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1. English Department
2. Mathematics Department
3. Social Science Department
4. Science Department
   
5. Physical Education/Health
   
6. Fine Arts
   
7. Foreign Languages
   
8. Computers
   
9. Learning Cognition
   
10. Transition Electives
    

English Department

 

The English Department of Brehm School provides individualized instruction for students with learning disabilities in the core knowledge of literature, writing, and grammar.  The curriculum seeks to provide students with the skills necessary to become independent readers, writers, and thinkers.  Classes offered are:

 

The remedial courses are composed of three to four students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction consists of following techniques: Orton Gillling-Ham, visualizing and verbalizing, computer software, Project Read and Framing Your Thoughts. When necessary this course moves at a slower pace while reading abridged texts. Writing activities are more focused on teaching the writing process and strategy development. The modified courses are composed of five to six students that require more direct instruction, but it provides more opportunities for independent performance of skills.   

 

Instruction consists of mostly group reading and independent reading depending on individual student’s abilities and/or skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level and consist of five paragraphs essays. The standard courses are composed of seven to eight student. The focus of this class is to improve on the student’s overall understanding of literary components, and verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher order thinking skills. This course moves at an average pace depending on individual student’s ability and/or skill levels while reading standard texts. Writing activities are performed with prompts and opportunities for more independent writing and consist of a five-paragraph essay. 

 

The English department’s objectives for all classes include teaching concepts and skills so the student will:

• Improve reading skills while reading a variety of literary genres
• Understand, analyze, synthesize and assess literary elements
• Evaluation of literature in relation historical perspective and/or context
• The use of assistive technology and software (Inspiration, Kurzweil, Co-Writer)
• Apply grammatical, spelling, and punctuation rules to writing
• To speak and write clearly and concisely on a specified topic
• Expand and refine vocabulary
• Engage in higher order thinking skills

Junior High Language Arts: This class is for students in the middle school program. The class offers exercises in the areas of reading, comprehension, writing skills, and vocabulary building. Specific instruction includes:

• Direct instruction and guided practice in the strategies needed to make sense of the written word (visualizing and verbalizing).
• Recognizing and applying vocabulary words found in print.
• Identifying and defining idioms found in print
• Creating one to two subject outlines (Inspiration Program) to construct essays
• Reading Comprehension (facts, inferences, main idea, sequencing)
• Literary Elements (plot, character, setting, conflict, climax)
• Adding detail to various writings using grammar, spelling, and vocabulary skills

 

Fundamentals of English: This course will target several skills:

• Decoding strategies and techniques to read multisyllabic words
• Recognizing sight words in and out of context
• Vocabulary building using morphological and contextual clues
• Reading a variety of materials using Visualizing and Verbalizing
• Applying English grammar and spelling rules to writing
• Constructing simple and complex sentences
• Identifying the audience of a text and modifying language and style to suit
• Creating one to two-subject outlines using Inspiration software
• Paragraph writing (i. e topic, supporting, and concluding sentences)
• Creating essays from constructed outlines
• Evaluating and revising written work using the editing process
• Practicing for ACT English, reading, and written subtests

Language Arts/Studies/Analysis: This class is intended for students who need more practice in the areas of reading, comprehension, writing skills, and vocabulary building. Specific instruction includes:

• Direct instruction in the strategies needed to make sense of the written word (visualizing and verbalizing and decoding)
• Specific strategy practice using a variety of reading materials.
• Recognizing, applying and spelling sight and vocabulary words found in print
• Identifying and defining idioms found in print
• Creating one to two subject outlines (Inspiration Program) to construct essays
• Reading Comprehension (facts, inferences, main idea, sequencing)
• Literary Elements (plot, character, setting, conflict, climax)
• Adding detail to various writings using grammar, spelling, and vocabulary skills

 

English/Studies/Analysis: This course will expose students to a variety of literary genres. Specific instruction includes:

• Creating and writing a research project
• Increase vocabulary, knowledge, and application of literary terms and movements
• Comparing various genres and writing styles with emphasis on application
• Improving on reading and writing analysis and creative thinking
• Writing in a variety of genres and perspectives
• Literary Elements (plot, character, setting, conflict, climax)
• Adding detail to various writings using grammar, spelling, and vocabulary skills

Literature/Studies/Analysis: This course will expose students to a variety of genres.  Specific instruction includes:

• Organizing, synthesizing, and writing a research paper
• Classify and apply vocabulary, knowledge, and application of literary terms and movements
• Comparing various genres and writing styles with the emphasis on comprehension
• Improve on reading and writing comprehension, application, and analysis
• Reading and writing in a variety of genres

Literary Perspectives/Studies/Analysis: This course will expose students to a variety of literary genres from the 1800s through current times. Specific instruction includes the above courses plus:

• Formal and informal writing with purpose
• Journals to increase understanding of stories, characters, and themselves
• Development of short essays
• Understanding literature at an analytical level
• Introducing figurative language (simile, metaphor, homonym, antonym)
• Structure of basic and complex sentences to create 5-paragraph essays

 
Composition/Communications: The students use prior knowledge of sentence and paragraph writing to write short essays after models and examples are given. There is a strong emphasis on the writing process, writing strategies, and compensatory strategies using assistive technology software. Specific Composition instruction includes:

• Researching information for a specific topic using Encarta, The Curriculum
• Resource, and the Internet
• Reading and highlighting main points of the research using Kurzweil
• Creating outlines using the Inspiration Program
• Creating 5-paragraph essays and creative stories from constructed outlines
• English grammar, spelling rules, and editing process applied to their writing

 

Specific Communications instruction includes:

• Verbal and nonverbal communication
• Highlighting and writing notes over research information for presentations
• Creating outlines to compile researched information
• Oral presentations with visuals
• Evaluation of own and fellow students’ presentations

Research: This course is intended for those who have demonstrated a proficiency in writing, which will expose students to an in depth research paper. Specific instruction includes:

 

• Researching information on a selected topic
• Reading, interpreting, and analyzing materials from a variety of genres
• Copulation of materials into original cohesive essays using APA format
• Critically editing various writings from fellow students and self evaluation

 

Creative Writing: This course is for those who have demonstrated a proficiency in writing.  Specific instruction includes:

• Reading, interpreting, and analyzing short stories in a variety of genres
• Imaginatively and creatively writing in a variety of short story genres
• Critically editing various writings from fellow students and self evaluation
• Orally presenting original short stories and informative speeches

 

Mathematics Department

The Brehm Preparatory School Department of Mathematics is focused upon meeting the diverse needs of students with learning disabilities. The department designs, modifies and implements curriculum so that students can be best served given their individual math strengths and weaknesses. Furthermore, the math curriculum is designed to meet the educational goals set by the state of Illinois. The core goals encompass:

1. numbers
2. calculations
3. measurement
4. estimation,
5. algebra
6. geometry
7. data manipulation  

Additionally, opportunities are provided for basic skill development or maintenance, graphing, measurement and preparation for standardized tests.

Description of Courses

Applied Math: This class is a survey of broad and foundation concepts in Math. We then apply these concepts to projects designed to illustrate and practice those concepts. There is a heavy emphasis on the basics of arithmetic and geometry.

Pre-Algebra: This course is intended for the student who has successfully  completed or has mastered the concepts developed in Basic math Skills and Intermediate Math. Instruction includes: ratios and proportions; operations with integers, exponents’, square roots; the Pythagorean Theorem; geometry concepts; and coordinate graphing. Fractions, decimals and ;percents are also covered.

Algebra I a and I b: This course is intended for students who have successfully mastered and completed the concepts as outlined in the Pre-Algebra course of who would also benefit from a slower sequential development of the topics. Instruction
includes a review of the rules of arithmetic, positive and negative numbers, order of operations, linear equations, applications, exponents, polynomials, and factoring. Fractions, decimals and percents are covered as necessary.

Individualized Algebra: This course is intended for students who have had Algebra I but have not successfully generalized concepts as outlined in the Algebra I. Specific instruction includes but is not limited to: continuation of Algebra I topics, algebraic fractions, graphing of linear equations and inequalities, systems of linear equations, irrational numbers, radical expressions, and quadratic expressions. Fractions, decimals and percents are covered as necessary. It is meant to be an additional bridge to the successful completion of Algebra II.

Algebra I with Technology: This course is designed for students who have mastered the fundamentals of basic mathematics and pre-algebra and posses higher order thinking skills necessary for a strong college track math curriculum. The course systematically examines realistic situations with respect to their tables of values, graphs and rules through the use of graphing calculators and other software. Topics include but are not limited to: the concept of variables and  functions; as well as linear, quadratic, exponential, rational, and logarithmic functions; and systems of functions.  Coordinate graphing and a review of basic skills are also included.

Algebra II: This course is intended for students who have completed Basic Algebra A and B, or have demonstrated a basic competency in algebra. Furthermore this course attracts students who posses strengths in mathematics and are inclined to pursue a college career but would benefit from a more concrete sequential approach to the topics presented. Topics include but are not limited to: linear functions, linear equations and inequalities, quadratic graphing, operations on polynomials, rational expressions, powers, roots, radicals, exponents, conic sections, and trigonometry.

Algebra II with Technology A: This course is designed for students who have successfully completed an introductory algebra course and who also possess the higher order thinking skills necessary for a strong college track math curriculum. The course examines realistic problem based situations using math technology such as graphing calculators and computer software. Topics include but are not limited to: patterns and recursion, sequences, statistics, data analysis, functions (linear,
quadratic, square root and absolute value), parametric equations, trigonometry, exponential, and logarithmic functions.

