Introduction

The secondary academic handbook is intended for use alongside other CRICS handbooks, especially the school handbook. The following information is intended to assist secondary students in grades 7-12 to request semester course schedules and make long-term academic plans with input from teachers and the academic counselor.

Supporting Documents

• CRICS Portal: Handbooks > CRICS School Handbook

General Academic Information

Secondary Grading (Grades 7-12)

Grading System

Students’ grades are reported formally four times per year at the end of each quarter; additionally, progress reports are prepared at the mid-quarter mark to make families aware of academic concerns only. Grades are also posted online for families and students, but the grades are not official until a mid-quarter or end-of-quarter report is made available.

In grades 7-12, the following letter grade values will be used.

Pass or Fail courses

Advanced Placement® classes use a 5-point scale, adding 1 point to each grade above; however, an F in an AP class still receives 0 points.

Class Credit Values

Classes are assigned a Carnegie credit value based on total class meeting hours. Credits are assigned per semester.

Calculating Grade Point Average (GPA)

Grade point average is a calculated average based on grades and credit earned per class. The grade points earned by the letter grade in each class are multiplied by the credit value of the same class. The point values from each class are then added together and divided by the total number of credits. The resulting number (a value between 0.0-4.0) is the student’s GPA. Since AP^® classes are college-level courses, they use the weighted GPA scale (1.0-5.0). Pass or fail classes are not calculated in GPA. You can use a GPA calculator here to make estimates of your GPA for the current grading period. CRICS does not calculate class ranking.

Honor Roll

Honor Roll is determined at the end of each quarter based on a student’s GPA for that quarter. This is documented on the report card and is part of the student’s academic transcript.

A secondary student who has earned Honor Roll status earns the privilege of spending his or her study hall time(s) outside of the designated study hall room. Honor roll students are also considered for our peer-tutoring and teacher assistant programs.

Grade Books

The individual teacher grade book (viewable online) will be the official record for student grades until such time that school personnel transfer that information to the student’s permanent records (i.e. transcripts).

Progress Reports

Mid-quarter “Student Progress Reports” will be prepared for all students who are at risk of academic observation upon the occurrence of 2 D's, 1 F, or lowering grade performance. It is not necessary to wait until the middle of the quarter to send reports to parents. Parents should be contacted as soon as a problem is identified so the teacher(s) can work with the parents as a team to make the necessary adjustments for the student’s growth.

Grade Appeals

Process for Student Grade Appeals

• If a student suspects a possible error in the online grade book, then he or she should first ask the teacher to verify the grade in case of a mistake in recording the grades.
• If the issue is still unresolved, the student would make a written request to the secondary principal.
• The secondary principal will investigate the situation by looking at accounts from both the student and the teacher. The principal then makes the final decision followed by making necessary changes to the grades and creating a written document to explain the reasoning for the changes, which is given to the registrar to place into the student’s file. Consideration must be given to other students who may be affected by the grades.
• Grades must be appealed by July 1 following the school year in question. After July 1, all grades will be final.

Academic Observation

A student will be placed on academic observation when the student’s grade point average is below 2.0, they have received an “F” in a core subject, or they have received 2 “D” grades in core subjects (Bible, LA, Math, Science, Social Studies, Thai, and ELL). The parents will be informed, and the student will meet with the administration to develop an academic improvement plan. An academic improvement plan may include some or all of the following:

• Weekly homework logs signed by the parent
• Behavioral log to be completed by the student and parent
• Scheduled meetings with the teacher, academic counselor, and/or principal
• Assignment to a Student Success Class

The design of the academic improvement plan is at the discretion of the school administration and is created with the parents’ input. The full implementation of the academic improvement plan will greatly affect the outcome for the student.

Credit Recovery

If a student fails a course that is required for graduation, then the student will meet with the academic counselor to create a plan for credit recovery. This plan will be communicated with the secondary principal and the student’s family.

The following are options the counselor may discuss with the student:

1. Repeat the class within the student’s future schedule: This is a recommended option for students as long as the student’s credit total still allows for a timely graduation and aligns with the student’s course planner.
2. Complete a different CRICS course: A different CRICS course may be an option for meeting graduation requirements if an appropriate course is offered within the student’s future schedule.
3. Online Independent Study: Students may be enrolled in an online course for credit by following the CRICS independent study process (see below). These courses do not affect GPA.

Please note: Credit recovery does not replace a previously failing grade on the student’s transcript. A failing grade will remain on the student’s transcript even if they are successful in the credit recovery course. The purpose of credit recovery is to allow for the student to earn the necessary credits for graduation.

Incomplete

Students may receive a grade of incomplete (INC) if they have a documented, extreme extenuating circumstance that prevents them from completing a course in its established timeframe (i.e., surgery, death in the family, etc.).

A student who receives an incomplete must successfully complete the remaining course requirements by the end of the following, or next, semester in order to receive a final grade and the appropriate course credit. This means a student has one additional semester to complete an incomplete course.

Extracurricular Eligibility

CRICS works diligently to provide a variety of quality and challenging extracurricular activities in the areas of academics, athletics, and fine arts. We believe that these opportunities support students in developing physical and mental health, moral character, work ethic, and leadership abilities that are critical to their adoption of our ESLRs in their lives. However, extracurricular activities are a support to the primary activities of the school day, and so come second to success in the core curriculum. A student can become ineligible for extracurricular activities in the following ways:

• The student has entered academic observation by scoring an F grade or 2 D grades or lower.
• A teacher determines that a student is not meeting the minimum expectations of the class.
• The student has exhibited significantly inappropriate behavior or has shown behavior that makes extracurricular events a concern for themselves or others as determined by the secondary principal.

Under any of these situations, the student will not be allowed to participate in extracurricular performances, competitions, games, or other events; however, participation in practices/rehearsals is still allowed and encouraged unless it hinders a group’s progress or conflicts with efforts to improve academic or behavioral performance. 

An ineligible student will be immediately reactivated for full participation in extracurricular events when the principal has reviewed an Extracurricular Eligibility Waiver and has deemed the student to have completed work or improved their performance above the minimum requirements of academic observation or to be working at a level that is acceptable for the ability and situation of the student with consideration to learning plans and unique situations. Principal clearance by Eligibility Waiver must be obtained in a time sufficiently prior to the performance, competition, meet, or game to give teams and groups time to prepare for a potential absence.

Note: The principal may waive academic observation if it is the consensus of the student’s principal, teachers, and ASP teachers that the student has begun working at or near his/her potential, even though he or she is still receiving low grades.

