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CURRICULUM
Preschool
and kindergarten - A
Beka
curriculum. It
is a very strong
phonics-based curriculum.
First
grade through fifth grade curriculum for Bible - Association of Christian Schools
International.
Sixth grade through eighth grade - Lifeway
Handwriting
- A Beka
First
grade - Letters & sounds, Math, spelling, History/geography,
handwriting w/Phonics - A
Beka.
Science - Bob Jones University
Second
through seventh grades –
Reading, English, Science - Bob Jones University,
Math - A Beka
Spelling – Association of Christian
Schools
International
and A
Beka (third through seventh)
English/language – A Beka (except
second grade
which is Bob Jones)
Social Studies – first, third
through eighth A Beka,
second Bob Jones
Ninth
and tenth grades will utilize Christian curriculum following Missouri educational guidelines to develop Missouri graduation requirements.
These
are rigorous, academic, Christian-based curriculums.
Curriculum may be supplemented at
the
teachers’/Administrator’s discretion if deemed appropriate or
advisable. All classes are involved in school programs and field trips.
Weekly special classes such as art, music, P.E., computer lab, Spanish
are part of
the
curriculum. Library is available each week as well.
SPECIAL CLASSES
All PCCS students have
special classes each week.
Computer
lab – 4-and 5-year-old preschool
through 8th grade
Music –
kindergarten through 11th
grade. Students in 7th through 11th
grades may
choose to take guitar or vocal classes.
P. E. –
kindergarten through 11th
grade
Art – 1st
grade through 8th
grade
Spanish –
kindergarten through 11th
grade
Some of
the objectives are listed.
Objectives are modified on an on-going basis.
MUSIC
Kindergarten
*
Sing melodies with reasonable
accuracy in a limited range.
* Listen
actively to music, and repeat
simple patterns with percussion instruments
or hand
claps
*
Contrast:
high/low
pitch
fast/slow
tempo
loud/soft
sounds
long/short
notes
beat/rhythm—steady
beat
consistent/changing
tempo
*
Tell the direction
of a
musical phrase—up or down or the same
* Explain
that musical notes are written
on staffs
*
Identify the Grand Staff with treble
and bass clefs
*
Identify aurally patterns, phrases, or
sections of songs as same or different.
* Respond
to the general mood and
expressive properties (tempo, dynamics,
style) of
songs with free, interpretative
movement.
.
Grade
1
*
Identify aurally and from visual
representation pitch (high/low) and direction
(up/down/straight).
*
Identify aurally and from visual
representation beat, tempo (fast/slow), duration (long/short,
even/uneven patterns).
*
Identify common band instruments
by sight and/or sound
*
Generalize that the size of the
instrument determines pitch range
* Show a
willingness to participate in
musical activities.
*
Identify by name and value whole
note, quarter note, half note
*
Identify by name and value whole
rest, quarter rest, half rest
*
Maintain self-discipline in classroom
and musical performance situations.
* Define solo,
duet, trio, quartet,
and choir
Grade
2
*
Identify the names of the treble
lines and spaces
*
Identify by name and value eighth
note and eighth rest
*Identify
the name and purpose of the double
bar line, repeat sign, verse and
refrain
or chorus
*
Improvise and/or play a notated rhythm
pattern on a percussion instrument as an accompaniment to a song.
*
Identify melodic direction and interval
relationships (step/skip/jump) from
staff
notation.
*
Identify a major scale by sound
and from notation.
* Aurally
differentiate between major
and minor tonalities in songs
* Sing
familiar songs from staff
notation with reasonable accuracy, good
diction
and sensitivity to mood and
meaning of the text.
*
Identify and explain time signature –2/4,
3/4, 4/4 or C
* Clap
to written notation in
2/4, 3/4, or 4/4 time
*
Categorize music as vocal or
instrumental.
*
Identify half and whole steps
*
Identify dotted notes
*
Appreciate the differences in
different types of ethnic or cultural music and
discuss
contributions of different
cultures to music
Grade
3
*
Identify bass line and space names
*
Maintain a part in a two-part
round.
