Upper School Course Guide

The Covenant School

2017–2018 Upper School Course Guide

The Mission of The Covenant School The Covenant School seeks to promote the moral, intellectual, and physical development of young people. We foster the virtues of faith, wisdom, and love through the pursuit of academic excellence and the recognition of God’s sovereignty over his creation. We nurture our students, challenging them to follow the example of Jesus Christ, to achieve through self-discipline, to lead by service to others, and to grow in knowledge and virtue.

Portrait of a Covenant School Graduate MORAL DEVELOPMENT

Covenant desires to see its graduates love God with all of their hearts, souls, minds, and strength. We present opportunities which draw students to: • Encounter Christ and His message through Scripture, community prayer devotion, and the observation of leadership by example • See God as the source of all that is true, good, and beautiful • Pursue virtue as revealed in Christ • Love their neighbors through community service, both locally and globally • Develop a life-long commitment to responsibility and service to others • Promote an atmosphere of safety, dignity, and respect for all

PHYSICAL DEVELOPMENT

Covenant endeavors to instill the value and practice of a healthy lifestyle in all its forms, recognizing that we are created in God’s image. This is nurtured through curricular and co-curricular programs which teach students to: • Participate in the redemption of all things in God’s creation through the development and application of the gifts God has given them • Actively steward their bodies through participation in physical activities/exercise • Live out wise nutritional practices and understand food economies

INTELLECTUAL DEVELOPMENT

Covenant’s faculty and programs are chosen with a view to developing within our students three core intellectual strengths.

I. The ability to live and think with truth, wisdom, and independence This ability is fostered through instruction and encouragement aimed at cultivating: • A biblical, scholarly, and moral framework as a foundation for intellectual development and decision-making • The intellectual skills taught through the liberal arts and sciences such that students are able to apply them across the disciplines • A view of learning and life as integrated in and through Christ • A grasp of the great ideas of mankind, with an acknowledged emphasis on the heritage of Western Civilization • Aesthetic skills and sensibilities in scholarly and artistic endeavors, reflecting the good world God created • The perspective to view every subject in terms of its historical and cultural narrative II. The skill to listen carefully, reason wisely, think precisely, and articulate persuasively. This ability is shaped as students are taught to: • Listen with empathy and to understand and respect the perspective of others • Lead and participate in gracious and meaningful conversations • Use a framework to order, prioritize, and express thoughts well • Think logically and creatively • Express themselves clearly, creatively, and persuasively in written and oral form III. A dedication to, and a love for, learning and scholarship The infectious examples of the teachers and their instruction draws students toward gaining: • A foundation of learning that will allow them to succeed and excel in their chosen fields of endeavor and to influence their peers for good • An understanding of all studies as a gift from God • A balanced sense of the value of hard work, learning, and leisure • The tools of learning and the ability to learn independently

Mission, Vision, and Curriculum What is the relationship among The Covenant School’s mission statement, its vision as expressed in the Portrait of the Graduate, and its curriculum? The Covenant School’s mission statement sets forth in broad terms the goals of its educational program. The Portrait of the Graduate, however, shows exactly what we will see if the school’s mission is being successfully realized. The curriculum, then, is the school’s formal plan to realize the vision set forth in the Portrait and so fulfill the school’s mission. A curriculum in the tradition of the Christian liberal arts and sciences is designed to do precisely that.

A Curriculum Grounded in the Christian Liberal Arts & Sciences Tradition Many schools offer students a broad range of study, encompassing language arts, history, mathematics, science, world languages, and the arts. A curriculum grounded in the Christian Liberal Arts and Sciences offers these disciplines with several distinctives. First, the curriculum calls students to actively engage the great ideas of the past and the present so they can respond with insight and wisdom to the perennial questions of human existence: what is the good life, how do I make wise choices, what are my obligations to God, to others, to myself? Second, because all truth is God’s truth, the curriculum is necessarily interdisciplinary, encouraging students to see the connections between and coherence of the various subjects they study, fostering creative, adaptable, and analytical thinking. Finally, this time-tested content is not simply fodder for the accumulation of facts but grist for the mastery of skills. Every aspect of the curriculum challenges students to read closely, think critically, reason logically, and speak compellingly. The real success of the curriculum is seen in the transfer of these understandings and skills to the lives we live and the things we reverence. By inviting its students to a life of virtue founded upon the truths of the Christian faith, the curriculum everywhere challenges students to know the good, the true, and the beautiful, and to live a life consistent with those things. Ultimately, it calls its students to be disciples of Jesus Christ, and to take on a life of integrity, achievement, and service for the glory of God.

Senior Thesis The Senior Thesis, as the capstone experience of a Covenant education, challenges our seniors to bring together all the important aspects of the school’s mission, vision, and curriculum. As such, their work on the project requires both a scholarly and a moral investment on the part of each student. The thesis demands the academic virtues of logical reasoning, synthesis, intellectual rigor, and precision of thought and expression, brought to bear on a topic of importance, which they choose in conjunction with their thesis advisor. Presenting their thesis before an audience of faculty and peers calls not only for rhetorical skills but carries with it the moral obligation to have thought honestly, responsibly, and with perspective about the issue as they share their ideas with the larger community. Finally, considering the topic through the lens of both reason and revelation affords the student the opportunity to explore and test the maxim that all truth is God’s truth. In the successful completion of the Senior Thesis, our students show themselves worthy reflections of the school’s mission and its Portrait of a Covenant Graduate.

Bible The Bible Department at the Covenant school exists to present the unchanging truths of God in a manner that is relevant for the believer as well as for those who do not believe in Christianity. We seek to encourage the believer and challenge the foundational commitments of the unbeliever, recognizing that all doubt is an alternative belief. We ask our students to master certain facts about biblical history, theology, church history, world religions, and apologetics, but we don’t require assent to these truths. We continue to seek ways in which Bible class content can be integrated across disciplines, since we ask and answer the biggest questions humans contemplate. We seek to teach objectively while expressing faith relationally to all students while holding to the truths of historic, orthodox Christianity.

• Who is God? What is God like? How do we know?

• What does it mean to be human, created in the image of God?

• How does Christianity provide compelling answers to life’s questions?

• What is “the good life” and who can lead you to it?

• What is the role of Scripture?

• What cultural narratives influence what we love?

• Why do we study the Bible? How are we to read,

• How do we affirm and critique other worldviews?

understand, and apply the Bible?

• What is the significance of the life, death, and resurrection of Jesus?

• What does discipleship of Christ require?

Bible 7: Old Testament Survey

Bible 9: Living His Story in Our Secular Age

Course Description: Each fall students in Bible 7 will engage with the greatest story ever told as Bible 7 begins with the story of God’s redemption of the world and a study of the Old Testament. The word of God rivals the best stories in that once the ending is known all the stories are enlivened even more. Students will walk through most of the first 39 books of the Bible constantly looking for Christ in each of the stories, discovering that “every story whispers His name.”

Course Description: Bible 9 is a year-long course designed to aid the student in forming a biblical understanding of life as explained within the grand story of Scripture. This course seeks to bring together learning (head), loving (heart), and living (hands) to the Christian story. Students explore the scope and significance of God’s redemptive historical work, which has been organized into the categories of Creation, Fall, Redemption—Initiated and Accomplished, the Mission of the church, and Redemption Completed. This process will equip the student with the content and tools necessary to articulate a biblical worldview, challenge cultural norms, and evaluate our secular age.

Homework: Students should expect up to one hour of homework per week.

Bible 8: New Testament Survey & Early Church History Course Description: Each spring students will study the greatest person to ever live as Bible 8 considers the culmination of God’s redemption of the world by looking in detail at the New Testament.

The word of God rivals the best stories in that once the ending is known all the stories are enlivened even more. Students will walk through most of the last 26 books of the Bible, constantly asking who is Jesus and what does that mean for life and relationships, and then turn their attention to the events of the early church period.

Homework: Students should expect up to one hour of homework per week.

Homework: Students should expect up to one hour of homework per week.

Bible 10: The Church, Christ & World Religions Course Description and Objectives: Bible 10 is designed to provide the student with an overview of medieval and modern church history with an additional focus on a survey of the major religions of the world and how they compare to Christianity. Early creeds, biblical narratives, and primary and secondary sources enable us to understand the people and events of the past, with attention directed to the theological concerns of the primary actors in Western Civilization. Special focus will be directd toward the Gospel of Mark to glimpse Jesus and his kingdom-bringing ministry.

Students will be encouraged to reflect upon and articulate their beliefs, interacting directly with topics discussed in history and English classes.

Homework: Students should expect up to one hour of homework per week.

Bible 11: Christian Apologetics, Hermeneutics & the Gospel of John Course Description: Bible 11 will focus on Christian apologetics, the study of the defense of Christianity, with a particular focus on the way Christians in America have engaged current issues throughout history. Three sources provide material for the class: the Minor Prophets, the Gospel of John, and The Reason for God. The Minor Prophets enables consideration of justice, idolatry, religion, evil, and righteousness, both in modern contexts and in the lives of ancient Israelites, leading to an understanding of Jesus as the fulfillment of the Old Testament. An understanding of the literary structure, themes, cultural-historical context, and theological message of the Gospel of John enables students to see how the person and work of Jesus Christ both fulfills the Old Testament promises of the Messiah and offers life to all that follow Him. In the midst of studying these two biblical sources, the class will consider the topics of Christian apologetics, enabling students to more accurately defend their belief systems. The Reason for God offers numerous questions many have about Christianity and explores plausible Christian answers to these questions. Students will be encouraged to reflect and articulate their beliefs, interacting directly with topics discussed in history and English classes.

Homework: Students should expect to spend up to one hour of homework per week.

Bible 12: Systematic Christian Thought Course Description: The 12th grade Bible course engages students in the examination of Christian philosophy (why we think the way we do) and theology (beliefs). The biblical and systematic methods incorporated in the New Testament book of Romans and in C.S. Lewis’ Mere Christianity serve as primary sources for this survey of Christian doctrine and the application of doctrine to life issues.

