Specials

Holy Cross Christian Academy utilizes Google Workspace for both staff and students. Student accounts are created upon enrollment for all students from PK2.5 through eighth grade. In response to the pandemic and the need for standardized devices, HCCA implemented a 1:1 Chromebook distribution for students in grades 3-8 in August 2020. Students in grades K-2 continue to share a common Chromebook cart (COW) equipped with 20 devices. Beginning in kindergarten and continuing through second grade, students work at their own pace through introductory technology curriculum on the Learning.com website. Students also learn how to log into and out of their computer, how to open and close the Chromebook, and how to use input devices (mouse, keyboard, trackpad, and stylus). Third through fifth graders begin each year by practicing keyboarding skills on the Typing Club website for the first six weeks of school. Practice in the use of Google Apps (Docs, Sheets, Slides, Drawings and Forms) comprises the curriculum for the remainder of the year. Sixth graders dive deeply into programming on the Scratch website following the Starting from Scratch curriculum developed by the Royal Society of Edinburgh. 

Seventh and eighth grade students focus on multimedia projects: photo editing in Pixlr, 3D drawing in SketchUp for Schools, and video editing using WeVideo. In addition, these students spend approximately one grading period working at their own pace through the HTML/CSS (7th) and JavaScript (8th) curriculum on the Khan Academy website. Digital Citizenship is covered throughout the year in all grades through the curriculum provided by Common Sense Media on their website.

Although many of the technology TEKS for elementary and middle school are covered, there are gaps in the program that could be filled through a more uniform curriculum.

Holy Cross students in grades 1 and 2 have one 30 minute Spanish language class per week, while students in grades 3, 4, and 5 have one 45 minute class per week. The goal of each class session has a five-fold purpose which is prepared and implemented throughout the lesson plan. Every student in each class will be trained to utilize the following five interactive elements: (1) hearing Spanish, (2) speaking Spanish, (3) reading Spanish, (4) writing Spanish, and (5) thinking Spanish.

The educational basis for the majority of the lessons each week emanate from the Teach Them Spanish curriculum books (grades 1-5, Frank Schaffer Publications). Additional curriculum, created by the instructor, evolves from the study of subjects which are not directly covered in the curriculum books: biblical studies, holiday and cultural studies, and food and customs in the Spanish culture, etc.

In addition to the worksheets and guidelines found in the curriculum, additional enhanced activities and learning experiences are utilized in each class session that involve computers, the internet, music, songs, musical instruments, creative games that allow for learning while having fun, and practical application of each lesson subject.

Role play and active use of the Spanish language in dialogical settings is critical for language retention. The students learn how the words and phrases they are learning integrate into actual conversational dialogue.

Once a topic has been studied, then that topic is revisited throughout the year, so that the student’s retention is greater. Repetitive review is critical for application.

The Spanish that the students are learning prepares them with an excellent foundation for future, deeper study as they enter Middle School. With each grade, the level of competency rises as each grade lesson becomes progressively more challenging.

As the students acquire the foundational basics of Spanish, emphasis is placed on the application of what they are learning into a biblical worldview. Spanish scripture memorization and biblical vocabulary study is required in the curriculum. The students are taught aspects of the nature and character of God in this foreign language, thereby broadening the foundation of biblical training that is already being received at Holy Cross. 

In American Sign Language, students learn their ABCs, basic signs, and we go into the history behind ASL.  Both semesters we create glosses for the songs we do in Chapel, and we practice them.  The students are the leaders of the music during chapel.

Holy Cross students in grades 1 and 2 have one 30 minute music class per week, while students in grades 3, 4, and 5 have one 45 minute music class per week. Curriculum objectives use singing, movement, and instrument playing to build the students’ skills in the musical elements of rhythm, melody, harmony, form, dynamics, and timbre. In addition, the students learn to appreciate the works of composers from a variety of periods and styles. 

The elementary music curriculum provides enriching experiences that become integrated into students’ lifelong appreciation of music.  It is typical to find that a single music class consists of a wide variety of fast-paced activities designed to further the development of several of the musical elements in each session. Ultimately though, children learn music by making music. 

We strive to integrate the objectives of the music curriculum into activities that are fun and enjoyable, but utmost for the Glory of God. “Make a joyful noise unto the Lord. …” (Psalm 98:4). Music often exceeds the spoken word in expressing moods and feelings of the soul, which we hope to instill in our students, through musical worship. 

Within the time frame of our current lesson plans, there is plenty to accomplish through the TEKS and course outline, but to further the development of students’ musical skills, we would be eager to correlate music learning with classroom topics in the content areas.

Holy Cross students in grades 1 and 2 have one 30 minute art class per week, while students in grades 3, 4, and 5 have one 45 minute art class per week. Grades 6-8 are given the opportunity to choose Art as an elective per semester.  

The elementary art curriculum in grades 1 and 2 facilitates the development of perceiving, creating and understanding of the subject of art. With our students in grades 3-5, we seek to establish a repertoire of developing skills in drawing, painting, constructing, modeling and using various textiles as artistic expressions, as they progress through the elementary art curriculum.  The middle school curriculum continues to extend the student’s repertoire into more complex skills, developed through a variety of media.    

God is the ultimate artist. Not only does God create, but He also reflects upon, evaluates, and enjoys what He has made (Genesis 1:31).  Like all gifts that God gives us, we hope to instill in our students that the gift of art is to be used for His glory.

Within the time frame of our current lesson plans, there is plenty to accomplish through the TEKS and course outline, but to further the development of students’ artistic skills, we would be eager to correlate art projects with classroom topics in the content areas.

In American Sign Language, students learn their ABCs, basic signs, and we go into the history behind ASL.  Both semesters we create glosses for the songs we do in Chapel, and we practice them.  The students are the leaders of the music during chapel.