St. Paul’s Academy
Upper School
(Grades 6-12)
Course of Study
1509 E. Victor Street
Bellingham, WA 98225
(360) 733-1750
www.sp-academy.org
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St. Paul’s Academy
Upper School
Home of the Knights
1509 E. Victor Street
Bellingham, WA 98225
(360) 733-1750
FAX (360) 734-1882
www.sp-academy.org
St. Paul’s Academy (SPA) is an independent 501c3 non-profit educational corporation. SPA admits
students of any race, religion, color, national and ethnic origin to all the rights, privileges, programs,
and activities generally accorded or made available to students at the school. SPA does not discriminate
on the basis of religion, color, or national or ethnic origin in administration of its educational policies,
hiring policies, admission policy, scholarship and loan programs, athletic and school-administered
programs.
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St. Paul’s Academy
Upper School
Course of Study
Table of Contents
St. Paul’s Academy Vision Statement
St. Paul’s Academy Mission Statement
St. Paul’s Academy Philosophy Statement
St. Paul’s Academy Goals
Details
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Course Requirements
Credit Requirements
Graduation Requirements
Class Size
Senior Culminating Project
Certificate of Academic Achievement
Daily Schedule
Student Schedule Worksheet
St. Paul’s Academy Course Descriptions
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Arts
English and Language Arts
History and Social Studies
Mathematics
Music
Physical Education
Religious Studies
Science
Senior Project
World Languages
Leadership
Online Courses
Careers Class
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About St. Paul’s Academy
The Vision…
The vision of St. Paul’s Academy is to become a premier college preparatory school.
The Mission…
The mission of St. Paul’s Academy is to provide academically capable and willing students a
rigorous course of instruction, emphasizing leadership, achievement and moral and
spiritual development embodied in Christian values.
The Philosophy…
Small class sizes, superb teachers, and a rigorous but nurturing learning environment
foster: students who interact with their classmates and teachers with kindness and
generosity; individuals who make rational, ethical and intentional decisions; and citizens
who lead joyful and productive lives.
The Goals…
St. Paul’s Academy goals are accomplished through creative and innovative instructional
methods and challenging curriculum, which encourage students to use their unique abilities
and talents.
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To produce students who read, write and communicate effectively in English and
who demonstrate proficiency in the sciences, math, civics, history, and foreign
language.
To offer students opportunities for physical fitness.
To produce students who appreciate and have knowledge of the fine arts: art, music
and drama.
To produce students who think critically, analytically and creatively when solving
problems and making decisions.
To produce students who take pride in their work and successfully apply their
academic and artistic talents to produce quality work.
To raise social awareness and broaden students’ outlooks through participation in a
wide range of experiences so that they learn to cooperate with and learn from
people of diverse backgrounds and life situations.
To produce students who are lifelong learners who successfully apply their
knowledge and skills to pursue further education or prepare themselves for the
world and workplace.
To produce students with strong spiritual and moral values who recognize that they
are serving God by serving others.
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THE DETAILS
COURSE REQUIREMENTS:
Courses are designed to meet college entrance requirements and include:
 English – 4 credits
 World Language – 2 credits
 Mathematics – 3 credits
 Science – 3 credits
 Social Studies – 3 credits
 Physical Education and Health – 2 credits
 Religion – 1 credit
 Fine or Performing Arts – 1 credit
 Senior Project – required, but not for credit
CREDIT REQUIREMENTS:
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Completion of at least 28 credits is required for graduation.
Students are required to take electives to fill in their course of study.
Completion of a Senior Project.
GRADUATION REQUIREMENTS:
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St. Paul’s Academy graduation requirements exceed Washington State guidelines.
CLASS SIZE:
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Classes are limited to eighteen students through grade eight and twenty-two in the
high school, which allows teachers to personalize and individualize student
programs.
CULMINATING PROJECT:
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The Senior Culminating Project is a graduation requirement. It is designed to help
students develop or improve a skill or performance; design or create a product,
service, system or event; or investigate a career to better prepare them for further
studies or employment after school.
CERTIFICATE OF ACADEMIC ACHIEVEMENT:
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Successful completion of the High School Proficiency Exam (HSPE), administered in
the sophomore year, is required for St. Paul’s Academy graduation. Students must
also complete end of course exams in math and science.
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THE DAILY SCHEDULE
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St. Paul’s Academy operates on a block schedule based on eight classes (8 periods)
meeting on alternating days: “Blue” days are class periods 1-4 and “White” days are
class periods 5-8.
Each instructional period is 85 minutes long with five minutes passing time.
Students attend chapel and advisory period, each of which normally meet two times
per week.
St. Paul’s Academy operates on the semester system.
Student grades, assignments, and general information are accessible through the
school’s online PowerSchool records program.
Schedule 1 – Regular Schedule
Grades 6-12 Monday and Wednesday
Grades 6-8 Tuesday and Thursday
Grades 9-12 Tuesday and Thursday
Block 1
Chapel/Advisor Time
Block 2
Lunch
Block 3
Block 4
Block 1
Block 2
Chapel
Lunch
Block 3
Block 4
8:00 – 9:25
9:30 – 9:55
10:00 – 11:25
11:30 – 12:00
12:05 – 1:30
1:35 – 3:00
8:00 – 9:25
9:30 – 10:55
11:00 – 11:25
11:30 – 12:00
12:05 – 1:30
1:35 – 3:00
Schedule 2 – Friday Clubs (Blue and White Days) and Assembly Time
Block 1
Club/Assembly Time
Block 2
Lunch
Block 3
Block 4
8:00 – 9:20
9:25 – 10:05
10:10 – 11:30
11:35 – 12:10
12:15 – 1:35
1:40 – 3:00
Schedule 4 – Early Advisor/Assembly Schedule (Blue and White Days)
Advisor/Assembly
Block 1
Block 2
Lunch
Block 3
Block 4
8:00 – 8:40
8:45 – 10:05
10:10 – 11:30
11:35 – 12:10
12:15 – 1:35
1:40 – 3:00
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STUDENT SCHEDULE WORKSHEET
*Required Core Classes
Classes
Grade 9
Grade 10
Grade 11
Grade 12
*Full Year
*Full Year
*Full Year
*Full Year
*Full Year
*Full Year
*Full Year
Full Year
*Full Year
*Full Year
Full Year
*Full Year
*Full Year
*Full Year
*Full Year
*Full Year
Two
Semesters
in
*Full Year
*Full Year
*Full Year
Arts
1 credit
English
4 credits
History/Social
Studies
3 credits
World
Language
2 credits
Math
3 credits
Physical Ed &
Health
2 credits
Religious
Studies
Four Years
1 credit
Science
3 credits
Senior Project
Complete this
year
Electives
Electives
Additional credits to total 28 or more
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St. Paul’s Academy offers the following courses. At the high school level, all courses are not offered each year. Please consult with
the Upper School Director about choices for any given year.
