get the opportunity to perform their songs in a show near the end of the school year.

*Duetocourserequirements,studentsinthisclassare restrictedto10daysofGACSyncper semester. Studentsshouldworkwiththeirteachertomanagethisrequirement.

Concert Choir*

9th – 12th Grades

2 Semesters, 1 Credit

The Concert Choir is the largest choral ensemble. This group will participate in occasional travel during the school year. Students in this group are encouraged to participate in GMEA/GISA All-State Audition processes, but this is not required.

Select Choir*

10th – 12th Grades

2 Semesters, 1 Credit

Requirements: Audition/teacher approval

The Select Choir is the premier choral ensemble of GAC. Enrollment is capped based on need as determined by the director. Students must arrange an audition with the director on a predetermined date. Students are expected to participate in various contests and competitions throughout the school year. This group will participate in a choir tour and occasional travel during the school year.

Beginner-Intermediate Dance*

9th – 12th Grades

2 Semesters, 1 Credit

Students will be introduced to our instruction-based course designed for dancers ranging from beginner to intermediate levels. Throughout the year, students will have the opportunity to explore various dance styles, including ballet, jazz, lyrical, contemporary, and hip-hop. Participation in several dance productions each year is a course requirement, with highlights including performances of “The Nutcracker” and our Spring Elective Concert, featuring student choreography. Please note that mandatory rehearsals will be scheduled after school during the week of each performance. Additionally, students enrolled in this class are eligible to join the National Honor Society for Dance Arts (NHSDA). Please keep in mind that performance requirements are set for each semester.

Advanced Dance*

10th – 12th Grades

2 Semesters, 1 Credit

Requirements: Requires teacher approval.

Our Advanced Dance program is open to 10th- 12th graders who have multiple years of previous dance training. Throughout the year, students will have the opportunity to explore various dance styles, including ballet, jazz, lyrical, contemporary, and hip-hop. Participation in several dance productions each year is a course requirement, with highlights including performances of “The Nutcracker” and our Spring Elective Concert, featuring student choreography. Please note that mandatory rehearsals will be scheduled after school during the week of each performance. Additionally, students enrolled in this class are eligible to join the National Honor Society for Dance Arts (NHSDA). Please keep in mind that performance requirements are set for each semester.

*Duetocourserequirements,studentsinthisclassare restrictedto10daysofGACSyncper semester. Studentsshouldworkwiththeirteachertomanagethisrequirement.

Mastery Chamber Orchestra*

9th – 12th Grades

2 Semesters, 1 Credit

Requirements: Students must have completed 4 years of study on their instrument and/or orchestra and teacher approval.

This ensemble represents the mastery level of playing skills among the string ensembles at GAC and is a demanding course of string technique with performance opportunities befitting a superior string ensemble. Emphasis is placed on learning enhanced technique, quality music literature, music theory, and performance practice. Yearly mandatory performances include a fall concert, Christmas concert, GMEA solo and ensemble festival, and a spring concert. Interested students will have the opportunity to audition for the All-State Orchestra and state-wide Honor Orchestra. Students are expected to furnish their own instruments (some exceptions apply to players of larger instruments) and the necessary supplies for the proper care and playing of that instrument. While not required, each student is highly encouraged to take private lessons. Students will participate in small performances on campus, go on music related field trips, and perform in the community.

Theatre I

Grades: 9th–10th

2 Semesters, Credit: 1

Theatre I serves as an introductory course, establishing the foundational principles of high school theatre. Students will engage in structured activities designed to cultivate essential theatrical skills and foster their creative potential. The curriculum emphasizes developing a comprehensive understanding and critical appreciation of theatre as an art form. Active participation in a collaborative production, conducted at the conclusion of each semester, is an integral component of the course.

Theatre II

10th–12th

2 Semesters, Credit: 1

Requirement: Successful completion of Theatre I or approval from the instructor Theatre II builds upon the foundational knowledge acquired in Theatre I, focusing on the development of theatrical skills within a production context and the analysis and performance of classical works, playwrights, and concepts. The course employs a variety of instructional methods including duo scene work, script analysis, improvisation techniques, physical movement exercises, and vocal performance training. These activities enhance the students’ proficiency and artistic expression. Participation in a collaborative production at the end of each semester is a mandatory aspect of the course, providing a practical application of the learned concepts.

