Getting Started Working with the Curriculum Home Administration
Attendance & Activity Log Learning to ReadP.A.C.E. or Self-Pac Program
Extra Subjects Graduation RequirementsHigh School Curriculum
High School Electives Business Elective Fine Art ElectivesGovernment Electives
Health Elective School Schedule Additional ActivitiesF. A .Q.
Activity Pac: The portion of a PACE with the questions and place for the student to write the answers. This is separate from the reading material.
Assignment and Activity Log: a small chart on which you keep track of your child's daily activity during each school year.
Diagnostic Test: a test given to pre-high school students in the subjects of Math and English to determine their academic level.
Electives: optional subjects to help high school students earn credits towards Graduation.
Goal Card: a small chart on which the student writes his daily assignments.
Highlighting: the process of marking the location in the reading material where an answer can be found that a student missed on a Checkup or Self Test. See Checkup Procedure for step by step directions.
PACE: Packet of Accelerated Christian Education. Twelve Paces in each subject comprise a year's work. One Pace is completed in each subject before the next Pace is given to the student by the supervisor.
It contains:
Checkup - sectional reviews throughout the Pace
Self Test - a review section of the entire Pace
Pace Test - mastery test for the Pace The score on this test determines whether the student is ready for the next Pace.
Reading Pac: The portion of the PACE with the reading material. This is separate from the questions.
Self-Pac: similar to PACE mentioned above. (Used in some High School subjects.)
Score Key: a booklet containing the answers to the questions in the Self-Pac or PACE.
Supervisor's Progress Card: a card on which the supervisor records the test scores as the student progresses through the material.
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Congratulations! You have just begun the journey of academic excellence. We have a few suggestions to help you with this journey and process. Please carefully read the following pages and let us help you take full advantage of this program and set yourself and your child up for success.
When you receive your PACE order, check it in before you put them away.
Make sure you have all 3, 6 or 12 in each subject (depending on the amount you ordered.)
Check that each PACE has a test with it.
Check that you have a Score Key and Test Key for each PACE.
Now you are ready to begin. Record each PACE number on the Supervisor’s Progress Card. Remove the test from the lowest numbered PACE in each subject, write the child’s first and last name on the front of the test and put the test away. Also, remove the Test Key from the required Score Key and put the Test Key away. The Score Keys should be available for the student to be able to score his or her work frequently throughout the day. The Keys should not be so readily available that the student can reach them from the work area unnoticed. We recommend setting up the scoring area on a different table or surface from the student’s desk or work area. After writing the child’s name on the PACE, issue the PACE’s to the student first thing in the morning so work can begin early. (The Test Key must be returned to the front cover of the Score Key before the Score Keys are returned for a credit to be given.)
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Student Instructions
Read the first page of the PACE to become familiar with the basic content. You should read the Objectives and Vocabulary to an instructor. The instructor should initial the sections after the words have been read aloud. In all PACE’s sixth grade and above, write out and then read vocabulary to your instructor each time you receive a new PACE. Set up sections within the vocabulary by dividing the words into manageable sections for daily memorization, completely memorizing the words before taking the Self-Test.
Set your daily goals by determining the number of pages you must do each day to complete the PACE on time. (Look in this Handbook under Goal Card for more detail.) Begin reading the Pace and work on the activities in pencil. You also should work in all subjects every day, doing the proper number of pages for each goal, instead of only one subject at a time. Your overall education and learning will be better this way.
Work until you reach a scoring strip, the beginning of a Checkup or the end of that day’s goals, which ever comes first, then score your work.
Scoring Procedures
Take at least two but no more than three PACE’s to the scoring area. Compare your answers to the ones in the Score Key. Your answers must match exactly unless your instructor looks at it and determines your answer is acceptable. Mark any wrong answers at the question’s number with an X and only an X.
Return to your work area and correct any wrong answer. If you do not understand the questions or processes, please ask your instructor for help. Then return to the scoring area. Compare your answers to the ones in the Score Key. If they are now correct make a circle (O) around the X. If the answers are not correct then repeat step two until they are correct.
When the entire page is correct put a circle (O) around the page number and continue working in the PACE in pencil until that day’s goals are completed. This is the required procedure on all PACE’s.
Checkup Procedure
Before taking a Checkup; all the preceding material must be completely scored, corrected and re-scored. After you have completed the Checkup and have it scored and re-scored, figure your score or percent and write it in the score box.
Beside each question that you missed within the Checkup, list the page number on which the right answer is given in the reading material or by the example. On the page where the right answer is given, highlight the correct answer or procedure and write the question number from the Checkup that you missed.
If your score is 90% - 100%, highlight the missed questions. If your score is 80% - 89% highlight the missed questions and then on a separate sheet of paper, write the missed questions on the front and the answers on the back. If your score is below an 80%, highlight the missed questions and write out the entire Checkup. After you have completed highlighting and writing out any necessary questions, have your instructor review the Checkup and initial at the bottom of the Checkup. Your instructor should question you over the Checkup before you continue.
