course catalog 2015-2016

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

HEART Academy - Home Educators Advancing the Kingdom of God & Restoring our children’s hearts to the Lord Together PSP & Mailing Address: Jere and Crissi Allen, 650 Davenport Drive, San Jose, CA 95127

San Jose Class Site: Calvary Chapel San Jose, 1175 Hillsdale Avenue, San Jose, CA 95125 [email protected], Phone: 408-251-8543, Cell: 408-712-4646

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Lower & Upper Academy

Course Catalog

1st -12th Grade

2015-2016 Year

mailto:[email protected]

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ROOM Calvary Uses

Max # of

people

attendingTENTATIVE HEART Academy Schedule 2015-2016

Extra

ActivitiesRainy Day

Period 1 Period 2Heart Comes

TogetherLunch Period 3 Period 4 Period 5

8:30-9:45 9:50-11:05 11:10-11:2511:25-

11:55 12:00-1:15 1:20-2:35 2:40-3:55

Lobby 1 -

Near FiresideKitchen Events 5

*NEW* Beginning Social

Dancing - Chris Adams

*NEW* Rock Band

Class - Chris Adams

Heart

Comes

Together

*NEW* Versatile

Musicianship - Chris

Adams

Private Music Lessons -

Chris Adams

Private Music Lessons -

Chris Adams

PULSE Youth

Theater Project

Café or Gym

or Patio

Lobby 2 -

GymSitting Down 10

TaeKwonDo Gr 1-5 -

Julie Velasquez

Tae Kwon Do - Julie

Velasquez

Tae Kwon Do - Kathryn

Allen

Tae Kwon Do - Kathryn

Allen

PULSE Tech

Team - Jere Allen

Café or Gym

or Patio

GymRainy Days,

P.E. Classes5 Study Hall

Beginning &

Intermediate Basketball -

Warren Shimada

*NEW* Beginning Tap

(35 mins) Children then

Adults - Abi Ashby

Beginning &

Intermediate Basketball -

Warren Shimada

Study HallPULSE Yearbook

Team

Café or Gym

or Patio

FiresideLarge

Classroom5

Geography & Missions -

Bernie Ashby

Simply Music - Bernie

Ashby

*NEW FOCUS* Math

Success Pre-Alg,

Alg1&2, Geo - Jere

Allen

*NEW* Integrated

STEM Physics - Jere

Allen

Math Success Pre-

Calculus, Calculus - Jere

Allen

PULSE

HEARTbeat -

Jere Allen

Café or Gym

or Patio

SOE Men's Ministry

*New* Computer

Science 1: Minecraft &

Unreal Engine ~ Gr6-

12 – Jason Chan

*NEW* Robotics 1:

Arduino w/

T.A.C.H.NOLOGY™

R1 - Jason Chan

*NEW* Computer

Science 1: Minecraft ~

for Gr 3-5 [was Gr 6-12]

- Jason Chan

*NEW* Robotics 2:

Arduino w/

T.A.C.H.NOLOGY™

R1+, - Jason Chan

PULSE

Newsletter Team

Café or Gym

or Patio

Café & Patio Café Study Hall

Extreme BodyCARE for

Busy Moms - Crissi

Allen

Study Hall Study Hall Study HallHEART

Orientations

Café or Gym

or Patio

103Downstairs,

Classroom15

General Science -

Helene Lee

Physical Science -

Helene Lee

Worldviews of the

Western World 2 - Sue

Watanabe

Starting Points - Sue

Watanabe

PULSE

Hosptiality Team -

Crissi Allen

Same

201 Jr. High Room 10

*NEW* Personal

Finance - Warren

Shimada

Spanish 1 - Rosi Adams Spanish 2 - Rosi Adams Spanish 3 - Rosi Adams

Advanced

Conversational Spanish -

Rosi Adams

Same

202 Jr. High Room 10

Foundational Language

Arts Level A,B () -

Elizabeth FitzGerald


Arts Level C - Elizabeth

FitzGerald

*NEW* Ancient

Civilizations - Katrina

Hunt

Introduction to

Composition - Katrina

Hunt

Same

203 & 204

Large Room,

Spanish

Ministry

25

American Literature &

Composition - Denise

Boiko

Biology - Denise BoikoAdvanced Composition -

Denise Boiko

Advanced Biology -

Denise Boiko

*NEW* Intro to Theater

Arts - Rhonda PerrySame

205

Spnish

Children's

Ministry

20

*NEW* Art Foundation

(Gr 1-3) Set 1 - Migi

Oey

Hands-On Science, (S1) -

Cara Galleher Gr 3-8

Introductioon to

American History Set 2 -

Marisa McLane Gr 1-3

Same

205

Spnish

Children's

Ministry

20

*NEW* Art Foundation

(Gr 4-6) Set 2 - Migi

Oey

Hands-On Science, (S2) -

Cara Galleher Gr 3-8

Investigative Science

(Set 2) - Cara GalleherSame

206CCA Art

Room25

Intermediate Composition

- Laura Ball

Chemistry - Christy

Majchrowicz & Laura

Ball

Elementary Writing

Beginning S1 /

Intermediate S2 - Laura

Ball

Art: Drawing &

Painting - Migi OeySame

207 & 208High School

Room15

High School & College

Study Skills - Gail Efting

Biblical Application to

Life Management

(BALM) - Gail Efting

Rome to Renaissance

& Reformation -

Medieval World History -

Gail Efting

Medieval to Renaissance

& Reformation

Literature - Gail Efting

Economics & American

Government - Gail EftingSame

Tutoring


Arts Level D -

Elizabeth FitzGerald

Blue is Upper Academy, Grades 7-12

Green is Upper & Lower Academy, Grades 3-12

Pink is Lower Academy, grades 3-6

Purple is for Adults & Teens

All Tutoring is done inside the Café


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Tentative Class Schedule – Your “Scratch” Piece of Paper

Fill out the name of your children and then add in the classes your children will be taking. Use a Pencil! Place

the name of the teacher below the name of your class. Also, please include when you’ll be using Study Hall.

Name Name Name Name Name

8:30

P1

Class

Class Class Class Class

Teacher

Teacher Teacher Teacher Teacher

9:45

P2

Class


Teacher


12:00

P3

Class


Teacher


1:20

P4

Class


Teacher


2:40

P5

Class


Teacher


Other

Info

Class


Teacher



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Course Catalog

(Arranged by time period, according to the schedule)

PERIOD 1 CLASSES – 8:30 AM TO 9:45 AM

Beginning Social Dance –8:30 -9:45 am, Period 1

Course Title: Beginning Social Ballroom Dance

Teacher/Mentor: Christopher Adams

Course Length: Two Semesters for Upper and Lower Academy,

Type of Class: Group class through Heart Academy

When: Friday 8:30 – 9:45 am

Cost: $60

Credit Classification: Upper Academy (Younger students may be admitted at the discretion of the teacher)

Lab Fee: None.

Minimum & Maximum Class Size: 5 – 30 Students

Questions: Christopher Adams - [email protected] - (408)691-8904

Prerequisite: A willingness to listen and learn during class, and dedication to practice throughout the week. No real dance experience

is required.

Course Description: I have never heard anyone say ‘I wish I couldn’t dance’ - Bud Ayers (Dance Instructor)

Have you ever wanted to dance, but were too afraid to try? This course is designed to introduce the basic techniques for dancing in

partner styles that are traditional in the social dance environment (Ballroom, Swing, & Latin). However, the basic techniques used can

be applied for other partner dances such as the various Swing, Latin, Civil War, and Social dances. One unique element of ballroom

dancing is the structure that is involved as compared to improv styles. Although creativity is still used, the steps provide enough of a

foundation that one can still own the dance floor even with minimal “improv” skills.

Topics to Be Covered: In this course, we will discuss the essential roles that are required for both genders. These will include how to

treat one’s partner with the proper respect and appropriateness, developing stylistic techniques for each dance, how to lead and follow,

and how to work with different dance partners. We will focus the majority of our work in three distinct partner styles featuring at least

two different dances in each style:

Ballroom

Hustle

Smooth Waltz

Swing

Street/East Coast Swing

Lindy Hop

Latin

Merengue

Salsa

Class Expectations: I expect every student of the class to practice a minimum of 5 days a week at 15 minutes minimum per each of

their selected practice days. You should be available and present to the Pulse nights designed specifically for class presentation.

Every student should be available for the rehearsals necessary for these events.

Bring to class every day:

- Notebook and pencil

- A willingness to learn

- Dance shoes (or equivalent in slippery soled shoes)

- Comfortable clothing that allows full range of body movement

- Water bottle



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Workload: Depending on upcoming events, some weeks may require more practice time because of an upcoming performance; but for

the most part, you will be practicing an average of 15 minutes minimum for five days a week.

Grading and Assessment: Students will be graded based on their own progress and individual improvement. At the end of every 2

dances introduced, we will ask students to prepare a short dance presentation (roughly a minute long) of the various style that they’re

comfortable with. There will be no written homework.

About Your Instructors:

Contacting the Teacher(s): The best way to contact your teacher is via phone call or text. The next best way is via email.

Christopher Adams – (408)691-8904 [email protected]

Assignments for the first week: Read through this entire information sheet and email us if you have any questions. Come to class

with some goals in mind of what you would hope to accomplish and learn.

Geography & Missions – Mapping the World by HEART, 8:30-9:45 am, Period 1 Main Focus: To establish Geography Literacy and International Awareness from a Christian Missions Perspective

Teacher: Bernadette Ashby

Course Length: Two semesters

Type of Class: Group Class through HEART Academy

Questions: Bernie Ashby [email protected] or 408-923-8558

Recommendation/Pre-requisite: Rigorous memorization ability.

Material Fee: $25.00 per student one time only

Tuition fee payable to the teacher: $60/month

When: Friday, First period 8:30-9:45 am

Course Description: In-depth study of geography and intensive map memorization skills will prepare the student for the project of

generating a US map and a world map. This class will be “hands-on.” Christian Missions will be a primary focus. Areas of Study: 1)

Cartography Skills 2) Geography/Geographer’s language acquisition 3) Christian Missions Perspective

Required Texts: Let the Nations Be Glad, by John Piper and a biography on any Christian missions/missionary (i.e. Hudson Taylor's

Spiritual Secret, George Mueller, Peace Child, Bruchko, Eternity in Their Hearts, Bonhoeffer, Brother Andrew, Foxe's Book of

Martyrs) to be approved by Mentor-Teacher. Let the Nations Be Glad will be required for high school students. Please consult with

Mentor-Teacher before you make the purchase.

Comprehensive Atlas (inclusive of an index) - can be bought at Barnes/Noble or Border books, preferably paperbound so that they are

not lugging heavy books back and forth to class. This is not a title of a book but an atlas. Please do not buy an elementary or high

school level atlas. It needs to be comprehensive including a full index. For younger students, I will be requiring the books: Hero

Tales. Consult with the Mentor-Teacher before you make your purchase.

Comment on Let the Nations Be Glad by John Piper: This is by far the best missions’ book that I have read. It underscores the

motivation why we do missions and world evangelism. Please note that John Piper can be difficult to read and uses a lot of theological

terms and concepts. Do not get bogged down by this but have your student do a general reading of this book – the book report will

only be a summarization of the chapter and should state what the student has learned.

Carry On Mr. Bowditch - completed by the 1st day of class

Materials Needed: Pen/Pencils, Binder. At some point, the student will be required to purchase colored pencils (prismacolors are ideal

but not necessary), rulers (a yardstick and a 12”), black fine tip marker pen (I will tell you exactly what to purchase re: size of tip),

fine tip colored markers, a mechanical pencil, and white out.

Reading Schedule (this is suggested, the student can complete assignments sooner if desired):

Let the Nations Be Glad Chapter Summary/Notes Due (summary & what I learned on 1 page lined paper)

1. Chapter 1 Oct.




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2. Chapter 2 Nov.

3. Chapter 3 Jan.

4. Chapter 4 Feb.

5. Chapter 5 Mar.

6. & conclusion

7. Biography April

8. reading completed

Content & Objectives: After completing this year, the student will be able to…

• Gain an understanding of God’s Heart for the World and its people.

• Be able to deal comfortably with any map, regardless of differences in scale, symbols, and projections, etc.

• Be able to decode the information on any map.

• Be able to use atlas indices to find locations and other geographical information.

• Use correct names for parts of the Earth and parts of a map.

• Produce a map that shows as much as possible of their understanding of the outlines of all continents, countries, major cities, larger

islands, rivers and bodies of water. Produce a US Map.

Handing in Assignments: The student will not be required to hand in assignments, but will be expected to keep their notebook neat and

organized. I will expect the children to be able to quickly locate any work in their notebook to use as reference for class discussions.


• Binder with plenty of paper- lined.

• Pen/Pencils, Colored Pencils,

• Detailed Atlas,

Attendance: The student is expected to attend class and is responsible for inquiring with the Mentor-Teacher as to any assignments

that have been missed. An email should be sent to the teacher if any absences are to be expected.

Requirements

1. Active participation in class.

2. Complete assignments in appropriate time.

3. Written report on a region/country/state or any aspect of geography.

4. Oral reports on a cartographer, state, country, missionary.

About Your Teacher – Bernie Ashby: You will find her bio at the end of this document.

Tentative Schedule (subject to change):

August – Introduction/Syllabus

1) September – Blank Grid Lesson, Cartography

2) September – Projections, Latitude and Longitude; Written & Oral Report on Cartographers

2) September – Latitude and Longitude

3) September – Contour Maps

4) October – Thematic Maps/Local Geography, LTNBG: Chapter 1 Summary Due

5) October – World Feature Maps



8) November – Missionary Speaker, Mapping the USA – Capitals, LTNBG: Chapter 2 Summary Due

9) November – Mapping the USA

10) November – Mapping the USA

11) January – Written and Oral Report on States, LTNBG: Chapter 3 Summary Due

12) January– Canada

13) January – The Americas

14) January – Former Soviet Union

15) February – Southwest Asia, LTNBG: Chapter 4 Summary Due

16) February – Africa


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17) February - Africa

18) February – Missionary Speaker

19) February - Europe

20) March – Europe, LTNBG: Chapter 5 Summary Due

21) March – Asia/Oceana/Australia

22) March – Major Cities of the World

23) April – Written and Oral Report on Missions Biography

24) April – Major Cities of the World

25) April – Prepare for Mapping

26) April - Mapping

27) May – Mapping

28) May – Missionary Speaker

29) May - Mapping

30) May – Mapping

31) May – World Fair – Written and Oral Report on Country

General Science – 8:30-9:45, Period 1 Course Title: General Science

Mentor-Teacher: Helene Lee

Course Length: Two Semesters for Upper Academy, 32 weeks


When: Friday, 8:30-9:45

Tuition fee payable to the teacher: $60 / month for Upper Academy

Credit Classification: 6-8 Grade Science

Lab Fee: $35.00 one-time only

Minimum & Maximum Class Size: 5 and 15

Questions: Helene Lee, [email protected]

Prerequisites:

Use of basic technology applications

A willingness to learn how to apply a Christian World View in science.

This subject averages about 1 hour a day study load, 5 days a week, 120 hours for the year.

General Science Course Description

General Science is a wonderful, introduction to science in general and some of the specific sciences in particular, designed from the

ground up for use by homeschoolers. Topics include a brief history of science; the scientific method; how to analyze and interpret

experiments; the distinction between science, applied science, and technology; archeology, geology and paleontology;

uniformitarianism vs. catastrophism; genetics (DNA and life); cells; classification (the five-kingdom system: monera, protista, fungi,

plantae, and animalia); the energy cycle; and, over a third of the book: the human body and its primary systems: digestive, respiratory,

circulatory, lymphatic, endocrine, urinary, and nervous.

In this class you will:

Learn the principles and vocabulary of science

Carry out experiments

Learn to use the Scientific Method to interpret the findings of your experiments

Record, organize, and make interpretations of your findings

Recognize God's hand in the study of science

You will develop an understanding of the role that science plays in your personal lives. The knowledge and experiences in this class

will allow you to act in an informed and intelligent way when making decisions about current issues that involve science and

technology. It is our goal to enable students to successfully progress on to a general biology or physical science course.

Topics to be covered in General Science class:

16 modules (chapters) paced at approximately 1 module per 2 weeks

1st quarter: History of Science, Scientific Inquiry, Analysis of Experiments, Applied Science and Technology

2nd

Quarter: History of Life, Geology, Fossil Record, Uniformitarianism and Catastrophism


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3rd

Quarter: Cellular reproduction & DNA, Classifying Life, Human body, Energy Cycle

4th

Quarter: Human Digestion, Human Respiratory and Circulation, Human Lymphatic, Endocrine, Urinary Systems, Human Nervous

Systems

Content of This Course

This course is designed to be a student’s first systematic introduction to the sciences. The course covers such topics as the scientific

method, designing experiments, simple machines, archaeology, geology, paleontology, biology, and human anatomy and physiology.

Its scope, therefore, is quite wide. There are many hands-on experiments to do, and they all use household items. (taken from

www.apologia.com)

Course Requirements

Use of basic technology applications


This subject averages about 1 hour a day study load, 5 days a week, 120 hours for the year.

Class expectations

Attendance and punctuality (very important). Please be in class on time, ready to start, and prepared for the day's material.

Participation in discussion. We will review chapter in class to prepare for test.

Participation in lab and turning in lab reports.

Completing other assigned homework (on time!) such as study guides and On Your Own questions. Specific assignments

will be given weekly by email and/or by handout. Please stay caught up!

Tests will be completed at home and proctored by parent.

Students will study on their own with parent's help as needed during week (reading the chapter, possibly performing some

household-based labs and reporting back during class, answering On Your Own questions and study guide, and module

summary in studying for test).

My commitment is to provide instruction and encouragement to you. I will be available to help you develop skills in

scientific observation and analysis, and in understanding the complex concepts we will be learning. Please feel free to come

to me with questions or email me during the week, so that this can be a team effort in learning together!

The weekly assignment sheet is a communication tool, designed to simplify and organize the study process and help you focus on the

topics we are discussing in class. Please read it at the beginning of every week and use it as a working guide. Once you have read the

assignment sheet, please store it in your binder for future reference.

We expect to have fun during class time yet be safe at the same time. Below are some of the guidelines and expectations during class

time.

HAVE A WILLING HEART & MIND - a willing heart & mind to learn will prepare you for a lifetime of learning.

LISTEN ACTIVELY - you can’t learn anything without listening to others.

COME PREPARED - have textbook and binder organized by the material tabs with you with your assignments finished and graded by

a parent or tutor.

Most importantly, if you behave in a way that we feel is disrupting the learning experience of others, we will discuss it with you in a

private meeting outside of class.

Handing in Assignments

Assignments are due at the beginning of class. All work should be done neatly and reflect the student's best efforts. Messy work or

work that cannot be understood will be subject to a penalty or considered wrong and worth no credit. Please strive for excellence and

do your best work.

Extra credit will be available for students who need to enhance their grades. Extra projects are also available for students with special

interests, gifts, or those needing a more advanced course, please ask instructor. Bonus assignments are periodically emailed with

which parents can supervise, grade or evaluate to help boost the student’s scores.

Bring to class every day

1. A 3-ring, one inch diameter science binder (divided into parts)


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RECORD KEEPING GRADING SHEET IS ON THE FRONT PAGE FOLLOWED BY THE FOLLOWING TABBED SECTIONS:

a. Tests

b. Study Guides

c. OYO Questions – i.e. On Your Own Questions

d. Lab Experiments

e. Vocabulary Words

f. Module Summaries – printed, typed or written out

2. Pencil and Pen

3. Scissors and Ruler

4. Lined paper

5. Zippered pocket for pencils, erasers, etc.

6. General Science Text book

Laboratory Exercises

Exploring Creation With General Science features many laboratory exercises for the student to perform:

Household labs - Only household equipment is used. Some of these will be done in class, and others may be done at home (sometimes

for extra credit) and the results shared in class.

Materials: a few very common household materials may be requested from students and families.

We will be performing many lab experiments in class. Your materials fee will be used toward the purchase some of the items for

experiments in this class.

If student misses a lab due to an excused absence, the lab cannot be made up due to equipment considerations. The student may work

on this lab at home for a grade. If the absence is excused, a student may miss up to three labs without harm to her/his grade. After that,

all missed labs will receive a score of 0.

General Science Workload

On Your Own Questions -These are to be answered as you come to them in the reading of the module, and kept in a labeled

section of your notebook

Experiments - Most experiments will be done on Fridays with a short review of the module. Occasionally, labs involving only

household materials will be done at home.

Summary of Modules -Required homework to help students understand the coming exam. This summarizes the entire content of

the module and helps student focus on the important points

Study Guides - These should be done in writing, neatly and completely, at the end of each module. They should be used to study

for the upcoming test.

Tests -A module test will be done every 2 weeks to evaluate the student's learning. Tests will be completed at home, proctored by

parent, graded and turned in to instructor during the next class, to be recorded in the grade book and examined for further

evaluation. Tests should be done _CLOSED BOOK_ unless otherwise instructed. . STUDENT MAY NOT PREVIEW TEST

NOR COPY ANSWERS FROM THE SOLUTIONS MANUAL.

General Science Assignments for the first week (to be completed prior to the first class)

Parents

Read iv, v, and vi in the Solutions and Tests Book.

Students

Day 1 - Read Student Notes iii and iv

Day 2 - Read/study p .1 – 6 (1-7 of 2nd

Ed.) (skipping experiments for now). Always memorize boldfaced terms in text and review

Figures - Figure 1.1 on p. 3 (2 of 2nd

Ed.)

Day 3 - p. 6 - 8; do OYO (On Your Own questions) p.8 (3 & 7 of 2nd

Ed.); correct using p.32 (33). Review terms and figures.

Day 4 - Read/study p. 8 – 12 (8-11 of 2nd

edition); Do OYO, p. 12 (p. 11 2nd

edition); correct. Review Terms and Figures.

Day 5 - Read/study p.12 – 16 (p. 12-16 2nd

edition); Do OYO, p. 16 (also p.16 2nd

edtition); correct. Terms and Figures.

Day 6 - Read/study p. 16 – 18 (p. 16-18 2nd

edition); Do OYO, p. 19 (p.16 2nd

edtition); correct. Terms and Figures.

Day 7 - Read/study p. 19 – 25 (p. 18-24 2nd

edtition); Do OYO, p. 23 (23) and 25 (24); correct. Terms and Figures.

Read and record in the Vocabulary section all boldfaced terms for the chapter.


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Summary of what to do before the first class:

Read pp iii and iv (iv-vi 2nd

edition)

Read pp 1-25 (1-24 2nd

edition)

Do OYO 1.1-1.9 on notebook paper, and file in the OYO Questions section of your notebook.

Read procedure for Exp 1.1 - 1.4 and be ready to do them in class.

Bring Apologia book, lab notebook, and pencil to class.

Grading and Assessment

Parent involvement in discussion and evaluation of students' work is a priority. Teachers will be available to parents as needed, to

assist in evaluating performance against priorities

A teacher-created evaluation will be provided for every student, which may be used as a record of accomplishment for students

planning to attend college, and to help you ascertain grades for your report cards. All evaluations include the number of tests,

homework, labs, and other assignments completed, a description of challenges and accomplishments, a review of student's progress

and performance, test scores, and recommendations for future work. The student name and course, date of completion and instructor

signature are also included. Rather than a letter grade, this will be an individualized assessment of the student's progress, effort, and

attitude. The basis for this assessment will be the following items:

Performance on the tests, high integrity, no preview, no copying answer book!

Completion of homework according to schedule, as assigned

Preparation, participation and attitude in class

Effort and enthusiasm during the lab experiments

Neatness and thoroughness of lab write ups in lab notebook

Parents who would like a more detailed grade assessment (percentage and/or letter grade) may contact the instructor with this specific

request and added fee.

Curriculum

Exploring Creation With General Science by Dr. Jay L. Wile and Marilyn F. Durnell, Apologia Educational Ministries, 2008, 2nd

edition.

2 volume set: The first book, hardbound, is the student text, which contains all student material, on-your-own questions and solutions,

laboratory exercises, and chapter study guides, Color illustrations and diagrams. The second book, softbound, is the Solutions and Test

Manual.

The CD-ROM versions of these courses contain everything that is in the textbook solutions and tests manual, which contains answers

to chapter study guides, tests, and test solutions. courses plus multimedia add-ons like word pronunciations, videos, and animations.

Please note that this CD does not read the course to the student. It is the book on CD, formatted as a website. If you want something

that will read the course to the student, consider Apologia's MP3 Audio CD (described below). These are complete courses, not just

supplements. Format: CD-ROM. To get an idea of what the CD-ROM courses are like, check out the first module of General Science

at this link: http://www.highschoolscience.com/books/ecgs/index.html

Multimedia Companion CDs If you want to use a textbook but would like the multimedia that is on the CD, Apologia has made

special multimedia companion CDs to accompany these courses. These CDs do not contain the text of the courses, but they have all of

the multimedia that you find on the CD course. These companion CDs are the ideal choice for someone who wants to use a book and

the multimedia. Format: CD-ROM

MP3 Audio CD Apologia also has an MP3 Audio CD available for the General Science course. This MP3 CD has audio of the

student text being read aloud. If your child has difficulty reading, this is the perfect companion to the textbook or the full course CD.

It will run on a computer or in a MP3-compatible CD player.

Website: www.apologiascience.com

This site contains helpful hints and links for the parent and student which can aid in your study of the subject.


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About Your Mentor-Teacher: See the end of this document

Contacting the Teacher: [email protected]

Teacher Assistant Position Available: Please email your interest!

Assignments for the first week: (to be completed prior to the first class)

Parents

Read iv, v, and vi in the Solutions and Tests Book.

Students

Day 1 - Read Student Notes iii and iv

Day 2 - Read/study p .1 – 7 (1-6 of 1st Ed.) (skipping experiments for now). Always record in the vocabulary section of your

notebook and memorize the boldfaced terms and always review ALL Figures such as Figure 1.1 on p. 2 (3 of 1st ed.)

Day 3 - p. 6 - 8; do OYO (On Your Own questions) p.3 & 7 (p. 8 of 1st Ed.); correct using p.33 (32). Review terms and figures.

Day 4 - Read/study p. 8 – 11 (p. 8-12 of 1st edition); Do OYO, p. 11 (p. 12 1

st edition); correct. Review Terms and Figures.

Day 5 - Read/study p.12 – 16 (p. 12-16 1st edition); Do OYO, p. 16 (p.16 1

st edition); correct. Terms and Figures.

Day 6 - Read/study p. 16 – 18 (p. 16-18 1st edition); Do OYO, p. 16 (p.19 1st edition); correct. Terms and Figures.

Day 7 - Read/study p. 18 – 24 (p. 19-25 1st edition); Do OYO, p. 23 (23) and 24 (25); correct. Terms and Figures.

WRITE OUT (Record) in the Vocabulary section all of the boldfaced terms in your reading for the chapter.

Summary of what to do before the first class:

Read pp iv-vi (iii-iv 1st edition)

Read pp 1-24 (1-25 1st edition)


Read procedure for Exp 1.1 - 1.4 and be ready to do them in class.


Contacting the Teacher

Please contact Mrs. Lee via email at [email protected]. Mrs. Lee’s home phone is 408-268-7358 or in case of immediate need,

by cell phone at (408)209-4909.

*NEW* Personal Finance & Stewardship with Business Math (option) – 8:30-9:45am, Period 1 Course Title: Personal Finance & Stewardship with Business Math (option—3 slots only)

Teacher/Mentor: Warren Shimada

Course Length: Two Semesters


When: Fridays, 8:30-9:45am


Curriculum: Foundations in Personal Finance for Homeschool Student Text (Grades 9-12) by Dave Ramsey, Quicken Software

(various versions) by Intuit, How to Manage Your Money: An In-Depth Bible Study on Personal Finance by Larry Burkett. For the

Business Math option, both MathUSee’s Stewardship Instruction Pack and the Stewardship Student Pack.

Credit Classification: The Personal Finance & Stewardship course can be titled as a “Personal Finance” or “Financial Management”

full-year, high school elective. If you take the Business Math option, “Business Math” is a full-year, high school math course for non-

technical career considerations.

Questions: Warren Shimada [email protected]

Prerequisites: Most personal finance learning will be through the Dave Ramsey videos and workbook fill-ins. Basic high school

reading will be helpful for some workbook pages and tests, and good pre-algebra math skills are required. For the Business Math

option, pre-algebra skills are required and algebra will be helpful for several lessons.




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Background & Course Description: This is a high school personal finance elective course; all class time is devoted to Personal

Finance. For those students considering non-technical fields and who want to use Business Math to fulfill their high school graduation

requirement, Business Math is a perfect complementary course and provides basic life math skills. Business Math is an option to this

course. It is a complete, full-year math course. The teacher will provide lesson plans (coordinated with the Personal Finance program),

homework accountability, test grading, record keeping, and semester grades. This is a service to only those enrolled in the Personal

Finance program and is intended to help the student master math skills in parallel with personal finance concepts. No math teaching,

instruction or tutoring is provided; DVD instruction is provided in the MathUSee Instruction Packet and the student is responsible for

tutoring support. Students signed up for this math course option are in effect carrying a two-course load – a personal finance elective

and a high school business math course.

Personal Finance Description: Less than half of high school seniors qualify as financially literate, and more than 7 million borrowers

are in default on student loans for college. Students are facing tremendous financial challenges without the basic knowledge needed to

thrive in today's economy. This is a life changing financial literacy program which teaches valuable information that students will use

every day and for the rest of their lives. What a wonderful goal it would be to get out of college with NO debt and thousands of

dollars in the bank.

This curriculum teaches students how to avoid debt like the plague, budget with intention, invest, and build and steward wealth. With

Dave as the expert, this curriculum provides comprehensive resources. Students are facilitated in learning and bringing this

curriculum to life. This class will change the financial future of students and set them on a path to win with money and change the

way students look at money forever. The teaching is delivered via video by Dave Ramsey, Rachel Cruze and Chris Hogan. The

students will be empowered, equipped and entertained while building confidence in their own financial decision-making.

The “Foundations in Personal Finance” is a tools based curriculum brought to life through Dave Ramsey’s humorous, engaging and

entertaining personality and classroom group activities. You can view a SAMPLE VIDEO of the course featuring Dave Ramsey’s

teaching by going to http://www.daveramsey.com/school/foundations-experience/

Business Math option Description: For the Business Math option, lesson plans for homework and tests will be provided, and students

are responsible for completing and correcting their homework and turning it in weekly. Students will turn in their tests as assigned.

Teacher will grade and correct tests and provide semester grades. Students receive instruction from the MathUSee DVDs for all thirty

lessons. (There is no business math instruction during class time). These thirty math lessons cover many practical areas of personal

finance (earning money, taxes, banking, checking, store percents, interest, investing, budgeting, credit cards, comparison shopping,

phone plans), automotive (purchase, operation, mechanical, insurance), home ownership and maintenance (real estate, contracts,

materials, plumbing, electrical), and other miscellaneous topics.

Materials to Purchase:

1) Foundations of Personal Finance for Homeschool Student Text (Grades 9-12) by Dave Ramsey from www.daveramsey.com

2) Quicken software application (various versions between 2011-2015)

3) How to Manage Your Money by Larry Burkett

4) For the Business Math option, order both the Stewardship Instruction Pack and the Stewardship Student Pack at

http://store.mathusee.com/catalog/math-u-see/secondary-math/stewardship.html

Personal Financial Curriculum Qualifications

Curriculum qualifies for many State and National literacy standards. Go to http://www.daveramsey.com/school/foundations/ and

scroll to middle of page to download the standards for this curriculum.

Who can attend?

High school students and some middle school students who have the reading, math and maturity for these concepts. Parents are

invited to come and learn together. For the Business Math option, there are only three slots available.

Class Overview

1) Personal Finance topics covered in class by watching DVD video lessons by Dave Ramsey's "Foundations in Personal Finance".

The student workbook provides notes, chapter summaries, review material and tests. See description under "Personal Finance Topics

Covered" below.


http://www.daveramsey.com/school/foundations-experience/

http://www.daveramsey.com/school/foundations/

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2) Learn how to use Quicken software application (on PC or MAC) by Intuit to create budgets, manage checking/saving/credit card

accounts, manage investment portfolios and create reports. Each student will be taught how to input data into their personal accounts

for appropriate recordkeeping and tracking their income/expenses and assets/liabilities. Also, students will create budgets, manage

investments and create reports.

3) Learn how to create income by selling items on eBay and Craigslist. Each student will learn who to create personal income by

selling new/used items on eBay and/or Craigslist.

4) In class, group activities will focus on life applications and decision making based on various personal finance scenarios. These

"real life" scenarios will allow each student to apply what they are learning from the Dave Ramsey videos.

5) Learn and study what the Bible says about personal finance decisions on savings, investing, retirement, credit, etc. The class will

discuss these topics in small groups based on Larry Burkett's bible study: How to Manage Your Money. See below for bible study

topics under "Biblical Topics Covered".

Workload

Class

Each week, we will watch 1-2 DVD videos (15 minutes each) featuring Dave Ramsey as the speaker. Students will fill in the blanks in

their workbooks during the video teaching. At the end of the video, I will review the answers in the workbook and discuss in more

detail the topics covered in the video. After the completion of each chapter, we will review and discuss the Chapter Summary material

before giving a Chapter Test in class. Chapter Tests will be given in class. In each chapter, we will do 1-2 group activities in class to

emphasize life application of topic being studied.

Homework

Homework assignments will be given weekly out of the student workbook. There is some light reading and writing which should be

about 1 hour per week. Students will be expected to complete assignments each week so the material can be reviewed and discussed in

class.

For Business Math option, a new lesson is assigned weekly and homework is collected weekly. Students are expected to keep up with

each week’s new DVD instruction session, complete lessons, check and correct their homework, and complete tests as assigned. Tests

will be graded by the instructor.

Grading and Assessment: I will create an evaluation for each of the students based on class participation, chapter tests and in-class

group activities.

Personal Finance Topics Covered

You can see sample videos, download sample chapter material and download a sample test at:


Visit Dave Ramsey’s website for more information about this class at: http://www.daveramsey.com/school/foundations-home-

school/?snid=classes.homeschools

Unit 1: Saving and Budgeting

o Chapter 1. Introduction to Personal Finance - Introduces the topic of personal finance, explores the evolution of the

American credit industry, and highlights the importance of both knowledge and behavior when it comes to managing

money.

o Chapter 2. Saving - Emphasizes the importance of saving and explains the three reasons to save: emergencies, large

purchases, and wealth building.

o Chapter 3. Budgeting - Explores the purpose and process of writing a budget and the basics of banking, including

balancing and reconciling a checking account.

Unit 2: Credit and Debt

o Chapter 4. Debt - Identifies the devastating costs of using debt as a financial tool, debunks credit myths, explains the

elements of a credit score, identifies organizations that maintain consumer credit records, and summarizes major

consumer credit laws.



http://www.daveramsey.com/school/foundations-home-school/?snid=classes.homeschools

http://www.daveramsey.com/school/foundations-home-school/?snid=classes.homeschools

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o Chapter 5. Life after High School - Explores 21st Century post-secondary education and career options, highlights the

importance of avoiding debt as a young adult, and explains how to cash flow a college education.

o Chapter 6. Consumer Awareness - Identifies factors that influence consumer behavior and the effect of inflation on

buying power.

Unit 3: Financial Planning and Insurance

o Chapter 7. Bargain Shopping - Highlights the importance of bargain shopping as part of a healthy financial plan and

identifies important negotiation strategies.

o Chapter 8. Investing and Retirement - Establishes basic investing guidelines, describes and compares various types of

investments, and identifies elements of employer benefits and retirement plans.

o Chapter 9. Insurance - Identifies the purpose of financial risk management as well as the appropriate and most cost-

effective risk management strategies.

Unit 4: Income, Taxes, and Giving

o Chapter 10. Money and Relationships - Identifies the differences among people's values and attitudes as they relate to

money and highlights communication strategies for discussing financial issues.

o Chapter 11. Careers and Taxes - Examines the importance of pursuing a career in line with your strengths, the elements

of effective goal setting, the best practices of successful people, and types of income and taxes.

o Chapter 12. Giving - Highlights the importance of giving of your time, talents, and money in order to serve others and

leave a lasting legacy.

