HIGH SCHOOL
The Rhetoric stage
SCCS students become eloquent, virtuous thinkers who engage the world with purpose and wisdom.
SOCRATIC SEMINARS
Structured discussions that foster critical thinking, articulate speech, and deep engagement with primary texts.
BIBLICAL WORLDVIEW
God’s Word is the foundation for every subject, guiding how students learn, think, and live.
SERVANT LEADERSHIP
Over 100 hours of service and an international missions trip prepare students to lead with compassion and purpose.
MEANINGFUL MENTORSHIP
Through our House System, students in grades 7–12 find belonging, build friendships, and grow as leaders through mentorship and shared traditions.
COLLEGE CREDIT
Students can earn college credit through Northwest University in select SCCS courses taught by graduate-trained faculty.
Forming Wise and Virtuous Leaders
At Seattle Classical Christian School, we believe that who a student becomes is just as important as what they know. Our Rhetoric School combines rich academics with deep formation, preparing students to think clearly, speak persuasively, and live faithfully.
Academic Excellence with College Credit Opportunities
Our rigorous curriculum is organized around the great ideas and enduring questions of history, science, literature, and the arts. We are also proud to offer concurrent credit opportunities through Northwest University in select courses, allowing students to earn college credit while still in high school. Classes such as Bible, History, Biology, and Pre-Calculus meet the high standards required for dual enrollment.
A Culture That Shapes Who They’re Becoming
High school is about more than academics; it’s about formation. At SCCS, our High School culture is designed to help students grow in wisdom, confidence, and purpose. We create space for them to ask honest questions, try and fail, lead with humility, and discover who they are becoming in Christ.
Students participate in meaningful traditions that form both character and community: a start-of-year Retreat to build trust and connection, Protocol Night to cultivate grace and poise in formal settings, and Capstone Trips that bring their learning to life. Weekly chapel weaves together worship, devotionals, and guest speakers, while creative field trips and all-school events offer hands-on opportunities to lead, serve, and engage deeply with the world around them.
Curriculum guides by grade:
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Bible: New Testament Survey
Math: Geometry or Algebra I
History: Early Modern (16th -19th C)
Science: Biology
Literature: Early Modern (16th -19th C). Candide, Frankenstein, Macbeth, Return of the King, Tale of Two Cities, Modern European Short Stories, Animal Farm, and others.
Language: Advanced Latin or Spanish I
Composition & Rhetoric: Rhetoric for Writing Lost: Tools of Writing 2 or 3
Virtue Formation: Stewardship, Self-Control, Wisdom, and Honor; Intellectual Virtues
Electives: Any additional Arts, Math, Science, Language, Specialty P.E., or Independent Study.
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Bible: Biblical Theology
Math: Algebra II or Geometry
History: Ancient Civilization
Science: Chemistry
Literature: Ancient Civilization: Bhagavad Gita, Confucius Analects, Iliad, Antigone, Oedipus the King, and others.
Language: Advanced Latin or Spanish II
Composition & Rhetoric: Rhetoric (Debate)
Virtue Formation: Stewardship, Self-Control, Wisdom, and Honor; Intellectual Virtues
Electives: Any additional Arts, Math, Science, Language, Specialty P.E., or Independent Study.
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Bible: Systematic Theology
Math: Precalculus or Algebra II
History: Medieval Civilization
Science: Physics
Composition & Rhetoric: Rhetoric (Speech)
Virtue Formation: Stewardship, Self-Control, Wisdom, and Honor; Intellectual Virtues
Electives: Any additional Arts, Math, Science, Language, Specialty P.E., or Independent Study.
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Bible: Ethics and Apologetics
Math: Calculus or Precalculus
History: Contemporary Modern (19th - 21st C) + Civics
Science: Optional additional science for Honors Diploma or as an Elective
Composition & Rhetoric: Rhetoric: Senior Thesis
Virtue Formation: Stewardship, Self-Control, Wisdom, and Honor; Intellectual Virtues
Electives: Any additional Arts, Math, Science, Language, Specialty P.E., or Independent Study.