Each student will present a well-reasoned account of his/her belief system in written form: the “Beliefs Thesis.” Students are not required to espouse the Christian faith but must interact with the truths of Christianity. The course centers around six great themes/ questions: 1.

2.

3.

4.

5.

6.

Culture—Where has God placed me?

Identity—What does it mean to be human?

Confession—What do I believe?

Formation—How am I changed to be like Jesus?

Community—How am I to live?

Vocation—How am I to labor?

Homework: Students should expect up to one hour of homework per week.

English The goal of the English department is to grow students into incisive, discerning, and eloquent people whose loves and abilities have been cultivated through engagement with biblical truth, the written record of human ideas, and the art of evaluating and communicating ideas. Exposing students to a variety of texts across time and cultures enables them to become culturally literate and aware both of their own place within history and of the ways authors throughout time have expressed ideas with grace, beauty, and power. Giving students tools necessary for evaluation and helping them to analyze perspectives and worldviews displayed in literature enables them to read with discernment and to construct and defend their positions both orally and in writing. Covenant’s course of study in literature and composition not only equips students to function in academic settings, but also prepares them for life’s decisions.

Much of the learning that takes place in the English classroom occurs through discussion, which requires students’ active participation through sharing their own observations about a text, listening to their classmates’ contributions, and discovering points of agreement and disagreement. The questions they encounter in this setting are open-ended and complex. The aim of such discussion is not to find “right answers” about literature, but to learn to listen well, to reason wisely, to defend claims with evidence, and to be able to articulate the why behind the what. Developing this skill is vital in a world that relegates moral truths to the category of mere personal opinion. Students gain wisdom as they continuously engage with these complex, perennial questions during their journey through the English program at Covenant.

• Why study literature?

• How do words shape perceptions?

• What is the nature of reality?

• How do we balance duty to God, self, state, and

• What does it mean to be human?

society?

• What is the good life?

• What is the individual within the larger created order?

• How does fiction convey truth?

• How can the study of language and literature be

• How does literature reflect culture?

redemptive?

• Does literature make us better people?

• How do language and literature reveal beauty?

• How does language shape human society?

• How do stories persuade?

English 7

on writing style and strategies.

Course Description: The English 7 course lays a foundation in language arts for students as they read, write, speak, and learn to master the English language. Drawing from both American and world literature, readings, discussions, and writing assignments center on themes of community, identity, social divisions, societal expectations, and a person’s place in the world. As students consider compassion, justice, truth, and redemption across cultures and time periods, they also hone their skills in composing essays and narratives, reasoning well, speaking effectively, and carrying out research. In addition, intensive study of grammar, vocabulary, and spelling supports students’ growth as writers and readers.

Texts include selected short stories and such longer works as Black Ships before Troy: The Story of the Iliad, Homer’s Odyssey, Antigone, Sir Gawain and the Green Knight, A Midsummer Night’s Dream, and To Kill a Mockingbird.

Students read and discuss poems, short stories, and folk tales from around the world as well as such lengthier works as The Outsiders, Chains, The Pearl, and Romeo and Juliet.

Course Description: The 9th grade English course traces the development of the hero in literature over the course of Western Civilization, from ancient Greece to modern America. Students learn to think deeply and broadly about literature from other times and cultures while situating contemporary stories and characters in the broader context of human history. This course aims to help students express their ideas with clarity and beauty, both orally and in writing. Grammar instruction is integrated with the reading and writing assignments while vocabulary is drawn from the major works of literature. Because good writing and speaking require more than just knowing grammar and vocabulary, instruction also focuses on developing specific skills and strategies to help students write and speak persuasively.

Homework: Students should expect an average of 20–30 minutes of homework per night.

English 8 Course Description: The 8th grade English course delves into narratives about heroism, courage, justice, good, and evil, placing ancient and medieval tales in conversation with more contemporary ones. Students explore what these books can teach about what it means to be human, to empathize with others, to pursue truth and goodness, and to see opportunities for redemption in the midst of the world’s brokenness. Through encounters with classic characters ranging from Antigone to Sir Gawain to Atticus Finch, this course shapes the moral imaginations of students as they mature into young men and women. Just as importantly, this course aims to equip students to be logical thinkers and skillful communicators who love language and use it to influence their world for good. Literature units are complemented by in-depth study of grammar and vocabulary as well as instruction

Homework: Students should expect 30 minutes of homework per night.

Ancient to Modern Literature & Honors Ancient to Modern Literature: Grade 9

The major works studied in this course include The Odyssey, Antigone, Beowulf, Macbeth, Lord of the Flies, and Animal Farm, along with a selection of short stories and poems. Honors sections are distinguished through greater depth and complexity in assignments.

Homework: Students can expect up to two hours of homework per week.

Modern Literature & Honors Modern Literature: Grade 10

American Literature & Honors American Literature: Grade 11

Course Description: The 10th grade literature course familiarizes students with a variety of genres represented in modern literary works drawn from around the world, including Great Britain, Africa, and Latin America. Engagement with literature occurs in such a way that students emerge better prepared to understand and engage the world around them and to communicate clearly and effectively.

Projects and writing assignments often require students to apply what they are learning to contemporary situations. For example, the class studies the speeches of famous men and women in an effort to hone students’ elocution skills as they write and deliver their own persuasive speeches addressing 21st-century issues.

Study of vocabulary and grammar continues, with an emphasis on application to writing. The ultimate goal of this course is that, through encountering truth in stories, students become more aware of God’s unfolding story in their lives and better able to articulate truth to the world.

Course Description: Students in the 11th grade survey American literature, evaluating various aspects of American history and identity in the process. “Survey” comes from the Latin super and videre – to see from above, to oversee. In the context of the classroom, that means students will stretch their vision over a wide expanse: from 1624 to 1979; from Salem, Massachusetts to Salinas, California. The goal is to see as much as possible, as clearly as possible, to broaden, enrich, and clarify their image of America.

The course starts with the colonial era, the settlers of Jamestown and the pilgrims of New England, and slowly moves west and south through the centuries. Students spend time on the Mississippi with Jim and Huck, pass through the Florida Everglades with Janie Starks, and see the light shining across the water from Gatsby’s East Egg dock. To bolster their analysis and appreciation of literature, students also study grammar and vocabulary, focusing on how to think, speak, and write with clarity, precision, and power. All these skills combine in the study and practice of writing and rhetoric, where students learn to argue persuasively and narrate vividly.

Students read, discuss, and write about numerous short stories, poems, and speeches drawn from around the world in addition to such longer works as Cry, The Beloved Country, Lord of the Flies, Othello, A Tale of Two Cities, and Animal Farm. Honors sections are distinguished through greater depth and complexity in assignments.

Homework: Students should expect between 30 and 40 minutes of homework per night.

Short texts include short stories, speeches, and poems from all periods of American literature. Longer texts may include such novels and plays as A Raisin in the Sun, Death of a Salesman, The Scarlett Letter, Anthem, The Adventures of Huckleberry Finn, Their Eyes were Watching God, and The Great Gatsby. Honors sections move at a faster pace, read an additional novel (As I Lay Dying), and complete assignments of greater complexity.

Homework: Students should expect 20–30 minutes of reading per night. Every other week students will be expected to complete a vocabulary assignment in addition to their reading.

British Literature & Honors British Literature: Grade 12

AP English Literature & Composition: Grade 12

Course Description: As English speakers, Americans are heirs to the British tradition in literature. Immersion into this literary tradition imparts an appreciation for the truth, beauty, and goodness found in great books. Readings span from the 13th century all the way into the 21st century. Along the way, students encounter medieval storytelling, Renaissance tragedy and poetry, Enlightenment-era satire, Romantic poetry, and modern novels.

The selected texts are complex, and the writing assignments are demanding, but students will find their reward both in the perspective they gain from great literature and in the confidence they gain as they prepare for college. This course particularly aims to form students who reason wisely, read carefully, and write excellently. The first semester focuses on the analysis of imaginative literature while the second semester emphasizes the study of rhetoric integrated with the study of literature to assist students as they work on the Senior Thesis.

Course Description: AP Literature and Composition enables students to become critical readers of complex texts, to understand writers’ manipulation of language to convey meaning, and to write rich, complex prose intended for mature readers.

This course is also designed to instill an appreciation for the rich heritage of English literature and culture and to cultivate wisdom in students as they face the complex, challenging world of the 21st century. This course demands much, but the reward is great. It takes practice to become an excellent writer. It also takes practice to gain sensitivity to the nuances of literature. It takes work to grow in appreciation for the truth, beauty, and goodness found in great literature. It takes humility to allow literature to shape oneself. In order to steward the art and ideas of past generations, students must become the kinds of people who know how to listen to these past voices and value not only what they had to say, but also how they said it. With the proper diligence, the AP student may become this kind of person.

In addition to an extensive study of poetry from the 16th through 20th centuries, students will also read a selection of novels and plays that may include Frankenstein, Hamlet, Sir Gawain and the Green Knight, Heart of Darkness, Brave New World, 1984, and The Road. The Honors course moves at a faster pace, reads a greater selection of literature, and completes assignments of greater complexity.

The course focuses on British literature, covering a wide range of historical periods and literary genres. Along with an extensive study of poetry, students encounter several longer texts, which may include Brave New World, 1984, Frankenstein, Hamlet, Rosencrantz and Guildenstern Are Dead, Heart of Darkness, The Road, Pride and Prejudice, Mrs. Dalloway, and The Canterbury Tales.

Homework: Students should expect 30–45 minutes of homework per night, more if a large paper is due.

Homework: Students should expect 45–60 minutes of homework per night.

