ENGLISH / FOREIGN LANGUAGE / SOCIAL STUDIES / SCIENCE / MATH / BIBLE / FINE ARTS /
GENERAL COURSES

ENGLISH
 

English I/English I Honors

The English I courses strive to accomplish a number of objectives. In literature, the student reads a variety of genres—drama, epic, short story, nonfiction, the novel, and poetry.  Required writing involves tasks of both an expressive and academic nature, and these assignments familiarize the student with research procedures and MLA format. Because the state requires that language arts courses include components of media, speaking, and listening, those elements are also incorporated into English I classes in various presentation and response assessments. In addition, the course also continues to build the student’s grammar and vocabulary knowledge.

English I Honors requires recommendation from 8th grade English teacher and A’s/B’s in middle school English.  The Honors level will require more extensive projects and assignments as well as higher level reading assignments.

English II/English II Honors

English II builds upon the skills learned in English I. In literature students continue to study genre; but this course purposefully exposes students to literature from other countries and cultures as well. For example, students read Sophocles’ Greek tragedies, excerpts from the great Italian epic Dante’s Inferno, and Yann Martel’s novel Life of Pi.  Writing and presentation assignments develop students’ research, analysis, and evaluation skills. As with the other language arts courses, students are required to develop and display grammar skills and vocabulary usage appropriate to grade level in preparation for standardized tests and college level work.

English II Honors requires recommendation from English I teacher and acceptable grades in English I.  The Honors level will require more extensive projects and assignments as well as higher level reading assignments.

 
English III

In accordance with state recommendations, English III surveys the body of American literature and focuses primarily on persuasive writing.  Other modes of writing are assigned from time to time as well, and all assignments require the student to utilize higher level critical thinking skills in preparation for upcoming college work.  Students continue to build grammar, vocabulary, speaking, and listening skills.  All Juniors take the TCAP writing assessment, and classroom time is devoted to test preparation for this test and the ACT.

English III Honors / Dual Enrollment

Credits: 1 high school credit / (6 hrs college credit)

Prerequisites: 20 ACT score in English for college credit, Honors students must have prior English honors class experience

Through a partnership with Lipscomb University, this course offers students the opportunity to take both Lipscomb University English 1113: Composition and Reading 1 and Lipscomb University English 1123: Composition and Reading 1I. This gives 11th grade students the chance to earn 6 hours of college English credit. Both the fall semester and spring semester serve as basic introduction to university-level reading, writing, and research.  Students may also take this class for the honors option.  All students are required to purchase their textbooks for both semesters.
    
Students should be able to do all of the following upon completing this class:

• Recognize and avoid plagiarism in an academic setting
• Produce competently written college-level essays
• Understand writing as a process and implement effective strategies for developing, revising, and editing documents
• Read critically enough to distinguish between strong and weak arguments, effective and ineffective style in their own texts and in the texts of others.
   

English IV
In accordance with state recommendations, English IV surveys British literature beginning with the Anglo-Saxons and continuing in a chronological progression.  Writing for this course requires use of sources, critical reading, and synthesis and application of varying ideas.  Though writing assignments vary from year to year, students might be asked to write a personal narrative, a rhetorical analysis, a literary analysis, or a conceptual definition essay.  Students also continue to build grammar, vocabulary, speaking and listening skills.  Some class time also continues to address ACT preparation. 

English IV Honors / Dual Enrollment

Credits: 1 high school credit / (6 hrs college credit)

Prerequisites: 20 ACT score in English and both semester of English 3 Dual Enrollment for college credit, Honors students must have prior English honors class experience

Students may also take this class for the honors option.  All students are required to purchase their textbooks for both semesters.

FALL SEMESTER: Lipscomb University English 2113: Survey of English Literature 1

This class is a survey of English literature from the beginnings of English Literature through the Restoration and the 18th Century.  Students will examine the works of significant writers of fiction, poetry, prose, and drama taking into account events in history that influenced them.  Students will learn to think critically about literature through discussion and to write critically about it in essays.

