5265 Camden Highway Rembert SC, 29128
- Fax: 803.499.3391
- Email: Tsa.generals@thomassumter.org
- Ph: 803.499.3378
5265 Camden Highway Rembert SC, 29128
Thomas Sumter Academy competes annually in various academic competitions at the local, regional and state levels. A few examples are as follows:
This course combines all the basic elements of the English language including grammar, vocabulary, reading, writing, and literature comprehension. The skills required for each one of these are interwoven and naturally flow from one area of language arts to another. Students will master basic grammar skills as well as applying them to their writing styles. Students will be exposed to many genres and authors’ styles, and develop the basic steps of the writing process. In this course, students will do expository, narrative, descriptive, persuasive writing as well as learn how to write a thank you note. Students are to read and test on at least one A.R book each quarter.
This course continues to build on the basic elements of the English language including grammar, vocabulary, reading, writing, and literature comprehension. The skills required for each one of these are interwoven and naturally flow from one area of language arts to another. Students will master more advanced grammar skills and continue the process of applying them to their writing styles. In this course, students will do expository, narrative, descriptive, and persuasive writing as well as writing letters. The advanced track 7th Grade English class proceeds at a faster pace than the college preparatory class and covers grammar and vocabulary at a deeper level. The students in the advanced track will be prepared to tackle the High School English I class in their 8th Grade year.
In English I, students continue to develop skills through structured study and independent reading of literary and informational texts. A variety of informational texts as well as four major types of literary texts—fiction, literary nonfiction, poetry, and drama—are read and viewed both inside and outside of class. Through literary texts, students study the author’s craft by making inferences, determining point of view, and analyzing theme and figurative language. By reading a variety of informational texts, students analyze an author’s development and support of a thesis, create a variety of responses to texts, and examine the ways that bias is revealed in texts. In addition, students continue to develop and use in reading, writing, and oral communication, and a knowledge of vocabulary that includes roots, affixes, euphemisms, and idioms.
Students are expected to be more sophisticated in their use of language than they were in the lower grades. They now are expected to produce coherent and well-organized writing that includes a thesis and supporting evidence. In implementing the writing process, students compose various types of texts including informational (expository/persuasive/argumentative) pieces and narratives. They proofread and edit for the correct use of the conventions of written Standard American English, and they improve the content and development, the organization, and the quality of voice in their writing through the use of revision strategies. The ability to develop an idea thoughtfully is a skill that students will use in college and in the workplace. This course is a high school course and is designated as an Honors class for the 8th grade student. An eighth grade student must have an 85 or above to move to English II in the ninth grade and receive high school credit as an eighth grader.
The 6th Grade math course is a general course that continues the development of the Middle School mathematics program. Emphasis is placed on the following topics: number skills and theory, rational numbers and properties, measurement, problem solving using various approaches, Geometry, area of regular and irregular figures, patterns used in Mathematics, statistical graphs, variables, and one-step and two-step equations.
Our 7th graders take the Pre-Algebra course which provides the foundation for the Algebra course. Topics covered include setting up and solving multi-step equations and inequalities; graphing on a coordinated plane; integer and rational computations; exponents and scientific notation; area, perimeter, volume and surface area; probability, linear equations, ratios, rates, proportions and percents; geometry patterns and plane figures. Emphasis is placed on using these skills to solve problems and reason mathematically.
Our 8th graders take Algebra I which emphasizes algebraic structure, moving from the concrete to the abstract. The course of study is made up of the mechanics of the operations of Algebra and the related problem solving through the quadratic formula and right triangle Trigonometry. Continuing advancement of skills is stressed. This course is a high school course and is designated as an Honors class for the 8th grade student.
This class will introduce students to Early Civilizations and the Ancient World. We will journey through the Rise of Rome and Christianity, to the Middle Ages and The Renaissance. We will study The Age of Revolution and The World Wars, and our journey will end with a look at Today’s World.
This course begins with an overview of what our state has to offer today and a detailed study of the state’s geography. South Carolina history includes the study of the first people of South Carolina, the American Indians, and their cultures. Students study the history of our state and its people from European exploration to present day through lectures, reading, discussions, essays, map skills, projects, and current events.
This course is a complete study of the United States beginning with the Paleo-Indian period through current events. Great attention is given to the people, places, and events that created our nation. The students walk through the history of the United States by means of interdisciplinary activities involving the Arts, Geography, Literature, Science and Technology, Math and Economics. In every unit, a connection is made between World History and American History. A variety of learning tools such as interpreting maps, charts, graphs, and political cartoons along with problem-solving and decision-making in simulations are used to enhance the lectures.