Senior Thesis

Journalism

Course Description: The Senior Thesis demands the academic virtues of logical reasoning, synthesis, intellectual rigor, and precision of thought and expression, brought to bear on a topic of importance. Presenting their thesis before an audience of faculty and peers calls not only for rhetorical skills but carries with it the moral obligation to have thought honestly, responsibly, and with perspective about the issue as they share their ideas with the larger community. Finally, considering the topic through the lens of both reason and revelation affords the student the opportunity to explore and test the maxim that all truth is God’s truth. This graduation requirement involves a capstone experience, reflecting critical thinking skills, in-depth research, excellent presentation style, and an ability to communicate effectively both from a manuscript and in a question and answer exchange.

Course Description: The study of journalism allows students to become more curious thinkers, asking thoughtful questions about events at Covenant, in Charlottesville, in the United States, and in the world as a whole. This course not only teaches the art of journalistic writing but also considers the history of journalism and teaches students how to evaluate the wisest ways to use media in a quickly changing world. The Covenant School newspaper, The Swoop, is created and written in this class, allowing students to apply what they learn directly into a journalistic endeavor. On a regular basis, members of the class discuss what makes a good story and how to use language and creative angles to showcase accomplishments, events, individuals, issues, and artwork in the Covenant community and beyond.

Homework: Students should expect an average of two hours of homework per week, unevenly distributed throughout the year.

Homework: Students should expect 15 minutes of homework every night.

Yearbook Course Description: Yearbook is a course dedicated to producing The Covenant School’s annual yearbook, The Nest. It is more than a class; it is a small business. Creating the Covenant yearbook is a huge responsibility that tests each student’s creativity and skills in photography, journalism, and marketing. By the end of the year, students have created a piece of history that displays what God did in and through The Covenant School during that particular school year. Throughout the course students learn journalistic writing skills, gain proficiency in desktop publishing, incorporate advance design principles into layouts, create and execute marketing plans to sell the yearbooks and sell ads, recognize and apply basic principles of photo composition, and develop leadership and management skills.

Homework: Students should expect 1–2 hours of homework per week.

Fine Arts Classes offered in the Fine Arts Department reflect a wide variety of disciplines, from 2-Dimensional Visual Art to Advanced Guitar, Introduction to Theater to Covenant Singers. In each class, the approach combines skill development and actual art-making with learning about the history, vocabulary and applications of the various arts. In this way, study of the arts interfaces naturally with history, literature, communications and the study of world cultures. Discussions and research projects probe the deeper themes contained in scripts, the theology and anthropology embedded in aesthetics, design philosophies (“Form follows function,” “Less is more,” “The medium is the message,” etc.) and why excellence matters.

As a result of hands-on experience in the Covenant Fine Arts program, the student will be more aware of the created and human-shaped world in which we find ourselves, more appreciative of the gift and potency of beauty, and better able to communicate important truth in a wide variety of artistic languages.

• Why does beauty matter?

• How do hours/days/years of practice at a skill make us more human?

• How does one’s understanding of who God is shape one’s artistic endeavors?

• In such a notoriously subjective field, what makes some art “good” and other art “not so good” or even “bad/evil”?

• If the arts disappeared from human life, what would be lost?

• Are all stories equally worth telling?

• In what ways do group/collective artistic efforts truly become greater than the sum of their parts?

Drama Middle School Introduction to Theater

Acting 1, 2 & 3: Grades 10–12

Course Description: Middle School Introduction to Theater introduces students to the world of the theater. Physical acting is introduced in an ensemble-style, whole-class format beginning with folk tales and short texts. Spoken dialogue and monologues lead up to the development of scenes and short-script productions.

Ordered movement, rhythm, and music-making are used both for warm-ups and class projects. Basic design for theater is introduced as part of a whole-class production. While this is largely an in-class, lab-style course, occasional performance opportunities are created to give the students the experience of the dynamics and strategies of live theater.

Course Description: In Acting 1, students build on the skills they began to acquire in Introduction to Theater, refining them as expressive and effective actors, while also becoming familiar with other aspects of the theater such as directing, music, and ordered movement. Particular emphasis will be placed on character analysis and the study of varying acting genres from devised stylization to naturalism to tragedy and comedy. Most work will be done during class using an ensemble lab format. Opportunities for performance before and beyond the school are created on a regular basis.

Homework: Students should expect an average of one hour of homework per week.

Introduction to the Theater: Grades 9–12 Course Description: This entry-level class is open to all interested students who desire an introduction to the world of the stage.

Students work largely as an ensemble on in-class projects and exercises that explore physical acting, monologue, dialogue and short scenes, radio drama, devised pieces, and elementary design for the stage. Performance opportunities large and small are made available for students to learn the dynamics and strategies of live theater. Evaluation is based on class participation, projects, and performances.

Homework: Students should expect an average of one hour of homework per week.

In Acting 2, students build on skills and understandings gained in Acting 1. Students will take on more advanced acting challenges, developing and broadening various acting techniques.

Acting 3 involves advanced-level acting work. Students will explore great roles and scenes from theater history as well as original and experimental work.

Homework: Students should expect an average of of one hour of homework per week.

Stagecraft & Production 1 & 2: Grades 9–12 Course Overview: In Stagecraft & Production 1, students explore the art of creating the environment within which theatrical stories are told. From initial concepts to final details, students will work in all aspects of the design and realization processes. They will develop skills in imaginative and functional design in set, props, costume, and lighting. In a hands-on, lab-style class, collaborative work is common and group critiques foster an atmosphere of creativity and excellence. Whenever possible, in-class projects are designed for actual use in Covenant productions. As part of a production

team, students become familiar with the roles of the director, stage manager, and actor as well as explore the role of a stage technician.

In Stagecraft & Production 2, students build on the skills and concepts introduced in Stagecraft & Production 1. Students will solve stage design problems using more advanced skills and techniques.

Homework: Students should expect an average of one hour of homework per week. Please note: Due to the nature of theater productions, this weekly amount can vary wildly from having no homework for several weeks to requiring a large amount of time just before a show opens.

Music Beginning Guitar

Advanced Guitar

Course Description: The Beginning Guitar class provides students with a basic knowledge of the instrument. This will include technique, history, and a diverse repertoire. Students will be given the chance to play solo and ensemble music that reinforces rhythm, tone and dynamics. At least five performances will be given throughout the year for peers and adults.

Course Description: The Advanced Guitar class provides students more in-depth knowledge of the instrument than the beginner course. This will include advanced technique, chord structure, and a more diverse repertoire. The class will also have students working beyond first position. Students will be given the chance to play this more advanced repertoire in solo and ensemble music that reinforce rhythm, tone, and dynamics. At least five performances will be given throughout the year for peers and adults.

Students are required to bring all course materials to class every day. Failure to do so will result in a deduction of the daily grade. It is important to note that students will be graded more on effort and progress throughout the year and less on playing ability.

Homework: Students are expected to practice outside of the classroom for 15 minutes daily.

Students are required to bring all course materials to class every day. Failure to do so will result in a deduction of the daily grade. It is important to note that students will be graded more on effort and progress throughout the year and less on playing ability.

Homework: Students are expected to practice outside of the classroom for 15 minutes daily.

Covenant Singers

Concert Band

Course Description: Covenant Singers teaches middle and high school male and female students to use voices as a means of musical expression. Emphasis will be on listening to and matching pitch, holding unison, melodic, and harmonic parts in two and three parts, performing a range of dynamic contrasts and tempo changes, and matching vowel colors within the choir. Teaching will include correct singing posture, breathing, and production of a balanced and free vocal tone. Students will identify and perform standard notation terms and symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. Students will also learn to respond to basic conducting gestures, incorporate expression in their singing, and exhibit productive rehearsal skills while staying focused, being prepared, participating fully, respecting others, and performing for audiences.

Class Description: The Concert Band is comprised of musicians in 7th–12th grades and is a continuation of the skills and musicianship learned in Beginning and Intermediate Band. Our focus is on more advanced concert literature, musical theory, history, and individual playing technique. Musicians are challenged to play with passion, practice with purpose, and collaborate as an ensemble to perform works that push us mentally, emotionally, physically, and spiritually.

Homework: Musicians are required to practice a minimum of 90 minutes per week.

Jazz Ensemble

Concert Attendance: Students will participate in several concerts and perform at nursing homes, the Lower School, and during Chapel. There will be at least one concert per semester, and all students are required to attend.

Class Description: The Jazz Ensemble is comprised of musicians in 7th–12th grades who are eager to expand their musicianship and knowledge by learning jazz styles, history, and techniques.

Musicians will focus on blues scales and modes, articulations, syncopated rhythms, and improvisation. Students will collaborate in small combos to perform at school events throughout the year.

Covenant Vocal Ensemble

Homework: Musicians are expected to practice one hour per week.

Class Description: Covenant Vocal Ensemble welcomes high school students by audition. The choir meets two times a week, and the course participants receive a numerical grade and half of a Fine Arts credit toward graduation requirements. The Covenant Singers perform frequently within and outside of the school community.

This ensemble explores sacred and secular material from many genres of music throughout the ages. Confidence, expression, and enunciation are stressed from the students’ first day in the class.

Art Art 7 Course Description: The seventh grade art program is a halfyear required course. The course emphasizes the elements and principles of design. Learning to draw is a crucial part of the Grade 7 curriculum. Students learn how to train their eyes to look for detail, how to properly use their art supplies, and how to recognize a light source. Composition and perspective concepts are taught.

Students learn how to strengthen their work as they critique work of others in a positive way. Students are encouraged to strive for positive themes and excellence in the quality of their work.

Homework: Students will have 20 minutes of homework per week the first two weeks of the course and will need to prepare for quizzes at the end of each unit.

Art 8 Course Description: The eighth grade art program is a halfyear required course. This course continues to build upon the techniques, elements, and principles of design that were introduced in Art 7. Design principles are discussed and applied to two-dimensional and three-dimensional artwork. Students learn how to apply and control various media and are introduced to special techniques used in each medium. Classroom discussions include group critiques, which enable the students to strengthen their individual understanding of composition, develop an eye for detail, and converse using art terminology. Artists from the 19th and 20th centuries are studied as they learn to draw the human figure. Careers in the field of art are explored and discussed.