Testing Procedure
Before taking the Self Test, review the PACE, especially concentrating on the Checkups, vocabulary and any highlighted areas. When you and your instructor feel that you are ready to take the Self Test, request your instructor to initial it and staple the PACE closed before beginning. (Instructor: To insure that the student does completes the Self Test on his own, please staple the Self Test closed.) You should never look back in the PACE during the Self Test. Self Tests take priority in your day and should be completed after any PACE tests but before your regular goals. They also should be completed in one day. After the Self Test is completed, follow scoring procedures for scoring and Checkup procedures for highlighting and writing out any missed questions. The Self Test must be turned in on the day it is completed. Review for the PACE test is done from your notes and vocabulary words. Instructor: Do not review the questions from the PACE test.
Your PACE tests should be given first thing the next morning. You should not leave the testing area until the test is completed.
Instructor: Score the PACE test. No corrections are made to the test. If a student scores more than a 90% in 1 - 5 grade or an 80% in 6 - 12 grade, then record the score on the Supervisor’s Progress Card. Put the completed test and the test from the next PACE number away. The new PACE can be issued first thing the morning of the next school day or at the end of the testing day if the student wishes to get a head start on vocabulary. Then the student returns to step one of Student Instructions with the new PACE and the process continues. If the student scores less than a passing grade by fewer than 5 points then you may ask him questions that he missed to get the score up to the minimum passing score. Regardless of how many questions he gets correct upon re-questioning, the score is only the minimum passing score. If he scores more than 5 points below the minimum passing score, he must circle out each answer and possible answer, erase all of the circles and re-work the PACE. If the test (i.e. some Math tests) are not re-useable, please call the Home Study office to see if we have a new one. The student should be challenged again and again to do his best, to learn the maximum and to keep his scores well into the 90’s. Praise the student heartily for his successes.
One week after the Quarter is over you need to mail (please do not send them certified) or drop off the completed tests to P.A.C.S. Home School Program. Make sure all tests are scored, with the student’s first and last name on the front of the test as well as the score and testing date. Please place the tests by subject in ascending numerical order. When returning the tests follow this format: Math, English, Literature, Social Studies, Science, Word Building and then electives alphabetically. Any High School subjects that fall into the above categories (i.e. Algebra, World Geography) need to be placed in that order and not alphabetically with the electives. Failure to do so will result in a sorting charge. When Score Keys are being returned for credit they must have the Test Key enclosed in the Score Key or no refund will be issued. We will then be able to produce a Progress Report for you and update your permanent records. Any tests turned in after July 30/or the close of the school year will not be issued a Progress Report although the results will be added to the transcript.
Ordering Curriculum
By the Quarter
If you ordered a Quarter’s worth of curriculum, about one month later you will need to send the Second Quarter fee. We will then ship Second Quarter curriculum. When you return the First Quarter’s tests and Score Keys, include the Third Quarter fee and we will ship Third Quarter’s work. When you return the Second Quarter’s tests and score keys, include the Fourth Quarter fee, and we will ship the Fourth Quarter items. Return remaining quarter’s tests and Score Keys and we will send Report Cards and credits.
By the Semester
If you ordered a Semester’s worth of curriculum, when your child has completed four PACE’s in most subjects, send in the second Semester fee, and we will ship the Second Semester curriculum.
You may return all tests and score keys at your convenience but no less than twice a year, preferably at the Quarter breaks. We will then produce Report Cards and update permanent records and transcripts. (See the School Calendar for Semester breaks and other important dates.) The fees are as follows:
Per Year: (includes $50 discount)
K5 (items must be returned) $310
Grades 1-3 $389.00
Grades 4-8 $367.25
Grades 9-12 $410.50
Per Semester: (includes $25 discount)
Grades 1-3 $211.75
Grades 4-8 $200.75
Grades 9-12 $222.75
Per Quarter:
Grades 1-3 $115.00
Grades 4-8 $109.25
Grades 9-12 $120.75
CURRICULUM
K5: Learning To Read Program
Grades 1-8: Math, English, Social Studies, Science, Word Building
Grades 9-12: 6 credit subjects - typically Math, English, Social Studies, Science and two electives
All non-consumable items are to be returned, and a credit of $20-$85 will be issued.
Shipping will be billed at actual cost.
Better Scores
There are a few things that you can do to assist your child in achieving more than the minimum passing score. They are:
Require students to read aloud the Objectives and Vocabulary to you.
Require students to memorize definitions of vocabulary words before taking the Self Test.
Review his work before he takes the Checkups or Self Test to be certain there are no weak areas of understanding. Numerous errors would indicate a “trouble” spot.
Be sure the student has at least 90% on each Checkup, and Self Test before he proceeds to the next section of material.
Make sure all answers have been corrected by the student. If not, he may study incorrect answers in preparation for the Pace Test.
Quiz the student over the content of the Checkup, and Self Test pages to be sure he has mastered the concepts before he takes the PACE Test.