SPRING SEMESTER: Lipscomb University English 2123: Survey of American Literature 1

This class will look at American literature from the beginnings during the Age of Exploration up through the Civil War era. Students will examine the works of significant American writers while taking into account the history that influenced them. The class will also consider the ideas and concepts that distinguish American Literature and give it a unique identity.

Students should be able to do all of the following upon completing this class:

• Identify characteristics of the distinctive literary periods in English and American literature.
• Place and discuss works in a historical context.
• Understand the elements that characterize the various genres studied.
• Identify the major English authors and their works.
• Identify the dominant themes found in English literature and American Literature.
• Demonstrate competency in the above using both written and oral skills
   

Journalism

This class will develop and strengthen students’ writing and computer skills in an environment where they will be responsible for producing the school yearbook.  As part of this yearlong project, students will develop skills involving photography, computers, graphic design, and journalistic writing.  Students will work individually and in groups to meet the requirements of producing a quality yearbook.  This type of hands-on class strongly relates to the realities of modern careers.

Some of the objectives for this class include:

• To teach the student skills necessary in communicating in the print media today with emphasis on writing, but including interviewing, observing, reporting, reacting and synthesizing.
• To help the student to become an intelligent consumer of the mass media.
• To give the student the opportunity to discover and explore the various forms of writing utilized in journalism.
• To provide the student with opportunities to analyze his own writing, the writing of others and to have his writing evaluated by a teacher.
• To produce the Nashville Christian School yearbook for grades 5-12
   

Dual Enrollment Speech

Credits: 1 high school credit / 3 hours college credit

This is a class that focuses on public presentation skills.  These skills include speaking, debating,  interviewing, oral interpretation and participating  in a small   group.  The students also study communication theory that correlates to the previously mentioned subjects, as well as topics such as intrapersonal communication, interpersonal communication, and mass communication.  Assessments include speeches, debates, readings, tests, papers, presentations, film analyses, etc.


Honors Speech

Honors speech will include the same basic subject matter and performance requirements as dual enrollment speech.  Some assignments may be shortened or modified, but the classes will follow the same curriculum.  Honors Speech students will not receive college credit.

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FOREIGN LANGUAGE
 

Spanish I

In Spanish I, students will be introduced to the basic fundamentals of building competence in Spanish.  Students will be challenged to communicate in Spanish in a variety of ways.  Both active writing and speaking are expected in the classroom as well as listening and reading comprehension.  This course will introduce basic grammar, sentence structure, vocabulary, conjugation of verbs, culture and geography of Latin America.  Some of the topics to be discussed are:  alphabet, greetings, numbers1-100,000, countries, interrogative pronouns, articles, adjective agreement, weather terms, telling time, days of the week, months, subject pronouns, conjugating regular and irregular verbs in the present tense, cultural days (Quinceañera, Día de los muertos, Navidad), ser vs. estar, object pronouns, progressive tense, personal “a”, possessive adjectives, demonstrative adjectives/pronouns. 
 

Spanish II

Spanish II is a continuation of Spanish I and a course which  enlarges on previously learned skills while introducing more advanced grammatical structures and additional verb tenses.  Just as in Spanish I this course includes the presentation of functional vocabulary and Hispanic culture. .  Students will talk about familiar topics in basic conversations.  Students will ask and answer questions about basic needs and familiar topics.  Student’s ability to understand native speech dealing with more complex topics will be stretched.  Students will understand directions and instructions more clearly.  They will understand short, routine conversations and simple media messages when delivered in clear, audible speech.  Students will understand main ideas and facts from printed materials.  Students will write simple, original material on a given topic using the appropriate tense.  Students will be asked to practice basic conversational skills.  Some of the course topics include:  present tense, present progressive, gerunds, chapter specific vocabulary, compare and contrast, past tense, object pronouns and placement, affirmative and negative expressions, reflexive verbs, verbs like “gustar”, prepositions, commands (formal and informal), “saber” vs. “conocer”, verbs like “conocer”, negative commands, imperfect tense, “ísimo”, “ito”, adjective placement, possessive adjective (long and short form), preterite perfect tense, past participles.
 

