Grade 12 Weekly Schedule
Family-facing weekly schedule for Grade 12, 2026–2027. Live sessions are anchored to Pacific Time; choose your time zone to see where they fall in your local day.
Weekly Schedule
Live sessions run on Pacific Time and never move. In your time zone, the first live session of the day begins at 8:15 am. The times printed on each live block are your local times. Hover or tab to a session to see who teaches it; the full course-and-teacher list is also printed beneath the grid. Independent work and breaks are suggestions for shaping the open part of your day, not fixed requirements.
Who Teaches What
Block Types
Instructional Session
Live, teacher-led lesson covering the week's curriculum scope. Teacher-paced — the teacher sets the week's content, not the student. Teachers may walk through lesson material in real time so students complete part of the assignment during the session. Credit for meaningful participation is at the teacher's discretion.
Workshop
Structured guided practice — not a re-lecture, not office hours. Every course taught live earlier in the week holds a workshop later in the week with the same teacher: Monday courses meet again Wednesday, Tuesday courses Thursday. Workshops include active engagement — Kahoot or Gimkit review, group project work, a guided lab, or peer discussion.
Study Hall / Drop-In
Open support for any student who needs help. Attendance is voluntary. When attendance is light, teachers pivot immediately to outreach, progress monitoring, grading, or 1:1 intervention. No teacher idles in an empty room. Some elective sections meet inside these blocks — see the footnotes beneath the grid.
Enrichment / Friday
Friday is a distinct enrichment day: Bible and monthly chapel, this grade's assigned hub session, and an optional progress review. Friday is optional and requires advance registration. Core instructional sessions are never moved to Friday.
Independent Work
Students complete coursework on their own within the week's curriculum window. Shown here as a suggested way to use the open part of the day, not a fixed block. There is no fixed lunch — students eat and take breaks during any independent stretch. Prep is not a fully synchronous program; live sessions are built to be worth attending, not the only path through the material.
Scheduling Principles
Live sessions are anchored to Pacific Time. The first live session of each day begins in the 8:00 am hour Pacific. That single broadcast moment is the same for everyone; only its local reading changes — 8:15 am Pacific is 9:15 Mountain, 10:15 Central, and 11:15 Eastern. The live spine never moves relative to itself. Your independent work simply fills whatever part of your local day sits outside it.
Each course meets twice weekly with the same teacher. One instructional session Monday or Tuesday, and one workshop Wednesday or Thursday. A course taught live Monday holds its workshop Wednesday; a Tuesday course holds its workshop Thursday. Slot position is usually preserved across the pair, though a few courses shift slots within the day to resolve teacher conflicts.
Independent work is a suggestion, not a requirement. The dashed blocks show a sensible way to structure the open hours around the fixed sessions. A Pacific student finishes live sessions early and has the afternoon open; an Eastern student has the morning open before sessions begin. Students manage that time as works for them.
Live sessions run 45 minutes. Allow five minutes at the start and end of each session for transitions. All sessions are recorded and made available to enrolled Prep students, so families in any time zone are never locked out of the content.
Curriculum pacing is teacher-led, not student-led. Teachers follow a weekly scope and sequence per subject. Live sessions are built around where the class should be that week. Students who are ahead may still attend for the review component; students who are behind can complete past work afterward with remediation support during study hall.
Attendance is not mandatory, but sessions are designed to be worth attending. Teachers reward meaningful participation with credit at their discretion — a student who attends, engages, and demonstrates understanding may receive up to full credit for the lesson in lieu of completing it independently. The goal is sessions students want to join.