In grades six through eight, the standards and performance indicators for the science and engineering practices and core science content, transition students to developing and planning controlled investigations to create more explicit and detailed models and explanations. The seven core concepts (patterns; cause and effect; scale, proportion, and quantity; systems and system models; energy and matter; structure and function; and stability and change) are reinforced in the appropriate context of the core science content in the life, earth, and physical sciences.
These academic standards and performance indicators establish the practices and core content that our students should know and be able to do by the end of the 6th grade.
The four core areas for 6th grade include:
The eight science and engineering practice describe how students should learn and demonstrate knowledge of the content outlined in the content standards. Engaging in these practices will help students become scientifically literate and astute consumers of scientific information.
Students should engage in scientific and engineering practices as a means to learn about the specific topics identified for their grade level. It is critical that educators understand the Science and Engineering Practices are not to be taught in isolation. There should not be a distinct “Inquiry” unit at the beginning of each school year. Rather, the practices need to be employed within the content for each grade level.
Teachers, schools, and districts should use these standards and indications to provide a wide variety of experiences, materials, and instructional strategies that accommodate a broad range of individual differences, These standards support active engagement in learning. Classrooms will need to be supplied with the materials and equipment necessary to complete scientific investigations.
The academic standards and performance indicators for grade six should be the basis for the development of classroom and grade level assessments. Students must demonstrate knowledge f the science and engineering practices and core content ideas in preparation for future science courses.
In grades six through eight, the standards and performance indicators for the science and engineering practices and core science content, transition students to developing and planning controlled investigations to create more explicit and detailed models and explanations. The seven core concepts (patterns; cause and effect; scale, proportion, and quantity; systems and system models; energy and matter; structure and function; and stability and change) are reinforced in the appropriate context of the core science content in the life, earth, and physical sciences.
These academic standards and performance indicators establish the practices and core content that our students should know and be able to do by the end of the 6th grade.
The four core areas for 7th grade include:
The eight science and engineering practice describe how students should learn and demonstrate knowledge of the content outlined in the content standards. Engaging in these practices will help students become scientifically literate and astute consumers of scientific information.
Students should engage in scientific and engineering practices as a means to learn about the specific topics identified for their grade level. It is critical that educators understand the Science and Engineering Practices are not to be taught in isolation. There should not be a distinct “Inquiry” unit at the beginning of each school year. Rather, the practices need to be employed within the content for each grade level.
Teachers, schools, and districts should use these standards and indications to provide a wide variety of experiences, materials, and instructional strategies that accommodate a broad range of individual differences, These standards support active engagement in learning. Classrooms will need to be supplied with the materials and equipment necessary to complete scientific investigations.
The academic standards and performance indicators for grade six should be the basis for the development of classroom and grade level assessments. Students must demonstrate knowledge f the science and engineering practices and core content ideas in preparation for future science courses.
This course is based on a sequential study of the facts, concepts, formulas, and principles related to the study of matter and energy. Correlated laboratory activities will emphasize mathematical and problem solving skills. This course is designed for students planning to attend a four-year college. Students are expected to work independently and review material daily to allow for in depth study within class. This course is a High School course and is designated as an Honors class for the 8th Grade student.
Teen Health is designed for young teens to help introduce students to a basic health program. This course helps students make positive choices for themselves and others. This course also touches on the challenges and peer pressure that might take place in young teen lives.
Students in this course continue to develop in various dance styles and techniques, including ballet, jazz dance, modern dance, tap, and creative movement.
Students in this course develop vocal performing skills and techniques in an organized group instruction format. A comprehensive musical understanding is stressed through part-singing, vocal exercises and proper vocal techniques applied to a rehearsed and performed repertoire.
Students build upon their Art experiences, exploring the areas of drawing, two-dimensional design, three-dimensional design and painting. Each area of study incorporates specific concepts, goals, objectives, and structured activities that direct student learning through creating, questioning, analyzing, and interpreting art. Developmental experiences with the elements and principles of design, drawing, and painting through technical, formal, and representational exploration and the study of several artists, cultures, and historical periods enhance studio experiences.
The Physical Education program focuses on the physical development of each student. Developmentally-appropriate activities provide experiences conducive to the development of one’s physical capabilities and realization of individual potential. A healthy body and positive attitude toward physical activity as a way of spending leisure time are stressed.