CRICS Courses

Graduation Requirements & Recommendations

Additional Graduation Expectations & Advice

• All students are required to take a half-credit religious studies (Bible) course each year of enrollment.
• Students preparing for college in the United States are encouraged to take the following: an additional credit of math at the level of Algebra II or above, an additional credit of science, a credit of U.S. History, and an additional 0.5 credit or more of social studies.
• Always check with your future educational institutions to get the most accurate expectations from their admission officers. Some schools require classes that are not common CRICS courses. Please see the academic counselor if you have questions.

Transcripts

• Unofficial transcripts can be viewed through the family portal on FACTS.
• Transcripts can be requested through your academic counselor until graduation, at which time you will need to make a document request through our website.
• Transfer credits from other institutions will show on your transcript as a course name, grade, and credit amount, but these courses will not affect CRICS Academic information or decisions such as GPA, valedictorian or salutatorian, extracurricular eligibility, or other rights and privileges of students.

Thai Studies

According to Thai government regulations and CRICS policy, Thai language study is required for all students grade K-8 and all students who have not already taken 2 years of Thai Language and Culture. The requirements are available from the Thai Department Head upon request. The CRICS Thai program is provided primarily for full-time CRICS students and follows prescribed standards for history, language, art, geography, government, and culture from the ISAT and ONESCA, our Thailand accreditation organizations.

Advanced Placement^® Courses

CRICS offers Advanced Placement^® (AP) courses when teaching staff are available and willing. “AP gives students the chance to tackle college-level work while they’re still in high school and earn college credit and placement” (copied from http://ap.collegeboard.org). As may be expected of college-level courses, the time needed for assignments, studying, and deep understanding will exceed the CRICS homework policy. By choosing to enroll in an AP course at CRICS, parents and students recognize this need and agree to devote the necessary time to these higher-level courses. Additional information that is crucial for parents and students to understand and agree with can be found on this AP Principles site.

Students are not required to take an AP exam at the end of the year, although it is highly recommended. Students may not repeat an AP course.

Each AP course has its own prerequisite(s) in an effort to ensure that students can be successful in the course. In addition to the course-specific requirements, all AP courses are contingent upon teacher recommendation.

AP® is a trademark registered by the College Board, which is not affiliated with, and does not endorse, this handbook.

Advanced Placement (AP) Testing

• Successful completion of an AP test will not affect a student’s GPA or credits towards graduation.
• CRICS will offer AP exams on campus upon request and according to the College Board schedule.
• These exams are not included in regular student fees, so the cost is the responsibility of the family. Payment of the testing fee is required by the end of October for testing in May.
• Students can report AP test results directly to the university or institution of their choice.
• We have been informed by university admissions professionals from around the world that universities will assess a student's performance in the context of the school environment. They will check to see that the student has challenged himself or herself to take the most rigorous courses offered at the school. They will not penalize a student for what the school does not offer (such as AP courses), but they will question a student who does not take advantage of every rigorous classroom opportunity that the school does make available.
• Online AP Courses
  • Students wanting to take AP courses may take online AP courses separately from the CRICS curriculum. AP Courses are completed in addition to regular, required CRICS courses. Online AP courses do not substitute for courses in the core CRICS curriculum nor for AP courses offered in person at CRICS.
  • The student takes the course on his or her own time and at his or her own expense.
  • AP online courses are extremely time-intensive. It is not recommended that any students take more than one online AP course per semester. A personal commitment by the student and family to spend additional time studying and  preparing is crucial for success in the class and on the test. An online AP class may take as much as two hours of additional study time per school day in order to score a 4 or 5 on the exam.
  • Students who choose to take an online AP course need to consider whether they can give the necessary time to required CRICS courses in addition to adding a separate AP course.

Independent Study Courses

1. At CRICS, students are encouraged to pursue studies both at CRICS and outside of CRICS based on need and interest.
2. CRICS does not allow distance courses to replace courses that CRICS already provides and that can be made available to a student’s schedule.
3. Secondary students can complete independent studies for credit when a student has an interest in a course that CRICS does not provide. Such courses, credits, and grades can be transferred onto the CRICS transcript. These results will not be calculated into the GPA.
4. Dual enrollment courses (high school and college credit) are also an option through approved universities. Setting up the dual enrollment relationship is the responsibility of the interested student - with some assistance and approval from the academic counselor. All independent study course expectations apply to dual enrollment.
5. Currently, CRICS faculty only support test proctoring through BYU and only for CRICS students.
6. Students may not be enrolled in CRICS classes below the 5.5+ credit per year and the maximum 5 study halls expectations until the institution contacts the academic counselor with access to the course information after the students has paid and enrolled.
7. Courses must be provided by an accredited online school with prior approval from the Secondary Principal, the Academic Counselor, and the Curriculum Director. If you are not sure whether an online program is accredited then you should clarify with the CRICS administration before enrolling.
8. CRICS retains the right to include additional requirements on a case-by-case basis, such as mastery tests, teacher records, creation of products, on-site proctoring, etc.
9. Completion of online coursework will not result in a discount on yearly tuition at CRICS.
10. CRICS will not provide funds to cover the cost of an online course.
11. Taking courses over the summer or during the student’s own time does not mean that students will have more free time during the school day when class is in session.
12. Our policy requires that students have no more than 5 study halls per week. While no additional study hall periods should be expected to be added, a student who is participating in approved online courses may request additional study hall periods through the academic counselor and the secondary principal.
13. The CRICS administration reserves the right to limit the total number of online courses that are accepted toward meeting graduation requirements and complying with accreditation expectations.

Independent Study Process

1. Students must make a copy and email this Independent Study Proposal for independent study to the academic counselor to begin the proposal process.
2. Academic counselor reviews the proposal with the curriculum director or secondary principal.
   1. Courses must be approved by the end of the 2-week add/drop period at the beginning of the semester.
   2. The committee determines if the course meets the required standards, adds additional requirements (if necessary), and approves or denies the course.
3. After approval of an online independent study course, the student must connect the academic counselor and CRICS (using the CEEB code) to the online course.
4. During the independent study, the student will update the academic counselor on progress and performance at least once at mid-course.
5. Upon completion of the course
   1. Online Independent Study - The academic counselor will access the final record directly from the provider.
   2. Home-based Independent Study- The student will submit graded assessments, logs of time spent on course study, and the teacher’s final assessment to the academic counselor. CRICS may require additional interviews and/or mastery assessment as part of the validation process by the principal, vice principal of curriculum, and the academic counselor.
   3. If the student successfully completes the course, then the academic counselor will inform the registrar for inclusion on the student’s transcript and inform the student and parents.