Answering Questions
The curriculum is designed to facilitate learning rather than teaching. If the student’s question is answered for him, the mental inquiry may stop short of a learning experience. The successful instructor will become adept at assisting students in searching out answers and gaining insight into learning how to learn. When a student asks an academic question, he should be given HELP, not the answer. The instructor’s responsibility is not to answer questions, but to determine the nature of the problem. Some good responses are as follows:
“What seems to be the difficulty?” or “What are they asking for in this question?””
“Read aloud the instructions for the particular sections or problems, and then explain in your own words what you are supposed to do.” (See if he understands key words.)
“Work out the problem while I listen to your explanation.” (Observe any possible oversights or mistakes.)
“Review the example” (or previously completed problems).
“Would an encyclopedia, atlas or dictionary help?”
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Several forms are provided to help you operate a school in your home with the same professional appearance and high academic standards as the very best conventional school. Four forms that are basic to the normal daily operation of your home school are the Supervisor’s Progress Card, the Attendance and Activity Log and the Goal Card.
Supervisor’s Progress Card
Information pertaining to the use of this card has been explained in the Glossary and in the section marked Working with the Curriculum.
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Be sure to keep the Attendance and Activity Log up to date. It will be very important in case a city or state official needs to verify the school time you spend with your child.
The Goal card is a very valuable and useful form in your home school. The student should enter his name at the top of the card and daily enter the exact page numbers of the work he needs to do in each subject. The student sets goals for only one day at a time. Each day, as he completes his goal in a specific subject, he marks through that goal and then enters the new goal for the next day.
When a High School student is working in an Activity Pac the goals for the Reading Pac are 10 pages a day. When the student has read the Reading Pac through, they are given the Activity Pac where the goals should be 3-4 pages a day depending on the number of days in a school week.
Remember, each Pace should be done in no more than three weeks and no less than two weeks. If you take the number of school days in three weeks, minus one day for testing and divide that number into the number of pages in the Pace, you will have the required number of pages for each day’s goals. Keep in mind that a child should not end daily goals in the middle of Checkup or Self Test.
Students should be trained to set reasonable goals and accomplish them regularly. The Goal Card helps the student maintain an orderly and consistent chart of his goals, daily progress and achievement. This teaches the child to strive to accomplish his goals every day. As time passes, the child learns that he can accomplish large amounts of work by doing small amounts each day and being consistent at working through the day’s goals on the Goal Card.
The Goal Card should be checked daily to make sure the student has actually completed the previous day’s goals including scoring, correcting and re-scoring and has set reasonable new goals in each subject for the following school day. This checking should be done each day before or after actual study time. The child will only learn to be responsible and consistent in proper goal setting if his goals are checked regularly and that he is made accountable for his goals and accomplishments.
Basic Reading is a versatile, new, learning-to-read program that may be used for a variety of applications in the Home School. Basic Reading includes the following items:
The Teacher Training Self-Pac is the key to effective use of the Basic Reading Program. Investing the short time needed to read and work the activities in the Self-Pac will be returned many times over. Use of other materials in Basic Reading is explained and working in the training Self-Pac is in itself profitable because the format is the same as the material the student uses.
The Teacher’s Manual is the “How to” book for daily use of the Basic Reading Program. Included in this manual are introductions to animals that accompany each letter sound, a cartoon character story for each animal, a character trait, a phonetic animal song and directions for forming alphabetical letters. Also included are coordination exercises and sound discrimination activities.
The Animal Alphabet Cards show the pattern for forming each letter and the animal that reinforces that letter. There is one card for each letter sound.
The Phonics Tape has songs, in order of use, with words and music recorded on side one and only music on side two. The songs relate to a specific animal for each alphabetical letter and help students recall the character quality taught in the accompanying story.
The Self-Pacs contain materials for one student. Manuscript printing activities teach proper letter formation. Short lists of “words” help students to begin reading. Students will be expanding single words into full sentences and stories by the end of the course. Sound discrimination activities are also a part of Basic Reading. The test is in the center of the Pace and need to be removed before the Pace is issued to the student.
The Self-Pac Score Keys give correct answers to all activities found in the Self-Pac. The Score Key’s and Self-Pac’s are designed to allow the student to begin at an early point to score his own work activities. Score Keys must be kept secured from students except at scoring times. Score Keys with the Test Key tucked in the first page must be returned to PACS Home School with completed tests.
All non-consumable items from the Reading Program remain the property of P.A.C.S. Home Study and must be returned. A refund will be issued on the completion and return of the program.
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The Pace or Self-Pac program is totally individualized. Each grade level consists of 12 Paces in every subject, each of which is worked as a separate unit. Ordinarily, a student will complete 12 Paces in each subject during the year. Another student, according to ability, may complete more. It is rare for a student to complete less, unless there is a learning disability or an improper diagnosis.