COURSE DESCRIPTIONS
ARTS –
VISUAL AND PERFORMING
Visual Arts 6
In this semester long course students will
be studying the art of ancient cultures:
prehistoric, Sumerian, Egyptian, Greek,
Roman and Western European Medieval.
This class integrates with sixth grade
ancient history. Students will work with a
variety of media and explore reasons for
making art and learn why art is important
in history and in the development of
culture.
Visual Arts 7
In this semester long course students will
be studying the art of the Pacific Rim
countries to explore reasons for making
art and learn how art is an expression of
each culture. This class integrates with
world geography and Washington state
history. The art of the Pacific Northwest,
China, Japan, Australia, and Latin America
will provide inspiration for unique art
work.
Visual Arts 8
This semester long course will be an
introduction to the art elements and
principles using a variety of media.
Students will draw, paint, print and sculpt
using famous artists as inspiration. All
lessons will help students to better
understand art within a historical
perspective. Introduction to different
genres of art will be emphasized which
will give each student a variety of reasons
for making their own art.
*****High School*****
Visual Arts: Two-Dimensional
This course introduces students to the
elements of art and the principles of
design by exploring the basics of drawing
and painting through a wide variety of
media. Students will create their own
sketchbooks to be used throughout the
semester for daily assignments.
By
incorporating sound design techniques
into the assignments emphasizing color
theory, art history and aesthetics,
students will learn how to create high
quality artwork. Through self-evaluations
and participation in group critiques
students will gain confidence in the
artistic process thereby building their
visual
literacy
and
imaginative
perspectives which will carry over into all
aspects of their life.
This course may also include some type of
unit in technology to expose students to
commercial art. The programs such as
Adobe Photoshop or Publisher or other
could help students see the practicality of
fine visual art. (.5 Credit)
Visual Arts: Three-Dimensional
This course will focus on incorporating
the elements of art and the principles of
design as they are applied to a 3D
perspective. Students will work with a
variety of materials to include: found
objects, plaster, wire, wood, paper mache’,
and ceramics. Through self–evaluations
and group critiques of their projects,
students will learn how to accept
constructive criticism, and grow to
become better problem solvers. (.5
Credit)
ENGLISH/LANGUAGE ARTS
Language Arts 6
In this course, students strengthen their
communication
skills
via
writing,
speaking, and the use of technology.
Emphasis is placed on: producing pieces
of varied genres (narrative, persuasive,
and informative) in collaboration with
peers; producing coherent writing in
which the planning, organization and
style are appropriate to the purpose and
audience; and applying the writing
process. Class period rituals include
spelling and grammar instruction,
writer’s craft lessons and writing
workshop. Technology is used to conduct
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research, produce and publish written
pieces, and practice keyboarding.
Literature 6
In this course, students will utilize their
love of reading to build the critical
thinking skills that will allow them to
converse academically about literature
when they reach high school. Students
will utilize a variety of genres and formats
of writing, including short stories, poetry,
novels, plays, and non-fiction articles to
explore a wide variety of literary
elements. A high emphasis will be placed
on personal connections and the use of
text-based evidence.
Language Arts 7
In this course students write an extended
essay focusing on the persuasive and
expository formats. Concept development is linked to skills in subject research
and main idea elaboration. Students will
collaborate with science class to write
papers on recent discoveries /
controversies in the bio-medical field;
these are submitted to a statewide essay
contest (NWABR). St. Paul’s has placed in
the winning categories in this contest.
Students present a 5-minute speech with
on-line
visuals/films/clips.
Creative
writing (myth, mystery, urban fiction)
and poetry are taught through studentselected formats (limericks, concrete
poems, free verse).
Literature 7
In this course, the students develop a
deeper understanding varied texts, both
fiction and non-fiction. Through the use of
a short-story anthology, non-fiction
articles, and full-length novel studies,
students will have multiple opportunities
to explore a respond to a range of literary
elements. Emphasis is placed on
analyzing text structures, forming
personalized responses to literature and
citing evidence from the text when
summarizing and inferring.
Language Arts 8
Students will practice and produce
writing in different patterns. These
patterns will include, but are not limited
to the following: description, narration,
exposition, persuasion, literary analysis,
creative writing and the research paper.
Students will use the five-step writing
process and the Six-Trait writing model
and rubric. Grammar and vocabulary
exercise are both embedded, and
supplementary, in class work and
homework. (For example, students will
write some papers with topic options in
science, history, math and English. The
final research paper will count for credit
in both literature and language arts).
“Free writing” in journals will encourage
written self-expression. Attention to the
development of voice and style in
communication are a focus at this level.
Students will also present speeches and
participate in team debates.
Literature 8 / British Studies
Students explore a variety of genres in
literature. Focus during the first semester
is on understanding the form and genre of
literature. Students will the text, The
Language of Literature, at the beginning
of the year to explore short stories of
different genres. They will also examine
the novel To Kill a Mockingbird by Lee
Harper. Additionally, they will read and
act out a Shakespearean play. A different
play is selected each year, depending on
what will be performed by the Royal
Shakespeare Company. The selection is
coordinated with the trip to England. In
conjunction with developing reading
skills, students will add to their lexicons.