Mathematics Advancement Policy

• Grade 6 Students are given the opportunity to complete pre-algebra mathematics studies during the summer so that they may begin Algebra 1 in 7th-grade. This would put students on An advanced track that would culminate in taking calculus AB during grade 11 and possibly calculus BC during grade 12. This is an optional challenge and is not required of any student. Often, students begin and decide to quit during the summer because it is a large amount of work to accomplish in a short amount of time. Please ask your 5th-grade teacher or the secondary principal about this opportunity.
• Geometry and Algebra 2 are content areas where a student might be able to take both courses simultaneously. This would require a request during the prior year to schedule to allow for these courses to both be taken together or for the student and family to find a way to take one of the two courses through Independent online learning.
• Other creative mathematics advancements may exist and would be considered on a case-to-case basis.

Adding or Dropping Courses (Grades 7-12)

Students may drop or add courses during the first two weeks of each semester in rare circumstances when the change is in the best interest of the student’s academic plan, and the student has permission from the...

1. Teacher of the course being dropped
2. Teacher of the course being added
3. The student’s parents
4. The academic counselor

No record of a course change will be made on a student’s transcript if the change is made during the first two weeks of the semester.

1. The Add/Drop provision is primarily an opportunity given to secondary school students who discover in the first two weeks of a course that it is not what they expected or that another more suitable course should be included within their course of study.
2. Students who withdraw from a course after this two-week period, or at a later point in the year, will generally receive a report of “Withdrawal” and no credit on the academic transcript. This particularly applies when a student withdraws from a full-year course after the first semester. Withdrawals can have a negative impact on a student’s GPA. Situations will be considered on a case-to-case basis.
3. Withdrawal is not allowed for courses that are required for graduation.

Valedictorian Selection

Each year, school leadership will select a student or students to be named class valedictorian for excellence in academic work based on the following considerations:

• Two or more school years at CRICS
• GPA of 3.8 or higher
• Total number of high school credits
• Academic rigor of courses taken during high school
• Overall accomplishments as a high school student

Course Selection & Scheduling

The secondary academic planner includes key information for course selection and scheduling specific to each grade level.

Not all courses listed below are offered every semester. The secondary class schedule for each school year identifies the courses offered for that school year.

SECONDARY COURSES

Language Arts

Language Arts 7

Language Arts 7 includes the study of literature, vocabulary, writing, grammar, and speaking. Students study various genres of literature, which includes analysis and evaluation from a biblical perspective. The vocabulary words are based on classical Greek and Latin root words. This course includes the following types of writing: narrative, expository, persuasive, response to literature, and one research paper. Parts of speech and other key elements of grammar are studied in order to improve students’ writing. Class discussions, oral presentations, and debates are used to help students develop skills in speaking clearly and confidently.

Language Arts 8

Language Arts 8 includes a study of various literary selections including classic and contemporary fiction, non-fiction, poetry, and a play. Writing assignments are designed to enable students to develop skills as writers through narrative, expository (research paper using MLA format), persuasive, and response to literature pieces. Additionally, time is spent to improve grammar, mechanics, usage, and research skills. Studying vocabulary words also improves students’ abilities to read and write.

Language Arts 9

This class is a study of various literary selections. It is also a course designed to enable students to develop skills as writers through a variety of writing situations. We will spend time improving grammar, mechanics, usage, and research skills. Studying vocabulary words will also improve your ability to read and write.

Language Arts 10

Over the course of the year, we will explore various works and genres of literature while honing our writing, discussion, and critical thinking skills. Texts include the main textbook, various supplemental handouts, classic novels, short stories, and poems. The overarching goal of this class is to encourage students to think, discuss, and write critically about the works we read and the larger world in which these works have found their place. By the end of the year, students will successfully execute reflective writing, literary analysis, argumentative writing, and, of course, MLA-based research. Sharp grammar and usage is the expectation for all writing, and we will practice grammatical skills repeatedly over the course of the year. Along the way, we will also broaden vocabulary exposure and understanding through various terms and words that we encounter in our readings.

Language Arts 11

The 11th grade English Language Arts curriculum pursues the development of critical thinking skills for application in reading and writing. This course will develop the student’s abilities in literature analysis, considering various genres with a particular emphasis on poetry analysis and reading of whole novels. Generally, the class aims at developing understanding of the worldview presented in each work of literature, considering the value of that worldview for one’s life. Analyzing and thinking critically about literature, students also learn to communicate insights through writing.

One primary goal of this course is to help students grow in understanding their own worldview, worldview of authors studied in the course, and also the biblical worldview. Greater understanding of worldview should impact the decisions and direction for a student’s life. The course will also focus on developing the student’s writing processes by integrating features and conventions of writing that improve the overall quality of the student’s writing and the ability to apply writing processes to specific contexts. Writing well will allow the student an outlet for expressing worldview. Students will also develop vocabulary and knowledge of Latin and Greek roots used in the English language. Classwork will review conventions of the English language including grammar, usage, mechanics, and problem areas for writing.

Language Arts 12

Language Arts 12 studies a selection of the English world of writers. British literature analytical classwork will develop student reading comprehension and critical analysis of British literature from various literary periods. Students will develop their skills as writers through a variety of writing situations, including proficiency in organization, development of written thought, utilizing textual evidence as effective support, and continual reviewal of the conventions of writing and the English language, such as grammar, usage, mechanics, and problem areas specific to each student concerning academic writing. Students will also hone their speaking and listening skills through ongoing opportunities to share projects and presentations with the class.

Mathematics

Math 7

Math 7 is intended to be taken after Math 6 and is designed for students who are needing support to be prepared for pre-algebra. This class usually consists of a small number of students, five or fewer.
 

Pre-Algebra

Pre-algebra provides students with the basic understanding needed to function in everyday life and in the non-specialized workplace. Pre-algebra also provides the essential skills needed to apply algebraic concepts to problem-solving. Pre-algebra is available to students who have completed Math 6 and/or Math 7. Pre-algebra will prepare students for studies in Algebra 1. Students in grades 6-9 may be eligible for this course.

Algebra 1

Algebra is a branch of math that teaches students how to use symbols and numbers to represent quantities and how to use rules to manipulate them. Variables, formulas, functions, and other concepts are introduced in this class to lay a foundation for higher-level math classes in high school and beyond. Students use equations to model a variety of similar but different situations that appear in our lives, so it is a very useful branch of math. The prerequisite course is Pre-Algebra. This course is followed by Geometry.