A multi-media project is used to continue the development of

creativity and craftsmanship skills. Respect and proper use of equipment is emphasized.

Homework: Students will have 20 minutes of homework per week the first two weeks of the course and will need to prepare for quizzes at the end of each unit.

Art 1 Course Description: The Art 1 course is a foundation course, available to students in Grades 9–12, designed to cover a wide variety of information and experiences. The information taught includes the elements and principles of design, art terminology, media, art techniques, and art history. Students will be introduced to various artists, such as Leonardo da Vinci, Michelangelo, Vermeer, Albrect Durer, and Rembrandt. Information on college programs and career opportunities related to the visual arts is also introduced. The experience of creating art is an important aspect of the course. Drawing is used as an essential skill, both in developing ideas and in completing artwork. Two-dimensional work is developed by the student with the use of different media.

Students are encouraged and challenged to express a purpose and to develop individual style. Involvement with discussion and critiques is a part of the growing experience in the visual arts. Students are encouraged to strive for positive themes and excellence in the quality of their work.

Homework: Students should expect up to one hour of homework per week.

Art 2

Honors Art 4

Course Description: Art 2 expands on the foundation of Art 1 and is an elective area of study for students in Grades 10–12. Students must first have taken Art 1 or have permission from the academic dean and the instructor of the course. In this course, a more concentrated study takes place in the use of media, techniques, and terminology. Emphasis is placed on the quality of the final product.

Students are taught how to prepare their artwork for display and must cut and mat at least one piece during the course of the year.

Discussions occur about art career opportunities and colleges with related programs. This course includes two-dimensional and art appreciation experience through the study of various artists, such as Monet, Degas, Renoir, Warhol, and Carravaggio, among others.

Through a wide range of approaches and styles, students develop and refine skills, attitudes, and knowledge. Stimuli are provided to the student to develop creatively, aesthetically, and socially.

Course Description: Honors Art 4 is a program designed to build upon and further develop the art activities and experiences introduced in the secondary level with Art 1–3. While there is a continued focus upon aesthetic knowledge, visual problem solving, and the use of various artistic media, the student is expected to work more independently and show an even higher level of skill and concept in their work than in Art 3. Attention is given to producing a portfolio that may be included in college applications.

Homework: Students should expect up to one hour of homework per week.

Art 3 Course Description: Art 3 is a program designed to build upon and further develop the art activities and experiences introduced in the secondary level with Art 1 and Art 2. There is a continued emphasis upon aesthetic knowledge, visual problem solving, creative growth, and the use of various artistic media. This course provides the students with opportunities to explore and enjoy their environment and their own creative talents at a higher level of sophistication.

The students continue to develop independent thinking. This level stresses a polishing of the student’s artistic talents, more sophisticated art appreciation skills, and an increased ability to observe and respond selectively to a variety of visual stimuli.

Homework: Students should expect up to one hour of homework per week.

Homework: Students should expect up to one hour of homework per week.

3-D Art 1 Course Description: The 3-D Art 1 course is available to students in Grades 9–12. The course covers pottery on the wheel, hand building, basket weaving, stained glass and batiking with some optional opportunities available in silk painting, weaving, and sculpture. Creativity of design and color, and the knowledge of art terminology, tools, and the history of each medium are taught to strengthen the students’ understanding of the art form. Most ideas for projects start in the sketch form and, after some discussion, are developed into finished pieces of art. Development of new patterns and concepts in each medium is encouraged.

Students are taught safety procedures and the proper use and maintenance of tools and equipment. Thorough clean up is an important part of the class. Chip Hall, a master glass artist, will provide students the unique opportunity to experience glass blowing first hand. Students will blow their own Christmas ornament as a part of our unit on glass.

Homework: Students should expect to prepare for monthly quizzes. Students will also create exam projects at home. These projects will require an estimated 10 hours.

3-D Art 2 Course Description: The 3-D Art 2 course is available to students in Grades 10–12 and is designed to introduce new media as well as continue the students’ knowledge of techniques learned in 3D Art 1. The course offers pottery on the wheel, basket weaving, stained glass, batiking, silk painting, glass fusing, sandblasting, and weaving. Students participate in designing their personal course technique concentrations, and learn how to safely and properly clean, maintain, and run equipment used in the classroom. Ideas for projects start in the sketch form and are developed into finished pieces of art. Development of new patterns and concepts in each medium is encouraged. Students learn how to display their work and set up an exhibit. Safety procedures and thorough clean up are an important part of the class.

Homework: Students will be required to complete research and concept design at the beginning of each project. This will need to be completed at home if it has not been completed during class time. Students will also create exam projects at home. These projects will require an estimated 10 hours.

3-D Art 3 Course Description: The 3-D Art 3 course is available to students in Grades 11–12 and is designed to introduce new media as well as continue the student’s knowledge of techniques learned in 3D Art 1 & 2. The course makes available, pottery on the wheel, basket weaving, stained glass, batiking, silk painting, glass fusing, sandblasting, and weaving to the student who decides on which techniques they will concentrate. Students learn how to safely and properly clean, maintain, and run equipment used in the classroom.

Ideas for projects start in the sketch form and are developed into finished pieces of art. Development of new patterns and concepts in each medium is encouraged. Students are given responsibilities of instruction, equipment maintenance, firing of kilns, and group

management. Safety procedures and thorough clean up are an important part of the class.

Homework: Students will be required to complete research and concept design at the beginning of each project. This will need to be completed at home if it has not been completed during class time. Students will also create exam projects at home. These projects will require an estimated 10 hours.

AP Studio Art—Drawing Course Description: The Advanced Placement program in Studio Art enables highly motivated students to do college level work in studio art while still in high school. AP Studio Art is not based on a written examination; instead, candidates submit a portfolio of work for evaluation in May of the given school year. The students will produce the three-part portfolio. The three sections of the portfolio are: Section A: Quality (the development of a sense of excellence in art); Section B: Concentration (a commitment in depth to a particular artistic concern); and Section C: Breadth (a variety of experiences in the formal, technical, and expressive means available to an artist). Advanced Placement work involves significantly more time and commitment than most high school courses. Independent work is required in addition to regularly scheduled class time.

Homework: Students can expect to have 1–2 hours of homework per week.

Foreign Language Language, both written and spoken, is indispensable for communication. The ability to produce language, along with the ability to think, reason, feel, and love, is a characteristic we possess as creatures who bear the image of our Creator. In foreign language classes at Covenant, teachers strive to reach students’ hearts and minds as they expose students to societies both ancient and modern through the study of diverse languages, peoples, and culture. French, Latin, and Spanish courses include an in-depth study of grammar, vocabulary, and syntax. Structures are taught with a focus on developing students’ ability to communicate, analyze, interpret, and produce meaningful language. Students study literature, art, music, history, and current events with the goal of understanding other cultures and growing to love God and love others.

Foreign language teachers at Covenant lead their students in a healthy understanding of themselves as citizens of both this world and God’s kingdom. We strive to help students to truly order their desires and to seek out ways to grow both intellectually and morally through their study of languages. We look for ways to foster the virtues of knowledge, wisdom, and eloquence in our classes and to help students see a clear connection between these virtues and the study of languages.

We aim to help them view the variety of language and cultures in the world not as an obstacle, but as an opportunity to step beyond self-centeredness. Those who have come to appreciate more than one language see this variety as a manifestation of the richness of God’s creation.

• What does it mean to be fluent in another language?

What does it mean to be bilingual?

• What knowledge of the English language do I have that will benefit me or inhibit me in my study of another language?

• How is language related to culture? Why would one need to learn about the culture of the speakers of a language being studied?

• Is any one culture better or worse than others? How should I appropriately analyze and “judge” a different culture?

• Why are words alone not sufficient for meaningful communication?

• How does knowing another language make a difference in the way we connect with others?

Latin Latin 1A Course Description: Latin 1A introduces students to basic vocabulary and grammar, and begins to develop the skill of reading and translating Latin prose. The course includes an introduction to the mythology, geography, and culture of the Roman world.

Students improve their linguistic skills and analytical abilities by studying the fundamentals of Latin and English grammar.

Vocabulary study is enhanced by studying English derivatives. This course or Latin 1 is required of all 7th graders.

Prerequisites: For those who have completed the 6th grade at Covenant, recommendation is made by the 6th grade teachers in language arts and mathematics. For transferring 7th and 8th graders, recommendation is made by the director of student academic services in consultation with the instructor.

Homework: Students are expected to study 20 minutes a night for at least four nights a week.

Latin 1B Course Description: Students continue building on the skills and knowledge they developed in Latin 1A. This course begins with a comprehensive review of all that was learned in Latin 1A and continues the study of the Roman culture, history, and religion by exploring important figures, time periods, myths, and every day practices. Students deepen their knowledge of Latin grammar and vocabulary, and begin to apply that to translating Latin sentences and passages of Latin prose. They continue to connect the vocabulary and grammar they learn with English derivatives and grammar. By the end of the year, students will have learned all five cases, three declensions, all conjugations, the complete Indicative

Verb System, and will be able to translate complex Latin sentences.

This course, Latin 1A, or Latin 2 is required of all 8th graders.

Prerequisites: Latin 1A or permission of the instructor and the department chair.

Homework: Students should expect 20 minutes of homework per night, four nights of the week.

Latin 1 Course Description: This is an accelerated course introducing students to basic vocabulary and grammar and developing skills in reading and translating Latin prose. The adventures of the Roman deities, fantastical creatures, mythological tales, fierce battles, and unusual history of Rome will come alive with projects and readings.

By the end of the year, the students are able to read many of these adventures in Latin. In order to translate accurately, students will learn Latin grammar through formal instruction, reading, and listening. By the end of the year, students will have learned all 6 cases, three declensions, all conjugations, the complete Indicative Verb System, and be able to translate complex Latin sentences.