*****High School*****
Introduction to Literature
This course introduces the student to
literary elements, ideas, techniques and
traditions through the genres of short
stories, poetry, drama, novels and nonfiction (essay, memoirs, biography,
autobiography). The ten units of
literature focus on these topics: narrative
structure, characterization and point of
view, setting/mood/imagery, theme and
symbol, author’s purpose, argument and
persuasion, the language of poetry,
author’s style and voice, authorial
history/culture, epic poetry. Students will
learn through discussion, close reading,
written response exercises, analytical
essays, and on-line help. There will be six
formal essays and one speech required
throughout the course of the year. There
will be a standards-based unit practice
test and a Unit Final exam at the end of
each of the 10 units of study. Students are
responsible for daily reading and
homework. (One Credit)
American Literature
This tour through our national history in
the works of our best authors and poets
will be a journey through culture, politics,
the arts and economics. Timelines
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provided in the text link the American
literature in each unit with world events,
so that students can connect their studies
with Western and World history. They
will use both a historic sequence and a
thematic format in each Unit. For example,
in the 21st century unit, they will study
selected works from the 1960’s to the
present, using themes about the “Era of
Protest” and “Nature and Technology”.
Each unit presents students with “big
ideas”
regarding
strategies
and
vocabulary for the selections and short
literary works. After reading selections,
and at the end of each unit, there is a
short assessment that will simulate
standardized tests like the SAT, so that
students get a double benefit from the
tests. There is also a Writing Workshop
designed for each unit in which students
will focus on setting goals and mastering
grammar, vocabulary and organization in
their written work. The grammar and
Read and Write workbooks will provide
interactive supports to supplement their
readings. On-line links to resources
designed for this curriculum are available
with each unit. (One Credit)
World Literature
This multicultural course offers study of
stories, plays and poetry from world
famous authors. Selections include works
from Africa, South and Central America,
the South Pacific, the Mediterranean,
Continental Europe, Ireland and Great
Britain. Students will read, discuss and
analyze literacy forms and techniques.
The reading contains a variety of subjects
and themes; cultural introductions and
influences in the literature will be
included in this course. Students will
develop both reading and expository
(analytical) writing skills, with some
options for creative writing as well. (One
Credit)
Business/Creative Writing
This yearlong course is divided into the
first semester Business Writing class and
the second semester Creative Writing
class. The Business Writing class will
provide students with models and venues
for honing skills in writing reports,
analytical
documents,
business
correspondence (electronic or hard copy)
and resumes. Writing formats that are
easily modified for varying content will be
emphasized. Practical transfer to the
work world is the goal for this class. The
Creative Writing class will focus on
personal expression of themes through
the forms of the short story, play, musical
lyrics and novel. Students will review
models and then write their own works
for a variety of audiences. (One Credit)
Creative Writing
This class is designed to encourage
exploration of personal writing style and
content, as well as growth in techniques
for the production of poems, short stories
and one-act dramas by students. Students
will analyze models from professionals,
peers and other students in class. They
will also learn the disciplines of
traditional crafts and skills of creative
writing by practicing them in class. Two
portfolios will be produced. The
Experimental Portfolio will contain
multiple student drafts of six poems, five
short stories, and two plays (one act). The
final project portfolio will contain
finished, polished pieces: two poems, one
short story, and one play. Students will
present our work to each other for peer
feedback, using the writer’s workshop
model. (Additionally: Seniors only will
write a 10-15 page research paper for
their culminating project during
Semester One of this course. The final
paper must receive a grade of “C” or
better in order to satisfy the
Culminating
Project
Writing
requirement. Seniors will thus write
only the short stories and dramas – no
poetry units – during the Semester
Two portion of the class. (One Credit)
Speech
This semester class is designed to bridge
the communication gap. Students learn
basic interpretive and oratorical skills for
effective speech communication. Using
acting skills, speech exercises, oral
reading, and debate, students increase
confidence and proficiency in speaking.
The various types of speaking situations
include interviewing skills, sales speeches,
motivational speeches, informational
address, poetry, and storytelling. When
students leave this class, they should feel
comfortable presenting in front of a group
of people and have the skills to develop
and make an effective presentation. (.5
Credit)
British Literature (No Senior Project
combination)
This survey course involves the study of
both fiction and non-fiction from the best
of British literature, using a chronological
timeline. Periods covered include the
following:
Anglo-Saxon,
Medieval,
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Renaissance, Restoration and 18th
Century, Romanticism, Victorian Age,
Modern and Contemporary. These units
of study will comprise the course for the
year, with three units of study each
Semester. Students will learn and apply
literary analysis techniques and skills
through close reading, discussion and
essay writing. Six major papers and
standards-based exams will be used for
summative evaluation throughout the
year; formative evaluation information
regarding student learning will be
gathered from homework and journal
exercises. Selection tests function as both
formative and summative evaluation of
the student’s understanding at various
levels, from factual knowledge to
synthesis of ideas and concepts. Critical
thinking will be emphasized and students
will use multiple draft, 6-trait writing
elements to produce essays. This is a
senior level course. *Prerequisite: Three
credits of high school English with a
grade of C or better. (One Credit)
British Literature (Grade 12)
This yearlong course presents students
with classic works of British literature
from Beowulf to contemporary authors.
Works from major periods include the
following works and authors: Beowulf
(Old English, in translation), Sir Gawain
and the Green Knight (Medieval), Hamlet
(Shakespeare, Renaissance), Paradise Lost
(Milton, Enlightenment), Byron, Shelley,
Keats, Coleridge (Romantic Poets and
Prose), Oscar Wilde and Evelyn Waugh
(Modern plays and novels). Students will
write literary analyses, reflective essays,
and persuasive research papers using
primary and secondary sources. Shorter
essays include poetry explication,
compare/contrast and expository forms
of writing. Note: the senior project
research paper may be written in lieu
of the first semester literary research
project. The second semester literary
research paper will be comprehensive,
addressing major course themes such as
human destiny, human freedom and fate,
and the subjectivity of knowledge. (One
Credit)
Advanced Placement Literature and
Composition
This course prepares students for the A.P.
test for college credit (English 102, most
universities) and satisfies one year of
upper level English course credit
requirement.
Emphasis is on close
readings of classic and contemporary
literary texts from the 16th to 21st century
from various genres, concentrating on
works of recognized literary merit such
as: King Lear, The Waste Land, The
Crucible, As I Lay Dying, Heart of
Darkness, Dubliners, The Metamorphosis.
