Christ-centered
God is the author of all the world's Knowledge, Understanding, and Wisdom. For the Lord gives wisdom; from His mouth come knowledge and understanding. (Proverbs 2:6)
The basic tenet of Trinity Academy is that all knowledge is of God (Father, Son, and Holy Spirit) and is unified in Jesus Christ. Trinity Academy anchors all educational pursuits in Him who created all things, and se
eks to foster a sense of joy and wonder as students engage in understanding His world. Christ-centered education can never be neutral and must be submitted to God’s Word for truth. Trinity Academy aspires to equip students to love the Lord with all their heart, soul, and mind; emphasizing the importance of Christian virtue and character. At Trinity Academy, students will learn how God is intimately connected to the world of knowledge, understanding, and wisdom. Trinity Academy searches for faculty, staff, and board-members leading exemplary Christian lives. Statement of Faith
Apostles’ Creed
I believe in God, the Father Almighty, creator of heaven and earth. I believe in Jesus Christ, his only Son, our Lord. He was conceived by the power of the Holy Spirit and born of the Virgin Mary. He suffered under Pontius Pilate, was crucified, died and was buried. He descended to the dead. On the third day he rose again. He ascended into heaven, and is seated at the right hand of the Father. He will come again to judge the living and the dead. I believe in the Holy Spirit, the holy catholic church, the communion of saints, the forgiveness of sins, the resurrection of the body, and the life everlasting. University Model
Professional Educators partnering with parents. Love the Lord your God with all your heart and with all your soul and with all your strength. These commandments that I give you today are to be on your hearts. Impress them on your children. Talk about them when you sit at home and when you walk along the road, when you lie down and when you get up. Tie them as symbols on your hands and bind them on your foreheads. Write them on the doorframes of your house and on your gates. (Deuteronomy 6:5-9)
Overview
The University Model redirects some portion of a child's learning process from structured classroom time to other more informal venues as chosen by the students and their parents, encouraging strong family relationships. A university-style schedule is adapted to the primary and secondary school environment. Professional teachers conduct classroom instruction in scheduled, more formalized settings. Students attend structured classes between 12 and 20 hours per week. Parents continue lessons or monitor their child's learning during times outside of scheduled classes. Involved Parents
The parental roles in educating their children under the university model are much greater than ensuring their children make it to and from school and queries that do not explore their learning experience (e.g., Is your homework done? What did you do in school today?). Parents need not have teaching experience but must commit the time to actively engage, direct, instruct, and mentor their children as students. Parents will play different roles throughout the K-12 educational experience: Co-instructor - During the elementary years, there is a slow transition from being the primary teacher to implementing a joint effort with professional educators and part time structured classroom instruction. Course Monitor - During areas of study (particularly skills development) where most of the teaching occurs in more formal settings, the parental role of encouragement and progress monitoring is of primary importance. Guide for Dependent Study - Usually occurring at about grades seven through 10, where the parents' role is more that of ensuring the child's study habits and diligence remain adequate. Guide for Independent Study - at this point (usually the upper two grades) the parents' role becomes that of a facilitator; providing progress oversight and ensuring that study inputs are made available when needed. Project Assistant - These activities may require a parent to take on a supporting role. Active Supporter - During times where the learning activities of a child do not require the direct involvement of a parent, the role becomes that of continuing to teach the child Christian character and virtue to be displayed by the child during the activity. Schedules
Typical University Model schedules for primary and secondary students are as follows: Phase 1 (Lower Grades) - Attend formal classes two days a week with parents as co-teachers on non- classroom days Phase 2 (Middle Grades) - Attend formal classes two to three days a week with parent-guided self- study on non-classroom days Phase 3 (Upper Grades) - Attend formal instruction at various scheduled times coupled with independent study under parental oversight. Classical Education Training the mind on HOW to think rather than WHAT to think. Instruct the wise and they will be wiser still; teach the righteous and they will add to their learning. (Proverbs 9:9)
Overview
Trinity Academy's view of classical education focuses on equipping children to learn; to elevate and to prepare them for life. One of the key intentions behind classical education is to distinguish between fiction and reality by training the mind how to think rather than what to think. Trinity Academy integrates the two classical education systems found in the traditions of Western culture, classical liberal arts and mechanical arts. Classical education honors history, but does not reject present advances in any subject. The present is studied, sitting under the tutelage of the past. Process
The classical approach employs rigorous mental discipline in learning. Classical education seeks to emphasize that all knowledge is unified. This means that every subject has relevance for every other subject, and thus the well-trained mind looks for the core principles of wisdom from which it can learn all subsequent knowledge. Practically this means that subjects are not taught in isolation but rather as an integrated whole. For example, a first grader or a fifth grader is not taught with merely the completion of first grade or fifth grade as the end goal. The goal of a classical curriculum is to ultimately transition the student into a self-teacher with an understanding of not only how to complete a course of study, but how to learn. Trinity Academy focuses on organized and integrated learning of all subjects and provides the tools for clear thinking and persuasive expression. As students begin applying these tools, they will be introduced to the practical application of knowledge, logic, and rhetoric in the fields of science, technology, engineering, and mathematics. Early Years - Provides a strong emphasis on language; origins, structure, and proper usage; Introduces other subjects set against an historical backdrop. Middle Years - Develops skills in the proper organization of language and thought (logic and reasoning); Fills in facts and application in basic fields of knowledge Late Years - Teaches persuasive and effectual use of language and thought (rhetoric); Integrates the application of knowledge and understanding across varied disciplines. It is the policy of Trinity Classical Academy not to discriminate on the basis of race, color, national origin, sex, disability, height, weight, or marital status in its programs, services, employment or activities. Inquiries about non-discrimination policies may be addressed to the Board of Directors of the Academy at P.O.Box 55, Rushville, IL 62681.
