בס"ד

Program of Studies 18 Months-Grade 12

2018 - 2019 5778 - 5779 תשע"ח-תשע"ט

Table of Contents

Juda and Maria Diener Lower School (PKT-Grade 5)...... 3-12 Language Arts...... 5 Mathematics...... 6 Science...... 6 Social Studies...... 7 Judaic Studies and Hebrew Language...... 8 Special Services...... 12

Ben Lipson Upper School (Grades 6-12)...... 13-19 Samuel and Henrietta Scheck Middle School, Grades 6-8 - High School, Grades 9-12 Grades 6-8 Overview...... 14 Grades 9-11 Overview...... 14 Grade 12 Overview: Capstone Senior Seminar...... 15 Florida International University (FIU) Dual Enrollment...... 15 Graduation Requirements...... 16 Grade Point Average (GPA) Requirements...... 16

Community Service...... 17 Tefilah (Prayer)...... 17 School Counseling...... 18 College Counseling...... 18 Israel Gap Year Guidance Program...... 19

Grade 6-12 Course Descriptions...... 20-57 English...... 21 Mathematics...... 26 Science...... 30 STEM (Science, Technology, Engineering, Mathematics...... 34 Social Studies...... 36 Hebrew Language Grades 6-8...... 40 Judaic Studies Grades 6-8...... 41 Hebrew Language Grades 9-12...... 46 Judaic Studies Grades 9-12...... 47 Fine and Performing Arts...... 52 Physical Education/Health...... 55 Special Services...... 56

Co-Curricular Programs...... 58-61 College Acceptances 2014-2017...... 62

Introduction

We are pleased to share Scheck Hillel Community School’s Program of Studies: a summary of our school’s curriculum and course offerings that shape the educational experience for our students. Wherever the curriculum unfolds—in classrooms, on stage, in and enrich our students today with an eye on the future. Highly trained faculty create opportunity, maximize achievement and foster labs, on the field or beyond traditional walls—these planned, sequenced and aligned learning activities are designed to empower identity through individualized instruction in an inclusive, caring environment. As a result, the educational program is continually evaluated to ensure students are learning and growing intellectually, spiritually and emotionally, and are acquiring tools and skills that stimulate creativity and innovation for a modern world.

Scheck Hillel’s Program of Studies is also informed by Scheck Hillel’s mission, the statement of purpose that embodies our commitment to a rigorous curriculum and meaningful educational experience:

From early childhood through Grade 12, Scheck Hillel Community School educates and inspires students to become exemplary global citizens with enduring Jewish identity, values and a commitment to the State of Israel, through a college preparatory curriculum and meaningful co-curricular experiences guided by Orthodox teachings and set within a nurturing, diverse community.

The following pages delineate the learning journey of the Scheck Hillel student from early childhood through Grade 12.

On behalf of our entire team of faculty and staff, we encourage you to explore the Scheck Hillel experience on these pages and in person on our campus. We look forward to sharing it all with you.

Dr. Ezra Levy Vanessa Donaher Craig Carpentieri Head of School

The Scheck Hillel Experience Associate Head of School Chief Academic Officer

Committed to educating students with care and dignity, and with great appreciation for each child as a unique individual created in Hashem's image (B'tzelem Elokim), Scheck Hillel’s reputation for academic excellence comes from the robust, nurturing environment that fosters personal growth. Talented faculty and dedicated families partner to guide students to attain their maximum potential as scholars and citizens, developing wise, compassionate and purposeful Jewish leaders for a modern global society.

The curriculum teaches students morally, intellectually, spiritually and physically through rigorous study, religious and cultural experiences, arts and athletics, service learning and leadership. Every year, seniors graduate to Ivy League universities, other top-tier schools, yeshivot and Israel gap year programs.

Tradition is passed to the next generation through interactive, modern instruction and inviting community that shares values and spirit. Jewish knowledge, practice and identity are taught with full respect for the values of a diverse Jewish community.

These values are upheld beyond the classroom. Extending hands to local service projects and communities afar, Scheck Hillel world a better place. Such experiences –along with leadership, arts and athletics–empower students to discover talents within. students fulfill leadership roles on campus, at home and in the global village, reinforcing the concept of tikkun olam: making the

Scheck Hillel Community School Schoolwide Program of Studies 1 Educational Philosophy

Scheck Hillel builds our Jewish future through your child’s success by tailoring education to the individual child for a personalized, generation of creators, innovators and leaders. Scheck Hillel sets the standard for educational excellence by inspiring students to rigorous college preparatory experience. Students develop identity, nurture talent, discover passion and find purpose as our rising ask, “Who do I want to be?” before, “What do I want to do?” This shift empowers students to become reflective global citizens with enduring Jewish identity and values, ready and eager to write the next chapter through their own definitions of success, happiness Coreand fulfillment. Values

Scheck Hillel Community School Schoolwide Program of Studies 2 Juda and Maria Diener Lower School PKT-Gade 5

Scheck Hillel Community School Schoolwide Program of Studies 3 Juda and Maria Diener Lower School PKT-Grade 5

Early Childhood Education (PKT-PK4)

is on maximizing the potential of each individual child. Scheck Hillel does this through multi-sensory, multi-faceted teaching and Reflecting the schoolwide mission, the emphasis of Early Childhood Education (ECE) and the Juda and Maria Diener Lower School learning, integrating Jewish values with child-centered activities and approaches. By creating an environment that values small group instruction, teachers guide students to discover and utilize their strengths toward academic growth and exploration.

Scheck Hillel instills in each student a love of learning, a curiosity about the world, a sense of respect and responsibility toward others, and an understanding and appreciation of timeless Jewish values. Scheck Hillel respects and recognizes that all students develop at their own pace and in accordance with their own style.

Scheck Hillel believes that experiences during children’s early years provide the foundation for learning into the future. In early childhood classes (PKT-PK4), students develop socially, emotionally, intellectually and spiritually in a setting that promotes individuality and enthusiasm. Students are provided with opportunities, choices and challenges that foster feelings of competence and stimulate intellectual growth.

As an affiliate of NAEYC (National Association for the Education of Young Children), Scheck Hillel advances through research, Kindergarten-Gradeinnovation and emerging trends 5 in the early childhood field.

The Kindergarten-Grade 5 program focuses on Language Arts (reading, writing, listening, speaking), Mathematics, Science, Social Studies, Judaic Studies and Hebrew Language. Rounding out the curriculum are Media, Design/STEAM, Art, Music and Physical Ed- to create seamless understanding of central topics covered in all coursework. Additionally, teachers scaffold lessons throughout the ucation. Lessons are aligned with and informed by the State of Florida, Next Generation and Common Core educational standards entirety of the Lower School years, building content knowledge and skill in developmentally appropriate stages, and in prepara- tion for students’ next level of learning.

Scheck Hillel Community School Schoolwide Program of Studies 4 Language Arts

PKT-PK4

The Scheck Hillel Early Childhood Education program emphasizes language development. Listening skills, word recall and following directions are involved in daily developmentally-appropriate activities. Through story time, centers, or project-based learning, youngsters are constantly engaged through language and play. Patterning, predictable readers, nursery rhymes, recognition of environmental print and games of sound-letter recognition are all purposeful pre-reading activities. Students use all of their senses to explore the world around them and develop the necessary skills for appropriate pencil grip, posture, and intent for reading and writing.

Kindergarten-Grade 2

Language arts development comprises reading fluency, reading comprehension, writing, vocabulary, spelling, and grammar. Basic decoding and skills of phonemic awareness introduced in PK4 are solidified in Kindergarten, continuously becoming more sophisticated through Grade 2. Kindergarten students learn basic sight words and are taught decoding skills to encourage fluidity practice in the area of reading comprehension. Likewise, writing skills are initially taught through letter formation and inventive in reading. As reading fluency improves, teachers begin to focus on the purpose of written text by providing instruction and spelling, with the goal to gradually build skills so children can share their thoughts and ideas in well-structured sentences and simple paragraphs by the end of Grade 2.

Grades 3-5

The study of language arts in Grades 3-5 removes the focus from the skill and hones in on the content. Through developmentally appropriate instruction, students become more proficient in reading and use their comprehension skills to extract information genres, including novels, short stories and poems. Student writing begins to incorporate sophisticated vocabulary, well-prepared from written text to answer questions, formulate predictions or analyze characters and conflicts. Students explore various literary working with a writing specialist solely on this fundamental skill. essays and appropriate syntax. In preparation for Middle School, students in Grades 4-5 benefit from focused academic writing,

Scheck Hillel Community School Schoolwide Program of Studies 5 Mathematics

PKT-PK4

Every Early Childhood Education classroom is equipped with blocks and manipulatives for mathematical play. Young learners are continuously engaged in math activities as they build intricate structures in the classroom, count how many children are present each day, or line up the farm animals into different shapes. Teachers create situations where children explore shapes and sizes, patterns and weight in order to lay the foundation for math learning. Foundational skills in mathematics begin with the understanding that numerical signs symbolize value. Word problems are introduced as early as PK3.

Kindergarten-Grade 5

Students in Kindergarten work all year to develop number sense. Once students truly comprehend what a number represents, they become able to compare, measure and manipulate numerical symbols. Comprehension and memorization of basic math subtraction. To uphold the respect for individual strengths and weaknesses, math groups become homogeneous in Grade 1. facts and families are the areas of focus through Grade 2, specifically concentrating on number order, factorization, addition and Teachers begin by differentiating in the classroom, and begin to gather in separate sections by Grade 3. Math instruction at each level is implemented with the intention of building mathematical competence for all students, bolstered by the understanding that each student learns at a different rate and acquires concepts and skills only once a prerequisite skill has been mastered.

In Grades 3-5, mathematics becomes more complex. Students begin to work on multi-step problems, learn multiplication, information. Students in these older Lower School grades are expected to build upon basic mathematical skills and apply prior division and fractions. Students manipulate numbers to solve equations that involve shapes, missing variables and superfluous thinking process to explain their answers. knowledge to creatively and logically find solutions to mathematical problems. Often, children write about their mathematical Science

The world of science is the world of discovery. From the early childhood years through Grade 5, students explore, measure, electricity and earth science as part of the overall Design/STEAM (Science, Technology, Engineering, Arts, Mathematics) curriculum. weigh, observe, ponder and reflect on the world around them through disciplines including physics, chemistry, biology, nutrition, Adapting to Lower School's grade and age levels, all units of study emphasize the science processes of observing, comparing, measuring, communicating, classifying, ordering, recognizing relationships, predicting, inferring, formulating and using models, interpreting data, hypothesizing, identifying and controlling variables, and conducting experiments.

PKT-PK4

Science is infused into all early childhood instruction, from the basics like colors and counting all the way to language, sorting and predicting skills. This is accomplished by bringing Earth's natural elements into the classroom through water play, tending campus engage in the weekly parshiot (Torah portions), learn about the holidays and practice customs and traditions. For example, the gardens, nature walks and other related activities. Judaic Studies lessons allow for further scientific investigation as the children and thrive. reading of Noach calls for a petting zoo and weather discovery, and Tu B'Shevat teaches about plant life and what trees need to grow Kindergarten-Grade 5

Starting in Kindergarten, science expands into the lab designed for Lower School instruction. Hands-on learning is paired with textbook reading, discussion and classroom research. The curriculum fosters critical thinking skills and collaborative learning that lead to inquiry and problem solving. Students develop a respect for the views of others and gain an understanding of their world and themselves.

Scheck Hillel Community School Schoolwide Program of Studies 6 I Lab/STEAM

I Lab is a dedicated space for inspiration and innovation, designed to extend classroom learning in an environment that promotes collaboration and experimentation. When students visit the I Lab each week, they engage in developmentally sequenced activities focused on STEAM concepts. The I Lab is equipped with 3-D printers, a green screen and a maker wall: a storehouse of re-usable materials that students can use as building blocks to turn their ideas into prototypes.

Students in Kindergarten-Grade 2 explore and create based on topics from their academic curriculum. They first learn coding and code robots. This is part of a CAJE grant linking several area day schools with the Yerucham Science Institute in Israel. I Lab and offline, gradually moving into gaming and robotics coding. Grade 3 students embark on a space-themed mission to design, build the science laboratory work hand-in-hand to reinforce curriculum. Grade 4-5 students learn the fundamentals of computer science through a hands-on introduction to programming logic. Once they have mastered basics of coding, they move into more complex challenges through code.org and CS First. Students also learn from parent speakers who use some aspects of STEAM in their careers. Grades 4 and 5 also visit the I Lab for social studies extended learning.

The science curriculum moves beyond the classroom through STEAM offerings, such as student-led robotics and coding workshops,

Librarycampus gardens, design clubs, and day and overnight field trips.

Lower School’s Library curriculum provides students in PKT through Grade 5 opportunities for literacy enrichment. Students enjoy stories are selected in an age-appropriate manner so students can make meaningful connections to characters, setting, and plot. listening to stories of various genres and collaborate on a group activity or discussion relevant to the literature at hand. Novels and literature. The library is also available to students and teachers to borrow books for research or pleasure. School and community During this time, students are encouraged to employ critical thinking skills while they retell, predict, and analyze conflicts from members have a wide selection of books to pick from, classified by topic, genre, and reading level. Social Studies

PKT-PK4

Scheck Hillel begins to instill a sense of community in the earliest years of school. The aim of the social studies curriculum is to provide an understanding of the world and the role each individual plays in it. In early childhood, the classroom community is the organizing unit, where children come to understand themselves in developmentally appropriate stages. Sharing with others, personal safety, love of country, Zionism, Jewish customs and the study of the weekly Parshah (Torah portion) are some of the topics covered in the social studies curriculum.

Kindergarten-Grade 5

Social studies education in Kindergarten through Grade 2 begins to slowly move away from the child as the center of the world to build a sense of global citizenship. Students explore a variety of professions in their own community, consistently extending learning world, and these lessons are held in the I Lab. Social studies lessons are often intertwined with age-appropriate discussions about to finding parallels in other settings. The curriculum moves outward to lessons about maps, cities, states, countries and the greater particularly in Grade 4 when students travel to St. Augustine during their study of Florida. current events, Judaic Studies content and personal experience. Field trips are a significant component of social studies instruction,

Scheck Hillel Community School Schoolwide Program of Studies 7 Judaic Studies and Hebrew Language

PKT-PK4

Scheck Hillel’s Early Childhood Education program infuses vibrant, rich Jewish learning throughout the daily curriculum. Students experience the meaning and traditions of their heritage through Torah values (middot), blessings (brachot), Torah study (Parshat Hashavua),

Kindergartenholidays (chagim), Shabbat and prayer (Tefilah).

Judaic and General Studies teachers work hand-in-hand to integrate their subjects and further enrich learning. Learning the Alef Bet is an important focus in Kindergarten. Children are exposed to Hebrew literature and explore various themes through hands- on activities and role-playing exercises. Kabbalat Shabbat is celebrated every Friday, giving children the opportunity to practice and enjoy songs and traditions to welcome Shabbat. For chagim, children learn the meaning and customs associated with each. On a weekly basis meaningful relationship with Hashem. they also learn the basic stories, values and lessons of each Parshah. Through the practice of daily Tefilah, children begin to form a Grades 1-5

Scheck Hillel implements the Judaic Studies and Hebrew language Tal-Am curriculum, which is based on years of research on the principles of language development and learning patterns. The entire structure of the program is based on the notion that the best

In addition to studying from textbooks, students use music, games and visual aids to learn Judaic Studies and Hebrew Language and learning environment for children is one in which knowledge is acquired through a variety of activities, using each of the five senses. to develop a keen understanding of Jewish concepts and values.

Students develop their Judaic Studies and Hebrew Language literacy in a gradual spiraled process, building new ideas and con- cepts upon an expanding foundation of knowledge. The program gradually helps foster Jewish identity by encouraging children to explore their Jewish roots and traditions in a fun and exciting manner. By making the study of Hebrew and Judaism relevant to the children's everyday lives, the program enables them to develop a true appreciation of their heritage and understand the need for lifelong learning.

Parshat Hashavua (Weekly Torah Portion)

In ECE through Grade 5, Parshat Hashavua instruction provides an opportunity for students to relive the experiences of and connect with our ancestors of long ago. Through hands-on activities and practical applications of themes and stories, students receive the richness and depth of the weekly Torah portion. Students learn to summarize key ideas from the weekly Parshah. We encourage parents to ask students what they have learned in their Parshah classes so that students have a chance to showcase their knowledge and skills.

Scheck Hillel Community School Schoolwide Program of Studies 8 Shabbat and Chagim (Holidays)

Over Wine), and Havdalah (End of Sabbath) , the connection between Shabbat and creation, the inclusion of Shabbat in the Ten The program covers core areas about Shabbat including: Hadlakat Nerot (Lighting of Candles), Kabbalat Shabbat, Kiddush (Blessing Commandments, and the connection between Shabbat and the Mishkan by interacting with games and lessons through digital and traditional resources. The curriculum provides students with a rich learning experience that fosters within each of them a deep love and commitment to the beauty and majesty of Shabbat.