Biblical Topics Relating to Personal Finance Covered in ”How to Manage Your Money" by Larry Burkett

What is Wealth?

God's Will in Finances

The Perils of Money

Release from Servitude

Financial Planning God's Way

Motives for Accumulating Wealth

How Much is Enough?

Sharing by God's Plan

Deciding Who Deserves Help

Making Financial Decisions God's Way

The Challenge

My role as the facilitator of the class:

To involve students, after each video section, in the review and discussion of the questions in the workbook.

To involve students, at the end of each chapter, to review and discuss the Chapter Summary, Take Action Challenge and the

Money Review .

To help students gather in groups to participate in group activities involving real life money situations and decisions.

To provide a chapter test and grade the students test after completion.


Foundations in Personal Finance Workbook

Binder (1.5-2-inch, 3-ring binder) with blank notepaper

Pencils, pens, erasers, color highlighters


Contacting the Teacher: The best way to contact me is by email at: [email protected] or on my cell (408)655-7712.

Foundational Language Arts, Level A/B – Weekly, 8:30—9:45, Period 1 Course Title: Foundational Language Arts, Level A or B

Teacher-Mentor: Liz FitzGerald


Grades: 2-3


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When: Fridays, 8:30-9:45 AM

Class Fee payable to Liz FitzGerald: $60/per student (4+ students) OR $75/per student (1-3 students)

Credit Classification: Language Arts (spelling, reading, vocabulary, grammar, composition)

One-time only Materials Fee: $50.00 (1st-time FLA students) OR $40 (repeat FLA students)

Questions: The best way to reach Liz is through email at [email protected], or times can be set up for phone consultations.

Course Description: While not all readers are good spellers, good spellers will invariably become good readers. Spelling is the more

precise skill. This course is designed to give students the necessary tools, knowledge, and skills to effectively use and understand the

English language for both reading and writing.

Spelling skills will be trained and strengthened to improve the student’s communication, to encourage precise thought, to stimulate

faster and more accurate comprehension, to free the mind for higher order thinking skills, and to lay the foundation for English

learning in later grades. Vocabulary development will be encouraged as the student investigates word derivations, etymology, and

usages in various writing activities. Reading comprehension will be strengthened through bi-weekly tests and instruction. Grammar

principles will be addressed as they relate to the spelling words under study.

Rather than memorizing words, as in traditional spelling programs, students will be taught how to analyze the reasons behind a word’s

spelling and pronunciation, giving them a strategy to learn any word that they encounter for both reading and spelling. Reading is a

natural outgrowth of spelling instruction.

Students will create their own personalized primer for spelling entirely from guided teacher dictation. As the captain of a ship logs

information about his travels, so the student will record information he learns about the English language. He will include the weekly

spelling lists and will build reference pages where he practices applying the spelling rules.

As your Teacher-Mentor, I will be introducing new material with the students and assessing their progress on a regular basis. I will

also provide lesson plans for the Teacher-Parents to complete at home during the week with the students.

This course will satisfy all elementary language arts needs for your student in 2nd

and 3rd

grades, and will adequately prepare him for

more in-depth grammar and composition studies in subsequent grades.

Skill Levels: Children’s literacy skills develop at different rates. We understand that the younger the students are, the more variation

there will be in their reading and writing skills. Students who are still developing reading skills will find this class refreshing and that

it opens the doors to books for them. Students who are already reading will still be challenged as they learn how the written code

works. If you have any concerns about where your student is in his language skills, please let me know when you register for this

class.

To qualify for any of the Foundational Language Arts classes, the student will need to take a spelling diagnostic test (see SWR,

Appendix B), which is then submitted to Liz via email ([email protected]) or through mail. Based on her assessment of the student,

she will place him/her in the appropriate class based on grade and skill level. Some students qualify for classes differently than their

grade level indicates. The earlier tests can be submitted, the better we can place students correctly before the school begins.

Course Workload: In addition to class time with the Teacher-Mentor, students will be expected to complete assignments four days

each week, which should take up to 30-45 minutes each day. Students will also be asked to be reading at least 30 minutes each day

from books that coordinate with other areas of study or books that are of interest to the student. If your child is still developing his

reading skills, please discuss this with me when you register for the class.

Student Prerequisite: Students need to be able to legibly write the letters of the alphabet from dictation (i.e. without a visual model) in

either manuscript or cursive, although cursive is strongly recommended. The students must be able to read cursive writing as all

writing by the teacher is done in cursive.

Parent Prerequisite: Parents are required to attend a two-day training class to learn how to teach the Spell to Write and Read (SWR)

program. Classes will be available through the summer at various locations around the Bay Area. For information on registering for a

training class, please visit www.swrtraining.com. Tuition fees for the training class are separate from the student fees for HEART

Academy.


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Why is this training necessary? It is extremely rare to find adults today who were taught to read using explicit phonics. Most learned

to read using whole word or “look-say” methods with a smattering of phonics, if any at all. Because of the misinformation about the

language and faulty methods used, English is commonly dismissed as illogical and inconsistent. Using the 70 basic phonograms and

the 28 reliable spelling rules in SWR, we can explain 98% of the most frequently used words in the language.

The students will be working with me in the classroom for only one day while the parents will be teaching the remainder of the week.

It is necessary for the parents to learn the program in order to effectively teach and reinforce it with their children.

It is highly recommended that the parents observe two or three class sessions early in the year. Parent attendance in the class is

welcome but not required.

Materials List

Required for Parents: SWR Core Teacher’s Kit (www.swrtraining.com)

Required for Students:

3-ring binder, 8 ½ x 11, at least 1” deep, with pouches in the front and back

zippered pouch (contents to be provided)

Notebook dividers with sections labeled

- Assignments

- Completed Homework

- Quizzes and Tests

- Extra Worksheets

- Extra paper (regular notebook paper, wide lined is fine)

Materials to be provided:

mechanical pencil and refills

red pencil

learning log

6” ruler

reading comprehension test book & answer forms (if necessary)

handouts for lesson plans and assignments

American Literature & Composition – 8:30-9:45 am, Period 1 Course Title: American Literature & Composition

Mentor-Teacher: Denise Boiko


Type of Class: Group class through HEART Academy

When: Fridays, 8:30-9:45 am

Cost: $60 / month

Credit Classification: 10 credits of English

Materials Fee: $10, one time only


Questions: Email Denise Boiko at [email protected] or phone (408)927-0737 (home) or (408)375-5189 (cell)

Prerequisite: High school level reading and writing skills. Recommended grade level: 9th-12th

. Experience with Institute for

Excellence in Writing (or equivalent training in style) at junior high or high school level, OR HEART Academy writing class at junior

high or high school level, OR another high school English course with writing. If in doubt about a student's readiness, parents may

submit a previous essay by the student for teacher's evaluation.

Other requirements:

Use of basic technology applications (word processing applications, email, Internet research).

A willingness to work on writing assignments each school day during the week. In addition to class time, this subject will require a

workload of at least one hour a day, five days a week, 120 hours for the year.


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Students should be prepared to write at least one 2-4 page typed essay every 3-4 weeks and to revise previously written essays.

Course Description:

American Literature and Composition will guide high school students as they read, enjoy, discuss, and analyze a spectrum of literary

selections from American authors, poets, and playwrights of various eras. Genres will include short stories, novels, satire, nonfiction,

poetry, and drama. Students will learn literary terms and study the rhetorical techniques authors use to communicate their messages.

For each fiction work read, students will discuss character, plot, setting, conflict, point of view, and theme, and will look for features

such as irony, foreshadowing, and symbolism. For nonfiction works, students will learn to read critically and extract important points.

For poetry, students will study typical patterns and techniques the poet uses to convey meaning.

Students will practice techniques of composition such as drafting, revision, and editing. Various types of literary analysis

compositions will be written, such as descriptive, narrative, comparison/contrast, cause/effect, persuasive, and a research paper with

MLA formatting. All essays will be revised before being considered final. Constructive comments in the essay scoring process will

help students apply techniques in paragraph structure, thesis and topic sentences, organization, style, mechanics, transitions,

parallelism, variety in sentence patterns, and other key writing skills. Each semester, students will write and revise four to five essays,

depending on the level of the course chosen, and will complete one creative project per semester. Essays will be scored using a

detailed rubric analyzing the student's accomplishments in the areas of content, organization, style, and mechanics. During the second

semester, students will write a research paper with MLA formatting, on an American author of their choosing.

A typical class period will include discussion of literature selections the students have been reading, occasional comprehension games,

and the sharing of creative projects students have produced to showcase their understanding of the literature they have just read. Some

class periods will also include a time devoted to writing instruction.

A supplementary guidebook on literature analysis, Windows to the World by Lesha Myers, will aid the student in understanding the

elements of literature and in analyzing these elements in each of the selections during the year. We will work through the concepts in

this book a bit at a time.

Levels of course available

Students may take this course at a standard college prep level or at an honors level. Honors level students will be required to write one

additional essay per semester as compared to standard college prep. Honors students' work will also be held to a higher standard

during the grading process.

9th

and 10th

grade students (according to parent preference) will be scored on a more lenient grading scale as compared to 11th

and 12th

grade students. According to parents' guidance, certain assignments (research paper, or reading of some of the more complex books)

may be waived, shortened, modified, or substituted with an assignment more appropriate to the student's level.

Class Expectations:


Participation in discussion.

Timely completion of assigned papers, reading, projects, and other homework. Specific assignments will be given weekly by

email and by handout. Please stay caught up!

You will work on your own with your parent's help as needed during the week

My commitment as your Mentor-Teacher is to provide weekly instruction, examples, and encouragement to you and to evaluate your

work. I will be available to help you develop skills in writing and literature analysis. Please feel free to come to me with questions or

email me during the week, so that this can be a team effort in learning together.

An assignment sheet will be made available every week. It is designed as a communication device for you, to clarify your weekly

work process and help you focus on the topics we are discussing in class. Please read it at the beginning of every week and use it as a

working guide. Once you have read the assignment sheet, please store it in your binder for future reference.

Handing in Assignments:

Assignments are due at the beginning of class. All work should be done neatly (typed, 12 pt Times New Roman) and reflect your best

efforts. Strive for excellence and do your best work.


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Extra credit will be available for students who need to enhance their grades. Extra projects are also available for students with special

interests, gifts, or those needing a more advanced course – please ask Mentor-Teacher.


1. A folder or small 3-ring binder with pocket folders in which to keep notes and handouts. Folder should contain about 20 sheets of

college ruled notebook paper.

2. Pens and/or pencils. Highlighter if desired.

3. Current book being read and discussed.

4. Homework to turn in.

Other supplies needed:

A good dictionary and thesaurus.

Highlighters for marking interesting passages (only if you own the book and don't mind marking in it).

Post-It Notes for marking important passages of books you do not own or do not want to mark up.

American Literature and Composition Workload:

A typical weekly workload will include the following:

Read one-third to one-half of the book being discussed. Prepare discussion questions and/or annotations (instructions for

annotations will be given at the beginning of the year).

Discuss the section of the book and gain insights from each other.

Plan and prepare your essay or project (upon completion of a book or literary work).

Note: Students taking the course for honors credit may take advantage of extra assignments and may read additional books. Parents

are encouraged to partner with the teacher in setting a desired set of requirements for honors work.

HEART classes will be on break during the holidays, from before Thanksgiving until just after New Year's Day. Some reading

assignments will be given during this time.

For the project assignments once per semester, students will be provided with a long list of project ideas from which to choose. Project

ideas are numerous and could include the following (this is just a small sample of the list that will be available):

Writing projects

Writing a comparison/contrast or cause/effect essay relating to the book

Writing a dramatization of a certain episode from the book

Presentation/speaking projects

Presenting an advertisement to encourage people to read the book

“Interviewing” a character or the author

Hands-on projects

Constructing a board game relating to the book

Making a short DVD relating to the book or the author

Artistic projects

Painting, drawing, or sculpting scenes from the book

Making a diorama about the book

Miscellaneous projects

Writing quiz questions to try to stump the class

Making a map or timeline of the story

Grading and Assessment:

Each essay and project, as well as the student's alertness and participation in weekly discussions, will be evaluated. Evaluations will be

based on effort, enthusiasm, participation, and improvement in comprehension and writing skills.


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Parent involvement in discussion and evaluation of student's work is strongly encouraged, and the teacher will be available to parents

as needed, to assist in evaluating performance against priorities, to answer questions, or simply to be a sounding board for discussion.

A teacher-created evaluation will be provided for the student, which may be used as an aid to help parents determine grades for report

cards. End-of-semester evaluations will be largely based upon displaying consistent and measurable improvement and effort

throughout the year. Evaluations may include the number of assignments completed, a description of challenges and accomplishments,

a review of student's progress and performance, and/or an average percentage score for the semester. The basis for this assessment will

be the following items (this is an approximate breakdown and is subject to change):

Literature essays/projects and research paper: 70%

In-Class effort, discussion, and participation, including preparation of annotations and discussion questions: 30%

Extra credit, as applicable (will add on to student's existing point total and can be done with extra projects for assigned books, or

optional books read and reported on)

Each essay will be evaluated, and revisions will be required. Teacher evaluation will be based on improvement after revision and on

incorporating suggestions from the first draft, as well as using these suggestions in future essays. End-of-semester or end-of-year

evaluation will be largely based upon displaying consistent and measurable improvement throughout the year (rather than on

“perfection”). Parents will assign the final letter grade based on the information from the semester evaluation along with their

observations of their students' work at home.

Parent involvement in discussion and evaluation of students' work is strongly encouraged. Teachers/Mentors will be available to

parents as needed, to assist in evaluating performance against priorities, to answer questions, or simply to be sounding boards for

discussion. We want to do everything we can to assist you in this endeavor.

Curriculum

Windows to the World: An Introduction to Literary Analysis, by Lesha Myers – student book only; $29 through IEW or CBD.

Literature List – This list is tentative, and some selections may change. Final list will be sent by midsummer.

Selected American short stories (online sources)

The Scarlet Letter by Nathaniel Hawthorne

Excerpts from Benjamin Franklin's writings (online sources)

Declaration of Independence (online source)

The Adventures of Huckleberry Finn by Mark Twain

Up From Slavery by Booker T. Washington

The Red Badge of Courage by Stephen Crane

Lincoln Speeches and Writings (online sources)

My Antonia by Willa Cather

Selected American Poetry (online sources)

Selections from Emerson and Thoreau essays (online sources)

Two short plays by Thornton Wilder: (books will be provided for students): The Happy Journey to Trenton and Camden and The

Long Christmas Dinner

The Great Gatsby by F. Scott Fitzgerald

To Kill a Mockingbird by Harper Lee

Selections from Martin Luther King, Jr. speeches (online sources)

Fahrenheit 451 by Ray Bradbury

About Your Mentor-Teacher

You will find her bio in the HEART course catalog.

Contacting the Teacher:

The best way to contact Mrs. Boiko is via email at [email protected]. The next best way is by phone at (408)927-0737 (home) or


Teacher Assistant Position Available


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Duties: taking roll, checking off homework completion, and some minor, straightforward “pre-grading” of essays. You will receive a

discount on your student's tuition in this class, according to HEART policies. Please contact Denise Boiko if interested.

Homework Assignment for First Week - TBD – will be sent during the summer - but will include the following:

Several short stories from online sources will be assigned as reading material before the first day of class. When the links are sent to

you, please print the stories, read them, and bring them to class so we can refer to them during our discussion, which will take place

the first and second weeks of class.

Intermediate Composition – 8:30-9:45, Period 1

Course Title: Intermediate Composition

Mentor-Teacher: Laura Ball



When: Fridays, 8:30-9:45 AM

Cost: $60 / month


Materials Fee: $20, one time only


Questions: Laura Ball [email protected]

Course Description: Intermediate Composition is a high school level writing course designed to give students practice in writing a

variety of types of assignments including, but not limited to, descriptive, compare and contrast, cause and effect, persuasive, and

expository essays, newspaper articles, poetry, devotionals, and other genres of writing. Including review of stylistic techniques,

students will move from three-paragraph to five-paragraph assignments in weekly papers as they gain additional training and skill in

essay types, organization and writing. This course is recommended for students who, having completed the Institute for Excellence in

Writing’s Structure and Style course, would benefit from additional practice while exploring a variety of writing assignments. As

students practice and master each format and technique, they develop confidence, and consequently creativity. From captivating

introductions, to compelling descriptions and convincing conclusions, students learn to bring their words and their arguments to life

and gain practice in expressing themselves in writing.

Recommendation/Prerequisites

Students should have completed the Institute for Excellence in Writing’s Structure and Style curriculum, or Heart Academy’s Intro to

Writing class. If a student has not completed this prerequisite, a pre-assessment by the instructor is needed in advance of registration.

Required Texts and Materials List:

Instructor will provide all necessary text materials.

Materials:

Binder 8 ½ X 11, 2 inches deep

College ruled paper

Notebook dividers (set of 5) including sections labeled:

Completed Assignments

Lesson Classwork

Word Banks

Vocabulary

Notes (college ruled paper)

Portable hole punch (these fit onto the binder posts)

ZIP POCKET, which fits into the binder, containing:

Writing implements - at least 4

Your binder is not to be inspected or graded in any way. However, creating and maintaining an orderly system will serve you well

throughout the busy year ahead. Set yourself up to be successful!

Course Requirements / Workload


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Students should be prepared to write a three to five paragraph paper each week, and make corrections to the previous week’s

assignment. Some assignments, such as poetry, may be shorter.

Class Expectations:

Attendance and punctuality. Please be in class on time, ready to start, and prepared for the day’s material, putting distractions aside so

we can all glean the most benefit from our time together. Please let the instructor know, as soon as you know, if you are planning an

absence so we can discuss what you would like to do about the assignments.

Participation in class discussions – have a willing heart and mind to learn. Actively listen to others, and add your thoughts and

answers as appropriate.

Completion of assignments – all work should be completed neatly and reflect your best efforts.

You will work on your own with your parent’s help as needed during the week. If at any time you need help, I will expect you to call

me so you can receive the help you need before you fall behind.

As your instructor I am committed to providing weekly instruction, examples, modeling of new material, and encouragement to you. I

will be evaluating your work weekly. If you have questions, I encourage you to ask them during class or contact me during the week.

My goal is to work with you, forming a team to improve your writing skills and confidence.

Assessment System


assist in evaluating performance against priorities, answer questions, or simply be sounding boards for discussion. We want to do

everything we can to assist you in this endeavor. A portfolio of student work will be kept by the student.

There are several ways to calculate High School course credit. Determination before the class begins, of the method to be used, makes

the record keeping process much easier. Feel free to discuss this with us at any time. The most commonly used method of evaluation

is based on the number of hours of coursework completed in the year. If you choose to use this method, it will be helpful to you to

keep track of hours spent. An Academic Hour Check–off Sheet is available following this info.

Each assignment will have an evaluation rubric showing the student’s success in meeting the requirements of each assignment. Each

semester, these will be presented to the parent as a total percentage by category and aggregate, with a list of material covered, which

may be used as a record of accomplishment for students planning to attend college, and to help you ascertain grades for your report

cards. The student name, course, date of completion, and instructor signature are also included.

About Your Teacher – see the end of this document.


If you have any questions, comments or suggestions, please feel free to send Laura Ball an e-mail at [email protected] or call at

(408) 307-0010. Calling is the best way to contact her.

Come to the first class having completed the following:

WRITE a three-paragraph paper without parental correction or comment, on any topic you choose, using your best writing skills, as

they exist today. Underline your thesis sentence if you have learned this. This assignment will not be returned. It is for my evaluation

and reference only.

High School and College Study Skills – 8:30-9:45 am

Teacher/Mentor: Gail K Efting

Type of Class: Group and Online supported Class - This course may be repeated.

Class Fee : $60/ month per person All tuition and fees are payable directly to: Gail Efting at:

Technology and Materials Fee: $60.00 527 S. Frances St.

Questions: Email Gail Efting at [email protected] Sunnyvale, CA 94086

Minimum & Maximum Class size: 5 students minimum, Maximum -18 students




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Credit: Successful completion can be used to satisfy requirements for studies in Greek and/or Latin Roots, neurology of learning,

emotional intelligence, college study skills, and test prep, and more

Course Description: High School and College work requires the ability to read well, write well, and think, remember, and study

effectively. In this class, students focus on learning how to accomplish the “job at hand” well, regardless of the task. Integral to this

format is a substantial meta-cognitive dialogue with the teacher and other students, practical application of material learned, and

ongoing peer discussion, in response to student questions and observations. The work is tailored to each student. Students who

choose to be held to Honors standards will be provided with additional academic and challenge work in all areas of study. This class

focuses on Greek roots one year, and Latin roots the second year, and may be repeated. This is a ‘hands on’ course. Considerable experiential learning activities and analysis help students develop a real

understanding of each learning tool for their tool box. Students will practice study and learning skills, pneumonic devices, and test

taking methodology, and will develop proficiency in decision making related to the best learning tool for the job at hand.

Additional practical study skills covered:

- Learning styles and the importance of the study environment,

- Useful tools and appropriate supplies

- Calendar and time management

- Prioritizing assignments and tasks

- Goal setting and follow through as related to academics

- Questioning and discussion skills, including discernment and logical analysis

- Completion strategies

- Textbook reading skills – SQ3R method

- Anatomy of a textbook

- Issues and observations in fiction

- Comparing pictures to text for the main idea and underlying bias

- Taking notes from lecture, science labs, discussion, historical documentaries, reading

- Preparing for tests; essay, multiple choice, true false, fill-in-the-blank, math problems

- How to excel at math and science

- Strategies for testing, memory, developing strengths and compensating for weaknesses

- Resources and tips for research – internet and library

This course is designed to coordinate well with other academic work, and skills may be applied directly during the year.

Additionally the teacher is available to assist students with specific study skill challenges in other classes.

All students have the opportunity to benefit from online videos and other presentations, commentary, and discussions,

as well as feedback, accountability, and recordkeeping online. Instructions for accessing online coursework and records will

be made available to students upon confirmation of registration and student email.

Course Content: This course is designed to give students study and test taking tools and skills –Students will be developing

expertise in a wide variety of learning related research and techniques, as well as a thorough overview of the Greek or Latin roots used

in the English language. (This part of the class rotates from year to year. Check with Mrs. Efting to see which roots you will be

covering this year.)

Assessment: Parent involvement in discussion and evaluation of students' work is a priority. Mrs. Efting will be available to parents

as needed, to assist in evaluating performance against priorities, answer questions, or simply be a sounding board for discussion. We

want to do everything we can to assist you in this endeavor.

There are several ways to calculate High School course credit. Determination before the class begins, of the method to be

used, makes the record keeping process much easier. Feel free to discuss this with Mrs. Efting at any time. The most commonly used

method of valuation is based on the number of hours of coursework completed in the year. If you choose to use this method, it will be

helpful to you to keep track of hours spent. Honors Courses are generally valued more highly in transcript GPA calculations because

they are more demanding. Please let Mrs. Efting know, immediately, if you will be doing Honors work, so we can help you with your

assessment and grade reporting.

Additionally, you are welcome to sit in on the class at any time, including on a regular basis, even all year if you like. Mrs.

Efting will do everything she can to assist you in this important process of determining your student(s) learning strengths and most

effective tools. Please keep in mind that the purpose of this class is NOT primarily to ‘pad a transcript’, but to support a successful

high school and/or college career to completion and success.

For more information on Gail K Efting’s student centered approach to skill development and transformational

learning, please see the course description for the BALM class.


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Course Requirements: My commitment is to provide opportunities, instruction and encouragement in observation, discernment and

critical thinking, communication, both written and verbal, life management skills, and discovery and application of God’s truths in

every-day situations around us. I will provide material and training which will be beneficial long term and practically useful.

The commitment requested of each student is to be in class ready to start on time for every session, to submit required

postings on time, to complete assignments appropriately, prepared to observe, listen, learn, think, participate, and contribute at his/her

best “as unto the Lord”. This class requires extensive thought and work. Students will get out of the class what they put in, no less,

no more.

Every week students will be required to post a commentary within 24 hours of the end of class-time. This commentary is

designed to provide your student with an opportunity for review and reflection, which are important aspects of conversion from

transactional learning to transformational learning. This required commentary includes;

1. What happened in the class,

2. what the student learned in class (these first two are almost never the same),

3. how the student felt or what the student thought about what s/he learned or experienced in class, and

4. an overview of the assignments for the coming week.

This commentary will also function as a communication device for you, to clarify your weekly work process and help you

focus on some of the issues we are discussing in class. This commentary, if completed correctly, will also provide the parent, as

teacher of record, with the information necessary to complete any accomplishment descriptions required by others, throughout the

year.

The commitment requested of each “coach” (or Godly counsel) is to help your student be accountable for the

requirements of the class, starting on time, submitting work as instructed, participation, doing their best “as unto the Lord”. Also,

many of the projects may require your input or availability for interviews or processes. Please do not do the work FOR your student,

or give them the answers to thought questions, but encourage them to persevere (sometimes in the face of frustration) to their goals.

Attendance: Class learning is often experiential and interactive, and cannot be easily repeated outside of the group experience, so

consistent attendance within each topic block (both in class and on line) is EXTREMELY important. There is new material given

almost every week, which students may not obtain easily if they miss a class of a weekly posting . Additionally, it is often difficult or

impossible for students to complete ‘homework assignments’ when they have not participated in the preceding class. However,

because of the “block” nature of the coursework, a topic is reviewed and combined with new information each week through the

progression of the block. Also, if necessary, a block could be missed in its entirety without too seriously damaging the learning

process during the rest of the year. And, of course, students are always welcome to gather some of the information they missed during

the following class, or during that block the following cycle. This does give you the flexibility which is so important to the

homeschool experience. If you have scheduled to miss classes for any reason, please let me know as soon as YOU know, so that I can

adjust as necessary, to make the learning process easier. Courtesy mandates communication.

Classroom Expectations: Real learning is exciting, stimulating and tremendously interesting. It has intrinsic rewards of discovery,

growth and realization. Every student should feel free, and safe, to embrace the joy of learning without distraction. In this class,

students are encouraged to put in the effort to take every thought captive to the obedience of Jesus Christ, ready to give an answer with

gentleness and respect, considering one another ahead of themselves. Nothing will be permitted in the classroom which distracts

students from the thrilling process of learning. All students should come to class, and post online, attentive, courteous, interactive, and

teachable.

Assignment Criteria: Overviews of assignments are given in the BALM Institute online platform, and often are activity or interview

oriented. Topic blocks range from 4 to 8 weeks, depending on the subject matter being studied, with submission of online posts and a

project (which requires several weeks to complete) due during each block. Students are STRONGLY encouraged to seek Godly

counsel between sessions, and often have interview assignments. Parents are encouraged to attend class to observe if they desire, so

that they are familiar with the processes experienced by their students. Many do so.

Growth in life is based, to a large degree, on perseverance. Because of the nature of student centered teaching, students will

get just as much benefit (guidance, feedback, help and growth) as they contribute of their own effort to the learning process. It’s that

simple. For example, if you want to change an attitude, gain knowledge or develop a skill, and are willing to participate in the class

learning experiences and do your best with the block projects, I will is to be in class ready to start on time for every session, to submit

required postings on time, to complete assignments appropriately, prepared to observe, listen, learn, think, participate, and contribute

at his/her best “as unto the Lord”. This class requires extensive thought and work. Students will get out of the class what they put in,

no less, no more.


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Your questions and comments are encouraged, and I will respond respectfully and thoughtfully to any question you ask.

Basically, you get the benefit of availability of a skilled Biblical counselor, on ANY topic, throughout the time you are in the BALM

class. Please make sure you send the email to [email protected] and put “HEART STUDY SKILLS” in the subject line.

Workload: All classes taught by Gail K. Efting are student and family centered. You, as teacher of record, will be evaluating whether

your student will be working at middle, high school, or honors levels (Gail Efting can help you with that). There are several ways to

determine workload, based on how you plan to evaluate course credit. Determination before the class begins, of the method to be

used, makes the workload planning and record keeping process much easier. Two common methods of valuation are by time (based

on the number of hours of coursework completed in the year) and by competency (based on the actual performance of the student in

the area of study).

Time based methods (called Carnegie hours) are used by most school systems, as the time spent is easy to track. But I

recommend the competency method, because this method is actually more student centered. Competency measurements allow the

student to interact with the content and process as long (or as little) as is necessary for acceptable performance in each area of study.

This gives the student the opportunity to learn how to become a self-directed, life-long learner. Competency based measures are more

effective in allowing students to work to mastery in areas of interest, by stimulating learning autonomy (a very important capacity, if

they intend to go to college or get a job). Honors work requires more time and effort, of course, but in an area of passion, it is well

worth while to allow time and energy for work to this level. The online system will keep track of assignments and commentaries

completed, records of posts, and any other project materials the student chooses to store there. Please contact Gail Efting if you would

like to discuss any of this further.

Curriculum: Word Clues, the Vocabulary Builder, Amsel Greene,

a Mind for Numbers, Barbara Oakley

Recommended Reference: The Little, Brown Compact Handbook, or

Warriner’s English Composition and Grammer: Complete Course,

For Honors students Publication Manual of the American Psychological Association, 6th Edition

All other necessary coursework materials will be provided online or in class.

About Your Instructor: See the end of this document.

Contacting the Teacher: If you have any questions, comments or suggestions, please feel free to send Gail Efting an e-mail at

[email protected]. Please make sure you put, “HEART STUDY SKILLS”, your name, and your topic in the subject line of

your note.

Teacher Assistant Position Available: One TA position is currently available for this class. If you would like to enjoy some lively

discussions with curious and insightful students and have participated in at least two years of BALM (or can support the class in a

more “behind the scenes” way) please send Gail Efting an e-mail immediately. Tuition discounts are available for TAs.

Assignments before classes begin: As soon as you read through this Info Sheet, by August 1st, or IMMEDIATELY, if after, send

Gail Efting an e-mail at [email protected] . In the subject line enter “HEART STUDY SKILLS” and your name. As

soon as confirmation of your registration for this class has been received, you will receive a student ID and password by email,

from BALMpathwright. (Make sure you check you spam folder, in case your system rejects it.) Please go online, to the URL

given, and begin the intro process for this course. You will be asked to complete sign up and answer several questions before

class begins. Please make sure you have set up your student account online no later than Aug. 10th.



http://www.amazon.com/Publication-Manual-American-Psychological-Association/dp/1433805618/ref=sr_1_1?ie=UTF8&qid=1428671975&sr=8-1&keywords=apa



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PERIOD 2 CLASSES – 9:50-11:05

*NEW* Rock Band – Period 2, 9:50-11:05

Course Title: Rock Band

Teacher/Mentor: Christopher E. Adams

Course Length: Two Semesters for Upper Academy and Lower Academy


When: Friday 2nd Period (9:50-11:05am)

Cost: $60


Lab Fee: $10 initial Materials Fee. (other costs may be necessary if purchase of more music should occur)



Prerequisite: A willingness to listen and learn during class, and dedication to practice your skills throughout the week. Students will

be required to have at least one year of music experience on their specified instrument. This can be fulfilled by one year of private

lessons or a year’s worth of music playing experience in an ensemble situation. Exceptions are on a per-student basis. Please don’t

hesitate to discuss with me in person to evaluate your student’s situation.

Course Description: Ever wanted to play in a band, but have been limited to groups that either play worship music or classical

music? This course is designed to give students an opportunity to play music in the environment of a rock band (aka Worship Band,

Funk Band, etc.). The course’s purpose is to provide coaching, direction, and organization to students who look to improve their own

musical abilities and to enjoy playing music with others.

Unlike our sister club “HeartBeat,” this course will not strictly be limited to Congregational Worship Music. We will be exploring

and playing a broader range of music by Christian artists like:

- Skillet

- Thousand Foot Krutch

- Red

- Seventh Day Slumber

- Salvador

- Tobymac

- Hillsong

- JesusCulture

- Etc.

Although other instruments can be included, this course is specifically designed to cater to the following instruments:

- Vocals

- Piano / Keyboard / Synth

- Electric Guitars

- Electric Bass

- Acoustic Guitar

- Drumset

- Other: Auxiliary Percussion, Strings (Violin, Cello, etc.), Winds

Unlike other previous beginner courses, this class is designed to take music at a more intermediate level. Students will often be tasked

with responsibilities that are unique to their instrument and role; as such, there will be very little “doubling” on a single instrument

(and this will inevitably increase the difficulty) .

At the conclusion of the course, it’s my intention that the class put on an a half-hour to hour long concert as a final exam (whichever is

most reasonable).



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Topics to Be Covered: In this course we will cover an array of topics, and these will include:

- Basic Eartraining (learning charts without sheet music)

- Reading Lead Sheets (learning how to use charts)

- Ensemble Balance

- Basic Music Theory

- Common Instrument Voicings

- Basic Arranging

- Individual Instrument Coaching

- Intro to Basic Audio Engineering and Operating Live Sound

Class Expectations: Students are expected to arrive promptly on time and to set up their necessary instrument as quickly and

efficiently as possible.

I expect every student of the class to practice a minimum of 5 days a week at least 25 minutes minimum for each of their selected

practice days. For each 25 minute practice session, 10 minutes should go into reviewing one’s exercises/technique/scales and the

remaining 15 minutes into practicing the assigned music to be rehearsed or performed during the following class.

You should also be available and present to the Pulse nights designed specifically for class presentation. Every student should be

available for the rehearsals necessary for these events.


- Notebook and pencil

- Any Handouts that I pass out or Material that I recommend

- Your Selected Instrument and its corresponding equipment

- A portable music stand (a collapsible stand is more convenient but not required)

- Electronic Tuner

- A willingness to learn

Workload: Depending on upcoming events, some weeks may require more practice time because of an upcoming performance; but

for the most part, you will be practicing an average of 25 minutes minimum for five days a week.

Grading and Assessment: I will be sending out weekly emails that will assess your skills and your progress. Grades will not be used

in this class. Tests will also be occasionally used to assess your current knowledge and skill.

Curriculum: The majority of materials will be provided by the instructor. These may include tabs, lead sheets, sheet music, chord

charts, lyric sheets, etc. On occasion, your instructor may purchase specific album sheet music to aid in learning new music.

Students must be prepared to make a similar expense.


Contacting the Teacher: The best way to contact me is via cell-phone (408)691-8904 or at my home phone (408)292-0872. The

next best way is by email at [email protected] .

Assignments for the first week: Read through this entire information sheet and email me if you have any questions. Call me and let

me know what instrument you play and what your experience is in music. This is critical so that I can best plan how to progress with

class materials and content.

TaeKwonDo (Grades K-6) – Weekly, 9:50-11:05, Period 2 Focus: Fundamentals of Traditional Taekwondo Mentor-Teacher: SBN Julie Velasquez

Course length: This class will meet every Friday

Type of course: Group class through HEART Academy

Website: www.hillsidetkd.com



http://www.hillsidetkd.com/

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When: Every Friday, 9:50 - 11:05, this is a 45 minute class (although I will be available for additional help from 10:35 - 11:00)

Class Fee payable to Hillside Martial Arts: $49 per month

Materials Fee: $20 for a uniform (optional)

Questions: contact SBN Julie Velasquez at [email protected] or phone 408-859-4369


Course Description: A student friendly martial arts class that is geared towards the younger students with a focus on the

fundamentals/techniques of traditional TaeKwonDo. We emphasize the five tenents of TaeKwonDo...Integrity, Courtesy, Self-

control, Perserverance, Indomitable Spirit. This can be strictly a P.E. class or if the the student desires, they can test for different belt

levels. Your student will have the opportunity to develop their self-confidence, self-discipline and leadership skills. Students also have

the option to attend an additional class during the week at Hillside Church, contact SBN Julie for more information.

Beginning & Intermediate Basketball – 9:50-11:05am, Period 2 Course Title: Beginning & Intermediate Basketball

Teacher/Mentor: Warren Shimada & Jaclyn Shimada



When: Fridays, 9:50-11:05am


Credit Classification: Physical Education


Course Description: This class will focus on skills for both the beginning and intermediate basketball player for boys and girls from

ages 8-17 years old.