Algebra II with Technology B: This course is designed for students who have successfully completed Algebra II with Technology B or topics consistent with this course and who also possess the higher order thinking skills necessary for a strong college track math curriculum. The course examines realistic problem based situations using math technology such as graphing calculators and computer software. Topics include but are not limited to discrete mathematics, systems of equations,
polynomials, probability, statistics, functions (inverse, rational, growth, and conic sections) and trigonometric functions.

Geometry: This course is designed to provide both experiential and abstract knowledge of the geometric world for both the college and non-college bound student.  Students will be exploring geometric concepts and spatial relations using the Geometers Sketchpad computer program. Topics include but are not limited to parallelism, quadrilaterals, triangles, other polygons, circles, 3-dimensional structures, tessellations, Pythagorean Theorem, and trigonometry. Skills and processes development include sketching geometric figures, angle and length measurements, perimeter, area, volume, and graphs.

Pre Calculus: This course is intended to prepare students to make a successful transition into calculus at the high school or university level.  The course will review the fundamentals of algebra, advanced algebra, and trigonometry using standard and technology based methods.  Basic functions, composite functions, inverse functions, higher degree polynomials, exponential and logarithmic functions, trigonometric functions, analytical trigonometry, analytical geometry with conic sections and continued development of limits and change as introduced in advanced algebra.

Calculus: A year long, standard curriculum course covering the fundamental concepts of calculus: functions, limits, continuity, derivatives, definite integrals and their applications. Additionally, topics through pre - calculus will be reviewed and extended. Pre-requisites: successful completion of a standard curriculum pre - calculus course or the consent of the instructor.

Computer Programing I&II: These courses focus on data structures, specifically how to best model specific data sets to solve problems. Some of the data structures covered are: arrays, list, stacks, queues, and matrices. Time is spent designing algorithms to work with data efficiently. Student will work cooperatively to design a real world useful piece of software.

Integrated Math: This class is intended to provide instruction and problem solving strategies to solve mathematical story problems involving operations using whole numbers, fractions, decimals, algebra, geometry and measurement. This class additionally focuses on practice with solving ACT story problems.

Business Math: This course is designed to engage students with application activities that relate the mathematical concepts directly to common workplace activities. Additionally, this course helps prepare students with math applications that relate to life skills needed for independent living. Specific topics include but are not limited to keeping a checkbook, budget planning, managing income and expenses, marketing and selling.

 

Social Science Department

The Social Science Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in the core knowledge of social science content classes. The ultimate goal of the curriculum is to provide students with the necessary critical thinking skills to enhance citizenship. The department is comprised of age appropriate classes designed to develop and foster social studies skills. To accomplish this, the educational needs of each student must be assessed. Based on the individual student’s strengths and weaknesses, the faculty uses a multi-sensory teaching approach. Individual students are further assisted through a collaborative effort with other staff to effectively teach the curriculum. Speech/language therapists provide additional one-on-one support to more language bound students. They also provide classroom support as needed.  Content Strategies instructors also assist students with their overall comprehension of the material, with decoding, vocabulary, and/or memorization. Speech Therapists and Content Strategies instructors may also administer tests one-on-one, and/or teach strategies to help the students better participate within the class.

 

The department’s general objectives include teaching concepts and skills so the student will:

• Examine historical events (World and United States)
• Evaluate and compare government systems
• Evaluate and compare economic systems
• Understand roles and responsibilities of being a consumer
• Examine geographic themes
• Apply geographic themes to current events
• Improve basic writing skills
• Speak/Debate clearly and concisely on a specified topic
• Use Assistive Technology and Software  for writing and research projects

World History I: This class is a class in which the students are introduced to past civilizations and cultures. It covers historical eras chronologically, from the Stone Age to the Renaissance, with an emphasis on both political and social aspects. The Visualization/Verbalization process is an integral part of the class in order to enhance student concept imagery. Specific instruction includes the following:

• Learning the Visualization/Verbalization process (imaging using structure words)
• Imaging chunks of information using the V/V process
• Using imaging process to formulate oral summaries
• Using imaging process and Inspiration to create outlines
• Using outlines to create written essays and oral presentations
• Using imaging process to answer fact-based questions
• Using imaging process to create hands-on, art-based projects

World History II: The purpose of the course is to build familiarity with past civilizations, cultures and their effects on the modern world.  It presents geography, history, political and economies of the world from the Stone Age to the present day.  Specific instructions include, but are not limited to:

• Compare and contrast modern world current events with past societies
• Identify contributions of past societies to the modern world
• Study the theories of evolutions and ancient civilizations
• Interpret historical and geopolitical maps
• Time line and social studies related charts
• Identify major historical figures and why and where they became famous
• Compare/contrast the worlds major religion and their founders as well as the impact they have on modern day issues
• Creation of a civilization based on societal study of the Sumerians through the Romans
• The impact of the Renaissance through WWII on politics and history, studying concepts of balance of power, democracy, nationalism, communism, fascism and totalitarianism, including major political documents and notable leaders and events
• Ideas produced by the Renaissance, Reformation, exploration and science, regarding revolutions, arts, literature and values throughout history
• Read and discuss controversial issues through logic and reasoning skills relative to pre/ post WWI and post WWII
• Readings and summations or reflections on a book covering the Holocaust
• Research and the rewriting of history given, “What if….”