Texts are chosen from British American
and World Literature recommended on
the College Board AP Literature list. We
will consider a work’s structure, style and
themes, as well as such smaller-scale
elements of figurative language, imagery,
symbolism and tone. Students will both
discuss
and
write
about
their
interpretation of the meaning of these
works, emphasizing organization of
concepts and elaboration, development of
stylistic maturity, and use of revision for
clarity,
cogency
and
precision.
Prerequisite:
Teacher
recommendation based on evaluation,
and strong performance in previous
high school English Courses. (One
Credit)
English 131UW Composition/
Exposition
This course is designed to develop your
critical thinking, reading and writing
skills for success in academic work across
disciplines. Our focus is on key
transferable traits of writing. We will
practice creating complex arguments
rooted in detailed analysis and evidence.
Course Objectives: to demonstrate an
awareness of the strategies that writers
use in different writing contexts; to read,
analyze and synthesize complex texts and
incorporate multiple kinds of evidence
purposefully in order to generate and
support writing; to produce complex,
analytic, persuasive arguments that
matter in academic contexts; to develop
flexible strategies for revising, editing,
and proofreading writing; to create an
essay portfolio and reflect on one’s
writing
processes.
*Prerequisite:
Application Essay, permission of
admin/instructor. (One high school
credit and 5 UW credits)
HISTORY/SOCIAL STUDIES
Social Studies 6: Ancient Civilizations
& Geography
A yearlong course in which students
deepen their understanding of the earth
and its peoples through the study of
history, politics, culture, and economic
systems. The context is world history
from the Stone Age through the earliest
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civilizations (Catal Huyuk, Mesoptoamia,
Egypt, the Indus Valley and China) into
the Classical era (Greece and Rome), and
ending with the reorganization of society
in the Middle Ages and Renaissance.
Students work on critical thinking by
considering why civilizations developed
where, when and how they did, and why
they declined. Students analyze the
interactions among the various cultures,
emphasizing their enduring contributions
and the link between contemporary
ancient worlds.
Social Studies 7: World Cultures &
Geography
This one semester course introduces the
five themes of geography: location, region,
place,
movement,
and
humanenvironment interaction. While studying
the different regions of the world,
students
also
explore
the
interdependence of all people in order to
better understand the world in which we
live. Students use maps to compare and
contrast
physical
and
human
characteristics of places and region,
examine the effect that physical
environment has on daily live, and
analyze different cultures through the
exchange of ideas, music, art and
resources.
Washington State History
This one semester course introduces
students to Washington State as a
political and geographic region of the
United States and the Pacific Rim. Topics
of study include discovery, exploration,
statehood, state government, immigration,
and current economic and environmental
issues. Special attention is paid to the
culture and heritage of Native Americans
of the Pacific Northwest and to the rich
cultural diversity of the region. Skills
developed through the course include
chronological
thinking
and
comprehension, research and analysis,
civil decision-making, and interpreting
maps. Students are expected to read,
understand, and apply primary sources
when
developing
historical
understandings and opinions.
American History 8
A yearlong course in which students
examine the origins of the United States
of America and its formative years.
Examines the philosophies, economics,
geography and cultures which created the
country in which students live. Strong
emphasis is placed on the relationship
between conditions in the 18th and 19th
centuries, and how those conditions lead
to current issues in our county. Studies
begin with colonial America, explore the
events leading to the Revolution in depth,
examine the effect of the Enlightenment
on the creation of the U.S. Constitution,
delve into the expansion of the new
nation in the 18th century, and evaluate
the causes and results of the Civil War.
The class ends with investigation into the
era of Reconstruction after the Civil War.
Students are encouraged to take skills
learned in earlier grades, and are
expected to analyze, synthesize and
evaluate conclusions. Increased emphasis
is put on primary sources, and students
are expected to draw conclusions based
on comparison and contrast between
often contradictory sources.
*****High School****
Contemporary World Issues
CWI is one of the requirements for
graduation from a Washington State
school. The dynamics of global
interactions among nations and regions
present issues that affect all humanity.
Contemporary issues have geographic,
political, economic, social, and historical
components. Through the use of social
studies skills and methods, students will
explore how current global dynamics are
impacted by our physical environment,
human
geography,
21st
century
communication,
and
globalization.
Students can expect a variety of different
instructional approaches, including the
use of various types of texts, primary and
secondary source documents, the use of
21st century technology, projects, and
class discussion. (One Credit)
U.S. History, 19th Century
This one semester course covers postCivil War to the early 20th century. This
course examines reconstruction, turn of
the century technology, economics,
politics
and
society,
progressive
movement, nativist movement, and
prelude to World War I. (.5 Credit)
U.S. History, 20th Century
U.S. History is one of the requirements for
graduation from a Washington State
school. This course examines the history
of the United States from the late 1800s to
1990s with an emphasis on how political,
economic, and social developments
shaped the conditions, attitudes, and
values of present-day America. Subjects
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to be discussed in readings and in class
include the Progressive Era, the Roaring
Twenties,
the
Great
Depression,
Roosevelt’s New Deal, World War II, the
Cold War, the Civil Rights movement, the
Vietnam War, Johnson’s Great Society, the
student protest and counterculture
movements of the 1960s, and social
changes in recent decades. (One Credit)
World Geography
This yearlong course explores the five
themes of geography: location, region,
place,
movement,
and
humanenvironment interaction. While studying
the different regions of the world,
learning names and locations, the
students also explore the interdependence of all people in order to
better understand the world in which
they live. (One Credit)
World History (Advanced Placement
Opitional)
This yearlong course begins with the
study of prehistoric people and moves to
the four major areas of ancient
civilization. Greek and Roman cultures,
and early philosophies are also studied, as
is the development of modern civilization,
the Middle Ages and the Renaissance.
Emphasis is given to autocracy,
revolution, representative democracies,
and economics. This course may also be
amended to prepare students for the
Advanced Placement Exam. (One Credit)
American Government
This semester course covers the student’s
rights and responsibilities as a citizen of
Washington State and the United States. It
emphasizes the federal government’s
structure and functions as well as
Washington’s
State’s
governmental
development. The U.S. Constitution is also
covered. (.5 Credit)
MATHEMATICS
Mathematics 6
This course is designed for the student
who wishes to meet and exceed the grade
level standards for Grade 6 mathematics.
Topics covered will include proportional
thinking, statistics, basic algebraic
notation
and
manipulation,
twodimensional
and
three-dimensional
geometry, and probability.