The Talmud relates that it is a mitzvah to study the laws of each Jewish holiday 30 days before the festival. Scheck Hillel prepares students for festivals by communicating and analyzing their meanings and observances. Informal education programs serve to solidify what is studied in the classroom, and also bring the ruach (spirit) of the holidays to campus.

Israel/Zionism

Scheck Hillel teaches Israel Throughout the Year, a curriculum for Grades 1-5 focused on the roots of Zionism and identifying the key personalities that have shaped the history of the State of Israel. Students learn in a fun and engaging way about Israeli history, geography, culture, tradition, democracy and leaders. The lessons feature diaries, simulations, time-machines, moral dilemmas and debates, all presented in attractively colored booklets. Students share the visions of Herzl, Ben-Yehuda, and Rav Kook, feel the determination of the chalutzim (pioneers), take pride in the heroism of the IDF (Israel Defense Forces), and experience the rebirth of a people in its ancient homeland.

Tefilah (Prayer)

Tefilah conveys the importance of avodah shebalev (service of the heart), through biur Tefilah (Tefilah explanations) and by example. Additionally, middot tovot (good character traits) lessons are a component of every grade level curriculum. Tefilah are safe and happy to explore their connection to Hashem. focuses on exposing students to the traditional Tefilot and songs and creates a warm and positive environment where children

Siddur, and gain a deeper understanding of why we pray. In Grades 3-5, Tefilah focuses on reading fluency and understanding the text. Students learn words, concepts and meanings from the Chumash (Bible) Grades 1-5

Students develop Jewish heritage literacy in a gradual and spiraled process, building new ideas and concepts on an expanding foundation of knowledge. The program helps foster Jewish identity as children explore their Jewish roots and traditions in a fun and exciting manner. The creative, innovative approach to instruction allows our diverse student population to discover and internalize their Jewish roots in their own unique ways.

Students explore the stories, values and concepts of Sefer Bereishit (Book of Genesis) and Sefer Shemot (Book of Exodus). They apply their knowledge of the Alef Bet to begin reading directly from their Chumashim. Instruction increasingly emphasizes methodologies and way of thinking are an essential companion to the study of Chumash. reading accuracy, fluency and proficiency. Stories from the Midrash are introduced. Students then focus on Rashi, whose unique

Scheck Hillel Community School Schoolwide Program of Studies 9 Arts

The Lower School art curriculum provides students with opportunities for expression and discovery through the Jordan Alexander Ressler Arts Program. It aims to stimulate students to experience the world of art through many types of media including drawing, painting, graphic techniques, printmaking, 3-D projects and weaving. The focus of arts classes is primarily on and topics in art history. Art is integrated across disciplines as part of Scheck Hillel’s interdisciplinary learning program. As early as the process not on the final product. Additionally, art appreciation is incorporated by familiarizing students with selected artists PK3, children explore various media in the art studio.

Always a favorite for younger students, music time includes singing, playing instruments, moving to and creating music. Children acquire musical skills and knowledge that can be developed in no other way. Through the music curriculum, an appreciation of learn about rhythm and instruments, are introduced to classical musical pieces, study composers and learn songs, both in English music as an art is instilled in each student, which can become a lifelong means of fulfillment, expression and enjoyment. Students and in Hebrew, that are integrated with other curricula. In Kindergarten-Grade 5, the dedicated music room is a space to experiment with larger, non-portable instruments.

Physical Education

Physical Education (PE) is an integral part of the learning experience in Lower School. The physical, social and emotional aspects of development are the focus of PE. Key program objectives are to instill in all students the motivation and desire to keep physically fit, to encourage a love of sports and to develop a positive, competitive spirit with focus on good sportsmanship. This healthy attitude toward physical activities. Based on research showing a link between physical activity and academic type of education encourages students to understand the importance of fitness and encourages them to develop a positive, performance, Scheck Hillel’s physical education curriculum includes physical activities that teach lessons in reading and language arts, math and logic, health and nutrition, social studies and geography, music and dance, and interpersonal cooperation and self-esteem. Studies show that children who participate in daily physical activity exhibit better attendance, a more positive attitude toward school, less disruptive behavior, higher self-esteem and greater academic performance.

Activities and skills presented during each physical education class are repeated and perfected throughout the years. Skills taught jumping and landing, kicking and punting, rhythm, throwing and catching and following directions. in the early years include balance, body and space awareness, running (chasing, fleeing), skipping, cooperative learning, swimming,

As students become older, greater emphasis is placed on following the rules of a game, taking turns, coordination, athletic skill, movement skills, body management, as well as skills and knowledge of team sports. Character development is also a vital part of PE, where students are held responsible for cooperating with others and for maintaining a positive attitude toward the outcome of a game. Competitive team sports are offered to Grades 4-5 as part of Scheck Hillel’s extracurricular program. Visit eHillel.org/afterschool for details.

Scheck Hillel Community School Schoolwide Program of Studies 10 Student Life & Leadership

Throughout the course of the school year, Scheck Hillel offers experiences that enhance the educational program, instilling school spirit and cultivating a love of Judaism and service. Budding leaders take advantage of opportunities to make a difference through am. These include coding, Cub Call (student newspaper), movie making and HALO, Helping and Leading Others. a variety of Student Life programs, including field trips, Shabbatonim, and assemblies. Clubs are available daily from 7:30 until 8:00 School Counseling & Social Emotional Learning Programs

School counselors are available for all students and work with children individually, in small groups and as full classes. Additionally, counselors run book clubs and parent education workshops to reinforce the family-school partnership.

Scheck Hillel focuses on the health and safety of students from the moment they step onto campus. Early Childhood Education offers a nurturing atmosphere that puts each individual child at the center of learning. Here, youngsters grow from babies into independent learners.

Swimming in PK3-PK4 promotes safety while developing gross motor and strength in the core of the body, ultimately affecting concentration and physical needs for future learning. Middot are taught through a curriculum that utilizes puppets and story lines to teach good citizenship and Jewish values. Beginning in PK4 and all the way through Grade 5, students participate in a character building program that includes daily mindfulness lessons through Capturing Kids Hearts. Both of these programs teach about being upstanders in the community and instill a sense of commitment to tikkun olam (repairing the world).

As students get older, they become leaders in the school community. Students in Grades 1-5 must complete community service hours on campus, giving back to the school that gives them so much. Additionally, these students run various fundraisers through Student Government for Scheck Hillel’s Kulanu Scholarship Fund, and other community and global causes. Students in these grades on the school campus. may also join after-school clubs and programs of their choice, ultimately finding areas through which to shine and build confidence

Scheck Hillel Community School Schoolwide Program of Studies 11 Special Services

Talmid

framework of professional tutoring from Scheck Hillel teachers beyond the regular school day. This after-school program is for Talmid, the Hebrew word for student, is an extension of the school day that offers students the benefits of a flexible yet structured

Learningstudents who Center simply want to reach a higher level of proficiency and for those with academic difficulties.

The Learning Center is designed to provide support in the areas of math, reading and related learning skills. The provided both inside and outside of the classroom, depending on individual student needs. Individual students receive help from primary goal is to offer students strategies toward becoming more effective, independent and efficient learners. Services may be the Learning Center upon completion of a psycho-educational evaluation conducted by a licensed psychologist. In addition, Learning Center staff collaborate with classroom teachers to help incorporate these strategies into their learning plans.

Nativ

independent and successful learners, able to maximize their achievement, create opportunity and foster identity in an inclusive Through Nativ (Hebrew for path), Scheck Hillel educates students with language-based learning differences so they become auditory processing and math disorders, require the clinical structure of small-group instruction and multi-sensory learning community. Nativ serves students in Grades 1-5 whose language-based learning disabilities, including dyslexia, writing difficulties, approaches. Educators view each student as a unique individual and strive to create learning plans to guide every child on a path toward academic independence and confidence. A candidate for Nativ is bright and excels in many areas, but finds reading and involved in extracurricular activities like school government, community service, athletics and the arts. written language challenging. The child can thrive in a language-based program that targets areas of need. A Nativ student is often

Admission to Nativ is based on a current comprehensive neuro-psychological evaluation. ESOL

Scheck Hillel offers assistance in English language learning to those students whose primary language is not English. ESOL

(English for Speakers of Other Languages) classes are small groups taught by teachers certified in ESOL education. These teachers the classroom and on academic tests. This service is essential for students who are transitioning to learning in English. support immersion language learning through instruction that targets the academic language that students find in textbooks, in

Scheck Hillel Community School Schoolwide Program of Studies 12 Ben Lipson Upper School Samuel and Henrietta Scheck Middle School, Grades 6-8 High School, Grades 9-12

Scheck Hillel Community School Schoolwide Program of Studies 13 Ben Lipson Upper School

Grades 6-8

Samuel and Henrietta Scheck Middle School is dedicated to providing students with an active, engaging environment in which they are encouraged and challenged to think independently and become lifelong learners. Scheck Hillel prioritizes critical, independent, creative thought and expression in the classroom and conveys high expectations for students. Middle School is designed to help students develop the knowledge, understanding, attitudes and skills necessary to participate actively and responsibly in today's advancing world.

Grades 9-11

Grades 9-11 in our Ben Lipson Upper School comprise a particularly critical phase of personal and intellectual development and requires a program that helps students participate actively and responsibly in a changing and increasingly interrelated world. Continuing to learn how to learn and to evaluate information critically, is as important as learning facts. The college-preparatory curriculum includes the following subject groups: English language arts, Design/STEM, social studies, mathematics, science, Judaic Studies, Hebrew language, design, visual and performing arts, physical education, and other enrichment courses.

Overall, the high school years are designed to transition students into college and society. The program helps students develop skills and identity necessary for competitive global citizenship. These are some of the competencies: • Innovation • Critical thinking and problem solving • Communication and collaboration • Information, media and technology • Life and career • Leadership and responsibility • Global awareness • Commitment to scholarship • Tikkun olam and sense of empowerment to make a contribution • Jewish identity and sense of what it means to be Jewish in the larger world

Scheck Hillel Community School Schoolwide Program of Studies 14 Grade 12 Overview: Capstone Senior Seminar

In Grade 12, students continue to pursue the mandatory requirements toward a Scheck Hillel diploma with opportunities for elective coursework in both General and Judaic Studies. The Capstone Senior Seminar introduces students to seminar-style learning in Language Arts and Judaic Studies.

Each student meets daily with core Capstone faculty and engages in a series of 2-3 week units addressing Essential question, albeit in different ways. Unit questions include, but are not limited to: Questions – definitional topics that transcend academic areas – through multiple academic lenses. Each seminar addresses the same

• What does it mean to make a good decision? • How can we overcome our fears? • Where do I belong? • What does it mean to “know” something, and how do we know what we know? • What is power? • What effect does technology have on identity?

Class-based activity focuses on a seminar-style approach (using discussion, textual analysis, experiential activity and skills acquisition) to exploring the unit’s Essential Questions, and on mastering the literacy tools essential to furthering their investigations. This modality mimics the approach utilized in college seminars.

Florida International University (FIU) Dual Enrollment

Through a high school articulation agreement with FIU, Dual Enrollment provides an opportunity for Scheck Hillel students to earn high school and college credits simultaneously. In order to be eligible for participation in Dual Enrollment, a Scheck Hillel student must have:

• Completed freshman year • Achieved a 3.0 unweighted grade point average or higher (unless otherwise authorized by an administrator) • • Received approval of the Upper School principal or designee Satisfied all course prerequisites determined by FIU • Achieved a minimum score on the SAT/ACT or successfully passed the PERT exam (See Director of High School or designee for more information.) • Maintained grade of A or B in course to continue participating in the dual enrollment option.

All application forms (including Authorization and Proof of Measles Immunization) must be submitted by the registration deadline, which is announced each semester.

Scheck Hillel Community School Schoolwide Program of Studies 15 Graduation Requirements

A minimum of 31.5 academic credits and 100 hours of community service are required for graduation. All Scheck Hillel students are required to take the following core courses:

Subject Credits Specific Requirements English 4 Math 4 Science 4 Social Studies 4 Judaic Studies 7 Hebrew Language 3

Technology .5 Tefilah (Prayer) 2 .5 credit per year Fine/Performing Arts 1 Personal Fitness/Health 1 Fitness .5, Health .5 Electives 1

Total 31.5 credits

Grade Point Average (GPA) Requirements

A diploma is awarded when a student has earned at least 31.5 credits for graduation and has a minimum cumulative unweighted a student graduating after June 1999 must have a cumulative unweighted GPA of 2.0. GPA of 2.0. A certificate of attendance is issued to a student holding less than a 2.0 unweighted GPA. In accordance with Florida law,

Grade Point Averages are computed annually both for the year and cumulative to date. While Scheck Hillel does not rank graduating students, it uses the weighted GPA to determine the Valedictorian (highest weighted GPA) and the Salutatorian (second-highest weighted GPA). To be eligible for these honors, a student must have attended Scheck Hillel for four school years, Grades 9-12. Only courses taken at Scheck Hillel are included in the computation for Valedictorian and Salutatorian.

Scheck Hillel Community School Schoolwide Program of Studies 16 Tefilah (Prayer)

and Amidah/Shmoneh Esreh (18 Benedictions) daily. As prescribed by Jewish law and tradition, all Tefilah groups, on a daily basis, are required to recite the minimum of Kriat Shema

A letter grade is assigned to Tefilah per quarter on the basis of a clear and predictable rubric that is reviewed with students at the outset of each Tefilah group. The rubric is based on attendance, preparation (Siddur and Tefillin), participation and behavior. The letter grade is calculated as part of each student’s overall GPA and goes toward the Tefilah credit requirement for graduation.

Upper School (Grades 6-12) offers a number of girls' and boys' Tefilah groups as well as a Sephardic & Ashkenaz Minyanim. All students are expected to bring a Siddur. Young men are required to lay Tefillin during Tefilah. Per Scheck Hillel’s dress code, and 51 (High School). all men must wear a kippah. Students choose their Tefilah group per semester. The options are listed on pages 45 (Middle School)

Community Service

In order to graduate from Scheck Hillel and be eligible for statewide merit scholarships, students must complete a combined total of 100 community service hours during High School. It is expected that the following number of community service hours be completed by students each year so that they satisfy this requirement:

Grade 6 students: 12 hours Grade 9 students: 20 hours Grade 7 students: 16 hours Grade 10 students: 20 hours Grade 8 students: 20 hours Grade 11 students: 30 hours (4 of these hours must be completed on campus) Grade 12 students: 30 hours

Members of the National Honor Society must complete an additional 25 hours for each year they are in the Society.

Scheck Hillel Community School Schoolwide Program of Studies 17 School Counseling

School counselors provide counseling in course selection and monitor the academic progress and emotional well-being of students. They focus on the individual student’s success academically, socially and emotionally. Whenever a student’s need arises – and often before an urgent need becomes apparent – the school counselor is onsite to discuss how to improve classroom performance, enhance self-esteem, relate better to others, handle peer pressure, mourn loss through death or divorce, handle stress, deal with bullying, develop time management skills and assist students in making healthy choices. Workshops with school counselors strengthen the family-school partnership.

School counselors are prepared to:

• Provide a positive, supportive environment in which students can discuss personal, social and academic concerns • Meet with individual students and/or families regarding academic progress • Work with the Learning Center to advise parents about out-of-school testing/clinical services • • Make course placement and schedule changes, in accordance with teacher recommendations and graduation requirements Notify appropriate staff and faculty of family crises • Organize and administer the school’s standardized testing program (PSAT, ACT, SAT) • Arrange testing accommodations for students with appropriate documentation • • Write summer-school program recommendations Conduct staffing of parents, teachers and Learning Center staff to address a student’s needs College Counseling

Scheck Hillel’s individualized College Counseling Program begins in Grade 8 and spirals with intensity through Grade 12. Scheck Hillel understands that students and families approach the college application process with diverse needs and styles and therefore highly values and practices a student-centered philosophy in this crucial transition. Counselors provide current information regarding the college admissions process and encourage open communication along with an open door policy for interests and abilities. students and parents. Scheck Hillel is strongly committed to helping students find the school that best matches their needs, Grade 8

and the Upper School course requirements for graduation. Families participate in their first meeting with the college counselor, who provides an overview of key college readiness milestones Grade 9

In conjunction with the School Counseling department, college counselors help each and every student develop a four-year Upper School plan that meets individual needs and interests. College counselors meet with students and parents during fall

Gradeconferences 10 to provide an overview of the college admissions scene, highlighting specific tasks and timelines for freshmen.

During the first semester, sophomores receive PSAT preparation in the form of a semester-long graded course. They then take the students meet with college counselors during spring conferences to get a more detailed overview of college application PSAT/NMSQT test and continue to explore their strengths, weaknesses and career options. In the second semester, parents and procedures, as well as information about advanced program options available as students make their course selection for the junior year.

