LLCS Academic Program


  • LLCS teachers fully implement the SC state standards.
  • LLCS teachers encourage students to take ownership of learning through individual goal setting & data tracking.
  • LLCS teachers differentiate in the classroom to reach all students and close achievement gaps.
  • LLCS serves students identified with special needs, accomodations, and English as a second language.
  • LLCS serves students identified as academic gifted and talented in grades 3-12.
  • LLCS serves students identified as artistic gifted and talented in grades 6-12.
  • LLCS implements leveled high school course opportunities including CP, Honors, Advanced Placement, and Dual Enrollment.
  • LLCS administers all state mandated standardized tests including SCReady, SCPASS, EOCs, IACoGAT, KRA, Ready 2 Work, SAT, and PSAT.
  • LLCS tracks all student growth in reading, language arts, and math through MAP testing grades K5 - 11.
  • LLCS fosters a commitment to leadership through EXCEL Club, Student Government Association, National Honors Society, Mentorships, & more.
  • LLCS promotes student participation in academic extracurricular programs through Quiz Bowl, Odyssey of the Mind, Robotics, Foreign Language Club, & more.
  • LLCS offers CTE Programs in the areas of Agriculture, Hospitality & Tourism, and Information Technology.
  • LLCS focuses on developing leaders through project-based experiences.

"Expecting More. Requiring More. Delivering More."


Project-Based Learning (PBL) is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge, The Buck Institute for Learning

llcs goes beyond the standard

The LLCS Educational Program is a rigorous academic plan that reflects the mission and vision of the school through an instructional model provided by the LLCS Academic Goals and Objectives. From these Goals and Objectives, the LEAD Curriculum Framework has been developed, and provides a curricular program that entails quarterly themes and project-based learning strategies. This plan will include challenging, authentic, and meaningful lessons that will inspire and elevate each student’s thinking and reasoning levels to exceptional heights. The LEAD Curriculum Framework is correlated to the SC Academic Standards (SCAS) adopted by the SC State Board of Education. Using The Standards as a foundation, and Project-Based Learning (PBL) as a tool, this academic plan will construct an exciting and exquisite curricular framework for learning. The components of the LLCS Educational Program are:

  • Mission
  • Project Based Learning Strategies and Student-Centered Instruction
  • The LEAD Curriculum
  • Inquiry Platforms
  • State Standards and SC Academic Standards
  • Academic & Domain-Specific Vocabulary / Informational Text and Fiction
  • Webb’s Depth of Knowledge Measurable Indicators and Bloom’s Taxonomy
  • Assessments


The LEAD Curriculum Framework is a custom curriculum written for LLCS that is facilitated using Project-Based Learning (PBL) strategies. There are four themes through which three projects are completed in each quarter. The “Inquiry Platform” projects of the LEAD Curriculum Frameworks are research and writing, authentic experience, and service learning. Project concepts are based on real world scenarios making the learning relevant and meaningful. Grouping strategies are implemented in which students build communication, collaboration, leadership, and problem solving skills. Instruction is facilitated by the teacher, however learning is very student-centered encouraging lasting impressions resulting in positive intrinsic behavioral and academic development. The LEAD Curriculum Framework is designed to be cross-curricular integrating South Carolina College and Career Readiness Standards for all grade levels.

The LEAD Curriculum Quarterly Themes are:

L – Lowcountry Regional Awareness

E – Environmental Issues and Stewardship

A – the Arts

D – Debate, Collaborate, Negotiate

llcs pbl in practice

HIGH SCHOOL ECONOMICS PROJECT | LEAD (L) Curriculum Focus: Lowcountry Regional Awareness

  • Global Objective: The students will discover the importance of personal finance by researching and making a mock large purchase while having their first interaction with the credit world as a resident of Charleston, SC.
  • Description of Project: Through this assignment, students will gain a better understanding of the car-buying process and the components that affect monthly payments. Students will compare the purchase of a new car, used car, and a lease.
  • The requirement description is below:

First, choose a NEW MODEL car or truck, then “build and price” a new model with varying terms and interest rates. If offered, save a fact sheet or brochure about your selected new car so you will have the info in a brochure image.Record your research on the Worksheet found on Google Docs. Next, you will look at a USED MODEL of the car you are interested in purchasing, including certified used models and leasing options.