Hands-on
activities and the use of manipulatives
will be utilized to help students
experience new concepts through
multiple avenues.
Application of
mathematical thinking to real-life
situations will also be emphasized.
Mathematics 6, Extended
This course is for students who have
demonstrated strong arithmetic skills and
who look forward to applying their skills
in a variety of problem solving situations.
Paper folding, simulations and other
hands on activities are experienced
before new concepts in Geometry,
Probability and Statistics are presented.
Emphasis is placed on writing,
interpreting and justifying results using
words, sketches and mathematical
expressions.
This is an accelerated course of study that
is appropriate for students who are above
level in mathematics after Grade 5 and
have an aptitude and interest in problem
solving and unfamiliar mathematical
situations. Students will complete all of
6th Grade Math content and most of 7th
Grade Math during this year and are
expected to participate in the Whatcom
County Mathematics Competition in the
spring.
Mathematics 7
This course is designed for the student
who wishes to meet and exceed the grade
level standards for seventh grade
mathematics. In addition to an extensive
review of basic number theory, statistics,
fractions, and proportional thinking, the
course will include topics such as
operations with negative numbers,
geometry
with
advanced
threedimensional solids, and graphing linear
equations. Hands-on activities and the
use of manipulatives will be utilized to
help students experience new concepts
through multiple avenues. Application of
mathematical thinking to real-life
situations will also be emphasized.
Algebra Explorations
This is an accelerated course for students
who have demonstrated mastery of the
Grade 7 core mathematics objectives and
are ready to explore Algebra concepts. In
addition to a comprehensive review of
Grade 6 extended content, students will
focus
on
modeling
quantitative
relationships using equations. The
application of Algebra is introduced
through the use of technology. Computer
spreadsheets and the graphic display
calculator are used to introduce the
modeling process and to discover
patterns and generalize real world
14
situations using Algebra. Readiness is a
key in learning Algebra and students in
this course will progress as far into the
subject as their intellectual maturity
allows. Students are expected to
participate in the Whatcom County
Mathematics Competition in the spring.
students
discover
patterns
in
mathematics and to generalize real world
situations using Algebra. In addition to
applying algebra, students will learn to
use statistics to summarize and display
data. The study of conditional probability,
combination and permutation is included.
(One Credit)
Pre-Algebra 7
This is an accelerated course for students
who have demonstrated mastery of the
Grade 7 core mathematics objectives and
are ready to explore Algebra concepts. In
addition to a comprehensive review of
Grade 6 extended content, students will
focus
on
modeling
quantitative
relationships using equations. The
application of Algebra is introduced
through the use of technology. Computer
spreadsheets and the graphic display
calculator are used to introduce the
modeling process and to discover
patterns and generalize real world
situations using Algebra. Readiness is a
key in learning Algebra and students in
this course will progress as far into the
subject as their intellectual maturity
allows. Students are expected to
participate in the Whatcom County
Mathematics Competition in the spring.
Geometry
This is a course designed to emphasize
the study of the properties and
applications of common geometric figures
in two and three dimensions. Many of the
geometric properties are learned using a
geometry inquiry software package on
the student’s personal computer. The
course
includes
the
study
of
transformations and right triangle
trigonometry. Inductive and deductive
thinking skills are used in problem
solving situations and applications to the
real world are stressed. Students learn to
write proofs to verify properties of
geometric figures. A comprehensive
review of basic algebra skills is integrated
throughout the course. (One Credit)
Pre-Algebra 8
This is a course designed to prepare
students for a study of Algebra and
Geometry at the high school level. Topics
range from equation solving and graphing
linear relationships to introductory
Geometry relationships and terminology.
In addition, students learn to model
mathematical relationships and statistics
using computer spreadsheets and graphic
display calculators. The course includes a
comprehensive
review
of
basic
mathematical skills necessary for the
successful study of Algebra and Geometry.
*****High School*****
Algebra I (may be taken in Middle
School)
This is a course designed to help students
improve their problem-solving skills by
applying algebraic skills to real world
relationships. Students will focus on
modeling quantitative relationships using
equations. The application of Algebra is
introduced through the use of technology.
Computer spreadsheets and the graphic
display calculator are used to introduce
the modeling process and to help
Algebra II
This is a course designed to build on
algebraic and geometric concepts. It
develops more advanced algebra skills
such as systems of equations, advanced
polynomials, imaginary and complex
numbers, quadratics, and concepts and
includes further study of trigonometric
functions introduced in geometry. It also
introduces matrices and their properties.
Students use computer spreadsheets and
graphic display calculators to extend their
knowledge of mathematical modeling
introduced in Algebra I. Students will also
continue their study of statistics and
probability. (One Credit)
Pre-Calculus
This is an accelerated course designed for
students interested in preparing for A.P.
Calculus and pursing a math related
curriculum in college. Topics include
functions, series, sequences, matrices,
complex numbers, conic sections, polar
and
parametric
equations,
linear
regression, vectors, applications of
trigonometry, and an introduction to
Calculus. Since this course is designed to
prepare students for Calculus, the focus
will be on problem solving using
mathematical models to represent real
world situations. Students will use
computer spreadsheets and graphic
15
display calculators to aid modeling. (One
Credit)
Advanced Placement Statistics
This is a university level course in
statistics. Throughout the year, students
will be exposed to four broad conceptual
themes, Exploring Data, Planning Study,
Anticipating Patterns, and Statistical
Inference. While the pure mathematics
involved is not complicated, this course
does require a “mathematical maturity”
and interpretive and reasoning skills that
the students may not have fostered as
much in previous math courses. Written
work and the ability to express one’s
mastery of a problem through words is a
major component of this course. Students
will use spreadsheets, a statistics utility
and their graphic display calculator to
discover various statistical relationships
and to learn to make inferences. It is
expected that students will elect to take
the A.P. Statistics examination given in
early May. Prerequisite: successful
completion of Pre-Calculus with a B or
better average or having earned a
grade of A in Algebra II. (One Credit)
Advanced Placement Calculus
This is a university level course primarily
concerned with developing the students’
understanding of the concepts of calculus
and providing experience with its
methods and applications. The course
emphasizes a multi-representational
approach to calculus, with concepts,
results, and problems being expressed
graphically, numerically, analytically, and
verbally. The connections among these
representations also are important.