Beginner Skills Emphasized: 1. Shooting technique - focuses on the proper basic (6 step) shooting technique 2. Dribbling - right and

left hand dribbling and basic ball handling skills 3. Passing - chest and bounce passing 4. Defense including footwork, hand position,

and technique. Fundamental of 2-1-2 zone defense.

Intermediate Skills Emphasized: 1. Shooting technique - advancing skills in the basic (6 step) technique, shooting off the dribble,

strategies to get open shots,driving to the basket, jump shot 2. Dribbling - right/left hand dribbling, intermediate ball handling skills,

two ball dribbling, crossover dribbling 3. Passing - chest/bounce pass, one handed passing, baseball pass, lob passing 4. Defense -

footwork/hand position, man-to-man defense, 1-2-2 zone defense, 1-3-1 zone defense

About Your Instructor Warren Shimada: see the end of this document.

Contacting the Teacher: Please contact Mr. Shimada if there are any questions during the year. The best way to contact Mr. Shimada

is through email at [email protected]

Simply Music Piano Lessons – Weekly, 10:05-11:05, Period 2

Focus: Simply Music® is a remarkable, Australian-developed piano and keyboard program that has beginning students playing great

sounding pop, blues, classical and accompaniment pieces - immediately - from their very first lessons.

Mentor-Teacher: Bernadette Ashy

Course length: 2 semesters


When: Friday 10;05-11:20

Class Fee payable to Bernie Ashby: $135 per month, shared lessons

Materials Fee payable to Bernie Ashby: $56.00 per quarter

Questions: contact Bernie Ashby [email protected]

Recommendation/Prerequisite: HEART Academy encourages parents to be involved in the classroom experience as much as possible.

If you want to attend with your children, we welcome you.




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Course Description: Simply Music® is a remarkable, Australian-developed piano and keyboard program that has beginning students

playing great-sounding pop, blues, classical and accompaniment pieces - immediately - from their very first lessons. Traditional

lessons, for the most part, require that students first learn to read music as the means of learning how to play. This ‘read first, play

later’ approach is slow and frustrating, and far too many students never acquire the ability to play. In fact, many lose their

desire to learn altogether.

Think of Simply Music as being like learning to talk. We all talked for years before we learned how to read and spell. It's the same

with our program. We delay the music reading process and start by showing you how to play fantastic music –immediately.

Beginning students, with no attention on having to read music, are free to relate directly to the piano, and within months easily and

naturally begin to establish a ‘hands-on’ and personal ‘feeling’ for the instrument as they build a play-list that includes popular,

classical, blues and jazz styles, as well as develop the ability to play chords and modern accompaniments. After building a repertoire

of 30 to 50 pieces covering a broad range of musical styles, students go on to learn how to read music, their ability to play so well

providing a powerful foundation for learning the more formal aspects of music education.

“My boys are 8 and 10. They’ve had just 12 lessons with Simply Music and already know 12 songs. Not just ‘Twinkle, Twinkle Little

Star’ and ‘Mary Had A Little Lamb’, but real music. The boys are already playing the blues. They think they’re hot stuff.” Rebecca

Neis

“At 83 years of age, this wonderful program has given my life a dimension that has brought me much joy and satisfaction. The

experience of Simply Music has helped me to cope with stress, and even sadness. I have been most fortunate and blessed to have had

the experience of Simply Music.”

Sara Larmer Meuse

“After two years of being very frustrated with other programs, we have found one that works and that my daughter enjoys

tremendously. The results are wonderful.” Tammie Duke

“My daughter is only 7 years old with no previous music knowledge. Our experience has absolutely surpassed our expectations.

Recently she played a well-known song in front of 100 people and she brought the house down.” Marsha Goodstein

Studio Website: www.fortheluvofpiano.com

Bernadette Ashby, Accredited Simply Music Teacher

Home Studio Location: San Jose, 95127

(408)923-8558

Content & Objectives

Requirements:

• MANDATORY Parent’s Meeting TBA

• Class attendance.

• Weekly practice including Parent Participation – Parent keeps student accountable to practicing.

• View support DVD weekly – required.

• Listen to support CD weekly – required.

Assignment Criteria: They will need to show me their playlist weekly and practice at least five times during the week.

Attendance: The student is expected to attend class and is responsible for inquiring with the Mentor-Teacher as to any assignments

that have been missed. At the mandatory parent’s meeting, I will provide my studio policies which will explain anything pertinent to

the running of my studio.


The best way to contact Mrs. Ashby is via email [email protected]

The next best way to contact her is through telephone, 408-923-8558.



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Computer Science 1: Minecraft ~ Gr 6-12 – Period 2, 9:50-11:05 Course Title: Computer Science 1: Minecraft

Mentor-Teacher: Jason Chan

Course Length: Two Semesters, 32 weeks

Type of Class: Group class through Heart Academy (*This is not solely an elementary-level class, as projects and principles are

appropriate for all ages.)

When: Period 2, 9:50-11:05

Class Fee Payable to “Encourage and Empower”: $60 / month

Materials Fee Payable to “Encourage and Empower”: $50, one-time fee to cover entire curriculum and lab costs

Credit Classification: Computer Science


Questions: Jason Chan, [email protected]

Prerequisite: No programming experience required as this is an introductory course.

Course Description:

In partnership with ThoughtSTEM [www.thoughtstem.com] and University of California, San Diego [one of the world's top research

institutions], we are happy to present a first-ever “Computer Science 1: Minecraft”, that is:

Customizable for 3rd

to 12th

Grade,

Taught by an officially Certified Instructor, and

Designed with a later option for UC Extension Credits (details below).

With featured reviews on A) “Wired” [www.wired.com/2014/08/learntomod/] and B) “The Guardian”

[www.theguardian.com/technology/2014/aug/19/minecraft-learntomod-children-coding-programming/], our core programming-tool --

LearnToMod [www.learntomod.com/] -- utilizes the latest web-browsers on Windows, MacOS and Linux systems. Our industry-

leading programming-tool empowers students to code their own modifications to Minecraft, known as ‘mods’, via 1) Google’s

Graphical Drag-n-Drop ’Blockly’ Language (beginning stage) and 2) the World-Wide-Web-Standard Javascript (advance stage).

Students share code for team-based collaboration, as well as, receive private & protected cloud-based access for hosting up to 4

concurrent players.

Grades 3 to 12 can enroll, with approximately Group A for 3rd

to 5th

grades, and Group B for 6th

to 12th

grades. (Both age, maturity,

and prior programming experience will be considered for pairing.) Also, older students may qualify for an independent, self-study

track.

And amazingly for an additional fee -- along with personally-demonstrated proficiency and passions -- each student can later enroll in

a more advanced track to earn University of California Extension Credits, even if the student may still be from Elementary or Middle

School. “These credits show admission reviewers that students have been taking classes outside of high school and have done work at

the college level. They have been evaluated on learning outcomes in a UC San Diego course.”… Edward Abeyta, director of K-16

programs at UC San Diego Extension.

Course Background & Vision:

The Dark Storm Over these past several years as a youth pastor and as a homeschooling parent of “emerging” teens, I’ve been

frustrated and – at times – furious with the mainstream onslaught of the video games (both paid and free-to-play genres) that prey

upon our kids with disturbingly inappropriate images and values. The gaming industry – in general – has eroded to darker levels by

tempting players to become obsessed with massacring, hurting and/or abusing undeserving characters.

Yet, we no longer have to feel paralyzed as this “dark storm” engulfs our children’s peers, as well as our own children. No longer do

we have to be trapped in a stressful cycle of battling, scolding, and/or nagging our kids regarding the deceitful content that wastes and

corrupts lives.

Vision of Healing & Hope “Do not conform any longer to the pattern of this world, but be transformed by the renewing of your

mind. Then you will be able to test and approve what God’s will is—his good, pleasing and perfect will.” (Romans 12: 2)

The Good News is that through our youths’ interest for video games, we can bring in God’s ministry of healing. Their zeal for

electronic fun serves as a “doorway” to bring in the redemptive power of Christ. Proactively and lovingly, we guide our youths to

experience as many opportunities to exercise their gifts/calling from God.


http://www.wired.com/2014/08/learntomod/

http://www.theguardian.com/technology/2014/aug/19/minecraft-learntomod-children-coding-programming

http://www.learntomod.com/

http://bible.cc/romans/12-2.htm

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Opportunities such as to 1) Critical Thinking and Creating: to not just be lazy consumers of games but be active developers of them, 2)

Communicate and Cooperate: to experience they synergy of teamwork – growing deeper and stronger together through resolving

conflicts with prayerful honesty, 3) Care and Community: to receive the satisfaction of helping other like-minded families by

providing “safe, smart and sweet” mainstream-alternatives to the darker games present, and 4) Crucify @ the Cross of Christ: Engage

in Jesus’ mandate – in Luke 9:23 – to take up the Cross daily for the security of our salvation and sanctification (Romans 5 & 6).

Condensed 60-second devotionals will begin each class to encourage and empower our students to ‘nail’ away the negative distractors

in life – such as addiction, laziness, insecurity – so that they can experience true life in Christ. “Those who belong to Christ Jesus

have crucified the sinful nature with its passions and desires. (Galatians 5: 24)” “The thief comes only to steal and kill and destroy; I

[Jesus] have come that they may have life, and have it to the full. (John 10: 10)”

Topics/Concepts to Be Covered:

Much like playing with ‘virtual blocks’, students manage Minecraft cloud-servers and create coding mods -- all the while learning key

computer science principles, such as Boolean logic, conditions, loops, variables, functions and parameters. Such learning will also

include the basic usage of various data types, operators, and control structures.

To keep in pace with the rapid development of technology, kindly understand that the curriculum may be modified during the school

year to maintain relevancy and effectiveness for the student. And to continue the prayerful support, families will be notified in

advance regarding any courseware improvements.

Equipment/Applications:

Please bring to class a Wi-Fi-equipped Windows/MacOs Laptop running any modern Web-Browser such as Chrome, FireFox, and/or

Safari

e-Communication:

Email and Internet Access

www.Edmodo.com: a Cost-Free & Ad-Free Communication and Homework Collection & Scoring Website

Free Downloads (To Do After First Day of Class upon Mentor-Teacher’s Instruction):

Our featured ‘LearnToMod’ Programming Tool [www.learntomod.com/] is included in the Materials Fee.

Upon completion of this course, all students will be provided an opportunity to continue programming with ‘LearnToMod’, by way of

an economical subscription model.

Recommended:

‘Minecraft for PC/Mac’ Engine [https://minecraft.net/] is recommended to provide helpful capabilities, such as native mod-integration

and multi-player networking.

Required Texts:

The only curriculum texts required are the Student Guide-Sheets -- to be distributed at the beginning of each class, which are already

covered by the one-time Material Fee (as stated above).


Laptop (as explained above)

3-Ring Half-Inch (minimum) Diameter Binder for Curriculum Handouts

Non-Black Pen/Pencil for Handout/Book Notetaking (to highlight black-and-white handouts; an erasable blue/red pen works great for

this purpose)

Optional: Highlighter Marker

Expectations:

Attendance and punctuality. Please be in class on time, ready to start, and prepared for the day's material.

By start of class, completion of assigned reading, homework, and any related projects.

A willingness to keep up with the reading and to pace oneself on completing projects.

Extra projects are also available for students with special interests, gifts, or for those needing a more advanced course – please ask the

Mentor-Teacher.

Assessment:

Parent involvement in discussion and evaluation of student's work is strongly encouraged. Mentor-Teachers will be available to


discussion. We want to do everything we can to assist you in this endeavor.


http://bible.cc/galatians/5-24.htm

http://bible.cc/john/10-10.htm


https://minecraft.net/

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A teacher-created evaluation will be provided for every student, which may be used as an aid to help parents determine grades for

report cards. All evaluations include the number of assignments completed, a description of challenges and accomplishments, a review

of student's progress and performance, and recommendations for future work. End-of-semester evaluations will be largely based upon

displaying consistent and measurable improvement and effort throughout the year (rather than on ―perfection).

The student name and course, date of completion, and Mentor-Teacher signature are also included. Rather than a percentage grade or a

letter grade, this will be an individualized assessment of the student's progress, effort, and attitude. An online assessment system will

be available for family accessibility. The basis for this assessment will be the following items (this is an approximate breakdown and

may be subject to change):

Weekly Programming Homework: 50%

In-Class Preparation, Warm-up Logs, Note-Taking, and Participation: 25%

Special Projects: 25%

About Your Mentor-Teacher: Further view www.EncourageAndEmpower.com .

Contacting the Mentor-Teacher: The best way to contact Coach Jay (Jason W. Chan) is via

“[email protected]”. The next best way is by landline at (408) 935-9922 or in case of immediate need, by

cell phone at (408) 828-5131 (kindly please use the cell number for very short calls).

Extreme BodyCare for Busy Moms – 9:50-11:05, Period 2 Location: Calvary Chapel, 1175 Hillsdale Avenue, San Jose,CA

When: 9:50-11:05 am, Period 2 at HEART Academy

Main Focus: Staying healthy in order to serve our families while we homeschool

Mentor/Facilitator: Crissi Allen

Course Length: 8 weeks, September & October


Questions: Crissi Allen 408-712-4646 or [email protected]

Recommendation/Pre-requisite: An understanding that we only have one body which houses our intellect and emotions and spirit and

we must steward it well

Material Fee: $95-$120 for the Curriculum (Crissi will purchase for you, some of you already have this) It might be less, I am trying

to get these for you at a discount price.

Tuition fee payable to the teacher: $60 for 8 weeks or $10 per drop in ($120 value for typical HEART Classes).

Registration: Email Crissi Allen at [email protected]

Course Description: In this course, we'll be focusing on EATING RIGHT AND EXERCISE - the first two foundations of a healthy

lifestyle. In addition, we'll talk about making over your medicine cabinet for more natural ways to heal.

After completing this course, the student will be able to…

Gain an understanding that natural, unrefined and unprocessed foods with a strong emphasis on plant-based is the way to a

healthy lifestyle.

Be able to experiment with 550 recipes.

Be able to adopt habits for daily practice for optimal weight, health & energy.

Be able to use enjoy and adopt a lifestyle eating the world's nutritious foods - easily, inexpensively, and deliciously.

Be able to use learn some simple and easy to implement exercises for a busy lifestyle mom.

Be able to name alternative ways to heal the body without using synthetic meds.

Balanced health and wellness doesn’t have to be “hard." Learn proven daily habits to create the body that you want naturally. This

class will open your eyes to healthy eating habits, give you tons of recipes to try and learn about what's happening in the industry of

food. We'll exercise together for the first 20 minutes. Featured Guest Speakers will speak on their expertise.


http://www.encourageandempower.com/



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"It’s time to right the course. Robyn Openshaw has sifted through the vast body of dietary counsel competing for your attention. What

is truly worth your time and energy is presented, in a way anyone can follow, in the course 12 Steps to Whole Foods. The 12 Steps

program doesn’t focus on the DON’Ts. You already know that white flour, white sugar, and other processed foods are bad for you.

What do you replace them with? What the course does is teach you the DO’s. How you can have a positive experience with whole

foods. Robyn doesn’t beat people up about their food choices—she nurtures them into a healthier and happier place. "

www.greensmoothiegirl.com

Required Texts - I can get these for you at a discount.

12 Steps to Whole Foods by Robyn Openshaw $100

Modern Essentials *6th Edition* A Contemporary Guide to the Therapeutic Use of Essential Oils (optional) $20

Handing in Assignments: The student will not be required to hand in assignments.


• Binder with plenty of paper- lined.

• Pen/Pencils

• 12 Steps to Whole Foods, Modern Essential

Requirements

1. Active participation in class.

2. Complete assignments in appropriate time.

About Crissi Allen: Crissi is a Certified Holistic Health Coach promoting natural plant-based nutrition and plant-based medicine

through classes, groups and one-on-one counseling. Her goal is to teach people how to steward their body, soul (mind, will, emotions),

and spirit. She specializes in migraines and preventing chronic illness such as heart disease and diabetes. Crissi is a Green Smoothie

Girl Senior Apprentice Coach and doTERRA Wellness Advocate. Currently, she educates and encourages families through Natural

First and HEART Academy in San Jose, CA. She and her husband, Jere, serve the San Francisco Bay Area homeschoolers through

HEART Academy in San Jose.

Tentative Schedule (subject to change):

1. Introductions

2. Exercise, TERRAfit, why is it important?

3. Replace your Synthetic Meds with Essential Oils

4. Bye-Bye, Stimulants—Hello Green Smoothies

5. Making Salad the Star

6. Dressing Up Your Salad

7. Avoiding Bad Fats, Enjoying Good Fats

8. Reaping a Gardener’s Rewards

9. Making Plant-Based Main Dishes

10. Sprouting and Dehydrating

11. Preserving Raw Foods with Natural Probiotics

12. Replacing White Flour with Whole Grains - Or going Gluten-Free

13. Starting Your Morning Off Right

14. Creating Delicious Whole-Food Treats

15. Achieving an Alkaline Inner Terrain

Physical Science Apologia – 9:50-11:05, Period 2 Course Title: Physical Science

Mentor-Teacher: Helene Lee

Course Length: Two Semester, 32 weeks

Credit Classification: Lab Science for Junior High

When: Fridays, 9:50-11:05

Class Fee payable to Helene Lee: $75/ month

Type of Course: Group class through HEART Academy


http://www.greensmoothiegirl.com/

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Lab Fee: There is a $35 Lab Fee for the year.

Questions: Email Helene Lee at [email protected]

Minimum Class Size: Less than 5 students

Course Description

Physical Science is an overview of the structure of the earth as well as its place in the solar system and the universe. Topics include

atoms and molecules, measurements and unit multipliers, how to analyze and interpret experiments, the air around us, the atmosphere,

water, earth and the lithosphere, factors affecting weather and its prediction, an introduction to the Physics of motion, Newton’s Laws,

the forces in creation, waves and sound, light, and an introduction to Astrophysics.


Learn the principles and vocabulary of science

Carry out experiments and how to interpret the findings of your experiments

Learn to use unit multipliers, the metric system, unit manipulation and conversion

Record, organize, calculate units and make interpretations of your findings

Recognize God's hand in the study of science

You will develop an understanding of the role that science plays in your personal lives. The knowledge and experiences in this class


technology. It is our goal to enable students to successfully progress on to a general biology or chemistry science course. Please note

that this course also has pre algebraic calculations. Please familiarize your student over the summer with pre algebra if possible

Topics to be covered in Physical Science class:

16 modules (chapters) paced at approximately 1 module per 2 weeks

1st quarter: Atoms and Molecules, Measurements and Units, Air Surrounding Us, the Atmosphere, and Water.

2nd

Quarter: The Hydrosphere, Earth and the Lithosphere, Factors that affect Earth’s Weather and Its Predictions.

3rd

Quarter: An Introduction to the Physics of Motion, Newton’s Laws, Forces in Creation: Gravitational and Electric

4th

Quarter: Atomic forces, Waves and Sound, Light, An Introduction to Astrophysics

Content of This Course

This course is designed to be the last science course the student takes before high school biology. Thus, we generally recommend it as

an 8th grade course. However, if your student was recently in public school, he or she might need to wait until 9th grade to use it. The

course discusses such topics as the atmosphere, the hydrosphere, weather, the structure of the earth, environmentalism, the physics of

motion, Newton’s Laws, gravity, and astrophysics. The author especially concentrates on the myths generated by the hysterical

environmentalist movement. There are many hands-on experiments to do, and they all use household chemicals and supplies. It is an

excellent course for preparing the student to take a college-prep high school science curriculum. (taken from www.apologia.com)

Course Requirements

Use of basic technology applications and pre algebraic skills

Understanding of pre algebra is highly recommended


This subject will require 1 hour a day workload, 5 days a week, 120 hours for the year.

Class expectations


Participation in discussion. We will review chapter in class to prepare for test.

Participation in lab and turning in lab report scores as graded by parent.

Completing other assigned homework (on time!) such as study guides and On Your Own questions. Specific assignments will be

given weekly by email and/or by handout. Please stay caught up!

Tests to be completed at home, proctored by parent and grades recorded in class.

Students will study on their own with parent's help as needed during week (reading the chapter, possibly performing some

household-based labs and reporting back during class, answering On Your Own questions and study guide, studying for test).



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My commitment is to provide instruction and encouragement to you. I will be available to help you develop skills in scientific

observation and analysis, and in understanding the complex concepts we will be learning. Please feel free to come to me with

questions or email me during the week, so that this can be a team effort in learning together!

The weekly assignment sheet is a communication tool, designed to simplify and organize the study process and help you focus on the

topics we are discussing in class. Please read it at the beginning of every week and use it as a working guide. Once you have read the


We expect to have fun during class time yet be safe at the same time. Below are some of the guidelines and expectations during class

time.

HAVE A WILLING HEART & MIND - a willing heart & mind to learn will prepare you for a lifetime of learning.

LISTEN ACTIVELY - you can’t learn anything without listening to others.

COME PREPARED - have materials with you and your assignments finished & graded.

Most importantly, if you behave in a way that we feel is disrupting the learning experience of others, we will discuss it with you in a


Handing in Assignments

Assignments are due at the beginning of class. All work should be done neatly and reflect the student's best efforts. Messy

work or work that cannot be understood will be subject to a penalty or considered wrong and worth no credit. Please strive for

excellence and do your best work.

Extra credit will be available for students who need to enhance their grades. Extra projects are also available for students

with special interests, gifts, or those needing a more advanced course, please ask the instructor.

Please notify the instructor of excused absences or waived grades on labs or assigned work. Tests are expected to be completed and

graded.

Bring to class every Friday

1. A 3-ring, one inch diameter science binder (Divider TABs labeled as follows)

a. Tests

b. Study Guides

c. OYO Questions – i.e. On Your Own Questions

d. Lab Experiments

e. Vocabulary Words

f. Module Summaries - typed or written out

2. Pencil

3. Pen

4. Lined paper


6. Physical Science Text book, 2nd

Edition!!!

7. Simple Calculator

8. Ruler

9. Scissors

Laboratory Exercises

Exploring Creation With Physical Science 2nd

Edition features many laboratory exercises for the student to perform:

Household labs - Only household equipment is used. Some of these will be done in class, and others may be done at home

(sometimes for extra credit) and the results shared in class.

Materials: a few very common household materials may be requested from students and families.

We will be performing many lab experiments in class. Your materials fee will be used to purchase some of the items for experiments

in this class.

If student misses a lab due to an excused absence, the lab cannot be made up due to equipment considerations. If the absence is

excused, a student may miss up to three labs without harm to her/his grade. After that, all missed labs will receive a score of 0.


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Physical Science Workload

On Your Own Questions -These are to be answered as you come to them in the reading of the module, and kept in a labeled

section of your notebook

Experiments - All experiments will be done on Fridays with a short review of the module. Occasionally, experiments involving

only household materials will be done at home.

Summary of Modules -Extra credit, but highly recommended, week to week homework to help students understand the coming

lecture.

Study Guides - These should be done in writing, neatly and completely, at the end of each module. They should be used to study

for the upcoming test.

Tests -A module test, approximately every 2 weeks, measures the student's learning. Tests will be completed at home, proctored

by parent, graded and recorded during the next class in the grade book. Tests should be done closed book unless otherwise

instructed.

Physical Science Assignments for the first week

(to be completed prior to the first class in September )

Parents

Read pages 1, 2, and 3 in the Solutions and Tests Book.

Students

Day 1 - Read Student Notes in the text on pages i and ii.

Day 2 - Read/study p .1 - 6 (skipping experiments for now). Always memorize boldfaced terms in text and review Figures -

Figure 1.1 and 1.2 on pp. 5 - 6.

Day 3 - p. 7; do OYO (On Your Own questions) p.7; Correct using p. 22. Review terms and figures. CFDR= Correct & File,

Define terms and Review figures. Draw a sketch like the one in Fig.1.2. Define atom and molecule.

Day 4 - Read/study pp. 7 - 14; Do OYO, p. 14: CFDR



Day 7 - Read/study p. 21 - 25; Do OYO, p. 23 and 25; CFDR

During your reading, record all boldfaced terms for the chapter in the vocabulary section of binder.

Summary of what to do before September Class:

Read pp. i and ii

Read pp 1-24


Read procedures for Exp 1.1 - 1.3 and be ready to do them in class.


Grading and Assessment


assist in evaluating performance against priorities.

A teacher-created year end evaluation will be provided for every student, which may be used as a record of accomplishment for

students planning to attend college, and to help authenticate your report cards. All evaluations include the number of tests,

homework, labs, and other assignments completed, a description of challenges and accomplishments, a review of student's

progress and performance, test scores, and recommendations for future work. The student’s name and course, date of completion

and instructor signature are also included. Rather than a letter grade, this will be an individualized assessment of the student's

progress, effort, and attitude. The basis for this EVALUATION will be the following items:

Performance on the tests

Attendance and Completion of homework

Preparation, participation and attitude in class

Participation, team effort and enthusiasm during the lab experiments

Neatness and thoroughness of lab write ups in lab notebook as scored by parent.


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Parents who would like a more detailed grade assessment (percentage and/or letter grade) may contact the instructor with this specific

request for an added fee.

Curriculum

Exploring Creation With Physical Science, 2nd

Edition by Dr. Jay L. Wile, Apologia Educational Ministries, 2007.


laboratory exercises, and chapter study guides and summaries, Color illustrations and diagrams. The second book, softbound, is the

Solutions and Tests manual.

The CD-ROM versions of these courses contain everything that is in the textbook solutions and tests manual, which contains answers

to chapter study guides, tests, and test solutions. courses plus multimedia add-ons like word pronunciations, videos, and animations.

Please note that this CD does not read the course to the student. It is the book on CD, formatted as a website. If you want something

that will read the course to the student, consider Apologia's MP3 Audio CD (described below). These are complete courses, not just

supplements. Format: CD-ROM. To get an idea of what the CD-ROM courses are like, check out the first module of Physical

Science at this link: http://www.highschoolscience.com/books/ecgs/index.html

Multimedia Companion CDs If you want to use a textbook but would like the multimedia that is on the CD, Apologia has made

special multimedia companion CDs to accompany these courses. These CDs do not contain the text of the courses, but they have all of

the multimedia that you find on the CD course. These companion CDs are the ideal choice for someone who wants to use a book but

does not want to miss out on the multimedia.

MP3 Audio CD Apologia also has an MP3 Audio CD available for the Physical Science course. This MP3 CD has audio of the

student text being read aloud. If your child has difficulty reading, this is the perfect companion to the textbook or the full course CD.

It will run on a computer or in a MP3-compatible CD player.

Website: www.apologiascience.com


About Your Mentor-Teacher: See end of document


Please contact Mrs. Lee via email at [email protected]. Mrs. Lee’s home phone is 408-268-7358 or in case of immediate need,


Spanish 1 – Weekly, 9:50-11:05, Period 2 Course Title: Spanish 1

Teacher/Mentor: Rosi Adams


Type of Class: Group class through Heart Academy for UA & LA

When: Fridays, 9:50-11:05 Tuition fee payable to the teacher: $60 for 5 or more students, $70 for 4 students, $80 for 3 students and

$85 for 2 students.

Credit Classification: Foreign Language

Material fees: $50.00 one time only (this includes part of the curriculum)

Questions: Rosi Adams [email protected] (Write Spanish class in the subject line please, otherwise I will delete it,

thanks) You can call me at home (408)292-0872 or at my cell (408)230-1953

Course Description: Spanish 1, this course is designed to teach the student basics of the Spanish language as spoken in Latin

America. Students learn basic vocabulary, greetings, pronunciation, short Spanish conversations and phrases in a fun environment,

and basic grammar structures along with introduction to some verb conjugations. Students develop a beginning conversational ability.

This course is for high school level and mature middle school students (younger students may be accepted only at the discretion of the

teacher) This course will prepare the student for Spanish 2.



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Course Content: Each text will provide to extend their Spanish vocabulary in order to eventually be able to speak and understand

Spanish. We will be using different books, tapes and visuals to enhance their learning process of Spanish. They will also receive by

email some short conversations to start practicing to communicate in Spanish.

Assessment System: Parent involvement in discussion and evaluation of students' work is a priority. Teacher will be available to

parents as needed, to assist in evaluating performance against priorities, answer questions, or simply be sounding boards for

discussion.

There are several ways to calculate High School course credit. Determination before the class begins of the method to be used, makes

the record keeping process much easier. Feel free to discuss this with us at any time. The most commonly used method of valuation is

based on the number of hours of coursework completed in the year. If you choose to use this method, it will be helpful to you to keep

track of hours spent. An Academic Hour Check–off Sheet is available.

A teacher written evaluation will be provided, which may be used as record of accomplishment for students planning to attend college,

and to help you assign grades for your report cards. All evaluations have the description of assignments completed, quizzes and test

scores and recommendations for future work. The student’s name and course, date of completion and instructor signature are also

included. However, you the parent will give the final grade to your student.

For younger students who want to participate in this class there will be an oral evaluation and they will work at a slower pace. They

may take this class as many times as needed. Repetition will make them only better at their Spanish comprehension and conversation

abilities.

Required Texts

First Thousand Words in Spanish, I have recorded a CD to supplement this book, no need to buy it with tape. You can find it at

http://www.amazon.com/First-Thousand-Words-Spanish-Internet Linked/dp/0794502849#zus&cbDAcrt&iDAcrt&r1&v1

Books from the Public Library.

Course Requirements: A willingness to learn how to apply Spanish during class time and outside of class time.

My commitment is to provide instruction and encouragement to you to learn Spanish. I will announce at the end of the class the

assignment for the following class; however I will remind you by email the homework. Please read it at the beginning of every week

and use it as a working guide. Once you have read the assignment sheet, please store it in your binder for future reference.

The commitment requested of each student is to be in class ready to start on time for every session. To do your homework (the

commitment of time is 1 hour 5 days a week, a total of five hours per week), to study, to come prepared to observe, listen, learn, think,

participate, and contribute at his/her BEST “as unto the Lord”. Students will get out of the class what they put into the class, no less,

no more.

Bring to class:

Your books

Your homework

The attachments to the emails I will be sending, which I will ask you to keep them together in a file in the order I send them to

you.

A binder to keep your paperwork

pencils, pens, highlighters & Post-it notes

lined paper

Zippered pocket for pencils, erasers, Vocabulary CD’s, etc.

What to Expect

Vocabulary Words – Memorization

To work on the short conversations and grammar concepts I sent to you by email

Quizzes / Tests – Oral evaluations will be done on a regular basis in a friendly environment. Written evaluations will be done as

well.


http://www.amazon.com/First-Thousand-Words-Spanish-Internet%20Linked/dp/0794502849#zus&cbDAcrt&iDAcrt&r1&v1

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Attendance: Your attendance in class will give you the information, discussion and guidance you will need to really take full

advantage of your work at home. Every class or assignment you miss will make the learning process more cumbersome for you. If

you have scheduled to miss a class for any reason, please let us know as soon as YOU know, so that we have time to prepare support

material for you, for the class you will be missing. Courtesy mandates communication.

Homework for the First Week (I will send this assignment at the beginning of class)

Classroom Expectations: We expect to have fun during class time yet be safe at the same time. Students will be treated with respect

as young adults and their respect to teachers is expected in return. Below are some of the guidelines and expectations during class

time.

WILLING HEART & MIND – a willing heart & mind to learn will prepare you for a lifetime of learning.

LISTEN ACTIVELY – you can’t learn anything without listening to others.

COME PREPARED – have materials with you with your assignments finished.

Most importantly, if you behave in a way that we feel is disrupting the learning experience of others; we will discuss it with you in a


Contacting the Teacher: Please contact Mrs. Adams if there are any questions during the year.

The best way to contact Mrs. Adams is through email at [email protected] or via telephone at 408-292-0872 or 408-230-

1953 Cell & Text


Foundational Language Arts, Level C – Weekly, 9:50-11:05, Period 2 Course Title: Foundational Language Arts, Level C



Grades: 3rd - 5th


When: Fridays, 9:50-11:20 am




Questions: The best way to reach Liz is through email at [email protected], or times can be set up for phone consultations.

Course Description: While not all readers are good spellers, good spellers will invariably become good readers. Spelling is the more

precise skill. This course is designed to give students the necessary tools, knowledge, and skills to effectively use and understand the

English language for both reading and writing.

Spelling skills will be trained and strengthened to improve the student’s communication, to encourage precise thought, to stimulate

faster and more accurate comprehension, to free the mind for higher order thinking skills, and to lay the foundation for English

learning in later grades. Vocabulary development will be encouraged as the student investigates word derivations, etymology, and

usages in various writing activities. Reading comprehension will be strengthened through bi-weekly tests and instruction. Grammar

principles will be addressed as they relate to the spelling words under study.

Rather than memorizing words, as in traditional spelling programs, students will be taught how to analyze the reasons behind a word’s

spelling and pronunciation, giving them a strategy to learn any word that they encounter for both reading and spelling. Reading is a

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Students will create their own personalized primer for spelling entirely from guided teacher dictation. As the captain of a ship logs

information about his travels, so the student will record information he learns about the English language. He will include the weekly

spelling lists and will build reference pages where he practices applying the spelling rules.

As your Teacher-Mentor, I will be introducing new material with the students and assessing their progress on a regular basis. I will

also provide lesson plans for the Teacher-Parents to complete at home during the week with the students.

In order to complete your 3rd

– 5th

grade student’s language arts needs, you will need to supplement this course with more

comprehensive grammar and composition lessons.

Skill Levels: This Level C class is intended for students in grades 3-5 who are already reading but who need further study in spelling

and foundational language arts to complete their academic needs. Spelling, grammar, and basic composition skills will be

strengthened.

To qualify for any of the Foundational Language Arts classes, the student will need to take a spelling diagnostic test (see SWR,

Appendix B), which is then submitted to Liz via email ([email protected]) or through mail. Based on her assessment of the student,

she will place him/her in the appropriate class based on grade and skill level. Some students qualify for classes differently than their

grade level indicates. The earlier tests can be submitted, the better we can place students correctly before the school begins.

Student Prerequisite: Students need to be able to legibly write the letters of the alphabet from dictation (i.e. without a visual model) in

either manuscript or cursive, be able to read cursive writing, and be reading at a fifth grade reading level or higher.

Parent Prerequisite: Parents are required to attend a two-day training class to learn how to teach the Spell to Write and Read (SWR)

program. Classes will be available through the summer and into the early fall at various locations around the Bay Area. For

information on registering for a training class, please visit www.swrtraining.com. Tuition fees for the training class are separate from

the student fees for HEART Academy.

Why is this training necessary? It is extremely rare to find adults today who were taught to read using explicit phonics. Most learned

to read using whole word or “look-say” methods with a smattering of phonics, if any at all. Because of the misinformation about the

language and faulty methods used, English is commonly dismissed as illogical and inconsistent. Using the 70 basic phonograms and

the 28 reliable spelling rules in SWR, we can explain 98% of the most frequently used words in the language.

The students will be working with me in the classroom for only one day while the parents will be teaching the remainder of the week.

It is necessary for the parents to learn the program in order to effectively teach and reinforce it with their children.

It is highly recommended that the parents observe two or three class sessions early in the year. Parent attendance in the class is

encouraged but not required.

Course Workload: In addition to class time with the Teacher-Mentor, students will be expected to complete assignments four days

each week, which will take up to 30-45 minutes each day. Students will also be asked to be reading at least 30 minutes each day from

books that coordinate with other areas of study or books that are of interest to the student. If your child is still developing his reading

skills, please discuss this with the Mentor-Teacher.

Materials List




zippered pouch + blue & green colored pencils (other contents to be provided)

Notebook dividers with sections labeled

- Assignments


- Quizzes and Tests

- Extra Worksheets



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mechanical pencil and refills

red pencil

learning log

6” ruler

reading comprehension test book & answer forms (if necessary)

handouts for lesson plans and assignments

My Bio: See the end of this document.

Biology – 9:50-11:05 am, Period 2 Course Title: Biology

Teacher/Mentor: Denise Boiko




Cost: $60 / month

Credit Classification: 10 credits, Lab Science

Lab Fee: $35 one time only


Questions: Email Denise Boiko at [email protected] or phone (408)927-0737 home or (408)375-5189 cell.