Technical Theatre*

9th – 12th Grades

2 Semesters, 1 Credit

Requirements: Successful completion of Theatre 1 or permission from the instructor.

This class is designed to give the advanced theatre students an opportunity to expand their talents to the next level on the production side of theatre. The class will emphasize storytelling and design and will include collaborative work with acting classes and season shows. It will also include time with AV to learn how to use and operate lights and sound at our GAC venues.

*Duetocourserequirements,studentsinthisclassare restrictedto10daysofGACSyncper semester. Studentsshouldworkwiththeirteachertomanagethisrequirement.

Theatre Visions *

11th – 12th Grades

2 Semesters, 1 Credit

Requirements: Audition and interview with the instructor are mandatory for admission. Visions is an advanced performance-based ensemble course designed for students committed to excellence in the performing arts. During the first semester, students will collaborate to rehearse and produce a fullscale musical production, gaining experience in all aspects of performance and ensemble work. In the second semester, students will focus on advancing individual performance skills through the preparation of solo, duet, and small group pieces, culminating in a public showcase. Throughout the year, students will also have opportunities to participate in dramatic competitions, theatre conferences, and other performance events. This course encourages excellence, creativity, and professionalism, enabling students to deepen their artistic range and performance experience.

*Duetocourserequirements,studentsinthisclassare restrictedto10daysofGACSyncper semester. Studentsshouldworkwiththeirteachertomanagethisrequirement.

HIGH SCHOOL PHYSICAL EDUCATION

Performance Training: Girls/Boys Training Class, Ethos Option, Zero Hour Option*

9th – 12th Grades

1 Semester, ½ Credit - Pass/Fail Grading

The strength and conditioning program supports the mission of GAC and the athletic department. Although the Sports Performance Training course at GAC is ever evolving, it remains based on the scientific principles of kinesiology, exercise physiology, biomechanics, sports medicine, and athletic training. Our mission remains to engage, educate, and empower the student-athlete to develop skills that will translate to improved sport performance and a lifetime of wellness.

In order to accomplish that mission, we have created a full curriculum built around an annual training plan. The students will strength train 4 times per week with intensities and volume depending upon their sport season (in- season or off-season). These training cycles will be based on fundamental movement patterns that will be balanced daily and weekly to promote improved fitness and reduce the likelihood of injury. We will adapt the training sessions to each individual through differentiated modifications based upon the capability of the student and his current skill level. Training progressions will depend on mastery of movement and not on the amount of weight lifted. Our entire program is founded on five basic tenants: Do No Harm, Move Well, Move Strong, Move Fast, and Thrive.

The grading of the course will be based upon daily participation, daily dress out, participating with a positive attitude, providing great effort, and completing weekly assignments and quizzes. Weekly assignments will be based off of the Character Development Plan and the Performance Nutrition Program. A monthly quiz will be given to evaluate knowledge gained and to determine the effectiveness of the instruction. We will work hard to create an environment that is engaging and exciting to the student. Girls and Boys classes are taught separately.

Additional Training Options

Please note: Additional training opportunities will exist after school, including speed, agility, and conditioning sessions at no cost. These programs are designed for grades 9-12, boys and girls, in the off-season of the sport season. Times and days will be posted in the Naik and on the MyGAC Strength & Conditioning page. Speed, agility, and conditioning sessions are open to all students, but those enrolled in Performance Training class have first priority.

Lifetime Wellness Class*

9th – 12th Grades

1 Semester, ½ Credit - Pass/Fail Grading

The Lifetime Wellness class is based upon the acquisition of knowledge and skills that are the foundation for engaging in physical activity and developing physical literacy. Our mission remains to engage, educate, and empower the student to develop skills that will translate to a lifetime of wellness and healthy decisions In order to accomplish that mission, we have created a robust curriculum built around four critical components: fitness, recreational games, swimming, and wellness. This program is designed to build physical literacy and competency with specifically designed activities performed under the supervision of qualified physical education instructors. We will foster an environment where each student is supported and challenged according to his or her ability level. Our goal is to develop each student’s movement efficiency, skills, technical ability, and tactical understanding. Students in this program will be provided with the fundamental knowledge for making informed decisions that will empower them to achieve and maintain a lifetime of wellness. Girls and boys classes are taught separately.

