Online High School
SCCS is creating a space for students to enroll in an Online High School Course Program throughout the school year in addition to the academic core program. The high school courses are offered by accredited online academies (University of Nebraska High School, BYU Independent Study, K-12 Academy) and cover two parts (semester 1 = 1 course valued 0.5 credits; semester 2 = 1 course valued 0.5 credits). Enrollment and costs for materials are to be covered by the parents. Courses are available in the World Languages such as French (UN), Mandarin (UN), German (BYU), Japanese (BYU), the Sciences, Technology / Computer Science and Business / Career Education. Students who receive a failing grade in a semester or annual academic class at SCCS may be assigned to enroll in an online course for remedial purposes. In this case, the final online course grade will be averaged with the previous SCCS final grade and the averaged remedial grade will be recorded on SCCS report cards and transcripts. Students who participate in independent study courses are expected to spend approximately 60 to 80 minutes each day on each course for a semester’s time. This is about the same amount of time high school students would spend on each course in a classroom setting, including study time.
At SCCS we utilize Eureka Math
At SCCS we utilize Eureka Math. Eureka Math is a Common Core aligned curriculum which is a holistic Pre-Kindergarten through Grade 12 curriculum that carefully sequences mathematical progressions in expertly crafted modules, that are designed with the aim of developing conceptual understanding.
We are committed to applying Effective Mathematics Teaching Practices in our classrooms, that research indicates need to be consistent components of every mathematics lesson. They are as follows:
- Establish mathematics goals to focus learning
- Implement tasks that promote reasoning and problem solving
- Use and connect mathematical representations
- Facilitate meaningful mathematical discourse
- Pose purposeful questions
- Build procedural fluency from conceptual understanding
- Support productive struggle in learning mathematics
- Elicit and use evidence of student thinking
SCCS graduates need to complete 5 mathematical courses between 8-12th grade in order to fulfill the Bolivian and American diploma requirements. SCCS offers courses from Algebra until AP Calculus. We use Map testing, ACT, PSAT, SAT, AP testing data to inform and guide our teaching practices.
We at SCCS make strides to connect math with literature, art, and other content areas as well as embed daily mathematical practices with real world applications.
We are constantly looking for opportunities to celebrate and get students excited about the study of mathematics. For example, we celebrate and host International Math Story-Telling Day, Pythagorean Theorem Day, Fibonacci Day, Palindrome Day, Pi Day and many more!
The High School Physical Education
course is designed to help students understand the human body, its needs, and its capacities in relation to movement and physical activity. Through participation in a variety of sports, games and recreational activities the students will develop an in-depth knowledge of techniques and game plans for each of the exercises and sports. The students will learn offensive and defensive strategies that can be applied to these sports. The students will continue to develop their leadership skills, organizational skills, sportsmanship and physical conditioning.
HS Band Blurb
High school band
is a time for instrument advancement, further music discovery and learning, musical communication and enjoyment of the performance of music! In high school band we learn more of the techniques of music performance including musicality, balance and blend, further individual instrument techniques, and music theory. High school band students are split into two ensembles: Wind Ensemble (auditioned ensemble) and Concert Band. They perform four times a year in October, December, March and May!
The High school science department, develops their very extense content using NGSS standards
to lead learners into developing the following skills:
- Asking questions (for science) and defining problems (for engineering)
- Developing and using models
- Planning and carrying out investigations
- Analyzing and interpreting data
- Using mathematics and computational thinking
- Constructing explanations (for science) and designing solutions (for engineering)
- Engaging in argument from evidence
- Obtaining, evaluating, and communicating information
Our curriculum divides in three learning domains: covered as follows
10th grade Biology: This course provides and in depth, collaborative, and project-based learning experiencing focused on the science of biology. The program covers ecology, cell biology, genetics, the history of biological diversity, the diversity of life, and the human body, as well as cross-curricular environmental science.
11th grade Chemistry :This course provides in-depth collaborative and project-based learning experiencing focused on the science of chemistry. The program covers structure and properties of matter, energy, equilibrium, and organic and nuclear chemistry, as well as cross-curricular earth science topics.