Prerequisite: Ability to manage high school level course with maturity. Students should be 8th

grade or above.

Course Description:

This course is designed to be your first high school science course. Heavily emphasizing the vocabulary of biology, it provides you

with a strong background in the scientific method, the five-kingdom classification scheme, microscopy, biochemistry, cellular biology,

molecular and Mendelian genetics, evolution, and ecosystems. Dissection labs for four organisms (earthworm, crayfish, perch, and

frog) will also be included to aid in your understanding of animal anatomy and physiology. The course also provides a complete

survey of the five kingdoms in Creation. Students who take and understand this course will be prepared for a university biology

course. (Description taken from www.apologia.com).

Biology is a class designed to involve you in the activities of science. In this class you will:

Learn the principles and vocabulary of biological science

Design and carry out experiments

Adapt the Scientific Method to interpret the findings of your experiments


Recognize God's hand in the uniqueness of each biological structure we study

You will develop an understanding of the role that biology plays in your personal lives. The knowledge and experiences in this class


technology. It is our goal to enable you to be successful in a college-prep biology course that provides a detailed introduction to the

methods and concepts of general biology.

Honors credit:

The course may be taken for honors credit. Additional assignments will be required; please see instructor for a list of these

assignments. Students desiring honors credit must make this request by the first or second week of class. If you are not sure whether to

take the course for honors credit, you may start in honors and later drop back to a standard course if desired.

Topics to Be Covered:

16 modules (chapters) paced at approximately one module per two weeks:

1st Quarter: Basic Intro to Biology, Kingdoms Monera, Protista, and Fungi

2nd

Quarter: Chemistry of Life, Evolution (Christian perspective), Ecology, The Cell

3rd

Quarter: Cellular Reproduction & DNA, Mendelian Genetics, Invertebrates, Arthropods


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4th

Quarter: Chordates, Fish, Amphibians, Plants, Reptiles, Birds, Mammals

Note:HEART classes will be on break during the holidays, from before Thanksgiving until just after New Year's Day. In order to stay

caught up in your textbook, you will read through two modules during this time. These modules will not have any labs assigned, and

tests and study guides will be optional and not graded, but recommended for comprehension.

Class Expectations:


LISTENING to instructions given in class and FOLLOWING DIRECTIONS. This will save time and energy for all of us and is

extremely important for safety and for good performance in the class.

Participation in discussion. We will review the chapter in class to prepare for the test.



given weekly by email and by handout. Please stay caught up!

You will study on your own with your parent's help as needed during the week (reading the chapter, possibly performing some

household-based labs and reporting back during class, answering On Your Own Questions, Study Guides, and Module

Summaries, studying for tests).

Tests will be completed at home and proctored and scored by parent. Since biological concepts continually build on important

previous material, parents may choose to allow the student to take the test a second time if mastery has not been achieved on the

first administration of the test. We can also discuss other ways to help the student assimilate the material.

Use of basic technology applications (word processing applications, email, internet).

A willingness to learn how to apply a Christian world view in biology.

In addition to class time, this subject will require a workload of about one hour a day, five days a week. Additional hours will be

needed for honors students.

My commitment as your instructor is to provide instruction and encouragement to you, supervise laboratory experiments during class

time, review the chapter material in class before the tests, and grade or evaluate your work. I will be available to help you develop

skills in scientific observation and analysis, and in understanding the complex concepts we will be learning. Please feel free to come to

me with questions or email me during the week, so that this can be a team effort in learning together!




Laboratory Exercises:

1. Exploring Creation With Biology contains three types of laboratory exercises:

2. Household labs - Only household equipment is used. Some of these will be done in class, and others may be done at home (either

required, or for extra credit), with the results shared in class.

3. Microscope labs - Require a microscope and slide set (will always be done in class).

4. Dissection labs - Require a dissection kit (will always be done in class).

Materials: A few very common household materials may occasionally be requested from you and your family. We will be performing

the microscope and dissection labs in class. They will be beneficial to you (especially if you are science-oriented). We will be

purchasing microscope and dissection equipment and specimens in order to have a ratio of three students per microscope and

dissection kit. Your lab fee of $35 will be paid at the beginning of the school year.

If you miss a lab due to an excused absence, the lab generally cannot be made up due to equipment considerations, though sometimes

we can try to make arrangements for you to catch up during the next week's class. Alternate activities may be assigned if you miss

more than two or three labs.


Assignments are due at the beginning of class. All work should be done neatly and reflect your best efforts. Messy work or work that

cannot be understood will be subject to a penalty or considered wrong and worth no credit. Strive for excellence and do your best

work. Extra credit will be available for students who need to enhance their grades. Extra projects are also available for students with

special interests, gifts, or those needing a more advanced course – please ask instructor.


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1. A 3-ring binder with spine size approximately 1 1/2” to 2”. Insert two plastic sheet protectors at the front of the binder to store latest

assignment sheet and important reference information. If it is a view binder, you may decorate the cover page any way you like. Insert

dividers, labeled as follows. Have a small supply of college-ruled paper in each section.

a. OYO Questions

b. Class Notes and Handouts

c. Study Guides and Module Summaries

d. Tests

e. Extra Credit

2. A second 3-ring binder with spine size about 1 1/2” to 2”. This will be the lab notebook, and will periodically be turned in for

grading. Insert two plastic sheet protectors at the front to store lab writeup instructions and drawing instructions. Have a supply of

lined paper and plain white paper in the binder, for lab reports and drawings.

3. Sharp pencils with good erasers, for sketches and drawings. Mechanical pencils are useful.

4. Pen.

5. 6” ruler for drawing straight lines for labels on lab drawings.

6. Colored pencils for biological drawings (at least 6 colors).

7. Zippered pocket for pencils, erasers, etc. (place this in your main Biology binder which stays with you and doesn't get turned in).

8. Textbook.

Workload:

On Your Own Questions – These are to be answered as you come to them in the reading of the module, and kept in a labeled

section of your notebook. Start each new module on a new sheet of paper.

Experiments - All experiments will be done on Fridays, along with a short review of the module. Occasionally, experiments

involving only household materials will be done at home (sometimes for extra credit).

Study Guides – These should be done in writing or typed on the computer, neatly and completely, at the end of each module.

They should be used to help you study for the upcoming test and will be turned in with the test.

Module Summaries – These are found at the back of the textbook in Appendix B and are a useful way to review the module

before the test. You may type out the entire question and entire answer, or photocopy the summary and fill in the blanks.

Tests – A module test will be done every two weeks to evaluate your learning. Tests will be completed at home, proctored by the

parent, and turned in to instructor during the next class, to be graded, recorded, and examined for further evaluation. Tests may be

typed or handwritten. Tests should be done “closed book” unless otherwise instructed. In some cases, parents may allow open

book tests depending on student's needs, but closed book is strongly preferred for best preparation for college courses.

Lab Writeups and Drawings – Each lab experiment will require either a short writeup (hypothesis, materials, results, conclusion),

neatly labeled drawings, or both. Writeups and drawings will be filed in a lab notebook to be turned in for grading periodically.

5-4-3-2-1 Summaries of Modules – Extra credit, but highly recommended to create a personalized wrap-up of the module. Use 5-

4-3-2-1 handout. (Required for honors credit – one per module.)

Quarterly Tests:

Extra credit. Found in the paperback Solutions and Tests Book. Do Quarterly Test after we have covered all the material from the

4 chapters on each quarterly test (1-4, then 5-8, 9-12, 13-16). Review and study your previous module tests to prepare for the

Quarterly Tests. (Required for honors credit:one first semester, three second semester)

Current Events – Extra credit or for honors credit. Description of a scientific news item of your choice. Current event form

questions will be filled out to describe the event or discovery.(Required for honors credit – two per semester)

Book Report – Extra credit or honors credit.1 or 2 page summary of a book from a recommended list, or of your choosing with

approval of teacher (Required for honors credit – one per semester).

Semester Project – Extra credit or honors credit. An extra experiment, detailed drawing, game, poem, report, or other project of

your choosing, to augment the learning experiences in the class (Required for honors credit – one per semester).


Parent involvement in discussion and evaluation of student's work is a priority. Parents will score each module test before the student

turns it in, and I will double check the scoring, sometimes allowing more points or partial credit. I will be available to parents as

needed, to assist in evaluating performance against priorities, answer questions, or simply be a sounding board for discussion. I want

to do everything I can to assist you in this endeavor.


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planning to attend college, and as an aid to help parents ascertain grades for report cards. All evaluations include the number of tests,


and performance, test scores, and recommendations for future work. While the parent gives the actual letter grade, this evaluation will

be an individualized assessment of the student's progress and effort and will help in assigning the grade. The basis for this assessment

will be the following items:

Tests: 55%

Performance on tests (usually closed book, proctored and graded by parent but reviewed also by teacher). Partial credit is given

for partially correct answers.

Homework: 10%

Completeness (not necessarily correctness) of study guides, module summaries, and OYO questions. For honors students,

homework grade also includes 5-4-3-2-1 summaries, current events, and book reports.

Lab: 35%

Effort, enthusiasm, and performance during the lab experiments.

Neatness and thoroughness of lab writeups in lab notebook.

Maintenance of biology notebook as directed.

For honors students, lab grade also includes project grade.

Extra credit, as applicable

Extra labeled drawings, quarterly tests, current events, book reports, optional lab experiments, and other extra efforts in the class.

Extra points will add on to student's existing point total.

Student will also be evaluated on preparation, participation and attitude in class.

Curriculum

REQUIRED:

Exploring Creation With Biology (Second Edition) by Dr. Jay L. Wile and Marilyn F. Durnell, Apologia Educational Ministries,

2005.

2 volume set: The first book, hardbound, is the student text, which contains all student material, On-Your-Own questions and

solutions, laboratory exercises chapter study guides, color illustrations and diagrams. The second book, softbound, is the solutions

and tests manual, which contains answers to chapter study guides, tests, and test solutions. (B&W). Available at discount from

CBD, Home Science Tools, or Children's Books (www.childsbooks.com).

Please note that it is important to have the second edition of the book – the first edition from several years ago will not work.

OPTIONAL:

The CD-ROM versions of these courses contain everything that is in the textbook courses plus multimedia add-ons such as word

pronunciations, videos, and animations. Please note that this CD does not read the course to the student. It is the book on CD,

formatted as a website. If you want something that will read the course to the student, consider Apologia's MP3 Audio CD (described

below). These are complete courses, not just supplements. Format: CD-ROM. To get an idea of what the CD-ROM courses are like,

check out the first module of biology at this link: http://www.apologiascience.com/courses/1/indx.html

MP3 Audio CD Apologia also has an MP3 Audio CD available for the Biology course. This MP3 CD has audio of the student text

being read aloud. If your student has difficulty reading, this is the perfect companion to the textbook or the full course CD. It will run

on a computer or in a MP3-compatible CD player.

Website: www.apologia.com


About Your Instructor

You will find her bio at the end of the HEART Course Catalog.


Please contact Mrs. Boiko (course questions) or Mrs. Allen (administrative questions) if there are any questions during the year.


(408)375-5189 (cell).


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Duties: taking roll, checking off homework completion, assisting with labs, setting up and cleaning up from labs, helping with

classroom review games. You will receive a discount on your student's tuition in this class, according to HEART policies. Please

contact Denise Boiko if interested.


Parents:

Read iv, v, and vi in the Solutions and Tests Book. Carefully read the course expectations from this descriptive document. Be ready to

go over the handouts I give the students on the first day of class.

Students:

1. Read iv, v, and vi in textbook.

2. Read pp 1-24 in textbook.

3. Do On Your Own questions 1.1-1.10 on notebook paper, and file in the OYO Questions section of your notebook.

4. Read procedure for Experiment 1.1, prepare your lab notebook, and be ready to do this experiment together in class.

5. Carefully read the course expectations from this current document (Biology Class Information). On the first day of class I will be

giving you many handouts. Be prepared to go over these with your parents.

*NEW* ART Foundation (Grades 1-3), Set 1 – 9:50-11:05, Period 2 Teacher: Migi Oey

Type of Class: Art

Tuition fee payable to Migi Oey: $35 month

Material Fee: $70

Course Description: This is a 45 minute class that meets every other week. (allowing the teacher 15 minutes to set and 15 minute for

clean up) We will cover most of the California academic content standards for Visual Arts. (1.oArtistic Expression, 2.0Creative

Expression, 3.0Historical and Cultural Context, 4.0Aesthetic Valuing and 5.0Connections, Relationships,Applications), by working on

various art projects during class time. Students will be introducdd to a variety of mediums like; paint, pastels, clay, water color, ink,

chaulk, etc.) Please feel free to read through the standars http://www.cde.ca.gov/be/st/ss/vamain.asp

Assignments: Most Assignemnet or art lesson are done during class time. Some projects can be taken home to finish.

Required Materials: Your Material Fee covers all the supplies. A painters apron is highly recommended.

Contacting the Teacher: The best way to contact Mrs. Oey is by emailing her at [email protected] or phoning her at 408 687-

7310

*NEW* ART Foundation (Grades 4-6), Set 2 – 9:50-11:20, Period 2 Teacher: Migi Oey

Type of Class: Art


Material Fee: $70

Course Description: This is a 45 minute class that meets every other week. (allowing the teacher 15 minutes to set and 15 minute for

clean up) We will cover most of the California academic content standards for Visual Arts. (1.oArtistic Expression, 2.0Creative

Expression, 3.0Historical and Cultural Context, 4.0Aesthetic Valuing and 5.0Connections, Relationships,Applications), by working on

various art projects during class time. Students will be introducdd to a variety of mediums like; paint, pastels, clay, water color, ink,

chaulk, etc.) Please feel free to read through the standars http://www.cde.ca.gov/be/st/ss/vamain.asp

Assignments: Most Assignemnet or art lesson are done during class time. Some projects can be taken home to finish.

Required Materials: Your Material Fee covers all the supplies. A painters apron is highly recommended.



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7310.

Chemistry – 9:50-11:05, Period 2 Main Focus: Apologia Exploring Creation with Chemistry is a college-prep course that provides a detailed introduction to the

methods and concepts of general chemistry

Mentor-Teacher: Christy Majchrowicz and Laura Ball



Questions: Email Christy Majchrowicz [email protected] or Laura Ball at [email protected]

Recommendation/Prerequisites: In order to be able to understand this text, the student needs to have completed Algebra I. Use of

basic technology applications, and a willingness to learn how to apply themselves in the classroom experience and lab.

When: Friday, 9:45-11:05

Class Fee payable to Christine Majchrowicz: $60/month per person

Lab Fee payable to Christine Majchrowicz: $45.00

Chemistry Course Description: Chemistry is a class designed to involve you in the activities of science. In order to be able to

understand this text, the student needs to have completed Algebra I.

In this class you will

Learn the principles and vocabulary of Chemistry

Design and carry out experiments

Adapt the Scientific Method to interpret the findings of your experiments


Recognize God’s hand in the uniqueness of the Chemistry

This course is designed to be a first-year high school chemistry course and gives the student a rigorous foundation in chemistry, in

order to prepare him or her for a college-level course. The students will develop an understanding of the role that chemistry plays in

their everyday lives. It is our goal to enable students to be successful in this college-prep chemistry course.

Course Content for This Course: The course covers significant figures, units, classification, the mole concept, stoichiometry,

thermochemistry, thermodynamics, kinetics, acids and bases, redox reactions, solutions, atomic structure, Lewis structures, molecular

geometry, the gas laws, and equilibrium.

Curriculum:

Exploring Creation With Chemistry (Second Edition) by Dr. James Wile


laboratory exercises, and chapter study guides, color illustrations and diagrams. The second book, softbound, is the solutions and tests

manual, which contains answers to chapter study guides, tests, and test solutions.

Price: $85.00

The texts are also available from Christian Book Distributors: www.christianbook.com or www.childsbook.com at a discount

We will be using the second edition of the Chemistry book.


Course Requirements

A willingness to learn how to apply a Christian World View in Chemistry.

This subject will require 1 hour a day workload, 5 days a week, 120 hours for the year.

Participation in Laboratory experiments

Students should always bring the following to every class:

• Textbook

• Lab notebook

• Pencil

• Calculator




../../../../../../../AppData/Local/Microsoft/Windows/AppData/Local/Temp/[email protected]

http://www.christianbook.com/

http://www.childsbook.com/

http://www.apologiascience.com/

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Assessment Criteria: Parent involvement in discussion and evaluation of students' work is a priority. Teachers will be available to

parents as needed, to answer questions, or simply be sounding boards for discussion. We want to do everything we can to assist you

in this endeavor.


planning to attend college, and as an aid to help parents ascertain grades for your report cards. All evaluations include the tests,

homework, and labs completed, a description of topics covered, and an overall percentage of the work completed for the semester.

We will assign an overall percentage rather than an actual letter grade. The basis for this assessment will be the following items:

Tests: We will be passing out the tests in class as we have decided it is best to not use the tests in the Solutions Manual, but to use

another test. Parents can decide if they want their student(s) to take the tests open or closed book. We would advise requiring the

student to take it closed book as they will learn better how to study and take tests, but the final decision is the parents’. Parents are

responsible for proctoring their student’s tests. We have had instances of cheating in the past, so parents need to be aware that this can

happen. It is important for students to show their work for problems that require calculations. This enables us to be able to give

partial credit for work done. Laura and I will grade the tests, so the parents aren’t required to do this.

Homework: Completeness (not necessarily correctness) of review questions, practice problems, and OYO questions. We will keep a

record of completed work, but we won’t grade the homework. It is best if the student checks their work because they will learn best

by knowing right away what they have missed and what concepts they need to work on. WORK MUST BE SHOWN TO RECEIVE

CREDIT!!

Labs:

Effort, enthusiasm, and performance during the lab experiments

Neatness and thoroughness of lab write-ups in lab notebook

The labs cannot be made up due to equipment considerations.

Students will also be evaluated on preparation, participation and attitude in class.

Extra credit will be available for students who wish to enhance their learning experience.

NOTE:

Assignments:

We will hand out the assignment sheet quarterly. It lays out all the work for the quarter in a daily format which should help you

in planning your work.

Please read the assignment sheet at the beginning of every week and use it as a working guide. Once you have read the


We will collect all work for the Module the Friday that the test for that Module is turned in.

All work should be done neatly and reflect the student's best efforts.

Illegible work will be returned to the student to be redone.

Testing Policy:

We will be handing out a test at the end of each Module, which will be every two weeks, to be taken at home.

It is advised that the tests be taken closed book, but the parent can decide to let their student take a test open book.

Classroom Expectations




Completing assignments in a timely manner as it can be very difficult to catch back up once you fall behind.

Our commitment as your Mentor-Teacher is to provide instruction and encouragement to you, supervise laboratory experiments

during class time, review the chapter material in class before the tests, and evaluate the student's work. We will be available to help

you develop skills in scientific observation and analysis, and in understanding the complex concepts we will be learning. Please feel

free to come to us with questions or email us during the week, so that this can be a team effort in learning together!

We expect to have fun during class time yet be safe at the same time. We will learn to respect you as young adults and you will learn

to respect us as your teachers. Below are some of the guidelines and expectations during class time.


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OBEY SAFETY RULES FOR LABS


Most importantly, if you behave in a way that we feel is disrupting the learning experience of others; we will discuss it with you and

your parent in a private meeting outside of class.

Chemistry Workload

On Your Own Questions – Students must do ALL questions.

Experiments - All experiments will be done on Fridays with a short review of the module.

Review Questions and Practice Problems - should be done at the end of each module. These should be used to study for the

upcoming test.

Extra Practice Problems – very helpful to gain understanding if you are struggling with problems in the module. May be turned in

for extra credit.

Tests - will be done at home. We will grade them and hand them back the following week.

Honors Students:

For honors work the following will be required:

Quarterly test for each of the 4 quarters

Quarter 1: Research paper with bibliography on a Christian Scientist

Quarter 2: Research paper with bibliography on a current event

Quarter 3: Science Fair project

Quarter 4: Research paper with bibliography on student’s choice of scientific topic

Before the First Class:

Parents read iv, v, and vi in the Solutions and Tests Book.

Read pages 1-16 and do On Your Own (OYO) 1.1-1.11

Go to http://www.apologia.com/bookextras as directed on page ii in the textbook, and print out the errata (printing errors) for your

printing of the textbook. Pencil them into your text in the appropriate places.

About Your Mentor-Teachers – Laura Ball and Christy Majchrowicz: Find their bios at the end of this document.

Contacting the Teacher: Please contact Mrs. Majchrowicz or Mrs. Ball with any questions.

Contact Mrs. Majchrowicz at [email protected] or by phone at 408-230-1546

Contact Mrs. Ball is via email at [email protected] or by phone at 408-307-0010

Biblical Application to Life Management Skills (BALM) – 9:50-11:05 am, Period 2 Teacher/Mentor: Gail K Efting

Type of Class: Group and Online supported Class - This is a two year program of instruction which can be started at any

time.





Credit: Successful completion can be used to satisfy requirements for studies in Rhetoric, Logic, Biblical Hermeneutics, Micro

Economics, Life Management Skills, Communication, Leadership Skills, Philosophy and World View, or elective credit, depending

on hours spent on the various aspects of the coursework.


http://www.apologia.com/bookextras



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This class description is long. I understand your time is very valuable. If you sign up for this class, please make some time,

immediately, to read this description all the way through – as the teaching philosophy and assignments which must be done

BEFORE CLASS BEGINS are contained herein. If you have any questions, please feel free to contact me immediately at

[email protected]. Thank you, Gail K Efting

Course Description: Our students are well trained academically. But there are many additional challenges for which they need to be

prepared. We can't tackle these challenges for them, but like a good coach, our goal is to train and prepare them to excel on their own.

In order to do their best as unto the Lord in every aspect of their lives, our students will need to know how to apply Scripture to every

situation, every day. They will need to be able to think clearly and with discernment, to work through issues logically, to respond

effectively and appropriately, and to make sound, Biblical decisions based on accurate observations and conclusions. They will also

need to be prepared for typical life management tasks. This class includes opportunities for interaction online! All students

registered for 2015-2016 classes with Gail Efting will have the opportunity to benefit from online videos and other

presentations, commentary, and discussions, as well as feedback, accountability, and recordkeeping online. Instructions for

accessing online coursework and records will be made available to students upon confirmation of registration and student

email.

Biblical Application to Life Management (BALM) is simply applying Biblical principles to real life situations. This course

will give students the tools they need to think Biblically as they build useful skills related to the many practical, every-day life issues

they will face as adults. It will encourage them to develop their critical thinking skills and teach them effective, Scripturally based

strategies for Life Management.

Every class session will focus on a different aspect of Biblical Life Management skills. Socratic and Pauline discussion,

practice in Logic and Rhetoric, interactive and generative activities, experiential learning, and written reflection and analysis will

provide the students with opportunities to absorb, process and use the material presented. After each topic is covered, students will be

required to submit written and/or verbal feedback. Additionally, projects will be assigned every class session, for completion before

the next class.

Course Content: This course is a two year study. Students may begin at any time and continue through the cycle to their end point,

as the blocks are separate subjects, not progressive. Students who repeat the two year cycle will process the material in a more

thorough and mature way, develop and practice leadership skills, and have opportunities to serve in the larger community. Some of

the areas of study include;

"World View" or mental models and how they affect our thinking, "thinking Biblically", underlying bias, presumptions and

expectations, reality vs. fantasy, deception vs. truth, perceptive grid, mind-set, and values.

Decision making skills – observation and discernment, action and reflection, ‘T squares’, priorities, God's will and our

choices.

Strategic planning and goal setting skills – vision casting, purpose and mission, identifying appropriate goals, effective

planning and ‘blocking’, successful self-management by objectives.

Perseverance and effective follow through –building consistent patterns to completion, the “enthusiasm parabola”, dealing

with frustration and learning from “failure”, not growing weary in well doing; going to the Word during difficulty.

Time management - scheduling, organization, margin, “Sabbath rest”, incremental orientation, dealing with procrastination

and perfectionism, short and long term tasking, “bubble time”.

People skills – communication styles and patterns, communication levels, communication tracking; “communication stones”,

conflict resolution, Biblical mandates for resolution and reconciliation, social intelligence, connection and engagement,

complementarity, speaking the Truth in love, accountability, relationships in hierarchical situations.

Money management - financial tracking and planning, budgets, ownership and debt, giving, Biblical attitudes toward "need",

consumerism, counting the cost, short and long term financial planning.

Critical thinking skills – research and investigation, distractions to discernment, “emotional charge”, emotional intelligence,

critical analysis, logic, rhetoric, “persuasion by exposure”, “taking every thought captive”.

Applied Biblical Hermeneutics – reading the Bible as a pattern for life, inductive study, levels of reading in the Bible,

applying Scripture in “real life”, Biblical research, word and topic studies, use of Biblical study tools, checking against Biblical

principles, “doing the Word”

Leadership skills – team building, leadership types and theories, systems thinking, evaluation and application in conflicted,

cooperative or collaborative situations, transactional and transformative learning, building learning communities, servant leadership,

and more.



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Assessment: I will be available to parents as needed to answer questions or simply to be a sounding board for discussion. Please talk

with me as often as you like. You are welcome to sit in on the class on a regular basis, even all year if you like. I want to do

everything I can to assist you in this important process of training students to think Biblically and use effective skills in all aspects of

their lives. Please keep in mind that the purpose of this class is NOT primarily to ‘pad a transcript’, but to mold a life.

This is not like any other class your students will ever take. Its purpose is to help them prepare for REAL LIFE, of which

class room experiences and academic endeavors are only a very small part! Therefore a parental concern about “how well the student

is performing” in the class can be counterproductive to their real growth process.

I know suspending this concern can be very difficult. I can guarantee you that they WILL learn a tremendous amount,

students always do. And they will be better prepared for college and life than you could imagine because of what they learn in this

class. In fact, many students choose to take the class more than the recommended four semesters, so they can glean even more. There

is so much material, no one can get it all the first (or even second) time. But in order to accomplish that tremendous learning process,

you MUST permit the student to fully experience the material and coursework COMPLETELY, themselves. The more you do for

them (thinking, explanation, retention, etc.), and the more you worry about “how they are doing”, the less they will gain and retain for

life. Most of us apply what we gain from our OWN realizations, our own “aha” moments, rather than from instruction or inculcation

by others.

If you will, think about how we all learned to walk. Imagine what would have happened if someone had tried to do that

learning process FOR us, or to explain it to us (assuming we could have understood them). What if no one ever let us down on the

floor without a protective halter holding us up “in case we might fall”? If we were exhorted to “perform” our walking and then were

judged critically on that performance? Now imagine what it would have been like if someone had been GRADING us on our progress

and trying to figure out how to help us get better grades in walking! How different would our lives be now! Would we be walking so

smoothly and thoughtlessly as so many of us do? I wonder.

We walk because we had the DESIRE, the OPPORTUNITY, the ACCURATE FEEDBACK (through failure in a safe

environment), and the MODELING for it. We experienced REALIZATIONS about it. We experienced a SENSE OF

ACCOMPLISHMENT in the face of frustration (sometimes quite severe) when we had some small success. And remember, we were

DESIGNED to do it! We walk because we EXPERIENCED the walking process, done poorly and well, over and over again, and we

learned as we went. Please permit your student to learn these life skills in that same way, free of judgment or evaluation. They will

learn so much more!

Parent involvement in students' work for this class is a priority. They need to be able to observe, ask questions, do

interviews, and bounce ideas off of you, as their Godly counsel. They need to be able to ‘think out loud’ with you and express their

observations and opinions about a LOT of things. They need to be allowed to fail, and learn from their failure. I’m just asking that

you let their learning flow where it goes, without external control or restriction. I strongly request that you permit your students to

experience the joys, confusions, frustrations, successes, and even failures, through which they will be stretched and grow in this class.

Your encouragement for them to persevere will make all the difference for them.

My goal for our students in teaching this class is fourfold;

1) to encourage students to build the habit of seeking Godly counsel in decision making,

2) to stimulate students’ transition from seeing parent as leader/authority to parent as wise counselor and mentor,

3) to give the students experiences and realizations which will stimulate the growth of a real, day to day, ability to consistently

apply Scripture to life,

4) to give the students reality based attitudes, clear understanding, and concrete skills related to aspects of life they will have to

face as they mature into adulthood.

Performance in the class will not be evaluated like a “regular” class! If you choose to use some of the material

covered for transcript (academic) records please contact Gail Efting. Information can be gleaned from the required weekly

commentaries in the online resource, on class participation, work submitted, and completion of assigned projects. You will be able to

give them a grade at the end of the year, if you choose, and this class does provide opportunities to fulfill academic requirements. But

performance in life will be evaluated based on applying the material learned to real life situations, and THAT will take a while!







no more.

Every week students will post a commentary, on line, within two days of class adjournment. This required commentary

includes;


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6. what the student learned in class,




focus on some of the issues we are discussing in class. This commentary is designed to provide your student with an opportunity for

review and reflection, which are important aspects of conversion from transactional learning to transformational learning. If

completed correctly, it will also provide the parent, as teacher of record, with the information necessary to complete any

accomplishment descriptions throughout the year.




















teachable.












no less, no more.



class. Please make sure you send the email to [email protected] and put “HEART BALM” in the subject line.

Additionally, I am available for questions, additional discussion or assistance in Biblical research or with projects, at the Theological

Library at Peninsula Bible Church in Palo Alto, every Monday morning by appointment, from 7:00 AM to 9:30 AM.

Materials:BIBLICAL APPLICATION IN LIFE MANAGEMENT (BALM) NOTE BOOK (please bring every week)

- BIBLE, in which the student can make notes. Students will be marking and making notes in these Bibles. Please make sure your student has a Bible they will feel

comfortable writing in. Notebook sections should include;

This class description in the Binder, in front of the sections listed below.



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Bible / Information Requests

Notes

Observations and realizations journal

Project Records and Documents

Research Materials

You may use the electronic Notebook equivalent created online, if you have the capacity to access online resources in

class. Do not presume that we will have WIFI. If your student is using an electronic device instead of a ‘hard’ notebook, these

sections should be set up before class, with all required information and files ready to go for each category.

Put your BALM Notebook together before the first class. Make sure that you have your Bible, a good translation that you

can write in, ready to go. You will need to bring your Bible with you to EVERY class. Make sure your mind is ready to FOCUS

(well rested, well fed, well exercised, comfortable shoes, etc.) and RESPECTFULLY DIALOGUE about the subject matter, when you

come into class. If you have any questions about these assignments, feel free to send a note.

Workload: All classes taught by Gail Efting are student and family centered. You, as teacher of record, will be evaluating whether





the area of study).










Curriculum: The Holy Bible (accurate translation, no paraphrases) in which you can write. All other necessary coursework

materials will be provided online.

About Your Instructor: See the end of this document


[email protected]. Please make sure you put, “HEART BALM”, your name, and your topic in the subject line of your note.





Gail Efting an e-mail at [email protected] . In the subject line enter “HEART BALM” and your name. As soon as

confirmation of your registration for this class has been received, you will receive a student ID and password by email, from

BALMpathwright. (Make sure you check you spam folder, in case your system rejects it.) Please go online, to the URL given,

and begin the intro process for this course. You will be asked to complete sign up and answer several questions before class

begins. Please make sure you have set up your student account online no later than Aug. 10th.

PERIOD 3 – 12:00-1:15

Versatile Musicianship and Performance – 12:00-1:15pm, Period 3 Course Title: Versatile Musicianship and Performance


Course Length: Two Semesters for Upper Academy,




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When: Friday 12:00 – 1:15pm

Cost: $60


Lab Fee: None.



Prerequisite: A willingness to listen and learn during class, and dedication to practice your skills throughout the week. Some previous

musical experience and an understanding of basic theory is recommended but not required.

Course Description: This course is designed to give students the necessary tools, knowledge, and skills to play multiple musical

instruments or sing in a band /performance setting. Often, many groups lack a bass player, drummer, flautist, violinist, etc. to

complete a given ensemble or band. Occasionally, one person comes along and can fill in the gaps of the group simply because they

can play several instruments and have an understanding of the different roles required for musical cohesiveness. My goal is to provide

the basic knowledge required to have this skill and musical flexibility.

Topics to Be Covered: In this course, we will cover rhythm, harmony, functional harmonic principles, songwriting, transposition,

vocal harmonization, performance skills, entertainment charisma, elementary ear training, and improvisation. We will be practically

applying these skills to play several instruments including keyboard, guitar, electric guitar, bass, drums, other percussion, vocals, and

more.





Notebook and pencil

Music Note paper (a.k.a. Staff Paper)

The instrument that we are currently studying

Any material that I will recommend

A willingness to learn

Materials:

Every student should have at least one of the following instruments: piano, drumset, guitar, bass, or other instrument. If this is not the

case, then one should at least create a paper keyboard (to simulate a piano) in order to practice at home.



Grading and Assessment: I will be sending out weekly emails that will assess your skills and your progress. Grades will not be used

in this class. Tests will also be occasionally used to assess your current knowledge and skill. Homework will also be passed out for

the aid of increasing frequency of music notation.

Curriculum: I will be providing the necessary curriculum.

REQUIRED: All the materials and curriculum listed above are required.


Contacting the Teacher: The best way to contact me is via cell-phone (408)691-8904 or at my home phone (408)292-0872. The next

best way is by email at [email protected] .

Assignments for the first week: Read through this entire information sheet and email me if you have any questions. Come to class

with some goals in mind of what you would like to see happen with this class.




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TaeKwonDo (Grades K-12) – Weekly, 12:00-1:15, Period 3 Focus: Fundamentals of Traditional Taekwondo

Mentor-Teacher: Julie Velasquez



Website: www.hillsidetkd.com

When: Every Friday, 12:00-1:15, only 45 minutes.(Black Belts continue until 1:00 and I will be available for additional help until

1:15)

Class Fee payable to Hillside Martial Arts: $49 per month


Questions: contact SBN Julie Velasquez at [email protected] or phone 408-859-4369


Course Description: A student friendly martial arts class with a focus on the fundamentals/techniques of traditional TaeKwonDo. We

emphasize the five tenents of TaeKwonDo...Integrity, Courtesy, Self-control, Perserverance, Indomitable Spirit. This can be strictly a

P.E. class or if the the student desires, they can test for different belt levels. Your student will have the opportunity to develop their

self-confidence, self-discipline and leadership skills. Students also have the option to attend an additional class during the week at

Hillside Church, contact SBN Julie for more information.

*NEW* Beginning Tap - 12:00-1:15, Period 3 Focus: Beginning Tap

Grades: 3rd-8th Grade - 12:00-12.35, 9th-Adult - 12:40-1:15

Teacher/Mentor: Abigayle Ashby

Course length: 2 semesters, every Friday


When: Friday, 12:00-12:35 for students or 12:40-1:15 for adults

Class Fee payable to Abigayle Ashby: $35 per month

Questions: contact Abigayle Ashby [email protected]

Material Fee: $5 to cover music expenses

Recommendation/Prerequisite: HEART Academy encourages parents to be involved in the classroom experience as much as

possible. If you want to attend with your children, we welcome you.

Required Material: Tap shoes, socks, and clothes you can stretch in. Preferably no jeans.

Course Description: In any type of dance, technique, persistence, performance, personality, and fun are necessary ingredients to a

successful student. This class will allow your child to blossom in these areas. Because this class is geared toward beginners, it is

intended to be an introduction to dance. Little or no experience is required. As the year moves forward, they will advance in their

knowledge of technique and performance. We will be performing in Pulse at the end of the year. (This is optional for the adults.)

Course Content: My goals for this course are:

Technique: We will be learning all the basics of tap: shuffles, flaps, stomps, stamps, steps, hops, and jumps. Throughout the year, we

will be creating combinations, making even sounds, learning how to lift, strengthening our balance, and coordinating our arms.

Performance: Not only do these kids get the chance to learn how to dance but they receive an opportunity to apply it. During the end

of the year PULSE meeting, the students will perform for our HEART community. There may be a small costume fee.