*
Identify dotted notes, codas, D.C.
al Fine, D.S. al Coda, first and second
endings
* Label
as harmony the multiple
tonal sounds heard when performing rounds.
*
Identify the function of the numbers in
the meter signature—6/8, 2/2
*
Identify expressive properties for tempo
(allegro, retard), dynamics (forte, piano, crescendo, diminuendo),
style, phrasing, accents, and respond
through
singing, moving, or playing
instruments.
* Select
appropriate accompaniment
instruments to enhance song materials.
* Accept
and react to new sounds and
unfamiliar ethnic melodies and instruments in a positive way.
* Clap
correct patterns of notation
in 6/8 time
*
Distinguish between stringed,
percussion, and wind instruments
*
Identify sharps, flats, and
accidentals
*
Identify ledger notes
*
Discuss and recognize different
styles of music (jazz, classical, gospel, blues,
pop,
rock, etc.)
Grade
Four
* Sing or
play an instrument expressively
with appropriate dynamics, phrasing,
and
interpretation
* Sing in
groups, blending vocal timbres,
matching dynamic levels, and
responding
to the cues of the director
*
Identify and explain ties, slurs,
and phrases
*
Maintain a part in a two or
three-part round or sing a descant from notation.
* Sing
two-part songs by rote
* Create
and perform simple songs.
*
Identify the four main vocal
classifications (soprano, alto, tenor, bass) by
range.
* Discuss
music related career
opportunities
*
Demonstrates proper care of music and
equipment.
* Explain
that musical elements
(dynamics, temp variations, instrumentation
changes,
repetition, range,
articulation) give expression to music
* Play
simple melodies from notation
or chord symbols on classroom
instruments.
Grade
5
*
Sing a basic repertoire of folk
and composed songs
-with
reasonable accuracy
-in
an expanded range
-from
memory or notation
-while
expressing the mood and meaning of the text
-while
using proper vocal production and clear diction.
-while
using correct posture
* Sing
at sight a simple melody in
the treble clef
*
Explain, sing, clap or play in 2/2
meter
* Identify
melodic intervals from
staff notation.
* Identify
key signatures for songs
in flats
*
Identify phrases as same, similar,
different, higher, or lower from their staff
notation
*
Identify chord symbols given in songs
as the primary chords for that key.
*
Identify, sing, clap or play more
complex rhythm patterns, such as: triplet,
syncopation
and sixteenth note
patterns.
* Recognize
key changes by sight
and sound.
* Define
the function of staccato,
dotted notes, and a fermata
* Explain
intervals
*
Demonstrate an understanding of
music from different time periods (the
history
of music) and various famous composers from those
periods
Grade
Six
* Sing a
basic repertoire of folk and
composed songs
-accurately
and with good breath control
-in
unison, with good intonation
-with
melodic and rhythmic accuracy
-using
clear diction
-with
good posture and breath support
-with
sensitivity to the text, mood, and style of the song.
-throughout
their singing ranges
-alone
and in small and large ensembles
* Sing
or play at sight music
that contains basic chords and stepwise motion and simple rhythm
patterns.
*
Identify key signatures for songs
in sharps
* Sing 2
and 3-part harmony using
intervals such as thirds and sixths.
* Read
and sing using the bass clef.
* Create
and/or perform compositions
using minor tones.
* Improvise
rhythmic
accompaniments for songs.
* Sing
music in additional meters such as 5/4 and 7/4.
*
Identify the structure of minor
scales.
*
Identify primary and secondary
chords in major keys.
*
Identify musical phrases and
cadences and recognize repetition and contrast
*
Demonstrate an understanding of music
from different time periods (the
history
of music) and famous composers from those periods
Grade
Seven
* Sing a
repertoire of folk and composed
songs striving for
-accurate
rhythm and pitch
-precise
diction
-characteristic
tone quality, blend, and balance
-correct
posture and breath support
-attention
to interpretative properties
-appropriate
articulation.
* Sing
a major scale alone.