Spanish III

Spanish III is a continuation of Spanish I & II and is a course which continues to enlarge on previously learned skills while continuing to introduce more advanced grammatical structures and additional vocabulary and verb tenses.  Just as in preceding courses, Hispanic culture will be studied.   Students will initiate and sustain limited conversations that reflect everyday situations.    Students will listen to and interpret meaning from familiar content as well as authentic listening situations from tapes, TV, radio, etc.  Students will read and comprehend main ideas and supporting details from authentic materials(short stories, books, newspapers, etc.).  Students will create original narrative compositions of paragraph length and express opinions about current topics of interest.  This is a course intended for students who show high academic achievement in Spanish I and Spanish II and who demonstrate a strong desire to learn Spanish.  Some additional topics to be discussed are: “-cer” and “-cir” verbs, “qué” vs. “cuál”, diminutives, vocabulary, reflexive constructions, impersonal “se”, accent marks, present perfect tense, personal “a”, relative pronouns, commands, subjunctive, por vs. para, future tense, conditional tense, passive voice, perfect tenses.

Latin I

Utilizing the Latin for Americans textbooks series, NCS offers Latin I to 9th or 10th grade students.  It is the purpose of this class to instill a knowledge and appreciation of the Latin language and culture.  Since Latin is not a spoken language, emphasis will be given to developing translating skills and an understanding of the value of Latin relative to derivatives in many Western languages.  The student will be able to display competency by taking exams, the National Latin Exam, in-class presentations relating to history and culture, and participation in drills, games and other techniques to develop proficiency.
 

Latin II

This course will be added to the sequence during the 2012-2013 school year.

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SOCIAL STUDIES
 

World Geography

World Geography is designed to introduce students to the world around them and the political, economic and social systems that are found in the world.  They will also learn about the natural resources and biomes of the world. This is recommended for the 9th or 10th grade student and meets the state’s elective requirement in Social Studies.
 

World History
Modern: This survey course covers world events from the Renaissance to the modern period. It provides the student with a global view of events that led up to the founding of the American nation and, beyond that, events that have shaped the American personality. It also provides the student with a look at the interaction of the nations of the world and an insight to modern world politics. This is for the 9th or 10th grade student and meets the state requirement for a social studies elective.
 

American  History

Pre-requisites:  World Geography or World History.

This is a survey course of American History from the post-reconstruction period to the modern period. It gives the student insight into the building of the American character and personality as well as the how and why of where we are today. This is a junior level course and is required by the state to graduate.
 

AP American History

This course is for the highly motivated student who wants the opportunity to test for college credit as well as high school credit. This class covers the time from the American colonial period to the Clinton years, giving them a more in-depth study of the events that shaped the nation of today.  It is designed to give the student a taste of college work and possibly college credit before leaving high school and also fulfills the state requirement for US history.
Pre-requisites:  The student needs to have a 3.0 GPA and strong reading and essay writing skills (determined by the prior English teachers and / or enrolled in dual-enrollment English) and be highly motivated to do the reading required for this course. They also need to be self-motivated to study and learn outside the classroom.

Economics

In Economics, students study the how people, businesses, and governments choose to use resources. The course will integrate the six social studies standards of essential content knowledge and four process skills for instructional purposes.  This will include topics related to culture of regions, specific economic systems, geography, governance and civics, history of economic developments, and important individuals, groups and events that developed economic systems.  With a present day and historical focus, the class will analyze the means that different subcultures create their own economic and political institutions within the context of a dominant economic and political group. A whole series of historical and present day questions can be confronted such as how did these subcultures function within or outside the boundaries of the dominant economic system, how does this phenomenon manifest itself in terms of society, etc.