*Duetocourserequirements,studentsinthisclassare restrictedto10daysofGACSyncper semester. Studentsshouldworkwiththeirteachertomanagethisrequirement.

Drawing and Painting Focus:

- Beginning Drawing & Painting

- Intermediate Drawing & Painting

- Advanced Drawing & Painting

- AP Studio Art: Drawing

2D Design Focus:

- 2D Design

- Beginning Drawing & Painting

- Visual Arts Photography

- Visual Arts Graphic Design

- AP 2D Art & Design Portfolio

3D Design Focus:

- Intermediate 3D Design

- Visual Arts Ceramics

- Advanced 3D Design

- AP 3D Art & Design Portfolio

Video Production Focus:

- Beginning Video Production

- Intermediate Video Production

- Advanced Video Production

Students who plan to take an AP Visual Arts course should take the required courses which are intended to prepare them for that particular AP course.

**Note: There are many more course options in the Visual Arts. Using the course diagram students can determine which courses require Introduction to Visual Arts 2D Design and which require Visual Arts 3D Design; both courses may be needed in order to have options to take all Visual Arts courses.

Visual Arts: Beginning Sculpture & 3D Design

9th – 12th Grade

1 Semester, ½ Credit

This is an entry-level art course that teaches students to develop creative solutions to three-dimensional design problems using a variety of media and techniques. Students will demonstrate an understanding of the principles and elements of design as they relate to their three-dimensional works. Students will learn to present and display their work in an aesthetically appealing manner. Historical aspects of 3-D design and sculpture will be explored focusing on works by Alexander Calder, Claes Oldenburg, and many other artworks and artists.

Visual Arts: Intermediate Sculpture

9th – 12th Grade

1 Semester, ½ Credit

Requirements: Successful completion of Beginning Sculpture & 3D Design and teacher recommendation.

The focus of this class will be on exploring various sculptural media while growing skills in traditional sculptural methods like subtraction, construction, and manipulation. Students will create artworks that develop their understanding of composition and the proper application of the elements of art and principles of design. Students will make independent decisions while working within the criteria of specific sculptural problems. Historical aspects of sculpture will be explored focusing on the works of artists such as Degas, Giacometti, and Brancusi. Students will also have opportunities to explore cultural differences in art from various parts of the world.

Visual Arts: Advanced Sculpture 10th – 12th Grade

1 Semester, ½ Credit

Requirements: Successful completion of Intermediate Sculpture and teacher recommendation.

The focus of this class will be on exploring form through various sculptural problems. Students will focus on exploring sculpture in the round by developing 3-D constructions and designs which demonstrate complicated ideas like abstraction and non-objective designs. Students will work with sculptural media such as wood, stone, plaster, and clay. Students will make independent decisions while working within the criteria of specific sculptural problems. Historical aspects of sculpture will be explored focusing on the works of Noguchi, Moore and Hepworth.

Visual Arts: Beginning Ceramics 9th – 12th Grade

1 Semester, ½ Credit

Requirements: Successful completion of Beginning Sculpture & 3D Design and teacher recommendation.

The focus Introduces the characteristics of clay and design in clay using various techniques of construction and decoration. Time will be spent hand building (pinch, slab, coil) with some experience throwing on the potter’s wheel. Students will understand the science and chemistry behind the various firing processes and explore surface decoration, and glaze applications. Students will use historical, social, and cultural contexts when creating their work.

Visual Arts: AP 3-D Art & Design Portfolio

11th – 12th Grade

2 Semesters, 1 Credit

Requirements: Successful completion of three 3-D Design or Ceramics Courses and teacher recommendation with portfolio review.

This course is designed to be a college-paced class in a High School setting. Students are expected to present a portfolio of selected works they have done during this course for evaluation at the end of the year. Submission of a complete portfolio is required in order to earn credit for the course, both at GAC and at the College Board. The emphasis of this class is on building the portfolio. The portfolio is made up of two sections: selected works and sustained investigation.