* Read
simple melodies from notation
in treble and bass clefs
* Sing I-
IV- V chords in three-part
harmony.
* Perform
by memory when required.
* Perform
complex rhythm patterns in
a variety of meters.
*Listen
analytically to other
performers and constructively discuss the performance.
*Identify
titles, composers, and
historical periods of music studied and performed.
*
Identify dissonant harmony.
*
Identify melodic variants such as augmentation
or diminution.
* Play treble
clef melodies on the
recorder both with correct notes and rhythm
*
Progress in identifying titles,
composers, and historical periods of music
Grade
8
*
Demonstrate knowledge of fugues,
tone poems, sonata-allegro, symphony, overture, and excerpts from
oratorios and operas.
*Identify
and describe sonata,
symphony, concerto, the art song, song cycle, oratorio, and theatrical
music.
* Create
melodies using
repetition, contrast, and variation.
* Create
simple harmonic
accompaniments.
*
Identify tonal systems in music (major,
minor, modal, twelve-tone, whole
tone)
*
Identify and classify the families
of orchestral and band instruments.
*
Progress in identifying titles,
composers, and historical periods of music
*
Increase in ability to play treble
clef melodies on the recorder both with
correct
notes and rhythm
ART
Kindergarten
The
art teacher will:
*Set the
stage for art readiness by
-guiding
in the early manipulative and symbolic stages
-showing
how to make the best use of materials and tools
-providing
pleasing and adequate work centers and materials.
*develop
sensitivity to the wonders of
nature.
*capitalize
on imagination and zest for
learning.
*help
students to clarify their
experiences and ideas.
*accept
what each child creates.
*help
parents to understand the child’s
creative expressions.
*enthusiastically
encourage the best
efforts of each child.
*present
varied, suitable, thrilling, and
tension releasing materials with which to work.
*allow
picture making that involves
manipulation, experimentation, and
expression.
Children may want to name their
pictures.
*allow
experimentation with wax crayons,
tempera paint, chalk, colored paper, finger-paint, paste, flat brushes,
large easel brushes, and scissors.
*allow
design of two-dimensional items
such as invitations, folders, seasonal decorations, place mats,
greeting cards, or hats.
*allow
design of three-dimensional items
by working with model forms, building with blocks, constructing with
boxes, or making puppets, costumes or masks.
Grades
One and Two
The
art teachers will:
*capitalize
on the child’s natural
interests.
*allow
the child to express himself
freely and individually.
*provide
suitable materials and guide in
the use of them.
*help the
student visualize himself and
his experiences.
*realize
that the art experience is more
important than the finished product.
*be aware
that children will be in
different stages of development: manipulative,
symbolic, and factual.
*avoid
imposing adult standards.
The
student will:
*continue
to use art as a way of
expression.
*learn to
use and mix different colors,
use dark and light colors, and repeat colors.
*show
progress in the organization of
lines, shapes, and textures.
*develop
greater coordination in the
handling of tools.
*begin to
appreciate the work of others.
*make
pictures from everyday happenings,
feelings, trips, songs, stories, and entertainment, and show
imagination, interpretation, expression, and appreciation.
*design
art projects showing wise
choices, planning, and thinking for himself.
*design
two-dimensional items such as
book covers, charts, cards, calendars, programs, murals, wall hangings,
abstract compositions, place mats, wrapping paper, decorations, and
composite pictures.
*design
three-dimensional items such as
dishes, birds, animals, fruit, paper weights, puppets, pop-up booklets,
decorated boxes, dioramas, television shows, masks, woven articles,
doll clothes, and toys using a variety of media (including tempera
paint, enamel paint, salt and flour mixture, and papier-mâché.
Grades
Three and Four
The
art teacher will:
*provide
organized art periods where
students begin to take over responsibilities.
*see that
supplies are available and
ready.
*plan for
a wide range of activities
which include individual and group projects.
*organize
a balanced program by
including: picture
making, designing,
constructing, modeling, printing, lettering, weaving, costume making,
and developing appreciation.
The
student will:
*express
their own ideas.