Scheck Hillel Community School Schoolwide Program of Studies 18 Grade 11

All students in Grade 11 receive PSAT/SAT preparation in the form of a fall semester College Readiness graded course and take the PSAT/NMSQT in the first semester of the year. Results of this test count toward the prestigious National Merit® Scholarship Commended Students, carrying the tradition into 2018. competition. Scheck Hillel is honored to have graduated a significant roster of National Merit Scholars, Finalists, Semifinalists and Every year, approximately 50 college and Israel program representatives visit Scheck Hillel’s campus to recruit students. Students in Grades 11-12 are encouraged to meet with them and obtain first-hand information and literature about requirements, college students and their parents to attend the Consortium’s October College Fair, Miami’s only private event of its kind. life, financial aid and much more. As a member of the Miami Private School Consortium, Scheck Hillel strongly encourages Grade 11

In the second semester, Scheck Hillel College Counselors work with students in the classroom for the entire semester in the College Readiness course, reviewing the details and language of the college admissions process: the college search, application process, essay, resume and teacher recommendations. Parents and family members are invited to an evening program at the start of the semester to learn about the application process and to receive their individual counselor assignment.

Grade 12

Scheck Hillel offers several evenings for seniors and parents to round out a comprehensive five-year program. The Nuts & Bolts of Applying to College is held early in the first semester. This night for seniors and parents focuses on the concrete tasks of the final stage of the college application process. Financial Planning for College, a seminar also offered in the first semester for seniors and their parents, focuses on all issues relevant to financial aid. This intensive phase of the college application process at Scheck Hillel is characterized by much one-on-one work. Ongoing and embark on the application process. Social Studies teachers may also assist students with revision of their college essays. individual meetings with college counselors are intensified as students finalize their research, consolidate their list of colleges, Counselors write an individualized letter of reference for each student whom they counsel.

Israel Gap Year Guidance Program

Universities throughout the country encourage gap year programs because they offer experiences that lead toward more well-balanced, well-rounded college students. Scheck Hillel encourages students to participate in a one-year Israel program before starting college. The maturation process during a gap year typically leads to greater success when students ultimately transition to college.

Spending a year in Israel immediately after high school graduation strengthens young alumni’s connection to the State of Israel and helps solidify their pride and identity as Jews and Zionists. A gap year experience in an Israeli college program, yeshiva, seminary, or serving in the IDF is a once-in-a lifetime opportunity.

Israel Gap Year Guidance at Scheck Hillel begins in Grade 9 and continues through Grade 12. The team presents regularly at Scheck Hillel college counseling events and hosts representatives from many college programs, yeshivot and seminaries throughout the school year. As a best practice, Scheck Hillel has developed a 20-point priority survey to assist in determining a student’s goals and aspirations throughout a multiyear partnership with each student and his/her parents. This survey helps the

ScheckIsrael Gap Hillel’s Year guidanceGuidance team findworks the one-on-one right fit for witheach studentsstudent. and parents to identify schools or programs that best meet the desired intellectual, spiritual and emotional objectives of each individual family and assists in the application process along every and plan customized to each individual student. step of the way. Importantly, the Israel guidance team partners with the school’s college counseling team to ensure a unified vision Scheck Hillel Community School Schoolwide Program of Studies 19 Grade 6-12 Course Descriptions

Scheck Hillel Community School Schoolwide Program of Studies 20 Grade 6-12 Course Descriptions

Course Designations/Levels:

Please note the following definitions for course descriptions: No Designation: College Preparatory: Courses that help students meet the stringent scholastic requirements for entry into college Courses that fulfill school graduation requirements Honors: Courses that are more academically challenging and taught at a faster pace with deeper exploration of concepts Advanced Placement (AP): Courses that are taught at the college level and culminate in a national exam to determine college credit Advanced: Honors (Grades 6-8) Intensive: level of learning (Grades 6-8) Courses designed to accelerate students’ academic skills in specific areas needed for success in their current and next English/Language Arts

Scheck Hillel’s English/Language Arts program teaches knowledge of language, the development of its use as a basic means of communication and an appreciation of its artistry as expressed in literature. Scheck Hillel strives to provide rich environments in which students become effective users of language, information and ideas. Course offerings include World Literature, American Literature, British Literature and electives. All students, at all levels, are provided experiences with good literature, including multicultural selections of traditional classic and modern works in a variety of genres. Reading and writing are linked to one another, as well as to other elements of the English/Language Arts program: thinking, listening, speaking and viewing. Faculty prepare students to achieve success in a rigorous curriculum and on standardized tests. Students read and analyze a wide variety of texts and write essays of varying lengths that incorporate all facets of the writing process. Group work, oral presentations, research papers and thinking activities are common elements of the program.

English 6 Honors:

Over the course of Grade 6, students are challenged to build up their reading and writing skills and abilities in a supportive, collaborative classroom community. Starting with personal narrative writing and progressing to essays, students have the opportunity to develop as reflective, thoughtful writers. The course includes whole class novel units, various genres in the learning through critical thinking, meaningful dialogue, various student-to-student exchanges and literary responses. Beginning anthology, as well as other literature and nonfiction readings. Exposure to a variety of genres thrusts the class into powerful with the personal and advancing toward more analytical conceptions of reading, students embrace the various aspects of intellectual analysis. Lessons in vocabulary and grammar complete the language arts curriculum. The honors level class engages more challenging texts, pushing students to stretch their intellectual limits, and the highest standards and expectations of student writing.

English 6:

Over the course of Grade 6, students are challenged to build up their reading and writing skills and abilities in a supportive, collaborative classroom community. Starting with personal narrative writing and progressing to essays, students have the opportunity to develop as reflective, thoughtful writers. The course includes whole class novel units, various genres in the learning through critical thinking, meaningful dialogue, various student-to-student exchanges, and literary responses. Beginning anthology, as well as other literature and nonfiction readings. Exposure to a variety of genres thrusts the class into powerful with the personal and advancing toward more analytical conceptions of reading, students embrace the various aspects of intellectual analysis. Lessons in vocabulary and grammar complete the language arts curriculum.

Scheck Hillel Community School Schoolwide Program of Studies 21 English 6 Intensive:

Grade 6 students with identified reading and writing areas for improvement take an additional English class that is tailored to their specific literacy needs. Individual instruction is based on data-informed decisions to enhance areas of reading and writing. in a writer’s workshop style which includes conferencing and developing self-awareness of strengths and areas to improve Reading instruction focuses on comprehension skills with some work on word attack and fluency skills. Writing skills are taught followed by direct instruction and practice of these areas. This involves looking at work already completed and revising it in order to build writing skills in a meaningful, deliberate manner. Ultimately, the goal of the course is to further develop independence,

Englishself-awareness, 7 Honors: confidence and abilities in reading and writing.

In Grade 7, students continue to develop their skills in reading, writing and thinking as they explore the elements of literature

Students focus on the steps of the writing process in order to develop more advanced writing skills. Through sustained work with through interactions with various literary styles and genres that include short stories, novels, poetry, drama and nonfiction. the writing process, students acquire and reinforce writing conventions and grammatical usage. A year-long portfolio tracks their progress in reading and writing. Lessons in vocabulary and grammar round out the language arts curriculum. The honors level class engages more challenging texts, pushing students to stretch their intellectual limits, and maintains even higher standards and expectations of student writing.

English 7:

In Grade 7, students continue to develop their skills in reading, writing and thinking as they explore the elements of literature

Students focus on the steps of the writing process in order to develop more advanced writing skills. Through sustained work with through interactions with various literary styles and genres that include short stories, novels, poetry, drama and nonfiction. the writing process, students acquire and reinforce writing conventions and grammatical usage. A year-long portfolio tracks their progress in reading and writing. Lessons in vocabulary and grammar round out the language arts curriculum.

English 7 Intensive:

Grade 7 students with identified reading and writing areas for improvement take an additional English class that is tailored to their specific literacy needs. Individual instruction is based on data-informed decisions to enhance areas of reading and writing. in a writer’s workshop style which includes conferencing and developing self-awareness of strengths and areas to improve Reading instruction focuses on comprehension skills with some work on word attack and fluency skills. Writing skills are taught followed by direct instruction and practice of these areas. This involves looking at work already completed and revising it in order to build writing skills in a meaningful, deliberate manner. Ultimately, the goal of the course is to further develop independence,

Englishself-awareness, 8 Honors: confidence and abilities in reading and writing.

The Grade 8 English Honors course integrates themes in literature with real-life experiences and the students’ personal lives. The essays with emphasis on thesis statements, evidentiary support, introductory and concluding paragraph development, and curriculum continues the development of skills learned in earlier years. Students analyze literature in depth, write five-paragraph strengthened editing and revising skills. They also continue responding to literature, writing various types of poetry and creative writing, with a focus on vocabulary development and continuous application of grammar and mechanical skills within their writing. The curriculum is interdisciplinary with the Grade 8 humanities themes, and is designed to introduce many aspects of classic and contemporary literature and relate them to current issues and students’ roles as citizens of the world and as Jews. The honors level class engages more challenging texts, pushing students to stretch their intellectual limits, and maintains even higher standards and expectations of student writing.

Scheck Hillel Community School Schoolwide Program of Studies 22 English 8:

The Grade 8 English course integrates themes in literature with real-life experiences and the students’ personal lives. The essays with emphasis on thesis statements, evidentiary support, introductory and concluding paragraph development, curriculum continues the development of skills learned in earlier years. Students analyze literature in depth, write five-paragraph and strengthened editing and revising skills. They also continue responding to literature, writing various types of poetry and creative writing, with a focus on vocabulary development and continuous application of grammar and mechanical skills within their writing. The curriculum is interdisciplinary with the Grade 8 humanities themes, and is designed to introduce many aspects of classic and contemporary literature and relate them to current issues and students’ roles as citizens of the world and as Jews.

English 9 Honors:

The Grade 9 honors English class focuses on creating increasingly sophisticated readers and writers. Students improve their comprehension and interpretation of literature from multiple genres, as they are introduced to world literature by a variety of authors from diverse cultural backgrounds. Building on writing skills learned in Middle School, students learn to take their writing to the next level through careful planning and application of the writing process and by studying various styles of writing. Lessons in vocabulary and grammar, focusing on both writing and speech, round out the language arts curriculum.

English 9 College Prep:

The Grade 9 English course introduces students to high school level reading and writing. Through units of study surrounding overarching thematic questions, students use a variety of texts as a basis for developing and communicating their own ideas. The students a glimpse into a variety of global cultures and societies. Building on writing skills learned in Middle School, students curriculum focuses on multiple genres of world literature, including novels, short stories, poetry, and nonfiction, allowing learn to take their writing to the next level through careful planning and application of the writing process and by studying various styles of writing. Lessons in vocabulary and grammar, focusing on both writing and speech, round out the language arts curriculum.

English 9 Writing for College Readiness:

This course is designed to help all Grade 9 students learn and strengthen their skills in writing for various audiences and on a variety of topics. With a focus on mastering the stages of the writing process, including planning, drafting, peer review and revising, students learn and practice their written expression. The course is organized in multi-week modules based on different forms of writing, and students leave the one semester course with an original and professional portfolio of their own written work.

English 10 Honors:

Grade 10 honors English consists of multiple units that focus on American Literature throughout history. Students use a variety of texts from different genres (including myths, novels, speeches, plays and short stories) and historical eras as a basis for developing their own ideas and reactions to each unit. Through the study of American literature, students grow and gain a greater understanding of the world around them through reading, writing, listening and speaking. Students continue to work on advancing their writing skills, creating more lengthy and sophisticated writing through reliance on and expansion of the writing process. The honors level class engages more challenging texts, pushing students to stretch their intellectual limits, and maintains even higher standards and expectations of student writing. Lessons in vocabulary and grammar, focusing on both writing and speech, round out the language arts curriculum.

Scheck Hillel Community School Schoolwide Program of Studies 23 English 10 College Prep:

Grade 10 English consists of multiple units that focus on American literature throughout history. Students use a variety of texts from different genres (including myths, novels, speeches, plays and short stories) and historical eras as a basis for developing their own ideas and reactions to each unit. Through the study of American literature, students grow and gain a greater understanding of the world around them through reading, writing, listening and speaking. Students continue to work on advancing their writing skills, creating more lengthy and sophisticated writing through reliance on and expansion of the writing process. Lessons in vocabulary and grammar, focusing on both writing and speech, round out the language arts curriculum.

English 11 Honors:

political, historical, and cultural context, with a special emphasis on textual nuances. Students continue to explore and develop Grade 11 English Honors is a comprehensive survey that explores centuries of British writing, focusing on the specific work in its language arts skills such as reading, writing, vocabulary building, speaking, listening/viewing and incorporating grammar skills that are essential for success on the college level in disciplines of English and general academia. Units are based on historical eras in the history of Great Britain and the British Empire, and introduce students to the mainstays of classical English literature. analytical tools to increasingly complex texts. Students utilize and continue to expand their skills related to the writing process as Students encounter a variety of genres, including poetry, mythology, novels, short stories and nonfiction, and learn to apply they work to improve organization, clarity and panache in their written work.

English 11 College Prep:

Grade 11 English focuses on British literature, as students continue to explore and develop language arts skills such as reading, writing, vocabulary building, speaking, listening/viewing and incorporating basic grammar skills that are essential for success on the college level in disciplines of English and general academia. Units are based on historical eras in the history of Great Britain and the British Empire, and introduce students to the mainstays of classical English literature. Students encounter a variety of complex texts. Students utilize and continue to expand their skills related to the writing process, as they work to improve genres, including poetry, mythology, novels, short stories and nonfiction, and learn to apply analytical tools to increasingly organization, clarity and panache in their written work.

Journalism: This course introduces students to the production of a digital newspaper. Students will explore the responsibilities of the media and develop composition and grammatical skills through journalistic writing in areas such as news, features, editorials, and sports. Students work with professionals in Scheck Hillel’s Advancement Team to cover and publicize important school-related events, with the best student work being published in the "The Roar Post," Scheck Hillel's student-led media platform, and on ehillel.org.

AP English Language & Composition:

AP English Language & Composition is a college level course in which students read a range of nonfiction works through the centuries. description, and students are expected to read critically, think analytically, listen with intent and communicate clearly in This class is organized according to the requirements and guidelines of the current AP English Language & Composition course writing/speaking at a highly advanced and fast-paced level. The reading selections include diaries, journals, essays, political speeches, memoirs, biographies, autobiographies, literary criticism and visual information. Students read and annotate numerous and wide-ranging works in a variety of genres and from a variety of time periods. The works selected are replete with modes of course. rhetoric and meaning at superficial and deep levels. Elements of composition, grammar and usage are essential elements of the

Scheck Hillel Community School Schoolwide Program of Studies 24 AP Literature & Composition:

including close reading of selected texts. Students deepen their understanding of the ways writers use language to provide both AP English Literature & Composition engages students in the careful reading and critical analysis of imaginative literature, meaning and pleasure for their readers. This class is organized according to the requirements and guidelines of the current AP English Literature course description, and students are expected to read critically, think analytically, listen with intent and communicate clearly, in writing as well as speech at a highly advanced and fast-paced level. Students consider structure, style and theme, along with other minor literary concepts. Students read widely, deeply, searching content for metaphor, allusion, genres and from a variety of time periods in English Literature. The works selected are cultural icons of British and American symbolism, figurative language, imagery and tone. Students read and annotate numerous and wide ranging works in a variety of literature, with deep understanding derived from multiple close readings. This is a course that analyzes how an author makes meaning; it deals in elements of style analysis in the novel, drama and poetry.

Capstone Senior Seminar:

pursuit of essential questions: The final step in a Scheck Hillel education, the Capstone course seeks to integrate previously acquired knowledge and skills in -Who are you and who do you want to be? -How can you make good decisions that will set you up for success? -How should you share your message with the world in a way that will help make a difference?

Multi-disciplinary units integrate literature, history, science, and psychology. Capstone Senior Seminar includes the option of taking an Honors Seminar for students who have met prerequisites from previous coursework.

Scheck Hillel Community School Schoolwide Program of Studies 25 Mathematics

The Scheck Hillel Mathematics Department offers a wide variety of courses. The core comprises Algebra 1, Geometry, and Algebra 2. Electives at the college level include Calculus and Statistics. In every course, the curriculum is aligned with Sunshine State and classes, teachers encourage students to solve problems using analysis, prior knowledge and synthesis. Students learn that there National Council of Teachers Mathematics standards. Application and integration of knowledge is stressed on all levels. In math are often many solutions to a problem and how to pursue their personal solution of the problem rather than learn set algorithms. The curriculum stresses the process for laying out a solution in a clear, logical way, which explains the need for the language of mathematics and why students are required to learn relevant words, symbols and formulas. While all class levels cover the same basis throughout the school day to support classroom learning. topics, they differ in depth of coverage and difficulty of problems. A math learning lab is available for all students on a drop-in Math 6 Advanced:

algebra and geometry. Building number sense is emphasized through their understanding of integers, decimals, fractions, ratio and This rigorous first year of a two-year course is designed to challenge students daily as they make the transition from arithmetic to proportion, measurement, and functional relationships. Students become familiar with the language of algebra and begin solving equations, inequalities, and developing rules to describe patterns. They will represent and analyze mathematical situations and structures using algebraic symbols. Two-dimensional geometry and measurement are also explored in depth with a continual link to algebra. Problem solving is interwoven throughout the curriculum to provide students opportunities to develop strong through various projects and activities. mathematical reasoning abilities. Additionally, students work on their proficiency with estimation, mental math, and calculator use Math 6:

The Grade 6 mathematics program is designed for students entering middle school. The purpose of this course is to produce placed on developing mastery of computation skills involving whole number, fractions, and decimals. Students will develop their mathematical thinkers and problem-solvers that have confidence in their abilities for using math in the real world. Emphasis is mathematical knowledge and skills in the four math strands including ratios and proportional relationships, our number system, geometry, and statistics and probability. Problem solving is interwoven throughout the curriculum to provide students opportunities to develop strong mathematical reasoning abilities.