Government

The Government course focuses on the United States' founding principles and beliefs. Students will study the structure, functions, and powers of government at the national, state, and local levels. Integrate the six social studies standards of essential content knowledge and four process skills will be integrated for instructional purposes.  Topics will include culture at the time of the development of the United States government, economics as it relates to governance, a specific outline of the governmental system of the U.S., the history of the governing bodies and systems, the development of the Constitution with a study of laws and bills, and the important individuals, groups, and events that shaped the development of our government. 

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SCIENCE

Biology I:  Survey of Life  - Grade Level: 9

In freshman Biology, students will be introduced to a range of biological themes.  The themes include 10 areas of biology.  The nature of life examines questions like what is science?  What tools and procedures are unitized in the study of science.  Students will also develop a basic understanding of the chemistry of life.  The second theme focuses on the area of ecology.  Importance is placed on understanding the flow of energy through the ecosystem and its dispersion through populations of all living things.  Human impact of the biosphere will be explored. Students will analyze cellular structure and determine the relationship between the various organelles within a cell. Students will differentiate between the process of photosynthesis and cellular respiration and conclude the reliance each process has on the other.  Students will determine the reason cellular design supports an intelligence design.  Theme 4 is a survey into genetics. Students will trace the history of genetics and determine the relevance of genetic studies.  Students should evaluate the ramification of genetic engineering and its applications.  Evolution is the 5th theme.  Students will be asked to examine the theory of evolution so that they are better prepared to discuss the value and problems with the theory.  Students will evaluate the validity of evolution.  Themes 6 through 9 are surveys of life including their structure and function in the biosphere.  The survey will start with microorganisms and fungi, plants, invertebrates and conclude with chordates. Students will be asked to contrast and compare the variety of life on earth.  The year concludes with an inquiry of the human body. Students will explore the systems.  Students should determine that system do not exist in isolation but are part of a master plan. Throughout the year students will be challenged to evaluate data from charts and graphs and eventually create their own.  Various laboratory work is required and determined based on the area of study.  Students should be familiar with basic lab procedure and technique. Lab dissections include crayfish, earthworms, perch, frogs, cricket and one other specimen at the instructor’s discretion.   Focus on the understanding of tables, graphs and charts are utilized for preparation to the SAT and ACT.

Chemistry

This is an introductory level course designed to prepare the student for fundamental principles anticipated at the college level. Emphasis is placed on the practical nature of chemistry, how principles and mathematics of chemistry are interacted with on a daily basis. Solid background in applied math and basic algebra are helpful, the study of chemistry include (but is not limited to) the following: Study and classification of matter at the micro and macro level (inorganic and organic), chemical equations and stoichiometry, reactions, energy, development of the atomic model, quantum theory, periodic trends and more. Information will be given through use of lecture, discussion, web based resources, and other forms of technology. Grading is based on a wide variety of assessments including traditional quizzes and tests, class work, homework, special projects and lab work.
 

Human Anatomy and Physiology - Grade level: 11 or 12

This course integrates biology and chemistry into an in-depth study of the human body and its various systems.   The eleven systems of the body are carefully analyzed at both the gross and microscopic levels.  Students utilize their understanding of biology and chemistry to build on and explore human physiology.  The first nine weeks covers the students’ knowledge of basics anatomy terminology, chemical organization, cellular organization and tissue organization.  Building on the foundation from the first nine weeks, students then began their survey of the individual systems of the body covering both the anatomy and physiology.  The experience in enhanced by the use of lab time to explore microscopic tissues.  The course also includes a dissection of a dogfish shark and fetal pig.  Other specimens are used for a comparison of organs.  Human disease and disorder are examined and discussed.  Students analyze case studies and determine a possible treatment plans for the patient.   Knowledge of appropriate lab procedure and equipment is expected.  Class is geared toward students who wish to pursue a career in medicine or treat based science (PT, OT, sport trainer etc.)     
 