9th-10th-12th grade Physics and physical science: This course provides an in-depth collaborative, and project based learning experiencing focus on the science of physics. The program covers mechanics in one dimension, mechanics in two dimensions, momentum and energy, waves and light, electricity and magnetism, and subatomic physics, as well as cross-curricular earth science topics.
Social Studies Curriculum
In 9th grade, students get an introduction to Social Studies methods through two diverse courses: Human Geography and Human Rights.
In Human Geography, students will examine some of humanity’s social problems and processes common throughout the world using the common lens of geography. By studying population and migration, students gain insight into where we are growing, where we aren’t and why as well as predicting future growth and movement of people. With units on Development and Politics, students gain insight into various economic and political systems used by countries across the globe.
In Human Rights ….students begin by taking an overview of the various definitions of human rights and of the histories of the various human rights movements. They are also given a number of seminar discussion assignments, centered on diverse topics such as race, gender, climate change, and mass incarceration. During the second nine weeks, the focus is larguely upon modern slavery and human trafficking, and students compelte their first in-depth reserach-based project, which culiminates in a student-produced film about modern slavery within a particularly country.
In 10th grade, students will begin a study of World History, first looking at ancient peoples and the beginnings of modern religion in World History I. The ancient Greek and Roman civilizations will be the initial focus, to be followed by the rise of the world’s main religions and the Middle Ages.
In World History II, the emergence of the modern world will be uncovered through study of the Renaissance and Enlightenment, the rise of nationalism, the industrial revolution and the age of imperialism.
In AP World History, students study the whole wide world from 1200 to the Present. This course is taught at a level approaching that of an undergraduate university course, and has the curriculum of the College Board at its core. In May, students take an international exam that can often lead to receiving college credit. This is a writing-heavy course, and also incorporates in-depth document analysis and numerous seminar discussions.
The 11th grade U.S. History course focuses on the rise of America in the 20th century through the two World Wars and the cold war standoff with the Soviet Union, The second half of the course focuses on key issues civic engagement, including the use of protest throughout American history and the issues of race and inclusion as drivers of change in the 21st century.
AP Psychology is a junior and senior level Advanced Placement course. This course is taught at a level approaching that of an undergraduate university course, and has the curriculum of the College Board at its core. In May, students take an international exam that can often lead to receiving college credit. The course incorporates student presentations, reading-based seminars, and numerous demonstrations and simulated experiments.
The 12th Grade Economics course is a one semester offering that provides a very brief overview of the basic principles of both standard Microeconomics and Macroeconomics. The course also incorporates multiple reading-based seminars, ranging from the works of John Maynard Keynes to Elinor Olstrom to David Graber. The course ends with students engaging in thirty minute small group discussions based on a chapter from a book that critiques classical economics.
The 12th Grade US Government course provides an overview of the US political system. It starts with an in-depth look at the US Constitution. We then move on to a look at the Executive and Legislative branches of the federal government with a focus on the election process. A seminar is devoted to David Van Reybrouck’s article “Why Elections are bad for Democracy”, and in alternating years there is a research project in which students closely follow a contented House or Senate seat. We also some comparative looks at politics in Bolivia, both through addressing current events and through reading a chapter of Ander Izagirre’s “Potosi” book.
Spanish Program 6-12
The Spanish class has the following area objective Language and communication
- Language and communication: We develop attitudes of community ethics in dialogic communication processes and in the use of languages, through the semiotic analysis of discourse in all its manifestations and linguistic forms, producing and creating literary and non-literary texts, signs and codes. that express ideas, experiences, knowledge and feelings of their own and of diversity, to recover and strengthen the cultural, linguistic, communicative and productive wealth of the peoples.
- Social Sciences: We strengthen cultural identity, social awareness and self-determination, based on the critical and reflective analysis of historical, social, cultural, economic, political, local, regional, national and world processes, through critical investigation of the reality, the practice of socio-community principles and values, to consolidate decolonization towards the social, economic, political and cultural transformation of the Plurinational State.