This new option should be within 5 years of present year and should be the as close to the same model as the new car you selected. You will also review warranty information on the vehicle. Record your research on the Worksheet found on Google Docs. *If offered, save a fact sheet or brochure about your selected new car so you will have the info in a brochure image (Research). After completing the worksheet, summarize the activity in a reflective presentation that includes your conclusion about which vehicle-purchasing option is best for you. Print out the completed Worksheet & Reflective Essay (Authentic Experience). Be careful about providing your email address or other contact information to auto dealerships, whose sales staff may contact you repeatedly. Last, compile the information and give it to a family member who is trying to purchase a car. Copies of the compiled information will also be available in the school library for students and teachers who are in the market for a car (Service Learning).

Driving Question: What is my best option for purchasing a vehicle?

SECOND GRADE SOCIAL STUDIES PROJECT | LEAD (E) Curriculum Focus: Environmental Issues and Stewardship

  • Global Objective: The students will be able to research and write about how the government impacts their lives and present information related to how the government is necessary for a community to function.
  • Description of Project: Students will begin by doing open research to develop a basic understanding of "government" (Research). Once students know key vocabulary and occupations within the government, students will select an occupation to conduct further research. By the end of the unit, students will create a newspaper (Authentic Experience) that informs readers of the purpose of having a government (to include the occupation they selected). Students will also create advertisements that they will display for other students to view (Service Learning) for the occupation they selected to show they understand the requirements of each job.

Driving Question: How does the government impact my life and my community?

EIGHTH GRADE MATH PROJECT | LEAD (A) Curriculum Focus: The Arts

  • Global Objective: The students will simplify powers, develop a vocabulary associated with exponents, and use the laws of exponents to simplify expressions containing multiplication/division of powers, power of a power, negative and zero exponents.
  • Description of Project: Students will choose a format in which to demonstrate their knowledge of the various laws of exponents. Through daily class research and practice, students will build a vocabulary and develop an understanding of operations with powers (Research). The students will choose a format based on an ability they possess currently (artistic, dramatic, technological, musical, or informative). Their options include creating a comic strip, writing a song, making a movie, performing a skit, creating a brochure/poster, or developing a PowerPoint/Google Slides presentation (Authentic Experience). They will wrap the project up by presenting their chosen format to the 7th grade class with the goal of teaching the lower grade what they have learned about the laws of exponents. After viewing multiple presentations, the 7th graders will take a short quiz to demonstrate the effectiveness of the instruction by the 8th graders. Lastly, students will reflect on their own project as well as provide academic feedback for their peers (Service Learning).

Driving Question: Why is it helpful to write and represent numbers in different ways? How can I use the properties of integer exponents to simplify algebraic and numeric expressions?

FOURTH / FIFTH GRADE GIFTED & TALENTED PROJECT | LEAD (D) Curriculum Focus: Debate/Collaborate/Negotiate

  • Global Objective: The students will be able to create their own project involving environmental awareness in groups.
  • Project Description: The students will collaborate to create a group project researching environmental awareness in conservation, deforestation, solar power, or endangered species (Research); the students will participate in an authentic experience outside of class by going on a field trip (Authentic Experience); the students will present their project to a select age group or class and write a report on how their authentic experience changed their perspective on their particular topic (Service Learning).

Driving Question: How will the information you gained in your research and authentic experience change your outlook and the outlook of your audience; and how will your project convey these ideas?

Questions about Project-Based Learning at LLCS? Contact Master Teacher and Leader of Curriculum, Mrs. Heather Priester at