It is typically taken by 8th graders at CRICS, but very advanced students in Grades 7 are allowed. Students in any higher grade level can take this course once they have successfully completed Pre-Algebra.

Geometry

The Geometry course includes an in-depth analysis of plane, solid, and coordinate geometry as they relate to both abstract mathematical concepts as well as real-world problem situations. Powers of abstract reasoning, spatial visualization and logical reasoning patterns are improved through this course. Topics include logic and proof, parallel lines and polygons, perimeter and area analysis, volume and surface area analysis, similarity and congruence, trigonometry, and analytic geometry. Emphasis will be placed on developing critical thinking skills as they relate to logical reasoning and argument. Prerequisite: Algebra I; This course is generally taken between Algebra I and Algebra II, however, deviations from this schedule can be made for special circumstances. Required materials: scientific calculator, protractor, compass, graph paper. Grades 8-12 are possible.

Algebra 2

This course is designed to build on algebraic and geometric concepts from Algebra 1. It develops advanced algebra skills such as systems of equations, advanced polynomials, statistical values and analysis, imaginary and complex numbers, quadratics, and concepts and includes the study of trigonometric functions. The content of this course is important for students’ success on both the ACT and college mathematics entrance exams. Students who complete Algebra II should proceed to Pre-Calculus.

Grades 9-12 are possible.

Pre-Calculus

This course is designed to cover topics in Algebra ranging from polynomial, rational, and exponential functions to conic sections. Trigonometry concepts such as the Law of Sines and Cosines will be introduced. Students will then begin analytic geometry and calculus concepts such as limits, derivatives, and integrals. This class is important for any student planning to take a college algebra or college pre-calculus class.

Grades 10-12 are possible.

Probability & Statistics

Students who wish to take probability and statistics must first successfully complete Algebra 2. During the course of probability and statistics, students will learn about the major concepts and tools used for collecting, analyzing, and drawing conclusions from data. You’ll explore the probabilities of simple and complex events and statistics including discussion and activities, and you'll design surveys and experiments. New skills will consist of selecting methods for collecting or analyzing data, describing patterns, trends, associations, and relationships in data, Using probability and simulation to describe probability distributions and define uncertainty in statistical inference, and using statistical reasoning to draw appropriate conclusions and justify claims.

Grades 11-12 are possible, with consideration for Grade 10 under specific circumstances.

Calculus

Students enrolling in calculus must first have completed precalculus. The calculus class will explore the concepts, methods, and applications of differential and integral calculus. You’ll work to understand the theoretical basis and solve problems by applying your knowledge and skills: Determining expressions and values using mathematical procedures and rules, Connecting representations, justifying reasoning and solutions, and using correct notation, language, and mathematical conventions to communicate results or solutions.

Grades 11-12 are possible.

Social Studies

Social Studies 7

Social Studies 7 exists to bring students an awareness of the social movements of mankind across the globe from about 1400 to World War 1. Skills in processing, note-taking, map reading, and graciously sharing convictions and opinions will be learned, practiced, and assessed. This class follows the foundations laid in elementary school social studies and begins the journey of students into deeper critical thinking and student ownership of learning achieved in high school.

Social Studies 8

This class will survey Southeast Asian history and culture including the following countries: Myanmar, Laos, Thailand, Cambodia, Vietnam, Singapore, Malaysia, Indonesia, and the Philippines. East Timor and Papua New Guinea may also be studied briefly. Students will learn how geography, events, cultures, and peoples combined to create and shape the countries of Southeast Asia. Particular attention will be given to the period of colonization, World War 2, and the Vietnam War in awakening the spirit of independence in many Southeast Asian nations. Students will also be challenged to examine cultural and religious elements within an overarching worldview of God’s love for these nations. This class includes a large project for the 4th quarter where students research and present on their own passport country.

World History & Geography I

This class is a survey of world history events from the first civilizations and empires up to the world events of 1500. The course also begins a survey of the earth and its resources, of the use of those resources by man, and of the geographic and cultural features of the people in the various regions and countries of the world. This is a two-year course which comes to completion in 10th grade. Students will be challenged by the people groups they study as they grow in a deeper appreciation for the people and places of the earth as well as grow in understanding of God’s sovereignty in ordaining the times of peoples on the earth.

World History & Geography II

This class is a survey of world history from the Renaissance until the present. We will also continue in a survey of the earth and its resources, of the use of those resources by man, and of the geographic and cultural features of the people in the various regions and countries of the world. This is a two-year course which you began as a 9th grader. You will be challenged by the people groups we study as we grow in a deeper appreciation for the people and the places of the earth. In addition, you will grow in understanding of God’s sovereignty in ordaining the times of peoples of the earth.

Economics

This class is an introduction to the field of economics for students in grade 11. The complex nature of people and their dealings with resources will be unraveled as we work through the semester. Fundamental ideas like choice, supply and demand, unemployment, trade, and how the government fits into the mix of economics will be discussed, among other topics. Students will be encouraged and assessed in their application of concepts to their practical day-to-day stewardship of resources.

Comparative Government

The course introduces methods social scientists employ in comparing countries, examines multinational organizations (e.g., UN, ASEAN, EU), and compares nations across a number of topics (e.g., power and authority, democratization). The focal countries for comparison in this course include the following: Thailand, U.S., South Korea, U.K., Russia, and China. Important biblical concepts and themes are interwoven throughout the course (e.g., shalom, the kingdom of God).

Psychology

Psychology is an introductory course on the history and theories of human behavior. This course provides students the opportunity to explore psychology as the scientific study of mental processes and behavior. Areas of study include the Scientific Method, Development, Cognition, Personality, Assessment and Mental Health, and the Socio-Cultural and Biological Bases of Behavior. The students will explore historical and current theories to understand human behavior and mental processes including thoughts, emotions, beliefs and personality. Secular and Christian philosophies and significant theorists will be presented and critiqued. 

US History 11-12 **old- needs to be replaced with AP WH:M

US History is an independent study course available for 11th or 12th graders. It is optional, yet recommended for students preparing to attend university in the United States or for students planning on majoring in the social sciences. This class is a survey of US history spanning from the end of the Civil War to the present. It has two main objectives. The first is to give students a working knowledge of the major events & key figures in the United States during this time period. Secondly, this course will give students an opportunity to develop essential discipline and study skills necessary for higher education.

Science

In high school, students can follow the graduation track or advanced track for science.