Personality: During a performance, it is also important to express yourself. The stage can be a scary place, but it doesn't have to be!

It's a place of great creativity and expression, and ultimately, fun!

Fun: Before anything else, we are going to have so much fun tapping together! Dancing, or just moving to the music, will be be a real

connecting point for all the students in the class and we will have gallons of fun.

Dance will allow your child to shine freely. I hope you can join me for this exciting year.

Required Material: Tap shoes


http://www.hillsidetkd.com/



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Contacting the Teacher: If you have any questions, comments or suggestions, please feel free to send Abigayle Ashby e-mail at

[email protected] or call at 408-605-1425

*NEW* The Ancient Civilizations (Gr 4-9) – 12:00-1:15, Period 3 Mentor-Teacher: Katrina Hunt



When: Weekly Friday afternoons (Upper Academy schedule)

Cost: $60 / month

Course Classification: History

Materials Fee: $25 one time only

Minimum Class Size: 5

Age level: approximately 4th through 9th graders (Upper and Lower Academy)

Questions: Email Katrina at [email protected] or phone (408) 379-8829

Course Description: Survey the ancient civilizations of Mesopotamia, Egypt, Greece, Rome, Israel and China through interactive

lessons. The course would cover a time line of the civilizations, as well as the following areas : Their currency, housing, religion,

military, inventions, language, food, clothing, education, government, art and geography for each. Material will be learned and ideas

collected through various handouts and notes, a large Civilization chart made independently, projects, and summary writings

completed at home to reinforce these time periods in history.

Class Expectations: Attendance and punctuality are very important. Students should also be attentive and willing to participate in class

conversation and activities. Completion of independent homework is essential to fully understand the material discussed in class.

Bring to each class a small notebook and paper for taking notes and filing pages, any required homework, and a willingness to

participate and have fun learning about the past.

Workload: Short homework assignments will be given weekly. They will vary short writing assignments to project based assignments.

Grading and Assessment: I will create a semester evaluation for each of the students, whose parents wish to have one, based on

participation, understanding of class material, homework assignments.

Required Materials: Large three ring binder with dividers(this will be kept at home to file each civilizations notes, handouts and

work), notebook paper for notes, and various craft materials for some projects throughout the year.

About Your Mentor Teacher – Bio is at the end of this document.

*NEW* Robotics 1: Arduino w/ T.A.C.H.NOLOGY™ R1, Period 3 Course Title: Robotics 1: Arduino w/ T.A.C.H.NOLOGY™ R1




When: Friday, Period 3: 12:00-1:15pm


Materials Fee Payable to “Encourage and Empower”: $135 one-time annual fee (Robotics Kit: $95; Lab Costs: $25; Curriculum

Guide: $15)

Credit Classification: Robotics & Computer Science


Minimum age/grade: 6th-12th grade

Questions: Jason Chan, [email protected] ~ or ~ www.EncourageAndEmpower.com

Prerequisite: No programming experience required for this introductory course.

Course Description: (for more info, kindly browse & ‘like’: www.facebook.com/TACHnology.robotics)





http://www.facebook.com/TACHnology.robotics

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Arduino w/ T.A.C.H.NOLOGY™ R1: The First-Ever D.I.Y. Robotics Alternative to the Lego® Mindstorm® leveraging

"Technology, Arts & Crafts... Holistically" (thus T.A.C.H.NOLOGY™). By combining open-source Arduino-based Technology

along with the accessibility of Arts & Crafts techniques and materials, students now have opportunity to experience innovative

features, such as:

Modular Snap On/Off Components w/ 'Lock n Load Stabilizer Bar'

Lower Cost Entry regarding Time & Money

Advance Hack & Mod Options w/ 'Rotary Multi-Mount & Extensions’

With other robotic systems costing around $200+ (i.e. Parallax’s Boe-Bot $198, Lego Mindstorm Nxt 2.0 $280, and Lego Mindstorm

EV3 $349), our comparable “T.A.C.H.NOLOGY™ R1” entry-level kit will be priced below $100.

And through a Facebook technology grant, we can now supplement -- at no extra cost to our students -- our learning through the

educational-standard “Lego Mindstorm NXT 2.0” Robotic System, while leveraging a “MIT Scratch”-based programming language

called “Enchanting”. With a more advanced configuration that the ‘stock’ Lego Mindstorm, we are able to achieve a higher-level of

autonomous A.I., such as event-driven (a.k.a. behavior-based and mode-states) tracking and detection with multiple sensors.


As with the vision of the “Computer Science: Minecraft” series, we prayerfully desire to mentor our students to not be

addictively-wasting their life away, but – rather – to be useful and compassionate in life and in their community… as Jesus desires and

leads.

“Galatians 5: 22 But the fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness, 23 gentleness and self-

control. Against such things there is no law. 24 Those who belong to Christ Jesus have crucified the sinful nature with its passions

and desires.”

This pioneering approach of teaching Robotics has caught the attention of kindly-supportive organizations, such as “The Tech

Museum of Innovation” in San Jose – and – the “Young Makers of Maker Faire” (www.youngmakers.org). (The latter is known for

their annual, grassroots-style “Science & Art” Fair in San Mateo that attracts over 100,000 people.) And with these academic

alliances, we’re thrilled to offer our students the opportunity to showcase their final “T.A.C.H.NOLOGY R1” project through these

public venues – where our students are not just “passively observing” the exhibits, but they “actively become” the exhibits… in Christ.

:)

At the end of the student’s first year, their completed “T.A.C.H.NOLOGY R1” project can serve as a scalable platform for a 2nd

year of exploring autonomous (auto-pilot) – as well as – further remote-controlled applications (kindly see Robotics 2).


Academic Content & Sequence

Year 1: Basic Remote-Control (RC) Bots

LED Internal & External

Serial Monitor: 2-Way Messaging: Rx From and Tx To Arduino

Infrared Remote Control: Tx/Rx

Portable Power Source: 9V & AA Battery Packs

Servos: 180-degrees & Continuous

LCD On-Board Diagnostics

Our students will design, build and test under a variety of cooperative single-player/bot and multi-player/bot scenarios. These

analytical simulations will include: “Capture the Flag”, “Tomahawk Hammer”, and “Sumo Wrestling”. (Kindly understand that due

to the dynamics of technology, course content may be subject to change. Yet, families will courteously be updated on any such

curriculum adjustments.)

Required Equipment/Applications:

“T.A.C.H.NOLOGY R1” Robotics Kit to be purchased from “Encourage and Empower” (see “Materials Fee” above) and it’s delivery

date will be announced on the 1st day of class.

A Windows or Mac laptop – equipped with Wi-Fi and USB – to be brought to class, as needed.

Free Software Apps: Mentor-Teacher will provide instructions on the first day of class.

Miscellaneous

Ruler (recommended: transparent with 15cm max for storage convenience)

Batteries: Required specs will be revealed at class (recommended: rechargeable)


http://www.youngmakers.org/

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Required Texts:

The only curriculum guides needed are the HandoutGuides and VideoGuides -- to be distributed at the beginning of each class, which

are already covered by the one-time Material Fee (as stated above).

Optional Books & Curriculum Guides:

Book: Arduino Projects for Dummies, Brock Craft, John Wiley & Sons, Ltd., 2013

Book: Arduino Robot Bonanza, Gordon McComb, McGraw Hill, 2013

Book: Arduino Workshop, John Boxall, No Starch Press, 2013

Book: Beginning Arduino, Michael McRoberts 2nd

Ed, Apress, 2013

Curriculum Guide: Sparkfun Inventor’s Guide, 3.0, www.SparkFun.com/SikCode

Curriculum Guide: Introduction to the Creative Use of Electronics, Stefan Hermann www.Fritzing.org


Laptop (as explained above); 3-Ring Half-Inch (minimum) Diameter Binder for Curriculum Handouts; Non-Black Pen/Pencil for

Handout/Book Notetaking (to highlight black-and-white handouts; an erasable blue/red pen works great for this purpose); Optional:

Highlighter Marker

During critical deadlines, a Weekly Parent (Q.A.) Checklist Sign-off Sheet will be issued and maintained.

Assessment:

The basis for this assessment will be the following items (this is an approximate breakdown and may be subject to change):




About Your Mentor-Teacher: (More info: www.EncourageAndEmpower.com)

Your Mentor-Teacher has coached a youth-based Robotics team to place in the “Top 5 Overall” as well as “#1 in the Single-Sonar

Category” for the Lego Mindstorm Line-Tracking competition for a consecutive two-years at the Robogames’ Jr. League

(www.robogames.com). On the professional side, he served as a software-engineer for real-time embedded systems, after receiving a

B.S. in Electrical and Computer Engineering from U.C. Davis.



cell/text at (408) 828-5131 (kindly use the cell # for short calls).

World Views of the Western World Year II, by David Quine, 12:00-1:15, Period 3 History, English, Bible, Humanities

Main Focus: World Views of the Western World is a series of courses that can be taken over a three-year period during high school.

Each year integrates history, literature, art, Bible, government, and philosophy into a single course. Students study ideas through

history and learn how those ideas affected the actions of the people. They will see the evolution of our western way of thinking and

understand how we became what we are today. Students study other world views and contrast them to the Christian world view. This

course is a serious classical education for high school students, guiding them to understand the foundations of our western civilization

and Christian history, establishing in them a habit of analyzing ideas against the Bible, and preparing them to stand firm in college and

beyond. These courses have a focus on reading, evaluating, discussing, and writing. These elements all work to equip them to

intelligently give an answer for the beliefs that they hold.

Michael Farris, president of Patrick Henry College, wrote: “One of the best programs I have seen that offers a clearly Christian

classical education is David Quine’s World Views of the Western World.”

Course Description: Year II, The Grandeur of Christianity and The Revolutionary Age, takes the student from the Middle Ages

through the Renaissance and Reformation and then through the American, French, and Russian Revolutions. During these studies, the

students will study political theory and the political founding of our nation. Starting with the Reformation, students will go on to read

original documents of importance to our nation’s founding, and they will learn why we can confidently say that our country has a

Christian foundation. Students will then go on to compare the beliefs that were behind the French, Russian, American Revolutions.


http://www.sparkfun.com/

http://www.fritzing.org/


http://www.robogames.com/

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Areas of Study: World Views of the Western World II integrates history, political theory and American Government, literature,

composition, art, Bible, and philosophy.

Teacher/Mentor: Susan Watanabe

Course Length: Two semesters

Course Fee: $75/month

Credit: 10 units Literature and Composition; 10 units History of Western Civilization, 5 units American Government and Political

Theory, 5 units Bible, and 10 units Humanities. Speak with the teacher directly for clarification. Note, when looking at the website,

cornerstonecurriculum.com, please do not become intimidated by the units listed for year two as your student will not be spending

seven hours a day on these classes.

Type of Class: Group class emphasizing discussion

Questions: Email Susan Watanabe at [email protected]

Recommendations: For motivated high school students who are serious about reading, learning, and improving their writing skills.

Required Books: (see cornerstonecurriculum.com)

Dante’s Divine Comedy

Institutes of Christian Religion

Paradise Lost

The Pilgrim’s Progress

The Patriot’s Handbook

The Second Treatise of Government

The Reasonableness of Christianity

Sinners in the Hands of an Angry God

The Federalist Papers

The Anti-Federalist Papers

A Tale of Two Cities

The Law

The Communist Manifesto

Animal Farm

The Soul of Science

Reformation Overview DVDs

Recordings by Knowledge Products:

The American Revolution audio recording

The Giants of Political Thought audio recordings

The U.S. Constitution audio recording

Materials List:

List of required books and audios for year II from cornerstonecurriculum.com

Binder at least two inches deep

College ruled notebook paper for taking notes in class

Assignment Criteria: Work will be divided into weekly assignments. Students will be expected to finish these assignments each week

so they are prepared to discuss their findings on Friday. It is important that all of the questions in the workbook are answered as this is

what will be the basis for the discussion during class.

There will also be several essays due during the course of the year. This is the primary means used in this course for the student to

show what he or she has learned. Writing instruction will be given during class.

Please come to class with a hard copy of your assignments completed and your workbook filled in. Assignments are due at the

beginning of class. All work should be done neatly and reflect the student’s best efforts.

Spanish 2 – 12:00-1:15, Period 3 Course Title: Spanish 2





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Tuition fee payable to the teacher: $60 for 5 or more students, $70 for 4 students, $80 for 3 students and $85 for 2 students.


Material fees: $20.00 one time only

Pre-requisite: Have taken Spanish 1 or some other equivalent course (have been exposed to Spanish and vocabulary)

Questions: : Rosi Adams [email protected] (Write Spanish class in the subject line please, otherwise I will delete it,

thanks, ) you can call me at home (408)292-0872 or at my cell (408)230-1953.

Course Description: Spanish 2 will provide you with the tools to be able to meet Spanish speaking people, to have a friendly

conversation, to introduce yourself and your family to others, to order a meal in a restaurant, to book a room or make another

accommodations, to ask for directions, to buy a ticket and travel being confident you will get around fine, etc., to help you to socialize

and being able to communicate in Spanish.

The students will review basic vocabulary, work on their pronunciation, and have the chance to practice during the classroom and

enhance their conversational ability.


teacher) This course will prepare the student for Spanish 3.

Course Content: The curriculum used is a unique multimedia program that takes the student from beginner to advance level in 46

lessons. It will take us 2 years to complete. Students of Spanish 2 course will work at an intermediate level. There is an excellent

presentation of grammar concepts and conversation skills, plenty of examples, exercises, culture notes, an extensive glossary,

dialogues, audio exercises and free online learning as well.



discussion.








included. However, you the parent will give the final grade to your student.

Required Texts:

-Living Language Spanish, Complete Edition

On Sale: August 09, 2011

Pages: 336 | ISBN: 978-0-307-47859-7

Click on the link below to buy it. The link also gives you info of another vendors who carry the curriculum as well.

http://www.randomhouse.com/book/208755/living-language-spanish-complete-edition-by-living-

language/9780307478597/#blurb_tabs



Course Requirements:

My commitment is to provide instruction and encouragement as you learn to speak Spanish.

Bring to class:

1. Your workbooks



http://www.randomhouse.com/book/208755/living-language-spanish-complete-edition-by-living-language/9780307478597/#blurb_tabs



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2. Your homework

3. A folder or small 3 ring binder to storage your homework and attachments I will email to you

4. pencil, pen, highlighters and Post-It notes if you choose not to highlight your books.

5. lined paper

6. Zippered pocket for pencils, erasers, Vocabulary CD‘s, etc.

Assignment Criteria: Assignments are given weekly. At the end of the class I will announce the homework. The commitment of time

is l hour 5 days a week, a total of 5 hours weekly. I will send an email early next week, only to remind you of the assignment for that

week. It is designed as a communication device for you, to clarify your weekly work process and help you focus on some of the issues

we are discussing in class. Please read it at the beginning of every week and use it as a working guide. Once you have read the

assignment email, print it and store it in your binder for future reference.

It is the student‘s responsibility to make specific time commitments for submission of homework, and to manage time and activities

properly in order to keep those commitments, completing assignments thoughtfully and with excellence. Work will be due weekly,

reading and listening to your Cds will be necessary at least 5 days of the week to educate your hearing to the Spanish sounds.

Growth in life is based, to a large degree, on perseverance. Because of the nature of student centered teaching, students will get just as

much benefit (guidance, feedback, help and growth) as they contribute of their own effort to the learning process. It‘s that simple.

Basically, you get the benefit of a skilled mentor to help you move toward your objectives in proportion to your own perseverance and

use of available resources.


advantage of your work at home. Every class or assignment you miss will make the learning process more cumbersome for you. If you

have scheduled to miss a class for any reason, please let us know as soon as YOU know, so that we have time to prepare support


Spanish Workload (what to expect)

• Vocabulary Words and conversations – Study, practice and some more practice.

• Willingness to speak during class time in order for me to see your progress and to complete your homework.

• Quizzes / Tests – There will be both, oral and written quizzes.




time.






Contacting the Teacher Please contact Mrs. Adams if there are any questions during the year.


1953 Cell & Text

About Your Instructor: Bio is at the end of the document.

*(New Focus)* Math Success Pre-Algebra, Algebra 1 & 2, Geometry: 12:00-1:15 Period 3 A unique math coaching approach which leads students to succeed in gaining concepts faster and more thoroughly as they complete

each course.



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New Focus: New this year – We will be incorporating Pearson Math textbooks with ALEKS for better accountability and success.

Math Coaching and Small Group Math Instruction (5-10 students) - which brings together one on one instruction, small group

interaction, a powerful online learning tool, and a customized learning strategy. This approach will apply accountability and give

students concept mastery while providing parents the information they need to let them know that their children have achieved

success. The small group interaction provides a fun and engaging math club approach.

Coach/Instructor: Jere Allen



Questions: E-mail Jere Allen at (408)655-4597

Prerequisite: Assessment will be done at the beginning of the year to determine student readiness.

Class Fee Payable to Jere Allen: $60 per student per month if more than 5 students – regular fee; $75 per student per month if 5 or

less students – tutoring fee.

Extra One on One Skype Video Tutoring Sessions (Optional): $25 per half hour

Subscription Fee for ALEKS (http://www.aleks.com) Pricing: $45 for the year.

Required Technology: Mobile Computing Device with Internet Access (Net-Book ok)

(Optional) Textbook: Pearson math Series. Go to http://www.pearsonschool.com/index.cfm?locator=PSZu69 to view your course.

Then call customer service to purchase at (800)848-9500. This book will add some very helpful examples and supporting instruction

which we will be using in class to help students master concepts more quickly than with ALELKS alone. The included digital

resources will also be extremely helpful. They incorporate the new video tutor instruction support tool and more.

Tutorial Videos—on Your Computer, Tablet, or Smartphone!

It's one of the many digital tools that instantly connect with digital natives. Virtual Nerd™ Tutorial Videos, Homework Video Tutors,

Digital Math Tools, and an Interactive Mobile e-Text provide compelling ways to personalize learning and enhance understanding.

Why Math Success: Are you running into issues like these? My child is always struggling in math ….. I can’t get him/her to stay on

task ….. It seems to take him/her twice as long to do the exercises as it should ….. I need to be on top of him/her all the time to do

his/her work ….. He/she breaks into tears and tells me that it’s too hard ….. How do I know if he’s/she’s ready to go on to the next

course? ….. He’s/she’s bored with the traditional textbook approach ….. How do I prepare him/her for SAT testing? ….. I think

he/she could go faster if I had support that would help him/her to go at his/her own pace. Math success is your solution!

Students succeed in math if they are provided with the opportunity to learn the way they are designed to learn. With Math Success,

your student will gain proficiency and success in math as he/she develops a passion for excellence.

Course Description: Math Coaching and Small Group Math Instruction (5-10 students) - which brings together one on one instruction,

small group interaction, a powerful online learning tool, and a customized learning strategy.

This approach will apply

Accountability and give students concept mastery while providing parents the information they need to let them know that their

children have achieved success.

Small group interaction provides a fun and engaging math club environment to foster peer support to help each other with difficulties

while building confidence.

Student progress according to his or her own pacing.

Weekly direction on which concepts to focus on, quizzes, and periodic reassessment to ensure that topics learned are also retained.

Summary of How it Works: What is coaching and how does it differ from tutoring? Tutoring is simply monitoring challenges and

solving problems as they arise. Each week there is a one hour small group instructional session with 5-10 students who are in the same

subject area. The group interaction allows each student to share struggles and successes with each other. Based on this session, I

provide a weekly action plan on what should be worked on through the next week.

How does Math Success Work for your course?

Daily


tel:%28408%29655-4597

http://www.aleks.com/

http://www.pearsonschool.com/index.cfm?locator=PSZu69

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Students work in ALEKS in assigned areas. Every question he/she work on gives him/her the option to have the concept explained

with an example of how the problem is done.

If a student needs clarification on what he/she is doing, ALEKS has messaging capability to me for a little help. For more thorough

instructional support a video Skype session can be scheduled based on fee schedule above.

Concepts that are mastered are listed for that day’s work. I will assess student progress throughout the week to help students stay on

track and to provide accountability to students’ efforts.

Weekly

I will evaluate the online reports to provide each student a plan of the areas he/she should be working on that week.

Your student will receive a customized quiz each week based on what they have been learning or to focus on areas of difficulty

students daily work indicate.

In our weekly small group coaching session we will be focus on instruction of difficult concepts, daily work challenges, and

problems that were missed on the weekly quizzes.

Monthly

An assessment is done that will provide an accurate understanding of how your child has progressed along with review of previously

learned concepts.

Reports will be provided and discussed with you on how your student is doing so that the game plan is revised as needed.

Materials List: (please bring every week)

Binder 8 ½ X 11, at least 1 inches deep, with front and back page protectors on the outside

1. College ruled paper or graph paper

2. Notebook dividers including sections labeled;

a. Worksheets

b. Daily Work

c. Quarterly Progress Reports

3. ZIP POCKET which fits into the binder for pencils, colored pencils, erasers, calculator, etc.

Please keep all your assignments together and be sure you can find them quickly if asked to do so. You might want to add more

dividers in your book in case you have need of them.

Advanced Composition – 12:00-1:15 pm, Period 3 Course Title: Advanced Composition

Teacher/Mentor: Denise Boiko



When: Fridays

Cost: $60/ month


Materials Fee: $15, one time only; Essay grading fee $50, one time only.



Prerequisite: Experience with Institute for Excellence in Writing (or equivalent training in style) at junior high or high school level

OR HEART Academy Intro to Classics, Intro to Writing, Intermediate Composition, or Literature in Critical Perspectives OR another

high school English course with writing. Since this is an advanced class, student should already be a confident writer. If in doubt about

a student's readiness, parents may submit a previous essay by the student for teacher's evaluation. Grade level: 10th-12th

grade, or

advanced 9th

graders with teacher's approval.

Other requirements:

Use of basic technology applications (word processing applications, email, internet research).


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A willingness to work on writing assignments each school day during the week. In addition to class time, this subject will require a

workload of at least one hour a day, five days a week, 120 hours for the year. Students should be prepared to write at least one 2-4

page typed essay per week (sometimes more) and to revise one previously written essay per week.

Course Description:

Advanced Composition is a college prep honors course designed to teach students writing skills required for a variety of types of

academic essays, including expository essays, timed SAT essays, research papers, and personal essays used for college and

scholarship applications. The course is designed especially for 11th

and 12th

grade college prep students who are serious about

improving their writing skills. Motivated 9th

and 10th

graders may also be admitted.

Honors credit:

By default, the course will be considered an honors course, and thus students should be prepared for fairly rigorous assignments.

Those desiring to opt out of honors credit may choose a more flexible standard of grading and/or number of assignments.


Academic essays (various types such as comparison/contrast, descriptive, cause/effect, process, and persuasive)

2-part essay strategies

SAT timed essays

College application and scholarship essays

Literary analysis based on selected short stories

Research paper (term paper) with long term assignment goals and checkpoints

Subject-specific essays (such as those encountered in AP exams)

Writing techniques to complement writing assignments in other HEART classes

Crafting a strong, arguable thesis

Freewriting and prewriting techniques for content and organization

Extensive attention to the revision process

Students will be given instruction and examples in thesis development, essay organization, transitions, introductions and conclusions,

rapid writing for essay exams, and style techniques.

Note: HEART classes will be on break during the holidays, from before Thanksgiving until just after New Year's Day. Some homework

assignments will be given during this time.

Class Expectations:


Participation in discussion.

Completion of assigned papers, textbook reading, and other homework (on time!). Specific assignments will be given weekly by email

and by handout. Please stay caught up!

You will work on your own with your parent's help as needed during the week.

My commitment as your instructor is to provide weekly instruction, examples, and encouragement to you and to evaluate your work. I

will be available to help you develop skills in writing, from the pre-writing stage through the revision process. Please feel free to come

to me with questions or email me during the week, so that this can be a team effort in learning together!





Assignments are due at the beginning of class. All work should be done neatly and reflect your best efforts. Strive for excellence and

do your best work.

A limited amount of extra credit will be available for students who need to enhance their grades.



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1. A 3-ring binder with spine size approximately 1 1/2” to 2”. (Binder may be shared with that of another class you are taking.) Insert

two plastic sheet protectors at the front of the binder to store latest assignment sheet and important reference information. If it is a

view binder, you may decorate the cover page any way you like. Have a supply of college-ruled paper available, and insert dividers,

labeled as follows.

a. Notes and handouts

b. Essays in progress

c. Completed essays

d. Ideas

e. Research paper

2. Pens, as well as sharp pencils with good erasers.


4. Textbooks (see curriculum, below) need not be brought to class but should be available at home.

5. You should also have access to a good dictionary and a thesaurus at home.

Workload:

Workload will vary with the type of essay being taught, but a typical weekly workload will be:

Read 1-2 chapters of the textbook or writing handbook, as assigned.

Write a 2-4 page typed, double spaced essay of the format being focused on that week. Students may skip one essay per semester

(research paper may not be skipped).

Revise a previously written essay to turn in for a second evaluation.

You will be encouraged to write something every day, since this is the best way to improve as a writer.

Research Paper Tasks – Twice during the school year, you will prepare a research paper (1st semester approximately 4-5 pages

and 2nd

semester approximately 5-7 pages). For these papers, instruction will be given on thesis development, outlining, drafting,

revising, footnoting, and creation of Works Cited page, and you will keep up with the checklist on this longer term project while

you are also working on your normal essays. If you are taking other courses at HEART, you may turn in a single research paper

(one per semester) to get credit for both Advanced Composition and the other course requiring a paper.


Each essay will be evaluated, and revisions will be required. Teacher evaluation will be based on improvement after revision and on

incorporating suggestions from the first draft, as well as using these suggestions in future essays. End-of-semester or end-of-year

evaluation will be largely based upon displaying consistent and measurable improvement throughout the year (rather than on

“perfection”). By default, the course will be considered an honors course. Those desiring to opt out of honors credit may choose a

more flexible standard of grading and/or number of assignments, but the course will still be rather rigorous.

Parent involvement in discussion and evaluation of students' work is strongly encouraged. I will be available to parents as needed, to

assist in evaluating performance against priorities, to answer questions, or simply to be a sounding board for discussion. I want to do

everything I can to assist you in this endeavor.


planning to attend college, and as an aid to help parents ascertain grades for report cards. All evaluations include the number of

assignments completed, a description of challenges and accomplishments, a review of student's progress and performance, and

recommendations for future work. The student name and course, date of completion and instructor signature are also included. While

the parent gives the actual letter grade, this evaluation will be an individualized assessment of the student's progress and effort and will

assist the parent in assigning a grade. The basis for this assessment will be the following items (this is an approximate breakdown and

may be subject to change):

Weekly Essays and Revisions: 75%

In-Class Effort, Discussion, and Participation: 10%

Research Paper: 15%

Extra credit, as applicable, will add on to student's existing point total

Curriculum

REQUIRED:

The Lively Art of Writing by Lucile Vaughan Payne (Signet, 1969). ISBN 0451627121. Can be purchased through Amazon.com.


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Writers INC: A Student Handbook for Writing and Learning by Patrick Sebranek, Dave Kemper, and Verne Meyer, published by The

Write Source. 2005/2006 edition preferred, but older version is also acceptable (page numbers for reading assignments will be

different). ISBN 978-0669529951


You will find her bio at the end of the HEART Course Catalog.


Please contact Mrs. Boiko (course questions) or Mrs. Allen (administrative questions) if there are any questions during the year.


(408)375-5189 (cell).


Duties: taking roll, logging homework completion (with some minor, straightforward “pre-grading” of essays). You will receive a

discount on your student's tuition in this class, according to HEART policies. Please contact Denise Boiko if interested.


Read Chapter 1 of The Lively Art of Writing.

Read pp 1-20 of Writers INC (“Understanding The Writing Process” and also pp 121-123 for topic ideas (“Writer's Resource”).

Read pp 135-138 of Writers INC, “Descriptive Writing.”

(If you have an older version of Writers INC, consult me for proper page numbers.)

Come to class with:

1. Some input and ideas to share about what parts of the writing process you personally find most challenging.

2. One or two topic ideas for a descriptive essay (pp 121-123 of Writers INC should help).

In class, we will be discussing this reading, talking about how to construct a thesis, and helping you plan a descriptive essay for the

next week's homework.

Hands-On Science "1," Set 1 or 2, 12:00-1:15, Period 3 Course Title: Hands-On Science "1" (2015-16)

Mentor-Teacher: Cara Galleher

Course Length: Two Semesters, 16 weeks, every other week.

Type of Class: Group Class (3rd

– 8th

grade) through HEART Academy

*This is not solely an elementary-level class, as projects and principles are appropriate for all ages!

When: Every other Friday, either Set 1 or Set 2

Cost: $35 / month

Lab Fee: $40/one time

Questions: Cara Galleher, 408-741-1103, [email protected]

Prerequisite: Students should be able to follow verbal and written directions, have good reading and writing skills, and be willing to

work in a small group to complete labs. HEART Academy encourages parents to be involved in the classroom experience as much as

possible. If you want to attend class with your children, I welcome you.

Course Description: I have been teaching this Hands-On Science course for 15 years at Valley Christian Elementary School in San

Jose. Each lesson is accompanied by an extensive power point presentation, guided practice worksheet, and hands-on lab. Most

lessons will provide students with take-home projects, although some labs are better suited to working with in-class materials only.

Students will learn a vast array of life science, physical science, and earth science principles. Students will also prepare a “What I

Learned” review sheet at the end of each lab. I will take their picture with their project weekly for inclusion in their lab binder.

This program serves to:

-reinforce students’ knowledge in God’s Truth as revealed in the physical world.

-provide students with solid science instruction in all disciplines of science (life science, physical science, earth science)

-engage students through hands-on experiences which reinforce concepts learned



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-excite students’ interest in the discipline of science through a motivating, completion-oriented approach that capitalizes on their

background knowledge and moves them to a more complete understanding of science concepts.

My hope for your student is that he/she would develop of love of science through hands-on experiences and understand that even

difficult concepts are not too hard to comprehend when they are applied in project-based learning. I would love to be part of instilling

an interest in your student for a possible future science major or career.

Topics to Be Covered: Students will participate in 16 unique labs which will most-likely include (but are not limited to) the following:

(labs will not necessarily be offered in this order)

-Airplanes and Flight (Lab: Build a Foam Airplane with Control Surfaces)

-Eye Anatomy (Lab: Cow Eye Dissection)

-Color and Light (Lab: Make a Spectroscope)

-All About Snails (Lab: Examine Living Snails)

-Skeletal System (Lab: Build a 2-D “Mr. Bones”)

-Nervous System (Lab: Build a Pasta Spinal Column)

-Sound and Sound Waves (Lab: Make a Glove-a-Phone)

-Density and Buoyancy (Lab: Build a Penny Boats)

-Our Universe (Lab: Build a Solar System Model)

-The Metric System (lab: Fun With Metric Measurement)

-The Cell Theory (Lab: Examine Microscopic Plant vs. Animal Cells)

-Gas Pressure (Lab: Build a Cartesian Diver set up)

-Food Chains and Food Webs (Lab: Owl Pellet Dissection)

-All About Bridges (Lab: Build a Marshmallow and Toothpick Bridge)

-Microscopes, Structure and Function (Lab: Use a 400x Microscope)

-Blood and Blood Vessels (Lab: "Blood" typing)

Class Expectations: Students will be asked to attend respectfully to the lesson, raise hands for questions, and take notes on a guided

practice worksheet. Students will work in teams of 2-3 or independently to complete their labs. In consideration of safety to students

and proper care of lab equipment, students using science supplies improperly will be asked to relinquish the privilege of completing

the lab.

Handing in Assignments: Students will be assigned a “What I Learned” review sheet for each lab. Upon completion of the "What I

Learned" worksheet, I will provide a picture of them with their project for inclusion in their lab binder. All students will finish the

class with a completed lab notebook chronicling their work in 16 labs. Students’ lab notebooks will contain completed guided-practice

worksheets, “What I Learned” review sheets, and photos of in-class projects. Parents are encouraged to assign additional research in

the areas we study for inclusion in the lab binder. Students are welcome to share any extension work they’ve done with the class.


-1-inch, 3-ring binder (preferably with clear sleeve on outside, so students can design their own binder insert) with 16 dividers for

labeling labs.

-16 print outs of the “What I Learned” worksheet (I will provide the digital file before class begins)

-Pencil pouch with pencils, colored pencils or twist-up crayons (no markers), eraser, scissors, ruler, black sharpie, small bottle of

white glue, and gluestick.

Materials/Curriculum: As I have developed each lesson in this course, there is no required textbook. Students may be asked to read

certain articles or perform virtual experiments/dissections in preparation for upcoming labs.

Grading and Assessment: This class is unevaluated. There is no homework other than the “What I Learned” worksheet and

occasional online activities to reinforce topics learned.


Contacting the Teacher: Cara Galleher, 408-741-1103, [email protected]



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Elementary Beginning Writing – 12:00-1:15, Period 3, Set 1 Course Title: Elementary Beginning Writing


Course Length: Two Semester, 16 weeks, every other week

Credit Classification: English

When: Fridays, 12:00-1:15 pm

Class Fee payable to Laura Ball: $35/ month


Material Fee: $15, one time only



Course Description: This course is designed to take elementary and junior high school students through The Institute for Excellence

in Writing’s Structure and Style course. Like Benjamin Franklin, students will learn using this classical system, which stresses

modeling through note-taking, writing from notes, writing from pictures, creative story writing, and incorporating the various IEW

style techniques such as varied sentence openers, dress-ups and decorations. As students build a firm foundation of specific skills that

will enhance their writing, they develop confidence.

Requirements/Prerequisites: Students must be able to write a simple sentence, and identify nouns and verbs. Parental attendance in

class is highly encouraged since students are young and may need help at home.


IEW, Teaching Writing: Structure and Style by Andrew Pudewa

Binder 8 ½ X 11, at least 1 1/2 inches deep

Ruled paper

Notebook dividers including sections labeled:

Homework Assignments

Word Banks – Place last year’s word banks here. We will add to them.

Classwork

Notes (ruled paper)


At least 4 writing implements

Sharpener if student is using pencil

Your binder is not to be inspected or graded in any way. However, creating and maintaining an orderly system will serve you well



The homework assignment is at the top of each week’s Composition Checklist, which the students will receive in class. Please read it

ASAP to allow yourself the maximum time benefit for the assignments. Students should be prepared to write 1-2 paragraphs as

homework after each class, practicing what was learned and modeled during class. Paragraphs will lengthen as the year progresses.

Class Expectations:




Participation in class discussions – have a willing heart and mind to learn.



or e-mail me so you can receive the help you need before you feel frustrated.


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As your instructor I am committed to providing instruction, examples, modeling of new material, and encouragement to you. I will be

evaluating your work. If you have questions, I encourage you to ask them during class or contact me during the week. My goal is to

work with you, forming a team to improve your writing skills and confidence.

Assessment System


assist in evaluating performance against priorities, answer questions, or simply be sounding boards for discussion. The student will

have a portfolio of their work at the end of the course. We want to do everything we can to assist you in this endeavor.

About Your Teacher: See the end of this document



(408) 307-0010. Calling is the best way to reach her.


Write a five-sentence paragraph on any topic you choose WITHOUT parental correction or guidance. If you have never written a

paragraph, write five sentences to the best of your ability. This will not be graded or returned to the student. It is for assessment

purposes.

Elementary Intermediate Writing – 12:00-1:15 pm, Period 3, Set 2 Course Title: Elementary Intermediate Writing


Course Length: Two Semester, 16 weeks, every other week

Credit Classification: English


Class Fee payable to Laura Ball: $35/ month


Material Fee: $15, one time only



Course Description: This course is designed to strengthen the writing skills, and introduce a few new genres of writing to elementary

and junior high school students who have completed the first level of The Institute for Excellence in Writing’s Structure and Style

course. Students who have completed level one, are sometimes not quite ready for the leap into high school essay writing. This

course will keep them sharpening their skills as they complete the IEW advanced style techniques and continue to write reports,

stories, devotionals, book reports, beginning poetry, and practice simple essay formatting. Their confidence and self-expression will

grow as they strengthen their foundations and venture into new territory.