Prerequisites: For those who have completed the 6th grade at Covenant, recommendation is made by the 6th grade teachers in language arts and mathematics. For transferring 7th and 8th graders, recommendation is made by the director of student academic services in consultation with the instructor. The course is also open to Upper School transfer students who desire to begin the study of Latin.

Homework: Students should expect 20 minutes of homework per night, four nights of the week.

Latin 2 Course Description: This course includes a review of the important principles of Latin grammar taught in Latin 1 and builds upon that foundation with the addition of more sophisticated grammatical concepts and vocabulary. Students work with more complex sentence structures which apply the various grammatical concepts they learn this year. At the end of the year, students know third declension adjectives, degrees of adjectives and adverbs, participles, infinitives, indirect statement and the sequence of tenses, and several forms of pronouns. Students continue studying Roman culture, history, and religion by exploring important figures and political positions in the early and late Republic. In particular, they will investigate various heroes that the Romans admired, why they were admired, and what virtues they extolled.

Prerequisites: Recommendation of Latin 1 instructor, Latin 1B instructor, or department chair, based on Latin 1 or Latin 1B performance.

Homework: Students should expect 20–30 minutes of homework per night.

Latin 3 Course Description: Latin 3 starts with an ample review of Latin grammar learned in Latin 1 and Latin 2. Students then focus on grammatical structures, particularly the subjunctive mood, indirect speech, gerunds and gerundives, and special noun uses. They translate several chapters in the Gospel of Luke and study the great tradition of manuscripts. The second semester is dedicated to the translation of more classical Latin authors such as Livy, Pliny, Caesar, and Ovid. Studying grammar and reading passages from the original authors offers many occasions for the class to encounter the rich history and culture of the ancient Romans. This study provides a fertile ground for conversation about rhetoric and persuasion, the utility of language, the meaning of history,

and different conceptions of virtue. By looking at the past through a detailed study of language, students are forced to interact with their own culture through the ancient lens of the Romans.

Prerequisites: Recommendation of Latin 2 instructor or department chair, based on Latin 2 performance.

Homework: Students should expect to spend 20–30 minutes per night on homework or review.

AP Latin: Caesar/Vergil Course Description: This course follows the guidelines for the Advanced Placement Latin curriculum which requires specific, extensive readings from Caesar’s De Bello Gallico and Vergil’s Aeneid. All students are expected to produce accurate translations from Latin to English, showing a mastery of grammar and vocabulary. Students will also develop the skills needed to read Latin at sight. They are expected to understand and apply rhetorical, metrical, and stylistic devices used by Latin authors to enhance their art. Students will know how to accurately scan and read in dactylic hexameter. They will learn about Caesar’s multilayered purpose for writing his reports, his peaceful and hostile interactions with various tribes, and his expectations for the soldiers he commands. Students will recognize the Greek influence on Vergil’s work Aeneid, while appreciating the uniquely Roman qualities of the epic. Students will understand the social, cultural, political, and historical context during which Caesar wrote his comentarii and Vergil wrote his epic. Students will also examine the character of The Other in both works and investigate different practices and beliefs with empathy.

Prerequisites: Recommendation of Latin 3 instructor or department chair, based on Latin 3 performance.

Homework: Students should expect 45 minutes to one hour of homework per night.

Latin Seminar Course Description: The English word “seminar” comes ultimately from the Latin word for “seed”–a seminarium is a bed for growing seeds. It seems odd, then, that in modern usage, a seminar is not an introductory but a capstone course, one for advanced students poring over an advanced topic. Latin Seminar incorporates both aspects of its title: a select group of scholars who have reached the height of their high school Latin career, but also a place to plant and nourish new seeds of thought. Students begin with the poetry of Ovid, reading from his masterpiece, the Metamorphoses, and working towards a comprehension of Latin that is based in understanding the Latin itself, rather than filtering it through English. In the second semester, the course then applies these

skills to the composition of original writing in Latin while students begin an introduction to classical philosophy. Students study the major pre-Socratics, Socrates, Plato, Aristotle, and a few others, to culminate in the study of Stoicism, the philosophy Marcus Aurelius expresses so powerfully in the Meditations (read in translation from the original Greek). Students then reach the final chapter of the year: Saint Augustine’s Confessions (read both in the original Latin and in translation) and the emergence of Christianity in Rome.

Prerequisites: A grade of 85/B or higher in AP Latin or permission of the instructor and the department chair.

Homework: Students should expect an average of 90 minutes of homework per week.

French French 1

French 2

Course Description: The primary goal of this high school course is to enable students to communicate in French at an elementary level as they develop the skills of listening, speaking, reading, and writing. Students will begin to learn the culture of Frenchspeaking people. They will develop their reading skills by exposure to authentic texts, such as advertisements, menus, maps, and short prose selections. Vocabulary topics include greetings, food, weather, time and seasons, daily activities, and expressing one’s likes and dislikes.

Course Description: In French 2, students move beyond the basics of the French language and into a more extensive study of grammar and conversation. Students investigate the intricate connection between language and culture, learning reflexive verbs and how to form the past tense. Vocabulary topics include grocery shopping, high school life, and daily routines. In addition to learning about France, students explore other Francophone countries such as Quebec and Senegal. French 2 students work towards understanding the written and spoken language and being able to communicate one’s ideas in writing and speaking.

Homework: Students should expect 90 minutes of homework each week.

Prerequisites: Recommendation of French 1 instructor or department chair, based on French 1 performance.

Homework: Students should expect 90 minutes of homework each week.

French 3

Honors French 4

Course Description: This course provides an opportunity for students to use the skills already acquired to read French literary selections and to converse at a more sophisticated level. The course includes an introduction to the history of France and French art and music, with more in-depth study of the Francophone culture of Africa and North America, as well as the reading of short literary selections in French. Previous vocabulary topics are reviewed and expanded, along with new topics such as expressing feelings, health, travel, employment, and the stages of life. New grammar topics include the past conditional, the pluperfect, recognition of the literary past tense, most uses of the subjunctive, and relative pronouns. Students make brief oral presentations, write essays, and test their listening comprehension. Students view the films Cyrano de Bergerac and Au revoir les enfants.

Course Description: In this course, students will use authentic French materials and sources to develop their language skills in multiple modes of communication, including two-way interactions in writing and speaking, interpretation of audio, audiovisual, and print materials, and oral and written presentation of information and ideas. Students will have the chance to explore the many places around the world where French is spoken. French 4 students develop French language proficiency through the exploration of a variety of interdisciplinary themes that tie closely to French culture.

Students analyze and understand written and spoken French, communicate their ideas in writing and speaking at a proficient level, and gain understanding of the Francophone world by means of historic and current events.

Prerequisites: Recommendation of French 2 instructor or department chair, based on French 2 performance.

Homework: Students should expect 90 minutes of homework each week.

Prerequisites: Recommendation of French 3 instructor or department chair, based on French 3 performance.

Homework: Students should expect 90 minutes of homework each week.

Spanish Spanish 1 Course Description: The aim of this high school course is to learn the fundamental skills of listening, speaking, writing, and reading in Spanish. Culturally, it is important that students not only recognize the differences between Spanish and English-speaking worlds but also why different cultural traditions take root. By the end of the year, students will know three verb tenses and will learn vocabulary relating to education, family, pastimes, weather, travel, and the natural environment. Students will be able to write narrative essays

about their family or persuasive essays about the environment.

They will also be able to engage in conversations that require them to comprehend others and to effectively communicate meaning in Spanish. It is our hope that students will desire to use the skills learned in class to communicate, empathize, and relate to Spanish speakers in their community and around the world.

Homework: Students should expect 15–30 minutes of homework per night.

Spanish 2

Spanish 3

Course Description: This course furthers the communicative competence acquired in Spanish 1. Basic grammatical, reading, conversation, and writing skills are developed. Students learn many new verb tenses, with a specific emphasis on the past tense. New vocabulary includes daily routines, food, technology, and health and well-being. Thematic vocabulary is broadened through reading, writing, and speaking. Emphasis is placed on the students’ ability to express themselves orally and in writing. Culture continues to be an important aspect of the content, and students read a short novel that touches on many cultural highlights of the Spanish-speaking world, including Don Quixote, El Cid, and Lazarillo de Tormes.

Course Description: Spanish 3 continues and expands the emphasis on meaningful communication, reading comprehension, and writing that began in the former two years of Spanish instruction. New vocabulary is thematic in nature and includes, in part, personal relationships, ceremonies and celebrations, the working world, and the environment. By the end of the third year, students will have completely reviewed all indicative tenses and command forms, and will complete a thorough study of the subjunctive mood. Students will use these structures to narrate, compare, persuade, present, and analyze. In addition, Spanish 3 offers students the opportunity to read short literary passages and a variety of articles related to vocabulary themes, history, and culture. Students are encouraged to make cultural comparisons, to develop empathy for their “neighbor,” and to consider ways that a Christ-centered worldview impacts the learning of language.

Prerequisites: Recommendation of Spanish 1 instructor or department chair, based on Spanish 1 performance.

Homework: Students should expect 15–30 minutes of homework per night.

Spanish 2 Accelerated Course Description: Spanish 2 Accelerated is a course designed for students who complete Spanish 1 with a high level of mastery and who are interested in taking the AP Spanish course after two years of accelerated Spanish. The course includes all aspects of the regular Spanish 2 class but moves at a faster pace. Students in the accelerated course are also introduced to the forms and uses of the subjunctive mood. Course materials include cultural videos, art works, and a variety of written texts chosen to promote class discussion and in-depth written analysis.

Prerequisites: Recommendation of Spanish 1 instructor or department chair, based on Spanish 1 performance.

Homework: Students should expect 20–30 minutes of homework per night.

Prerequisites: Recommendation of Spanish 2 instructor or department chair, based on Spanish 2 performance.

Homework: Students should expect 20–30 minutes of homework per night.

