Upper School Course of Study
Revised November 2025
Our Mission
Cincinnati Hills Christian Academy is a Christ-centered, multi-denominational, college preparatory academy that exists to prepare students intellectually and spiritually for success in higher education and beyond, and to impact and influence the world according to their unique gifts and talents. This will be accomplished by:
Creating an environment that encourages students, faculty, staff, and families to develop and live out their relationship with Jesus Christ.
Developing a passion for lifelong learning that leads to thoughtful, effective service through excellent, intentional curriculum and extra-curricular offerings.
Empowering outstanding Christian faculty and staff to fully use their passions and expertise to create engaged critical thinkers.
Fostering an exceptional environment that develops students’ gifts and talents in the arts, athletics, leadership, and additional extra-curricular opportunities for God’s purposes.
Building an engaged school community – encompassing faculty, staff, students, families, alumni, and donors – that reinforces the school’s vision, mission, and core values.
Our Vision
Cincinnati Hills Christian Academy will unleash each student’s God-given gifts through Christ-centered academic excellence. We are devoted to developing the whole person, and instilling a lifelong passion for learning, leading, and serving.
Core Values
CHRIST-CENTEREDNESS
We believe in following how Christ himself led, served, taught, loved, and lived; we strive to base all we do on His word.
ACADEMIC EXCELLENCE
We believe in reflecting we are an academy of learning. It is our primary, but not exclusive, goal to prepare our students academically for college and beyond.
WHOLE PERSON
We believe in recognizing all are gifted by God in unique ways. We believe in developing all forms of spiritual, intellectual, artistic, and athletic gifts in each student to their fullest potential.
SERVANT LEADERSHIP
We believe in the power of servanthood. Servant leadership will be taught, modeled, and encouraged to all students, staff, and families, so that all are equipped for the situations in life when God calls them to lead.
OUTREACH/SERVICE
We believe in modeling Christ in all we do. We will provide opportunities daily and through special events for students, staff, and families to share Christ’s love through service and witnessing to others.
STEWARDSHIP
We believe in acknowledging that we are blessed in many ways. We as a school will model strong fiscal stewardship and will encourage, train, and expect students, staff, and families to be wise and generous stewards over their time, talents, and money.
VALUE OF EACH PERSON
We believe in the Value of Each Person: Demonstrating biblical equality, we will embrace each individual as a distinct creation of God, ensure an emotionally, socially, and physically safe and nurturing environment, and intentionally enroll a student body, faculty, and staff who reflect the socioeconomic and racial make-up of the community in which we live.
VIBRANT SENSE OF COMMUNITY
We believe in acting intentionally. We will foster a vibrant, connected culture of empathy, fellowship, and respect among students, staff, and parents.
ACCOUNTABILITY
We will hold ourselves and each other to the highest standards of integrity, excellence, and constant measurable improvement.
JOYFUL SPIRIT
We believe in having an attitude of gratitude for God’s blessings that are lived out in everyday smiles, laughter, and by celebrating demonstrated character and unique achievements. This results in a contagious joy that connects at the heart level.
Our Promise Statement
Centered in the shared love of Christ, Cincinnati Hills Christian Academy is the college-preparatory, preschool through grade 12 independent school that inspires and challenges students to discover, hone, and steward their one-of-a-kind gifts as they come to know themselves as distinct and unconditionally loved creations of God.
CHCA’s vibrant, multi-denominational family of learners creates a sheltering—but not sheltered—environment where, supporting each other and guided by expert Christian teachers, students wrestle with increasingly complex, timeless, essential questions in order to strengthen their minds and their faith.
Beginning with the end in mind, CHCA graduates young adults fully prepared to succeed in college and beyond; to engage effectively and lovingly with different cultures, viewpoints, and ideas; and to achieve significant impact and influence with discerning wisdom, courageous curiosity, and resilient Christian faith—where others pull back, they lean into life.