Requirements: Students should have completed the first level of The Institute for Excellence in Writing’s Structure and Style course.


No new texts are required. I will provide all necessary material and information.

Binder 8 ½ X 11, at least 1 1/2 inches deep

Ruled paper

Notebook dividers including sections labeled:

Homework Assignments

Word Banks – Place last year’s word banks here. We will add to them.

Classwork

Notes (ruled paper)


At least 4 writing implements



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Sharpener if student is using pencil

Your binder will not be inspected or graded in any way. However, creating and maintaining an orderly system will serve you well



The homework assignment is at the top of each week’s Composition Checklist, which the students will receive in class. Please read it

ASAP to allow yourself the maximum time benefit for the assignments. Students should be prepared to write 1 - 4 paragraphs as

homework after each class, practicing what was learned and modeled during class. Paragraphs increase as the year progresses.

Class Expectations:




Participation in class discussions – have a willing heart and mind to learn.



or e-mail me so you can receive the help you need before you feel frustrated.

As your instructor I am committed to providing instruction, examples, modeling of new material, and encouragement to you. I will be

evaluating your work. If you have questions, I encourage you to ask questions during class or contact me during the week. My goal is

to work with you, forming a team to improve your writing skills and confidence.

Assessment System


assist in evaluating performance against priorities, answer questions, or simply be sounding boards for discussion. The student will

have a portfolio of their work at the end of the course. We want to do everything we can to assist you in this endeavor.

About Your Teacher



(408) 307-0010. Calling is the best way to reach her.

The best way to contact Mrs. Allen is via email [email protected].

The next best way to contact her is through telephone, 408-251-8147 or 408-712-4646.


Write a paragraph on any topic you choose WITHOUT parental correction or guidance. Use the style techniques learned in IEW

Level 1 to the best of your ability. In case you have forgotten, e-mail me and I will send you a MINIMUM checklist.

Rome to Renaissance and Reformation – Medieval World History 12:00-1:15 pm, Period 3 Teacher/Mentor: Gail K Efting

Type of Class: Group and Online supported Class





Credit: Junior High or High School History, High School Composition, or Honors Western Civ II

This class is the second in a progressive four year cycle, covering history across the ages. These classes may be completed in any

order. Other classes are: Modern World History, and American History in the World.






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Course Description: High School History classes are a multi-level program of extensive interaction between the teacher and a group

of students. Students who participate develop a clear understanding of the flow of history, including chronological relationships,

geographical relationships and consequences of ideas. Students are exposed to the great writings of the era they are studying. They

have opportunities to think critically and to interact personally with each age through discussion, presentation, activities and respectful

debate.

Instructor will hold student's work to either High School or Honors standards, as requested by the student. Students’ thoughtful

involvement in discussions, both in class and at home, is central to the learning process. Instructor will use Pauline and Socratic

discussion and experiential learning to stimulate analytical thinking. Questions for discussion at home will be assigned frequently.

This course will use critical thinking skills to examine ideas and their consequences throughout Medieval History. Medieval

Literature, original sources, living books and history texts will be absorbed and discussed. Projects and presentations will be a regular

part of the work. An extensive list of resources will be used throughout the course. Reading lists will be available in advance.

Honors credit: Honors credit is available for this class. Honors courses are generally valued more highly in transcript GPA

calculations because they are more demanding. If your student completes work at honors levels we can help you with your

assessment and grade calculations. Students who request honors work will be held to a higher standard, both in terms of the level of

effort in class and the depth of thoughtful analysis in commentaries and other submissions. As the teacher of record, the parent can

expect to discuss the ideas and materials we cover in class, with your student at home. Please let Gail Efting know, immediately, if

you will be doing honors work. Honors course work is at college level and includes additional criteria for research, analysis and

presentation.

Course Content: Rome to Renaissance and Reformation, Medieval World History II will focus on understanding history from the

late Roman Empire through the High Middle Ages. Students are also encouraged to develop strong patterns of seeking Godly counsel

from parents through topic discussion. If your student is not yet in Junior High school, this class might still be appropriate for

him/her, since this class is reading, thinking, and discussion based. Also, if HS level analysis is completed, HS credit may be awarded

to younger students. Contact Gail K. Efting for more information. This course is designed to coordinate well with Rome to

Renaissance and Reformation, Medieval Classics II, and Psychology.

All students will have the opportunity to benefit from online videos and other presentations, commentary, and

discussions, as well as feedback, accountability, and recordkeeping, online. Instructions for accessing online coursework and

records will be made available to students upon confirmation of registration and student email.











no more.


includes;











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teachable.












no less, no more.



class. Please make sure you send the email to [email protected] and put “HEART Medieval History” in the subject line.


your student will be working at middle, high school, or honors levels (Gail K. Efting can help you with that). There are several ways

to determine workload, based on how you plan to evaluate course credit. Determination before the class begins, of the method to be



the area of study).








completed, records of posts, and any other project materials the student chooses to store there. Please contact Gail K Efting if you

would like to discuss any of this further.



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Curriculum: Konos, History of the World, Medieval

The Consequences of Ideas, Sproul

Original works or living history materials, as assigned

Honors Texts: Additional original works or living history materials, as assigned

Optional: Veritas Press Omnibus (Medieval)



[email protected]. Please make sure you put, “HEART MEDIEVAL HISTORY”, your name, and your topic in the subject

line of your note.




Assignments before classes begin: As soon as you read through this Info Sheet, by August 1st, or IMMEDIATELY, if after,

send Gail K. Efting an e-mail at [email protected] . In the subject line enter “HEART MEDIEVAL HISTORY” and

your name. As soon as confirmation of your registration for this class has been received, you will receive a student ID and

password by email, from BALMpathwright. (Make sure you check you spam folder, in case your system rejects it.) Please go

online, to the URL given, and begin the intro process for this course. You will be asked to complete sign up and answer

several questions before class begins. Please make sure you have set up your student account online no later than Aug. 10th.

Foundational Language Arts, Level D – Period 3, 12:00-1:15 pm Course Title: Foundational Language Arts, Level D



Grades: 5th-12th


When: Fridays, 12-1:15




Questions: The best way to reach Liz is through email at [email protected], or times can be set up for phone

consultations.

Course Description: While not all readers are good spellers, good spellers will invariably become good readers. Spelling is

the more precise skill. This course is designed to give students the necessary tools, knowledge, and skills to effectively use

and understand the English language for both reading and writing.

Spelling skills will be trained and strengthened to improve the student’s communication, to encourage precise thought, to

stimulate faster and more accurate comprehension, to free the mind for higher order thinking skills, and to lay the foundation

for English learning in later grades. Vocabulary development will be encouraged as the student investigates word derivations,

etymology, and usages in various writing activities. Reading comprehension will be strengthened through bi-weekly tests

and instruction. Grammar principles will be addressed as they relate to the spelling words under study.

Rather than memorizing words, as in traditional spelling programs, students will be taught how to analyze the reasons behind

a word’s spelling and pronunciation, giving them a strategy to learn any word that they encounter for both reading and

spelling. Reading is a natural outgrowth of spelling instruction.

Students will create their own personalized primer for spelling entirely from guided teacher dictation. As the captain of a

ship logs information about his travels, so the student will record information he learns about the English language. He will




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include the weekly spelling lists and will build reference pages where he practices applying the spelling rules.

As your Teacher-Mentor, I will be introducing new material with the students and assessing their progress on a regular basis.

I will also provide lesson plans for the Teacher-Parents to complete at home during the week with the students.

In order to complete your 5th –12th grade student’s language arts needs, you will need to supplement this course with more

comprehensive grammar and composition lessons.

Skill Levels: This Level D class is intended for students in grades 5-12 who are already reading but who need further study

in spelling and foundational language arts to complete their academic needs. Spelling, grammar, and basic composition skills

will be strengthened. This course does not qualify for full high school English credit (writing and grammar), but it can offer

5 units as a high school elective class.

To qualify for any of the Foundational Language Arts classes, the student will need to take a spelling diagnostic test (see

SWR, Appendix B), which is then submitted to Liz via email ([email protected]) or through mail. Based on her

assessment of the student, she will place him/her in the appropriate class based on grade and skill level. Some students

qualify for classes differently than their grade level indicates. The earlier tests can be submitted, the better we can place

students correctly before the school begins.

Student Prerequisite: Students need to be able to legibly write the letters of the alphabet from dictation (i.e. without a visual

model) in either manuscript or cursive, be able to read cursive writing, and be reading at a fifth grade reading level or higher.

Parent Prerequisite: Parents are required to attend a two-day training class to learn how to teach the Spell to Write and Read

(SWR) program. Classes will be available through the summer and into the early fall at various locations around the Bay

Area, with HEART Academy hosting a San Jose seminar in August. For information on registering for a training class, please

visit www.swrtraining.com. Tuition fees for the training class are separate from the student fees for HEART Academy.

Why is this training necessary? It is extremely rare to find adults today who were taught to read using explicit phonics.

Most learned to read using whole word or “look-say” methods with a smattering of phonics, if any at all. Because of the

misinformation about the language and faulty methods used, English is commonly dismissed as illogical and inconsistent.

!1

Using the 70 basic phonograms and the 28 reliable spelling rules in SWR, we can explain 98% of the most frequently used

words in the language.

The students will be working with me in the classroom for only one day while the parents will be teaching the remainder of

the week. It is necessary for the parents to learn the program in order to effectively teach and reinforce it with their children.

It is highly recommended that the parents observe two or three class sessions early in the year. Parent attendance in the class

is encouraged but not required.

Course Workload: In addition to class time with the Teacher-Mentor, students will be expected to complete assignments four

days each week, which will take up to 30-45 minutes each day. Students will also be asked to be reading at least 30 minutes

each day from books that coordinate with other areas of study or books that are of interest to the student. If your child is still

developing his reading skills, please discuss this with the Mentor-Teacher.

Materials List




• zippered pouch + blue & green colored pencils (other contents to be provided)

• Notebook dividers with sections labeled

- Assignments


- Quizzes and Tests

- Extra Worksheets




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• mechanical pencil and refills

• red pencil

• learning log

• 6” ruler

• reading comprehension test book & answer forms (if necessary)

• handouts for lesson plans and assignments

My Bio: See the end of this document.

PERIOD 4 – 1:20-2:35

Private Music Lessons – 1:20-2:35pm Period 4 Course Title: Private Music Lessons



Type of Class: Private instruction for Specified instrument.

When: Fridays - Periods 4 & 5

Cost:

Guitar - $140 / month - Private Lessons

- $100 / month - Shared Lessons

Piano - $240 / month - Private Lessons


Beginning Violin - $140 / month - Private Lessons

Credit Classification: Upper & Lower Academy / Fine Art

Minimum & Maximum Class Size: 1 - 4 students




Course Description:

As is implied from the course title, these lessons are designed to be customized to best meet the student’s music needs and level.

Regarding Lesson Length, all lessons range from 35 minutes to 45 minutes in length (as dependent on either Private or Shared Lesson

environments) and may overlap over periods.


Guitar: For beginners, these lessons will include learning the basic material that is required for most genres and styles that involve

guitar. This will include strumming, picking, fingerpicking, chord voicings, basic guitar theory, and more. For intermediate to

advanced guitarists, the topics may include tone production, ear-training, improvisations, chord theory, transcriptions, guitar solo

analysis, etc. All guitar lessons will be taught under the umbrella of either a nylon-string, steel-string, or electric guitar. As such,

lesson topics will vary based on your chosen instrument.

Piano: For piano, I use a wonderful curriculum known as Simply Music. Simply Music is a non-traditional playing-based approach

to leaning to play the piano. Simply Music simply delays the music-reading process to help jumpstart one’s musicianship by

introducing them to improvising, composing, and multiple styles such as Blues, Contemporary, Classical, and Accompaniment styles.

For a more intermediate student and after a solid repertoire is developed, concepts such as arranging, reading, specialized styling, and

jazz are introduced.

Violin: Regarding violin, the Suzuki approach is used. Beginner violinists will learn basic concepts such as proper bow hold, stance,

fretboard knowledge, left hand technique, and expressive gestures (phrasing, dynamics, and vibrato). The majority of this instruction

will happen with Suzuki classical repertoire as a vehicle for learning this technique.



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Notebook and pencil













TaeKwonDo (Grades K-12) – Weekly, 1:20-2:05, Period 4 Focus: This class will focus on the fundamentals of Taekwondo

Mentor-Teacher: Kathryn Allen



When: Every Friday, 1:20-2:05, This is a 45 minute class

Class Fee payable to Kathryn Allen: $49 per month


Questions: Kathryn Allen, [email protected]


Course Description: This is a Fun martial arts class that helps build your child’s confidence and leadership skills as well as self-

discipline. We teach with positive encouragement. An example would be to help the student and give them a high five or tell them

great job! As you may have noticed our studio does not display many trophies. We have many students who have won in tournaments.

Our belief is, “Trophies in the window do not make the studio successful. The students with their great attitudes do.”

How to show respect: When students come into the school please bow to the senior belts. I.e. Black Belts especially. When a Black

belt is sitting in the office or behind the counter students must stop and bow to show respect. When student enter the training hall

(Dojang Korean term) Students must bow at the doorway. When bowing have feet together and look six feet in front of you looking at

the ground. Take your time when bowing. Do not rush the bow. It is a sign of respect.

Beginning & Intermediate Basketball – 1:20-2:35pm, Period 4 Course Title: Beginning & Intermediate Basketball

Teacher/Mentor: Warren Shimada & Jaclyn Shimada





Credit Classification: Physical Education




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Course Description: This class will focus on skills for both the beginning and intermediate basketball player for boys and girls from

ages 8-17 years old.

Beginner Skills Emphasized: 1. Shooting technique - focuses on the proper basic (6 step) shooting technique 2. Dribbling - right and

left hand dribbling and basic ball handling skills 3. Passing - chest and bounce passing 4. Defense including footwork, hand position,

and technique. Fundamental of 2-1-2 zone defense.

Intermediate Skills Emphasized: 1. Shooting technique - advancing skills in the basic (6 step) technique, shooting off the dribble,

strategies to get open shots,driving to the basket, jump shot 2. Dribbling - right/left hand dribbling, intermediate ball handling skills,

two ball dribbling, crossover dribbling 3. Passing - chest/bounce pass, one handed passing, baseball pass, lob passing 4. Defense -

footwork/hand position, man-to-man defense, 1-2-2 zone defense, 1-3-1 zone defense

About Your Instructor Warren Shimada: see the end of this document.


is through email at [email protected].


is through email at [email protected].

ART-Drawing and Painting

Teachers: Migi Oey

Type of Class: Art


Material Fee: $60

Recommended for: High-school level (Junior High level by approval only)

Course Description: The first part of the semester we will cover the foundations of Art. Understanding the foundations enables

students to communicate ideas through a variety of media and techniques. Students will work with the elements of art and the

principles of design through exploration of both two-dimensional and three-dimensional art forms. Students will then begin an in-

depth study of drawing techniques, processes, and media. By mid-February, students will be introduced to painting techniques and

media usage. Students will develop an understanding of realistic, abstract, and non-objective painting styles. In addition to art

production, students will use a variety of learning strategies including reading, writing, and analyzing to develop a deeper

understanding of art. This course satisfies the fine arts graduation requirement

Assignments: Students will be required to finish projects, read material, and plan designs in their own time. Students are responsible

for their own time of study during off days and come to class fully prepared and equipped to work on projects. Students are required

to submit two finished and framed pieces of artwork for the Art Exhibit

Required Materials: Each student is required to have their own materials.

An 8x10 hardbound sketch pad is highly recommended.

Newsprint Pad 11x14

Graphite Pencils 2h, 2b, 4b, 6b and 8b

One charcoal pencil, kneaded eraser, a sharpener

2nd Semester you will need the following

Three Acrylic Brushes (1” Flat, ½” flat, and liner brush)

Three blank canvas 11x14 or 16 x 20

Plastic palette knife


7310.

Introduction to Composition – 1:20-2:35 pm, Period 4 Mentor-Teacher: Katrina Hunt




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When: Weekly Friday afternoons (Upper Academy schedule)

Cost: $60 / month

Course Classification: Language Arts

Materials Fee: $25 one time only


Age level: approximately 4th through 9th graders (Upper and Lower Academy)

Questions: Email Katrina at [email protected] or phone (408) 379-8829

Course Description: "Excellence in Writing gives you tools to help you learn not just WHAT to write, but HOW to write-in a way that

is organized and stylish."- Andrew Pudewa. This is both a balanced and logical approach to teaching writing that has proven to be

successful for all levels of writers.

Scope and Sequence:

Unit 1 – Note Making and Outlines

Unit II – Summarizing from Notes

Unit III – Narrative Stories

Unit IV– Summarizing References

Unit V – Writing from Pictures.

Unit VI- Research Reports

Unit VII – Essay Writing Unit

VIII – The Critique

Class Expectations: Attendance and punctuality are very important. Students should also be attentive and willing to participate in class

conversation and activities. Completion of independent homework is essential to fully understand the material discussed in class.

Bring to each class your writing binder, any required homework, a pen or pencil and notebook paper for taking notes.

Workload: Short homework assignments will be given weekly. They will vary from 1-2 paragraphs and time needed will be

determined by the student’s level of independent writing.

Grading and Assessment: I will create a semester evaluation for each of the students, whose parents wish to have one, based on

participation, understanding of class material, homework assignments.

Required Materials: small three ring binder with dividers, notebook paper for notes, and a IEW Style and Structure Binder (from the

IEW website) for reference.

About Your Mentor Teacher -For the last 13 years, I have been homeschooling my own four children (from Kindergarten through

graduation from High School). Before that I received my teaching credential from the state of CA and taught for 11 years at the

Middle School level in a variety of subjects with an emphasis in the Language Arts. Most recently I have taught IEW courses, and

Poetry to homeschool students and their parents. I have also taught American Sign Language worship and privately tutored in many

areas of curriculum.

*NEW* Computer Science 1: Minecraft ~ Gr3-6 – Weekly, Period 4, 1:20–2:35 Course Title: Computer Science 1: Minecraft Mentor-Teacher: Jason Chan Course Length: Two Semesters Type of Class: Group class through Heart Academy When: Fridays, Period 4 Class Fee Payable to “Encourage and Empower”: $60 for 5 or more students, $70 for 4 students, $80 for 3 students and $85 for 2

students. Materials Fee Payable to “Encourage and Empower”: $50, one-time fee to cover entire curriculum and lab costs Credit Classification: Computer Science Minimum & Maximum Class Size: 2 and 12 Questions: Jason Chan, [email protected] Prerequisite: No programming experience required as this is an introductory course. Course Description: Minecraft



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In partnership with ThoughtSTEM [www.thoughtstem.com] and University of California, San Diego [one of the world's top research

institutions], we are happy to present a first-ever Computer Science course that is: • Amazingly scalable from 3rd to 12th Grade, • Taught by an officially Certified Instructor, and • Designed with a later option for UC Extension Credits (details below). With featured reviews on A) “Wired” [www.wired.com/2014/08/learntomod/] and B) “The Guardian”

[www.theguardian.com/technology/2014/aug/19/minecraft-learntomod-children-coding-programming/], our core programming-tool -

- LearnToMod [www.learntomod.com/] -- utilizes the latest web-browsers on Windows, MacOS and Linux systems. Our industry-

leading programming-tool empowers students to code their own modifications to Minecraft, known as ‘mods’, via 1) Google’s

Graphical Drag-n-Drop ’Blockly’ Language (beginning stage) and 2) the World-Wide-Web-Standard Javascript (advance stage).

Students share code for team-based collaboration, as well as, receive private & protected cloud-based access for hosting up to 4

concurrent players. And amazingly for an additional fee -- along with personally-demonstrated proficiency and passions -- each student can later enroll in

a more advanced track to earn University of California Extension Credits, even if the student may still be from Elementary or Middle

School. “These credits show admission reviewers that students have been taking classes outside of high school and have done work at

the college level. They have been evaluated on learning outcomes in a UC San Diego course.”… Edward Abeyta, director of K-16

programs at UC San Diego Extension.


The Dark Storm Over these past several years as a youth pastor and as a homeschooling parent of “emerging” teens, I’ve been

frustrated and – at times – furious with the mainstream onslaught of the video games (both paid and free-to-play genres) that prey

upon our kids with disturbingly inappropriate images and values. The gaming industry – in general – has eroded to darker levels by

tempting players to become obsessed with massacring, hurting and/or abusing undeserving characters. Yet, we no longer have to feel paralyzed as this “dark storm” engulfs our children’s peers, as well as our own children. No longer do

we have to be trapped in a stressful cycle of battling, scolding, and/or nagging our kids regarding the deceitful content that wastes and

corrupts lives. Vision of Healing & Hope “Do not conform any longer to the pattern of this world, but be transformed by the renewing of your mind. Then you will be able to test and approve what God’s will is—his good, pleasing and perfect will.” (Romans 12: 2) The Good News is that through our youths’ interest for video games, we can bring in God’s ministry of healing. Their zeal for

electronic fun serves as a “doorway” to bring in the redemptive power of Christ. Proactively and lovingly, we guide our youths to

experience as many opportunities to exercise their gifts/calling from God. Opportunities such as to 1) Critical Thinking and Creating: to not just be lazy consumers of games but be active developers of them,

2) Communicate and Cooperate: to experience they synergy of teamwork – growing deeper and stronger together through resolving

conflicts with prayerful honesty, 3) Care and Community: to receive the satisfaction of helping other like-minded families by

providing “safe, smart and sweet” mainstream-alternatives to the darker games present, and 4) Crucify @ the Cross of Christ: Engage

in Jesus’ mandate – in Luke 9:23 – to take up the Cross daily for the security of our salvation and sanctification (Romans 5 & 6).

Condensed 60-second devotionals will begin each class to encourage and empower our students to ‘nail’ away the negative distractors

in life – such as addiction, laziness, insecurity – so that they can experience true life in Christ. “Those who belong to Christ Jesus

have crucified the sinful nature with its passions and desires. (Galatians 5: 24)” “The thief comes only to steal and kill and destroy; I

[Jesus] have come that they may have life, and have it to the full. (John 10: 10)” Topics/Concepts to Be Covered: Much like playing with ‘virtual blocks’, students manage Minecraft cloud-servers and create coding mods -- all the while learning key

computer science principles, such as Boolean logic, conditions, loops, variables, functions and parameters. Such learning will also

include the basic usage of various data types, operators, and control structures. To keep in pace with the rapid development of technology, kindly understand that the curriculum may be modified during the school

year to maintain relevancy and effectiveness for the student. And to continue the prayerful support, families will be notified in

advance regarding any courseware improvements. Equipment/Applications: Please bring to class a Wi-Fi-equipped Windows/MacOs Laptop running any modern Web-Browser such as Chrome, FireFox, and/or

Safari e-Communication: Email and Internet Access


http://www.thoughtstem.com/

http://www.wired.com/2014/08/learntomod/

http://www.theguardian.com/technology/2014/aug/19/minecraft-learntomod-children-coding-programming/


http://bible.cc/romans/12-2.htm

http://bible.cc/galatians/5-24.htm

http://bible.cc/john/10-10.htm

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www.Edmodo.com: a Cost-Free & Ad-Free Communication and Homework Collection & Scoring Website Free Downloads (To Do After First Day of Class upon Mentor-Teacher’s Instruction): Our featured ‘LearnToMod’ Programming Tool [www.learntomod.com/] is included in the Materials Fee. Upon completion of this course, all students will be provided an opportunity to continue programming with ‘LearnToMod’, by way of

an economical subscription model. Recommended: ‘Minecraft for PC/Mac’ Engine [https://minecraft.net/] is recommended to provide helpful capabilities, such as native mod-integration

and multi-player networking. Required Texts: The only curriculum texts required are the Student Guide-Sheets -- to be distributed at the beginning of each class, which are already

covered by the one-time Material Fee (as stated above). Bring to class every day: Laptop (as explained above) 3-Ring Half-Inch (minimum) Diameter Binder for Curriculum Handouts Non-Black Pen/Pencil for Handout/Book Notetaking (to highlight black-and-white handouts; an erasable blue/red pen works great for

this purpose) Optional: Highlighter Marker Expectations: Attendance and punctuality. Please be in class on time, ready to start, and prepared for the day's material. By start of class, completion of assigned reading, homework, and any related projects. A willingness to keep up with the reading and to pace oneself on completing projects. Extra projects are also available for students with special interests, gifts, or for those needing a more advanced course – please ask the

Mentor-Teacher. Assessment: Parent involvement in discussion and evaluation of student's work is strongly encouraged. Mentor-Teachers will be available to


discussion. We want to do everything we can to assist you in this endeavor. A teacher-created evaluation will be provided for every student, which may be used as an aid to help parents determine grades for

report cards. All evaluations include the number of assignments completed, a description of challenges and accomplishments, a review

of student's progress and performance, and recommendations for future work. End-of-semester evaluations will be largely based upon

displaying consistent and measurable improvement and effort throughout the year (rather than on ―perfection). The student name and course, date of completion, and Mentor-Teacher signature are also included. Rather than a percentage grade or a

letter grade, this will be an individualized assessment of the student's progress, effort, and attitude. An online assessment system will

be available for family accessibility. The basis for this assessment will be the following items (this is an approximate breakdown and

may be subject to change): Weekly Programming Homework: 50% In-Class Preparation, Warm-up Logs, Note-Taking, and Participation: 25% Special Projects: 25% About Your Mentor-Teacher: Further view www.EncourageAndEmpower.com . Contacting the Mentor-Teacher: The best way to contact Coach Jay (Jason W. Chan) is via


cell phone at (408) 828-5131 (kindly please use the cell number for very short calls).

Starting Points – 1:20-2:35 pm, Period 4

10 units of English, 5 units Bible, and 5 units American history with a world view emphasis

Main Focus: Starting Points is a full year English class for eighth, ninth, or tenth grades. This unique course has


http://www.edmodo.com/


https://minecraft.net/



tel:%28408%29%20935-9922

tel:%28408%29%20828-5131

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the added benefit of using world views as the base for the reading, evaluating, discussion, and writing which would normally be taught

in an English class. In this course the student will study literature, world view, writing, Bible, and a unit on the foundations of our

American government. With each novel, the student will be studying the typical areas of literature analysis such as plot, character,

and theme while also learning to analyze the world view presented in the story.

Teachers/Mentors: Susan Watanabe


Credit: 10 units High School Literature and Composition, 5 units of Bible, 5 units of American History (the

American History is not a full-year credit)

Type of Class: Group Class emphasizing discussion

Questions: Email Susan Watanabe at [email protected]

Recommendations: Students should be at least eighth grade

When: Fridays

Class Fee payable to Susan Watanabe: $60/person per month

Course Description: The purpose of this course is to establish the solid foundation of a Biblical world view in the heart and mind of

your student. After learning the details of a biblical world view, the students will practice analyzing literature and movies while

looking for the author’s world view. These lessons can be applied in the future as each student continues to study literature in high

school and college, helping each of them to stand strong while facing ideas which compete with a Biblical world view. The study of

world views provides a compass for giving direction in the evaluation of all the ideas that will confront us in life. Students will need

to think through and thoroughly understand the ideas learned in order to compose them into the essay that is required for each of the

units studied. This course includes writing instructions and lessons to enable the student to improve his writing skills.

This study is also an excellent preparatory course for World Views of the Western World, which studies western civilization based on

the world views of each time period and develops a habit of recognizing the many views and ideas that compete with the biblical

world view.

Areas of Study: This course has three areas of study.

Theology – based on seven world view questions.

Literature – Study the four areas of literary analysis: plot, character, theme, and world view.

American History – A study of the social, educational, religious, and political life of colonial America leading up to and including the

biblical thoughts and ideas that would shape both the Declaration of Independence and the United States Constitution.

Required Texts:

Starting Points by David Quine, Cornerstone Curriculum

Answers for Difficult Days by David Quine, Cornerstone Curriculum

Know What You Believe by Paul Little

Know Why You Believe by Paul Little

How to Read Slowly by James Sire

The Deadliest Monster by J.F. Baldwin

Mere Christianity by C.S. Lewis

Assumptions by Christian Overman

Never Before in History, by Gary Amos & Richard Gardiner

The Chronicles of Narnia:

The Magician’s Nephew

The Lion, the Witch and the Wardrobe

The Horse and His Boy by C.S. Lewis

Please order the following only from Cornerstone Curriculum:

Frankenstein by Mary Shelley

Dr. Jekyll & Mr. Hyde by Robert Louis Stevenson

Materials List:


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Please buy all of the required books for this course before the first class. The students need to learn to underline and mark in the

margins of their books. If you do not want marks in the books, you can buy tabs or sticky notes which your student can use to mark

passages.

Binder at least two inches deep

College ruled notebook paper for taking notes in class

Notebook dividers

Parents are required to have the binding of the syllabus removed so the pages can be 3 hole punched. This allows them to be placed

into a binder and then removed so they can be handed in each week.

Assignment Criteria: Work will be divided into weekly assignments. Students will be expected to finish these

assignments each week so they are prepared to discuss their findings on Friday. It is important that all of the questions in the

workbook are answered, as this is what will be the basis for the discussion during class. There will also be several essays due during

the course of the year. This is the primary means used in this course for the student to show what he or she has learned. Writing

instruction will be given during class. Weekly emails will be sent to students and parents to remind the students what the assignment

is, to make the parents aware of what the students are doing, and to help the parents keep their students accountable. It is

recommended that you print these e-mails out for reference during the week.

Handing in Assignments: Please come to class with a hard copy of your assignments completed and your workbook filled in.

Assignments are due at the beginning of class. All work should be done neatly and reflect the student’s best efforts.

Attendance: The lessons in this class build on each other so it is important to attend class regularly. If the student will miss a class,

please keep up with the assignments.


You may contact Mrs. Watanabe through email at [email protected], or by telephone at (408)275-8579.

For the First Week

Make sure that you have your Starting Points Binder ready to go and that you have all of the required texts.

Complete the reading and workbook pages for week one. These are pages 13 to 22.

Spanish 3 1:20-2:35 Period 4 Course Title: Spanish 3







Material fees: $20.00 one time only

Pre-requisite: Have taken Spanish 2

Questions: : Rosi Adams [email protected] (Write Spanish class in the subject line please, otherwise I will delete it,

thanks, ) you can call me at home (408)292-0872 or at my cell (408)230-1953.

Course Description: Spanish 3 will provide you with the tools to be able to meet Spanish speaking people and communicate with

them. By the end of this class the student should be equipped to carry a friendly conversation and to write a small report using proper

structure.

The students will continue learning new vocabulary, work on their pronunciation, and have the chance to practice during the

classroom and enhance their conversational ability.


teacher)



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Course Content: The curriculum used is a unique multimedia program that takes the student from beginner to advance level in 46

lessons, this is the 2nd

year where we complete it. Students of Spanish 3 course will work at an advaced level. There is an excellent

presentation of grammar concepts and conversation skills, plenty of examples, exercises, culture notes, an extensive glossary,

dialogues, audio exercises and free online learning as well.



discussion.








included.

However, you the parent will give the final grade to your student.

Required Texts:

Living Language Spanish, Complete Edition (You should have this curriculum from Spanish 2 class)

On Sale: August 09, 2011

Pages: 336 | ISBN: 978-0-307-47859-7

Click on the link below to buy it. The link also gives you info of another vendors who carry the curriculum as well.

http://www.randomhouse.com/book/208755/living-language-spanish-complete-edition-by-living-

language/9780307478597/#blurb_tabs



Course Requirements:

My commitment is to provide instruction and encouragement as you learn to speak Spanish.

Bring to class:

1. Your workbooks

2. Your homework

3. A folder or small 3 ring binder to storage your homework and attachments I will email to you

4. pencil, pen, highlighters and Post-It notes if you choose not to highlight your books.

5. lined paper

6. Zippered pocket for pencils, erasers, Vocabulary CD‘s, etc.

Assignment Criteria: Assignments are given weekly. At the end of the class I will announce the homework. The commitment of time

is l hour 5 days a week, a total of 5 hours weekly. I will send an email early next week, only to remind you of the assignment for that

week. It is designed as a communication device for you, to clarify your weekly work process and help you focus on some of the issues

we are discussing in class. Please read it at the beginning of every week and use it as a working guide. Once you have read the

assignment email, print it and store it in your binder for future reference.

It is the student‘s responsibility to make specific time commitments for submission of homework, and to manage time and activities

properly in order to keep those commitments, completing assignments thoughtfully and with excellence. Work will be due weekly,

reading and listening to your Cds will be necessary at least 5 days of the week to educate your hearing to the Spanish sounds.





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Growth in life is based, to a large degree, on perseverance. Because of the nature of student centered teaching, students will get just as

much benefit (guidance, feedback, help and growth) as they contribute of their own effort to the learning process. It‘s that simple.

Basically, you get the benefit of a skilled mentor to help you move toward your objectives in proportion to your own perseverance and

use of available resources.


advantage of your work at home. Every class or assignment you miss will make the learning process more cumbersome for you. If you

have scheduled to miss a class for any reason, please let us know as soon as YOU know, so that we have time to prepare support


Spanish Workload (what to expect)

• Vocabulary Words and conversations – Study, practice and some more practice.

• Willingness to speak during class time in order for me to see your progress and to complete your homework.

• Quizzes / Tests – There will be both, oral and written quizzes.




time.







Please contact Mrs. Adams if there are any questions during the year.


1953 Cell & Text


Rosi Adams: See the end of this document.

*(New)* Integrated (STEM) Physics – 1:20-2:35 pm, Period 4 Main Focus: We will be combining a “Hands on Learning” experience with Apologia, Exploring Creation with Physics. This

integrated Lab Science and STEM approach brings all Learning Disciplines together for a college-prep course that provides a detailed

introduction to the methods and concepts of general physics.

Is your child a hands-on learner or someone who is interested in how things work? This course is for you. Your child will explore

multiple academic areas including science, technology, engineering, and math (STEM) as they go beyond learning and understanding

to creating with what they are learning. My hope for your student is that he/she would develop a love of learning through hands-on

exploration and understand that even difficult concepts are not too hard to comprehend when they are applied in project-based

learning.

Mentor-Teacher: Jere Allen



Questions: Email: [email protected]




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Recommendation/Prerequisites: Use of basic technology applications, and a willingness to learn how to apply themselves in the

classroom experience and lab. This college-prep physics course is designed for the student who has completed algebra and has had an

introduction to the definitions of sine, cosine, and tangent.

When: Friday, 1:20 – 2:35 pm

Class Fee payable to Jere Allen: $60/month per student

Lab/ Materials Fee payable to Jere Allen: $50.00

Physics Course Description: Physics is a class designed to involve you in the activities of science. Prerequisites: Algebra I.


Learn the principles and vocabulary of Physics

Design and carry out experiments and labs

Adapt the scientific method to interpret the findings of your experiments


Generate one major STEM project per quarter to apply physics principles into real world applications

Recognize God’s hand in the uniqueness of the physics we study

This college-prep physics course is designed for the student who has completed algebra. It provides a detailed introduction to the

methods and concepts of general physics, heavily emphasizing vector analysis; this text is ideal preparation for a university-level

physics course. It provides the student with a strong background in one-dimensional and two-dimensional motion, Newton’s laws and

their application, gravity, work and energy, momentum, periodic motion, waves, optics, electrostatics, electrodynamics, electrical

circuits, and magnetism.

Most lessons will provide students with take-home projects, although some labs are better suited to working with in-class materials

only. Students will learn a vast array of physics principles, different areas of technology applications, various engineering principles,

and applied math implementations. Students will also prepare a “Scientific Method” write-up sheet at the end of each major lab.

Course Content: The course covers significant figures, units, classification, motion in one and two dimensions, vectors, Newton’s

laws, circular motion and gravity, work and energy, momentum, periodic motion, waves, geometric optics, Coulomb’s Law and the

electric field, electric potential, electric circuits, and magnetism.

Curriculum: Exploring Creation With Physics (Second Edition) by Dr. James Wile


laboratory exercises, and chapter study guides, color illustrations and diagrams. The second book, softbound, is the solutions and tests

manual, which contains answers to chapter study guides, tests, and test solutions.