Modern American History: This class examines how key figures, discoveries, and conflicts affected the growth and development of the United States as an ever-changing nation from the civil war through the present.  Specific topics and instruction include, but are not limited to:

• Roles and Powers of the Congress, Executive Branch, and the Judicial Branch
• Democratic beliefs and personal responsibility
• Power of the press and news media in American Politics
• Economic and Political development in the United States
• Research and presentation of key events during Presidents term of office
• Research and presentation of civil war key figures
• Study the interrelationship between the Reconstruction Period and both the Civil Rights and Women’s Rights Movements in the U.S.
• Research and position papers/or debates over controversial topics of the period in study
• Understanding the industrial era through its leaders, both its industrial magnets and its labor leaders; and the development of Chicago as a major urban city.
• Examine the Great Depression and its impact on society
• Examine the position of the United States pre/post and during WWI and WWII.
• Examine the contributions of the United States During WWI and WWII
• Examine the sociological, economical, and political changes of the United States during WWI, WWII and Vietnam
• Causes and effects of U.S. involvement in foreign affairs; international conflicts and international cooperative efforts, analysis of foreign policies; and trade overseas.

American History: This class examines how key figures, discoveries, and conflicts affected the growth and development of the United States as an ever-changing nation from the colonial period through Viet Nam.  Specific topics and instruction include, but are not limited to:

• Early exploration and colonization/trade
• Revolutionary War and the development of the United States Constitution
• Roles and Powers of the Congress, Executive Branch, and the Judicial Branch
• Democratic beliefs and personal responsibility
• Power of the press and news media in American Politics
• Economic and Political development in the United States
• Research and presentation of key events during Presidents term of office
• Research and presentation of civil war key figures
• Study the interrelationship between the Reconstruction Period and both the Civil Rights and Women’s Rights Movements in the U.S.
• Research and position papers/or debates over controversial topics of the period in study
• Understanding the industrial era through its leaders, both its industrial magnets and its labor leaders; and the development of Chicago as a major urban city.
• Examine the Great Depression and its impact on society
• Examine the position of the United States pre/post and during WWI and WWII.
• Examine the contributions of the United States During WWI and WWII
• Examine the sociological, economical, and political changes of the United States during WWI, WWII and Viet Nam
• Causes and effects of U.S. involvement in foreign affairs; international conflicts and international cooperative efforts, analysis of foreign policies; and trade overseas.

World Culture: The World Cultures curriculum is designed to give the student a global perspective by examining cultural regions of the world. The students will explore and analyze the geography, history, religion/philosophies, values systems, cultural factors such as language, art, music, and contemporary issues including the economic situation for each region. By the end of the course the students should have a greater perspective on global issues. The goal of the course is to prepare students for the ever-growing interdependence of the world in which they will live and work, and to help prepare them for their responsibilities as participating citizens of the global society in the 21st century. To achieve these goals research, technology, analysis, and critical thinking skills will be developed.

American Government: This course summarizes the foundation and structure of the American government and the roles and responsibilities of the U.S. citizen.  Specific concepts and instruction include, but are not limited to:

• Foundation of American government and basics concepts of democracy and federalism
• Compares and contrast varied types of political and economical systems in the world
• Basic concepts of the U.S. Constitution and its amending process
• Research and debates over controversial topics, particular emphasis is given to alignment with Constitutional Law
• Role of people in the American Government: voter, electoral process, public opinion and special interest, suffrage and civil rights movements
• Organization of the two-party system and minorities parties and their effects on the political process
• Due process of law, civil liberties
• Bureaucracy in the American political system
• Role of local, state, and national level government
• Foreign policy and its consequential Defense and Economic policy at an international level
• Study of Landmark cases and their implications on current events

 
Economics: This course provides students with basic theoretical tools necessary to investigate the causes of economic problems and economic successes. Students than develop the skills necessary to function effectively as consumers,  workers and producers. Specific concepts and instruction include, but are not limited to:

• Understand and relate economic concepts to the real world
• Help students with basic mathematical economic skills
• Study current economic problems and relate to classroom instruction
• Develop a vocabulary and basis of knowledge to better understand the economic issues debated by politicians and discussed every day in the news media
• Understand the impact of government policies and decisions on production and consumption in the economy
• Interpretation of graphs (budget, supply, demand, and production possibility)
• Compare and contrast Economic Systems and the role of government in these
• Participation in the Stock Market Game
• Participation in the investment, development, workings, and evaluation of a business (supply/demand/scarcity/surplus)
• Study the role of labor unions, workers, and wages
• Compare and Contrast varied business organizations
• Discuss how different economic systems operate in the exchange, production, distribution, and consumption of goods and services. (circular flow model, and GDP, and unemployment)
• Examine the interrelationship between trade, technological advances, and standard of living

Geography/Current Events: This class is a study of current events, using geographical analysis, both physical and human, of same.  Specific instruction includes:

• Examination of the five geographic themes
• Comparison of physical and human aspects of geography
• Monitor events in the news, using Internet, Newsprint, and televised mediums.
• Apply geographic themes to current events
• Analyze current events using geographic themes
• Mapping, charting, graphing trends
• Outlining, time lining, and expressive language skills (both oral and written)

Psychology: This course is designed to explore several different viewpoints including the structure and function of sensory systems, theories of information processing, the relation of behavior and human performance to stimulus attributes and underlying neural mechanisms. We will observe how knowledge about sensory processing can be applied in every day life. Historic and modern attempts to cope, and many of the important people responsible for major developments in the field will be discussed. This survey course will provide students with a basic understanding of how animals and humans obtain and process information about their environment.  

• Individuals will demonstrate familiarity with the issues, problems, vocabulary, procedures, and other relevant questions relating to Psychological issues through questionnaires, class discussion, and projects.
• Individuals will demonstrate the ability to be their own self- advocates fostering a sense of empowerment and self worth, thus nurturing their perception of individual value.
• Individuals will be expected to demonstrate appropriate communication through written and spoken expression, employing appropriate terms and concepts, and describing relevant literature, assessment tools, instructional methodology and class data collection.

Junior High Social Studies: This class offers students an introduction to world cultures, including the various governmental, economic, and social systems.  An examination of current events, geographic themes, and the Federal System of Government are included.  

• Geographic themes
• Major civilizations (historical and modern day)
• Geographic influences and trends
• Economic and Governmental systems
• US and State Constitutions 

Science Department

 

The Science Department of Brehm Preparatory School provides students with core knowledge in the basic science disciplines:  Earth Science and physical Science interchangeably for middle school students; and Environmental Science, Biology, Anatomy and Physiology, and Chemistry for high school students.  Transcripts are evaluated to ensure proper placement for each individual according to the Illinois State School Standards.  The Science Department’s general objectives include teaching students the concepts and skills they will need to:

• Develop an understanding and an appreciation of the surrounding world as scientifically literate people.
• Possess necessary knowledge to make sound critical decisions individually and as group members in society.
• Fulfill science requirements for college entrance, i.e., three years of science before graduating.
• Prepare them to meet college expectations competently.

Student Science Evaluation: To assess student performance, the Science Department assigns homework, in-class written assignments and discussions, projects, written and oral evaluations, written andoral exams, science-related collecting and oral reports on collections, and laboratory work and reports that are based on experiments demonstrating knowledge of the scientific method.

The science department is shared between three teachers, one of which teaches math courses and the second teaches Physical education, health, and driver’s education and the third strictly teaches science.  Frequently, they share ideas and materials and attend workshops together.  The emphasis is focused on a hands-on/minds-on philosophy, and the theme they share is learning through experimentation and observation.  The students are challenged to find answers by researching materials and applying the knowledge they have discovered to every day experiences.  Laboratory activities are highly emphasized, and students are taught that science is a part of their active, everyday lives.

 

 

Middle School Earth Science: This class is intended for middle school students and is an introduction to earth science. Specific concepts for instruction include:

• Study of soils including sampling and measurements
• Geologic time with an emphasis on Illinois
• Hydrology  through mini ponds and a living machine
• Study of the atmosphere including sampling and measuring
• Study of space with an emphasis on the solar system

Middle School Physical Science: This class is intended for middle school students and is an introduction to physical
science. Specific concepts for instruction include:

• Mechanics and Newton’s Laws of Motion through bouncing balls and measurements
• Atomic structure including the development of  the atomic bomb and the bombing of Hiroshima
• Chemistry through studying elements, mixtures and compounds
• Application of mechanics and the laws of motion through making model planes and flight

High School Environmental Science: Specific concepts for instruction include:

• Planet earth
• Methods of science
• Change in the Biosphere
• Ecological interactions
• Matter and energy in the ecosystem
• Biomes
• People in the global ecosystem
• Energy resources

 

High School Biology: Specific concepts and instruction include:

• The study of life, including Biology in use, microscopes, measurements used in Biology, scientific  method, and careers in Biology
• Plant and animal cell with its organelles, functions, and processes
• Taxonomy
• Viruses and bacteria
• Protists and Fungi
• Simple animals
• Complex animals
• Plants and their processes
• Biology research paper over viruses
• Experiments
• Dissect bullfrogs
• Microscope work