Each Student is diagnosed and prescribed curriculum at his level of achievement in each subject. A child may be working at a different level of achievement in each skill area, depending upon his needs and abilities. Since the Pace program is basically an ungraded system, the student is not prescribed according to a chronologically based grade level.
Paces also have frequent check points and contain a review test of the entire Pace before the final test is given. Paces have the additional advantage of providing small, achievable units of study, which is particularly suitable for children who seem to be overwhelmed by being handed an entire year’s volume of work in one text. There is no midterm or final test.
First Grade
The child should first complete the Basic Reading course of study. When he has mastered the necessary skills to complete that program, he is ready to begin work in the other first level subjects of the basic curriculum. The student works the first grade materials by using manuscript printing. Cursive writing is taught in the third grade English materials.
Mathematics
Reading, understanding and following directions are essential to success with self-instructional units, particularly with Mathematics. Parents should observe carefully the performance of the student on review sections. Be sure all incorrect responses are corrected and mastered before permitting the student to continue in the unit.
Should the diagnostic tests indicate weaknesses in Mathematics and we prescribe a lower-level Mathematics series for a high school student, credit may be given in “General Mathematics” for the successful completion of two year’s work in the junior high range (grades 7 and 8). Available for high school students according to interest, abilities and educational goals are Algebra I, Geometry, Algebra II and Trigonometry for levels 9, 10, 11 and 12.
English
The English curriculum provides a review of manuscript printing and includes reading, spelling, and in the third grade cursive writing. Grades 1-3 emphasize grammar and punctuation. Grammar and punctuation are learned by text examples, studying the rules and by written exercises. Creative writing activities allow for student expression and for demonstration of English skill comprehension.
Social Studies
In Social Studies, students will evaluate personal relationships, local community settings, World History, World Geography, American History, Government and Economic Systems. Geographic areas are considered with an emphasis on how each nation's religion and culture relates to its’ history.
Science
Science emphasizes the orderliness of God's creation. Comprehensive research reveals relationships among different fields of Science.
Word Building
Word Building increases the child’s vocabulary base and reinforces his confidence and capability in spelling. Earlier levels expand the student’s grasp of phonetic sounds and combinations. Each level presents appropriate spelling rules and their exceptions by both statement and drill. This course begins with simple words and progresses through complex words, teaching the relationships between words and spelling patterns.
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Bible Reading
Bible Reading reinforces reading skills and whets the child’s appetite for God’s Word. This series of Pacs concentrates on reading the Bible and comprehending many of its principles.
In Grade Level 2 the student reads the Book of John. As he reads he is also expected to answer questions about God’s Word. In addition, he learns the books of the New Testament in order. Various character traits dealing with relationships with God and others are emphasized also.
In Grade Level 3 the child becomes familiar with the Book of Matthew while learning the books of the Old Testament in order. There is constant review of the Old Testament books and practice in recognizing them.
In Grade Level 4 the Books of Mark and Luke are read. The student continues studying the books of the Old Testament in sections: Law, History, Poetry, Major Prophets, and Minor Prophets. He continues answering questions about the Bible while learning more of its great character traits. Grade levels 5-8 are in development.
Literature and Creative Writing
Grade Level 2: In this level students are encouraged to visualize, use their imagination, and give creative responses to questions following one-page stories. Instead of drudgery, reading suddenly becomes a true learning experience, and writing blossoms into a comfortable skill. To round out Level 2, some PACE’s provide practice in handwriting and speed reading.
Grade Level 3: Students in this level gain more practice with critical thinking. Special activities require choosing the best endings for stories, writing story titles, identifying rhyme in poetry, and learning about the kinds of books and the parts of books. Character, setting, and plot are emphasized as the student reads specific chapters in the two required resource books - Summer Fun with Ace and Christi and Christians Courageous. Speed reading and handwriting skills are emphasized and practiced.
Grade Level 4: Level 4 provides opportunities for students to use their imaginations, to learn dictionary skills, and to practice cursive handwriting. Creative answers are encouraged throughout the course and should be evaluated subjectively. Students learn to put critical thinking skills into action as they draw conclusions and examine ideas attributed to heroes and heroines in the required reading assignments. The six required resources are The Little Green Frog, Saved at Sea, Ace and Christi series - The Red Rag Riddle, Charlotte’s Web, Children’s Missionary Library, and Choice Stories for Children.
Grade Level 5: Students learn more about setting, characters, plot and order in short stories. Opportunities to paint word pictures with similes and metaphors are provided. Anagrams, analogies, and alliteration are also explored. Students practice reading, observing carefully, and considering facts to find conclusions. Required resources - Choice Stories for Children, North to Amaroqvik, Heidi, Ace and Christi Series - Miracle at Camp Friendship, A Dog of Flanders, Star of Light.
Grade Level 6: Required resources - The Fugitive King, Christians With Courage, Alexi’s Secret Mission, Grandpa’s Christmas Gift, Little Pilgrims Progress, Treasures of the Snow
Animal Science
Grade Level 2: This course consists of twelve units, each concentrating on a specific animal. The students learn about sheep, dogs, horses, cats, cattle, rabbits, rodents, poultry, unusual birds, spiders, snakes, toads, and frogs. Each is presented in interesting story form and, where appropriate, Scripture reference to these animals is pointed out.