Spanish 3 Accelerated Course Description: Spanish 3 Accelerated is a course designed for motivated and talented students who have demonstrated a high level of mastery in all previous Spanish courses. The course includes all aspects of the regular Spanish 3 course but moves at a faster pace. In addition to the vocabulary and grammar covered in Spanish 3, students in the accelerated course also learn the imperfect subjunctive, sequence of tenses, and contrary-to-fact clauses. They also cover several additional short stories in greater depth. Successful completion of this course will equip students to move on to AP Spanish Language and Culture the following year.

Like the Spanish 3 course, students in Accelerated Spanish 3 are

encouraged to make cultural comparisons, to develop empathy for their “neighbor,” and to consider ways that a Christ-centered worldview impacts the learning of language.

Prerequisites: Recommendation of Spanish 2 instructor or department chair, based on Spanish 2 performance.

Homework: Students should expect 20–30 minutes of homework per night.

Honors Spanish 4 Course Description: Honors Spanish 4 equips students in the practical use of Spanish at an mid-intermediate level. The course includes a complete review of grammar from Spanish 1, 2, and 3, as well as new instruction in advanced structures. Grammar is taught in a communicative context, and students are expected to show written mastery and spoken competency of each communicative goal. Honors Spanish 4 expands on cultural themes from Spain and each region of Latin America, and includes an integrated study of culture, short stories, poetry, historical events, and art. Students communicate effectively in the target language, read materials written for native speakers, and are required to write clear and complex compositions.

Prerequisites: Recommendation of Spanish 3 instructor or department chair, based on Spanish 3 performance.

Homework: Students should expect up to 30 minutes of homework per night.

AP Spanish Language & Culture Course Description: The Advanced Placement Spanish Language and Culture course is comparable to an upper-intermediate college course in Spanish composition and conversation. The principal goal of AP Spanish is to develop students’ interpersonal, interpretive, and presentational communication skills in Spanish, thus preparing them for successful completion of the Advanced Placement examination in May. The required curriculum explores six overarching themes: Families and Communities; Science and Technology; Beauty and Aesthetics; Contemporary Life; Global Challenges; and Personal and Public Identities. Each of these themes is explored through riveting accounts (both literary and real-life) of hardship and endurance, death and determination, renewal and redemption. All the while, students will be challenged to recognize the transformative influence of language learning as a way to love God and others more deeply. Students may have 30–45 minutes of homework. Homework usually includes formal reading and writing assignments.

Prerequisites: Recommendation of Spanish 3 instructor or department chair, based on Spanish 3 performance.

Homework: Students should expect between 30 and 45 minutes of homework per night.

History All truth is God’s truth, and a study of history therefore unveils God’s sovereignty in all ages, as well as the failures that result from humanity’s fallen nature. In this way, a study of history proves continually illuminating in man’s inherent weaknesses and need for salvation, and in God’s guiding will through time.

The history department at Covenant seeks to empower students to cultivate key historical thinking skills, including abilities to identify and critique causation, continuity and change over time, synthesis, and contextualization. Students’ abilities to apply these skills equip them to be discerning and articulate participants, not only in their academic studies, but in the civic realm. It is hoped that, by gaining such an appreciation of history, students will leave Covenant with a life-long commitment to learning and to service of their communities.

In light of the mission of the Christian Liberal Arts and Sciences, the history department believes it is vital that students be able to listen carefully, reason wisely, and think precisely. Teachers seek always to model these attributes for students and cultivate their growth.

In their journey toward constructing answers to these essential questions, students begin with a study of geography and world civics, laying foundations for understanding fundamentals of societies and cultures. From there, students progress into a two-year survey of Western Civilization, ultimately tracing the development of Western societies and ideas from early civilizations through the dawn of the 21st century. Juniors then situate America’s national history in the broader context of civilizations with a study of the United States from pre-Columbian societies to the present. The capstone of the history sequence is senior-year government, a course which equips students to engage in the politics of society and prepares them to enter adulthood as active and engaged citizens. Juniors and seniors also have the option of enrolling in the humanities course, which delves into the central philosophies that have shaped the modern era, providing students with ample opportunity for analytical, Socratic discourse.

• What is a good society?

• How do new ideas change the world?

• Who tells history?

History 7: World Geography & Governments Course Description: World Geography and Governments progressively examines the geography and cultures of each continent. This course equips students with the ability to recognize and recall specific geographical locations in the world, as well as encourages them to wonder at the fact that “the earth is the Lord’s and everything in it.” Students compare the many cultures and forms of governments around the world, while creating and internalizing a map of the world that will serve them well as they continue their studies and ultimately function as informed citizens.

Homework: Students should expect approximately an hour of homework and studying per week.

History 8: Western Civilization 1 Course Description: Western Civilization 1 begins with an examination of the paleolithic period and ends with a study of the High Middle Ages. This course seeks to study a variety of civilizations in depth in order to understand their legacies and imprints on the development of the modern West. Students gain skills in critical analysis, argumentative writing, and creative application of historical themes to modern issues.

Homework: Students should expect up to an hour of homework per week.

Western Civilization: Grade 9 Course Description: Western Civilization begins with an examination of the paleolithic period and ends with a study of 20th century Europe. This course seeks to focus on studies of the aspects of civilizations that lend their legacies and imprints to the development of the modern West. Additionally, students will gain

vital skills in critical analysis, argumentative writing, and creative application of historical themes to modern issues.

Homework: Students should expect up to one and a half hours of homework per week.

Western Civilization 2: Grade 10 Course Description: Western Civilization 2 covers the period from the Renaissance to the late 20th century. Through an examination of textbook readings, primary sources, and supplemental material, students analyze the developments that build modern society.

Focus is divided between political and economic history (emphasizing the rise of centralized governments and emergence of capitalism, socialism, and communism) as well as social and cultural history (emphasizing social classes, gender roles, and artistic movements). Ultimately, students will understand the main historical developments of modern Europe and gain an appreciation for how they shape the contemporary world.

Homework: Students should expect 1–2 hours of homework per week.

United States History: Grade 11 Course Description: United States History traces the course of events from the pre-Columbian era through the turn of the 21st century. Through a combination of textbook reading, scholarly articles, and primary sources, students gain understanding of key turning points in U.S. history, including the nation’s founding, the American Revolution, expansion of the nation, the Civil War, industrialization, and the modern era. Students learn to apply historical thinking skills to complex historical questions.

Homework: Students should expect 1–2 hours of homework per week.

Advanced Placement United States History

Advanced Placement U.S. Government & Politics

Course Description: AP U.S. History surveys the scope of American society from pre-Columbian civilizations through the dawn of the 21st century. The course provides a fast-paced, intensive overview, rooted in primary sources and scholarly articles, in accompaniment with the textbook. In addition to depth and breadth of historical knowledge, the course seeks to train students in the use of key historical thinking skills and equip them with strong written and verbal analytical abilities. In preparation for the AP exam in the spring, class assessments will be modeled on the AP test structure.

Course Description: AP U.S. Government and Politics examines six key concentrations of the American governmental system: the Constitution, political beliefs and behaviors, institutional branches of government (legislative, executive, and judicial), bureaucracy, public policy, and civil rights. Students will also identify and analyze patterns in political thinking, interpret statistical data, and apply political theories to complex situations. In preparation for the AP exam in the spring, class assessments will be modeled on the AP test structure.

Homework: Students should expect up to 3 hours of homework per week.

Homework: Students should expect an average of 2–3 hours of homework per week.

United States Government 12

Humanities

Course Description: United States Government seeks to not only equip students with a solid understanding of the fundamentals of U.S. government, but also to develop their abilities to analyze U.S. political processes. This course involves critical thinking and discussion of the major issues facing the nation today, including understanding the Constitution, structures and functions of political parties and elections, national and local governments, and civil rights and civil liberties. In the effort to cultivate engaged citizens, current political events are incorporated as frequently as possible. The annual mock election project requires students to develop and run a school-wide presidential campaign.

Course Description: Humanities traces the development of contemporary thought by looking at the major worldviews that have shaped it: the Classical, the Judaeo-Christian, and the Modern.

An emphasis of the course is on learning to read challenging material carefully and critically. Students look at a number of classic works, from the ancient Greeks to the present, and wrestle with the various answers they give to a host of perennial questions about the purpose of human existence, the basis for morality, and the definition of the “good life.” Students also learn how art and music reflect and express the major movements of their time.

Literature is still another way of gaining insight into these different worldviews, and students seek to discern how these ideas have been expressed in the novels, short stories, poetry, and drama encountered in Covenant’s English classes.

Homework: Students should expect an average of 90 minutes of homework per week.

Homework: Students should expect an average of 20 minutes of homework per class.

Math The mathematics department seeks to

cultivate in students an understanding of and love for the beauty, truth, and goodness inherent in mathematics, recognizing that “all things were created through [Christ] and for [Christ]. He is before all things, and in him all things hold together” (Colossians 1:16-17).

Our program helps students develop important mathematical understandings, skills, and habits of mind, while also integrating with other disciplines to cultivate wisdom and virtue that will shape students’ actions as citizens of God’s kingdom. Our curriculum and teaching practices are modeled after the mathematics framework used by Singapore’s Ministry of Education, which establishes mathematical problem solving as the central focus of mathematics education across all levels, and emphasizes conceptual understanding, skill development, processes for solving problems, attitudes towards math, and metacognition.

Modeled after this framework, our courses at all levels (Grades Pre-K–12) challenge students to think logically, creatively, and independently, equipping them to make critical judgments in all facets of life and to effectively communicate their reasoning. Students will build a strong mathematics foundation that will enable them to excel in future work and study in mathematics as well as support learning in other subjects, with the ultimate goal of preparing them to live wisely and fruitfully in the world in service to God and others.

• What patterns or relationships do you see?

• What’s the best way to solve the problem?

• How do you know?

Math 7

Introduction to Algebra

Course Description: Math 7 is a continuation of the Singapore Math curriculum used in the Lower School and is the beginning course at the Upper School for the typical seventh grader. The course focuses on building computational proficiency and developing organized methods of problem solving in order to prepare students for more theoretical mathematics later on. Students review operations involving integers, fractions, and decimals. They solve problems involving rates, ratios, percents, and measurement, and learn to utilize standard statistical and data analysis procedures. Students also study algebraic expressions, equations, and inequalities.

