Program & Course Descriptions
Latin
History
Classical Writing and Grammar
Literature
Logic
Rhetoric
Sciences
Math
Modern Languages (including Greek)
Early Grammar (LUDUS)
Late Grammar (Litterae)
The Latin Program
Latin is a core portion of the curriculum at Grace Academy, providing tools for the pupils' study in other areas as well as being itself an
important cornerstone to classical education. The Latin
curriculum is divided into five courses:
Introductory Latin
This course is designed to introduce the pupils to the grammar and syntax of the Latin language and prepare them for work in primary literature.
Attention will be given to vocabulary acquisition, morphology of all Latin words, and grammatical structure.
TRIMESTER 1 will focus on vocabulary acquisition and introduction to grammatical concepts, using the text Latin for Children. During
this portion of the class, pupils will take daily vocabulary quizzes and be responsible for learning about 20 words/week. At the end of the
trimester there will be a vocabulary exam.
TRIMESTER 2 will focus on the formation of Latin nouns, adjectives, and verbs (morphology), using exercises and handouts provided by the
instructor. During this part of the course, pupils will take weekly morphology quizzes. At the end of the trimester there will be a morphology
exam.
TRIMESTER 3 focuses on syntax and grammar, and builds the skills required for actual translation. Pupils will work with practice sentences and
build confidence working with the grammar in context. Pupils will take weekly quizzes. At the end of the trimester, there will be a final exam
that will include translation.
Latin I-IV
These courses develop the skills required to read Latin fluently
Latin I focuses on Classical Latin (Caesar, Cicero)
Latin II on Medieval Latin (Vulgate, Latin histories)
Latin III on Renaissance Latin (Erasmus, Thomas More)
Latin IV on Modern Latin (Calvin, DesCartes, Vatican II)
The courses are designed such that a pupil of any age who has completed the introductory course or had equivalent
instruction in Latin may continue into any of the advanced courses, though we encourage all pupils to follow the
courses in sequential order, as pupils will be able to learn the language with other classmates of similar proficiency.
The History Program
The history
curriculum at Grace Academy is derived from the popular and appropriately-named Tapestry of Grace materials from Lampstand Press.
This is a program that has a solid foundation in the classical approach, progressing chronologically through the repeated four-year cycle of
history recommended in The Well-Trained Mind (by Susan Wise Bauer); excellent "living book" selections Charlotte Mason would love; is also
firmly rooted in a biblical framework consistent with our statement of faith; and is extremely thorough for pupils at all levels, offering
more and more depth and options as they mature in development and knowledge.
Our tutors will carefully modify or add to the curriculum as they see fit, and adjust to the needs of each class. For example, classes with
combined grades will have assignments that are graded appropriately for the child's current level. We also will use many of the Veritas History
cards and other wonderful curriculum resources to help history come alive for our pupils. Due to the fact that this is very much a literature-based
program, seeking to make the ideas and figures of history come alive for the pupil, there will be extensive book lists and an outline distributed to
w that will be studied in the corresponding Literature class at Grace Academy, and some of which will be required to be purchased as "spine" books
for the course that will be used frequently, suitable for a number of age levels, and considered valuable for families to obtain for their own home
libraries.
There may also be the requirement that families purchase a "co-op license" directly from Tapestry of Grace, for each year that a pupil takes
one of our History courses, in order that the course materials may be used and distributed freely in the classroom without infringing on any
copyright laws, and so that the authors can receive a good and just remuneration for their consistent hard work.
History I (grades 5/6)
This course will use Year 1 of the T.O.G. curriculum and will cover the time period from about 5000 B.C. – A.D. 400 (Ancients). Reading and writing
assigments will be given throughout each trimester, and lively class discussion will help pupils learn and remember both the facts or "grammar" of
history, as well as begin to place the people and events in the larger story of mankind and in light of God's redemptive history for his people.