Grade Level 3: In this level, the student follows Ace and his friends, first to the farm, then to the zoo. With this backdrop, the student learns the special features of sheep, monkeys, lions, giraffes, zebras, elephants, bears, seals, great apes, rhinos, hippos, and antelope. Related activities and projects reinforce the facts and motivate learning.
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A prescribed program leading to graduation must be established. The program will vary, depending upon such factors as the student’s previous course of study, academic achievement, ability, and future plans. When all essential information is received, you and your child may choose the course of electives from the following pages. A minimum of 6 credits must be earned through P.A.C.S. Home Study before receiving the diploma, regardless of how many credits the student may have earned before enrolling.
Since the P.A.C.S. Home Study office is located in the State of Missouri, we abide by the Missouri State Board of Education requirements for graduation for a College Preparatory Diploma. They are as follows:
A total of twenty-five credits must be earned in the ninth through twelfth years including the following subjects:
Language Arts 4.0 Credits
Social Studies 3.0 Credits
Math 3.0 Credits
Science 3.0 Credits
Physical Education 1.5 Credits s
Health .5 Credits
Practical Arts (Typing) 1.0 Credits
Fine Arts (Art) 1.0 Credits
Electives 8.0 Credits
A full year of P.E. at 2 hours a week equals .50 credit.
(When a student reaches his Junior or Senior year of high school work, he should consider taking the S.A.T. or the A.C.T. College Entrance Exam {even if he has no immediate plans to attend college}. Call or write a high school in your local area for specific information.)
For local students, we offer the PSAT to sophomore, juniors and seniors. The test usually takes place in October. Please call the school for more information.
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Algebra I
Basic algebraic concepts are introduced in a carefully structured way so as to make the learning material understandable. This curriculum includes principles for logically solving, transposing, and canceling algebraic equations.
The student works with:
Monomial and polynomial expressions
Algebraic addition, subtraction, multiplication, and division
Factoring, quadratic equations, positive and negative numbers, averages, percent, interest, ratios and proportions
Algebra II
This advanced study in Algebra includes:
Parabolas, hyperbolas, permutations, logarithms, and matrices
Students learn to operate with:
Radicals, fractions, and equations
Arithmetic and geometric sequences
The approach is practical, enabling the student to use his reasoning abilities. The program effectively equips your student with necessary knowledge to excel in the real world.
Geometry
This course:
Develops the deductive reasoning powers of students
Reviews previously learned material
Introduces new concepts
The Student learns:
Properties and theorems and how to use them for solving problems
To reason logically and systematically
English I
In this course your students will enjoy learning about the history of the English language. They will also be challenged by the comprehensive review of grammar-including emphasis on basic sentence patterns and the eight parts of speech-review and practice of punctuation and capitalization along with verb conjugations. Writing skills are again emphasized as students are encouraged to think analytically and to write with clarity. This level includes an in-depth study of two literature books, Swiss Family Robinson and Twice Freed.
English II
Give your children experience in several areas of writing. This course begins with an intensive study of the four kinds of paragraphs and practice writing each. From there, students move on to biography and autobiography, with a detailed reading and study of God’s Tribesman and The Hiding Place providing examples. The course also includes poetic forms and poetry appreciation, but students especially enjoy and are challenged by the study of the various types of newspaper articles and techniques for writing them. Also included is practical application of library skills--how to locate and use the fiction section, reference books, and the Reader’s Guide to Periodical Literature.
Grammar is again an integral part of this course and special emphasis is placed on correct sentence structure and noun and verb functions, including verbals.
English III
How has America’s history affected its literature? Students find out as they follow the chronological presentation of American literature in this course. Included are Christian writers whose works are not found in most other American literature courses. Students learn how to evaluate an author’s philosophy and style. Appropriate writing activities provide challenging experiences in various writing genres.
Each unit incorporates a review of grammar. Emphasis and detailed instruction is given in essay writing. Research paper preparation is explained and visualized as a step-by-step process.
English IV
Do your children know what constitutes good literature? They will learn as they complete our 12th level English course. All twelve Paces provide examples and analysis of the best literature from various writers and literary periods of British literature. Students learn how to evaluate a writer’s style and technique and find reading of classical works enriching and enlightening. Along with reading comes opportunity for self-expression as students write summaries, comparisons, contrasts, sketches and evaluations.
Grammar is an integral part of the course with thorough review of parts of speech, sentence structure, and proper usage. Most unique is that the test for grammar exercises provides the biblical perspective of life principles. Writing skills are covered along with basics of speech preparation and presentation.
World Geography
Can you find Djibouti on a world map? What is the climate like in Afghanistan? What are the primary geographical features of Australia? How have the continents of Europe and Asia changed since the fall of communism? The answers to these questions, and much more, can be found in this world geography course.