Course Description: Introduction to Algebra is an eighth grade pre-algebra curriculum, preparing students for Algebra 1 or AIM 1. The course helps students build greater computational proficiency and focuses on developing their ability to solve problems.

Students carefully apply their knowledge as they explore concepts such as rational and irrational numbers, exponents, scientific notation, statistics, and data analysis. The course also emphasizes writing, solving, and graphing linear equations and inequalities, and introduces students to functions and methods for solving systems of equations. Students study geometric constructions and transformations and work with the Pythagorean Theorem.

Prerequisites: Successful completion of Math 6; teacher recommendation.

Homework: Students should expect an average of one hour of homework per week.

Prerequisites: Successful completion of Math 7 or Math 7 Accelerated; teacher recommendation; as a minimum requirement, students must earn a C in Math 7 or Math 7 Accelerated.

Homework: Students should expect an average of one hour of homework per week.

Math 7 Accelerated Course Description: Math 7 Accelerated is a highly rigorous, accelerated curriculum for advanced seventh grade students. Students must have already mastered basic operations with integers, fractions, and decimals, and be proficient in solving word problems. Students carefully apply their knowledge as they explore percents, exponents, scientific notation, probability, statistics, and data analysis. The course also emphasizes writing, solving, and graphing linear equations and inequalities. Students explore properties of angles and lines, utilize the Pythagorean Theorem, and work with surface area of solid figures.

Algebra 1

Prerequisites: Successful completion of Math 6 or Math 6 Accelerated; appropriate placement on Algebra Readiness Test; teacher recommendation; math committee review of ERB scores.

Prerequisites: Successful completion of Introduction to Algebra; teacher recommendation; as a minimum requirement, students must earn a C in Introduction to Algebra.

Homework: Students should expect an average of one hour of homework per week.

Homework: Students should expect an average of 90 minutes of homework per week.

Course Description: Algebra 1 is a ninth grade college preparatory math class that provides the important basis for all subsequent math courses. Students should be proficient in all arithmetic operations, including percents and signed numbers. Students learn to observe patterns, then use them to write expressions and equations with numbers and variables. They learn to manipulate and solve increasingly complex algebraic equations.

Advanced Integrated Mathematics 1 (AIM 1) Course Description: AIM 1 is a highly rigorous curriculum that integrates concepts covered in traditional Algebra 1 and Geometry courses. Students must have already mastered operations with exponents and rational numbers, and should be proficient in using algebraic techniques to solve word problems. Students develop deeper understanding of linear equations and are introduced to functions, factorization of algebraic expressions, methods for solving and graphing quadratic equations, and rational expressions and equations. Students also study geometric figures, similarity and congruency of triangles, and basic right triangle trigonometry.

Prerequisites: Successful completion of Math 7 Accelerated or Introduction to Algebra; math committee review of semester exams and ERB scores; teacher recommendation; as a minimum requirement, students must earn a B in Math 7 Accelerated, or an A in Introduction to Algebra. Summer work may be required.

Note: In special cases, a student in Math 7 may be considered for placement in AIM 1 if he/she has a final grade of 95 or better, is recommended by the teacher, and completes summer work.

Homework: Students should expect an average of 90 minutes of homework per week.

Honors Geometry Course Description: Honors Geometry is a rigorous theoretically-based course designed for the serious, math-oriented student who desires a maximum learning experience in Geometry. Students will study basic geometric figures, such as points, planes, angles, polygons, circles, and polyhedron. Multi-level problem-solving techniques using geometric concepts are emphasized.

Prerequisites: Successful completion of Algebra 1 or Honors Algebra 1; math committee review of semester exams and ERB scores; teacher recommendation; as a minimum requirement, students must earn a B in Honors Algebra 1, or a 95 in Algebra 1. Summer work may be required.

Homework: Students should expect an average of 90 minutes of homework per week.

Homework: Students should expect an average of 90 minutes of homework per week.

Algebra 2

Geometry

Course Description: Algebra 2 reviews and extends the algebraic concepts learned in Algebra 1, while preparing students for higher levels of mathematical studies. Students will become proficient in all algebraic operations and will learn function notation, quadratics, complex and imaginary numbers, rational expressions and equations, exponential functions, and conic sections.

Course Description: Geometry covers the traditional topics of plane and solid geometry. Students learn to solve problems and reach sound conclusions based on logic and critical thinking. Throughout the year, students study geometric figures such as points, planes, angles, polygons, circles, and polyhedron. Similarity and congruency of triangles is studied along with right triangle trigonometry.

Prerequisites: Successful completion of Algebra 1; teacher recommendation; as a minimum requirement, students must earn a C in Algebra 1 or Honors Algebra 1.

Prerequisites: Successful completion of Geometry or Honors Geometry; teacher recommendation; as a minimum requirement, students must earn a C in Geometry or Honors Geometry.

Homework: Students should expect up to 2 hours of homework per week.

Honors Algebra 2 Course Description: Honors Algebra 2 is a rigorous course designed for the serious, proficient student who desires a maximum learning experience. Students will become proficient in all aspects of intermediate algebra, including function notation, quadratics, complex and imaginary numbers, rational expressions, exponential functions, and conic sections. These foundational concepts will prepare them for higher level math studies.

Prerequisites: Successful completion of Geometry or Honors Geometry; math committee review of semester exams and PSAT scores; teacher recommendation; as a minimum requirement, students must earn a B in Honors Geometry, or a 95 in Geometry.

Summer work may be required.

Homework: Students should expect up to 2 hours of homework per week.

Precalculus Course Description: Precalculus is designed to allow students to further explore their understanding of algebra, geometry, and trigonometry and how they relate to one another. Students must have successfully completed Algebra 1, Geometry, and Algebra 2 and will be prepared to take Honors Calculus as their next course. Problem solving is emphasized throughout the course, and situations are presented to help students realize and appreciate the usefulness of mathematics.

The course covers higher order polynomials, transformations of graphs, exponential and logarithmic functions, advanced trigonometry, sequences and series, probability, and an introduction to limits and derivatives.

Prerequisites: Successful completion of Algebra 2 or Honors Algebra 2; teacher recommendation; as a minimum requirement, students must earn a C in Algebra 2 or Honors Algebra 2.

Homework: Students should expect up to two hours of homework per week.

Honors Precalculus Course Description: Honors Precalculus is designed for the able and diligent math student who has successfully completed Honors Algebra 1, Honors Geometry, and Honors Algebra 2, and prepares them for AP Calculus. Students study elementary functions, systems of equations and inequalities, sequences and series, determinants and matrices, logarithmic functions, trigonometry, combinatorics and probability, and limits and derivatives. The course specifically emphasizes problem solving.

Prerequisites: Successful completion of Algebra 2 or Honors Algebra 2; math committee review of semester exams and PSAT scores; teacher recommendation; as a minimum requirement, students must earn a B in Honors Algebra 2, or a 95 in Algebra 2. Summer work may be required.

Homework: Students should expect up to two hours of homework per week.

Honors Calculus Course Description: Honors Calculus is designed for the diligent math student who has successfully completed Precalculus. The course studies limits, differentiation, and integration, and focuses on applying these concepts to solve problems in a variety of contexts.

The course also reviews important precalculus concepts, including polynomial and rational functions, trigonometric functions and identities, and conic sections. The course specifically emphasizes problem solving and mathematical modeling.

Prerequisites: Successful completion of Precalculus or Honors

Precalculus; math committee review of semester exams; teacher recommendation; as a minimum requirement, students must earn a C in Honors Precalculus, or a B in Precalculus. Summer work may be required.

parametric functions. The course emphasizes problem solving, mathematical modeling, proofs, and communication of mathematical reasoning. Students will be prepared to take the AP exam.

Homework: Students should expect up to two hours of homework per week.

Prerequisites: Successful completion of Honors Calculus or AP Calculus AB; math committee review of semester exams and PSAT scores; teacher recommendation; as a minimum requirement, students must earn a B in AP Calculus AB, or a 95 in Honors Calculus.

AP Calculus AB

Note: Students going from Honors Calculus to AP Calculus BC will be required to complete summer work.

Course Description: AP Calculus AB is designed for the able and diligent math student who has successfully completed Honors Precalculus and/or Honors Calculus. Material covered includes limits and continuity of functions, derivatives and their applications, integrals and their applications, and differential equations. The course emphasizes problem solving, mathematical modeling, proofs, and communication of mathematical reasoning. Students will be prepared to take the AP exam.

Prerequisites: Successful completion of Honors Precalculus or Honors Calculus; math committee review of semester exams and PSAT scores; teacher recommendation; as a minimum requirement, students must earn a C in Honors Calculus, or a B+ in Honors Precalculus.

Homework: Students should expect an average of 2 hours of homework per week.

AP Calculus BC Course Description: AP Calculus BC is designed for the able and diligent mathematics student who has successfully completed Honors Calculus and/or AP Calculus AB. Students study additional applications of derivatives, techniques and applications of integration, infinite series and Taylor polynomials, and polar and

Homework: Students should expect an average of 2 hours of homework per week.

AP Statistics Course Description: This course introduces students to the major concepts and tools needed for collecting, analyzing, and drawing conclusions from data. This course concentrates on four conceptual themes: exploring data, planning a study, probability, and statistical inference based on data. Students will analyze data, conduct classroom experiments, carry out individual and group projects, perform simulations involving probabilistic concepts, and use technical writing skills to describe, analyze, and make conclusions about data.

Students will be prepared to take the AP exam.

Prerequisites: Successful completion of Honors Algebra 2, Precalculus, or Honors Precaclulus; math committee review of semester exams and PSAT scores; teacher recommendation; as a minimum requirement, students must earn an A in Honors Algebra 2, or a C in Precalculus or Honors Precalculus.