The secondary school Spanish program is focused on strengthening the four skills, through analysis, discourse, linguistic manifestations of both literary and non-literary texts, signs and codes that express ideas, experiences and communicative knowledge, enriching the ability to express orally and written with the knowledge of universal literature, Latin American and Bolivian literature. It also provides students with the opportunity to access the knowledge and understanding of literary terminology and develop community ethics through critical analysis of texts and relationship with the community.
Psychology 10th Semester Course
SCCS Psychology 10th Syllabus
This class continues with the course designed to introduce and relate on a personal level high school students to the diverse principles, concepts, and theories that constitute the core of the study of psychology. It provides students with an insight to their personal development, as well as an academic framework for better understanding of people on a cognitive, social, and emotional level. The methods of teaching include, but are not limited to: projects, reports, TED talks, lectures with note-taking, standard use-of-text, reading, writing, experiments, interviews, film, music, cooperative learning, as well as detailed research.
Texts and Materials:
HMH: Psychology 2018, ebook and online resources.
Teaching Resources: Google Classroom, Zoom Meeting, Reading and Activity Workbook, Review and Assessment Resources, Advanced Placement Review and Activities, Teacher Management System, Project Based Activities, IPad, computers, projector, internet connections, flash drive, posters.
Quarter 1/3 Topics/Skills:
- Unit 5 Personality
Chapter 13: Motivation and Emotion/Identifying Problems and Solutions
Chapter 14: Theories of Personality/Drawing Conclusions
Chapter 15: Psychological Tests/Developing and Testing Hypotheses
Chapter 16: Gender Roles/Critical Thinking, Investigating, Identifying Problems and Solutions
- Unit 6 Health and Adjustment
Chapter 17: Stress and Health/Identifying Main Idea and Details, Drawing conclusions, Analyzing Primary Sources, Synthesizing Information from Multiple Sources.
Quarter 2/4 Topics/Skills:
Chapter 18: Psychological Disorders/Synthesizing Information from Multiple Sources, Evaluating Information on the Internet, Determining Relevance, Identifying Cause and Effect, Main Idea and Details.
Chapter 19: Methods of Therapy/Synthesizing information from Multiple Sources, Drawing Conclusions
- Unit 7 Social Psychology
Chapter 20: Social Psychology/Interpreting Cartoons, Identifying main idea, Drawing Conclusions
Chapter 21: Social Interaction/ Interpreting Cartoons, Identifying main idea, Drawing Conclusions
High School English Department Curriculum Overview
9th Grade English Program
Students in 9th grade choose between 9th grade Pre-AP English 1 or 9th grade English as their core English course:
9th Pre-AP English 1
9th Pre-AP English 1 focuses on the reading, writing, and language skills that have immediate relevance for students and that will be essential for their future coursework. Texts take center stage in the Pre-AP English 1 classroom, inspiring and preparing all students for close, critical reading and analytical writing. The course trains the reader to observe the small details in a text to arrive at a deeper understanding of the whole. It also trains the writer to focus on crafting complex sentences, building this foundational skill en route to more sophisticated, longer-form analyses.
Pre-AP English Areas of Focus:
- Reading closely: Students read closely and analyze a range of complex literary and informational texts.
- Valuing evidence: Students value textual evidence and incorporate it effectively in writing and speaking.
- Noticing language choices: Students understand how writers and speakers use specific words and sentences to move the thoughts, emotions, and actions of readers and listeners
English 9 focuses on reading both literary texts and nonfiction texts and students focus on improving their reading comprehension and analysis and writing skills focusing on analysis, argumentation, synthesis, and research essays. Students focus on close analysis of texts examining an array of literary and rhetorical devices and their purpose in the text. Students also focus on improving oral communication skills by effectively participating in literary discussions and giving oral presentations.
9th Public Speaking
9th Public Speaking focuses on providing students with the skills and practice of public speaking in its many facets: discussion, debate, speeches, presentations, and drama.