What Sets Our Rhetoric School Apart
SCCS students come from 41 churches, with 41% self-identifying as ethnically diverse and 48% receiving financial aid, reflecting a diverse community.
In our Upper School, a 5:1 student-teacher ratio and knowledgeable faculty (54% with advanced degrees) support deep learning and strong mentorship.
Through formal logic and rhetoric classes, students learn to think critically, reason clearly, and communicate persuasively.
Socratic seminars encourage thoughtful dialogue, critical thinking, and rich engagement with primary texts.
Students grow in wisdom and compassion through 100 hours of service and an international mission trip.
The Senior Thesis challenges students to research deeply, write thoughtfully, and defend their ideas publicly.
Our annual Protocol Event helps students practice grace, respect, and conversational etiquette in a formal setting.
From archery to debate, our clubs and activities build confidence, character, and well-rounded skills.
Unique field trips to symphonies, science labs, and hikes connect students to Seattle’s vibrant educational and cultural landscape.
Rhetoric students build meaningful relationships with younger students through all-school events, fostering a vibrant, cross-grade school community.
Our Atelier Art Program trains students in beauty, craftsmanship, and visual excellence through a classical, skill-based approach.
What students are saying:
If you want to know what a school values, ask the students. We recently had the opportunity to ask our upper school students: “How have you grown as a result of being at Seattle Classical Christian School?” Their responses blew us away:
“I have learned to talk in a way that people will listen”
“I feel more confident about myself”
“Love for learning”
“Being able to trust myself”
“I feel like a stronger Christian”
“Growing closer to and finding more joy in Jesus”
“Being able to defend my faith”
“Problem solving and being hardworking”
“Seeing the value in asking questions and forming your own opinion”
What parents are saying:
“SCCS develops thoughtful thinkers who understand what it means to be true intellectuals. A hallmark learned in the SCCS schoolhouse is the exploration of Great Works in the context of a vigorous and joyous conversation among peers, guided by a non-activist teacher.”
—Shelly G., current SCCS Parent“This morning before school, our daughter told us (again) that she LOVES going to school. Since she has started at SCCS, we have seen her both enjoy going to school and diligently work at her studies in a way that we have never seen her do before."
— Wes W., current SCCS Parent
“This is the best place for my children! Dedicated, loving, wise teachers who not only make learning fun, but also lead by example. The students are taught to think critically and to love learning.”"
— Katie H., current SCCS Parent
from the desk of mr. stevenson
At a recent parent book club meeting, we were discussing how diverse the needs of our kids are. We all want a school that honors the individual needs of our kids. For some parents, SCCS is too rigorous, whereas for others it is not rigorous enough. In light of all this, one parent asked the question: “What is the purpose of an SCCS education?”
I love this question, and I would like to offer one answer. Stratford Caldecott says in his wonderful book, Beauty in the Word, “We have been educating ourselves for doing rather than for being.” An emphasis on doing more than being is a problem because it elevates performance over virtue, and it measures people primarily by what they can (or can’t) do rather than who they are becoming.
If we take Caldecott’s admonition seriously, we could rephrase the question this way: “What kind of a person should our students become when they graduate from SCCS?”
Our Portrait of a Graduate outlines the characteristics we desire in our graduates. We form servant leaders who...Love God, Think with Reason, Speak with Humility & Wisdom, Cherish Beauty, Embody Virtue, and Become Invested Citizens. Can you think of any relationship, job, or scenario where these characteristics wouldn’t be welcome? A student who models these characteristics will also be good at doing a lot of things, but it situates skills within the context of virtue.
How might we accomplish this purpose? Chesterton said “Education is not a subject, and it does not deal in subjects. It is instead a transfer of a way of life.” We are bequeathing a way of life through the books we read, the things we learn, the teachers we hire, the games we play, the songs we sing, and the culture we build. Our Christian faith unifies all of this. This is the purpose of an SCCS education!
In Christ,
Mr. Stevenson
Adam Stevenson,
Dean of Logic and Rhetoric School