Visual Arts: Beginning Graphic Design

9th – 12th Grade

1 Semester, ½ Credit

Requirements: Successful completion of 2D Design and teacher recommendation.

Introduces graphic design as a communication media and explores various graphics applications as well as various tools for creating graphics. Students will explore software and develop visual solutions to communication problems as well as create products and designs that integrate traditional materials with new design technologies like Adobe Photoshop and Illustrator. Students will develop creative solutions to real world business and industry-specific graphics and advertising applications.

Visual Arts: Advanced Graphic Design

9th – 12th Grade

1 Semester, ½ Credit

Requirements: Successful completion of Beginning Graphic Design and teacher recommendation.

The student will build on Beginning skills and dive deeper into a portfolio style graphic design industry standard presentation. Students will get advanced design problems and how to apply creative ideas to create a cohesive and comprehensive brand identity. Students will also get to meet with design professionals during their portfolio construction and review.

Visual Arts: 2D Design, Ethos Option

9th – 12th Grades

1 Semester, ½ Credit

This is an entry-level art course that teaches students to develop creative solutions to two-dimensional design problems using a variety of media and techniques. An in-depth exploration of the elements of art will guide students through rendering spatial dimensions through a still-life study. Instructions for using a variety of graphite drawing pencils and techniques will be introduced. Students will demonstrate an understanding of the principles and elements of design as they relate to a watercolor painting and printmaking project. Lastly, students will recognize different artists and artworks in history and creatively “alter” a Master’s work in a personally guided mixed-art appropriation project. Critical analysis and evaluation of one’s own work and the work of others will be initiated. These foundations provide the framework for art students to communicate effectively visually and verbally in successive art courses.

Visual Arts: 3D Design* 9th – 12th Grades

1 Semester, ½ Credit

This is an entry-level art course that teaches students to develop creative solutions to three-dimensional design problems using a variety of media and techniques. Students will demonstrate an understanding of the principles and elements of design as they relate to their three-dimensional works. Students will learn to present and display their work in an aesthetically appealing manner. Historical aspects of 3D design and sculpture will be explored focusing on works by Alexander Calder, Claes Oldenburg, and many other artworks and artists.

Visual Arts: Beginning Drawing and Painting, Ethos Option 9th – 12th Grades

1 Semester, ½ Credit

Requirements: Successful completion of Visual Arts 2D Design and teacher recommendation.

The focus of this course is for students to explore a variety of drawings, painting, and mixed media. Through the “cardboard portrait project” students will combine traditional portrait drawing techniques with unconventional media to explore a mixed-media approach to rendering. Students will begin to hone the quality of their rendering and design skills utilizing theories of composition and dynamic contrast to visually communicate their ideas. An architectural landscape watercolor painting project will allow students to demonstrate their understanding and use of space. Students will gain confidence with color mixing and watercolor painting through a series of exercises focusing on mixing hues, values, intensities, temperatures, neutrals, and incorporating creative textural techniques. Lastly, students will strengthen their ideation skills through a “Street Art Pattern Project.” By combining design techniques, introduction of emphasis and symbolism, and a thorough acrylic paint demonstration, students will create their own logo and street art wall on canvas. Critical analysis and evaluation of one’s own work and the work of others will continue to be strengthened.

Visual Arts: Intermediate Drawing and Painting

9th – 12th Grades

1 Semester, ½ Credit

Requirements: Successful completion of Visual Arts 2D Design and Beginning Drawing and Painting, and teacher recommendation.

This course continues the exploration of a variety of drawing and painting media and techniques to solve visual arts problems. Students will be introduced to the power of finding their own visual voice. They will demonstrate their knowledge of color theory and principles of art through a “Visual Voice Mixed Media Project.” Students will investigate Abstraction in art by creating an “Object Abstraction Acrylic Painting” on stretched canvas, using a limited color palette, symbolism, emphasis, and evident acrylic painting knowledge. A final project will allow students to experience the concept of skin tone color mixing and colored pencil techniques through a hyper realistic “Hand Gesture Rendering Project.” Critical analysis and evaluation of one’s own work and the work of others will be demonstrated through verbal and writing critiques.