Price: $85.00. We will be using the second edition of the Physics book. Website: www.apologia.com.

Course Requirements

A willingness to learn how to apply a Christian worldview in physics.

This subject will require an average of 1 hour a day workload, 5 days a week, 120 hours for the year.

Students should always bring the following to every class:

Textbook

Lab notebook

Pencil

Calculator

Assessment Criteria: Parent involvement in discussion and evaluation of students' work is a priority. I will be available to parents as

needed, to answer questions, or simply be sounding boards for discussion. A teacher-created evaluation will be provided for every

student, which may be used as a record of accomplishment for students planning to attend college, and as an aid to help parents

ascertain grades for your report cards. All evaluations include the tests, homework, labs, and other assignments completed, and a list

of topics covered. The basis for this assessment will be the following items:


http://www.apologiascience.com/

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Tests: Parents can decide if they want their student(s) to take the tests open or closed book. We would advise requiring the student to

take it closed book as they will learn better how to study and take tests, but the final decision is the parents’. Parents are responsible

for proctoring their student’s tests. We have had instances of cheating in the past, so parents need to be aware that this can happen. It

is important for students to show their work for problems that require calculations. This enables us to be able to apply partial credit

for work done. I will grade the tests, so the parents aren’t required to do this.

Homework: Completeness (not necessarily correctness) of review questions, practice problems, and OYO questions. We will keep a

record of completed work, but we won’t grade these. It is best if the student checks their work because they will learn best by

knowing right away what they have missed and what concepts they need to work on.

Lab:

Effort, enthusiasm, and performance during the lab experiments

Neatness and thoroughness of lab write-ups in lab notebook

The lab cannot be made up due to equipment considerations, but the student is not responsible to turn in write-ups for the labs they

are not in class to do (unless you as a family complete these).

Students will also be evaluated on preparation, participation and attitude in class.

Handing in Assignments: We will collect all work for the Module the Friday that the test for that Module is turned in. All work

should be done neatly and reflect the student's best efforts. Illegible work will be returned to the student to be redone.

Testing Policy

An assessment will be done every 2 weeks to evaluate understanding of material.

It is advised that the tests be taken closed book, but the parent can decide to let their student take a test open book.

Classroom Expectations




Completing other assigned homework (on time!) such as Review Questions, Practice Problems, and On Your Own questions.

Specific assignments will be given quarterly. Please stay caught up!

You will study on your own with your parent's help as needed during the week (reading the chapter, answering On Your Own

Questions, Review Questions, and Practice Problems, studying for test).

Tests will be completed at home and proctored by parent. Since concepts continually build on important previous material, parents

may choose to allow the student to take the test a second time if mastery has not been achieved on the first administration of the test.

We can also discuss other ways to help the student assimilate the material.

My commitment as your Mentor-Teacher is to provide instruction and encouragement to you, supervise laboratory experiments during

class time, review the chapter material in class before the tests, and evaluate the student's work. Please feel free to come to me with

questions or email us during the week, so that this can be a team effort in learning together!

An assignment sheet will be made available for each quarter. It will be emailed to you so that if you misplace your copy you will

always have it available. It is designed as a communication device for you, to clarify your weekly work process and help you focus on

the topics we are discussing in class. Please read it at the beginning of every week and use it as a working guide. Once you have read

the assignment sheet, please store it in student binder for future reference.

Below are some of the guidelines and expectations during class time.

WILLING HEART & Mind – a willing heart & mind to learn will prepare you for a lifetime of learning.





Physics Workload


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On Your Own Questions – Students must do ALL questions.

Experiments - All experiments will be done on Fridays with a short review of the module.

Review Questions and Practice Problems - should be done at the end of each module. These should be used to study for the

upcoming test.

Extra Practice Problems – very helpful to gain understanding if you are struggling with problems in the module. Also, can be

completed for extra credit.

Tests - will be done at home. All tests will be brought to the next class time so that they can be graded and the percentage recorded

in our grade book.

Physics for the first week

Parents read iv, v, and vi in the Solutions and Tests Book.

Students should begin Module 1 and complete the first two sets of “On Your Own (OYO)” questions.


Jere Allen can be reached at [email protected].

Advanced Biology – Period 3, 1:20-2:35 Course Title: Advanced Biology (Honors)

Mentor-Teacher: Denise Boiko



When: Fridays,

Cost: $60 / month

Credit Classification: 10 credits, Lab Science

Lab Fee: $30 one time only



Prerequisite: A previous high school level biology course.

IMPORTANT NOTES: A second stated prerequisite for this course, according to the textbook author, is a high school chemistry

course. However, students will not need to have had chemistry to enroll in this course at HEART. Applicable chemistry concepts will

be explained as we go along. Additionally, please note that we will be using the new 2nd

edition Apologia textbook (see below).

Also, please note that this course, while very advanced, is not a College Board-approved AP (Advanced Placement) course. Advanced

Biology students may choose to do additional self-study in order to prepare for the AP exam. This extra study would involve having

access to an approved AP Biology textbook and a few online resources, purchasing an AP Prep guide such as CliffsAP, and studying

topics that are not covered in the Apologia Advanced Biology textbook. The Apologia course is specifically an anatomy and

physiology course; the AP Biology exam covers a much broader set of biological topics. Although we do not have sufficient class time

for AP Biology topics, I would be happy to provide guidance to students interested in additional self-study.

Other Prerequisite:

Use of basic technology applications (word processing applications, email, internet).

A willingness to learn how to apply a Christian world view in biology.

In addition to class time, this subject will require a workload of a minimum of one hour a day, five days a week, and most likely much

more. This is a rigorous honors course with a great deal of memorization and understanding of concepts, so students should be very

strong in their biology skills and general study skills.

Course Description:

This advanced course provides an in-depth study of the elegant design of the human body. Covering the anatomy and physiology of

the human body's 11 organ systems in detail, this course, combined with its prerequisite standard biology course, is equivalent to a

first year college course in biology. Using both microscopic and gross anatomy techniques, students will delve into the wonders of the

human body and its workings.

Honors credit:

The course is by default an honors course because of its rigor.



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16 modules (chapters) paced at approximately one module per two weeks:

1st Quarter: Organizational Overview and Review, Histology, Skin and Bones, Skeletal System Histology and Movement

2nd

Quarter: Muscle Histology and Physiology, Skeletal Muscle System, Nervous System: Neurons and Neuroglia, Central Nervous

System

3rd

Quarter: Peripheral Nervous System, Endocrine System, Circulatory System, Lymphatic System

4th

Quarter: Digestive System, Respiratory System, Urinary System, Reproductive System

Dissections include a cow's eye, a sheep's heart, and a fetal pig. Other labs involve microscopic analysis of blood, bone, muscle, skin,

bone marrow, lung, and other specimens. Additional labs, including blood typing, will add to the interest of this course.

Note: HEART classes will be on break during the holidays, from before Thanksgiving until just after New Year's Day. In order to stay

caught up in your textbook, you will have some assigned reading and some written homework during this time.

Class Expectations:

Attendance and punctuality (very important, since we meet only once a week). Please be in class on time, ready to start, and prepared

for the day's material.

LISTENING to instructions given in class and FOLLOWING DIRECTIONS. This will save time and energy for all of us and is

extremely important for safety and for good performance in the class.




given weekly by email and by handout. Please stay caught up!

You will study on your own with your parent's help as needed during the week. This will involve reading the chapter, possibly

performing some household-based labs and reporting back during class, answering On Your Own Questions, Study Guides, and

studying for tests.

Tests will be completed at home and proctored and scored by parent. Since biological concepts continually build on important

previous material, parents may choose to allow the student to take the test a second time if mastery has not been achieved on the first

administration of the test. We can also discuss other ways to help the student assimilate the material.

My commitment as your Mentor-Teacher is to provide instruction and encouragement to you, supervise laboratory experiments during

class time, review the chapter material in class before the tests, and grade or evaluate your work. I will be available to help you

develop skills in scientific observation and analysis, and in understanding the complex concepts we will be learning. Please feel free to

come to me with questions or email me during the week, so that this can be a team effort in learning together!

An assignment sheet will be made available every few weeks for the upcoming set of assignments. It is designed as a communication

device for you, to clarify your weekly work process and help you focus on the topics we are discussing in class. Please read each

week's assignment at the beginning of the week and use it as a working guide. Once you have read the assignment sheet, please store it

in your binder for future reference.

Laboratory Exercises:

Advanced Biology in Creation: The Human Body contains three types of laboratory exercises:

Household labs - Only household equipment is used. Some of these will be done in class, and others may be done at home (either

required, or for extra credit), with the results shared in class.

Microscope labs - Require a microscope and slide set (will always be done in class).

Dissection labs - Require a dissection kit (will always be done in class).

Materials: A few very common household materials may occasionally be requested from you and your family. We will be performing

the microscope and dissection labs in class. We will be purchasing microscope and dissection equipment and specimens in order to

have a ratio of approximately three students per microscope and dissection kit. Your lab fee of $30 will be paid at the beginning of the

school year.

If you miss a lab due to an excused absence, the lab generally cannot be made up due to equipment considerations, though sometimes

we can try to make arrangements for you to catch up during the next week's class. Alternate activities may be assigned if you miss

more than two or three labs.



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Assignments are due at the beginning of class. All work should be done neatly and reflect your best efforts. Messy work or work that

cannot be understood will be subject to a penalty or considered wrong and worth no credit. Strive for excellence and do your best

work. Extra credit will be available for students who need to enhance their grades.


1. A folder or small binder with pocket folders, to contain handouts and to store your graded and ungraded written work. Have a few

sheets of college-ruled paper handy for note taking.

2. A 3-ring binder with spine size about 1½” to 2”. This will be the lab notebook, and will periodically be turned in for grading. Insert

two plastic sheet protectors at the front to store lab writeup instructions and drawing instructions. Have a supply of lined paper and

plain white paper in the binder, for lab reports and drawings.

3. Sharp pencils with good erasers. Mechanical pencils are useful.

4. Pen.

5. 6” ruler for drawing straight lines for labels on lab drawings.

6. Colored pencils for biological drawings and coloring book (at least 6 colors).

7. Zippered pocket for pencils, erasers, etc. (place this in your main binder which stays with you and doesn't get turned in).

8. Textbook.

Workload:

On Your Own Questions – These are to be answered as you come to them in the reading of the module, and kept in a labeled section

of your notebook. Start each new module on a new sheet of paper.

Experiments - All experiments will be done on Fridays, along with a review of the module. Occasionally, experiments involving only

household materials will be done at home.

Study Guides – These should be done in writing or typed on the computer, neatly and completely, at the end of each module. They

should be used to help you study for the upcoming test and will be turned in with the test.

Tests – A module test will be done every two weeks to evaluate your learning. Tests will be completed at home, proctored by the

parent, and turned in to Mentor-Teacher during the next class, to be graded and recorded. Tests may be typed or handwritten. Tests

should be done “closed book” unless otherwise instructed.

Lab Writeups and Drawings – Each lab experiment will require either a short writeup (hypothesis, materials, results, analysis,

conclusion), neatly labeled drawings, or both. Writeups and drawings will be filed in a lab notebook to be turned in for grading

periodically.

Anatomy Coloring Book (optional)– This learning tool encourages focused concentration on one portion of the human body at a time,

through coloring the diagrams found in this book. Coloring book pages will augment the student's semester test score average by up to

5%; coloring is not strictly required if the student chooses not to do it.

Research Papers and Presentations—During the first semester, each student will prepare one 4-page paper on a previously selected

disease or disorder relating to the body systems we have been studying. At the end of the second semester, students will present a 5-10

minute class presentation on this same topic to educate classmates about this disorder.


Parent involvement in discussion and evaluation of student's work is a priority. Parents will score each module test before the student

turns it in, and teacher will double check the scoring, sometimes allowing more points or partial credit. I will be available to parents as

needed, to assist in evaluating performance against priorities, to answer questions, or simply to be a sounding board for discussion. I

want to do everything I can to assist you in this endeavor.


planning to attend college, and as an aid to help parents ascertain grades for report cards. All evaluations include the number of tests,


and performance, test scores, and recommendations for future work. The student name and course, date of completion and Mentor-

Teacher signature are also included. While parents assign the actual letter grade, this evaluation will be an individualized assessment

of the student's progress and effort, and will be helpful in assigning the grade. The basis for this assessment will be the following

items:

Tests: 45%

Performance on tests (usually closed book, proctored and graded by parent but reviewed also by teacher). Partial credit is given for

partially correct answers.

Homework: 30%


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Completeness (not necessarily correctness) of study guides, research reports and presentations, and OYO questions.

Lab: 25%

Effort, enthusiasm, and performance during the lab experiments. Student will also be evaluated on preparation, participation and

attitude in class.

Neatness and thoroughness of lab writeups in lab notebook .

Maintenance of lab notebook as directed.

Extra credit, as applicable

Extra labeled drawings, current events, book reports, optional lab experiments, and other extra efforts in the class.

Curriculum:

(REQUIRED) PLEASE NOTE NEW VERSION OF TEXTBOOK AND COLORING BOOK

Advanced Biology in Creation: The Human Body, 2nd

edition by Marilyn M. Shannon and Rachael L. Yunis, Apologia Educational

Ministries, 2013. ISBN 978-1935495727 for textbook.

ISBN 978-1935495970 for Solutions and Tests book.

2 volume set: The first book, hardbound, is the student text, which contains all student material, On-Your-Own questions and

solutions, laboratory exercises chapter study guides, color illustrations and diagrams. The second book, softbound, is the solutions and

tests manual, which contains answers to chapter study guides, tests, and test solutions (B&W). Available from apologia.com, CBD,

Home Science Tools, or Children's Books (www.childsbooks.com).

(OPTIONAL) - Kaplan Anatomy Coloring Book, 4th edition, by Stephanie McCann and Eric Wise. Learning anatomy and systems of

the body is often a difficult task for students at any educational level. One effective method students often use to retain complex

information is to practice the kinesthetic learning method. Students of all types—medical school students, physical therapists and even

art students use anatomical coloring guides to help supplement their training. With the Kaplan Medical Anatomy Coloring Book,

students will benefit from realistic illustrations, key word reviews, explanatory paragraphs, and the highest level of accuracy an

anatomical guide can provide. Available from Apologia and other sources. ISBN 978-1419550409.

Note: Coloring book work will add onto student's score for tests or lab, and thus will enhance the score but will not detract from it if

the student chooses not to do the coloring book work. Thus, it is a method of obtaining extra credit, for students who would enjoy

coloring the structures being studied in each module. This coloring is quite detailed and time-intensive, so not every student will

choose to do this work.

OPTIONAL:

(For students interested in preparing on their own for the SAT Subject Test in Biology):

SAT Biology prep book (Barron's or other publisher) or CliffsAP for AP and/or SAT prep.

OPTIONAL:

Apologia offers the following versions and enhancements of the course. Check the Apologia website at www.apologia.com for

descriptions and prices. (None of these items is essential for the HEART course.)

A CD-ROM version of this course (book on CD—not an audio version) which contains everything that is in the textbook course plus

multimedia add-ons such as word pronunciations, videos, and animations.

An MP3 Audio CD with the audio of the student text being read aloud.

A Multimedia Companion CD with word pronunciations short videos, and animations.



About Your Mentor-Teacher

You will find her bio at the end of the HEART course catalog.



(408)375-5189 (cell).


Parents:


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Read course expectations from this document, pages v-vii in textbook, and pages vii-viii in the Solutions and Tests Book. Be ready to

go over the handouts I give the students on the first day of class.

Students:

1. Read Module 1 in textbook, as well as pages v-vii.

2. Do all On Your Own questions 1.1-1.13 on notebook paper, and file in the OYO Questions section of your notebook.

3. Start completing Study Guide for Module 1.

4. Carefully read the course expectations from this current document (Advanced Biology Class Information). On the first day of class

I will be giving you several handouts. Be prepared to go over these with your parents.

*NEW* Intro to American History, Grades 1-3– Period 4, 1:20-2:35, Set 2 and then Set 1 Course Title: Intro to American History

Mentor-Teacher: TBA

Course Length: Two Semesters, 16 weeks, every other week.

Type of Class: Group Class (1st-3rd grade) through HEART Academy

When: Every other Friday, either Set 2 will be filled first, then if we have more, we’ll do Set 1

Cost: $35 / month


Questions: Marisa McLane [email protected]

Prerequisite: HEART Academy encourages parents to be involved in the classroom experience as much as possible. If you want to

attend class with your children, I welcome you.

Course Description: Travel back in time and explore U.S. history, from before Columbus, from a Christian perspective with

fascinating stories, hands-on activities, a timeline, and geography assignments. Throughout our studies biographical characters will be

seen in more than one medium. Meet Paul Revere in a history book, then see him in a Reader. Get to know George Washington in a

biography, then see him again through children's eyes in Johnny Tremain and Phoebe the Spy. As your children learn and discover in

this style, they'll make astonishing connections between the people, places and events in American History.

This program serves to:

-introduce students’ knowledge in history, geography, art, music and more

-provide students with hands-on instruction in study of geography and history

-engage students through hands-on experiences which reinforce concepts learned

-excite students’ interest U.S. history from a Christan Persepctive

-Children understand the context and progression of American History.

It is our hope that your child comes away having learned how to love to learn.

Topics to Be Covered: Students will participate in 16 sessions highlighting the lessons from the book, The Landmark History of the

American People, Volume 1.

Discover the fascinating foundations of a unique nation

Bring life to your American heritage. Ask questions such as: What makes this nation different? How did it come to exist? Why don't

we have a king? Who lived in North America before Christopher Columbus came? Why did settlers risk everything to start over in the

New World? How did they persevere and settle the continent

Even if you're not from the U.S., learn valuable context for the world as it is today. See firsthand how the first modern democratic

republic began. Discover how Americans fostered personal freedom and the spirit of innovation that so many countries emulate today.

Class Expectations: TBA

Bring to class every day: TBA

Materials/Curriculum:

- See more at: http://www.sonlight.com/DCD5.html



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How to get a hold of your teacher: TBA

Investigative Science – Period 4, 1:20-2:35 Course Title: Investigative Science: Investigating Matter Through Inquiry (2015-16)

Mentor-Teacher: Cara Galleher

Course Length: Two Semesters, 16 weeks, every other week

Type of Class: Group Class (ideal for 4th - 7th grade) through HEART Academy. This course is ideal for students who are ready for

more independence in science and are interested in a preparatory lab course for Physical Science, Life Science, or Biology.

When: every other Friday

Cost: $35 / month


Minimum & Maximum Class Size: 10 – 20

Questions: Cara Galleher, 408-741-1103, [email protected]

This class serves to: Assist students in answering scientific questions using the Scientific Method. Students will gain experience in

observation, measurement, experimental design, logical reasoning based on evidence, and communication of results.

Course Description: About Investigative Science

How do scientists test a scientific question?

What is the proper procedure to make sure the test is fair?

How do scientists control for variables that affect results?

What is the Scientific Method?

Investigative Science is a course based on the Inquiry in Action curriculum (2004) by the American Chemical Society.

http://www.inquiryinaction.org/

The concepts in the curriculum are based on the National Science Education Content Standards for Physical Science and Science as

Inquiry. http://www.nap.edu

I have been teaching this Investigative Science course for 3 years at Valley Christian Elementary School in San Jose as part of Valley's

Applied Math Science Engineering (AMSE) focus. Each lesson is accompanied by an extensive power point presentation, guided

practice worksheet, and hands-on lab.

Objectives: Students will…

Ask scientifically-oriented questions.

Plan and conduct simple investigations using the scientific method.

Use appropriate tools to gather, analyze and interpret data.

Use data to construct a reasonable explanation.

Formulate explanations from evidence.

Connect explanations to scientific knowledge.

Communicate and justify explanations.

Physical Science Concepts

1. Factors that affect the solubility of solids, liquids, and gases:

Dissolving applies to solids, liquids, and gases.

Dissolving involves the interaction between the solvent and the solute.

The extent to which a substance dissolves in a liquid is a characteristic property of that substance.

Heat increases the solubility of most solids.

Heat does not increase the solubility of all solids by the same amount.



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Heat decreases the solubility of most gases.

2. Evidence of chemical change:

Substances react chemically in characteristic ways

Evidence that a chemical reaction has occurred includes: production of a gas, change in temperature, color change, and formation of a

precipitate.

A chemical reaction can be controlled by adjusting the amount of reactants.

A chemical reaction can result in an increase in temperature (exothermic) or a decrease in temperature (endothermic).

The color change of an acid–base indicator can help classify a solution as an acid or a base, identify when a solution has been

neutralized, and compare the amount of acid or base in a solution.

In a chemical reaction, the bonds holding one atom to another are broken, atoms rearrange, and then combine in new ways to create

one or more different substances.

In a chemical reaction, the atoms that make up the reactants are never destroyed or disappear. They rearrange and bond in new ways to

form the products.

Prerequisite:

This course is ideal for students who are ready for more independence in science and are interested in a preparatory lab course for

Physical Science, Life Science, or Biology.

Ideally, students will have taken (or will be currently taking) Hands-On Science.

Students should be able to work independently, follow verbal and written directions, have good reading and writing skills, and be

willing to work in a small group to complete labs.

HEART Academy encourages parents to be involved in the classroom experience as much as possible. If you want to attend class with

your children, I welcome you.

Scientific Questions We'll Investigate:

Do solids (sugar, salt) dissolve in a water solvent?

Do solids (sugar, salt) dissolve in an alcohol solvent?

Do solids (sugar, salt) dissolve in an oil solvent?

Does temperature affect the solubility of sugar and salt?

Do all liquids dissolve in water?

Does a mixture (solid + liquid) dissolve equally well in water, alcohol and oil?

Does temperature affect how quickly dissolved gasses in solution can escape?

Does adding solids to carbonated water allow the gas to escape faster?

How can you use the characteristic ways substances react to tell similar-looking substances apart?

How can you identify an unknown powder?

What are the active ingredients in baking powder?

Aside from bubbling, what else happens during a reaction between baking soda and vinegar?

How can you control the amount of gas produced in a baking soda-and-vinegar reaction?

Can the temperature increase during a chemical reaction?

How can you tell if a substance is an acid, a base, or neutral?

How can neutralizing acids help you compare the amount of acid in different solutions?

What happens when soap is added to hard water?

The Guided Inquiry Approach:

Students will complete 16 labs for which I will use a guided-inquiry approach.

Students will be given a question to investigate and will be guided in designing a controlled experiment to answer that question.

In the first semester, the designing and conducting of experiments will be done with guidance. I will model the thinking processes

involved in investigating a scientific question.

As students gain experience, they will take on more responsibility in designing their own experiments.

The spontaneous nature of inquiry and the variety of responses from students will determine how each activity and investigation is

actually conducted.


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This method ensures "meaningful participation" in the process of scientific investigation. As a result, students understand and retain

the concepts covered and the scientific processes used. This is an excellent way to engage in science and prepare for future science

courses!

Class Expectations:

Students will be asked to attend respectfully to the lesson and write up their labs in a lab workbook. Students will work in teams of

two to three or independently to complete their labs. In consideration of safety to students and proper care of lab equipment, students

using science supplies improperly will be asked to relinquish the privilege of completing the lab.

My role as the facilitator of the class:

To involve students as much as possible in the entire process of conducting a scientific investigation.

To assist students in creating their own procedure to complete an investigation.

To help students acquire the skills of scientific inquiry.

To help students acquire and retain the concepts of the physical science curriculum.


-a 1 - 1.5", 3-ring binder (preferably with clear sleeve on outside, so students can design their own binder insert) with 16 dividers for

labeling labs.

-Pencil pouch with pencils, colored pencils (no markers), eraser, scissors, ruler, black sharpie

Curriculum:

As I have developed each lesson in this course, there is no required textbook. I will provide all worksheets students require for their

coursework.


This class is a lower academy class and is unevaluated. There is no homework other than completing any unfinished lab write ups.


Contacting the Teacher: Cara Galleher, 408-741-1103, [email protected]

ART-Drawing and Painting – 1:20-2:35, Period 4 Teachers: Migi Oey

Type of Class: Art


Material Fee: $60

Recommended for: High-school level (Junior High level by approval only)

Course Description: The first part of the semester we will cover the foundations of Art. Understanding the foundations enables

students to communicate ideas through a variety of media and techniques.

Students will work with the elements of art and the principles of design through exploration of both two-dimensional and three-

dimensional art forms. Students will then begin an in-depth study of drawing techniques, processes, and media. By mid February,

students will be introduced to painting techniques and media usage. Students will develop an understanding of realistic, abstract, and

non-objective painting styles. In addition to art production, students will use a variety of learning strategies including reading, writing,

and analyzing to develop a deeper understanding of art.

This course satisfies the fine arts graduation requirement

Assignments: Students will be required to finish projects, read material, and plan designs in their own time. Students are responsible

for their own time of study during off days and come to class fully prepared and equipped to work on projects. Students are required

to submit two finished and framed pieces of artwork for the Art Exhibit

Required Materials: Each student is required to have their own materials.

An 8x10 hardbound sketch pad is highly recommended.

Newsprint Pad 11x14

Graphite Pencils 2h, 2b,4b, 6b and 8b



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One charcoal pencil, kneaded eraser, a sharpener

2nd

Semester you will need the folowing

Three Acrylic Brushes (1” Flat, ½” flat, and liner brush)

Three blank canvas 11x14 or 16 x 20

Plastic pallette knife


7310.

Rome to Renaissance and Reformation – Classics II – Medieval World Literature 1:20-2:35 am, Period 4 Teacher/Mentor: Gail K Efting

Type of Class: Group and Online supported Class





Credit: Junior High or High School Literature or English, Literatures in Critical Perspectives, or Honors Literature

This class is the second in a progressive four year cycle, covering classics in literature across the ages. These classes may be

completed in any order. Other classes are: Modern World Classics III (around the world), and 19th

and 20th

Century British and

American Classics IV.

Course Description: These English classes are a multi-level program of extensive interaction between the teacher and a group of

students. Students who participate develop and maintain proficiency in all levels of reading, understanding and analysis of literature,

and are exposed to the great writings of the era in history they are studying. This level focuses on types of thoughtful reading and

analysis. Students discover the correlation between experience, ideas and point of view. They also experience how literature affects

culture. They learn that good reading involves finding thematic patterns and insightful connections as they develop these skills.

In response to student discussions and commentary, instructor holds student's work to either high school or honors standards.

Integral to this format is a substantial meta-cognitive dialogue with teacher and other students about the written works in class,

ongoing peer conversations, and follow-up discussions with teachers at home. Teacher will help students understand how standard

conventions of written languages are part of what, for many audiences, mark a careful, learned writer, but that writing is much more

than that.

This level presumes an understanding of analytical reading and focuses on types of thoughtful reading and analysis. Students

discover the correlation between experience, ideas and point of view. They also experience how literature affects culture. They learn

that good reading and writing involve finding thematic patterns and insightful connections as they develop these skills. We practice

analysis in a generative learning environment each week.

Honors course work is at college level and includes additional application of different forms of literary analysis

(psychological, sociological, archetypal, etc.) to original sources. Honors students examine principles and practices behind the written

work, such as authorial purpose and underlying bias, audience (cultural and historical) responses, generic conventions, storyline

architecture, theme, character development, point of view, style, and coherence. Revision of analysis, based on in-depth critiques

from the teacher, is emphasized. This class includes opportunities for interaction online! All students registered for 2015-2016

classes with Gail K. Efting will have the opportunity to benefit from online videos and other presentations, commentary, and

discussions, as well as feedback, accountability, and recordkeeping online. Instructions for accessing online coursework and


Course Content: Rome to Renaissance and Reformation, Medieval World Literature – Classics II will focus on classics, spoken and

written, from the Roman Republic through the 15th

century, AD (Roman Empire and Medieval Classics through the Reformation),. If

your student is not yet in Junior High School, this class might still be appropriate for him/her, since this class is reading, thinking, and

discussion based. Also, if HS level analysis is completed, HS credit may be awarded to younger students. Contact Gail Efting for

more information. This course is designed to coordinate well with Medieval to Renaissance History, and Psychology.

All students will have the opportunity to benefit from online videos and other presentations, commentary, and

discussions, as well as feedback, accountability, and recordkeeping, online. Instructions for accessing online coursework and





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no more.


includes;





























teachable.







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no less, no more.



class. Please make sure you send the email to [email protected] and put “HEART CLASSICS II” in the subject line.






the area of study).








completed, records of posts, and any other project materials the student chooses to store there. Please contact Gail K Efting if you

would like to discuss any of this further.

Curriculum: How to Read a Book, Adler, Van Doren

Reading Between the Lines, Veith

Invitation to the Classics, Cowan

Additional original works, as assigned

Recommended Reference: The Little, Brown, Compact Handbook, Aaron, preferably the 5th

edition

Honors Texts: How to Read Slowly, Sire

Literature in Critical Perspectives, Gordon

In the World, Timmerman, Hettinga

Additional analytical works, as assigned



[email protected]. Please make sure you put, “HEART CLASSICS II”, your name, and your topic in the subject line of

your note.





send Gail K. Efting an e-mail at [email protected] . In the subject line enter “HEART CLASSICS II” and your

name. As soon as confirmation of your registration for this class has been received, you will receive a student ID and password

by email, from BALMpathwright. (Make sure you check you spam folder, in case your system rejects it.) Please go online, to

the URL given, and begin the intro process for this course. You will be asked to complete sign up and answer several

questions before class begins. Please make sure you have set up your student account online no later than Aug. 10th.





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PERIOD 5 – 2:40-3:55

Private Music Lessons –2:40-3:55pm Period 5 Course Title: Private Music Lessons



Type of Class: Private instruction for Specified instrument.

When: Fridays - Periods 4 & 5

Cost:

Guitar - $140 / month - Private Lessons


Piano - $240 / month - Private Lessons


Beginning Violin - $140 / month - Private Lessons

Credit Classification: Upper & Lower Academy / Fine Art

Minimum & Maximum Class Size: 1 - 4 students




Course Description:

As is implied from the course title, these lessons are designed to be customized to best meet the student’s music needs and level.

Regarding Lesson Length, all lessons range from 35 minutes to 45 minutes in length (as dependent on either Private or Shared Lesson

environments) and may overlap over periods.


Guitar: For beginners, these lessons will include learning the basic material that is required for most genres and styles that involve

guitar. This will include strumming, picking, fingerpicking, chord voicings, basic guitar theory, and more. For intermediate to

advanced guitarists, the topics may include tone production, ear-training, improvisations, chord theory, transcriptions, guitar solo

analysis, etc. All guitar lessons will be taught under the umbrella of either a nylon-string, steel-string, or electric guitar. As such,

lesson topics will vary based on your chosen instrument.

Piano: For piano, I use a wonderful curriculum known as Simply Music. Simply Music is a non-traditional playing-based approach

to leaning to play the piano. Simply Music simply delays the music-reading process to help jumpstart one’s musicianship by

introducing them to improvising, composing, and multiple styles such as Blues, Contemporary, Classical, and Accompaniment styles.

For a more intermediate student and after a solid repertoire is developed, concepts such as arranging, reading, specialized styling, and

jazz are introduced.

Violin: Regarding violin, the Suzuki approach is used. Beginner violinists will learn basic concepts such as proper bow hold, stance,

fretboard knowledge, left hand technique, and expressive gestures (phrasing, dynamics, and vibrato). The majority of this instruction

will happen with Suzuki classical repertoire as a vehicle for learning this technique.





Notebook and pencil







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TaeKwonDo (Grades K-12) – Weekly, 2:40-3:25, Period 5

Focus: This class will focus on the fundamentals of Taekwondo

Mentor-Teacher: Kathryn Allen



When: Every Friday, 2:40-3:25, only 45 minutes

Class Fee payable to Kathryn Allen: $49 per month


Questions: Kathryn Allen, [email protected]


Course Description: This is a Fun martial arts class that helps build your child’s confidence and leadership skills as well as self-

discipline. We teach with positive encouragement. An example would be to help the student and give them a high five or tell them

great job! As you may have noticed our studio does not display many trophies. We have many students who have won in tournaments.

Our belief is, “Trophies in the window do not make the studio successful. The students with their great attitudes do.”

How to show respect: When students come into the school please bow to the senior belts. I.e. Black Belts especially. When a Black

belt is sitting in the office or behind the counter students must stop and bow to show respect. When student enter the training hall

(Dojang Korean term) Students must bow at the doorway. When bowing have feet together and look six feet in front of you looking at

the ground. Take your time when bowing. Do not rush the bow. It is a sign of respect.

*NEW* Robotics 2: Arduino w/ T.A.C.H.NOLOGY™ R1+, Period 5

Course Title: Robotics 2: Arduino w/ T.A.C.H.NOLOGY™ R1+




When: Friday, Period 5: 2:40-3:55pm


Materials Fee Payable to “Encourage and Empower”: $85 one-time annual fee (Robotics Expansion Kit: $45; Lab Costs: $25;

Curriculum Guide: $15)

Credit Classification: Robotics & Computer Science


Minimum age/grade: 6th-12th grade

Questions: Jason Chan, [email protected] ~ or ~ www.EncourageAndEmpower.com

Prerequisite: Robotics 1: Arduino w/ T.A.C.H.NOLOGY™ R1

Course Description: (for more info, kindly browse & ‘like’: www.facebook.com/TACHnology.robotics)






http://www.facebook.com/TACHnology.robotics

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Kindly See Course Description: Robotics 1: Arduino w/ T.A.C.H.NOLOGY™ R1


Academic Content & Sequence

Year 2: Basic Autonomous and Advance Remote Control

Advance Motors: DC Motors (Round Housing yet Faster)

Advance RC: Bluetooth Tx/Rx (2+ vs. 2+)

Beginning Autonomous: Light Sensor, Sonar Sensor

2nd

Arm Servo: Bulldozing/SumoShield

Our students will design, build and test under a variety of cooperative single-player/bot and multi-player/bot scenarios. These

analytical simulations will include: “Capture the Flag 2”, “Tomahawk Hammer 2”, and “Sumo Wrestling 2”. (Kindly understand that

due to the dynamics of technology, course content may be subject to change. Yet, families will courteously be updated on any such

curriculum adjustments.)

Required Equipment/Applications:

“T.A.C.H.NOLOGY R1+” Robotics Expansion Kit to be purchased from “Encourage and Empower” (see “Materials Fee” above) and

it’s delivery date will be announced on the 1st day of class.

A Windows or Mac laptop – equipped with Wi-Fi and USB – to be brought to class, as needed.

Free Software Apps: Mentor-Teacher will provide instructions on the first day of class.

Miscellaneous

Ruler (recommended: transparent with 15cm max for storage convenience)

Batteries: Required specs will be revealed at class (recommended: rechargeable)

Required Texts:

The only curriculum guides needed are the HandoutGuides and VideoGuides -- to be distributed at the beginning of each class, which

are already covered by the one-time Material Fee (as stated above).

Optional Books & Curriculum Guides:

Book: Arduino Projects for Dummies, Brock Craft, John Wiley & Sons, Ltd., 2013

Book: Arduino Robot Bonanza, Gordon McComb, McGraw Hill, 2013

Book: Arduino Workshop, John Boxall, No Starch Press, 2013

Book: Beginning Arduino, Michael McRoberts 2nd

Ed, Apress, 2013

Curriculum Guide: Sparkfun Inventor’s Guide, 3.0, www.SparkFun.com/SikCode

Curriculum Guide: Introduction to the Creative Use of Electronics, Stefan Hermann www.Fritzing.org


Laptop (as explained above); 3-Ring Half-Inch (minimum) Diameter Binder for Curriculum Handouts; Non-Black Pen/Pencil for

Handout/Book Notetaking (to highlight black-and-white handouts; an erasable blue/red pen works great for this purpose); Optional:

Highlighter Marker

During critical deadlines, a Weekly Parent (Q.A.) Checklist Sign-off Sheet will be issued and maintained.