Science 7

Science 7 focuses on scientific explanations and emphasizes topics in life science. Units include characteristics of life, cellular structure, and function, cellular and organism reproduction, genetics, heredity and evolution, the human body, and plant processes and reproduction. Fundamentals of scientific processes, reading scientific texts, and notetaking skills are introduced, and students are provided with frequent opportunities to develop inquiry skills.

Science 8

Science 8 focuses on scientific problem solving and emphasizes the earth science content standards. Units include: Understanding the Universe, Earth and Geologic Change, and Exploring Ecology. The text's pedagogy (chapter outlines, core concept maps, and overviews) reveals how the science disciplines are interrelated and integrated throughout the text. It continues to introduce basic concepts and key ideas while providing opportunities for students to learn reasoning skills and a new way of thinking about their environment.

Physical Science 9-10

Physical science is the standard science course for 9th-grade students on the graduation track. Foundations of chemistry and physics will be investigated in the topics of forces and motion, energy, waves, matter, and reactions. Earth science principles are incorporated throughout the curriculum. Scientific processes are applied to all topics, and laboratory work will be used to enhance the understanding of concepts. All students in physical science will complete a science fair project to develop their understanding of the systematic process of the scientific method.

This course is available for students in grades 9-10.

Biology

Biology will be taken by 9th graders on the advanced science track, and 10th graders on the graduation track. This course emphasizes molecular and cellular biology, reproduction and genetics, biological relationships, ecology, and the diversity and complexity of organisms with which we share this planet. Basic laboratory skills and experimental design will be introduced and utilized throughout the course. Students also develop skills associated with reading and understanding scientific texts. All students in biology will complete a science fair project to develop their understanding of the systematic process of the scientific method.

This course is available for students in grades 9-10.

Chemistry

Chemistry explores how the submicroscopic composition and structure of matter influences the properties and changes of matter on a macroscopic scale. Through laboratory work, inquiry-based activities, lectures, and reading, students will develop a basic understanding of chemical principles. Topics include atomic structure, periodic properties and trends, chemical bonding and reactions, stoichiometry, solutions, and nuclear chemistry. Emphasis will be placed on the development of laboratory practices and process skills. Students need to have completed Algebra 1 to be successful in chemistry.

This course is available for students in grades 10-12.

Human Anatomy & Physiology

The Human Anatomy & Physiology class provides a working knowledge of both the structures and functions of all major body systems, including the tissues and organs that make up those systems. It is a great segway for students interested in pursuing medicine, nursing, physical therapy, or other healthcare professions. Previous study of biology and chemistry is highly recommended. Hands-on experience with dissection and microscope use will enhance the learning process.

This course is available for students in grades 11-12.

Physics 11-12

Physics is the branch of science that is concerned with the nature of matter and energy. Through quantitative and qualitative research and investigations, students will utilize the principles and laws of Physics to gain a better understanding of the world around them. This course is designed as an introduction to the field of physics and is intended to provide students who wish to pursue science, engineering, or STEM-related careers a foundation from which to further their study of this exciting branch of science.

This course is available for students in grades 11-12.

Bible

Bible 7

Students will study Bible characters from the Old and New Testament and learn practical, down-to-earth skills based on biblical examples and principles. Using both positive and negative examples, students will discover that challenges can be overcome by strength and character. Romans 8:37 reminds us that we all can be “more than conquerors” through Him who continues to love us. Our goal is to be transformed from within as we cooperate with the Holy Spirit, whose job it is to conform us to the image of Jesus Christ.

Bible 8

Students will study Bible characters from the Old and New Testaments. Students will study each character in regards to how it points ahead to Jesus, how Jesus is the better version of them, how they can see the gospel through each character, and how they can speak that gospel into their own lives and into the lives of their classmates.

Bible 9

Students will study the life of Christ. We will explore together what Jesus means to the world both historically and spiritually. The emphasis of our study will be the New Testament book of John. We will be inspired by the lives of saints as we learn more about the lives of followers of Jesus, past and present. Students will engage in a variety of spiritual disciplines throughout the course.

Bible 10

The main objectives of Bible 10 will be to understand who God is and to study the practical application of the Christian faith. Much of our biblical study will be based on Romans and other epistles in the New Testament. I also hope to provide a safe environment for students to begin to explore and wrestle with difficult or controversial issues relating to the Christian faith.

Bible 11

The theme of this course is “How to read, understand, and interpret the Bible.” You have been learning Bible stories and teachings for many years, and now it is time to go deeper into how the Bible was made and how to interpret its various teachings. This year, you will learn about the theories of interpretation, hermeneutics, exegesis, and how these apply to the various genres in the Bible.

Bible 12

The theme of Bible 12 is Biblical Leadership. We will study biblical characters and principles that relate to leadership. We will also create & implement Senior Service Projects based on each student’s personal values and skills.

Computer Science

Computer Science 7

Computer Science 7 prepares students to work at an intermediate level with Google Workspace and gives students an intermediate understanding of block coding.

Computer Science 9

This course is an introductory course to computer science. Students learn about computer systems, creative problem-solving skills, computer algorithms, and programming languages to improve creative thinking and coding skills that are the basis of computing thinking skills. In particular, students will learn about the latest technologies related to information and communication and the direction of fusion/complex future development.

Computer Science 12   needs to be updated

This course is an introductory course to computer science. Students learn about computer systems, creative problem-solving skills, computer algorithms, and programming languages to improve creative thinking and coding skills that are the basis of computing thinking skills. In particular, students will learn about the latest technologies related to information and communication and the direction of fusion/complex future development.

Application Basics with Java

In this Introduction to Java Programming training course, students in grades 8-12 gain extensive hands-on experience writing, compiling, and executing Java programs. They will learn to build robust applications that use Java’s object-oriented features. Java is known for reliability, maintainability, and ease of development. Its unique architecture enables programmers to develop a single application that can seamlessly run across multiple platforms.

Introduction to Data with Python

In this high school computer science elective course, students will learn about the basics of the Python programming language. Students will be learning how to use Python to analyze both numerical and non-numerical data and use that data to find trends and extrapolate into the future

Microprocessors with Arduinos

In this high school (grades 9-12) computer science elective course, Microprocessors with Arduinos teaches students basic circuitry as well as the basics of microprocessors - all while equipping students with safe practices when dealing with electricity. Students will learn how to construct circuits and analyze the flow of electricity, as well use Arduinos to code simple programs to control those circuits.

Physical Education & Health

PE & Health 7-8

Physical Education (PE)

All 7th grade will participate in one PE class weekly for the school year. In this class the students are expected to dress in the CRICS-approved PE uniform and sneakers. The students will engage in moderate to vigorous physical activities to develop and refine fitness levels, game, dance & gymnastic skills.

