See the Course Catalog for a list of elective courses offered each semester.

 

PARENTAL ROLE

At the secondary level, the parental role will evolve from “guide for dependent study” to “guide to independent study” as the student matures.

 

Students in the 9th – 10th grades will require supervision in order to help them develop disciplined study habits and personal responsibility for the completion of assignments in a timely manner. Parents will supervise student work, monitor student assignments, and discuss content as required. Parents should provide opportunity for independence based on the maturity and success of their students. If students have problems turning work in on time or understanding the subject matter, it is the parents’ responsibility to enforce stricter accountability and provide the extra help that is needed –either by the parent or a tutor. Parents should maintain a “satellite classroom” environment for the student on days not attending KACS. Parents are responsible for monitoring student grades as a reflection of the students’ learning and participation in each course and providing necessary incentives or punishments if grades are not acceptable.
 

Students in the 11th – 12th grades study independently, as required in post-secondary education programs. Parents should be available to assist as needed with organization, accountability, and spiritual guidance. Parents should review assignment sheets often enough to monitor all major assignments and make sure the student is investing the time necessary to completing these assignments. In some courses, the student may need a tutor to help with home assignments if the parent is unable to review the material. It is crucial that parents make sure that students maintain a “satellite classroom” schedule on the days not attending KACS (work should be secondary to school). Although the parental role changes as the student matures, parental involvement is still expected by teachers in these final years of high school.
 

COURSE PREREQUISITES

Satisfactory performance on the appropriate entrance test, successful completion of the preceding course in the KACS sequence, or permission of the instructor; specific course prerequisites are listed where applicable
 

ACADEMIC DEPARTMENTS
 

Secondary English
The primary purpose of the English program is to develop and refine student skills in both oral and written communication and to promote understanding of and appreciation for fine literature. Emphasis will be placed on reading and writing proficiencies, as well as evaluating the world’s great literature against the standard of scriptural truth and wisdom. Junior high courses will give students the opportunities needed to improve reading, composition, and higher-level thinking skills. Emphasis will be placed on reading comprehension and reading analysis, vocabulary and spelling, mechanics of grammar, components of various types of compositions including the beginning stages of a research paper, and an increasing knowledge, understanding, and appreciation of literature. At this level, students will be taught the principles that literature should be evaluated by Biblical standards and that lessons learned through the study of literature should be applied to life. High school courses will provide students with the opportunities needed to improve reading, composition, and higher-level thinking skills. Mechanics of grammar, components of compositions, vocabulary and spelling, and reading comprehension and analysis will be reinforced. At this level, emphasis will be placed primarily on detailed analysis of various selections from American literature, world literature, and British literature. All readings will be evaluated by Biblical standards, and students will begin to see the correlation between an author’s worldview and how it affects the work produced. Compositions will focus on students’ analysis of literature, with special attention placed on communicating in a manner worthy of a Christian who desires to influence a world in need of Christ. Students will also have the opportunity to enhance and refine their oral communication skills through participating in dramatic readings, persuasive and speeches, and class discussions. Students must have four years of high school English to graduate.

 

Secondary Mathematics
The mathematics department exists to help students learn to appreciate the orderliness of the creation and, by extension, the Creator, even as they learn to think logically and analytically using highly structured mathematical systems. A concurrent focus on the development of problem solving skills and methodologies gives the math program an important applications emphasis. Students must have four years of high school Math to graduate.
 

Secondary Science
The primary goals of the science department are to teach essential scientific concepts, skills, and methodologies, to encourage the development and appropriate use of higher-level thinking skills, and to help students better understand the Creator-creation relationship, while balancing the acquisition of scientific knowledge with the application of valid problem-solving skills and methodologies. The computer sciences program employs a hands-on approach to encourage students to develop a working knowledge and mastery of skills required for operating the computer in the academic and business communities. Students must have three years of high school science and one year of computer science to graduate.
 

Secondary Social Studies
As the term indicates, the academic area known as social studies has as its primary interest the social aspects of human existence and experience. Specifically, it examines the various institutions, relationships, ideas, and problems related to the origin, development, and essential nature of human society in general as well as specific cultures and societies. At King’s Academy the primary goal of the Social Studies program is to prepare students for effective ministry and useful citizenship within whatever life station or geographical location the Lord should deem appropriate for their service. In order to achieve this goal, students must develop the ability not only to understand and utilize general facts and ideas but also (and especially) to sift and evaluate a given culture’s values, traditions, etc. through a biblical grid supported by a knowledge and understanding of essential information and concepts associated with the academic subjects traditionally associated with the Social Studies (e.g., history, government, economics, geography, etc.). Students must have at least three years of high school Social Studies to graduate.