*acquire
the “feel” of materials and
tools.
*observe
more carefully.
*see
color and beauty in natural objects.
*emphasize
the important ideas in a
composition.
*mix and
use colors freely.
*distinguish
cool and warm, light and
dark colors.
*use
effective distribution of light and
dark colors.
*begin to
get acquainted with art
elements such as line, color, form, and texture in their work.
*criticize
their work without losing
confidence.
*add
abstract compositions to their
repertoire of drawings.
*add
three-dimensional designs such as
tiles, carton animals, tree decorations, rhythm instruments, paper
sculpture, collages, pop-up greeting cards, and weave belts.
Grades
Five and Six
The
student will:
*mix
colors and explain the meaning of
hue, value, and intensity, different kinds of
colors, variety in dark and light, and variations of bright and grey
colors.
*show
greater proficiency in the handling
of tools and materials.
*demonstrate
an increasing use and
understanding of the art elements--line, light and dark, color, form,
and texture.
*show
improved organization of
compositions according to the principles of rhythm, balance,
repetition, and texture.
*express
moods and feelings in their
compositions.
*discover
many ways of emphasizing the
important idea in a composition.
*criticize
their work with greater
understanding of art qualities.
*recognize
the importance of expressing
themselves freely and creatively.
*design
two-dimensional items such as
menu covers, textiles, lettering posters, slogans, booklets, woven
mats, book jackets, stitchery, scrapbooks, programs, pictorial maps,
and murals with such mediums as block printing ink, pen and ink,
sponges, etc.
*design
three-dimensional items such as
birdhouses, wooden toys, stage sets, displays, gift boxes, baskets,
mobiles, plaster carvings, chip carvings, metal foil designs, metal
etchings, and collages with many media and a variety of tools.
Note: The
older elementary student may now show a definite preference for working
with certain materials and will spend longer periods of time developing
projects of special interest to him/her.
PHYSICAL
EDUCATION
Kindergarten
*Identify
the major body parts and
utilize play activities to learn how body parts are connected.
*Respond
appropriately to right and left
concepts.
*Perform
simple geometric patterns such
as lines, circles, and squares when given verbal directions.
*Demonstrate
motor skills and knowledge
of rules as they apply to low-organized games involving a single
locomotor pattern (such as “Red Light, Green
Light”).
*Cooperate
effectively with partners and
small groups to accomplish an assigned task or achieve a goal during
games such as “Mother May I?” parachute activities, and simple partner
stunts.
*Perform
the skills of running, hopping,
leaping, sliding, galloping, jumping, and stepping while utilizing
proper foot placement as well as arm action.
*Demonstrate
the ability to push, pull,
twist, and turn while using an object such as a wand or a hoop. Perform clapping and
stamping to a rhythmic
accent.
*Walk
forward, backward, and sideways on
an 8 foot balance beam 4 inches wide and 6 inches from the floor.
Balance on each foot for 5-10 seconds.
Walk
and balance a bean bag on the head.
*Demonstrate
the fundamentals of
throwing, catching, striking, jumping, kicking, and bouncing (examples
include throwing a bean bag 20 feet, catching a ball from a distance of
5 feet, kicking a slow moving ball, swing a jump rope, successfully
jump at least 5 times).
*Perform
the following basic stunts and
tumbling activities: log
roll, inch worm,
seal walk, double knee balance, and one-leg balance.
First
Grade
*Move
through an obstacle course with
varying levels and directions.
*Demonstrate
motor skills and knowledge
of the rules as they apply to low-organized games involving two
locomotor patterns.
*Cooperate
effectively with partners and
small groups to accomplish an assigned task or achieve a goal during
games or activities.
*Perform
the skills of running, hopping,
leaping, sliding, skipping, galloping, jumping, and stopping using the
elements of time, direction and force.
*Demonstrate
unilateral, bilateral, and
cross-lateral movements when pushing, pulling, twisting, turning, and
extending (such as in jumping jacks, knee-to-elbow touches).