Prerequisite: successful completion of
the equivalent of four years of high
school mathematics including Algebra
I, Geometry, Algebra II including Trig.,
and Pre-Calculus with a grade of B or
higher. It is expected that students will
elect to take the A.P. Calculus
examination given in early May. (One
Credit)
MUSIC
Band 6
Open to all students, those who have
chosen to learn to play an instrument will
choose from Flute, Clarinet, Trumpet,
Trombone, Baritone or Percussion.
Students will learn the fundamentals of
their instrument such as care and
cleaning,
note
reading,
fingering,
breathing, making a quality sound, and
playing as a team. Percussion is by
audition only and other instruments may
be added with private lessons and
consultation with the Band Director.
Private lessons are strongly encouraged.
Chorus 6
Open to all students, this is an
introduction to choral music. Students
will learn how to be a part of a singing
group. There is one mandatory
performance, and other performances as
scheduled. Areas of basic instruction
include: singing technique and vocal
health, diaphragmatic breathing, balance,
blend, dynamics and articulation, pure
vowel sounds and their application, basic
music theory to include rhythmic and
pitch notation, performer and audience
etiquette,
rehearsal
and
concert
behaviors, music history and culture.
Band 7
Open to students who have completed at
least one year of study with the
instrument or instructor approval.
Students will continue to learn new
techniques, fingerings and scales, and a
higher level musicianship. Students may
transfer to French Horn, Saxophone,
Percussion or Tuba. Private lessons are
encouraged.
Chorus 7
Open to all students, students will
continue their study of functioning within
a performing group.
There is one
mandatory performance, and other
performances as scheduled. Continued
areas of instructions include: singing
technique
and
vocal
health,
diaphragmatic breathing, balance, blend,
dynamics and articulation, pure vowel
sounds and their application, basic music
theory to include rhythmic and pitch
notation, performer and audience
etiquette,
rehearsal
and
concert
behaviors, music history and culture.
Band 8
Open to students who have studied two
or more years with their instrument.
Students will continue to learn new
techniques, fingerings and scales, and a
higher level of musicianship. Students
may transfer to Bass Clarinet or Baritone
Saxophone.
Private lessons are
encouraged.
Chorus 8
Open to all students, students will
continue their study of functioning within
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a performing group.
There is one
mandatory performance, and other
performances as scheduled. Continued
areas of instruction include: singing
technique
and
vocal
health,
diaphragmatic breathing, balance, blend,
dynamics and articulation, pure vowel
sounds and their application, basic music
theory to include rhythmic and pitch
notation, performer and audience
etiquette,
rehearsal
and
concert
behaviors, music history and culture.
*****High School*****
School Music
This upper level music appreciation class
is focused upon the use and value of
music in people’s lives. It will encourage
students to view music in a social context
as well as from the perspective of a
performer. Students will explore music
history,
theory,
and
performance
throughout the curriculum. (.5 Credit per
semester)
Performance,
Composition,
and
Arranging
The goals for this class are to create a
performing opportunity for High School
Students,
explore
composing
and
arranging music, compose music for an
individual instrument and a group,
perform together at a concert. (.5 Credit
per semester)
PHYSICAL EDUCATION & HEALTH
Physical Education 6
The Physical Education program provides
opportunities for students at various
stages of physical development and skill
mastery to have a positive experience in
physical activities. One of the main goals
of the program is to help students identify
activities they enjoy, with the larger goal
of encouraging students to be physically
active for a lifetime. Physical Education
students participate in a comprehensive
program consisting of skill development,
lead up games, team sports, individual
sports, and physical fitness activities. The
students receive instruction in rules,
skills, and strategies associated with the
different sports. The program promotes
cooperation, leadership, fair play, and
friendly competition. Units of activity
include: physical fitness (activities,
assessment, concepts, development and
maintenance); cooperative activities;
movement skills and strategies applied in
modified games of: baseball; basketball;
bowling; floor hockey; football; racquet
sports; soccer; volleyball; and team
handball/ultimate Frisbee.
Physical Education 7
The Physical Education program provides
opportunities for students at various
stages of physical development and skill
mastery to have a positive experience in
physical activities. One of the main goals
of the program is to help students identify
activities they enjoy, with the larger goal
of encouraging students to be physically
active for a lifetime. Physical Education
students participate in a comprehensive
program consisting of skill development,
lead up games, team sports, individual
sports, and physical fitness activities. The
students receive instruction in rules,
skills, and strategies associated with the
different sports. The program promotes
cooperation, leadership, fair play, and
friendly competition. Units of activity
include: physical fitness (activities,
assessment, concepts, development and
maintenance); cooperative activities;
movement skills and strategies applied in
modified games of: baseball; basketball;
bowling; floor hockey; football; racquet
sports; soccer; volleyball; and team
handball/ultimate Frisbee.
Physical Education 8
The Physical Education program provides
opportunities for students at various
stages of physical development and skill
mastery to have a positive experience in
physical activities. One of the main goals
of the program is to help students identify
activities they enjoy, with the larger goal
of encouraging students to be physically
active for a lifetime. Physical Education
students participate in a comprehensive
program consisting of skill development,
lead up games, team sports, individual
sports, and physical fitness activities. The
students receive instruction in rules,
skills, and strategies associated with the
different sports. The program promotes
cooperation, leadership, fair play, and
friendly competition. Units of activity
include: physical fitness (activities,
assessment, concepts, development and
maintenance); cooperative activities;
movement skills and strategies applied in
modified games of: baseball; basketball;
bowling; floor hockey; football; racquet
sports; soccer; volleyball; and team
handball/ultimate Frisbee.
*****High School*****
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Physical Education and Health: Fitness
for Life
This is a one-year course designed to give
students the knowledge and skills
necessary to self-assess, create, conduct,
evaluate, and redesign personal fitness
programs. It is combined with Health and
fulfills the PE and Health requirement.