10th Grade English Program
Students in 10th grade choose between 10th grade Pre-AP English 2 or 10th grade English as their core English course:
10th Pre-AP English 2
10th Pre-AP English 2 builds on the foundation of English 1, with an emphasis on the recursive moves that matter in preparing students for the challenges of college-level reading, writing, and discussion. While English 1 introduces the fundamental routines of close observation, critical analysis, and appreciation of author’s craft, English 2 requires students to apply those same practices to a new host of nonfiction and literary texts. As readers, students develop a vigilant awareness of how the poet, playwright, novelist, and writer of nonfiction alike can masterfully manipulate language to serve their unique purposes. As writers, students compose more nuanced analytical essays without losing sight of the importance of well-crafted sentences and a sense of cohesion.
Pre-AP English Areas of Focus:
Reading closely: Students read closely and analyze a range of complex literary and informational texts.
Valuing evidence: Students value textual evidence and incorporate it effectively in writing and speaking.
Noticing language choices: Students understand how writers and speakers use specific words and sentences to move the thoughts, emotions, and actions of readers and listeners.
English 10 focuses on reading both literary texts and nonfiction texts and students focus on improving their reading comprehension and analysis and writing skills focusing on analysis, argumentation, synthesis, and research essays. Students focus on close analysis of texts examining an array of literary and rhetorical devices and their purpose in the text. Students also focus on improving oral communication skills by effectively participating in literary discussions and giving oral presentations.
11th Grade English Program
Students in 11th grade choose between 11th grade AP English Language and Composition or 11th grade English as their core English course:
11th AP English Language and Composition
AP English Language and Composition is an introductory college-level composition course. Students cultivate their understanding of writing and rhetorical arguments through reading, analyzing, and writing texts as they explore topics like rhetorical situation, claims and evidence, reasoning and organization, and style.
The AP English Language and Composition course focuses on the development and revision of evidence-based analytic and argumentative writing, the rhetorical analysis of nonfiction texts, and the decisions writers make as they compose and revise. Students evaluate, synthesize, and cite research to support their arguments. Additionally, they read and analyze rhetorical elements and their effects in nonfiction texts—including images as forms of text—from a range of disciplines and historical periods.
English 11 is a literature course where students focus on improving their reading comprehension and analysis skills, as well as their writing skills. Students focus on close analysis of texts examining an array of literary and rhetorical devices and their purpose in the text. In terms of writing, students write personal narratives, close textual analysis, thematic analysis, and literary analysis throughout the year. Students also focus on improving oral communication skills by effectively participating in literary discussions and giving oral presentations.
In addition, 11th graders also take 11th PreCollege English as a complementary 11th grade English course.
11th PreCollege English – Creative Writing
PreCollege English 11 focuses on creative writing with specific practice on personal narrative writing mastering the “college application essay” genre. In addition, the course prepares students for the SAT Critical Evidence-Based Reading and Writing and Essay sections through fine-tuning of reading comprehension and analysis skills, writing skills, and sophisticated grammar and use of language.
12th Grade English Program
Students in 12th grade choose between 12th grade AP English Literature and Composition or 12th grade English as their core English course:
12th AP English Literature and Composition
AP English Literature and Composition is an introductory college-level literary analysis course. Students cultivate their understanding of literature through reading and analyzing texts as they explore concepts like character, setting, structure, perspective, figurative language, and literary analysis in the context of literary works.
The AP English Literature and Composition course focuses on reading, analyzing, and writing about imaginative literature (fiction, poetry, drama) from various periods. Students engage in close reading and critical analysis of imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure. As they read, students consider a work’s structure, style, and themes, as well as its use of figurative language, imagery, and symbolism. Writing assignments include expository, analytical, and argumentative essays that require students to analyze and interpret literary works.
English 12 is a literature course where students focus on improving their reading comprehension and analysis skills, as well as their writing skills. Students focus on close analysis of texts examining an array of literary and rhetorical devices and their purpose in the text. In terms of writing, students write personal narratives, close textual analysis, thematic analysis, and literary analysis throughout the year. Students also focus on improving oral communication skills by effectively participating in literary discussions and giving oral presentations. In addition, 12th graders also take 12th PreCollege English as a complementary 12th grade English course.