Assessment:

The basis for this assessment will be the following items (this is an approximate breakdown and may be subject to change):




About Your Mentor-Teacher: (More info: www.EncourageAndEmpower.com)

Your Mentor-Teacher has coached a youth-based Robotics team to place in the “Top 5 Overall” as well as “#1 in the Single-Sonar

Category” for the Lego Mindstorm Line-Tracking competition for a consecutive two-years at the Robogames’ Jr. League

(www.robogames.com). On the professional side, he served as a software-engineer for real-time embedded systems, after receiving a

B.S. in Electrical and Computer Engineering from U.C. Davis.



cell/text at (408) 828-5131 (kindly use the cell # for short calls).


http://www.sparkfun.com/

http://www.fritzing.org/


http://www.robogames.com/

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Advanced Conversational Spanish – Weekly, 2:40 – 3:55, Period 5 Course Title: Advanced Conversational Spanish







Material fees: $20.00 one time only (this includes part of the curriculum)

Questions: Rosi Adams [email protected] (Write Spanish class in the subject line please, otherwise I will delete it,

thanks) You can call me at home (408)292-0872 or at my cell (408)230-1953

Course Description: This course is for high school level and mature middle school students who feel comfortable with their Spanish

and want to become fluent. This is practice, practice, practice.

The student will research, read and put together Spanish conversations which they will share during the class time. We will talk about

historic events, current news and themes of their interest.

Course Content: Each text/resource will provide new vocabulary in order to speak better. We will be using the internet, different

books, movies, tapes and visuals to enhance their learning process of Spanish.



discussion.








included.

However, you the parent will give the final grade to your student.

Required Texts

1. Most of their research and reading will be through the internet.

2. First Thousand Words in Spanish, which most likely they own it already.


3. Books from the Public Library.

Course Requirements: A willingness to learn how to apply Spanish during class time and outside of class time.

My commitment is to provide instruction and encouragement to you to become fluent in Spanish. I will announce at the end of the

class the assignment for the following class; however I will remind you by email the homework. Please read it at the beginning of

every week and use it as a working guide. Once you have read the assignment sheet, please store it in your binder for future reference.

The commitment requested of each student is to be in class ready to start on time for every session. To do their homework, no excuses

please. I need the student to be committed to learn and to want to become fluent. The commitment of time is 1 hour 5 days a week, a

total of five hours per week.

Students will get out of the class what they put into the class, no less, no more.




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Quizzes / Tests – every week during their presentation/ conversation, they will be tested as of how well they prepared themselves for

the class and how well they are advancing.

Bring to class:

Your books

Your homework

The attachments to the emails I will be sending, which I will ask you to keep them together in a file in the order I send them to you.

A binder to keep your paperwork

pencils, pens, highlighters & Post-it notes

lined paper

7. Zippered pocket for pencils, erasers, Vocabulary CD’s, etc.


advantage of your work at home. Every class or assignment you miss will make the learning process more cumbersome for you. If

you have scheduled to miss a class for any reason, please let us know as soon as YOU know, so that we have time to prepare support





time.







Please contact Mrs. Adams if there are any questions during the year.


1953 Cell & Text

About Your Instructor – See the end of this document

Math Success Pre-Calculus, Calculus: 2:35 – 3:55 pm, Period 5 A unique math coaching approach which leads students to succeed in gaining concepts faster and more thoroughly as they complete

each course.

New Focus: New this year –– We will be incorporating an exciting video instruction approach through www.thinkwell.com. Math Coaching and Small Group Math Instruction (5-10 students) - which brings together one on one instruction, small group

interaction, a powerful online learning tool, and a customized learning strategy. This approach will apply accountability and give

students concept mastery while providing parents the information they need to let them know that their children have achieved

success. The small group interaction provides a fun and engaging math club approach.

Coach/Instructor: Jere Allen



Questions: E-mail Jere Allen at [email protected], (408)655-4597



http://www.thinkwell.com/


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Prerequisite: Assessment will be done at the beginning of the year to determine student readiness.

Class Fee Payable to Jere Allen: $60 per student per month if more than 5 students – regular fee; $75 per student per month if 5 or

less students – tutoring fee.

Extra One on One Skype Video Tutoring Sessions (Optional): $25 per half hour

Required Subscription for ALEKS (http://www.thinkwell.com) Pricing: Please see website under homeschooling.

Try these placement tests from the thinkwell website to see which course your student is ready to tackle:

http://www.thinkwellhomeschool.com/math-placement-tests.

Required Technology: Mobile Computing Device with Internet Access (Net-Book ok)

Required Supporting Text: Barron’s math review texts.

For Pre-calculus: Barron’s E-Z Pre-calculus 2010 edition at http://barronseduc.com/ or specifically at

http://barronseduc.stores.yahoo.net/0764144650.html.

For AP Calculus AB/BC: Barron’s AP Calculus 13th

edition at http://barronseduc.com/ or specifically at

http://barronseduc.stores.yahoo.net/1438004974.html.

Why Math Success: Are you running into issues like these? My child is always struggling in math ….. I can’t get him/her to stay on

task ….. It seems to take him/her twice as long to do the exercises as it should ….. I need to be on top of him/her all the time to do

his/her work ….. He/she breaks into tears and tells me that it’s too hard ….. How do I know if he’s/she’s ready to go on to the next

course? ….. He’s/she’s bored with the traditional textbook approach ….. How do I prepare him/her for AP testing? ….. I think he/she

could go faster if I had support that would help him/her to go at his/her own pace. Math success is your solution!

Students succeed in math if they are provided with the opportunity to learn the way they are designed to learn. With Math Success,

your student will gain proficiency and success in math as he/she develops a passion for excellence.

Course Description: Math Coaching and Small Group Math Instruction (5-10 students) - which brings together one on one

instruction, small group interaction, a powerful online learning tool, and a customized learning strategy.

This approach will apply

Accountability and give students concept mastery while providing parents the information they need to let them know

that their children have achieved success.

Small group interaction provides a fun and engaging math club environment to foster peer support to help each other

with difficulties while building confidence.

Student progress according to his or her own pacing.

Weekly direction on which concepts to focus on, quizzes, and periodic reassessment to ensure that topics learned are also

retained.

Summary of How it Works: What is coaching and how does it differ from tutoring? Tutoring is simply monitoring challenges and

solving problems as they arise. Each week there is a one hour small group instructional session with 5-10 students who are in the same

subject area. The group interaction allows each student to share struggles and successes with each other. Based on this session, I

provide a weekly action plan on what should be worked on through the next week.

How does Math Success Work for your course?

Daily

Students work in Thinkwell in assigned areas. The video instruction helps them to understand challenging concepts. Every question

he/she works on gives him/her the option to have the concept explained with an example of how the problem is done.

If a student needs clarification on what he/she is doing, For more thorough instructional support a video Skype session can be

scheduled based on fee schedule above.


http://www.thinkwell.com/

http://www.thinkwellhomeschool.com/math-placement-tests

http://barronseduc.com/

http://barronseduc.stores.yahoo.net/0764144650.html

http://barronseduc.com/

http://barronseduc.stores.yahoo.net/1438004974.html

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Weekly

I will evaluate the online reports to provide each student a plan of the areas he/she should be working on that week.

Your student will receive a customized quiz each week based on what they have been learning or to focus on areas of difficulty

students daily work indicate.

In our weekly small group coaching session we will be focus on instruction of difficult concepts, daily work challenges, and

problems that were missed on the chapter assessments.

Materials List: (please bring every week)

Binder 8 ½ X 11, at least 1 inches deep, with front and back page protectors on the outside

1. College ruled paper or graph paper

2. Notebook dividers including sections labeled;

a. Chapter Divisions with Daily Work

b. Pre and Post Tests

c. Questions needing help

3. ZIP POCKET which fits into the binder for pencils, colored pencils, erasers, calculator, etc.

Please keep all your assignments together and be sure you can find them quickly if asked to do so. You might want to add more

dividers in your book in case you have need of them.

*NEW* Introduction to Theatre Arts – 2:40-3:55, Period 5

Teachers/Mentors: Rhonda Perry



When: Fridays, fifth period

Class Fee payable to Rhonda Perry: $60/person per month

Credit Classification: Fine Arts

Questions: Email Rhonda Perry [email protected]

Materials Fee $15 per student

Recommendation/Prerequisites: No experience required, only a willingness to stand up and perform, OR assist as a student designer/

production assistant/ props/ sound/ lights/ tech, etc. Good reading ability is helpful, but not imperative if the student is willing to work

hard.

Minimum Class Size: 6 students

Course Description: This class will work on engaging, challenging, creative and fun drama projects that will introduce students to

theatre arts. Projects will center on: acting technique, story & character analysis, production & publicity, and technical elements such

as lighting, sound, sets, and costumes.

Some class time will be spent developing and practicing scenes to perform at HEART Academy’s PULSE nights, as well as applying

what we’re learning in collaboration with Youth Theatre Project’s two major productions: a fall drama The Lion, The Witch, and The

Wardrobe, and a spring musical, TBD. Performing in these full-length productions is NOT required; however, assisting with the

productions in some way (such as working as part of the stage crew, helping to build/paint sets, sewing costumes, doing hair/makeup,

or collaborating on some other aspect of the show) IS required.

Success in this class will not necessarily lead to a starring role or a career in theatre. Instead, this class is a place where you can tap

into your own creativity, gain self-confidence, and work collaboratively with others. You will discover that participating in theatre

almost always means being part of a team. You will also learn to become a critical listener and viewer—qualities that will serve you

well no matter where your future takes you.

Materials:

Binder for assignments, scripts, tech week schedules, and notes

Lined paper for note taking (in the binder)

Recommended text: TBD

Homework: The amount of homework will vary greatly. The student will sometimes be required to prepare a short scene or

performance as an acting exercise. Interested students may spend a lot of time writing plays/skits or designing technical elements such

as sets or costumes. All students will be required to memorize their lines diligently, which may take extra time for a few weeks

depending on the student’s part.



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Evaluations: Students will be evaluated based on participation, preparation, teamwork, cooperation, and servanthood. It takes a lot of

self-control in a fun class like Drama, and a lot of work for successful theatre productions. We will all strive to serve each other, no

matter how big or small our acting parts are.

Economics and American Government – 2:40-3:55 pm, Period 5


Type of Class: Group and online supported Class Class Fee: $75/month per person All tuition and fees are payable to Gail Efting at:


Minimum & Maximum Class size: No Minimum, Maximum - 25 students Sunnyvale, CA 94086

Questions: Email Gail K. Efting at [email protected] . Credit: High School American Government or Civics, High School Economics, Honors American Government, Honors Economics

This course is designed to coordinate well with High School and College Study Skills, and American History in the World 2016-

2017.

Course Description: High School classes incorporate a multi-level program of extensive interaction between a teacher and a group of

students.

Studies in American Government and Economics provide students with learning experiences and information about the

judiciary, legislative, regulatory and economic environments in which they live, so that they understand their responsibilities and

opportunities in these systems and develop skills for dealing with them effectively, in an encouraging environment. Students will gain

the knowledge, confidence and practical skills to make decisions which are wise, honor God, and are beneficial for themselves and

their culture. Logic and critical thinking skills will be developed, as well as listening skills, writing skills, research skills, and

discernment.

Considerable experiential learning activities in Economics develop a real understanding of both Macro- and Micro-Economic

issues and the effect of Government policy on Economic decisions. Students will practice making economic choices from various

perspectives (government, business, market, etc.) within various models and applying different schools of economic thought. They

will develop proficiency in thorough and critical observation, analysis and decision making. Students will also experience extensive

practice in different market economies and conditions. They will be encouraged to develop a deep understanding and Biblical insight

into current political and economic issues.

Reading and discussion related to Government and principals of Law provide instruction in the history and theory of political

systems, helping students to discern the importance and effects of subtle differences in government structure, particularly as it relates

to American systems of jurisprudence and legislation. They will also be given opportunities to create their own governmental and/or

economic systems and experience others. Students may be inspired to learn more about intermediation, free trade, constitutional

and/or international law, the effect of technology on economic cycles, religious and cultural influences on law and economy, national

and/or international politics, geography, and/or history. Many students also interact directly with the great writings and speeches of

others on these issues.

In response to student experiential learning and discussion, Mrs. Efting will give feedback, guidance and encouragement

throughout the learning process, helping students understand each applicable mode of thought, and preparing them for productive

involvement in current systems, holding students’ work to either High School or Honors standards. Comments explain successes and

delineate problems needing further work. Integral to this format is a substantial meta-cognitive dialogue with Mrs Efting and other

students about issues and ideas in class, and ongoing peer discussion online.

Students will examine theory and reality, principles and practices as they learn about both governmental and economic

issues. Honors course work is available for all aspects of both American Government and Economics. All students have the

opportunity to benefit from online videos and other presentations, commentary, and discussions, as well as feedback,

accountability, and recordkeeping online. Instructions for accessing online coursework and records will be made available to

students upon confirmation of registration and student email.

Course Content: Economics and American Government, will focus on developing a clear understanding and increasing skills in

working with or controlling a broad spectrum of governmental and economic systems. A clear history of both American Government

and major Economic thought will be incorporated into discussion and applied to analysis of current issues. This course will fulfill HS

requirements for both American Government/Civics and Economics coursework. Honors students will complete activities for all

categories in both areas of study. If possible we will also expose students to real life governmental and economic experiences

(superior court, council or congressional meetings, visits to stock or commodity exchanges or the Federal Reserve, etc). As the teacher

of record, the parent can expect to discuss the ideas and materials we cover in class, with your student at home.



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Honors credit: Honors credit is available for this class. Honors courses are generally valued more highly in transcript GPA

calculations because they are more demanding. Students who request honors work will be held to a higher standard, both for effort in

class and the depth of thoughtful analysis in commentaries and other submissions. Please let Gail Efting know, immediately, if you

will be doing honors work.

Assessment: I do not assign grades. Since we only have class one day out of five, teachers really cannot evaluate performance fairly.

I do want to do everything I can to assist you in this endeavor. This is part of the reason I am adding the online aspects of my classes.

Because of the nature of online posting, 100% of the students can participate in discussion and reflection in their own time, at their

own pace. Throughout the year, the parent will know, just by checking the online resources, what percentage of the work has been

completed and when. The ultimate decisions about grades still rest with you, the teacher of record. Once I have the student’s email, I

will be contacting you to set up a time to discuss your goals in this area, and to assist you in taking best advantage of the evaluation

information. I will also be available to parents through the year, as needed, to assist you in evaluating priorities, answer questions

(including assignments, challenges and accomplishments, participation, or recommendations for future work) or simply be a sounding

board for discussion. My goal is to support and mentor you as you have need in the homeschooling process. The online tools can

also be used for students planning to attend college.

Additionally, you are welcome to sit in on the class at any time, including on a regular basis, even all year if you like.

Mrs. Efting will do everything she can to assist you in this important process of determining your student(s) learning strengths and

most effective tools. Please keep in mind that the purpose of this class is NOT primarily to ‘pad a transcript’, but to support a

successful high school and/or college career to completion and success.









no more.




5. What happened in the class, 6. what the student learned in class (these first two are almost never the same), 7. how the student felt or what the student thought about what s/he learned or experienced in class, and 8. an overview of the assignments for the coming week. This commentary will also function as a communication device for you, to clarify your weekly work process and help you



year.














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growth and realization. Every student should feel free to embrace the joy of learning without distraction. In this class, students are

encouraged to put in the effort to take every thought captive to obedience in Jesus Christ, ready to give an answer with gentleness and

respect, considering one another ahead of themselves. Nothing will be permitted in the classroom which distracts students from the

thrilling process of learning. All students should come to class ready to be attentive, courteous, interactive and teachable.












no less, no more.



class. Please make sure you send the email to [email protected] and put “HEART ECON GOV” in the subject line.






the area of study).










Curriculum: The Concise Guide to Economics, Cox

Constitution of the United States

Law above the Law, Montgomery

Additional materials as recommended

It will also be helpful to have access to a daily newspaper, the Wall Street Journal or Economics Today magazine.

Honors Texts:

TBA

About Your Instructor: Gail Efting’s purpose is to live each day as unto the Lord, doing the works He has prepared for her, in the

light of God’s Word. Her mission is to encourage others to consistently apply God’s Truth to every aspect of everyday life. She has

served as a Bible teacher and Biblical counselor for many years, currently serving as librarian for the Theological Library at PBC,

Palo Alto, and host of Bible Dig. Her BALM (Biblical Application to Life Management skills) class is an outgrowth of this mission.

Gail has taught at all levels, in Christian private school settings and homeschool Enrichment classes, as well as college classrooms and



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corporate boardrooms. She has offered help and encouragement to Christian homeschooling families for over 30 years, currently

serving as Director of TKA’s Enrichment Program and Curriculum Coordinator for the TKA PSP. The Eftings homeschooled their

own children through High School. Gail also currently serves on the Boards of Crossroads Enrichment Center in San Mateo and the

Association for Dispute Resolution of Northern California. Mrs. Efting has taught the BALM class, in various forms, for over 20

years.


[email protected] . Please make sure you put, “ HEART Econ and Amer Gov” , your name, and your topic in the subject line of

your e-mail.


discussions with curious and insightful students, about a selection of powerful original works (or support the class in a more ‘behind

the scenes’ way) please send Gail Efting an e-mail immediately. Tuition discounts are available for TAs.


send Gail Efting an e-mail at [email protected] . In the subject line enter “HEART ECON GOV” and your name.

As soon as confirmation of your registration for this class has been received, you will receive a student ID and password by

email, from BALMpathwright. (Make sure you check you spam folder, in case your system rejects it.) Please go online, to the

URL given, and begin the intro process for this course. You will be asked to complete sign up and answer several questions

before class begins. Please make sure you have set up your student account online no later than Aug. 10th

.




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High School and College Study Skills – 2:40-3:55 pm, Period 5


Type of Class: Group and Online supported Class - This course may be repeated.





Credit: Successful completion can be used to satisfy requirements for studies in Greek and/or Latin Roots, neurology of learning,

emotional intelligence, college study skills, and test prep, and more

Course Description: High School and College work requires the ability to read well, write well, and think, remember, and study

effectively. In this class, students focus on learning how to accomplish the “job at hand” well, regardless of the task. Integral to this

format is a substantial meta-cognitive dialogue with the teacher and other students, practical application of material learned, and

ongoing peer discussion, in response to student questions and observations. The work is tailored to each student. Students who

choose to be held to Honors standards will be provided with additional academic and challenge work in all areas of study. This class

focuses on Greek roots one year, and Latin roots the second year, and may be repeated. This is a ‘hands on’ course. Considerable experiential learning activities and analysis help students develop a real

understanding of each learning tool for their tool box. Students will practice study and learning skills, pneumonic devices, and test

taking methodology, and will develop proficiency in decision making related to the best learning tool for the job at hand.

Additional practical study skills covered:

- Learning styles and the importance of the study environment,

- Useful tools and appropriate supplies

- Calendar and time management

- Prioritizing assignments and tasks

- Goal setting and follow through as related to academics

- Questioning and discussion skills, including discernment and logical analysis

- Completion strategies

- Textbook reading skills – SQ3R method

- Anatomy of a textbook

- Issues and observations in fiction

- Comparing pictures to text for the main idea and underlying bias

- Taking notes from lecture, science labs, discussion, historical documentaries, reading

- Preparing for tests; essay, multiple choice, true false, fill-in-the-blank, math problems

- How to excel at math and science

- Strategies for testing, memory, developing strengths and compensating for weaknesses

- Resources and tips for research – internet and library

This course is designed to coordinate well with other academic work, and skills may be applied directly during the year.

Additionally the teacher is available to assist students with specific study skill challenges in other classes.

All students have the opportunity to benefit from online videos and other presentations, commentary, and discussions,

as well as feedback, accountability, and recordkeeping online. Instructions for accessing online coursework and records will

be made available to students upon confirmation of registration and student email.

Course Content: This course is designed to give students study and test taking tools and skills –Students will be developing

expertise in a wide variety of learning related research and techniques, as well as a thorough overview of the Greek or Latin roots used

in the English language. (This part of the class rotates from year to year. Check with Mrs. Efting to see which roots you will be

covering this year.)

Assessment: Parent involvement in discussion and evaluation of students' work is a priority. Mrs. Efting will be available to parents

as needed, to assist in evaluating performance against priorities, answer questions, or simply be a sounding board for discussion. We

want to do everything we can to assist you in this endeavor.



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There are several ways to calculate High School course credit. Determination before the class begins, of the method to be

used, makes the record keeping process much easier. Feel free to discuss this with Mrs. Efting at any time. The most commonly used

method of valuation is based on the number of hours of coursework completed in the year. If you choose to use this method, it will be

helpful to you to keep track of hours spent. Honors Courses are generally valued more highly in transcript GPA calculations because

they are more demanding. Please let Mrs. Efting know, immediately, if you will be doing Honors work, so we can help you with your

assessment and grade reporting.

Additionally, you are welcome to sit in on the class at any time, including on a regular basis, even all year if you like. Mrs.

Efting will do everything she can to assist you in this important process of determining your student(s) learning strengths and most

effective tools. Please keep in mind that the purpose of this class is NOT primarily to ‘pad a transcript’, but to support a successful

high school and/or college career to completion and success.









no more.





10. what the student learned in class (these first two are almost never the same),






year.




















teachable.


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no less, no more.



class. Please make sure you send the email to [email protected] and put “HEART STUDY SKILLS” in the subject line.






the area of study).










Curriculum: Word Clues, the Vocabulary Builder, Amsel Greene,

a Mind for Numbers, Barbara Oakley

Recommended Reference: The Little, Brown Compact Handbook, or

Warriner’s English Composition and Grammer: Complete Course,

For Honors students Publication Manual of the American Psychological Association, 6th Edition

All other necessary coursework materials will be provided online or in class.



[email protected]. Please make sure you put, “HEART STUDY SKILLS”, your name, and your topic in the subject line of

your note.






http://www.amazon.com/Publication-Manual-American-Psychological-Association/dp/1433805618/ref=sr_1_1?ie=UTF8&qid=1428671975&sr=8-1&keywords=apa


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Gail Efting an e-mail at [email protected] . In the subject line enter “HEART STUDY SKILLS” and your name. As

soon as confirmation of your registration for this class has been received, you will receive a student ID and password by email,

from BALMpathwright. (Make sure you check you spam folder, in case your system rejects it.) Please go online, to the URL

given, and begin the intro process for this course. You will be asked to complete sign up and answer several questions before

class begins. Please make sure you have set up your student account online no later than Aug. 10th.



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Your Beloved Mentors

Rosi Adams - Mrs. Rosi Adams has three children ranging from 15 to 23 years old, which she homeschooled from preschool to

college, a total of 18+ years. In addition, she has taught Sunday school, Kids Club, taught VBS in Mexico Mission Trips with Amor

Ministries and has been teaching Spanish at Heart Academy for the last 10 years. Born in Acapulco and raised in Mexico City, Rosi

is a native Spanish speaker, graduated from the Instituto Politecnico Nacional, ESCA, as a Certified Public Accountant in Mexico

City. She is self-employed and translates official documents from Spanish to English and vice-versa. In her spare time, she enjoys

salsa dancing, doing Bible studies (especially with Beth Moore), exercising, and relaxing to a great movie. ¡VIVA LA VIDA!

Chris Adams - A recent graduate from San Jose State University School of Music and Dance, Christopher Adams is a local classical

guitarist, arranger, general music instructor, Simply Music instructor, Heart Alumni, and a former homeschooler. Having experience

in many different ensemble settings, Christopher has had the pleasure of successfully organizing and performing with various

ensembles including show choirs, orchestras, concert bands, and other various university level ensembles. With extensive teaching

experience, Christopher has been an active teacher in various subjects for over 6 years. His background in instrumental training

allows him to be fluent in teaching the basics for woodwinds, strings, percussion, choral, and keyboard instruments as well as some

experience with mixing and sound. As a dancer, he has formally studied Ballroom and Latin dance at SJSU through various classes

and has even competed in intercollegiate competitions against Cal Poly, Stanford, Cal Berkeley, and more. He continues to study

with Dancesport (SJSU’s competitive dance team) and their coaches.

Jere Allen - Jere Allen is an Inspirer, Teacher, & Family-Hopeful. Jere's 30 years of teaching experience include working with youth

of all ages and he is lovingly dubbed the Inspirer by his wife, the Fun Master by his young friends and resident Math Guy by his

students. He loves teaching all types of math from Pre-Algebra to Trigonometry but his list of accomplishments also include teaching

engineering, high school science, technology, and PE. For a stint of his career, he focused on training adults in various software

applications including IronCAD and 3D CAD. He desires to partner with families in helping marriages and educating children. He

and his wife are the Founders and Directors of educational services, HEART Academy in San Jose, California. They homed-educated

both their children through high school for a total of 20 years

Kathryn Allen

Bernie Ashby has been a home school mom for the past 9 years. She currently also runs a private piano studio of about 40 students.

She graduated from San Jose State with a B.S. in Health Education, California Teaching Credential and a Masters of Arts in

Education. In addition, she has a Masters of Arts in Religion with an emphasis in Missions from Trinity Evangelical Divinity School

and has taught on the college level. She is gifted in the areas of Helps, Teaching and Administration. In all that she teaches, her goal

is for her students to love to learn. The best way to contact Mrs. Ashby is via email [email protected]. The next best way to

contact her is through telephone, 408-923-8558.

Laura Ball’s goal is to serve the Lord, and others, as He calls, and to encourage others as they do the same. Her heart is to meet

each student where they are, and help them to progress and discover their God-given abilities through training and encouragement.

She has graduated her daughter whom she homeschooled thirteen years, and has taught writing, social studies and science in various

homeschool enrichment programs and co-ops over the past 13 years. She is committed to teaching all subjects in light of the authority

of God’s Word.

Denise Boiko seeks to show students the fascinating design of God's creation and to make science less intimidating. Because this

subject opens doors for many career paths, strengthens students' faith, and helps them relate to non-Christians, it is a valuable subject

to study. Denise received a B.S. in biology and has worked as a hospital clinical laboratory scientist and as a product development

scientist for a company producing physician's office diagnostics.

With an almost lifelong interest in writing, Denise also wants to help students see the written word as a way to minister to others

and to share God's truths. Her interest in writing has resulted in publication of short stories, articles, a poem, and most recently, a

400-page book on college preparation for homeschoolers. Homeschooled and Headed for College: Your Road Map for a Successful

Journey walks parents and students through the often-perplexing path to college admissions.



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Denise and her husband Ron are active at Calvary Church, Los Gatos, in preschool ministries and financial stewardship ministries,

respectively. Their two children were homeschooled from K-12th

grade. Their daughter, a graduate of Stanford University, is now in

medical school and their son is a 2013 graduate of the University of Southern California with an engineering degree. With this

background, Denise also desires to provide insights from her own family's experiences to help others navigate the path from

homeschooling to college.

Jason Chan - Under the dual-roles as a youth pastor and as a college-prep instructor, Jason enjoys the synergy of caring for both the

spiritual and the academic needs of the student. This holistic approach excites him even more when the student’s family -- as a whole -

- can share in this process together.

For these past seven years and continuing, Jason serves as a part-time Youth Pastor for 7th

-12th

graders at South Bay Chinese

Gospel Church, Fremont. During his remaining time, he instructs elementary, junior high and senior high students in all three

subjects: Reading, Writing and Math. After finishing five years as a lead instructor at Sylvan Learning Center, Jason went on start-up

“Encourage and Empower”, a family-run private tutoring service.

And prior to being called into the youth ministry, Jason served as a California-Credentialed Mathematics Teacher at San Leandro’s

John Muir Middle School, as well as, exercised his Electrical and Computer Engineering B.S. degree as a software & firmware

engineer at Loral Aerospace and at SAN Valley Systems, both for embedded real-time systems

Gail Efting - Gail Efting’s purpose is to live each day as unto the Lord, doing the works He has prepared for her, in the light of God’s

Word. Her mission is to encourage others to consistently apply God’s Truth to every aspect of everyday life. She has served as a

Bible teacher and Biblical counselor for many years, currently serving as librarian for the Theological Library at PBC, Palo Alto,

and host of Bible Dig. Her BALM (Biblical Application to Life Management skills) class is an outgrowth of this mission. Gail has

taught at all levels, in Christian private school settings and homeschool Enrichment classes, as well as college classrooms and

corporate boardrooms. She has offered help and encouragement to Christian homeschooling families for over 30 years, currently

serving as Director of TKA’s Enrichment Program and Curriculum Coordinator for the TKA PSP. The Eftings homeschooled their

own children through High School. Gail also currently serves on the Boards of Crossroads Enrichment Center in San Mateo and the

Association for Dispute Resolution of Northern California.

Before becoming involved with Christian and homeschooling activities, Gail was a popular speaker and writer, teaching in college

and corporate settings, and providing consulting, training, and leadership guidance to corporate and nonprofit clients. She has

served as a mentor and coach for; collaborative organizational change, writing and publication, speech and debate, and money

management and entrepreneurship. She currently serves on the Boards of the Association for Dispute Resolution of Northern

California, and Crossroads Enrichment Center in San Mateo. The Eftings homeschooled their own children through high school.

Liz FitzGerald, a Christian wife and mother, has over 25 years experience working in education. She is a credentialed Special Day

Class teacher and a former Speech and Language Pathologist. She and her husband David have been home schooling their three

children for 17 years, having two already graduated. Liz has taught a number of home school writing classes and serves as an

educational consultant to the home school community. As an Endorsed Seminar Trainer for 20 years, Liz conducts seminars for home

and classroom educators in the use of Spell to Write and Read as well as providing ongoing support for users of the program through

an internet support group, personal consultation, and with web site. She authored the book Cursive First: An Introduction to Cursive

Penmanship. She has held classes for junior high girls in the area of personal purity, helped teach women’s Sunday School classes,

and served with her husband in his music ministry at their church in San Leandro.

Cara Galleher My husband, Tim, and I have been homeschooling our three children for 13 years. We have graduated two students.

My experience in science instruction began with a biology and life science teaching position at Glendale High School in Glendale,

CA. For the past 14 years, I have been the Hands-On Science teacher at Valley Christian Elementary School for K – 5th grade

students. I am very pleased to have brought the same Hands-On Science program to HEART in 2009. This year, I will once again be

teaching another course I teach at Valley Christian, "Investigative Science." Teaching science is not only fun for me, but it is an honor

to explore different disciplines of science as each uniquely reveals God’s order in Creation. I hold a BA in Psychology, a BS in

Kinesiology, and M.Ed degrees. I am a California State credentialed teacher and hold an ACSI Standard teaching credential as well.


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Sandi Gonzalez is a dance choreographer.. Having studied various forms of dance as a child, she returned to it three years ago and has

performed as a tap and jazz dancer with Ohlone College, as well as in musical theatre productions (Cinderella, Titanic, AIDA) She has also taught

beginning tap and ballet classes. Sandi has worked behind the scenes in theatre as a properties designer (The Wedding Singer, Hairspray) and, most

recently, as a co-producer (Once Upon a Mattress). She is also a working mother of 5 wonderful children ranging in age from 8-17. Sandi thanks

her family for their support as well as Heart Academy for trusting her with this endeavor.

Katrina Hunt For the last 14 years, I have been homeschooling my own four children (from Kindergarten through graduation from

High School). Before that I received my teaching credential from the state of CA and taught for 11 years at the Middle School level in

a variety of subjects with an emphasis in the Language Arts and History. Most recently I have taught IEW courses, and Poetry to

homeschool students and their parents at Heart Academy as well as privately. I have also taught American Sign Language worship

and privately tutored in many areas of curriculum.

Helene Lee has been a Homeschool mother of 5 for over 25 years. Her goal is to help students successfully navigate through their

science studies and labs while keeping a clear focus on God's design and purpose for them. She double majored in Psychology and

Biology and was awarded a B.S. from UCLA where she met her husband, Ed. Her eldest daughter graduated from UCLA Medical

School and is finishing her Residency in MedPeds at Loma Linda. She has 3 children who went to UC Riverside and one daughter

who went to UC Berkeley. Her youngest son now attends Grace Christian School.

Christy Majchrowicz - Christy Majchrowicz attended Purdue University, graduated with a degree in Mathematics, and worked at

Lockheed Martin for four years until she and her husband had their first child. They now have six children ranging in ages 17 through

29, and she has been homeschooling for twenty-one years. She enjoys the chance to interact with the students and to see them grow in

their knowledge throughout the year. There are a lot of skills that are learned in Chemistry, how to read a book, how to work though

problems independently and come to a good understanding of the concepts being taught, how to perform an experiment and write a

lab report. It is satisfying to see them finish successfully, even though they may be at vastly different levels of ability.

Migi Oey seeks to use her experience as an artist to inspire students to create. She believes: “To create because He first created and

we bear His creative mark within us”. Migi has taught, dealt and managed a selection of subjects in an open variety of settings. She

works as a freelanced artist were she uses her creative skills in painting murals and theatrical backdrops. She also is a set designer

for Starting Arts, The Tabard Theater and South Bay Musical Theater.

Rhonda Perry auditioned for her first show at San Jose Children’s Musical Theater when she was 6 and has been smitten with theatre ever since.

Growing up, she performed in numerous school productions, her favorites being Anything Goes, Our Miss Brooks, Tumbleweeds, and Bus Stop. She

has also performed with Sunnyvale Community Players (Brigadoon, Carousel), West Valley Light Opera (The Merry Widow), and worked backstage

as a tech/dresser at Great America (It’s Magic, Fire & Ice, Ice Adventure, Hot Hits, and others). She studied Theatre Arts at UC Irvine

(participating in Three Penny Opera, The Cherry Orchard, and others) and has an M.A. in English Literature from SJSU. She is now a homeschool

mom to two amazing children and, after a long hiatus from all things theatre, is thrilled to be able to return to her passion and honored to serve the

students and families at HEART as Director and Drama Teacher.

Warren Shimada has 13 years’ experience coaching both boys and girl’s fundamental and strategic basketball skills from ages 8-15

years old. Here are some of the programs that I have been involved with: Coached BASIC Sports Basketball Program in 2010-2012,

Tri-City Basketball Youth Group Coach from 2009-2013 and Sacramento Japanese Youth Basketball League from 1982-1985.

Susan Watanabe – has a passion for learning and teaching which she discovered while home schooling her two daughters from

preschool through high school. One is graduating this year from the Academy of Art in San Francisco, and the other graduated from

Santa Clara University and has joined the work world. Susan continues to fire her passion by working with the children of other

homeschooling parents. From 2003 to 2006 Susan took a group of home schooled teens through the course World Views of the

Western World, and during the 2008 – 2009 school year she taught Starting Points at HEART Academy. Susan realized the

tremendous potential these courses have to help a Christian student stand strong in his or her faith in college. Challenged by the other

belief systems of this world, the student of these courses will find he is equipped with the strong reasoning abilities and the needed

information to continue to choose and defend his Christian faith. Susan has been teaching these courses now each year since 2008,

and she is excited to be offering these courses at HEART Academy. In addition to her passion for world views, Susan enjoys math, and

has been tutoring and teaching math courses to students other than her own since 2005. Susan graduated in 1977 with a Bachelor of

Science degree from Cal Poly.


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Julie Velasquez has been married for 27 years and has 5 children ranging in age from 11- 22 and has been homeschooling for 17

years. She has a B.S. Degree from Cal State Hayward in Bus. Admin/Production and Operations Management and worked for

Westinghouse and Amdahl as a production planning engineer before staying home. Julie and her husband, Frank, have been

involved in church ministry for over 25 years. They have worked with various ministries during that time including, high school,

college, newlyweds, young marrieds, nursery and AWANAS. Frank has served as the president for CAA (Christian Athletic

Association) a Christian recreational soccer league, and is currently assistant coach for the CAA Competitive soccer team.

Currently, SBN (Sah Bu Nim) Julie is a head instructor with Hillside Martial Arts, a program residing at her church, Hillside

Church, which was started by her son Nathan, who is also a 4th degree black belt. She is also a senior instructor for Master Jeff King.

She has trained with Master King for the last 15+ years. She is a 4th degree black belt, certified through the Kukkiwon(the world

headquarters of TaeKwonDo) and has been teaching for Master King for 10 years. She has taught classes for children through adults

and from white belt to black belt. She believes that everyone regardless of their physical abilities are capable of learning to defend

themselves. Her goal is to help your children learn not only to defend themselves but build their self-confidence and character while

having fun!