Included are:
Reading, drawing, and interpretation of various kinds of maps and a continent-by-continent study of geography
An exciting MAP MANIA, double-page political map, and single-page climate and topographical maps
Reusable Text Pac and a consumable Activity Pac
World History
World History from Creation to the present is viewed from a biblical perspective. The view includes ancient civilizations, the Middle Ages, the Renaissance, colonialism, the age of revolution, spiritual awakenings, and the missionary outreach. Resource books: The Law, The Federalist Papers, Hammond World Atlas for Students.
American History
An appreciation for biblical influence develops as the student views American history from the Colonial period to the present. Beginning with discovery of the New World, the study includes the War for Independence, the Jackson era, the War Between the States, the two World Wars, America’s foreign relations after World War II, the Cold War, Space exploration, Civil Rights, the United Nations, Watergate, and books: The Federalist Papers, Hammond World Atlas for Students.
Biology
When God created our earth, He filled it with a vast array of living creatures. This course explores the wonders of that living Creation. Included are studies of birds, mammals, fish, amphibians, reptiles, sponges, coelenterates, mollusks, echinoderms, worms, arthropods, plants, and microorganisms. A study of the human body includes the integumentary, skeletal, muscular, nervous, circulatory, respiratory, digestive, and endocrine systems. Genetics and embryology are incorporated into the study of the human reproductive system.
Physical Science
Science does not have to be mind-boggling! Accelerated Christian Education’s Physical Science course presents, in clear and understandable language, an introduction to Chemistry and Physics. After finishing the course, the student will have a better understanding of science, and a college-bound student will have a good foundation for more rigorous chemistry and physics courses. The first Pace has a pop-out section that includes the Periodic Table of the Elements and Rules for Solving Problems.
Each Pace contains a short story interspersed between sections of the test. Each story deals with a particular problem faced by many of today’s teens. The character, in the process of solving his problem, applies scriptural principles and demonstrates character development. Prerequisite: Algebra 1
Chemistry
Students are given a solid introduction to the science of Chemistry. All units view the material from a biblical perspective and provide necessary helps. This course covers:
Organic and inorganic chemistry
Biochemistry
Molecular bonding
Chemical Reactions
Gas laws
Electrochemistry
Nuclear chemistry
Balancing of chemical equations
Periodic Table of the Elements
Properties of metals, nonmetals, and metalloids
Chemical equilibrium
Thermodynamics
Acids and bases
Quantitative and qualitative analysis Prerequisites: Algebra 1, Biology, Physical SciencePhysics
The basics of Physics are practical, interesting, and understandable in this completely self-contained course. Full of illustrations and applications it covers:
Measurements and mathematics
Force and motion
Momentum and energy
States of matter
Gas laws
Heat and kinetic theory
Radiation and nuclear energy
Electrochemistry
Magnetism and electrical circuits
Light and electricity
Optics and optical instruments
Wave motion and sound (Prerequisites: Algebra 1 and Physical Science.)
Etymology
This course leads students to an understanding of word origins. It also demonstrates the value in knowing those origins. There is an emphasis on learning the spellings, meanings, and functions of words. Practice exercises show the student how to avoid wordiness and how to be precise in the choice and use of words.
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Bible Electives
Introduction to Missions (½ credit)
Missionary biographies and autobiographies have long been recognized as an important key to touch the heart and introduce people to worldwide missions. In this course, the student gains an appreciation of what has helped shape the course of mission work. Books include:
Peril by Choice by James Hefley
Peace Child by Don Richardson
Beyond the Next Mountain by Mawii Pudaite
C.T. Studd by Norman Grubb
The Triumph of John and Betty Stam by Geraldine Taylor
Give Up Your Small Ambitions by Michael Griffiths
Flagellant on Horseback by Richard Ellsworth Day
Life of Christ (1 credit)
Written on the senior high school level, this course will greatly increase the student’s understanding of the Gospels. As he studies the background of the Gospels, the world as it was in Christ’s day, the Jews--their characteristics and habits--and aspects of Christ’s life, ministry, death, and resurrection, he gains insights that will enhance his personal walk with the Savior.
New Testament Church History (1 credit)
A fascinating study tracing the roots of church history. The approach develops in the student an appreciation of the role of the church from its earliest days. Intended for the upper-level high school student, the subject matter explains God’s plan for the formation and spread of the church and the expansion of the Gospel.
New Testament Survey (1 credit)
A course designed to introduce the student to the penman, the place, the period, the problem, the peculiarities, the purpose, and the plan of each book.
Old Testament Survey (1 credit)
A comprehensive course that will provide the high school student a book-by-book understanding of the Old Testament. The chronology, history, setting, and content of the Old Testament are examined in such a way that the student’s comprehension is increased. Of special interest are the Old Testament covenants and time periods.