Forensic Science - Grade level: 11 or 12

Forensic science is the application of science to the criminal and civil laws that are enforced by police agencies in a criminal justice system.   Students will learn the basis of processing a crime scene and the physical evidence that maybe discovered. Students will then engage in studies of certain aspects of forensic science.  The properties of matter and glass will be explored.  Forensics toxicology and serology will investigate laws, drugs and DNA’s influences on the criminal justice system.  Trace evidence I and II cover small pieces of evidence and their importance to linking a suspect with a particular crime. Students will evaluate a structure that is under investigation for possibly arson.  Student will learn the appropriate procedure for fingerprinting and analysis of such prints.  Technological advances and forensics science will be explored.  One should be aware that the course material revolves around actual crimes that might be disturbing to some.  Discretion by the parents is high recommended.  This courses required additional lab time, sometimes outside of class. Throughout the year students are asked to investigate various scenarios and process evidence.  Their skills are evaluated the entire year. This course challenges students to think critically and analyze data to determine its relevance in the crime.  The students will be asked to conduct a necropsy on a fetal pig as part of their culminating final exam. Students who are interested in pursuing a career in criminal justice should consider this course. 
 

Physics - Grade Level:  11, 12

Prerequisite: Algebra II  or  Co-requisite: Honors Algebra II with Honors Geometry and Physics instructor approval

This course provides students with a modern view of the fundamental concepts of the physical world they live in. The major topics covered are mechanics, energy, properties of matter and heat transfer, electricity/ magnetism, sound/light, and modern physics.  This course provides students with both a conceptual understanding of concepts as well as a heavy mathematical emphasis. This class includes extensive investigative and laboratory work as well as written lab reports.  This course is a prerequisite for AP/Honors Physics.
 

Biology II AP – Grade level: 11 or 12

This course will be added to the sequence for the 2011-2012 school year.

Physics AP - Grade Level: 12

This course will be added to the sequence for the 2012-2013 school year.

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MATH

Algebra I

Algebra I involves a study of the language, concepts, and techniques of Algebra that will help prepare students for solving problems by following a succession of steps. The main goal of this course is to develop confidence in working with linear equations. Students will extend their experiences with tables, graphs, and equations to where they can solve linear equations, linear inequalities, and systems of linear equations and inequalities. Students will extend their understanding of the number system to include irrational numbers. The students will learn to simplify polynomials and begin to study quadratic relationships.  Students will use technology and models to investigate and explore mathematical ideas and relationships and develop multiple strategies for analyzing complex situations. The skills taught in this class will help to lay the foundation for upper level math and science courses.  Students will be asked to take a state mandated end of course assessment to demonstrate mastery of the curriculum. 

Geometry

Prerequisite: Algebra I and successful Algebra EOC

Honors level is offered for students wanting to progress at a fast pace and prepare for AP Calculus
This is a full-year course in Euclidian geometry.  The course uses a variety of approaches to connect Geometry to Algebra, Trigonometry, Physics, and most importantly to real world situations. The course also develops the student’s ability to reason logically, to make conjectures and validate them through proofs, or refute them through counterexamples.  The course uses technology such as graphing calculators, Geometer’s sketchpad and I-pad applications.  Topics include points, lines, planes, angles, deductive reasoning, parallel lines and planes, congruent triangles, quadrilaterals, inequalities for triangles, similar polygons, right triangles, circles, area and volume. 

A Geometry I Honors course is also offered, providing more rigorous study and additional topics related to course content.