12th PreCollege English – Research Writing
PreCollege English 12 focuses first quarter on continuing to prepare students for the SAT Critical Evidence-Based Reading and Writing and Essay through fine-tuning of reading comprehension and analysis skills, writing skills, and sophisticated grammar and use of language. Second quarter, the course shifts to guide students through creative writing and personal narrative writing with a focus on their college application essays and supplementary questions. Second semester, the course encourages students to continue to fine-tune their writing through research writing that will prepare them for university-level research.
During this course of this class, there will be a wide variety of projects and assignments that should challenge students in an effort to help them learn. It is important to note that we will be using various forms of technology. Students will be exposed to Photoshop, Adobe Indesign, and Lightroom programs, online applications, explore multimedia project integration and examine and evaluate different ways to put in play the understanding of all key concepts. Students will combine all the technical skills to produce flyers, a table calendar as well as a photo album.
During the course of this class, students will develop a knowledge base of technical terms and concepts. Students will analyze the major technological development and cultural impact of the Internet since its inception. They will examine the effects of the World Wide Web and how the technology allows individuals to reach millions daily. Aside from understanding the anatomy of a website/webpage, students will also be exposed to blogs, they will evaluate specific brands and consider how the elements work together to achieve and project a consistent image. Finally the students will combine understanding with the technical skills learned in image manipulation/web design to produce a variety of cross-curricular web and digital products using Google Sites.
The Yearbook class is the class in which students develop large projects for the school such as the school yearbook, the school calendar and other smaller projects. For the design and development of these projects, students use the Photoshop graphic design program. Within Photoshop, students initially review the processes of manipulation and image enhancement of brightness, cuts, color, color and scheme. After mastery of these principles, students move on to mounting images, modeling of different forms of publication and content writing. For the final overall design and layout, students take their Photoshop files and then use Adobe InDesign to create final macro-files for final publication.
Yearbook Senior Class
The Yearbook Senior Class is designed to create the senior page for the Santa Cruz Cooperative School Yearbook.
The student will design their own page using their advanced publishing techniques, copy, writing, editing and photography. Students will also produce a creative, innovative yearbook which records school memories and events. Concepts that are emphasized are the use of technology via computers, internet, and digital photography. Students will also value the use of teamwork and organizational skills
Advanced Placement Program at SCCS
SCCS supports motivated students in pursuing the rigor of Advanced Placement (AP)
classes that offer college- level curricula designed to help prepare students for a successful university experience. Not only can students gain a greater understanding of the material but can potentially earn college credit based on their score on the external AP exam given in May. Even if students do not pass the AP exam, you will have a real idea of what to expect when you attend university.
SCCS has an open enrollment policy for the AP courses offered. SCCS believes that high school students interested in a better pre-college education should consider challenging themselves by enrolling in AP courses. Students may apply to any AP course offered, as long as they fulfill entrance qualifications.
What are the advantages of AP course enrollment?
- The AP program offers college-level academic experience and guarantees greater academic success at university level (in comparison to non-AP students).
- Successful AP students will be eligible for College Board AP Scholar Awards and/or the AP Capstone Diploma.
- Enrollment in AP courses allows students to be granted advantages in the university admission process and in reference to scholarship considerations.
- AP exams give students the opportunity to earn college credit.
- AP exams give students the opportunity to earn advanced placement at college level, move into upper-level courses, pursue a double major, or enroll in study-abroad programs in university.
- AP students are often exempt from introductory level courses in college.
- The AP program will help students to develop better study skills, improve writing skills and sharpen problem-solving abilities.
Who will be successful in an AP course?
- Highly motivated high school students with interest in developing a strong student resume.
- Independent learners who will ask questions and seek help when needed.
- High School students with strong reading, writing and analytical skills.
- High School students who have a strong work ethic.
- High School students who have strong organizational skills and an ability to plan for the short, medium and long term.
- High School students with a strong interest in the subject area.