*Duetocourserequirements,studentsinthisclassare restrictedto10daysofGACSyncper semester. Studentsshouldworkwiththeirteachertomanagethisrequirement.

Visual Arts: Advanced Drawing and Painting*

10th – 12th Grades

1 Semester, ½ Credit

Requirements: Successful completion of Visual Arts 2D Design, Intermediate Drawing and Painting and teacher recommendation.

This course explores alternative drawing techniques by teaching students to use ball point pen to create an expressive self-portrait focusing on proportions of the artist’s face, and their expression or mood. Lastly, students will refine their proportional drawing skill in a “I Am Thirsty” watercolor painting. Students will be introduced to mixing watercolor techniques with Prismacolor pencils, along with some other tricks to create an illusion of hyper realism. Composing space, as well as using values and proportion are emphasized in this work. Students will refine their art vocabulary with written self-critique forms, as well as thoughtful class presentation of their work and their artist statements.

Visual Arts: AP Drawing Portfolio

11th – 12th Grades

2 Semesters, 1 Credit

Requirements: Successful completion of Visual Arts 2D Design, two Drawing and Painting classes, and teacher recommendation.

AP Drawing Portfolio is designed to be a college-paced class in a High School setting. Students are expected to present a portfolio of selected works they have done during this course for evaluation at the end of the year. Submission of a complete portfolio is required in order to earn credit for the course both at GAC and at the College Board. The emphasis of this class is on building the portfolio. The portfolio is made up of two sections: quality and sustained investigation (15 final works in total). Three works are produced over the preceding summer and are due on the first day of class.

Visual Arts: AP 2D Art & Design Portfolio

11th – 12th Grades

2 Semesters, 1 Credit

Requirements: Visual Arts 2D Design, successful completion of two Drawing and Painting courses or one Drawing and Painting course along with either Photography or Graphic Design, and teacher recommendation.

AP 2D Art & Design is designed to be a college-paced class in a High School setting. Students are expected to present a portfolio of selected works they have done during this course for evaluation at the end of the year. Submission of a complete portfolio is required in order to earn credit for the course, both at GAC and at the College Board. The emphasis of this class is on building the portfolio. The portfolio is made up of two sections: quality and sustained investigation (15 final works in total). Three works are produced over the preceding summer and are due on the first day of class.

*Duetocourserequirements,studentsinthisclassare restrictedto10daysofGACSyncper semester. Studentsshouldworkwiththeirteachertomanagethisrequirement.

Visual Arts: Digital Photography, Ethos Option

9th – 12th Grades

1 Semester, ½ Credit

Students will learn the techniques, methods, and digital tools required for digital photography, including DSLR cameras and professional editing software. Students will use critical thinking skills and creative problem solving to create unique compositions that utilize formal elements and principles of design used in producing quality photographs. Historical developments, contemporary uses, and career opportunities related to photography will be explored. Students will create a culminating body of work at the end of the semester. All students are required to have a DSLR digital camera with manual settings for use during this course.

Visual Arts: Introduction to Architecture, Ethos Only

9th – 12th Grades

1 Semester, ½ Credit

Introduction to Architecture is a semester-long course that examines architecture as both a creative discipline and a reflection of cultural, historical, and technological influences. Students will explore major architectural works, movements, and design principles while analyzing how the built environment shapes human experience and community life. Through visual analysis and guided inquiry, students will develop foundational design thinking skills, creativity, and spatial awareness.

Visual Arts: Intermediate 3D Design*

9th – 12th Grades

1 Semester, ½ Credit

Requirements: Successful completion of 2D and 3D Design and teacher recommendation.

The focus of this class will be on exploring various sculptural media while growing skills in traditional sculptural methods like subtraction, construction, and manipulation. Students will create artworks that develop their understanding of composition and the proper application of the elements of art and principles of design. Students will make independent decisions while working within the criteria of specific sculptural problems. Historical aspects of sculpture will be explored focusing on the works of artists such as Degas, Giacometti, and Brancusi. Students will also have opportunities to explore cultural differences in art from various parts of the world.