Math 6 Intensive:

success in their future math courses. Students will work independently, with teacher assistance, on an individualized curriculum This course is designed to improve students’ skills to help develop proficiency in mathematics and set students up for greater to improve skills which require remediation. The focus of instruction will be tailored to the students’ needs based on topic pre- assessments. This course is taken in addition to their regular Math 6 class. Khan Academy will be used to provide additional practice and reinforcement of these skills. Additionally, the students’ skills will be reviewed on an as needed basis in conjunction with the Math 6 instructor.

Math 7 Advanced:

Math 7 Advanced is the second year of a two-year course designed to challenge students daily as they prepare for their future courses in Algebra and Geometry. Emphasis will be placed on further developing the students’ pre-algebra skills in solving multi- step equations and inequalities, exponents and radicals, data analysis and probability, representing and interpreting linear functions, writing and graphing linear equations and inequalities, understanding geometric shapes in two and three dimensions and being able to apply geometric formulas to calculate area and perimeter. Problem solving is interwoven throughout the curriculum to provide students opportunities to develop strong mathematical reasoning abilities in real-world situations.

Scheck Hillel Community School Schoolwide Program of Studies 26 Math 7:

This one-year course is a combination of the reinforcement of basic arithmetic skills and the development of algebraic thinking and problem solving. Students will work both independently and cooperatively on developing arithmetic skills with decimals, a wide variety of applications via geometry, probability and statistics. Students will further develop problem-solving skills and using fractions, integers, exponents (including scientific notation) and using these skills in working with percentages and proportions in mental math and estimation skills when appropriate. Students will then begin the development of algebraic thinking with variables in formulas by investigating and describing patterns and by using the coordinate plane to quantify relationships and geometric objects. Applications to “real world” situations are always employed.

Math 7 Intensive:

success in their future math courses. Students will work independently, with teacher assistance, on an individualized curricula This course is designed to improve students’ skills to help develop proficiency in mathematics and set students up for greater to improve skills which require remediation. The focus of instruction will be tailored to the students’ needs based on topic pre- assessments. This course is taken in addition to their regular Math 7 class. Khan Academy will be used to provide additional practice and reinforcement of these skills. Additionally, the students’ skills will be reviewed on an as needed basis in conjunction with the Math 7 instructor.

Pre-Algebra 8:

This course transitions students from working primarily with arithmetic concepts and skills to working with algebraic concepts and skills. Students continue to develop and use the vocabulary and symbols of Algebra through the study of patterns, formulas and equations. Students continue to strengthen their computational skills with integers and develop proficiency with positive and means to express algebraic patterns. Students then develop the means to write, evaluate and solve equations involving whole negative exponents, square roots, absolute value, and scientific notation. Students learn to use visual, numeric, graphic, and symbolic numbers, integers, and rational numbers. Data collection, statistics and geometric patterns are used extensively as applications.

Algebra 1 Honors:

This course is designed to provide students with an in-depth level of instruction. The course guides students in the development of critical thinking skills and algebraic problem-solving skills, which provide for the foundation for real-world problem solving. Modeling and problem solving are at the core of the curriculum. Mathematical modeling consists of recognizing and modeling structures, formulating a problem in mathematical terms, using mathematical strategies to reach a solution, and interpreting the solution in the context of the original problem.

Algebra 1 College Prep:

Algebra is designed to give students the requisite skills that provide a foundation for all future mathematics courses. Students will explore writing and solving linear equations, powers and exponents, quadratic equations, polynomials and factoring, graphing and solving linear inequalities, functions, and applications with basic geometry. An emphasis will be placed on critical thinking and the applications of core skills to promote independent problem solving.

Geometry Honors:

Geometry is the mathematical study of shapes, their properties, and their relationships. Emphasis is placed on student discovery and exploration and on formulating and defending conjectures. Geometry includes an in-depth study of reasoning, polygons, congruence, similarity, right triangles, circles, area, volume, and transformations. They will also develop an appreciation for the connections between geometry and other disciplines such as art and architecture. The Honors course goes into greater depth of geometric reasoning and proofs as well as more challenging applications in real-world situations.

Scheck Hillel Community School Schoolwide Program of Studies 27 Geometry College Prep:

Geometry is the mathematical study of shapes, their properties, and their relationships. Emphasis is placed on student discovery, exploration and the formulation and defense of conjectures. Geometry includes an in-depth study of reasoning, polygons, congruence, similarity, right triangles, circles, area, volume, and transformations. Students will be introduced to geometric proofs and the logical thinking required to solve them. They will also develop an appreciation for the connections between geometry and other disciplines such as art and architecture, and applying the concepts of geometry to solving real-world problems.

Algebra 2 Honors:

Algebra 2 Honors is a continuation of Algebra 1 and is designed as a preparatory class for Pre-Calculus Honors. Students will study higher algebraic manipulations and function analysis. Topics will be explored through different lenses: verbal, analytical, numerical, and graphical. Emphasis will be placed on practical applications and the modeling of real-world situations. Algebra 2 Honors includes their graphs, parent functions, quadratic functions, and rational functions. Appropriate technology, including a graphing calculator, but is not limited to algebraic manipulations of Exponents and Radicals, Interval Notation, and Functions including, but not limited to, will be used to enhance students’ understanding through both instruction as well as assessment of these mathematical concepts.

Algebra 2 College Prep:

This course refreshes, continues, and extends the study of Algebra, providing the foundation for applying these skills and functions, graphs, linear and quadratic equations and systems, complex numbers, polynomial and rational to advanced mathematics and scientific fields. Topics include structure and properties of the real numbers, relations expressions and equations, polynomial functions, rational and irrational exponents, and logarithmic functions. Studying Algebra 2 content develops learning strategies, critical thinking skills, and techniques to solve real world problems.

Statistics Honors:

This course presents basic statistical concepts and methods at an advanced level. The primary goals of the course are to some of the basic techniques of data analysis. Additionally, students will be able to apply their knowledge of statistics enable the students to develop a firm understanding of the fundamental ideas behind statistical reasoning and to learn and probability to design experiments, collect and analyze data, and reach appropriate inferences and conclusions.

Pre-Calculus Honors:

Honors Pre-Calculus is a course designed to prepare students for AP Calculus. Students will master higher algebraic manipulations, function analysis, and trigonometry. Every topic will be interpreted verbally, numerically, analytically, and graphically, and then analyzed via these lenses with increasing layers of depth and rigor. Students will apply conceptual understanding of problems and use their mathematical reasoning to solve real-world problems. The course is designed to prepare students for AP Calculus.

Pre-Calculus College Prep:

Pre-calculus combines the trigonometric, geometric, and algebraic techniques needed to prepare students for the study of Honors Calculus. Students will master higher algebraic manipulations, function analysis, and trigonometry. Every topic will be interpreted verbally, numerically, analytically, and graphically. Students will learn how to look at everything through these four perspectives, and then analyzing the relationships between them. Students will apply conceptual understanding of problems and use their mathematical reasoning to solve real-world problems in the real world.

Scheck Hillel Community School Schoolwide Program of Studies 28 AP Calculus AB:

The AP Calculus course is designed to prepare students to pass the AP Calculus AB exam, as well as deepen their understanding of Calculus. Building on earlier course work, students will represent the same concepts with words, equations, numbers, and graphs. a thorough understanding of the reasons why the aforementioned processes work, and the logical foundation behind all the formulae After successfully completing this course, the student will be proficient in the processes and calculations that calculus requires, have they use, develop an intuitive ability to recognize when certain procedures and concepts apply, and respond logically to non-standard with the use of TI-nSpire CAS CX. The students will be expected to use the graphing calculator to not only produce answers, but to questions by adapting previous knowledge based on their deeper understandings. Students will also be technologically proficient explore, extend, and discover mathematics as well.

AP Calculus BC:

The AP Calculus BC course is designed to prepare students to pass the AP Calculus BC exam, as well as deepen their understanding of Calculus. Building on earlier course work, students will represent new concepts with words, equations, numbers, and graphs. After thorough understanding of the reasons why the aforementioned processes work, and the logical foundation behind all the formulae successfully completing this course, the student will be proficient in the processes and calculations that calculus requires, have a they use, develop an intuitive ability to recognize when certain procedures and concepts apply, and respond logically to non-standard with the use of TI-nSpire CAS CX. The students will be expected to use the graphing calculator to not only produce answers, but to questions by adapting previous knowledge based on their deeper understandings. Students will also be technologically proficient explore, extend, and discover mathematics as well.

Calculus Honors:

Calculus is the culmination of all the mathematics studied in high school. Everything in Calculus is explored verbally, numerically, analytically, and graphically. In this course, students will learn how to look at everything through these perspectives, analyzing the relationships between them. Students will earn a deeper understanding of mathematics by observing how words, equations, numbers, and graphs can represent the same concept. Three main topics include limits, differentiation, and integration. Problem- solving is approached from all of the named perspectives above while students are challenged to solve real-world problems using all of the tools they’ve learned from their years of math study.

Math for College Readiness:

The purpose of this course is to strengthen the skill level of high school juniors and seniors who have completed Algebra I, II, and Geometry and who wish to pursue credit generating mathematics courses at the college level. The content includes, but is not limited to the following: Functions and Relations, Polynomials, Rational Expressions and Equations, Radical Expressions and Equations, Quadratic equations, Logarithmic and Exponential Functions. An emphasis will be placed on critical thinking and the applications of core skills to promote independent problem solving.

Personal Finance:

world topics covered will include income, money management, spending and credit, as well as saving and investing. Students This course will inform students how individual choices directly influence occupational goals and future earnings potential. Real will explore the stock market, types of stocks, and stock market indexes with the ability to recognize trends within the market. Students will understand how to build and use credit and evaluate their credit choices as well as the different types of insurance and citizenship, more effective participation in the workforce and career success. taxes. Development of financial literacy skills and an understanding of economic principles will provide the basis for responsible

Scheck Hillel Community School Schoolwide Program of Studies 29 Science

Successful graduates of Scheck Hillel’s science program gain the science literacy necessary to make crucial decisions as

Design/STEM classes combine Science, Technology, Engineering, and Mathematics in project-based learning scenarios. Students individuals, as future voters, and as members of a society that is increasingly dependent on scientific advances and information. engage in design thinking when approaching problems and learn programming, engineering and problem-solving in real-world scenarios. Every student in Grades 6-10 is required to take design each year.

Grade 6 Integrated Science:

The aim of this integrated laboratory science course is to introduce students to the various branches of science including include but are not limited to atomic structure, use of the periodic table, laws of motion and forces, basic cell structure and chemistry, physics, biology, and earth sciences. Students learn and practice scientific thinking throughout the course. Topics such as a collaborative car building project, constructing electrical circuits, and exploring microbiology using microscopes. classification, use of lab equipment, as well as weather and climate. Additionally, students participate in Design/STEM-based activities writing, and math skills in this class and develop transferrable skills that will help them succeed in other subject areas. Throughout this course students become aware of how science influences the world. Additionally, students improve their reading, Grade 7 Life Science:

Grade 7 Life Science is a lab-based course that delves deeper into the concepts of investigation, data analysis, inquiry, observation, and experimentation. Broad topics studied are cell structure, biochemical make-up, genetics, ecology and evolution - increasing students’ awareness of how science influences the world. Scheck Hillel’s Grade 7 Life Science course is Design/STEM-based and includes hands-on opportunities such as DNA extraction, dissections, and genetic modeling. The course provides students with a thinking. Additionally, students improve their reading, writing, and math skills in this class and develop transferrable skills that foundation for Biology and other Life Science courses in high school, along with other high school courses requiring scientific will help them succeed in other subject areas.

Grade 8 Physical Science:

The aim of this laboratory science course is to prepare students for chemistry and physics in high school, along with other motion and many other topics. Students participate in project-based learning which includes designing and constructing solar courses requiring scientific thinking. This includes an introduction to energy resources, chemical and physical changes, forces and ovens and model roller coasters, as well as conducting an independent research science fair project where they apply principles of scientific inquiry. Throughout this course students learn to make a positive difference in the world as they understand different students improve their reading, writing, and math skills in this class and develop transferrable skills that will help them succeed cultures, become aware of global issues, and identify/refine their own opinions based on scientific evidence. Additionally, in other subject areas.

Scheck Hillel Community School Schoolwide Program of Studies 30 Earth/Space Science Honors:

Earth/Space Science Honors is a laboratory course that covers the study of our planet Earth and neighbors in space. Students take on the role of Earth scientists while examining the following scientific branches in detail: astronomy, geology, meteorology, Earth/Space Science. Students learn to use evidence-based reasoning and have the opportunity to improve their reading, writing, and oceanography. This course focuses on the important relationships, processes, mechanisms, and concepts in the field of and math skills in this class. Students are required to exhibit creative problem-solving and informed decision making. In Earth/Space Science Honors, students are presented with a differentiated curriculum in which assessments are more rigorous and more application-based. Students enrolled in Honors are accountable for one additional unit: Earth’s Geologic History. research. Furthermore, students participate in a science fair, where they apply principles of scientific inquiry to conduct independent Earth/Space Science College Prep:

Earth/Space Science is a laboratory course that covers the study of our planet Earth and neighbors in space. Students take on the role of Earth scientists while examining the following scientific branches in detail: astronomy, geology, meteorology, and Earth/Space Science. Students learn to use evidence-based reasoning and have the opportunity to improve their reading, writing, oceanography. This course focuses on the important relationships, processes, mechanisms, and concepts in the field of and math skills in this class. Students are required to exhibit creative problem-solving, reasoning, and informed decision-making.

Biology Honors:

appreciation for the processes important to life at an accelerated pace and at greater depth than the college prep course. They This Biology Honors laboratory science course enables students to review and practice the scientific principles as they develop an examine chemical and cellular concepts common to all living things as they pertain to life's maintenance, perpetuation and evolution. Students gain an understanding of the vast diversity of living things and their adaptations to the environment. They examine the ecological relationships among all life on the planet. This course is designed to be rigorous, requiring students to apply higher-order thinking, especially in labs and assessments taking place more frequently than in the college prep course. This is an and originality. interactive course that thrives on and values active learning; critical, creative, and reflective thinking; communicating with clarity Biology College Prep:

appreciation for the processes important to life. They examine chemical and cellular concepts common to all living things as they This biology laboratory science course enables students to review and practice the scientific principles as they develop an pertain to life's maintenance, perpetuation and evolution. Students gain an understanding of the vast diversity of living things and their adaptations to the environment. They examine the ecological relationships among all life on the planet. This course is designed to be rigorous, requiring students to apply higher-order thinking. This is an interactive course that thrives on and values active learning; critical, creative, and reflective thinking and communicating with clarity and originality.

Scheck Hillel Community School Schoolwide Program of Studies 31 AP Chemistry:

This is a rigorous, laboratory science course with college level general chemistry content. Students develop a deep understanding of chemical concepts, such as chemical bonding and periodic trends. This is a general chemistry survey course including

Students develop high level critical thinking skills and draw connections between many units in the course. Hands-on activities introductory material in both organic and inorganic chemistry. Memorization of scientific facts is not the aim of this course. throughout the year allow students to apply what they have learned to real world science problems through inquiry-based labs. At the end of the course, students are prepared to demonstrate their knowledge and understanding when they take the AP Chemistry national exam.

Chemistry Honors:

Chemistry Honors is a rigorous, fast-paced course designed to prepare students for AP Chemistry. Students are expected to develop a deep understanding of chemical concepts such as mass and mole relationships, chemical bonding, and forces between chemical principles. They use the principles and concepts that they have learned in hands-on activities to solve real world science atoms and molecules. The aim of this course is not to memorize scientific facts. Students conduct inquiry-based labs to discover problems.

Chemistry College Prep:

Chemistry College Prep is an introductory chemistry course designed to increase students’ scientific understanding of the world such as atomic structure and conservation of mass. Students conduct many hands-on labs and activities throughout the year to around them. Rather than memorize scientific facts, students are expected to develop a deep understanding of chemical concepts discover chemistry through observations and to apply what they have learned to real world science problems.

AP Physics C:

The course is organized around experiments rather than physics topics. Each experiment incorporates several aspects of physics, so students don’t see them as isolated examples of particular concepts. The course has a hands-on laboratory component covering an array of experiments. Instead, students learn to look at a physical situation and see how it involves principles of dynamics, kinematics, and energy.