*Demonstrate
execution of throwing,
catching, striking, kicking, bouncing and rope jumping while using age
appropriate body mechanics, force, and direction (examples include
throwing a ball overhand, performing a two hand dribble 10 times, turn
a rope 10 times, successfully jump 10 consecutive times).
*Perform
above the 25%ile on each of the
Physical Fitness Test items.
*Apply
proper safety practices during
learning activities and free play.
Grade
Two
*Demonstrate
motor skills and knowledge
of the rules as they apply to low-organized games involving both
locomotor and manipulative patterns.
*Maintain
a correct running pattern while
pacing a prescribed distance.
*Perform
combined locomotor patterns such
as run and stop or leap and fall.
*Demonstrate
efficient change of
direction and change of speed.
*Demonstrate
the ability to push, pull,
turn, twist, flex, extend, lift, pivot, dodge, and swing while using
arms and legs simultaneously and in alternation.
*Perform
parallel swings (arms and torso)
or V-seat and frog-kick.
*Balance
on each foot for 15 seconds.
*Walk a
distance of at least 25 feet
changing directions and levels while balancing a bean bag on the head
or other body part.
*Throw a
ball and hit a 4 foot square
target at a distance of 15 feet.
*Catch a
ball thrown with an arch from a
distance of 10 feet.
*Jump
forward and backward 10 consecutive
times a long rope being turned by 2 other students.
*Perform
above the 25%ile on each of the
Fitness Tests.
*Exhibit
the ability to participate with
self control in directed and non-directed physical activities.
Grade
Three
*Move
through an obstacle course with
varying levels, direction, and with numerous directions of speed and
force.
*Demonstrate
motor skills and knowledge
of rules as they apply to low-organized games involving the combination
of locomotor patterns and manipulative skills.
*Cooperate
effectively with partners and
small groups to accomplish a task.
*Perform
a series of movements consisting
of running and leaping off a different leg each time.
*Demonstrate
the capacity to maintain a
mature sprinting pattern (feet straight, knees high, elbows at 90
degrees, good arm action, good body lean, head in line with spine, eyes
focused ahead).
*Work
with a partner in rhythmic
unilateral, bilateral, and cross-lateral activities such as “hand jive”
and Indian wrestling.
*Perform
sequence of walking forward,
backward, sideways, and turns without stepping off the balance beam.
*Walk
through a prescribed course 30 feet
long with turns balancing a bean bag.
*Foot
dribble a ball to a point 35 feet
away and return.
*Catch in
a manner characterized by arms
in front of body with elbows flexed and near sides; move at least 3
steps into position to receive ball.
*Demonstrate
at least 3 different steps
using an individual jump rope.
*Perform
above the 25%ile on each of the
Fitness Test items.
Grade
Four
*Demonstrate
motor skills,
knowledge of the rules and basic offensive or defensive strategies of
at least four lead-up sport skill games.
*Design a
game with objectives, rules,
and strategies for two players.
*Perform
above the 25%ile on each of the
Fitness Test items.
*Demonstrate
at least 2 minutes of safe
and appropriate warm-up and cool-down techniques for aerobic exercise.
*Select
and demonstrate one exercise for
the development of flexibility at each major body joint.
*Identify
and locate the major muscle
groups (quadriceps, hamstrings, shoulder flexors/extensors) and
demonstrate one exercise for each.
Note: Fourth grade marks the
beginning of emphasis
on the beginning fundamentals of team sports and lifetime activity
skills.
*Pass a
basketball with a chest pass.
*Serve a
volleyball with an underhand
serve.
*Dribble
a soccer ball with the feet.
*Execute
a badminton serve.
*Describe
and apply sport terms, scoring,
rules of play, skill techniques, safety principles and basic defensive
and offensive strategies for the sports covered in the program.
Grade
Five
*Demonstrate
motor skills, knowledge of
the rules, and basic offensive or defensive strategies of at least 5
lead-up sport skill games.
*Design a
game with objectives, rules,
and strategies for four players.
*Perform
above the 25%ile on each of the
Fitness Test items.