Visual Arts: Advanced 3D Design, Dual Credit Option* 10th – 12th Grades

1 Semester, ½ Credit

Requirements: Successful completion of Visual Arts 3D Design, Intermediate 3D Design, and teacher recommendation.

The focus of this class will be on exploring form through various sculptural problems. Students will focus on exploring sculpture in the round by developing 3D constructions and designs which demonstrate complicated ideas like abstraction and non-objective designs. Students will work with sculptural media such as wood, wax, plaster, and clay. Students will make independent decisions while working within the criteria of specific sculptural problems. Historical aspects of sculpture will be explored focusing on the works of Noguchi, Calder, Moore, and Hepworth.

Visual Arts: Ceramics*

9th – 12th Grades

1 Semester, ½ Credit

Requirements: Successful completion of 3D Design and teacher recommendation.

The focus of this class will be on exploring clay as an art form in various applications and using different building methods. Time will be spent hand building with some experience throwing on the potter’s wheel. Students will understand the science and chemistry behind the various firing processes. Students will explore various decorating techniques such as inlay, sgraffito, red-iron oxide, and glazing as well as slips. Students will use historical, social, and cultural contexts when creating their work. Students will explore career opportunities related to pottery.

Visual Arts: AP 3D Art & Design Portfolio*

11th – 12th Grades

2 Semesters, 1 Credit

Requirements: Successful completion of three 3D Design or Ceramics courses and teacher recommendation with portfolio review.

This course is designed to be a college-paced class in a High School setting. Students are expected to present a portfolio of selected works they have done during this course for evaluation at the end of the year. Submission of a complete portfolio is required in order to earn credit for the course, both at GAC and at the College Board. The emphasis of this class is on building the portfolio. The portfolio is made up of two sections: selected works and sustained investigation.

Beginning Video Production*

9th – 12th Grades

1 Semester, ½ Credit

Students will learn the basics of planning projects from concept to completion, filming with video cameras, and editing with professional-level software. Students will not only learn the techniques of video production but also gain an understanding of video theory.

Intermediate Video Production*

9th – 12th Grades

1 Semester, ½ Credit

Requirement: Successful Completion of Beginning Video Production

Students will continue instruction in Video Production to include specific aspects of advanced editing functions, audio production, news stories, and narrative film production. The class will be project-based and prepare students to enter Advanced Video Production.

*Duetocourserequirements,studentsinthisclassare restrictedto10daysofGACSyncper semester. Studentsshouldworkwiththeirteachertomanagethisrequirement.

Advanced Video Production*

10th - 12th Grade students

1 Semester, ½ Credit

Requirements: Successful Completion of Intermediate Video Production

Students will deepen their skills in cinematic storytelling, advanced editing, sound design, and production management through collaborative and individual film projects. This course emphasizes real-world production experience and prepares students for professional-level work or further study in media and film.

*Duetocourserequirements,studentsinthisclassare restrictedto10daysofGACSyncper semester. Studentsshouldworkwiththeirteachertomanagethisrequirement.

HIGH SCHOOL LEARNING SUPPORT ELECTIVES

Academic Support

9th – 12th Grades - Pass/Fail Grading

Requirements: Psychological-Educational Assessment within the past 3-5 years. Subsequent re-evaluation every 3-5 years is mandatory to remain in the program.

Academic Support class is an elective coordinated with and integrated into the student’s academic schedule. The student’s educational schedule and curriculum are college preparatory. The Academic Support faculty and staff work very closely with the classroom teachers, counselor, parents, and administrators. Academic Support teachers utilize compensatory learning strategies as methods to assist the student to become a more independent learner.

Test Support

9th – 12th Grades

Requirements: Psychological-Educational Assessment within the past 3-5 years. Subsequent re-evaluation every 3-5 years is mandatory to remain in the program.

Test support provides accommodations based upon the specific recommendations from the current psychological educational testing. Test support will coordinate testing sessions and provide a quiet and distraction free environment.