AP Physics 1:

AP Physics 1 is an algebra-based, laboratory-based, introductory college-level physics course. The course explores traditional

Newtonian physics (kinematics, dynamics, energy, momentum, rotation, simple harmonic motion, and mechanical waves) with an students. In lab, students use a variety of methods to collect data; in class, they explore concepts using interactive simulations, introduction of circuitry. The course stresses inquiry-based learning to develop scientific critical thinking and reasoning skills in collaborative activities, and formative assessments. Students have the opportunity to improve their reading, writing, and math skills in this class.

Scheck Hillel Community School Schoolwide Program of Studies 32 Physics Honors: Physics Honors is a laboratory science course designed to introduce students to kinematics, forces and motion, work and energy, simple harmonic motion, and electricity and magnetism. The Physics Honors course focuses on sharpening advanced problem-solving and critical thinking skills, and requires advanced algebra and basic trigonometry skills. Most of the problems present themselves in two dimensions, with one-dimensional problems only being used as a starting point. The laboratory how to analyze, qualitatively and quantitatively, data related to a variety of physics concepts and principles. Students also investigations represent a variety of topics. Students further develop their scientific investigation skills, learning, for example, consider the impact of technological applications of physics on society and the environment. Students have the opportunity to improve their reading, writing, and math skills in this class.

Physics College Prep:

Physics is a laboratory science course which introduces students to kinematics, forces and motion, work and energy, simple harmonic motion, and electricity and magnetism. The College Prep Physics course focuses on improving problem-solving and critical thinking skills, while requiring only algebra and trigonometry skills. The course also includes a hands-on laboratory component representing a variety of topics. In these labs, students explore and explain the relationships between matter, forces and energy. Students have the opportunity to improve their reading, writing, and math skills in this class.

Environmental Science:

Environmental Science is a laboratory course designed to help students understand the complex nature of our environment and make responsible decisions regarding its protection and use. Students are introduced to problems of land use, human population, environmental health, and sustainability. Field studies and inquiry-based investigations are an integral part of this course.

Scheck Hillel Community School Schoolwide Program of Studies 33 Design/STEM (Science, Technology, Engineering, Mathematics)

Design/STEM

Design courses give students a thorough understanding of the iterative creative process, through the production of innovative solutions to design challenges. Design thinking is a fundamental skill for the 21st century learner, and these courses are designed to explore and develop these competencies.

All classes within the design program are hands-on, laboratory-type courses designed to mimic work environments in the real world. Design challenges take students through the four stages of the design cycle: research and discovery, idea development, solution development and evaluation. Students can expect to work both individually and in teams on projects ranging from one class period to a few weeks in length. As students progress through this program, the design challenges grow in complexity and depth.

The Design program strives to create inquisitive learners who are tenacious creative problem solvers. Students completing this with a STEM mindset where students engage with concepts of science, technology, engineering and math. Students in Grades 6-10 program are autonomous and collaborative “tinkerers” who are open minded and reflective. The design curriculum is closely aligned are required to take a Design/STEM class every year.

Grade 6: The Grade 6 course is designed to give students a beginning understanding of the fundamentals of the design process. Led by their teacher in exploring contrived design challenges, students develop an understanding of the four major parts of the design cycle.

Grade 7: The Grade 7 course is designed to give students a further understanding of the design process and how to apply creative problem- solving. Carefully guided by their teacher in exploring personally-relevant design challenges, students engage problems, design solutions, test and evaluate them for further iteration.

Grade 8: The Grade 8 course is designed to give students a complete understanding of the design process and how to problem-solve in a creative way within increasingly complex scenarios.

Grade 9: The Grade 9 course is designed to give students a solid understanding of design thinking in various scenarios. Advised by their teacher in exploring complex real-world design challenges, students use their understanding of the design cycle to create solutions

Gradefor a client 10: or identified target. The Grade 10 course is designed to give students opportunities to use their solid understanding of the design process in the creation of increasingly complex solutions. Facilitated by their teacher in exploring real-world design challenges set in unfamiliar contexts, in a “Shark Tank” style presentation. students leverage their design thinking skills to independently create solutions for a client or identified target. The course culminates

Scheck Hillel Community School Schoolwide Program of Studies 34 STEM 9: Engineering Honors:

semester, students explore the circuits, engineering concepts, lab safety relating to building projects - all in the context of This laboratory-based STEM course strives to develop students’ analytical, critical and creative thinking skills. In the first implementation of an engineering capstone project which addresses a real world need. The project is interdisciplinary in nature, developing problem-solving, research and design skills. The first half of the second semester focuses on the design and and helps students develop soft skills such as teamwork, time management, research, reporting and presenting. The teamwork requires both a division of labor and independent learning. The teacher serves as a guide - directing, assessing, suggesting. Students must become comfortable with “not-knowing”, exploring, testing ideas, setbacks, and learning from mistakes. This approach creates a learning community of reciprocity between teacher and student and allows for the development of independent learning by students.

STEM 10-1 Engineering and Entrepreneurship Honors:

Teams of students are required to create a capstone project which addresses a real world need. The project is interdisciplinary in nature, and helps students develop soft skills such as teamwork, time management, literature survey, reporting and presenting. The teamwork requires both a division of labor and independent learning. The teacher provides guidance, direction and assessment. creates a learning community of reciprocity between teacher and student, and allows for the development of independent learning However due to the R&D nature of the project, the teacher becomes part of the team learning along with the students. This approach by students.

AP Computer Science Principles:

AP Computer Science Principles offers a multidisciplinary approach to teaching the underlying principles of computation. The course will introduce students to the creative aspects of programming, abstractions, algorithms, large data sets, the Internet, cybersecurity concerns, and computing impacts.

AP Computer Science A:

Computer Science A emphasizes object-oriented programming methodology with an emphasis on problem solving and algorithm structures and abstraction. development and is meant to be the equivalent of a first-semester course in computer science. It also includes the study of data

Scheck Hillel Community School Schoolwide Program of Studies 35 Social Studies

Scheck Hillel’s Social Studies Department offers a wide range of courses to challenge and prepare Upper School students for the future. In Grade 9, students are required to take Eastern and Western Heritage. The course covers 5,000 years of history from early man to the Post-World War II Cold War era. They also are offered the opportunity to enroll in AP World History. In Grade 10, students are offered a choice of World History College Prep or Honors, AP European History or AP Human Geography. In Grade 11, students enroll in a full year of American History that may include AP United States History, and can also take an semester of economics. An AP course in American Government is also offered in Grade 12, as well as AP Comparative elective course, AP Psychology. The final year of the humanities curriculum includes a semester of American Government and a

Government. The department delivers several popular extracurricular programs such as Yeshiva University National Model GradeUnited Nations 6 Semester (YUNMUN), 1 Panim United el Panim, States HIPAC Geography: (Hillel Israel Public Affairs Committee) and the Geography Team.

This course provides a survey of U.S. geography. It concentrates on the country’s regional distinctions in terms of landscapes, economies and demographics. In addition, students identify and locate major physical and cultural features that played an important role in the history of Florida. Students study a short overview of United States history, including Colonialism, Revolution and Westward Expansion.

Grade 6 Semester 2 Civics:

able to understand the origins of U.S. democratic principles and distinguish the roles of the executive, legislative and judicial This course provides a survey of the U.S. Government. Through creative research papers, projects, debates and films, students are branches of government. Students learn how to be active citizens, with a strong focus on comprehension and analysis of current events.

Grade 7 Global Societies and Cultures:

This course provides a survey of world geography with particular attention to physical landscapes, culture and religion, and history. Students examine how the interconnection and interdependence of these three elements shape our individual and different regions of the world. Each semester the students create and host a Culture Showcase to highlight diverse cultures, collective worlds. Through creative research papers, projects, and films, students are able to understand and compare the religions, political systems and language in other continents.

Grade 8 Global Societies and Cultures:

Contemporary United States History explores the history of the United States after the Civil War and examines the complex and exciting events leading to the development of today's modern country. Students discover the individuals and groups that shaped the destiny of our nation and impacted many generations of Americans. Through these aspects of storied history, students gain a better understanding of how America has grown into the position of global leadership.

Scheck Hillel Community School Schoolwide Program of Studies 36 Eastern and Western Heritage College Prep:

This course consists of the following content strands: world history, American history, geography, and humanities. The primary content emphasis for this course is the study of the world’s earliest civilizations to the ancient and classical civilizations of Africa, Asia and Europe. Content includes, but is not limited to, the birth of world civilizations, including the origins of Mesopotamia, Africa, China and India; the perspective of cultural geography, growth, dissemination, and decline of the classic civilizations of India, China, Greece and Rome; the role of isolation and interaction in the development of the Byzantine Empire and African civilizations, India, China, and Europe; and the emergence of social, political, economic, and religious institutions and ideas.

AP World History:

This course develops four historical thinking skills: crafting historical arguments from historical thinking, chronological thinking, comparison and contextualization, historical interpretation and synthesis. While covering tens of thousands of years from pre-recorded history (through archaeological evidence) to the present day, five themes are emphasized: the interaction between humans and the environment; development and interaction of cultures; state-building, expansion, and conflict; creation, following periods are studied: period 1: technological and environmental transformation, to c. 600 B.C.E.; period 2: organization expansion, and interaction of economic systems; and the development and transformation of social structures. Specifically, the and reorganization of human societies, c. 600 B.C.E. to 600 C.E.; period 3: regional and trans-regional interactions, c. 600 C.E. to c. 1450; period 4: global interactions, c. 1450 to c. 1750; period 5: industrialization and global interaction c. 1750 to c. 1900; period 6: accelerating global change and re-alignments, c. 1900 to present.

AP Human Geography:

In this course students examine the development and organization of human societies and the impact of geographic location on these developments. The aim is to broaden the students' horizons and give them a greater understanding of the world as a whole. This course focuses primarily on the analysis of population dynamics, levels of economic development, political organization and culture. In addition, students examine the interconnections and interdependence of societies on a global scale. Key global issues

APand theEuropean challenges ofHistory: finding adequate solutions are discussed.

The AP European History course focuses on developing students’ understanding of European history from approximately 1450 to in four historical periods, and develop and use the same thinking skills and methods (analyzing primary and secondary sources, the present. Students investigate the content of European history for significant events, individuals, developments, and processes making historical comparisons, chronological reasoning, and argumentation) employed by historians when they study the past. subjective visions; states and other institutions of power; and individual and society) that students explore throughout the course The course also provides five themes (interaction of Europe and the world; poverty and prosperity; objective knowledge and in order to make connections among historical developments in different times and places.

AP Psychology:

This course introduces students to the systematic and scientific study of human behavior and mental processes. While concepts, and phenomena associated with such topics as the biological bases of behavior, sensation and perception, learning and considering the psychologists and studies that have shaped the field, students explore and apply psychological theories, key cognition, motivation, developmental psychology, testing and individual differences, treatment of abnormal behavior, and social psychology. Throughout the course, students employ psychological research methods, including ethical considerations, as they use the scientific method, analyze bias, evaluate claims and evidence, and effectively communicate ideas.

Scheck Hillel Community School Schoolwide Program of Studies 37 AP US History:

The AP U.S. History course focuses on the development of historical thinking skills (chronological reasoning, comparing and contextualizing, crafting historical arguments using historical evidence, and interpreting and synthesizing historical narrative) and the development of students ’ abilities to think conceptually about U.S. history from approximately 1491 to the present. Seven themes are of equal importance: American national identity; migration and settlement; politics and power; work, exchange, and technology; America in the world; geography and the environment; and culture and society. They provide areas of historical inquiry for investigation throughout the course. These themes require students to reason historically about continuity and change over time and make comparisons among various historical developments in different times and places.

US History Honors:

This course provides students with the opportunity to acquire an in-depth and comprehensive understanding of the development have affected the nation. They gain an in-depth understanding of the historical method, the inquiry process, historical reasoning of the American people. Students examine the political, economic, social, religious, military, scientific and cultural events that and interpretation and the issues of external and internal validity. Appropriate historical and research concepts and skills are developed. Current events are stressed.

US History:

This course provides students with the opportunity to acquire a basic understanding of the contemporary United States through skills are developed in connection with content. The history of the United States is covered from the beginning of the Colonial an overview of those significant events which have affected the growth and development of the nation. Appropriate concepts and Period to the present. The course is designed as a basic preparation for the exercise of citizenship in a democracy. Current events are stressed.

AP American Government & Politics:

AP American Government & Politics provides an analytical perspective on government and politics in the United States. This requires familiarity with the various institutions, groups, beliefs, and ideas that constitute U.S. political reality. Students are course involves both the study of general concepts used to interpret U.S. politics and the analysis of specific case studies. It also

APrequired Comparative to take the Advanced Government Placement Government & Politics: & Politics exam upon completion of this course.

The course seeks to illustrate the rich diversity of political life, to show political alternatives, to explain differences in processes and policies, and to communicate the critical importance of global political and economic changes. Six countries and the EU form and differences of a cross section of the world’s countries, students will be able to develop an understanding of the underlying the core of the course: China, the United Kingdom, Iran, Mexico, Nigeria, and the Russian Federation. By looking at the similarities causes that shape political realities. Students are required to take the Advanced Placement exam upon completion of this course.

Scheck Hillel Community School Schoolwide Program of Studies 38 American Government Honors:

The American Government Honors course is an intensive study of the beginnings, structure, and function of the United States Government. This course focuses on the study of political, religious, philosophical and sociological foundations of government. This course instructs but is not limited to democracy, federalism, history, international studies and present day law and interpretation. It focuses on how American political theories and governmental institutions compare with those of other nations. Emphasis is placed on the analysis of a variety of primary and secondary sources. Students are encouraged to become active citizens and members of their political community.

American Government:

The purpose of this course is to introduce students to both the theory and practice of American government. It begins by outlining focus on the formation and development of American democracy. It then examines the founding principles and texts from both the broad logic underlying the formation of governments as a solution to collective action problems and then move to a specific historical and contemporary perspectives. The emphasis is then placed on the formal institutions of American government with the aim of understanding the complex web of relationships among these institutions. During the second half of the course, attention shifts from the formal institutions to the avenues for public influence on policy. The course concludes with a study of the Economicscontinuing struggle Honors: over both the definition and the extension of civil liberties and rights.

Economics provides students the opportunity to acquire an understanding of the way in which society organizes its limited resources to satisfy unlimited wants. Discussion includes the major characteristics of the mixed economic system in the United States and how economic questions are answered. Emphasis is on learning forces of the marketplace by examining the effects on the system of students' roles as producers, consumers, savers, investors, resource owners, voters and taxpayers. Included in this course is a comparison of the capitalist system to other economic systems. The Honors-level class engages concepts at a deeper level, pushing students to stretch their intellectual limits, and achieve higher standards and expectations.

Economics College Prep:

Economics provides students the opportunity to acquire an understanding of the way in which society organizes its limited resources to satisfy unlimited wants. Discussion includes the major characteristics of the mixed economic system in the United States and how the basic economic questions are answered. Emphasis is on learning forces of the marketplace by examining the effects on the system of students' roles as producers, consumers, savers, investors, resource owners, voters and taxpayers. Included in this course is a comparison of the capitalist and various socialist economic systems.

Scheck Hillel Community School Schoolwide Program of Studies 39 Hebrew Language Grades 6-8

Hebrew Language plays a vital role in the Scheck Hillel experience. Hebrew is taught for the purpose of studying the written and oral Torah, as well as for modern communication with Jews in Israel and those who come from diverse communities around the world. Hebrew serves as a window that exposes students to contemporary Israeli culture and society. As links in the chain, Hillel students are taught to value their heritage and history with the realization that it is now their turn to write the next chapter of Jewish history. The State of Israel is that tangible connection between memories of the past and modern lives today. Thus, Hillel demonstrates a love for Israel and passionate Zionism as integral parts of Judaism.

Bishvil Ivrit:

Bishvil Ivrit is a linguistically sequential curriculum; texts and tasks increase in length and complexity as the student’s Hebrew improves. Lessons are centered on themes of interest to teenagers, ranging from computers and sports to friendship and freedom. Each theme is presented from three perspectives: Jewish tradition, modern Israeli culture and general world knowledge, including art, science, mathematics, literature and philosophy. Each unit of study incorporates art, music, prose, poetry, news articles and Jewish

Prior to entering the program, each student’s level is determined by a placement test and meeting with our Hebrew Language texts, in layers of language ranging from biblical Hebrew to current scientific Hebrew terminology and common colloquialisms. Department Chair.

Hebrew Experience:

Hebrew Experience emphasizes the four Hebrew Language skills of reading, writing, listening and speaking. The goal of this class to listen to speakers and video programs in Hebrew. Students will learn basic vocabulary and grammar skills and will approach is increased fluency in the Hebrew language. In addition to class discussion and instruction, students will have the opportunity

Hebrew-language sources. Hebrew Language through engaging and interesting themes. The program is based on a modified Ulpan Or curriculum and additional Ulpan:

The Ulpan program emphasizes the mechanics of reading and teaches vocabulary and the structure of simple sentences. Reading and writing skills are developed through a selection of short dialogues in basic Hebrew. The focus in this course is on acquiring foundational vocabulary and grammar, understanding simple texts, listening comprehension and class discussion. Students will learn to read from the Siddur and short Hebrew texts. This course is designed for students with little to no background in Hebrew.