Homework: Students should expect an average of 2 hours of homework per week.

Science The science department of The Covenant School aims to impart a foundational understanding of what is known about the universe and its physical and natural laws, and convey an appreciation of what still remains unknown. We will delineate the strengths and weaknesses of the tools of scientific inquiry in order that our students will be able to wisely integrate scientific knowledge into their understanding of the world God has made. Ultimately, by graduation we desire that our students be amazed at the wonders and beauty of the universe and more importantly, its Maker. We desire to equip them to be able to navigate the complexities of our society and evaluate scientific and technological progress in light of Scripture’s standards for human conduct. We also seek to inspire our students to pursue further studies in science, medicine, and engineering where their talents will be used to glorify God and serve humankind. It is our hope that through our program students will realize that moral and ethical values cannot be derived from science; rather, moral and ethical values must be applied to applications of science in order to judge whether they are in the best interest of mankind and stewardship of the environment God created for us. We therefore stress the need to use discernment and good judgment in applying the knowledge science provides us if our students are to become responsible stewards capable of making informed decisions about our world.

• What is science? What are the limitations of science?

• How does a science skill or problem solving translate to understanding?

• How does God’s creation reflect a relationship

between structure and function?

• What makes a system? How do systems evolve and change?

Life Science: Grade 7

Biology: Grade 9

Course Description: This course is a practical study of the features and functions of living things. Through this class, students will develop knowledge of classification, the processes that support life, and the relationships among organisms. The goal of Life Science is to provide students a better understanding and appreciation of God’s creation and its wide variety of living organisms. Through short lectures, inquiry activities, and hands-on laboratory experiences, students practice and apply the scientific method, develop analytical and problem solving skills, and learn lab safety.

Course Description: This course examines the underlying themes, organization, and interactions of living and nonliving systems. Students examine how the function of these systems relates to their structure, and develop analytical skills through experimentation and the application of ideas. Curiosity and questioning are regarded as vital attitudes as students engage in classroom inquiry and lab discovery to form a working knowledge of the scientific method, molecular, cellular, organismal, and ecological studies. This integration of material will serve students to generate an appreciation of God‘s diversity in His design and the uniqueness of each creation. Furthermore, students will become informed citizens of living systems in order to make educated decisions about political, social, and ethical issues.

Homework: Students should expect 15­–20 minutes of homework per night.

Earth Science: Grade 8 Course Description: This course investigates the relationships between various Earth systems, including the geosphere, the hydrosphere, the atmosphere, and the biosphere. Designed to spark a sense of wonder for God’s creation and to enhance skills in scientific inquiry, analysis, and evaluation, the course explores geology, meteorology, oceanography, and astronomy. Short lectures, design build project activities, laboratory experiments, and field investigations, are designed to build a conceptual understanding of important scientific ideas to connect students with the world around them. Students develop a foundational understanding of physical science concepts including density, heat transference, electromagnetic radiation, and basic chemistry, and integrate these concepts with investigations of Earth’s systems.

Homework: Students should expect 15­–20 minutes of homework per night.

Homework: Students should expect an average of one and half hours of homework per week.

Chemistry: Grade 10 Course Description: In this course students seek to understand the physical world through exploration of the composition, structure, and properties of matter and the changes matter undergoes. Students are encouraged to question phenomena, research possibilities, investigate procedures, and evaluate outcomes. The extensive laboratory facet of the course develops and refines skills in observation, data collection, and analysis.

Throughout the course, topics are connected to environmental, health, and social issues, providing a deeper context for understanding how scientific truths support God’s creation.

Homework: Students should expect 20–30 minutes of homework per night.

Honors Chemistry: Grade 10

Honors Environmental Seminar: Grade 12

Course Description: This course is designed to provide students with a firm grasp of underlying concepts in modern chemistry, processes in experimentation, and an introduction to some AP topics. Students examine how chemical principles are developed from experimental observation, and how these principles can be used to explain phenomena in God’s creation, as well as the laboratory. A quantitative evaluation of chemical principles engages the student in complex problem solving using mathematical models of chemical concepts. Students will deepen scientific literacy to think through and make informed decisions about issues involving chemistry, and develop a lifelong awareness of the potential and limitations of science and technology.

Course Description: This new course is designed to engage students with skills The Covenant School imparts to all of its graduates: to listen carefully, reason wisely, think precisely, and articulate persuasively about God’s creation. The effect of human actions on various communities and the environment, locally, regionally, and globally will be examined in depth. Much of class time for each of these units will be spent working on research activities for historical perspectives or being engaged in Socratic discussions on the topics. Students are encouraged to expand their horizons through a review of fundamental systems and pathways in science, applying this knowledge to relevant issues of our time.

Only in this way can the complexities of the environment and acceptance of God-given stewardship responsibilities be fully appreciated.

Prerequisites: Strong prior performance in Biology and Geometry and permission of department chair.

Homework: Students should expect 30 minutes of homework per night.

Prerequisites: Strong prior performance in Biology and Honors Chemistry and permission of department chair.

Homework: Students should expect 30 minutes of reading and/or research homework per night.

Environmental Systems: Grade 11 or 12 Course Description: This course is an interdisciplinary approach to the study of Earth’s ecosystems and the interactions of humans with nature from a physical, chemical, and biological perspective.

The skills of observation, data collection, analysis, and evaluation are practiced and enhanced in this course through participation in classroom discussions, laboratory exercises, field investigations, and long-term independent research projects. Through the indepth study of biotic and abiotic factors in the the environment, a greater appreciation for the gifts of God and our place within His world will be realized.

Homework: Students should expect 30 minutes of reading homework per night.

Physics: Grade 11 or 12 Course Description: This course investigates systems and processes governing the behavior of matter and energy in God’s universe. This course shall serve as an introduction to the conceptual framework necessary to solve real-world problems using systems and processes. Topics for investigation will include kinematics, dynamics, circular motion, energy, momentum, oscillation, rotational motion, and modern physics concepts such as relativity and quantum mechanics. Students will learn the essential concepts and relationships underlying these systems and take part in hands-on laboratory activities and demonstrations to illustrate

the real-world applications of these seemingly abstract concepts.

Finally, students gain an appreciation for the study of physics as a celebration of God’s wisdom, and an opportunity to unlock the mysteries of His design for the universe.

Homework: Students should expect 30 minutes of homework per night.

Honors Physics with Calculus: Grade 11 or 12 Course Description: This new interdisciplinary course explores concepts of physics and calculus in context with one another and illustrates that the mathematics of calculus is the language of God’s design for the physical universe. Students will demonstrate understanding in a variety of ways, including class discussion, problem sets allowing collaboration outside of class time, in-class assessments, and laboratory investigations to connect conceptual understanding with real-world practice. Students discover how these two disciplines work together in the development of physical laws and theories. Students are expected to carefully document their laboratory work, use analytical skills to evaluate quantitative observations and apply formulas for calculations. Through the study of mathematics and science, we can appreciate the marvelous diversity and unity God has designed and displayed in the world around us.

Prerequisites: Strong prior performance in Honors Chemistry or Chemistry and permission of department chair, plus concurrent enrollment in Precalculus.

Homework: Students should expect 30 minutes of homework per night.

Honors Physics—Electricity & Magnetism: Grade 11 or 12 Course Description: This course investigates systems and processes governing the behavior of matter and energy in God’s universe. This course shall serve as a continuation of the foundation introduced during physics, to the conceptual framework necessary to solve real-world problems using systems and processes, including, electric charge, force and field, currents, DC circuits, magnetic fields, electromagnetic induction, waves, light, optics, and modern physics concepts such as relativity and atomic structure. Students will learn the essential concepts and relationships underlying these systems and take part in hands-on laboratory activities and demonstrations to illustrate the real-world applications of these seemingly abstract concepts. Finally, students will understand that the study of physics is a celebration of God’s wisdom, and that by unlocking the mysteries of His design for the universe, we learn more about His nature and character.

Prerequisites: Strong prior performance in Honors Physics and permission of department chair.

Homework: Students should expect 30 minutes of homework per night.

Advanced Placement Biology: Grade 12

Advanced Placement Chemistry: Grade 11 or 12

Course Description: This course is a fast-paced, college-level survey of the major concepts and themes in biology, as well as a training course in laboratory techniques, scientific thinking, and data analysis. AP Biology explores the main biological principles and processes organized by four big ideas. Through structuring the course around these big ideas, enduring understandings, and science practices, students develop an appreciation for creation and identify unifying principles of God’s wildly diverse biological world. The labs performed in AP Biology include those designated by the AP College Board as well as additional labs chosen by the instructor. College credit may be gained by scoring a 3, 4, or 5 on the AP exam. E​ arly morning sessions of 45 minutes are routinely used for lab setup, additional lecture, or quiz time, beginning at 7:30 a.m.

The course is based on six big ideas set forth in the AP Chemistry curriculum published by the College Board. The principal goals are for students to develop deeper understandings of God’s creation through fundamental chemistry, expertise in the chemical laboratory, competence in dealing with chemical problems conceptually and mathematically, and an appreciation of the role of chemistry in their lives. Laboratory work is integral to the course, comprehensive in nature, and is equivalent to that of a typical college course. The course requires students to read from a college-level text, work mathematical problems modeling chemical concepts, and to express ideas, orally and in writing, with clarity and logic. College credit may be gained by scoring a 3, 4, or 5 on the AP exam. E​ arly morning sessions of 45 minutes are routinely used for lab setup, beginning at 7:30 a.m.

Prerequisites: Strong prior performance in Chemistry or Honors Chemistry, and Biology and permission of department chair.

Prerequisites: Strong prior performance in Honors Chemistry and permission of department chair.

Homework: Students should expect a minimum of 1 hour of homework for every hour in class.

Homework: Students should expect a minimum of 1 hour of homework for every hour in class.

175 Hickory Street, Charlottesville, Virginia 22902 www.covenantschool.org 434.220.7329