High School Anatomy and Physiology: Specific instruction and concepts include:

• Introduction to anatomy and physiology         
• Skeleton System                                               
• Muscular System                                           
• Cardiovascular System                                    
• Research paper on a disease                             
• Field trips to St. Louis, MO to observe human cadavers and listen to doctors speak on certain systems of the body.
• Dissect sharks              

Forensics: A class designed to practice forensic science and analyze physical evidence found at crime scenes.  The objective is to teach the basic processes and principles of scientific thinking so as to apply them to solving problems to all disciplines.  The student must apply the scientific method- observing, collecting and classifying data, forming hypothesis, testing it, and formulating a conclusion or opinion.

 

High School Chemistry: Specific instruction and concepts include:

• Structure, interactions and states of matter over famous chemist
• Physical and chemical properties and reactions chemical lab
• Nature of chemistry
• Formulating and balancing equations
• Learning the periodic table and what it describes
• Experiments and lab write ups

Applied Physics: This class is a survey of key concepts in physics as they apply to everyday life:  The focus centers around energy and motion, and simple machines.  We then apply those concepts to projects that illustrate the unit of study.  Specific instruction and concepts include:

• Simple Machines
• Energy and Motion basics
• Rocketry
• Design based on properties of energy and motion
• Basic properties of electricity

Physics: “Physics is a branch of science that involves the study of the physical world: energy, matter, and how they are related.”  This physics course will focus more on the math and concepts behind the general rules of physics, while still experimenting with them.  The course will focus on the concepts of motion, including velocity, acceleration, force, and of course Newton’s laws of motion. After learning all about motion, we will dive into the concepts of energy and circuits.

• Kinematics

Velocity
Acceleration

Laws of Motion
Force

• Electricity

Static Electricity

Electric fields
Current Electricity

Series and Parallel Circuits 

Physical Education/Health 

 

Physical Education: Physical education at Brehm Preparatory school is designed to teach the student the value of personal fitness.  Participation in an exercise program designed to the need of each student is the primary focus.  The benefits of exercise, health-related and skill-related parts of fitness, and principles of training are introduced.  Hopefully, the students will enjoy the activities and develop a life-long love of fitness and learning.

 

Adaptive Physical Education: Adaptive physical education is based on individual physical fitness needs.  The importance of physical fitness is stressed with a “how to” approach.  The primary thrust of the course is actual participation in the program tailored to meet each student’s needs and interests.  This course incorporates sensory-motor integration activities to improve motor and cognitive skills.

 

Health: Health classes are taught each semester at Brehm.  Each student must complete a health class as a graduation requirement for the State of Illinois. Material covered during one lesson is reviewed and or linked to new material being covered.  The students are quizzed and tested periodically in order to earn credit for this class.  Other ways to earn points include: written essays, poster and oral reports.

 

Topics covered in health class

Wellness and Total Health choices: We identify the three components of health and how to make responsible choices  that will positively affect those components. . The concepts introduced here are physical, social and emotional health.

 

Conflict Resolution and Preventing Violence: This portion of health deals with making healthy decisions about what abuse is and how to report it.  We also cover ways to help if you are being targeted as a  victim of abuse.  The last component in this section is to learn how to mediate a conflict or conflict resolution.

 

Nutrition: This unit focuses mainly on the elements necessary for proper nutrition and how  to make healthful food choices. We look at nutrients needed for good health, how  to develop a diet based on the food pyramid, the role of calories in weight control  and we look at eating disorders.

 

Substance Abuse: Alcohol and tobacco are the two major drugs studied.  We look at their various forms and effects.  We also look at other illicit drugs such as depressants and stimulants used in street drugs.

 

 

Wellness and Body Systems: We look at the major systems of the body.  We learn about the functions and identify the major components of each system.  The systems covered include: nervous, circulatory, respiratory, skeletal, muscular, digestive, endocrine and reproductive system.

 

STD Awareness and Prevention: We study common STD’s, bacterial infections, viral infections, and parasites. In this section we also focus on HIV…What it does and ways to prevent the spread  of this deadly disease.

Parenting Skills: The students learn the major commitment of parenting.  We look over some of the costs of babies and the time it takes out of a normal teenager’s life.