Scheck Hillel Community School Schoolwide Program of Studies 40 Judaic Studies Grades 6-8

The Grade 6-8 Judaic Studies Department offers a choice of two options for rigorous study: the Yahadut and Beit Midrash Programs, which differ in the methods of study and the texts used.

Yahadut emphasizes themes and concepts as well as content and core topics in Biblical and Rabbinic texts; however, these are studied with English translation. Using a broad range of primary and secondary sources, the Tanach course covers various themes throughout the Bible, Prophets and Writings. The Rabbinic Literature courses survey topics including Thinking and Living Jewish,

Global Jewish Impact, How do Jewish Values Define Us, Pursuing Peace and How to Pray. The Beit Midrash Program focuses on the development of textual skills in the study of Tanach, Mishnah and Talmud. Instruction focuses on how to read, translate and analyze the primary texts and their traditional commentaries in the original Hebrew or Aramaic. As students gain facility with the texts, they will actively engage in in-depth analyses of the texts. In Mishnah/Talmud classes, in order to familiarize the students with a range of topics and texts, portions of several tractates of Mishnah/Talmud are studied each year through the Gemara Berura Mishnah/Talmud curriculum and methodology. In Tanach classes, each year a different book or selection of books is studied in depth with selected commentaries. Students will study books from all three divisions of

BeitTanach Midrash (Torah, Neviim and Ketuvim). Tanach

Grade 6, Semester 1-Sefer Shemot:

This course explores the creation of the Jewish nation and the challenges that the new nation faces in leaving Egypt, dealing with challenges in the desert, receiving the Torah, and performing the sin of the Golden Calf. Students learn what makes us part of a Jewish nation, how to face and address challenges, and how to make the Torah relevant to our everyday life.

Grade 6, Semester 2-Yehoshua/Shoftim:

This course explores the development of the Jewish people as they enter the land of Israel and develop self-rule. Students learn about types of leadership, the cycle of sin and repentance, and the miracles that were done for the Jewish people. Units of study include Yehoshua as a leader, Rachav and the spies, Devorah the prophetess and Shimshon: Hero or Zero?

Grades 7 & 8-Bamidbar and Shmuel I/II

This course develops student’s leadership skills and connection to the text. Students explore the challenges that Moshe faced with the Jewish people while in the desert and apply the lessons that they learn to their own lives.

Scheck Hillel Community School Schoolwide Program of Studies 41 Mishnah/Talmud

Grade 6 -Mesorah - Oral Transmission:

This course provides an opportunity for students to learn about the transition of oral law in the Jewish tradition. Students study Pirkei Avot (Ethics of our Fathers), selections from Brachot dealing with prayers and blessings, and sections of Bava Metziah dealing with how we treat other people's prosperity.

Grades 7 & 8 - Introduction to Talmud/Selected Sections of Mishna/Talmud

This course exposes students to the critical thinking skills and the process that is used when laws are formed. Students will study relevant topics that include the establishment of tefilah (prayer), brachot (blessings) before and after eating, whether a lost object importance of Kriat HaTorah, and prayer while traveling. must be returned, and how property changes ownership. Units of study include Hashem and Tefillin, davening with a minyan, the Yahadut Thematic Tanach

Grade 6, Semester 1-The Book of Shemot (Exodus):

This course examines the descent of the Jewish People into Egypt, their struggle for freedom, and Moshe’s role as the Redeemer. Students study the miraculous journey out of Egypt and the challenges faced at the Reed Sea as they struggled towards becoming a unified People. Units of study include understanding the ordering of the ten plagues, preparations for leaving Mitzrayim (Egypt), the Gradevery first 6,Pesach, Semester and preparations 2-Yehoshua for Matan and Torah Shoftim (giving and (Judges): receiving of the Torah), and the moment of revelation.

This course covers the books of Yehoshua and Shoftim (Book of Judges). Students learn selected chapters from the texts b’chavruta, in pairs. Focus in Navi (Prophets) is primarily on the moral and ethical lessons that are embedded in the text. The stories of the shape that pre-monarchy era are the focus of this course. Units of study include the crossing of the Yarden (Jordan River) with the leaders of the Jewish People during their fledgling years on the land, the rise and fall of their fortunes, and the leaders that helped Aron Hakodesh (Ark of the Covenant), the siege of Jericho, and the story of Devorah.

Grade 7, Semester 1-The Book of Bamidbar (Numbers):

This course examines the Jewish nation’s approach to the land of Canaan. Before entering the land 12 spies were sent who ultimately brought back a negative report, which led to the Jewish nations' despair. The students analyze the text to uncover the deeper messages that can be applied to their daily life struggles. The students then learn of the story of Korach who rebels against Moshe questioning his motives for appointing leaders under him. The students analyze the qualities of a Torah leader and apply the lessons to their own roles as leaders in different areas of their life. Other units of study encompass issues such as when to tell the truth, understanding how to ask for what we want, and how to address authority.

Grade 7, Semester 2-The Books of Shmuel (1, 2):

have a child. Students learn about the power of prayer and how it is a pivotal component in Jewish faith. The concept of prophecy is This course examines the story surrounding the birth of Shmuel HaNavi (Samuel the Prophet) and how his mother Chana prayed to applicable lessons that they can incorporate into their daily lives. introduced; students delve into the powerful role of a Jewish Navi. Students analyze the story of the first Jewish king, Shaul, to find Scheck Hillel Community School Schoolwide Program of Studies 42 Grade 8, Semester 1-The Book of Devarim (Deuteronomy):

With Parashat V'etchanan as a starting point, students are introduced to Sefer Devarim and the concept of actions and consequences. They consider the types of Mitzvot from varying perspectives, including: Mitzvot Bein Adam LeChaveiro (Mitzvot Between People), Mitzvot Bein Adam LaMakom (Mitzvot Between a Person and HaShem), and Mitzvot Bein Adam LeAtzmo (Personal Mitzvot).

Grade 8, Semester 2-Melachim (Kings) (1, 2):

During this course students study about the reign of King Shlomo, his dream for peace and prosperity, and his family's trials and

Rabbinictribulations, leadingLiterature to the building of the Beit Hamikdash and its unfortunate destruction by Nevuchadnetzar.

Grade 6 Jewish Thinking and Living:

This course examines the nature of certain Mitzvot and how they affect our relationships between one another and with Hashem. Students study the origin of the Mitzvot, and learn how to implement them in their daily lives.

Grade 7, Semester 1: How and Why We Pray:

With the Siddur as the primary textbook, this course provides students with the skill set to navigate the siddur, allowing them to be active members of their school and synagogue community. Students will examine the structure of our daily prayers and the additional prayers that make up our Siddur. Topics include Shacharit (morning service), B’rachot (blessings), Ma’ariv (evening prayers) and Shabbat services.

Grade 7, Semester 2: Discovering my Moral Compass:

The course examine a series of Jewish values (middot) taught through Torah text. Students discover why Torah values are so crucial to our daily lives, and how they guide the choices we make. Throughout this course, students will sharpen their analytical skills and study the relevant texts and commentaries furthering and deepening their understanding of each value. Some of these include Anavah (humility), Emet (truthfulness), Lo Levayesh (not embarassing others) and Chesed (kindness).

Grade 8, Semester 1-Rodef Shalom (Conflict Resolution):

actively prevent bullying and commit to creating a more peaceful world. This course explores, in depth, the Torah approach to conflict resolution. Students will learn to problem-solve social situations, Grade 8, Semester 2-Sages Through the Ages: Heroes and Heroines of Jewish History:

The course examines the lives of Jewish personalities who have positively impacted human history and the world in which we live. These role models exemplify precious Jewish values, such as honoring parents, feeding the hungry and visiting the sick. Toward the end of the semester, students interview and prepare a project about the life of a person in their family/community. These interviews and projects are added to Bet Hatefutsot (Museum of the Jewish People) in Tel Aviv, Israel.

Scheck Hillel Community School Schoolwide Program of Studies 43 Parshah, Chagim and General Jewish Knowledge

Parshah (Weekly Torah Portion):

Our students are encouraged to experience the Torah portion of the week in their lives through our weekly Parshah classes. Students learn about the Parshah and prepare Divrei Torah (short Torah lessons) to communicate the ideas they study in class. In this way, students also have a chance to practice and enhance their public speaking skills in the classroom and at home. We strongly encourage parents to ask students what they have learned in their Parshah classes so that students have a chance to showcase their knowledge and skills. Parshah is studied on a weekly basis in our Middle School Tanach classes.

Chagim (Holidays):

The Talmud relates that it is a mitzvah to study (shoalim v’dorshim) the laws of each Jewish holiday thirty days before the festival (Pesachim 6a). At Scheck Hillel, we strive to prepare students for holidays by communicating and analyzing their meanings and observances. Informal education programs not only serve to solidify what is studied in the classroom, but also bring the ruach (spirit) of the holidays on campus. Students learn about the Chagim during Rabbinic Literature or Mishna/Talmud in the Middle School.

General Jewish Knowledge: Yediot Klaliyot

The General Jewish Knowledge curriculum that begins in Grade 3 continues through Grade 8. Included is a broad range of subjects such as the Hebrew months, important personalities in Tanach, Brachot, Gematria values, as well as a Jewish timeline. The curriculum is studied in both Yahadut and Beit Midrash classes.

Scheck Hillel Community School Schoolwide Program of Studies 44 Middle School Tefilah (Prayer) Program

Boys Learners Minyan will also explore the philosophical reasons as to why we pray. Students will be introduced to Tefilah, to the structure of the siddur and to the basic meanings of the text. In this minyan students

Explanatory Minyan

Students will discover the basic and deeper meanings of our ancient Tefilot texts together with a focus on group Kriyah/Reading of the words and concepts in the siddur. and individual Tefilah time. In this Minyan we will provide a deeper perspective as to why we pray with a focus on the explanation

Beit Midrash Minyan Students will pray the entire Shacharit service including reading from the Torah on Mondays and Thursdays. There is an expectation that everyone in this minyan leads various parts of the Tefilah. Sephardic Beit Midrash Minyan Sephardic students will pray the entire Shacharit service in the unique Sephardic style including reading from the Torah on Mondays and Thursdays. There is an expectation that everyone in this minyan leads various parts of the Tefilah. Girls Grade 6 Our goal is for prayer to become a positive, inspirational experience through song and study. Our study focus is to understand the meaning of the prayers through thoughtful discussion and activities.

Grade 7 appreciation, tolerance) Our students will learn reading skills, specific meanings of Tefilot and spiritual themes related to Tefilah. (i.e unity, showing

Grade 8

Fridays we say Kabbalat Shabbat. Davening is based on Ivdu et Hashem B’simcha (Serve G-d in Happiness) and includes singing and Tefilah combines davening with discussions relevant to Tefilah, such as Ahavat Yisrael and our responsibility to Klal Yisrael. On dancing.

Sephardic Minyan Sephardic students will pray the entire Shacharit service in the unique Sephardic style including reading from the Torah on Mondays and Thursdays.

Rosh Chodesh Tefilah As Rosh Chodesh celebrates the power of the Jewish woman, girls also participate in a monthly Rosh Chodesh Middle School Girls particular month. Tefilah Group, which provides a wonderful opportunity for students to unite through prayer and special activities related to that

Scheck Hillel Community School Schoolwide Program of Studies 45 Hebrew Language Grades 9-12

Hebrew Language is an essential tool connecting to Israel, its culture and its people. Therefore, we strive to bolster students’ academic study of Hebrew as a living language while integrating Hebrew study with an engaging and comprehensive cultural experience. In each grade, we offer a full range of levels of instruction, starting in Grade 9 with an Ulpan class for students with little to no Hebrew background, all the way through instruction appropriate for native Hebrew speakers.

Hebrew 1-7 - Bishvil Ivrit

The Bishvil Ivrit curriculum is a highly structured program of study, which integrates advanced language skills with reasoning, listening comprehension, and speaking skills. These are taught within the context of a central theme that varies from book to book. Throughout the curriculum, Hebrew language acquisition is built gradually, from the simple to the more complex and from passive knowledge to creative activity. Although all levels and all units use the same elements of language, the length and complexity of texts, richness of vocabulary, and syntactic complexity of sentences becomes more advanced as the students progress from book to book throughout the series.

Hebrew Experience - Ulpan Or

The Ulpan Or curriculum emphasizes the four Hebrew language skills of reading, writing, listening and speaking. The goal of this to listen to speakers and video programs in Hebrew. Students will learn basic vocabulary and grammar skills and will approach class is increased fluency in the Hebrew Language. In addition to class discussion and instruction, students will have the opportunity Hebrew Language through engaging and interesting themes. This program prepares the student for the Bishvil Ivrit curriculum.

Ulpan

The Ulpan Program emphasizes the mechanics of reading and teaches vocabulary and the structure of simple sentences. Reading and writing skills are developed through a selection of short dialogues in basic Hebrew. The focus in this course is on acquiring foundational vocabulary and grammar, understanding simple texts, listening comprehension and class discussion. Students will learn to read from the Siddur and short Hebrew texts. Our program is based on “Aleph Beit Yeladim Lomdin Ivrit” and Shalom U’Vrachah. This course is designed for students with little to no background in Hebrew.

Prior to entering the program, each student’s level is determined by a placement test and interview with our Hebrew Language Department Chair.

Scheck Hillel Community School Schoolwide Program of Studies 46 Judaic Studies Grades 9-12

The Grade 9-12 Judaic Studies Department offers a choice of three different options for rigorous study of Judaics; the Mechina/

Midrash Program, differ in the methods of study and the texts used. New Stream Program for students entering our Upper School with little to no Judaic background, the Yahadut Program and the Beit

This program is designed to support the student that has little to no background in Jewish learning. The Mechina Program will Mechina/New Stream Program support and nurture the student’s growth into the history, customs and traditions of Judaism. The goal is to help a new student acclimate to the Jewish-centered environment of Hillel. The intention of the Mechina Program is to help each individual student to reach the potential and feel comfortable to ultimately join the Yahadut or Beit Midrash program.

Yahadut Program emphasizes themes and concepts as well as content and core topics in Biblical and Rabbinic texts; however, they are studied in English translation. Using a broad range of primary and secondary sources, the Thematic Tanach course surveys topics in the Bible, Prophets and Writings.

The Rabbinic Literature courses survey topics including Israel Education, Jewish Thought as well as Jewish Ethics. The Jewish History courses will expose our students to our rich history and tradition and will focus on increased Jewish identity and pride.

Beit Midrash Program focuses on the development of textual skills in the study of Tanach and Talmud. Instruction focuses on how to read, translate and analyze the primary texts and their traditional commentaries in the original Hebrew or Aramaic. As students gain familiarity with the texts, they actively engage in in-depth analyses of the texts. In Talmud classes, portions of a tractate of Talmud are studied each year in order to familiarize the students with a range of topics and texts. In Tanach classes, each year a different book or selection of books is studied in depth with selected commentaries. Students will study books from all three

Beitdivisions Midrash of Tanach (Torah, / Textual Neviim andProgram Ketuvim) over the course of their Upper School education.

Tanach

The anchor of the Beit Midrash Program is Tanach. Students take a conceptual approach to Chumash, where major themes of the written law are studied. Special attention is paid to debates over fundamental principles, contradictory verses, and the Torah’s chronology discussed by our commentators. Students learn the skills to navigate the Tanach with its commentaries, be familiar with the sources of our major philosophical principles, and have the ability to analyze the commentaries of Scholars throughout the ages, while focusing primarily on Rashi, Ramban, and Sforno.

Students will use a Torat Chaim Chumash, be comfortable with text based study, and will be expected to compare and contrast different opinions, while offering their own perspective as well. Topics of study are rotated.

Parshah Public speaking, preparing and delivering a Dvar Torah are skills the student will become adept at as he/she prepares, on a rotation basis, a short lesson on the weekly Parshah for their class.

Talmud The keystone of the Beit Midrash Program is Talmud. This class will aim to progressively advance each student in their Talmud skills. Starting with reading and translating and working all the way to developing their own novel explanations of the Talmud, the student will become comfortable and familiar with the Talmud. In depth analysis will be the hallmark of the Talmud Program, as students will be challenged to refine their analytical and debate skills. Topics are covered on a rotating basis. Scheck Hillel Community School Schoolwide Program of Studies 47 Judaic Studies Capstone Senior Seminar:

The Judaic Seminar focuses on skills necessary for Scheck Hillel graduates to navigate the world around them as committed, passionate members of the Jewish people. The goal is to prepare graduates to thrive in a global and diverse community both on and off the college campus, while retaining a strong Jewish identity.

The Judaic Seminar provides the skills, knowledge and wherewithal to enable graduates to discuss Judaism thoughtfully, articulately and intelligently with their college classmates and co-workers, furthering their investigations into their religion, their people and their country.

The Judaic Seminar also provides Israel advocacy training to seniors ensuring that graduates are able to defend and advocate on behalf of the Jewish People and the State of Israel. Students not only learn the relevant and crucial information necessary to be Israel advocates but also learn public speaking skills, debate skills, multi-media skills, and PR/marketing skills.