AP Course Selection Process
- Interested students must complete an AP Intent Form as application to the AP Program.
- Interested students must have at least one teacher recommendation.
- The AP Committee will review academic grades in relevant courses and standardized test scores. Most AP courses require a grade of “A” or “B” in the previous year’s same subject class and also use standardized test scores related to the course.
- Applicants to an AP course are expected to acquire and complete summer reading assignments (if applicable). Failure to complete these Pre-AP-Assignments will lead to removal from the AP Course.
- Some AP courses might require an entrance examination (AP Sciences, AP Math).
- Applicants will receive an acceptance notification.
AP Grading Policy
Students who participate in AP classes have a significantly heavier workload. In addition to increased rigor and nightly assignments, most AP students are required to complete assignments during the vacation and if not turned in on the due date will be automatically removed from the class. Grading in AP courses is more rigorous than in common high school courses. Due to the additional workload AP classes are weighted and receive an additional 5% on each semester report card grade for students who earn an unweighted grade of at least 70%. If students do not take the AP exam, they will not be awarded the 5% on the second semester report card.
AP Course Commitment
Please be aware there are strict requirements and prerequisites for AP courses. There are specific restrictions in order to drop an AP course as stated below. All students enrolled in AP courses will be expected to take the exam in May. Students have made a year-long commitment and must be willing to work to be successful. This is why students and parents must weigh all factors before choosing to take these courses. We strongly encourage all students to challenge themselves and take their academics seriously. None of the above-mentioned information is meant to discourage students, but rather assist them in making a well-informed decision that is best suited for the student and family.
Please note that much time and effort is dedicated to creating a schedule that provides as many offerings for students as possible by dedicating space, resources and qualified teachers. Please take your decision seriously since transfers after the semester can negatively affect other students and AP courses might be cancelled if student enrollment falls below 5 students per class.
AP Dropping Policy
- Students admitted to an AP course are required to finish the first academic quarter.
- Withdrawal may be authorized up to 5 school days after the end of the 1st quarter.
- In case of withdrawal from an AP course, the academic first quarter grade earned in an AP course will be averaged with the second quarter grade earned in the non-AP course the students is assigned to.
AP Exam Registrations
According to the new College Board regulations the enrollment and exam ordering process closes on November 1 of the respective calendar year. AP students who are planning to take AP exams in May will have to pay the respective exam fees before October 15. The AP exam fee is 135,- U$ per exam (one hundred thirty five dollars). Exam fees are to be paid at the SCCS Finance Office before October 15. All AP students have to present the Exam Registration Form, together with the payment confirmation slip, with the High School Principal/AP Coordinator by no later than October 15.
Advanced Placement – Shared Responsibilities
The Student agrees to organize his/her time and effort to successfully complete the AP course
in which he/she is enrolled in. The student will notify teachers immediately if he/she falls behind
in class, reading and/or assignments. The student will be expected to complete assignments,
readings and projects outside of class time. The student will take the AP exam on its scheduled
date and time as outlined by the College Board.
The Parent/Guardian agrees to be familiar with and accept the AP course requirements and
policies, and to help his/her child organize study time in support of class assignments. The
Parent/Guardian agrees to purchase required materials and to pay the exam fee as determined by
the AP Coordinator. If the Parent/Guardian is unable to meet these requirements for financial
reasons, they will contact the AP Coordinator immediately.
The School (AP Teacher and AP Coordinator) agrees to provide rigorous instruction and
challenging course content as described in the AP course description. The school will provide the
student with a copy of the Bulletin for AP Students and Parents and agrees to administer the AP
Exam in a fair and secure environment as outlined in the AP Coordinator’s Manual.
AP Course Offerings 2021-2022
AP English Literature and Composition – AP English Language and Composition, AP
Spanish Literature and Composition, AP World History, AP Psychology, AP Biology, AP
Calculus BC, AP Studio Art. Students can take other AP exams on an independent study basis
in other AP Sciences, AP Foreign Languages, AP European or AP US History or AP Macro/Micro
Economics. The costs for independent study courses are to be covered by the student.