Health

Students will participate weekly in a health class to know and understand the most common health risks facing adolescents in each of the six core areas of the Health curriculum (Nutrition, fitness, drugs and alcohol, sexual health, mental health, and healthy relationships) In addition, students will know and understand strategies they can use make healthy choices and keep themselves and their peers physically and emotionally healthy.

PE & Health 9-10

Physical Education (PE)

Students will participate in one PE class weekly for the school year. In this class the students are expected to dress in the CRICS-approved PE uniform and sneakers. The students will engage in moderate to vigorous physical activities to develop and refine fitness levels, game, dance & gymnastic skills.

Health

Students will participate weekly in a health class to know and understand the most common health risks facing adolescents in each of the six core areas of the Health curriculum (Nutrition, fitness, drugs and alcohol, sexual health, mental health and healthy relationships) In addition, students will know and understand strategies they can use make healthy choices and keep themselves and their peers physically and emotionally healthy.

PE Leadership 11-12

The 11th and 12th-grade student will learn valuable leadership skills through planning and teaching PE lessons for the elementary classes for the year. This is achieved through the following two steps:

Classroom theory and planning

The students will learn educational theories and principles needed to teach each week. They will also be taught how to plan and write lessons to then be taught to an elementary PE class.

Teaching

The students will teach their created lesson plan to an elementary grade PE class. Each week a new student will be the lead teacher of all the student teachers and class.

Physical Education (PE) Activities & Electives

Badminton

The purpose of the badminton class is to enable students to understand the basic play of the game and to develop skills that allow them to be competitive. All skill levels are welcome.

Basketball Training

Players of all ability levels are taught the basic through intermediate skills of playing the game of basketball. Each class will consist of a series of skill drills and game-like opportunities to practice those skills that are tailored to the skill level of the players. Individual and small group training courses can be requested.

Golf

Golf will provide students with the basic knowledge and skills of the game of golf to participate at an introductory level. Students will learn the basic rules and expectations of the game as well as how to use putters, use irons, and use drivers.

Gymnastics

Beginner Gymnastics- This comprehensive course is an introductory Gymnastics class in which students will be instructed in basic skills like: bridge, forward roll, backward roll, headstand, handstand & cartwheel. Students will also learn the basics of trampoline & vault use.

Intermediate Gymnastics- Students who have taken the Beginner level and have been recommended by the teacher to move up may sign up for the intermediate level. This is a floating elective during open study halls (based on the availability of the teacher). Students will have the opportunity to practice & perfect basic skills, as well as learn new skills like back extension roll, round-off, aerial, back-walkover, front walkover, back handspring, front handspring, back tuck, and front tuck.

Pickleball

Students will spend time during class learning the basics of Pickleball including drills to improve competency and skill. Throughout the course students will increase their familiarity with pickleball as well as their understanding of the rules and strategies for the game. Students will have the opportunity to engage in pickleball games with each other.

Rock Climbing

Students will learn the basic aspects of safety and technique relating to beginning rock climbing in an indoor environment. Students will be required to learn safety with and without a rope and demonstrate these skills multiple times before they are allowed to climb. Climbing will consist of simple vertical climbs, Traverse climbs, and more difficult overhang climbs with belay safety lines.

Rugby

Students will learn the basic rules, skills and tactics of rugby in a skill and small game method that allows learners to safely understand and develop skills for the game. A modified version of touch of game play will be used to keep students safe while still enjoying the game. Students will be engaged in skill development at the level of their experience.

Self-Defense

Self-defense will teach students how to raise awareness of risks, institute regular safeguards, control their fear responses, and to work effectively for their body type and learned behaviors to create distance from a threat. This is not a martial arts class. And it does not encourage any art of fighting. The purpose of this class is to increase the likelihood that participants can perform the tasks of their daily life without victimization.

Soccer Training

Soccer training is available to all skill levels, and will give students the ability to play simple soccer matches and an opportunity to improve their individual skills.

Strength & Conditioning

Strength and conditioning class is for those students that want a good physical challenge to further improve their physical fitness and to prepare themselves for any particular sport they may be participating in.

Weight Training

Weight training class will give students the opportunity to properly and safely lift using weights and low reps to increase muscle mass and performance. The class will focus on form for safety as well as recovery in the expectation of gaining muscle mass and stability over the course of the semester.

Ultimate Frisbee

In this course students will learn how to throw a frisbee in multiple ways. They will learn basic movement as it relates to the game of ultimate frisbee. Students will also learn the rules of the game, be their own referee, and respect the “spirit of the game”.

Volleyball

The purpose of the volleyball training class is to enable students who love volleyball to master the introductory and advanced volleyball skills, usually based on volleyball techniques and skills, and will include volleyball physical training, games practices and volleyball rules. Volleyball coaches will also combine her own experience to demonstrate basic movements to help beginners learn volleyball knowledge and skills.

Seminars

Sophomore Seminar

***needs to be added/updated.

Junior Seminar

This course is required for all grade 11 students once a week as an opportunity to explore post-secondary options under the guidance of the academic counselor.

Senior Seminar

This course is required for all grade 12 students twice a week as an opportunity to explore and prepare for post-secondary education under the guidance of the academic counselor. All of grade 12 will meet once per week for a scheduled class. In a separate second period, the grade 12 students will meet in small groups with the academic counselor for individual encouragement and advice in moving towards post-secondary opportunities.

Fine Arts Electives

Drama

The Drama Class is designed to teach students the fundamentals of theater and acting. Students will learn about scene study, memorization techniques, characterization, how to best utilize their voices and bodies when acting, evaluating a performance, and theater history.

Art 1

Art 1 introduces students to the studio procedures used throughout secondary art classes, what and why artists create, elements of art, principles of design, and various techniques. This course includes a Christian artist spotlight, some art history, and preparation for the annual school art show. In addition to one critique and one self-assessment per quarter, students will complete one project per quarter in their preferred medium. This course may be taken once and can be followed by Art 2.  

This course is designed for students taking secondary art for the first time at CRICS (typically students in grade 7 or those who have not previously taken secondary art at CRICS).

Art 2

Building on Art 1, students in Art 2 continue exploring what artists do, why they create, various techniques, and art history. Students also demonstrate elements of art and principles of design. In addition to one critique and one self-assessment per quarter, students will complete one project per quarter (including 1 mixed media piece each semester). This course may be taken once and can be followed by Art 3. 

This course is commonly taken by grade 8 or 9 students or those who have completed Art 1 at CRICS.