Essentials of Judaism: This course explores the underpinnings and philosophies of our Jewish faith. Students grapple with fundamental questions such as: How can we know there is a god? Can a person be good without believing in Hashem? How is religion relevant in the modern world? Students apply critical thinking skills while analyzing a wide range of primary and secondary texts.

Judaism in the 21st Century: This course explores the philosophies of Judaism as they apply to daily life. Ancient and modern texts are used as guides to facing the challenges that accompany being a Jew in the 21st century. The class bridges the 3000-year gap which separates us from our ancestors and show how truth at its core never changes.

Israel Advocacy: Students develop a deeper knowledge about Israel and the Middle East and the tools to defend/present Israeli positions outside of to Israel. In addition, the course is designed to promote a love for Israel and the Israeli people as well as expose students to the the home community. The course material examines the truth/fiction of what is pictured in the media and popular culture relating possibility of studying in Israel after they graduate from Scheck Hillel.

Beliefs and Relationships (Why Pray): This course allows students to develop a deeper understanding of the siddur and why prayer impacts our relationship with Hashem and each other. Students utilize both primary and secondary sources to further understand the liturgy of the siddur. Opportunities

Beitare presented Midrash for students Talmud: to reflect on why these prayers are significant to them, their family and friends. Students will study Mesechet Megilah in depth honing their analytical and critical thinking skills. Students will also study Sefer Devarim in a conceptual approach, focusing on debates of our scholars and classic commentaries such as Rashi, Ramban, Sforno and Chizkuni.

Scheck Hillel Community School Schoolwide Program of Studies 48 Yahadut

Rabbinic Literature

Israel Education This course takes the students on an exciting journey through time to learn about the State of Israel and its people. The course examines the country’s challenges, accomplishments and values. It begins from the peoples’ historic connection to the land, from the biblical Abraham to the establishment of the State of Israel, through its status on the international arena. Throughout the course students learn about the current issues facing Israel and the complexities of the Middle Eastern conflict from both the experts on Israel and the Middle East. As a history-based course, issues and facts are presented in a way that allows students to Palestinian and Israeli perspectives. The information is presented through films and interviews with the world’s well-known reach their own conclusions. Students also obtain the foundational tools for future Israel advocacy throughout the high school experience, which culminates in the Capstone Seminar in Grade 12. This course educates and inspires students to care about Israel and to strengthen their relationship with the State and its people. To complete their year-long study, students embark on the annual trip to Israel, where classroom learning comes to life through an intense and meaningful 10-day -+ experience.

Jewish Ethics: This course emphasizes themes and concepts as well as content and core topics in Biblical and Rabbinic texts. Using a broad range of primary and secondary sources students explore all angles of contemporary ethical issues. They develop skills necessary to actively engage in ethical discussion, debate and decision-making (critical analysis, reading comprehension, writing, research and public speaking). Units of study include Substance use and abuse, treatment of animals, genetic screening, business ethics and others.

Jewish History: The Jewish History Department aims to provide students with an in-depth, inspiring and relevant historical understanding of the Jewish experience, from Biblical times to the contemporary, postmodern Jewish world. This critical historical presentation is used to assist students in understanding and appreciating the development of Jewish traditions, liturgy, beliefs, and institutions, the diversity and commonality of the Jewish people of the world, their relationships with the civilizations in which they lived and the effect those civilizations had and continue to have on the Jewish people. The Jewish History curriculum is also designed to guide and assist students in the development of a positive self-image and strong Jewish values, teaching them to respect and appreciate religious and cultural diversity and to ensure awareness for the Jewish individuals’ responsibility in their own community as well as the world at large.

In addition to engaging students in a rigorous analysis of past events and assisting in the development of students’ Jewish identity, source analysis, critical thinking and problem solving, cohesive and clear argumentative writing and researching skills. the Jewish History Department also focuses on the development of skills specific to the critical study of history, such as primary Classical Jewish History: From Creation to the Construction of the Second Beit HaMikdash (420 BCE)

In this introductory Jewish History course, students receive their first exposure to the discipline, chronology and themes of Jewish historical narratives. Students then begin a chronological study to explore the origins and development of the Jewish people and history. Students initially contend with some basic historiographical issues, such as periodization, subject definition, and biases in temple and the Babylonian Exile. Throughout the course, students contemplate the challenges faced by their ancestors, and our relationship with and experiences in the Land of Israel, from the time of Yehoshua (Joshua) until the destruction of the first live engaged and informed Jewish lives. analyze the responses and outcomes in a way that promotes self-reflection, empathy and unity, all the while preparing them to

Scheck Hillel Community School Schoolwide Program of Studies 49 Medieval Jewish History: Second Temple Era Through 1492 (The Spanish Inquisition) This course rigorously covers the keys themes, events, and messages of over 2,000 years of Jewish history, ranging from the fall of the First Temple until the Spanish Inquisition in 1492. At its core, students examine how the Jews transitioned from temple worship to the Rabbinic structure, the will of the Jewish people to survive and thrive, and the imprint the Jews have left on world history.

Modern Jewish History: 1500-2000 semester begins with the creation of the Shulchan Aruch and the last Rishon, Rabbi Yosef Karo, and continues on with the This course propels the Jewish History curriculum into the Modern Era and the establishment of the State of Israel. The first

Achronim. Emphasis is placed on the all-encompassing and influential movements of the 18th and 19th centuries such as and the Holocaust. The year culminates with the study of Zionism and Judaism after 1948 and its impact on the Jewish people as a Enlightenment (Haskalah), Reform, Nationalism, Conservatism and Socialism. The second semester focuses primarily on Zionism whole. The course is text-based and utilizes a wide array of primary and secondary sources from both Jewish and global perspectives.

Parshah and Chagim

Parshah (Weekly Torah Portion): Our students are encouraged to “live with the times,” to experience the Torah portion of the week in their lives through our weekly Parshah classes. Students learn how to navigate the Parshah and prepare Divrei Torah (short Torah speeches) to communicate the ideas they study in class. In this way, students also have a chance to practice and enhance their public speaking skills in the classroom and at home. We strongly encourage parents to ask students what they have learned in their Parshah classes so that students have a chance to showcase their knowledge and skills. Parshah is studied on a weekly basis in our Yahadut Rabbinic Literature and Beit Midrash Tanach classes.

Chagim (Holidays): The Talmud relates that it is a mitzvah to study (shoalimv’dorshim) the laws of each Jewish holiday thirty days before the festival (Pesachim 6a). At Hillel we strive to prepare students for festivals by communicating and analyzing their meanings and observances. Informal education programs not only serve to solidify what is studied in the classroom, but also bring the ruach (spirit) of the holidays on campus. Students learn about the Chagim during Jewish History or Talmud in the Upper School.

College Readiness Week: As part of Scheck Hillel's broad college preparatory curriculum, Capstone College Readiness week is aimed at equipping seniors with tools and skills for life on a college campus - beyond academics. Topics include, but are not limited to, using social media responsibly, sorority/fraternity life, sexuality, respecting diversity, drugs and alcohol, Israel advocacy and, of course, maintaining Jewish identity, literacy and practice.

Scheck Hillel Community School Schoolwide Program of Studies 50 Upper School Tefilah Philosophy: Relevance. Meaning. Personal Choice. Spirituality.

power of prayer and to communicate with Hashem during their school day. The program meets the individual needs of students Upper School Tefilah is a comprehensive program that provides our students with increased opportunities to fully experience the positive spiritual experience, but also teaches students the actual prayers, with focus on correct pronunciation and meaning of the and and prepares them for a life of personal and communal prayer. Students engage in a daily Tefilah program, which is not only a words, and to effectively navigate that Siddur.

TraditionalStudents choose Ashkenaz their Tefilah group Minyan from a variety of options: Traditional Ashkenaz Minyan is the place where students pray the entire Shacharit service including reading from the Parshah on

TraditionalMondays and Thursdays. Sephardic There Minyan is an expectation that everyone in this minyan leads various parts of the Tefilah. Traditional Sephardic Minyan is the place where our Sephardic students pray the entire Shacharit service including reading from

Explanatorythe Parshah on Mondays Tefilah and forThursdays. Boys Thereand isGirls an expectation and for that Ashkenazim everyone in this and minyan Sephardim leads various parts of the Tefilah.

Explanatory Tefilah (Ashkenaz & Sephardic) Students will discover the basic and deeper meanings of our ancient Tefilot texts to why we pray with a focus on the explanation of the words and concepts in the siddur. together with a focus on group Kriyah/Reading and individual Tefilah time. In this Minyan we will provide a deeper perspective as Ruach Tefilah

Ruach Tefilah is based on connecting to Hashem through singing. The Tefilot comes alive through various medleys that are catchy Separately) and soul lifting. Once a week we have discussions on the why of prayer and on the meaning of the Tefilot themselves. (Boys & Girls Mechina Tefilah

Mechina Tefilah Students enrolled in the Mechina Academic Program, will be required to attend the Mechina Tefilah group. In practices. We will use the text of the Siddur as our spiritual and practical guide, just as Jews worldwide have for centuries. We will this Tefilah, we will explore, engage with and work to understand the components and function of the Siddur and Jewish prayer strive to learn together how Jewish prayer can enrich and deepen our daily personal lives.

preparation, participation and behavior. Like you, we want your children to consider prayer an important part of their day. By Jewish identity is at the heart of your children’s Hillel experience. As such, we’ve expanded our Tefilah policy to observe attendance, into the school day in a way that connects your children, so spirit is inspired and identity is strong. As prescribed by Jewish Law, all looking at more than just attendance – past approaches – and by offering greater personal choice, Hillel will incorporate Tefilah

Tefilah groups recite the minimum of Kriat Shema and Amidah daily. Young men are required to don Tefillin daily.

Scheck Hillel Community School Schoolwide Program of Studies 51 Fine and Performing Arts

Scheck Hillel’s Jordan Alexander Ressler Arts Program gives students from Early Childhood through Grade 12 the chance to discover and develop their artistic passions. Scheck Hillel’s wide-ranging offerings in visual arts, music, and theater cultivate personal expression and connect our students to history, culture, and their own imaginations. Our faculty's approach to arts education is rich with humor, empathy, and an awareness of the interconnectedness of the arts with the world at large. As a department, we are dedicated to building the young artist’s practical skills while celebrating the joy of the artistic process.

Grade 6 Visual Arts:

This class is based on the essentials of a comprehensive art education, including historical, theoretical, and dynamic hands-on learning. The class fosters self-motivation, creative exploration, and a spirit of cooperation among students. Through the creative process, students have the opportunity to discover their inner artistic abilities.

Grade 7 Visual Arts:

This class is based on the essentials of a comprehensive art education, including historical, theoretical, and dynamic hands-on learning. The class fosters self-motivation, creative exploration, and a spirit of cooperation among students. Through the creative process, students have the opportunity to discover their inner artistic abilities.

Grade 8 Visual Arts:

Students study comprehensive art education, including historical, theoretical, and dynamic hands-on learning. The class fosters self-motivation, creative exploration, and a spirit of cooperation among students. Through the creative process,students have the opportunity to discover their inner artistic abilities.

Visual Arts Level 4:

The purpose of Visual Arts Level 4 is to enable students to communicate ideas through basic two and three-dimensional design. Students learn that the arts serve as the primary signature of a culture, carrying individual and collective images and ideas from one generation to another. Students come to view the arts as a distinctive way of understanding and giving purpose to learning. The whole student as an artist learns self-discipline and is guided to share feelings and impact others. Students that are highly successful in this course may be recommended for AP Art.

Visual Arts Level 5:

The purpose of Visual Arts Level 5 is to enable students to communicate ideas and concepts through basic two-dimensional design and composition, and to develop an appreciation of exemplars in varied cultures and historical periods. Students learn that the arts serve as the primary signature of a culture, carrying individual and collective images and ideas from one generation to another. Students come to view the arts as a distinctive way of understanding and giving purpose to learning. The arts provide tools for interpreting life’s experiences and develop a child’s identity and sense of self-worth. The whole student as an artist learns self-discipline and is guided to share feelings and impact others.

Scheck Hillel Community School Schoolwide Program of Studies 52 AP Studio Art: Drawing & Design Level 4:

AP Studio Art courses are designed for students who are seriously interested in the visual arts. Students assemble a body of artwork that demonstrates a high level of quality and growth over time of content, technique, and process. Students develop mastery in concept, composition, and execution. The 2D Design portfolio addresses two-dimensional design issues and involves decision making about how to use the elements and principles of art in an integrative way. The whole student as an artist learns self-discipline and is guided to share feelings and impact others. Students who are highly successful in this course may be recommended for AP

Art: Drawing & Design Level 5. Students will produce a minimum of 24 pieces to satisfy the requirements for the breadth, concentration and quality sections of this portfolio. Work will be required outside of class time, including homework and after school hours.

AP Studio Art: Drawing & Design Level 5:

AP Studio Art courses are designed for students who are seriously interested in the visual arts. Students assemble a body of artwork that demonstrates a high level of quality and growth over time of content, technique, and process. Students develop mastery in concept, composition, and execution. Work is required outside of class time, including homework and after-school hours.

The 2D Design portfolio addresses two-dimensional design issues and involves decision making about how to use the elements and principles of art in an integrative way. Students will produce a minimum of 24 pieces to satisfy the requirements for the breadth, concentration and quality sections of this portfolio. Work will be required outside of class time, including homework and after school hours.

Beginning Band:

After choosing an instrument, students learn how to read notes and how to play them on their instrument, individually and as an ensemble. They study sheet music and literature covering a variety of genres, composers and arrangers. Students are required to attend two performances per year. Both of these are on campus. Students also have the opportunity to perform on band trips to locations such as retirement homes, theme parks, a Marlins game, and others. Beginning Band students are

Concertfit on one ofBand: the following instruments: flute, clarinet, alto saxophone, trumpet, French horn, trombone, baritone and tuba.

Students continue to advance on their instruments and become proficient with seven major scales. The level of difficulty in the of these are on campus. Students also have the opportunity to perform on band trips to locations such as retirement homes, theme music selected is higher and more difficult. Students are required to attend at least two, and up to four, performances per year. Three parks, a Marlins game, and others.

Symphonic Band: music selected is higher. Students are required to attend at least two, and up to four, performances per year. Students further advance on their instruments, and become proficient with an additional five scales. The level of difficulty in the Three of these are on campus. Students also have the opportunity to perform on band trips to locations such as retirement homes, theme parks, a Marlins game and others.

Orchestra Level 1:

Students study an instrument from the string family. They may choose violin, viola, cello or bass. Students learn to read music and play with correct technique to achieve success. They learn to play as an ensemble and also play solo. Students participate in two mandatory public concerts. The music they learn is from various styles, including classical, pop, jazz and folk.

Scheck Hillel Community School Schoolwide Program of Studies 53 Orchestra Level 2:

Students continue the process of becoming better musicians by continuing their study using correct technique, reading and playing more advanced music. As they improve their skills their performances will showcase more advanced expression and interpretation. Students will be required to play a solo for adjudication.

Orchestra Level 3 Honors: music theory and music history at a higher level. They will be responsible to perform outside the regular school concerts and to At the honors levels students will become proficient in advanced technique and performances. They will also be required to learn attend professional performances. They will be maintaining a portfolio for their grade. The portfolio will include critiques of all performances in which they perform and/or attend, links to playing tests, solo and ensembles.

Instrumental Technique Level 4 Honors:

Students in this course will have the opportunity to further advance their performance skills on their musical instruments and than those in previous courses. Students participate in at least two and up to four performances. Opportunities to perform on band become proficient with an additional five scales. The musical pieces selected for practice and performance are more challenging trips to retirement homes, theme parks, a Marlins game, and other venues are available for Instrumental Techniques Level 4 Honors students. In addition, students can expect to write musical critiques, prepare for competition in the district solo events and begin composing original music.

Instrumental Ensemble Level 4 Honors: within an ensemble. The musical pieces selected for practice and performance are more challenging than those in previous coures. Students in this course further advance in their performance skills on their musical instruments and become more proficient playing Students will attend participate in up to four performances. Opportunities to perform on band trips to retirement homes, theme parks, a Marlins game and other venues are available for Instrumental Ensemble Level 4 Honors students. Students can expect to write musical critiques, prepare for competition in district solo events and continue composing original music. Additional emphasis

Bandis placed Level on playing 5 Honors: in an ensemble with other peer musicians and refining their craft as a group.

Students in this course will have the opportunity to further advance in their performance skills on their musical instruments and and complex. Students will attend participate in performances on band trips to retirement homes, theme parks, a Marlins game, and become proficient with an additional five scales. The musical pieces selected for practice and performance are more challenging other venues are available for Instrumental Techniques 4 Honors students. Students continue writing musical critiques, preparing for competition in district and state solo events and continue composing pieces of original music.