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Accounting (1 credit) (Recommended for above average students)
This course acquaints students with the nature, scope, vocabulary, and techniques of accounting. Intended to provide a firm foundation upon which to build, the course includes introduction to assets, liabilities and capital, journalizing, ledger analysis, account management, balance sheet and income statement completion, accounting for sales and purchases, inventory control, tax preparation, and partnership and corporate accounting.
Business Math (1 credit)
A broad review of general math sets the stage for a study that helps the student apply learned skills to various practical situations in the home and business world. Students master concepts such as checkbook reconciliation, budget preparation, calculation of discounts, and insurance acquisition.
General Business (1 credit)
A study introducing the upper-level high school student to the world of business: markets, consumer studies, advertising, corporations and industries, careers in business, production, labor, federal control, international business, banking and finance.
Typing (1 credit)
Mastery of the keyboard is the aim of these Paces. This course acquaints the student with the typewriter and with various typing jobs encountered in school, church, or office. Regular drill and practice to improve speed and accuracy are included.
Computer Literacy (1 credit)
A course designed for the high school student. This course, coming to you on CD, presents an introduction to computers. Students will also receive a working knowledge of Excel, Access, Outlook and PowerPoint. You must have Office 2000 to complete this course.
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Beginning Art
A course designed to introduce the junior high school student to the world of art and its techniques: the tools of art, shapes, line variation and shading, texture, the color wheel, landscapes, head shapes, focal points, perspective, flannel boards, and lettering. This course is intended to give the student a good understanding of the concepts of art.
Advanced Art (1 credit)
Advanced studies in art that increase the high school student’s appreciation for art with an emphasis on the symbols, shapes, observation and perspective, light and shade, variety and mood, color, the drawing of people and clothes, landscapes, lettering and layouts.
Basic Literature Nine (½ credit)
In completing this course, the student gets a sampling of the classics as well as more modern literature. With each book, he completes a study guide of questions and writes an appropriate essay. The books to be read are:
Up from Slavery by Booker T. Washington
The Pilgrim’s Progress by John Bunyan
Did Man Just Happen? By W.A. Criswell
Michael Faraday by Charles Ludwig
The Hiding Place by Corrie ten Boom
Robinson Crusoe by Daniel Defoe
Literature I (½ credit)
This course provides a rich and varied study of Christian literature designed to guide the student into a thoughtful, systematic method of reading and to introduce him to a wide spectrum of material, including fiction, apologetics, and history. Upper-level high school students will read such books as:
To Be the First by W.N. McElrath
Man Sent from God by R. Sumner
The Flood by Alfred Rehwinkel
Let Us Pray by Watchman Nee
The Hiding Place by Corrie ten Boom
The Scottish Chiefs by Jane Porter
Literature II ( ½ credit)
A continuation of Literature I, covering books of a conservative political and historic nature for upper-level high school students. The following books are assigned:
The Law by F. Bastiat
None Dare Call It Conspiracy by Gary Allen
Foxe’s Book of Martyrs by John Foxe
The Late, Great Planet Earth by Hal Lindsey
Ben-Hur by Lew Wallace
Billy Sunday by William Ellis
Music (½ credit)
If you don’t know the difference between a sharp and a flat, an oboe and a clarinet, a tenor and a bass, or a symphony and an opera, this course is for you! Designed for the serious music student, this course can also be a tremendous teaching tool for music teachers and church or school choir directors. The student is introduced to various kinds of instruments and is taught how to read music, find notes on a keyboard, and learn to recognize notes, key signatures, and time signatures.
The final Pace, Developing an Appreciation for Music, presents biographies of well-known composers, and includes two audio tapes with one or more selections by each composers. The student is tested on his ability to recognize theme music from some of the sections.
Speech (½ credit)
The basics of effective speaking are covered in this course with such fundamentals as: stage presence, diaphragmatic breathing, articulation, effective gestures, and inflection. The achievement of vocal purity, variety in pitch, pronunciation, and the best choice vocabulary - all this is a part of this PACE course. Included is training in facial expressions, correct posture, and eye contact. Students are instructed in how to deal with stage fright, how to convert nervous tension into positive energy, and how to relax and express emotion and enthusiasm. So that individuals can approach an audience with confidence, they are shown how to mark a script, provided with tips on memorization skills, given rehearsal tips and self-evaluation help. Students learn to apply what they have been taught in the PACE’s through the presentation of speeches.
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U.S. Civics (½ credit)
Do your students realize that they have a responsibility toward their government? Do they know enough about their government to take part in its processes? This new course will help prepare them by providing a study of the historical foundations of our government.
Economics (½ credit)
A.C.E. has created a complete ½ credit Economics course that introduces students to the biblical foundations for the study of economic systems. The scope includes price theory, production, free enterprise, free trade, banking, investments, international trade, stewardship, and government and the economy. Throughout the course, the author emphasizes the importance of biblical ideals and values in the marketplace.
Collectivism (½ credit)
This course traces the history of collectivism, starting with the revolt of Satan and the subsequent fall of man. It concludes with a detailed look at the major twentieth-century “isms.” The study is designed to give the student an awareness of the satanic, humanistic, and conspiratorial aspects of “ism” ideologies from a biblical point of view.