*Define
the difference between aerobic
and anaerobic exercise and identify three of each.
*Define
and demonstrate static and
dynamic stretching and their effects on muscles.
*Exhibit
the ability to participate with
self control, cooperation, and safe participation.
*Catch a
basketball passed by a teammate
while both are running.
*Bump a
volleyball over the net.
*Execute
a single-foot trap of a soccer
ball thrown or kicked.
*Demonstrate
fielding a softball that is
hit or thrown.
*Execute
a functional badminton forehand
stroke.
*Diagram
and correctly label the basic
offensive positions on a five-person basketball team.
*Describe
and apply sports terms,
scoring, rules of play, skill techniques, safety principles, and basic
defensive and offensive strategies for the sports covered in the
program.
Grade
Six
*Demonstrate
motor skills, knowledge of
the rules, and basic offensive or defensive strategies of at least 6
lead-up sport skill games.
*Perform
above the 25%ile on each of the
Fitness Test items.
*Determine
the amount of personal
involvement in exercise that is required to burn one pound of fat.
*Identify
the effects of exercise on the
major components of the cardio respiratory system.
Demonstrate the ability to keep an
exercise intensity of one’s heart rate at a beneficial aerobic level.
*Explain
the effect of smoking and
alcohol consumption on the body and the consequent changes in physical
performance that accrue.
*Execute
a basketball defensive guarding
position for at least 15-20 seconds of an offensive player attempting
to score.
*Shoot a
lay-up shot in basketball.
*Block a
volleyball that is thrown or hit
over the net.
*Set a
volleyball that is thrown or hit
above head height.
*Execute
a straight tackle in soccer.
*Demonstrate
an instep kick of a soccer
ball.
*Catch a
softball hit or thrown at least
30 feet high.
*Swing a
softball bat in the correct
manner.
*Execute
a functional backhand stroke for
badminton.
*Describe
and apply sport terms, scoring,
rules of play, skill techniques, safety principles, and basic defensive
and offensive strategies for the sports covered in the program.
*Describe
the basketball rules relating
to double dribbling, traveling, and charging.
*Diagram
a softball field and place the
players in the proper location.
*Correctly
execute an overhand volleyball
serve, overhead pass/set and forearm bump pass while playing in a game.
*Block to
almost a complete stop a soccer
ball that is thrown or kicked from a distance
of
10-15 feet.
*Perform
functional overhead badminton
strokes as well as lobs and drop shots.
*Describe
the offensive and defensive
positioning of the players on a soccer team and the major
responsibilities associated with the different positions.
*Describe
the rules of scoring in
badminton.
Grade
Seven
*Perform
above the 25%ile on each of the
Fitness Test items.
*Define
and know the target training
heart rate zone for his/her age group.
*Demonstrate
and describe flexibility
exercises that are important to perform prior to engaging in specific
activities or sports.
*Recognize
potential health risks in
early adolescence as they pertain to physical fitness.
*Shoot a
basketball one-hand push shot.
*Play the
various positions of
two-one-two and one-three-one basketball zone defenses.
Grade
Eight
*Perform
above the 25%ile on each of the
Fitness Test items.
*Tabulate
the number of calories consumed
and the number of calories expended through exercise for a two day
period.
*Describe
the long-term benefits to the
cardio respiratory system that result from regular participation in an
aerobic training program.
*Distinguish
between proper and improper
uses of drugs and various chemical substances.
*Identify
how safety risks can be
minimized.
*Shoot a
basketball with a one-handed
jump shot.
*Execute
functional level dribbling,
passing, catching, shooting, and guarding while playing a modified
basketball game.
*Spike a
volleyball.
*Correctly
execute an overhand serve,
forearm bump pass, overhead pass/set, spike and block while
participating in a volleyball game.
*Perform
a soccer hook tackle on an
oncoming opponent dribbling the ball.
*Utilize
functional soccer skills
(dribble, passes, stops, tackles, instep kick) while playing a modified
game.
*Describe
and demonstrate correct
defensive field positioning for each of the softball bases under
various hypothetical situations.