Algebra II

Prerequisite: Geometry

Honors level is offered for students wanting to progress at a fast pace and prepare for AP Calculus.
The objective of this course is to review and expand upon basic concepts of Algebra I, introduce high level concepts involving conics, logarithms, and trigonometry, and prepare students for a college level Algebra course.  The content of this course includes: first degree equations and inequalities, linear relations and functions, polynomials, rational expressions, irrational and complex numbers, quadratic equations and functions, analytic Geometry, exponential and logarithmic functions, triangle trigonometry and trigonometric functions.  Functions and a graphing approach are major themes of the course.  The class will investigate and make conjectures verbally, algebraically, numerically, and graphically, both with and without the use of a graphing calculator.

Statistics

Prerequisites:  Algebra II

This course is designed to prepare students for a college level Probability and Statistics course that many majors in humanities, business, engineering and most advanced degrees require.  Topics include: Descriptive statistics (graphical and numeric analysis of discrete and continuous variables), Sampling and Experimental design (randomness, sampling distributions and simulations), Probability (simple and compound events, counting principles, various distributions including discrete, normal, binomial and geometric), Inferential statistics (confidence intervals, hypothesis testing, goodness of fit, and regression).
 

Bridge Math

Prerequisites:  Algebra II

Many students make it to their senior year of high school having passed Algebra I, Geometry, and Algebra II.  However, there are many students who have not mastered the concepts in those classes to a degree that they can be highly successful on the ACT and in college Mathematics.  The Bridge Math course is designed to help students in this category be more prepared for ACT and college Mathematics.  Topics include:  solving equations and inequalities, basic statistics, Geometry terms and figures, properties of geometric figures, measurement, an exhaustive study of linear equations, specific properties of triangles and circles, probability, a study of polynomials including operations, factoring, and rational expressions, quadratic functions, and Trigonometry.
 

AP/Honor Statistics

Prerequisites:  Algebra II and instructor approval

The purpose of the AP course in statistics is to introduce students to the major concepts and tools for collecting, analyzing and drawing conclusions from data.  Students are exposed to four broad conceptual themes:   Exploring Data (describing patterns and departures from patterns), Sampling and Experimentation (planning and conducting a study), Anticipating Patterns (exploring random phenomena using probability and simulation), Statistical Inference (estimating population parameters and testing hypotheses). Students are required to sit for the AP Exam which will impact their final grade in the course.  Students who successfully complete the course and exam may receive credit, advanced placement, or both for a one-semester introductory college statistics course.  The course is also designed to provide a foundation for science, engineering, and mathematics majors who usually take an upper-level calculus-based course in statistics.  AP Statistics expects students to be able to communicate through mathematics therefore writing is a critical component of the course.  Students should be prepared to move more quickly through the course material than the standard course.

Pre-Calculus

Prerequisite: Algebra II

The objective of this course is to reinforce and extend the concepts taught in Algebra II and to prepare students for a Calculus course whether it may be taken in high school or college.  The content of this course includes: linear and quadratic functions, polynomial functions, general functions, exponential and logarithmic functions, Trigonometry based from circles as well as right triangles, Trigonometric identities, analytic Geometry and conic sections, sequences, series and summations, and limits.  The class will investigate and make conjectures verbally, algebraically, numerically, and graphically both with and without the use of a graphing calculator.
 

AP Calculus AB

Prerequisite:  Pre-Calculus

Teacher Recommendation required
The objective of this course is to introduce students to the major concepts of a first-year college Calculus course, with the annual objective of preparing the student for the Advanced Placement exam in May.  The course is designed according to the College Board Advanced Placement program.  The content of this course is mandated by the College Board.  Major topics include:  prerequisites for Calculus, limits and continuity, derivatives, application of derivatives, definite integrals, differential equations and mathematical modeling, and applications of definite integrals.  A study of these topics is concluded with a review for the Advanced Placement exam.

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BIBLE
 

Bible I

Freshmen Bible is a survey of the Pentateuch (Genesis-Deuteronomy).  While the study is textual in that it does explore selected passages in detail, it is also thematic as there is a concerted effort to link certain New Testament passages with their antecedents in the first five books of the Old Testament.  Understanding that God does not change his nature can be a powerful concept in attaining to knowledge of the God of both testaments.
 