The Constitution (½ credit)
A detailed study on the origins and foundations of the Constitution, the organization, an administration of the legislative, executive, and judicial branches of government as outlined in the first three articles of the Constitution, and the meaning and application of the remainder of the Constitution.
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Health (½ credit)
Health issues of vital concern to the well-being of the body are covered in this course. Material includes: Basic information about the human body--its functions and limitations, malnutrition, nutrition and the well-balanced diet, exercise and physical fitness, CPR (cardiopulmonary resuscitation), first aid and safety, health hazards, cancer, heart disease and AIDS.
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Although your children will be working in the privacy of your own home, an element of care should be taken about their dress. Experienced educators have found a relationship between the way students dress and the way they perform academically. “Sloppy” dress often results in “sloppy” work. This principle does not mean they should wear formal, “Sunday” clothes. However, they should be neat, clean, and modestly dressed before beginning their work. Proper dress encourages responsible behavior and aids the academic process. Your high expectations for your children in every area encourage greater learning.
The following is a suggested daily schedule:
Begin the academic day promptly at the same time each day. The informal setting of the home will tempt you to allow the students to be late or lazy about getting started. Laxness must not be allowed. Remember, high expectations yield high results!
An explanation of special instructions concerning the daily schedule is needed each day. The student should be accountable for regular scheduled plans once they are explained.
Begin by sharing some inspirational thoughts with the children. A brief discussion of a verse from Proverbs or a daily devotional booklet could be used.
Begin each day with a brief time of prayer. Prayer is essential for development of Godly character.
Curriculum studies should begin no later than 9:00 a.m.. The student should establish reasonable goals in each subject in order to finish a Pace about every three weeks. (Hint-Take the number of school days in a three week period minus one day for testing and divide that number into the number of pages in each Pace.) Goals are essential for any student. Goals help maintain a balance in each subject as well as develop character in the child. Each day’s goals should be completed on that day including scoring and correcting any wrong answers until all questions are correct. (Each PACE should be completed in pencil with scoring done in red ink.)
After curriculum studies for the day are completed by a student, there should be ample time for domestic and vocational skills training. (The State of Missouri requires 1,000 learning contact hours per school year. Six-hundred hours must be in the Paces and 400 in other educational avenues.) Such training should be a part of the student’s education and recorded as “expanded studies.” The academic day should end at about 3:00 p.m.
Remember that no two children are alike. For one, English may be easier than the other subjects and for another, Math may be the least difficult subject, while for the third, all the subjects may seem difficult. The curriculum is designed to facilitate learning. A combination of built-in controls and quality academics enables a student to attain the highest levels of scholastic achievement.
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Team Sports
Park Avenue Christian School has made available its Team Sports to its local Home Study students. We have Basketball for the boys and Volleyball for the girls. There is a one time fee to cover referee and transportation charges as well as uniform costs. For further information please call the office. These sports or any other organized activities can count as a Physical Education credit towards graduation.
Regional & International Student Conventions
Dr. Howard, the Founder of A.C.E., says “Regional and International Student conventions is to give Christian young people opportunities to develop leadership skills. God’s Word states that Christian youth should not only be different from the world (Romans 12:1 & 2) but set a standard of excellence! Contestants should keep this in mind as they plan and prepare for Conventions.”
These conventions are an opportunity for students to compete in Academics, Art, Photography, Needle & Thread, Athletics, Drill Team\Color Guard, Music, and Platform events with other A.C.E. students from around the region and then winners compete internationally. Preparations must be made and guidelines followed well in advance of the actual competitions dates. If you are interested in more information please call the office.
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How do I determine the score on the final PACE test
All tests begin with 100% (even if the questions are worth 3 points and there are 33 questions which equals 99, it is still considered a 100%). Each question or section of questions will have its point value listed above it. Simply determine the number of points the child missed and subtract it from 100.
What do I do with the Score Keys after my child is done with them?
The Score Keys remain the property of PACS Home Study Program. When the Score Keys are returned with the Test Key tucked inside, a credit of $1.00 will be given.
Why do I need to have my child’s name on everything?
Although you may have only one student, our office handles hundred of students every school year. Please have each test clearly marked with your child’s first and last name to help us give your child the credit he or she deserves. The testing date and score are also required on the front of each test.
How many pages a day should my child complete?
Remember, each Pace should be done in no more than three weeks and no less than two weeks. If you take the number of school days in three weeks, minus one day for testing and divide that number into the number of pages in the Pace, you will have the required number of pages for each days goals. Keep in mind that a child should not end daily goals in the middle of Checkup or Self Test and should be working in every subject every day.
When a High School student is working in an Activity Pac the goals for the Reading Pac are 10 pages a day. When the student has read the Reading Pac through, they are given the Activity Pac where the goals should be 3-4 pages a day depending on the number of days in a school week.
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