Fine Arts  

 

Art: The art program at Brehm strives to help students learn the fundamentals of art, develop an appreciation for a variety of art forms, and use art as a vehicle to express emotions and creativity.  There are five art periods daily as well as an after school art club which meets for times a week during recreation hours. In basic art, students are taught fundamental skills and techniques using a variety of mediums including ceramics, printmaking, drawing, sculpture and collage. Another important component  of all of the art classes is individualized to allow students the opportunity to plan an independent project in the medium of their choice.  During these times one might find students creating junk sculptures, large scale paintings, quilts or pottery within a single class. In art II classes, students again cover a wide range of media completing projects which build on their present level of art skills. The art history course introduces students to a variety of classical and contemporary artists. Students view and discuss samples of the artists work, read biographical summaries and render their own artwork based on the style and medium of each artist.  The advanced art course is open to juniors and seniors who have a strong interest in art, an ability to work independently, and proficiency in basic art skills.  In addition to working with a variety of mediums throughout the year, advanced art students compile a portfolio of their best pieces of work, explore opportunities in the field of art, plan and teach an art lesson to peers, and organize a “mini” exhibit of their work during the spring.
   

The after school art clubs offer students the chance to pursue art during their recreation time.  These clubs are usually taught by Southern Illinois University art students or graduates. The clubs often run as open studio experiences with the instructor facilitating projects and guiding students as they work. At other times, the instructors share their own specialties and techniques with students. Blacksmithing, glassblowing, oil painting, chainsaw wood sculpture and printmaking are just a few of the wonderful specialties these instructors have shared with students through the years.

 

Sculpture: In this course students will assemble and create sculpture by manipulating art media and by organizing images the elements and principles.

 

• Select and analyze the expressive potential of sculpture media, techniques, and processes.
• Practice safe and responsible use of art media,equipment, and studio space.
• Create expressive sculpture using art elements, including line, texture, form, negative space, and value.
• Create expressive sculptures using principles to organize the art elements, including unity, proportion, emphasis, and balance.

 

Photograph And Computer Technology (PACT): Students will develop skills and knowledge in the area of photographic arts.

• Demonstrate knowledge of the camera
• Demonstrate knowledge of printing photographs
• Demonstrate responsible usage of camera and printer
• Explore traditional photographic skills and artistic expressions
• Demonstrate knowledge of the digital video camera (PACT Video class)
• Demonstrate knowledge of outputting the video (PACT Video class)

 

Students will develop skills and knowledge specific to expression with computer graphics.

• Demonstrate knowledge of computer
• Demonstrate respect for equipment
• Actively engage in video instruction about computer and software
• Work on mastering necessary software
• Utilize available resources such as help sheets

 
Students will apply and synthesize knowledge and skills to create products, putting it all together.

• Demonstrate design principles
• Problem solve creative issues
• Problem solve technical issues
• Work toward exhibitions and competitions

Students will contribute as a team member, demonstrating active positive participation.

• Demonstrate appropriate attention
• Act with motivation
• Work in cooperation with others
• Work toward positive peer relations
• Apply feedback
• Self-monitor
• Use significant strategies

 

 

Pact I: Pact Class I is designed to develop entry level skills in Photoshop, InDesign, Digital Imaging (including camera and scanner), and other technology as deemed suitable.  Students will master the necessary skills to produce appropriate projects generated and outlined by the instructor and student.  The student will demonstrate knowledge of the images, sources of images, sections of documents, sizes and resolution, and basic selection techniques.  Mastery of this material will be demonstrated in the student’s digital portfolio.

 

PACT II: PACT II class is designed to develop necessary skills for production of Creative Suite documents (Photoshop, InDesign, and Illustrator), which are of semi-professional publication quality.  Emphasis will be given to Photoshop and InDesign.  Students will review where images come from, the parts of a Photoshop document, sizes and resolution, and basic selection techniques.  In addition to reviewing and upgrading basic skills, the student will be required to learn new skills of complex selection as well as working with layers, designing with type and fonts, and applying filters.  In addition, students will demonstrate entry level skill with InDesign skills, and when appropriate, Illustrator skills.  A
good usage of the digital camera and scanner will be developed.  Students, with the guidance of the instructor, will choose appropriate projects to demonstrate their knowledge of skills.  Students will be expected to submit a portion of their work in a timely fashion for publication in the non-yearbook and will be expected to perform tasks as needed for the publication of the non-yearbook.

 

PACT Video:  PACT Video class is designed to develop entry level skills in the semi-professional development of digital video.  Skills and knowledge of Final Cut Pro HD and DVD Studio Pro 3 software will be taught at an entry level with the opportunity for individuals to move to more advanced levels as appropriate.  Skill, knowledge, and respect for the video equipment and software will be a necessary component.  Hands on projects will be recorded in the individual digital student video portfolio.

 

Theatre: This course is designed to be an introduction to theater through a careful analysis of both structure and content--focusing on the making of theater as a collaborative art. Areas covered will include theater history, dramatic texts, acting and directing, scenography, stage lighting, costuming and theater criticism.  Students are required to participate in one production in some capacity.

Foreign Languages  

 

Spanish: This Spanish course is designed to teach oral and written communication along with awareness of the Hispanic culture.  Students will comprehend basic structures, expressions and common vocabulary.  They will also choose a Spanish name to use in the classroom setting.