Sample readers (in no particular order):
- Famous Men of Greece by Cynthia Shearer
- The Bronze Bow by Elizabeth Spear
- Exodus by Moses
- The Sumerians by Elaine Landau
- Hittite Warrior by Jack Williamson
- Gilgamesh the King by Ludmila Zeman
- Trial and Triumph: Stories from Church History by Richard Hannula
- Augustus Ceasar's World by Genevieve Foster
- Eagle of the Ninth by Rosemary Sutcliff
History II (grades 7/8)
History III
This course will focus on the late Renaissance/Early Modern period (from about A.D. 1600-1850) and will draw from both Year 2 and Year 3 of the T.O.G.
curriculum. Using again, a few "spine" books and encyclopedias, as many good primary sources as possible from the era, as well as lots of narrative,
historical fiction and non-fiction selections, pupils will delve into the hearts, minds and lives of prominent men and women, become familiar with the
chronology of major events and progress, and begin to develop a critical and logical approach to history especially in light of God's teachings in his Word.
Download Course Syllabus
History IV (Modern/American)
The Classical Writing Program
As outlined in the authors' notes, Classical Writing (
www.classicalwriting.com) is a
comprehensive, multi-year course using as a basis the 14 progressive writing and speaking levels of the Greek Progymnasmata. Pupils work through the
stages in succession, using the various writing patterns or outlines, which show how to put thought together and arrange them for a given rhetorical
purpose. They begin, for all pupils, with the simple retelling of fables and short narrative stories.
From there, the pupil gradually moves on to
exercises in simple explanation and persuasion. Each exercise features a fixed outline and carefully specified subject matter. The most advanced
exercises of the progymnasmata combine the elements of the earlier exercises to create increasingly complex, effective compositions. By the time
the pupil has reached the most advanced progymnasmata, he has developed good writing habits, has learned a variety of techniques, persuasive,
expository and creative, and is given the freedom to compose his own original work.
This course of study concentrates primarily on developing the good expository writing abilities and tools necessary for all writers to learn, especially
in the early years. Purely creative writing, on the other hand, will be taught in a separate class (although there are certain elements and opportunities
for this existing within the Classical Writing program) since, in the words of Susan Wise Bauer again, not all pupils have the desire and ability (or the
necessity) to write creatively, however, they should all be able to write, and write well.
Placement into higher levels of this program, without having taken the preceding course(s), will need to be determined individually with the tutors and
board, but please do not hesitate to ask about the possibility!
Classical Writing Courses
Classical Writing (Prep.) - Aesop
The first level of the CW curriculum, Aesop is designed for beginning writers of any age, although we place it at the fourth grade level in our program.
Using analysis and imitation of great writers and plenty of opportunity to practice writing skills, the book utilzes applied grammar and the classical
Greek progymnasmata to teach students to write. Rooted in the 5 canons or parts of classical rhetoric: invention, arrangement, style, memory and delivery
(the latter two involve the art of public speaking, the first three are relevant for both speakers and writers) CW in its entirety has a focus on what is
known as copia. This means variation and abundance of "eloquence of expression", which will create the flexibility in a writer to develop good invention,
arrangement and style.
Models for Aesop are drawn predominantly from classic fables.
Classical Writing I - Homer (A)
CW-Homer level is geared for the upper level grammar student, and divided into two parts, one we have chosen for the 5th grader (A) and one for the 6th
grader (B), although a somewhat older pupil would certainly find this entire level a challenge, too. This second book in the series focuses on
(appropriately) the second progymnasmata, that of narrative, again using the consistent pedagogy of model, analysis and imitaion, and practice. It is
designed for the continuing student who is comfortable retelling short fables in writing (as they did in CW - Aesop) and for maximum benefit, the pupil
should be able to:
- Write in complete sentences with minimal or no trouble
- Spell with reasonable competetance
- Have at least an introductory familiarity with the parts of speech
There is also the expectation that the pupil is concurrently studying handwriting, typing, spelling and English grammar.