Bible II

Sophomore Bible is a textually organized approach to Scripture, with an emphasis on a survey of the books of Joshua through Malachi in the story of God.  During the course the student will learn background information in each text as well as faith application.  These teachings and stories from Scripture will be connected to the student’s cultural context and personal issues he or she faces today in the world.  One objective of the course is to affirm the student’s current faith and spiritual development.  In this survey, the New Testament will also be related to this portion of the narrative, including the fulfillment of prophecy and numerous references to the Messiah.          
 

Bible III

Junior Bible is a selectively textual study of the books of the New Testament.  The first half of the year is spent in surveying the gospels (including having class members read In His Steps by Charles Sheldon, and the second half of the year finds the class studying selected parts of the epistles.  Thematic highlights of the year would include the following:  The Person and Nature of Jesus, The Essential Message of Jesus’ Gospel, The Beginning and Growth of the Church, Extra-canonical Christian history, The basic themes of Paul’s teaching, What does it mean to be a follower of Jesus?, and How do we live together as God’s children?
 

Bible IV

Senior Bible is a topically organized approach to Scripture.  During the course the student will study some of the core concepts of Scripture.  The Bible will be applied to the student’s daily life.  Practical teachings of Scripture will be learned for developing a relationship with God and participating in His story of love.  The curriculum will familiarize the student with some of the more prominent ethical issues of the 21st Century.  The student will practice reading Scripture for personal transformation of one’s own life and character.  The course also helps the student gain confidence sharing their faith with others through class discussions and presentations.   

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FINE ARTS

Art I

This introductory course of the visual arts is taught in a “hands on” fashion with emphasis on the elements and principles of art and design. It includes a study of traditional media such as graphite, charcoal, paint, pastel and clay. Nontraditional media will also be explored; this includes ink, wood, repurposed and found items. Students will enjoy participating in a wide variety of techniques and styles from impressionism and realism to abstract, pop art and trompe l'oeil. They will be exposed to famous historical artists and movements like the Renaissance movement and the works of Leonardo Da Vinci, Michelangelo Buonarroti, Titian (Tiziano Vecellio) and Raphel  (Raffaelo Sanzioof). Students will also be introduced to 20th century movements and artists such as the conceptual art movement with the examples of Jackson Pollock’s drip paintings and  Andy Warhol’s pop art. While continually challenged with basic art criticism and aesthetic valuing, students will compare and contrast famous works as well as their own studio projects against the foundation of our Biblical Christian perspective.  Issues concerning art, the functions of art, the meanings and the power of using visual art as a light to the world, will be ongoing topics. Students will be constantly encouraged to find their own God given style and technique, through constantly engaging in “hands on” studio production.  All art work will be presented at the annual NCS art show and fundraiser.

Art II

This intermediate course of study will begin alongside Art I, with a review of the elements and principles of art and design.  It will also involve a skills review of drawing and painting through the use of traditional media such as charcoal, paint and pastel.  From a Christian worldview, students will then be encouraged to seek out their area of concentration through a variety of themed projects such as “The Interior of Something” and “The Shoe Project.” Working independently, they will be continually challenged in art criticism and aesthetic valuing of their projects and ideas.  Students will also apply this knowledge to a study of historical art works and art movements such as the “Water Lily Pond” by Claude Monet and “The Bridge at Moret” by Alfred Sisley completed during the impressionist movement.  They will begin to assemble a portfolio to be used for presentation in regional art exhibits and scholarships applications. They will present their work at the annual NCS art show and fundraiser and be encouraged to use their visual gifts and talents to find ways to give back to our school and our community.