Art 3

Building on Art 2, students in Art 3 continue exploring what artists do, why they create, and art history; they also teach some art techniques to others. Art 3 students learn about and practice the studio habits of mind. In addition to one critique and one self-assessment per quarter, students will complete 3 projects per semester using at least 2 different mediums per semester. This course may be taken once and can be followed by Art 4. 

This course is commonly taken by grade 10, 11, or 12 students or those who have completed Art 2 at CRICS.

Art 4

In Art 4 students have an increased opportunity to direct their art learning. In addition to one critique per quarter, students complete 3 projects per semester using 3 different mediums. Students also continue expanding their art expertise by critiquing one famous artist and compiling a portfolio of their work. This course may be taken once and can be followed by Art - Independent Study.  

This course is commonly taken by grade 11 or 12 students or those who have completed Art 3 at CRICS.

Art - Independent Study

Art - Independent Study is designed for students who desire to continue developing specific, individualized art talents. While the goals of the course are student-directed and teacher-approved, progress reports, reflections, and a portfolio are also expected. This course may be taken for multiple school years based on teacher approval. 

Art - Independent Study A: Students who desire to build their portfolio for university or grow a specific skill may take this course. Students work with the teacher to develop goals that build on prior skills from Art 4. These teacher-approved goals will guide the coursework and assessment. If unique physical art supplies/materials are needed, the student is required to purchase those. 

Art - Independent Study B: Students may choose to take 1-2 courses from 21Draw. The course(s) help further their expertise in a specific medium. If specific technology devices or programs are required, the student is responsible to purchase/provide those. If unique physical art supplies/materials are needed, the student is required to purchase those. 

This art independent study course is commonly taken by grade 11 or 12 students at CRICS.

Orchestra

Students participating in the Concert Band will be challenged to develop their musicianship through improvement in several areas, including: breathing, scales, technique, tone production, singing, and sight-reading. The classroom environment will engage students on a daily basis, and allow for them to discover the uniqueness that they bring to the group as a whole. Students will discover the importance of music to their community through several performances and furthermore, gain a greater appreciation for the special talents they share.

Choir

The concert choir class is designed for students to apply musical skills as they continue to create and experience music as a musical ensemble. Students will gain a basic understanding of solfege, major and minor scales, and 4 part harmonies. Students will convey musical interpretation with the use of dynamics and phrasing, while incorporating facial expression and movement for refined presentation. Students will continue to develop an understanding and appreciation of the differences in music from other cultures and the connections music brings to people, places and time.

Bass Guitar

Students of all skill levels are taught at their current level of ability to grow in their ability to play bass guitar. We will explore writing music, songs as well as 1-2 live performances in the year.

Students will learn music basics and band dynamics as they play with other musicians with a variety of styles.

Guitar

Students I've taught at their current level of ability to continue to grow in their love and skill in playing the guitar. We will explore writing music, songs as well as 1-2 live performances in the year.

Students will learn music basics and band dynamics as they play with other musicians with a variety of styles.

Piano

This course explores music through the medium of piano practicing and performance. An assessment of skill level is done at the beginning of the semester and lessons are taught accordingly. Students will play and listen to a variety of musical styles and cultures. Lessons will involve both independent practice and teacher-led review and lessons. Semester 1 will include a history project and a recital performance. Semester 2 will include a composition project and a recital performance. Piano class can be scheduled during study halls based on availability of the teacher’s schedule.

String Ensemble

String Ensemble is for string instrumentalists (knowledge of music theory and instrument must already be at intermediate level ) based on audition (performance piece and theory test) and approval of the teacher. This course is designed to improve their skills as ensemble performers. Students will learn to collaborate with their peers in a group setting and work together as a team to create music as an ensemble.

HS Worship Team

This course is geared towards exploring leadership, music and encountering the Person of God. We work on musicality, working with other musicians, leading peers and others in worship and developing one's ability to “perform” on stage. It also includes a basics in running AV (sound and technology) in the enabling the singers and musicians.

World Languages

Having trouble deciding what World Languages you should study? Try this World Languages Introduction video, or this World Languages Student Flowchart or contact your academic counselor for assistance.

Thai Language & Culture (Grades 7-12)

Thai Language

Thai curriculum Thai Language Culture and History Curriculum

Link to Syllabus Thai student curriculum (G.7- G.9)

Thai student curriculum (G.10-G.12)

Non-Thai student curriculum (Level 1- Level 5)

The Thai curriculum closely follows government standards for international schools for instruction in Thai art, language, history, writing, and culture. Be aware that our courses do not only focus on speaking and writing but devote class time (2-3 periods per week) to learning in all areas of Thai culture and livelihood as assigned by the Ministry of Education.

Thai Culture Electives

Thai Culture courses are required for many of our students based on the flow chart above. Please consult with your academic counselor for questions or details (counselor@crics.asia). Thai culture electives will focus on a variety of indigenous and even ancient skills, art forms, and expressions that are commonly enjoyed or employed by people from Thai cultural backgrounds. The intent of the class is to learn Thai Culture, history, and language in the context of these activities.

• Thai Cooking 1
• Thai Cooking 2
• Thai Games
• Thai Art
• Thai Dance
• Thai Sports
• Thai Embroidery

Chinese

This course is providing Chinese language tutoring for the students. School teachers will carefully consider students’ existing knowledge, abilities, interests and learning needs before teaching. The contents will be based on students’ language foundation, classroom performance, in-school and public assessment data and other materials, set appropriate curriculum goals and learning progress for all levels, and then organize the learning content, and ensure that reading, writing, listening, speaking, literature, Chinese culture, moral sentiment, thinking and language self-study is balanced and comprehensive.

Korean

Korean (including levels 1-8) is for secondary students who study the Korean language class as a foreign language. Students will learn how to read Korean characters (hangul) accurately. They can learn the necessary expressions for everyday life and communication. Along with the textbook, various contents such as articles, song lyrics, and drama lines are used so that the students can enjoy learning Korean. In each quarter, students experience Korean culture through various activities. (Prior to the 2023-2024 school year these courses were labeled as Basic Korean.)

Korean Language Arts

In the Korean language class for first-language Korean speakers (based on the Korean language curriculum of the Korean Ministry of Education), students will improve their native language through studies such as vocabulary, grammar, writing, and speaking. They also will develop the ability to comprehensively understand literary works and learn the culture of their home country through various activities. These courses include elementary (grades 1-6), middle school (MS), and high school (HS). (Prior to the 2023-2024 school year these courses were labeled as Korean NIE for MS and HS.)