Models for Homer are drawn from classic fables and stories (Aesop and the Brothers Grimm, Beatrix Potter),
Parables from Scripture (The Good Samaritan and The Prodigal Son, KJV), selections from other classic and contemporary authors
such as Rudyard Kipling, Xenophon, Padraic Colum, John Burroughs, H.A. Guerber and Mara Pratt.
Classical Writing III - Diogenes (Maxim)
The Literature Program
To develop a life-long love of reading good books is the desire of the classical educator, parent or otherwise. To do this, according to Charlotte Mason,
one needs to provide lots of opportunity to experience "living books". These will help to provide the individual with a shared culture, a background of
allegory and a knowledge of past people and events that have shaped where civilization is today and where it may be heading into the future. And for the
Christian, all of this needs to be done in a context where conversation can take place, and the light of Scripture can be brought to bear on all
knowledge and experience.
With this in mind, the goal for all of the Literature classes at Grace Academy is twofold: to support the History component of our humanities core by
providing pupils with the opportunity to gain an in-depth experience of the time period and people being studied (through focused primary sources,
excellent biographies or good historical fiction) and to give the pupils the chance to read and examine the more general classics of literature, great
books, stories and poems both old and new, carefully chosen to be academically and developmentally appropriate at each level. Our desire is to engage
our pupil's intellect and heart through the particular selection of literature and to encourage a true "meeting of minds" over the material through
class discussion with the tutor. We want our children to love the written word, enjoy the age-old stories of humankind, stretch their imaginations,
and reflect on how the themes and ideas do or don't coincide with our understanding from God's Word about man, his purpose, and his relationship with
people, the world, and God himself.
The books on the following lists are those from which we will choose each year's primary reading selections, (we just can't do them all, alas!) depending
on the pupils we have, their current reading levels, and whether or not a majority have already read or studied some of the titles.
Literature I - Master Booklist
Literature II - Master Booklist
Literature III - Master Booklist
Literature IV - Master Booklist
The Logic Program
Logic is one of the essential subjects in the Dialectic-level curriculum. Once a child has reached the age of 12 or 13 (usually not before) they
are ready and able to begin the process of more formally training their minds in the intellectual exercise of thinking logically. This is a necessary
part of the training one needs to be able to be persuasive and eloquent in one's Christian witness, as well as to be able to correctly refute the many
instances of false reasoning that typically pervade our modern-day culture.
We use Douglas Wilson and James Nance's excellent texts Introductory Logic and Intermediate Logic for our pupil's first Logic classes at Grace Academy.
We also regularly offer a Pre-Logic mini-class for one trimester only for those pupils who are getting ready to enter the Dialectic stage (11 or 12 years
old) which is designed to get everyone "working on the same page" and prepared mentally to begin formal Logic.
To understand why we emphasize Logic, read an excerpt from the introduction to the text:
Logic: It's Nature and Purpose
Pre-Logic
Logic I
Logic II
The Rhetoric Program
The Omnibus curriculum from Veritas Press (
www.veritaspress.com) provides a wonderful
foundation in mature, biblical thinking for the more advanced pupil. Offered at Grace Academy in the Rhetoric level to those who are aged 14 and
up, it gives a balance of history, literature and theology, combined to provide challenging and thoughtful training to help the pupil learn to
assess and evaluate the basic tenents of both Western civlization and the basics of the Christian faith.
The Sciences
At Grace Academy we seek to provide our pupils with science education that is both vigorous and current. While still keeping our pupils' learning
connected to the history of scientific discovery and the great minds of the past that have shaped our current knowledge, we also want our pupils to
have a perfectly relevant knowledge and appreciation of the present-day advances in various scientific fields. All of this we desire to be achieved
from within the framework of a Biblical worldview and the truth of God as Creator and Author of all.
Science classes at the different stages of the classical model will look different, with Grammar science being more about exploration and gaining
enjoyable factual knowledge about the world and how it works, the Logic stage bringing in more analytical thinking and making connections with
history and world events, and so on.