*Execute
the skills of batting,
base-running, fielding, and throwing while participating in a
regulation-type softball game.
*In a
singles badminton game situation,
maintain a mature skill performance for serving, forehand, backhand,
and overhand strokes and attempt to serve and volley away from
opponent’s position.
*Describe
the rules relating to free
kicks, corner kicks and penalty kicks in soccer.
*Diagram
2 basic receiving formations for
a volleyball team.
SPANISH
Level
1--Students will be able to speak:
*greetings
and leave-takings
*introductions
*asking
and answering simple questions
*counting
to 20
*using
numbers in everyday contexts
*giving
and following directions
*making
simple purchases
*narrating
and describing in the present
tense
*relating
past events
*relating
future plans
*expressing
simple opinions
*telling
the gospel message
Level 2:
*narrating
and describing events in the
present, past, and future
*communicating
facts, questions, and
opinions
*communicating
needs and wants in a
variety of settings (restaurant, hotel, bank, airport, store, doctor’s
office)
*giving
and following directions
*showing
courtesy
*witnessing
Computer Lab Objectives
WORD
Basic Word
Creating
a Document
Copying
and pasting
Intermediate Word
Editing
and Formatting a Document
Creating
a Multiple-Page Report
Desktop
Publishing a Newsletter
Creating
styles, outline, tables
and tables of content
Advanced Word
Creating
form letters
Mailing
labels
Integrating
Word with other
programs
Creating
a Web page
Power
Point
EXCEL
Basic Excel
Creating
a worksheet
Entering
labels
Entering
data
Moving
around a worksheet
Opening
a workbook
Intermediate Excel
Using
AutoSum
Copying
& Pasting Formulas
Entering
formulas
Worksheet
layout
Formatting
worksheet, columns,
rows and cells
Adding
a border, patterns and
colors to worksheet
Advanced Excel
Functions
Header
and Footers
Relative
& Reference
Creating
charts and tables
Power Point
Preschool
- Demonstrate proper care of
equipment,
including mouse
- Develop hand-eye coordination
using
JumpStart software
- Use mouse, space bar, alt key,
letter
keys and enter key to accomplish instructional tasks
- Use proper keyboarding posture
- Type name
Kindergarten
Demonstrate
proper care of equipment,
including mouse
Use
mouse, space bar, alt key, letter
keys and enter key to accomplish instructional tasks
Proper
keyboarding techniques
Type
name
- Use the single and double click
functions
of the mouse
- Open and close a software
program
- Manipulate a window in the
following
ways: minimize, maximize, hide
- Use proper keyboard technique,
including
home row hand position and appropriate finger-key usage.
- Use Information processing
skills
including encyclopedia and Internet searches.
First Grade
Demonstrate
proper care of equipment,
including mouse
Use
mouse, space bar, alt key, letter
keys and enter key to accomplish instructional tasks
Proper
keyboarding techniques
Type
name
Use the single and double
clock functions of the mouse
Open and close a software
program
Manipulate a window in the
following ways: minimize, maximize, hide
Use proper keyboard
technique, including home row hand position and appropriate finger-key
usage.
Use Information processing
skills including encyclopedia and Internet searches.
- Keyboard at 15 wpm with 90%
accuracy
using correct posture and technique
- Basic Word & Excel
skills
- Demonstrate basic knowledge of
computer
components
- Independently start and shut
down
computer
- Display basic knowledge of
Windows
desktop
- Demonstrate proper punctuation
key usage
in composing documents
- Proofread and correct word
processing
documents, including font manipulation and character formatting
- Properly save and retrieve
documents to
an external drive.
Second Grade
Demonstrate
proper care of equipment,
including mouse
Use
mouse, space bar, alt key, letter
keys and enter key to accomplish instructional tasks
Proper
keyboarding techniques
Type
name
Use the single and double
click functions of the mouse
Open and close a software
program
Manipulate a window in the
following ways: minimize, maximize, hide
Use proper keyboard
technique, including home row hand position and appropriate finger-key
usage.