Advanced Art

This advanced course will build on knowledge gained from Art I and Art II classes.  Designed to allow students to continue their studies of the visual arts this course will assist them in building a strong portfolio.  Students will be given opportunities to exhibit and earn scholarships in regional and state level art competitions such as, the Tennessee Regional Art Exhibition and the Scholastic Art Competition.  They will work independently in their chosen medium and area of concentration on themed assignments like the “Name Illustration Portfolio cover” ,the “Shoe Project”, and the “Monochromatic Action painting” and will assist as peer tutors  in the Art I and Art II classes to further reinforce their skills.   Students will also display their work and participate in the organization and set up of the annual NCS art show and fundraiser.   As with all visual art classes, the students are encouraged to use their visual gifts and talents to give back to our school, our community and to use them to glorify God.

Drama

Students in drama will study, write, research, critique, create, design, perform and participate in a variety of theatre-based learning experiences. The course will include instruction in history, performance, and design techniques-- creating performance-based experiences while using appropriate technology and media. The course will develop critical thinking, creativity and aesthetic perception and will reinforce skills in leadership and collaboration. The program of
study will generate a heightened sensitivity to the arts and will explore theatre's significance and influence on society.  Students will work together with the instructor to create a safe, creative and collaborative experience where individuals may explore their own talents in a nurturing environment.

Areas of Study:

• Vocabulary: Students will study and display mastery of drama terms and meanings.
• Improvisation:  Students will investigate and practice improvisation through independent and  group work designed to increase creativity and performance ability.
• Writing: Students will write scripts and responsive critiques of performances.
• Subject Matter:  Will include elements of acting, character creation and analysis, production
• process, technical theater, forms of drama, theater history and performance.
   

NCS Entertainers

Entertainers membership is by audition only and is comprised of freshmen, sophomore, junior and senior students. This group consists of ten to twenty talented, energetic, and enthusiastic high school students with a passion for music and entertaining. Entertainers perform a variety of musical styles including madrigals, vocal jazz, pop, Broadway and country. Off campus performing engagements and participation in the Christian School Choral Festival are required.

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GENERAL COURSES

Computer Tech and Video Production

Credit: ½ per Semester

The Computer Tech course is designed to develop computer technology skills. Students will use a variety of computer software and hardware tools and features of an electronic information network. Students will explore the, historical, social and ethical issues of using computer technology. The students will develop skills that will assist them with efficient production; accurate production analysis; management of information; and design and presentation of a multimedia project.  Additionally, this course is designed to improve student use and understanding of information age technology. Mastering the standards will enable students to learn about and effectively access and use technology resources. Students will use a variety of computer applications and tools and will explore the social, historical and ethical implications of using computer technology.
 

Health and Physical Education

In this class we present to the students a broad base of relevant health topics and activities that will impact their well being. Through these activites and ensuing discussions we emphasize the importance of physical activity and its role in maintaing their body—that the decisions they make and disciplines they establish now will have a large influence on their quality of life.
 

Personal Finance

Personal Finance is a course designed to inform students how individual choices directly influence occupational goals and future earnings potential. Real world topics covered will include income, money management, spending and credit, as well as saving and investing. Students will design personal and household budgets; simulate use of checking and saving accounts; demonstrate knowledge of finance, debt, and credit management; and evaluate and understand insurance and taxes. This course will provide a foundational understanding for making informed personal financial decisions.

Psychology

In the state of Tennessee, Psychology is considered a social studies course and is shaped around the same standard terminology as other social studies classes.  Accordingly, students look at the course through the lenses of culture, economy, geography, governance, history, and group interactions.  In addition, in this introductory course, students study the development of the individual and the personality.  Students will complete tasks requiring them to analyze how culture, economic status, and geography impact a person’s development and values. They will also consider how civic structures provide order and stability in a society and the roles of citizens within their communities.  These strands of learning will be woven together with learning about psychology as a science and the history of that science.

Strength Training

This course is designed for the student that wants to enhance their physical abilities. In this course mental strength is emphasized along with physical strength. While under careful supervision the student is instructed how to push their physical abilities to a new level thereby, thereby developing in them a mental toughness and confidence that allows them to look past and fight through physical barriers. 

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