HIGH SCHOOL ADDITIONAL ELECTIVE COURSE OPPORTUNITIES

Aide/Internship

11th – 12th Grade

1 Semester, Pass/Fail

This class provides students with experience in the office, library, athletics, or the classroom under supervision. Students may be called on to tutor other students and/or to perform routine tasks for the teacher. Students will render aid and learn basic skills appropriate to the area in which they work.

Media Internship

11th – 12th Grade

1 Semester, ¼ Credit

The High School Sports Media class equips students with the essential skills needed to succeed in the evolving landscape of sports journalism and media production. Through a combination of hands-on projects and theoretical studies, students will explore graphic design, photography, videography, and broadcasting. With a focus on creating engaging and professional content for sports audiences, students will develop critical skills in storytelling, editing, and live event coverage. This course emphasizes the role of new media in shaping modern sports communication, preparing students for future opportunities in media, marketing, and journalism.

Elementary School Tutor

11th – 12th Grade

2 Semesters, 1 Credit

Requirements: At least a 3.0 GPA. A letter of recommendation from someone for whom the student has worked or served. Must be a junior or a senior.

This course is designed to offer a degree of guided teaching/tutoring experiences for High School students, while aiding elementary school students in the areas of reading, English, and math. Each student is assigned to a teacher, required to read articles, and required to keep a daily log of experiences. During the spring semester, the student is required to prepare a classroom bulletin board.

HIGH SCHOOL CAPSTONE EXPERIENCES

The capstone program is an opportunity for students to deepen knowledge and skills in a specific area or areas of interest outside of the taught-course model. Students will propose, produce, and defend an individual, guided capstone project demonstrating mastery of these skills and knowledge.

Objectives:

• Build research and critical thinking skills in a chosen content area

• Identify research questions, problems to be addressed, or new creative horizons

• Communicate findings and outcomes effectively

• Work independently with expert guidance

Product/Thesis:

• Includes relevant research experience

• Demonstrates of mastery and application

• Demonstrates Biblical worldview

• Includes evidence of significant achievement in the content area or areas

Application & Process:

• Application Committee

• Academic Dean

• Professional Learning Chair (PLC)

• Additional Teacher or 2nd Reader

• Project proposal

• Open After Academic Preview Night of Junior year - closes early March

• Interviews conducted in March

• Selected students notified in mid-April

End of Senior Year Showcase Event:

• Formal evening event

• Project Summary & Presentation

• Present pendant to wear at graduation

Content Areas possible for a Capstone Experience:

• Bible

• World Language

• Math

• Science

• Social Science

• Performing Arts

• Visual Arts

DUAL CREDIT COURSES

The Dual Credit Program is a cooperative effort with Colorado Christian University (CCU) to offer collegelevel courses to GAC students. CCU is a four-year liberal arts school that is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. CCU initiated their Dual Credit program in 2011 in order for students to take college-level courses while in High School. This program allows students the opportunity to earn college credit at GAC, all while experiencing the rigor and academic challenge of college coursework. These courses are available to 11th and 12th grade GAC students. For more information, please contact your High School counselor.

As with AP, Dual Credit course acceptance varies with each college and university. CCU dual credit students must request transcripts in order for them to be sent to colleges and universities. The decision to accept these courses lies with each post-secondary institution. We recommend that students contact the colleges and universities they hope to attend to confirm the acceptance of individual courses.

The following GAC courses will offer dual credit options for the 2026-2027 school year:

English 12

Creative Writing 1 or 2

Old Testament Survey

New Testament Survey

Bible 12: Comparative Religions

Advanced 3D Design

Human Anatomy & Physiology

Physics

Psychology

American Government

Economics

US History

Precalculus 12

Hebrew 1

Greek 1

Greek 2

Latin 3

Latin 5

Spanish 5

ENG 102

ENG 230

BIB 111

BIB 114

PHL 205A

HUM 120

BIO 201/211

PHY 210/PHY 212

PSY 101

POL 207

ECO 215

HIS 205

MAT 115

HEB 197

LNG 197

LNG 197

LAT 302

LAT 302

SPA 201

ETHOS ONLINE COURSES

GAC students have the opportunity to take select courses through Ethos, GAC’s online educational platform. Ethos is designed to transform online education through engagement. Ethos faculty believe that a student’s engagement with their teacher and peers is key for sound learning. Thus, Ethos courses are designed using the most current technology to ensure a virtual environment filled with rich, inquisitive dialogue. The Ethos program allows for the opportunity to complete coursework at a time that is convenient for them during the week. Ethos exists to transform the traditional classroom experience, increasing students’ college admission profile and college performance. Our ultimate goal is to prepare faithful leaders in an ever-changing global economy.