Korean History

Korean History is a course for Korean students that surveys the history of Korea from prehistory to modern time. Apart from political history, developments in social, economic, intellectual, cultural, and diplomatic affairs will also be discussed. This course can help students know and understand the history of their home country as Koreans and help them cultivate identity and instill pride as members of the global Korean people's network. Students who are third culture kids are encouraged to have a balanced perception of history by thinking in connection with world history and Korean history.

General Electives

Creative Writing

The creative writing course teaches students a number of techniques used by modern-day fiction writers. Students complete a number of assignments that are designed to help them develop skills in using techniques such as point of view, showing (not telling) a story, setting, plot, characterization, using all the senses, just to name a few examples. Students write original short stories as summative projects in the course.

Debate

In the debate elective, secondary students learn argumentation skills and participate in debates with their classmates. Students research past and current issues, being prepared to defend either position, and develop critical thinking and public speaking skills as they articulate clear and valid arguments.

Evangelism

This course provides a biblical and cultural exploration of evangelism or effective methods of sharing this story of Jesus and the narrative of scripture with those within our sphere of influence. The focus of the course will be on how to have a life that involves the power of Jesus that can be shared as well as how to tell the story of Jesus and your own story of faith. This will involve some apologetic conversations, but we will mostly focus on building relationships and having productive meaningful conversations that demonstrate love and communicate truth. Much of this class will be experiential involving role play and some challenges to pray and act within your own life. This class has clear learning objectives but will also adapt to some elements of your personality and lifestyle.

HS Grammar

This course provides individualized grammar lessons, enhancement, and support for high school students desiring to improve their English grammar and writing.

Woodworking

This course will help students discover and enjoy their creativity through practical application, using their hands to build “things” out of wood and plastics. Our goal is to help our students enjoy learning and developing practical skills and cultivate a love for working with their hands, building, and creating.

They will learn how to safely use different tools, both electric/battery tools and hand tools. We will engage in different skills needed for a variety of trades such as building, carpentry, furniture making, etc, Projects are both service and interest focussed as a way of diversifying the skills that students can develop while still giving them choices in their projects.

Introduction to Photography

Photography is open to high school students in grades 9-12. Starting with the history of photography, students will learn the basics of composition and lighting that can be applied to any photography from their phone to professional DSLR. Students will have the opportunity to work with DSLR cameras and learn how to shoot in full manual. Genres and ethics in photography are also included. This foundation will be a prerequisite for Videography, Yearbook, and Digital Processing.

ChatGPT for Leadership

This course Give students a practical understanding and experience of how to use chat GPT as a tool to improve the way that they serve in their roles on campus and in the future. The artificial intelligence service is free, but it is only available to people who meet the age restrictions provided in the user policy. The mini-series A Band of Brothers will be used as a framework to discuss and develop morality and character in leadership as part of the course. This mini-series contains scenes and language appropriate for war during World War II. Parents must give permission using this permission form prior to the beginning of the class.

ELL College Readiness

Whether a student wants to study Graphic Design, Psychology, or STEM fields, this course will tailor-design academic readings with presentation skills development. We will work on scholastic vocabulary usage and internet research for analysis. This course's aim is to support students from English as a Second Language (ESL) backgrounds in preparing to study abroad.

Sewing

Beginner Sewing- This comprehensive course is an introductory comprehensive clothing construction class that teaches basic sewing skills for personal creativity and enjoyment or commercial employment. First semester you will work through the basic elements of fabric choice, how to decipher the pattern envelope and instructions, sewing machine fundamentals, and small beginner step-by-step projects. Second semester you will begin expanding your wardrobe by sewing your own clothing and accessories.

Intermediate Sewing- Students who have taken the Beginner level AND have been recommended by the teacher to move up will sign up for the Intermediate level. This is a floating elective during open study halls (based on the availability of the teacher). The structure is similar to the beginner class, however, students will work more independently, study fashion design, and attempt more challenging sewing assignments.

Student Success

Student Success class helps students learn and develop skills in order to be more successful in academic classes. Relevant skills include: note-taking, keeping a calendar, organizing book bags, keeping a notebook, monitoring emotions, etc. The class will require the students to set up meetings and email teachers in classes where they are struggling. The students will also write academic, organizational, and personal goals in order to monitor progress throughout the semester.

Teacher’s Assistant 1

The purpose of the Teacher’s Assistant (TA) program at CRICS is to introduce secondary students to different aspects of the teaching and learning process and to provide assistance to staff members. In this program students have the opportunity to serve the teachers and students of CRICS while developing their own skills as members of a caring community that values excellence and critical thinking. Students benefit from job-like experience and have the opportunity to observe, and possibly experience, teaching; this enables some students to determine if teaching is an area of personal gifting.

*Participation in the TA program is subject to an approval process involving a brief application and approval by a team including the TA coordinator, academic counselor, and secondary principal.

Teacher’s Assistant 1 - TA level one involves work completed only during the TA class period.

Teacher’s Assistant 2

Prerequisite: successful completion of at least one semester of Teacher’s Assistant I and approval by the TA coordinator, partnering teacher, and others as may be needed

The purpose of the Teacher’s Assistant (TA) program at CRICS is to introduce secondary students to different aspects of the teaching and learning process and to provide assistance to staff members. In this program, students have the opportunity to serve the teachers and students of CRICS while developing their own skills as members of a caring community that values excellence and critical thinking. Students benefit from job-like experience and have the opportunity to observe, and possibly experience, teaching; this enables some students to determine if teaching is an area of personal gifting.

*Participation in the TA program is subject to an approval process involving a brief application and approval by a team including the TA coordinator, academic counselor, and secondary principal.

Teacher’s Assistant 2 - TA level two has a prerequisite of successful completion of at least one semester of Teacher’s Assistant 1 and approval by the TA coordinator, partnering teacher, and others as may be needed. TA level two could involve homework outside of class such as planning a lesson, teaching a lesson to a younger grade level, tutoring, observing a lesson and discussing it at another time with the teacher, etc.

Western Cooking 1 (Semester 2 only)

If you’re just learning how to cook or you want to review the basics, then this class is for you. It’s a skills-oriented course designed to provide firsthand experience in basic food preparation. Students will learn basic culinary techniques such as knife skills, making stocks, cooking vegetables and starches, and various cooking methods such as sautéing, blanching, and pan frying. Students will also learn mother sauces, classical ratios, how to read and follow a recipe, and much more.
 

Yearbook

In this course students practice skills in page design, copywriting, editing, photography, and publishing techniques while producing a yearbook that records school memories and events.