General Science (Dialectic)
Mathematics
To have a thorough understanding of and skill in mathematics is of primary importance in the classical model. There is a beauty and order that God
has created in the relationships of numbers, shapes, equations and measurements that we want our pupils to find exciting and be well-versed in. The
mastery of certain mathematical concepts is also necessary to continuing studies in the more advanced sciences.
The Modern Languages
Spanish I
Spanish II
Greek I (New Testament)
German I
French I
The Ludus Program
Ludus (
program description)
The Litterae Program
Designed to help provide a solid, developmentally appropriate, classically-oriented language arts core class to the late grammar or dialectic pupil
who has a different reading or writing level than their age peers. We seek to give them a thorough preparation fro the other grammar or dialectic
level classes that are offered at Grace Academy, which will also give them concurrent language arts support for any academic studies they may be
participating in.
Litterae (
program description)
Academic Calendar
2009-2010 Calendar
August 27, 2009 Pupil/Parent Orientation
Fall Trimester 2009
August 31 First Day of Classes
November 5 Parent-Tutor Conferences
November 19 Last Day of Classes
November 20-29 Thanksgiving Break
Winter Trimester 2009-2010
November 30 First Day of Classes
December 18 - January 3 Winter Recess
January 4 Classes Resume
February 18 Parent-Tutor Conferences
March 4 Last Day of Classes
Spring Trimester 2010
March 5-14 Spring Recess
March 15 First Day of Classes
March 26 - April 4 Easter Break
June 10 Last Day of Classes
June 19 End-of-Year Picnic!
2010-2011 Calendar (Tentative)
Classes this year will be held on Monday and Wednesday, between 9:15 a.m. and 12:25 p.m. and/or Tuesday and Thursday,
between 9:15 a.m. and 3:55 p.m. See schedule for details.
2010-2011 Class Schedule [.pdf file] (Tentative)
A-La-Carte Classes
We highly recommend that pupils enroll for all core classes offered by Grace Academy for the following reasons:
- Our classes at each level are designed to be complementary, and as pupils progress through the learning stages,
they will benefit from having been exposed to the full range of classes in previous years.
- Instruction will be more "seamless" and interactive from year to year if all or most pupils have taken the full
range of classes in previous years.
- It fosters the development of a learning community consisting of entire families who are pursuing classical and
Christian education together.
- It reduces the administrative burden on Grace Academy.
However, Grace Academy exists in the first instance to serve parents who are seeking to school their children and take
responsibility for the education of their children themselves, and we wholeheartedly trust that parents are able to make
the best decisions concerning their children's education. Accordingly, in the event that parents wish to enroll their
pupil(s) in less than all classes offered by Grace Academy for that grade level, and in true university-model style,
all of our class offerings are available on an a-la-carte basis.
For tuition costs for all classes see
Tuition and Fees.
For all subjects, pupils who are enrolled in the full range of Grace Academy's core classes will be given priority over
pupils who wish to take a class on an a-la-carte basis.
Home Assignments
Grace Academy tutors will give home assignments to their pupils to reinforce concepts taught in the classroom. The
principal reasons for home assignments are as follows:
Generally, for any given class, the amount of class time available in two lessons per week is not enough to thoroughly
master the material throughout the course of the academic year, and so a continuation of the work in that subject is
carried into the other days of the week.
Pupils often need some amount of extra practice in new or specific concepts, skills, or facts. In certain subjects,
regular practice at home may be necessary for mastery. Therefore, the tutor may assign homework to allow for necessary
practice.
Repeated, short periods of practice or study of new information are often a better way to learn than one or two long periods
of study.
Home assignments enable parents to provide accountability and to assist in the current topics of study in the class.
Classes with a significant amount of reading or background knowledge as part of the curriculum require the pupils to have
completed such readings or have facility with such information or skills so as to be prepared to benefit from the classroom
discussion or instruction time.
Attendance and Withdrawal Policies