Students may request an Ethos Learning Lab in order to have time in the school day to dedicate to the online class There is no additional tuition charge for students taking an Ethos class as a 7th class. Students will have an additional charge if they are taking an Ethos class as an 8th class.

Students enrolled in 8 or more classes pay tuition as follows:

Course Tuition per Student

In addition to the course fees there are also the following fees if applicable to the course.

1. Lab fees (vary in cost)

2. AP Exam fees

3. Dual credit fee $250 (paid directly to Colorado Christian University)

DROP/WITHDRAWAL/REFUND POLICY

Students are allowed to withdraw from a course within the first 10 days of course commencement for full year courses and the first 5 days of course commencement for semester long courses. Course tuition will be refunded minus a $100 processing fee; all other fees will not be available for refund.

• No refunds will be given to students who choose to drop a course after the first 10 days of course commencement for year-long courses and the first 5 days of course commencement for semester courses.

• Any class change made after the deadline will result in a Withdraw Failing (WF) grade.

ETHOS COURSE OFFERINGS

The course description for each course offered in Ethos is the same as the course description for the face-to-face course found earlier in this book.

ARTS

2D Art* †

Beginning Drawing & Painting* †

Photography* †

Introduction to Architecture* †

Music Theory

AP Music Theory

BIBLE

The Story of God Poets & Prophets

What Christians Believe Christianity & Culture*

Comparative Religions (DC)*

New Testament Survey (DC) Old Testament Survey (DC)

ENGLISH

Creative Writing 1* (DC)

Creative Writing 2*

English 9

Honors English 9

English 10

English 11

English 12 (DC)

English as a Second/ Other Language (ESL)

AP English Language & Composition

AP English Literature & Composition

MATHEMATICS

Algebra 1 †

Geometry

Honors Geometry

Algebra 2

Honors Algebra 2/ Trigonometry

Trigonometry

Pre-Calculus 12 (DC)

AP Pre-Calculus

Calculus

AP Calculus AB

AP Calculus BC

AP Statistics

Multivariable Calculus/AP Statistics

PHYSICAL EDUCATION

Performance Training* †

SCIENCE

Physical Science

Health* †

Biology

Chemistry

Human Anatomy & Physiology (DC)

Environmental Science

Physics

Python 1*

Python 2*

Introduction to Robotics & Programming *

Introduction to 3D Animation* †

Introduction to 3D Modeling* †

AP Biology

AP Chemistry

AP Computer Science A

AP Computer Science Principles

AP Environmental Science

AP Physics 1

AP Physics C

SOCIAL SCIENCES

AP Human Geography

World History

U.S. History

Economics* Government*

Psychology* (DC) †

Sociology* †

American History - Music

Financial Literacy

Leadership & Communication

Advanced Investing

AP U.S. History

AP Government

AP Psychology

AP Art History

AP European History

AP Macroeconomics

AP Microeconomics

WORLD LANGUAGES

American Sign Language 1

American Sign Language 2

American Sign Language 3

American Sign Language 4

Chinese 1

Chinese 2/Honors

Chinese 3/Honors

Chinese 4/Honors

Chinese 5/Honors

AP Chinese

French 1

French 2/Honors†

French 3/Honors†

French 4/Honors

French 5/Honors

AP French

German 1

German 2

German 3

Greek 1 (DC)

Greek 2 (DC)

Hebrew 1 (DC)

Latin 1

Latin 2/Honors

Latin 3/Honors

Latin 4/5/Honors (DC)

Spanish 1

Spanish 2/Honors

Spanish 3/Honors

Spanish 4/Honors

Spanish 5/Honors

AP Spanish