Use Information processing
skills including encyclopedia and Internet searches.
Demonstrate basic knowledge
of computer components
Independently start and shut
down computer
Display basic knowledge of
Windows desktop
Demonstrate proper
punctuation key usage in composing documents
Proofread and correct word
processing documents, including font manipulation and character
formatting
Properly save and retrieve
documents to an external drive.
- Keyboard at 25 wpm with 90%
accuracy
using correct posture and technique
- Intermediate Word &
Excel skills
Third Grade
Demonstrate
proper care of equipment,
including mouse
Use
mouse, space bar, alt key, letter
keys and enter key to accomplish instructional tasks
Proper
keyboarding techniques
Type
name
Use the single and double
click functions of the mouse
Open and close a software
program
Manipulate a window in the
following ways: minimize, maximize, hide
Use proper keyboard
technique, including home row hand position and appropriate finger-key
usage.
Use Information processing
skills including encyclopedia and Internet searches.
Demonstrate basic knowledge
of computer components
Independently start and shut
down computer
Display basic knowledge of
Windows desktop
Demonstrate proper
punctuation key usage in composing documents
Proofread and correct word
processing documents, including font manipulation and character
formatting
Properly save and retrieve
documents to an external drive.
- Keyboard at 35 wpm with 90%
accuracy
using correct posture and technique
- Intermediate Word &
Excel skills
including sorting function and inserting tables.
- Basic PowerPoint
- Conduct Internet searches to
complete
class assignments.
- Use the spell check function to
correct
documents
- Demonstrate disk management
skills
including formatting, organizing, copying and erasing computer files.
Fourth & Fifth Grade
Demonstrate
proper care of equipment,
including mouse
Use
mouse, space bar, alt key, letter
keys and enter key to accomplish instructional tasks
Proper
keyboarding techniques
Type
name
Use the single and double
click functions of the mouse
Open and close a software
program
Manipulate a window in the
following ways: minimize, maximize, hide
Use proper keyboard
technique, including home row hand position and appropriate finger-key
usage.
Use Information processing
skills including encyclopedia and Internet searches.
Demonstrate basic knowledge
of computer components
Independently start and shut
down computer
Display basic knowledge of
Windows desktop
Demonstrate proper
punctuation key usage in composing documents
Proofread and correct word
processing documents, including font manipulation and character
formatting
Properly save and retrieve
documents to an external drive.
Conduct Internet searches to
complete class assignments.
Use the spell check function
to correct documents
Demonstrate disk management
skills including formatting, organizing, copying and erasing computer
files.
- Keyboard at 45 wpm with 90%
accuracy
using correct posture and technique
- Intermediate Word, Excel
& PowerPoint
skills
- Drag and drop files and text
using the
mouse
- Switch between two or more open
programs
Sixth - Eighth Grades
Demonstrate
proper care of equipment,
including mouse
Use
mouse, space bar, alt key, letter
keys and enter key to accomplish instructional tasks
Proper
keyboarding techniques
Type
name
Use the single and double
click functions of the mouse
Open and close a software
program
Manipulate a window in the
following ways: minimize, maximize, hide
Use proper keyboard
technique, including home row hand position and appropriate finger-key
usage.
Use Information processing
skills including encyclopedia and Internet searches.
Demonstrate basic knowledge
of computer components
Independently start and shut
down computer
Display basic knowledge of
Windows desktop
Demonstrate proper
punctuation key usage in composing documents
Proofread and correct word
processing documents, including font manipulation and character
formatting
Properly save and retrieve
documents to floppy disk.
Conduct Internet searches to
complete class assignments.
Use the spell check function
to correct documents
Demonstrate disk management
skills including formatting, organizing, copying and erasing computer
files.
Drag and drop files and text
using the mouse
Switch between two or more
open programs
- Keyboard at 55 wpm with 90%
accuracy
using correct posture and technique
- Advanced Word, Excel &
PowerPoint
skills including a class project using all three programs.
- Properly and safely use Email
- Properly use Mega search
engines to
complete class assignments
- Properly format a business
letter and memo
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