Fitness for Life may be taken anytime
during grades 9-12, but it is strongly
recommended that students take the class
in either 9th or 10th grade. The course is a
combination of classroom and activitybased learning activities with a focus on
proper nutrition and the mastery of skills
and concepts necessary for students to
become accomplished monitors of their
personal lifetime fitness. Through
participation, students learn to compare
the fitness benefits in a variety of
individual and team activities. (One
Credit)
RELIGIOUS STUDIES
*****High School*****
Comparative World Religion
This one-semester class is designed to
develop students’ understanding of world
religions and cultures. Students will gain
a better understanding of their own
religion or personal cosmology through
comparing and contrasting the basic
elements of major Western and Eastern
religious traditions. Beliefs, practices and
doctrines or philosophies of both theistic
and non-theistic religions will be
examined as they have existed both
historically and as they exist today.
Students are encouraged to approach this
course with empathy towards cultures,
religions and peoples wh0 are different
from their own by reflecting on the
similarities between human questions
about the nature of the world and human
society. (.5 Credit Social Studies Elective
or Religion Credit)
Social Ethics and Justice
“As followers of Jesus, we must live justice
and peace. The mandate to put [Christian]
Catholic social teaching into practice is
rooted in Jesus’ call to participate in the
Kingdom of God, a vision introduced in
the Book of Genesis and described by the
prophets. To live justice is to build a life of
justice rather than to simply learn about
justice…[we must] teach our social
tradition and link service and action,
charity and justice…When we ask our
students to act for justice, we are
educating them about what it means to be
a Christian – just as writing assignments
educate students about what it means to
be a writer than do lecturers and
conversations about writing” (LaNave, et
al., Living Justice and Peace 2nd ed.,
(Teacher’s Manual Winona: SMP, 2008).
See p. 8.
Students will examine specific issues in
social justice, including: cultural diversity,
capital
punishment
and
abortion,
worker’s rights, breaking the cycle of
poverty,
wealth
distribution
and
governmental responsibility, environmental stewardship, Christian response
to violence (waging peace).
Students will develop awareness, do
analysis, and take action regarding the
above issues. Students will be responsible
for learning the course content and
applying the methods to achieve the
course outcomes; however, students have
the freedom to disagree with the teaching
if they can support divergent personal
opinions or beliefs with coherent
rationales. Students are responsible for
respectful, open-minded attitudes and
behaviors toward the teacher and class at
all times in the course. Class discussion
encourages clarification of personal
beliefs and values. (.5 Credit Social
Studies Elective or Religion Credit)
This Religious Education Curriculum
includes Chapel services twice per week.
Students are required to attend chapel.
SCIENCE
Science 6: Earth and Space Science
Examines from a grand cosmological
perspective
the
formation
and
characteristics of the Universe, the
galaxies, stars an planets in it, and the
geological and meteorological processes
that modify planetary bodies. Emphasis is
on the ongoing historical aspects of
human discovery of the Earth and moon
system in the context of the space
program, as well as real-world
connections of understanding how
geological processes affect human lives.
Students gain hands-on laboratory skills
in the practice of scientific inquiry while
exploring units on the Big Bang Theory,
stellar chemistry, orbital dynamics of
planets, as well as geology of the Earth
including volcanology, meteor impacts,
18
plat tectonics, the rock and water cycles,
weather
and
atmosphere-mediated
erosion.
Science 7: Life Science
In this class students will learn what
determines if something is a “living” thing.
They will explore cells, genetics and
heredity, classification of all living things,
the tree of life which connects us with all
other living things, and will learn more
about vertebrates and the human body.
Students will be working in the field and
in the laboratory to determine how living
things interact with the world around us.
Science 8: Physical Science
Examines the foundational physical and
chemical aspects of the natural world,
their role in engineering and other
sciences, as well as the historical
perspectives of human discovery of the
fundamental laws of the universe.
Students gain hands-on laboratory skills
in the practice of scientific inquiry
through units on measurement, forces
and motion, forms and transformations of
energy including the characteristics of
sound and light, the properties and
behavior of matter, and the origin and
basis of chemistry including stellar
nucleosynthesis, the periodic table,
atomic structure, compounds, bonding,
and chemical reactions.
*****High School*****
Biology
This yearlong lab course is offered during
the freshman year. Student experiences in
the course will include laboratory and
field-oriented components and will be
designed to enhance scientific literacy.
This is an in-depth and intense laboriented course dealing with the study of
life and life processes. The course
emphasizes molecular and cellular
aspects of living things including
molecular and Mendelian genetics,
chemical composition, and energy
transformations involved in respiration
and photosynthesis. Plant and animal
diversity, structure, and function are
represented along with phylogenetic
relationships, evolution, and ecological
concepts. This class incudes lecture,
discussion, and demonstration followed
by lab activities to reinforce and illustrate
concepts and principles. This course will
use ecology as a unifying theme. (One
Credit)
Chemistry
This introductory, yearlong lab course
seeks to emphasize a strong conceptual
understanding of chemistry, correct
laboratory
techniques,
quantitative
problem solving, and critical thinking.
Topics covered include atomic theory,
molecular structure, chemical reactions,
and stoichiometry. The remainder of the
course will explore equilibrium, kinetics,
thermodynamics, and acids and bases.
Laboratory work related to these topics is
a major emphasis of the course. (One
Credit)
Human Anatomy and Physiology
Examines the structure and function of
the human body in a context of cellular
differentiation, embryonic development
and organismal evolution changes
through time. Students gain hands-on
laboratory skills in the practice of
scientific inquiry through units exploring
fundamental aspects of each of the major
systems of the human body. These
include the skeletal, muscular, endocrine,
integumentary, reproductive, nervous,
circulatory, digestive, respiratory and
sensory systems. Emphasis throughout
will be on students gaining a foundational
understanding of the human body
suitable as preparation for college-level
courses related to health and medical
careers. (One Credit)
Physics
(Advanced
Placement
Optional)
This yearlong course will cover the
following topics: kinematics, dynamics
(Newton’s Law of Motion), circular
motion and gravitation, simple harmonic
motion (pendulum and mass-spring
system), impulse, linear momentum,
work,
energy,
conservation
laws,
rotational
motion (torque, rotational
energy), electrostatics, simple DC circuits,
and mechanical waves and sound.
Twenty-five percent of the course will be
lab based. Strong algebraic manipulation
skills are required to successfully
complete this course. The course will
focus on using rigorous and precise
scientific techniques to solve problems. A
primary objective of this course is to pass
the AP Physics I test at the end of the year.