Music Technology and Sound Engineering Level 4:

This course combines music appreciation, history, basic theory, electronic music composition and beginning keyboard. This course guides students to appreciate different types of music; identify composers and major compositions related to historical style periods; develop listening skills concerning basic elements of music; and produce original songs using the Garageband computer application. Students solve issues related to music making and participate effectively in critiques. Music Technology and Sound Engineering Level 5:

This course combines music appreciation, history, theory and electronic music composition. It guides students to appreciate different types of music; identify composers and major compositions related to historical style periods; develop listening skills concerning the various elements of music; notate melodies through listening; prepare an analysis of listening selections; and produce, orchestrate and arrange original songs using the Garageband computer application. Students problem-solve issues related to music making and participate effectively in critiques. Scheck Hillel Community School Schoolwide Program of Studies 54 Physical Education/Health

Grade 6-8 Physical Education/Health

The Grade 6-8 Physical Education program is designed to build on the components introduced in the Lower School and focuses physical, and social aspects of living necessary for a happy and productive life. We offer a variety of sports and activities that on sport specific skill development and concepts, strategies and rules of sport while continuing to develop the mental, emotional, incorporate large and small motor skills with our students. We encourage the students to become actively engaged in the various units. Emphasis in the program is placed on providing an opportunity for individual growth and success. Physical Education is treated as any other academic class. The course also challenges the students and their overall fitness capabilities. There are two fitness assessments performed throughout the school year via the FitnessGram, which tests the students on their overall health- related fitness. The FitnessGram assesses the students in the areas of aerobic capacity, body composition, muscular strength, class per week. muscular endurance, and flexibility. Students at this level participate in three days of 40-minute classes and one day of a 65-minute Grade 9 Health:

The purpose of this course is to produce health literate students that make sound decisions and take positive actions for healthy and effective living. The course is wellness oriented and emphasizes responsible decision-making and planning for a healthy lifestyle. This course is designed for students to gain a better understanding of aspects relating to their health and wellness. Units include information relating to overall health and wellness, nutrition, personal health, hazardous substances, mental and emotional health topics and how they are applicable to their lives to improve their overall health and wellness. Students engage with the subject and wellness, social health and wellness, general body systems, and basic first aid and CPR. Students can make connections to these matter through a variety of activities including class discussions, homework assignments/projects and unit exams. Classes meet three days for 40-minute classes and one day for a 65-minute class per week for one semester.

Grade 10 Personal Fitness:

The purpose of the Personal Fitness course is to provide students with the knowledge, skills, and values they need to become healthy and physically active for a lifetime. This course addresses both the health and skill-related components of physical fitness, which Students engage in the course through physical participation, presentations, homework assignments, and periodic assessments of are critical for students' success and provides students with opportunities to develop an individual optimal level of physical fitness. covered material.

The course also challenges the students and their overall fitness capabilities. There are two fitness assessments performed throughout the school year via the FitnessGram, which tests the students on their overall health-related fitness. The FitnessGram Students at this level participate in three days of 40-minute classes and one day of a 65-minute class per week. assesses the students in the areas of aerobic capacity, body composition, muscular strength, muscular endurance, and flexibility. Grade 9-12 Weight-Training:

The purpose of this course is to provide students with the opportunity to acquire basic knowledge and skills in weight training that image. The content includes, but is not be limited to, knowledge of the importance of muscular strength and endurance, assessment may be used in physical fitness pursuits today as well as in later life, improve muscular strength and endurance, and enhance body of muscular strength and endurance, knowledge of health problems associated with inadequate levels of muscular strength and endurance, knowledge of skeletal muscles, knowledge and application of biomechanical and physiological principles to improve and maintain muscular strength and endurance, knowledge of sound nutritional practices related to weight training, knowledge of safety practices related to weight training, and knowledge of consumer issues related to weight training. Students at this level participate in three days of 40-minute classes and one day of a 65-minute class per week for one semester.

Scheck Hillel Community School Schoolwide Program of Studies 55 Special Services

Transition Program

Grades 6-8 Intensive Reading:

This course is designed for struggling readers. Multisensory, research based strategies are utilized to enable our students achieve success in literacy. Students have the opportunity to build their decoding, fluency and comprehension skills in a small Students are exposed to a variety of genres and guided through critical thinking and analysis of the text. Vocabulary building is self-contained classroom. The vowel patterns and syllabication skills are continually reviewed to facilitate reading fluency.

Gradecritical for 6 the Transition students to be English: successful readers. Emphasis is placed on morphology, context cues and figurative language.

This course is designed for students for whom writing is challenging. Students receive intensive instruction in the grammatical structure of the English language and the process of self-expression through the writing process. Pre-writing skills including brainstorming, completing graphic organizers and semantic maps are essential steps in the writing process. Students also learn to write framed paragraphs using descriptive language and proper punctuation. Once the draft is complete, students are guided through the process of proofreading and editing. The scope of this course aligns with the mainstream English curriculum, with adjustments made to time alloted to each topic.

Grades 7-8 English:

Transition students are mainstreamed into English 7 and English 8 classes as they continue developing skills in reading, writing educator supports students through differentiated instruction. Assistive technology such as audiobooks and "speech to text" tools and reasoning. Specific course information is found under the respective English course descriptions in this handbook. A special enable students to succeed alongside their mainstream peerse.

Grades 6-8 Study Skills:

In Study Skills, students improve upon or strengthen their executive functioning and study strategies. Students become aware of strategies to become successful and organized learners. Students are assessed on skill mastery, participation, application of skills, their specific learning styles through assessments and questionnaires in the beginning of the semester, and are guided through and self-management via checklists, observations, and demonstrations. Other taught skills include self-advocacy, note-taking, use of mnemonic devices, test preparation, listening skills and time management. These skills are taught using material from mainstream classes whenever possible.

Grades 6-7 Transition Math:

This self-contained special education class is designed for students struggling in mathematics. This one-year course is a combination of the reinforcement of basic arithmetic skills and the development of algebraic thinking and problem-solving. Students work both notation) and using these skills in working with percentages and proportions in a wide variety of applications via geometry, probability independently and cooperatively on developing arithmetic skills with decimals, fractions, integers, exponents (including scientific and statistics. Students further develop problem-solving skills using mental math and estimation skills when appropriate. Students begin the development of algebraic thinking with variables in formulas by investigating and describing patterns and by using the coordinate plane to quantify relationships and geometric objects. Applications to real-world situations are always employed. In Grade 8, students are mainstreamed into Pre-Algebra. A special educator accompanies the students to ensure mastery of concepts.

Scheck Hillel Community School Schoolwide Program of Studies 56 Grade 8 Transition Pre-Algebra:

This course transitions struggling students from working primarily with arithmetic concepts and skills to working with algebraic concepts and skills in a self-contained class. Students continue to develop and use the vocabulary and symbols of algebra through the study of patterns, formulas and equations. Students continue to strengthen their computational skills with integers and use visual, numeric, graphic, and symbolic means to express algebraic patterns. Students then develop the means to write, develop proficiency with positive and negative exponents, square roots, absolute value, and scientific notation. Students learn to evaluate and solve equations involving whole numbers, integers, and rational numbers. Data collection, statistics and geometric patterns are used extensively as applications.

ESOL

Scheck Hillel offers assistance in English language learning to those students whose primary language is not English. ESOL

(English for Speakers of Other Languages) classes are small group classes taught by teachers certified in ESOL education who work with children to acquire and refine conversational and academic skills in English. These teachers support immersion academic tests. This service is key for transitioning students into a new country and is available both within the general studies language-learning through instruction that targets the academic language that students find in textbooks, in the classroom and on classroom as well as in a small group intensive program.

In-Class Support

In-Class Support provides students with varying exceptionalities additional help in their core secular subjects. Special educators monitor mainstream courses and provide differentiated instruction as needed. In order to provide individualized support, the program is capped for a low teacher to student ratio. Consideration for participation in the program requires a psycho-educational evaluation as well as meeting stipulated academic requirements.

Scheck Hillel Community School Schoolwide Program of Studies 57 Co-Curricular Programs

Scheck Hillel Community School Schoolwide Program of Studies 58 Co-Curricular Programs

Scheck Hillel’s academic curriculum is complemented by an array of programs, framed by the school’s mission, which reinforce learning, community and meaningful traditions.

Student Life and Leadership

exploration, all infused with Torah values. A broad range of extracurricular activities is available to supplement learning and pro- In partnership with students and faculty, the Office of Student Life facilitates social engagement, campus involvement and personal vide springboards for leadership and growth. It is through these activities that students learn how Jewish tradition nourishes and

Hillel brings out ruach and a sense of ownership in ensuring Jewish continuity. informs everyday decisions: From field trips and Shabbatonim to guest speakers and holiday celebrations, student life at Scheck

Through Student Life programs, students are encouraged to:

• Assume campus leadership responsibilities • Develop positive interpersonal relationships and skills • Create and participate in intellectual, artistic, social, recreational and multicultural activities • Explore different cultures, ideas and experiences • Put learning into practice in the laboratory of experiential Jewish life programs

Athletics

Scheck Hillel’s Athletics Program provides students with the opportunity to represent their school and compete interscholastically in a wide variety of sports. Athletics play an integral role in teaching the whole child. Athletics, along with an academically rigorous curriculum, help foster strength of character and promote leadership qualities that last a lifetime. Dedicated, quality and caring coaches continue to imbue traditional Torah values, while challenging the intellectual and physical abilities of student-athletes. As it instills in students school pride, dedication and self-discipline, Scheck Hillel’s athletics experience teaches them to respect others and encourages a lifelong love of sport. Scheck Hillel offers Grades 4-5 students the opportunity to participate in a variety of sports at an intramural level; practice and game play usually occur after school Monday through Thursday. Grade 6-12 students may choose from a roster of interscholastic team sports. Practice and game play usually occur after school Monday through Thursday, with a few Saturday evening games. Students are required to meet certain academic and behavior requirements to play on a team.

AthleticFrom field toTeams-Grades court, Scheck Hillel student-athletes4-12 of all ages make the school community so very proud. Go Lions!

• Lower School Boys' Flag Football • Grade 5 Flag Football • Middle School Boys' Basketball • Middle School Football • Middle School Boys' Soccer • Middle School Girls' Volleyball • Middle School Girls' Basketball • Varsity Boys' Football • Middle School Girls' Soccer • Varsity Co-ed Cross Country • Junior Varsity Boys' Basketball • Varsity Co-ed Golf • Varsity Boys' Basketball • Varsity Girls' Volleyball • Varsity Boys' Soccer • • Varsity Girls' Basketball • Grade 5 Boys' Basketball • Varsity Girls' Soccer Grade 4 & 5 Girls' Basketball • Grade 4 Boys' Basketball • Varsity Boys' Volleyball • Grade 4 and 5 Boys' Soccer • Varsity Co-ed Tennis • Grade 4 and 5 Girls' Soccer • Varsity Girls' Flag Football

Scheck Hillel Community School Schoolwide Program of Studies 59 Jordan Alexander Ressler Arts Program

Scheck Hillel’s Jordan Alexander Ressler Arts Program gives students from early childhood through Grade 12 the chance to discover and develop their artistic passions. Scheck Hillel’s wide-ranging offerings in visual arts, music, and theater cultivate personal expression and connect our students to history, culture, and their own imaginations. Our faculty's approach to arts education is rich with humor, empathy, and an awareness of the interconnectedness of the arts with the world at large. As a department, we are dedicated to building the young artist’s practical skills while celebrating the joy of the artistic process.

• Music Technlology • Orchestra • Musical Theatre • Band • Technical Theater • Pep Band • Mini Art Society • Visual Arts • Drumline

After-School Enrichment Offerings

Lower School (PKT-Grade 5) Middle School • Coding with Dot and Dash • Drumline • Science Inquiry • Pep Band • Capoeira • Orchestra • Zumba Kids • Technical Theater • Yoga and Creative Expression • Musical Theater • Complete Fitness Junior • Krav Maga • Messy Art • High School • Taste of Spanish • Drumline Sewing & Design • Visual Hands • Pep Band • Strings Orchestra • Technical Theater • Mini Arts Society • Krav Maga • Athletics (see full roster on p. 59)

For a list of current offerings, please visit eHillel.org/afterschool.

Scheck Hillel Community School Schoolwide Program of Studies 60 Clubs

Grades 2-5 Grades 9-12 • Coding • American Sign Language • HALO-Helping and Leading Others • Best Buddies • Cub Call student newspaper • Books Across Borders • Debate • Chesed Club • Video Games • Elderly Helpers • Movie Making • Entrepreneurship Club (E-Club) • Friends of the IDF (FIDF) Grades 6-8 • HIPAC Israel Club • Chesed Club • Jewish Mysticism Club • Homework Club • J-STAR (Jewish Students Taking an Active Role) • Rock 'n' Read • Literary Journal • Movie Club • Map of the Modern World • Sewing Club • Moot Beit Din • Sports Club • • Doodle Art Club • Peer Mentoring Club National Council of Synagogue Youth (NCSY) • STEM Project Club • Project Appreciate • Project Receive • The Roar Post • Spirit Club • Student Government • Student Life Leadership Committees • Sustainability Club • • Yearbook Yeshiva University Model United Nations (YUNMUN)

Leadership Opportunities

Grades 2-5 Grades 6-12 • Student Council • Middle School Student Government • Top Shelf Art • High School Student Government • Safety Patrol • Club Leadership Council • Student of the Month • The Shuk • Yearbook Grades 9-12 • Kids for Kosher Food Bank • Jaime and Raquel Gilinski Hillel Ambassador • Program • Student Life Leadership Committee Cub Call Newspaper

Scheck Hillel Community School Schoolwide Program of Studies 61 College Acceptances 2014-2017

Adelphi University Loras College University of Maryland Albright College Loyola University Chicago University of Massachusetts, Amherst Allegheny College Loyola University Maryland University of Massachusetts, Boston Lynn University University of Miami Academy Marquette University University of Michigan American UniversityMusical & Dramatic Marymount Manhattan University University of Mississippi Arizona State University Massachusetts College of Pharmacy and University of Missouri, Columbia Aurora University Health Sciences The Art Institute of Ft. Lauderdale Miami Dade College Babson College University of New Hampshire Bar-Ilan University University of OregonNorth Florida Barnard College-Columbia University Miami International University of Art & Design University of PennsylvaniaNotre Dame Bentley University The New School University of Pittsburgh Berklee College of Music New World School of the Arts University of Rhode Island Binghamton University New York Institute of Technology University of Salford, UK Boston College New York University University of South Florida Boston University Northeastern University University of Tampa Brandeis University TheNorthwestern Ohio State University University University of Texas, Austin Broward College PaceNova UniversitySoutheastern University University of Wisconsin, Madison Palm Beach State College University of Wisconsin, Stout Carnegie Mellon University Pennsylvania State University Valencia College ChamplainCalifornia State College University, Northridge Pratt Institute Vanderbilt University Purdue University Wartburg College Clark University Rensselaer Polytechnic Institute Washington University in St. Louis CoastalCity College Carolina of New University York Rollins College Washington State University Columbia College Chicago Rutgers University West Virginia University Columbia University St. Louis University Wheelock College Concordia University San Jose State University Worcester Polytechnic Institute Cornell University Santa Fe College Xavier University Creighton University Yeshiva University The Culinary Institute of America School of Fashion Design Curry College SchoolSavannah of theCollege Art Institute of Art & ofDesign Chicago ISRAEL GAP YEAR PROGRAM DePaul University Seton Hall University Drexel University Smith College ACCEPTANCES Duke University St. John’s Unversity Duquesne University Stern College for Women-Yeshiva University Aardvark Israel Emerson College Stetson University Derech Or Sameach Emmanuel College Suffolk University Interdisciplinary Center Herzliya Emory University Israel Defense Forces Fairleigh Dickinson University Midreshet Amit Florida Atlantic University SUNY Albany Shnat Hachsara Florida Gulf Coast University SwarthmoreSUNY Binghamton, College Broome CC Tel Aviv University Florida Institute of Technology SyracuseSUNY Cortland University Yeshivat Aish HaTorah Florida International University Tufts University Yeshivat Ashreinu Florida Polytechnic University Tulane University Yeshivat Eretz HaTzvi Florida State University Universidad Anahuac Yeshivat Lev HaTorah Fordham University The University of Alabama Yeshivat Migdal HaTorah Full Sail University The University of Arizona Yeshivat Torat Shraga The George Washington University University of California, Davis Young Judaea Year Course Georgia Institute of Technology University of California, Santa Cruz Goucher College University of Central Florida Hofstra University University of Cincinnati Heidelberg College University of Colorado, Boulder Indiana University, Bloomington University of Connecticut Jewish Theological Seminary- University of Delaware Columbia University University of Denver Lehigh University University of Florida LIM College University of Georgia Long Island University University of Hartford

Scheck Hillel Community School Schoolwide Program of Studies 62

Juda and Maria Diener Lower School Samuel and Henrietta Scheck Middle School Ben Lipson Upper School

From early childhood through Grade 12, Scheck Hillel Community School educates and inspires students to become exemplary global citizens with enduring Jewish identity, values and a commitment to the State of Israel, through a college preparatory curriculum and meaningful co-curricular experiences, guided by Orthodox teachings and set within a nurturing diverse community. Scheck Hillel is one of the world’s largest Jewish community day schools and a National Blue Ribbon School of Excellence.

eHillel.org