 

Spanish II:  This course is designed to teach oral and written communication along with awareness of the Hispanic culture.  Students will comprehend more complex structures, expressions, and advanced vocabulary.

 

Computers  

 

Keyboarding: This class is designed for middle and high school students who require the basics of typing and keyboarding skills.  Skills include:

• Correct finger placement
• Knowledge of the home row keys
• Accuracy
• Increased speed of typing
• Proper email writing
• Memorization of the entire keyboard
• Successful navigation of the Mavis Beacon Typing Tutor program
• Correct heading, spacing and formatting of documents

 

Learning Cognition 

 

Learning Cognition (LC) classes are designed to assist each student in achieving academic and social growth.  In keeping with the school’s mission and vision statements, the goal of LC classes is that each student will develop and demonstrate an understanding of the cognitive processes which impact his or her social, emotional and educational potential.  To work towards this end, the LC curriculum focuses on instruction that will assist the student in developing an understanding of learning disabilities.  Students receive a direct, individualized instruction to assist them in identifying and examining strengths and weaknesses as well as in identifying and implementing strategies, accommodations, study skills, and advocacy skills.

The LC curriculum is divided into five components

LC art:  This course is for junior high students.  It focuses on self-awareness through art

 

Learning Cognition/Cognitive Awareness: This course is designed to introduce the student to specific etiology, identification and treatment of learning disabilities.  The course will focus on brain function, medication management, social emotional issues, stressmanagement, multiple intelligence, goal setting, and advocacy skills.

 

Executive Functioning:  This course is designed to instruct students in the 10 main areas of executive functioning skills within the context of the main components of academic, professional, and personal development. Executive functioning skills addressed will include planning, organization, time management, working memory, metacognition, response inhibition, self-regulation of affect, task initiation, flexibility, and goal-directed persistence as they relate to understanding criteria on which the students are assessed, goal setting, time management, study skills, and test-taking skills.  Following this instruction, students will have individualized conferencing and instruction to promote strategy usage and focus on weaker areas.

 

Learning Cognition/College Strategies: This course is designed for students to develop college study skills. The goal of this course is for students to them apply these strategies across all academic settings.  Study skills, stress management, outling, vocabulary, test taking, and memory techniques are the primary focus of the class.

Learning Cognition/Content Support: The Content Support class is designed to aid in strengthening students independence in the areas of time management, task completion, assessing quality of work, self monitoring attention and organization skills.  Students will use their daily assignment books to self-check and monitor the completion of quality content homework besides setting time limits for goal completion and assessing outcomes.

 

Transition Electives

 

For a small school Brehm strives to provide as much diversity in course offerings as possible.  We provide courses to help student make a successful transition form the high school setting to a post-secondary situation or independent living.

Career Explorations: The career exploration class is designed to provide an opportunity for students to explore various career options.  Students will participate in a self-awareness process to determine compatibility of career options.  Students have the opportunity to role-play interviews, create resumes, complete job application, and job shadow career options.

Real World Prep: Real World Prep is designed to engage students with concepts and application activities that relate directly with life skills needed for independent living. Students are taught specific strategies and guidelines in order to be independent on a personal as well as social level. They will learn problem solving skills used in everyday living. Students become actively involved in relevant issues that’s strengthen their critical thinking skills through discussions and activities that encourage responsible and thoughtful decisionmaking in their daily lives.

Trades & Careers: Trades and Careers is designed as a survey of building trade skills, especially wood and metal working. There is a high emphasis placed on careers, trades,
and life skills that put these learned abilities to practical use.

 

Driver Education: Driver Education is taught each semester at Brehm. All Illinois residents must complete 30 hours of classroom instruction. At that time it will be determined if the student is appropriate for behind-the-wheel instruction. The lab fee for driving will only be charged to those students who receive behind-the-wheel instruction. The main focus of this class is to teach the necessary driving skills in order to insure safe new drivers on the road.  We spend 30 hours in the classroom setting studying the Illinois Rules of the Road which is required of all students in the state of Illinois.  We also study safe driving techniques and how to use a road map.  Once the student has had 30 classroom hours and has passed the Illinois written permit test, we start the actual in-car practice driving, In order to obtain a drivers license in Illinois, the student will have to receive an additional 50 hours of practice with a parent or legal guardian. Finally students must pass the in-car driving test at the DMV. The topics covered in this course are:

• Rules of the road
• Traffic safety
• Understanding functions of car parts and controls
• Basic maneuverability in a closed course
• Basic maneuverability during in town driving
• Basic maneuverability on the highway
• Understand the rules of the road
• Adheres to rules of the road
• Mental alertness and awareness while driving
• Ability to handle anxious situations and problem solving

Speech: In this introductory course students have an opportunity to gain skill, confidence, and fluency in public speaking. Students develop an understanding of both basic communication principles and public speaking strategies through their application of these principles to a variety of speaking assignments.

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