Advanced Placement Exam Optional. (One
Credit)
SENIOR PROJECT
Senior Project
19
This is an individual project designed by
the student and the senior advisor. Senior
projects could look at topics such as
personal theology, exploration of religion,
reflection on community service, and
career field of interest. (Required, but not
for credit)
WORLD LANGUAGES
Spanish 6
This course introduces the students to the
Prentice Hall’s Realidades Spanish
program used in grades 6-8. Grade 6 will
start this program with Realidades 1A
and its state of the art resources. SPA 5th
Grade returning students are well
equipped with theme vocabulary and
some basic grammar concepts and will
further their knowledge with expanded
vocabulary about school, activities,
describing oneself and others, food,
beverages, health and healthy eating,
restaurant, home and the community.
Students new to our school will learn the
same topics without difficulty. Students
will focus on indicative present tense verb
conjugation, noun adjective agreement,
the conjugation and use of regular and
some irregular verbs and prepositions.
Class exercises and activities will focus on
strengthening skills in reading and
writing short passages and on speaking
and listening to Spanish. Spanish will be
used as much as possible during class to
provide an opportunity for students to
hear the language and students are
expected to communicate frequently in
the language during class. Students will
learn culture and geography of the
Spanish-speaking world as taught in
relation to vocabulary topics. Students
will create a restaurant menu and present
the menu along with a sample dish to the
class. Cultural projects will be assigned
throughout the year.
Spanish 7
Continuing with the Realidades text,
students will continue vocabulary
mastery focusing on places, interrogatives,
leisure activities, feelings, family, parties,
restaurants, personal items, room titles
and household chores. Students will use
many stem-changing verbs, irregular
verbs, commands, superlatives and
comparisons. By the end of the third
quarter, students will no longer speak any
English in the classroom without
permission. Students will create several
small skits, write letters to Spanish
speakers, and create mock menus,
architectural structures labeled with
locations, and chore lists.
Spanish 8 or Spanish I (High School
Credit Optional)
Students use their prior knowledge and
new knowledge this year to develop new
syntax and verb skills. Fostering an
understanding and use of the present
indicative, present progressive, and the
preterit will be key. Vocabulary will focus
on advanced numbers, shopping and
clothing, travel, transportation, volunteer
work, community places, pop culture and
technology. Students will interact with
each other mostly in the target language,
create a project based on service-learning
experiences, and give several small
Spanish-language presentations. Students
successfully completing three years of
Middle School Spanish with a final grade
of C or higher will earn one high school
credit.
*****High School*****
Spanish I
This introductory high school course
provides students with productive
language
practice,
both
with
comprehensible language production.
This course encompasses all of the
grammar and vocabulary of middle school
courses. Students will engage in a
Spanish-language mystery, create a
genealogy tree and report, discuss
shopping, service learning, dining and
current events related to the course. (One
Credit)
Spanish II
A continuation of Spanish1, this course
offers natural recycling of its prerequisite
while it further expands student
vocabulary and grammar. Students will
utilize reflexive verbs, time expressions,
irregular preterit and imperfect verbs,
more commands, and the subjunctive in
the present tense. Students will improve
their vocabulary with the additions of
routines, errands, locations, driving terms,
holidays, youth, emergencies and natural
disasters, television, cooking, travel
accommodations, professions and the
environment. Vocabulary development
will be enriched with cooking exercises,
journals, and mock new programs. (One
Credit)
Spanish III
20
A continuation of Spanish2, this class will
challenge students with a new, bountiful
array of vocabulary including medical
emergencies, landscapes, elaborated
hobbies, art and culture, worldly relations,
professions, identification, business and
technology. With an emphasis on verbal
and written skills, students will perfect
many tenses of verbs and further their
knowledge of the subjunctive. Students
will put together mock lessons to review
and show mastery of past vocabulary and
grammar points. Curriculum is enriched
with readings, art, research reports and
cultural presentations. (One Credit)
Advanced
Placement:
Spanish
Language and Culture
A
comprehensive
course
that
encompasses all previous knowledge of
the Spanish language, this class is
designed to develop and challenge
students’ cognitive and deductive skills.
Building upon already developed skills
(from introductory and intermediate
courses), AP Spanish focuses on students’
speaking, reading, understanding and
writing abilities while preparing them for
the AP Spanish Language and Culture
Exam. Proficiency in such skills is
measured in six themes: Global challenges,
science and technology, contemporary life,
personal and public identities, families
and communities, and beauty and
aesthetics. This course emphasizes
mastery of linguistic competencies at a
high level of proficiency. Students are
expected to prepare for and take the
Advanced Placement exam in May. (One
high school credit with possibility of
Advanced Placement and/or College
Credit)
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LEADERSHIP
Service Learning & Leadership
Providing training and experience in skills of leadership, this class includes specific areas such as
human relations, organization and decision making. This class is for any student interested in learning
about and demonstrating leadership. Much of the course involves working on school and community
service projects. (One Credit)
ONLINE COURSES
St. Paul’s Academy offers a variety of online courses to supplement the high school curriculum. A
teacher at St. Paul’s provides support and coordination. Examples of courses available: Math courses
not currently offered at SPA; Computer Game Design; languages not offered at SPA (once graduation
requirement has been met) such as French, German, or Latin; Other Electives.
CAREERS AND COLLEGE COUNSELING CLASS
This class for high school students at SPA provides career counseling and college guidance through a
one-semester course format. The course prepares students for the PSAT or SAT/ACT tests, helps them
develop a study plan derived from practice test scores, guides students in identifying their personal
gifts and skills, and helps students locate college/career information related to future job goals.
Upon course completion, the student will have a Career Path Portfolio containing achievement test
scores, a career path plan, college application materials in their chosen major area, a dependable
strengths inventory profile coordinated with college major choices, and site visits to colleges scheduled
for Spring with their families. Students are responsible for printing out websites and links that are
explored in class for their portfolios. Two working pen-drives with high storage capacity are required
for each class period and students must record URL addresses. Registration for, and completion of
PSAT or SAT/ACT is required for the sophomore and junior students. Guest speakers, workshops and
videos prepared by colleges and Universities will comprise some of the course format. (.5 Credit)
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