“Thoughtful Christians know that if we obey the Bible’s great commandment to love God with our whole mind, as well as with everything else, then we will study the splendor of God’s creation in the hope of grasping part of the ingenuity and grace that form it. One way to love God is to know and love God’s work. Learning is therefore a spiritual calling: properly done it attaches us to God. In addition, the learned person has, so to speak, more to be Christian with.”
Excerpted from Engaging God’s World by Cornelius Plantinga Jr. Copyright © 2002 by Wm. B. Eerdmans Publishing Company
Graduation Requirements
Cincinnati Hills Christian Academy Upper School 9–12 provides for students a Christian environment where the best in academics, enrichment opportunities, resource support, and extracurricular activities builds on the Lower School and Upper School 7–8 experiences. The Upper School 9–12 strives to develop, honor, and validate the talent and interests of each student in academics, athletics, fine and performing arts, and performing Christian outreach. We honor the diverse student population, challenge students to leadership, community outreach, and academic excellence in our Christ-centered environment.
This Course of Study sets out the academic program for the Upper School 9–12. The academic program fulfills the school vision, mission and core values statements and seeks continuously to improve. We give honor and glory to God and see His blessing on this school and our efforts as we stand for excellence in education in a Christ-centered environment.
A rigorous college preparatory curriculum includes Advanced Placement courses and a community service requirement of 120 hours. A two-week intersession term alternating January and May is when CHCA Upper School 9–12 enriches its curriculum with experiential learning. This term is part of the CHCA academic program, course grades appear on the transcript, are calculated in the cumulative GPA, and each intersession term carries a .25 credit. Recommended credits exceed the State of Ohio requirements and minimum entrance requirements for most colleges and universities.
Credit Requirements
To earn a CHCA diploma, students must achieve the following 25 credits. CHCA recommends students achieve 28 credits.
Subject
Recommended Credit Hours
Required Credit Hours
English
4
4
Christian Studies
3.5
3.5
Speech
.5
.5
Mathematics
4
4
Elective*
1
.5
Physical Education**
.5
.5
Science
4
3
Financial Literacy
.5
.5
Health
.5
.5
Social Studies
4
3
Fine Arts
.5
.5
Intersession***
1
1
World Language
4
3
Technology
.5
.5
*PE Courses may not serve as electives
**CHCA permits 2 full seasons of interscholastic sports, cheerleading, or marching band to satisfy the PE requirement, provided the student take .5 credit in another area, not PE.
***Four intersessions are completed. Each intersession is .25 credit and will take place during January or May terms on varying years.
Grade Scale
A = 90–100
B = 80–89
C = 70–79
D = 60–69
F = 59 & below
GPA Scale
Academic Courses
- A = 4.0
- B = 3.0
- C = 2.0
- D = 1.0
Honors Level Courses
(includes VT, Vertical Team, designated)
- A = 4.5
- B = 3.5
- C = 2.5
- D = 1.0
Advanced Placement (AP) Courses
- A = 5.0
- B = 4.0
- C = 3.0
- D = 1.0
High Honors and Honors Recognition
High Honors = 3.75 – 4.0
Honors = 3.5 – 3.749
Additional Information
CHCA Upper School 9–12 awards transcripted credit for graduation prior to grade 9. While credit is awarded toward the graduation requirements before grade 9, the credit is a pass/fail credit and does not count toward the student’s GPA. For a list of courses, contact the Upper School 9–12 School and College Counseling Office.
CHCA does not offer College Credit Plus courses.
CHCA offers a variety of individual learning opportunities to help students delve deeply into areas of interest and passion. We publish this statement of program with trust in its validity and the belief that we will grow as an institution by making widely known our practices.
Christian Studies
Vision
At the heart of our Christian faith is the belief that the triune God is a personal God who reveals Himself to humanity through Scripture, His nature, His redemptive purpose in history, and His love for all creation. Central to this faith is the crucified and risen Jesus Christ and our knowledge and belief that the son of God became human so that we could be forgiven and restored to God. It is our conviction that in understanding the incarnate God we come to know our own nature and purpose, for we are created in God’s image. Given these core convictions, the Christian Studies curriculum studies Scripture to hear God’s truth, encourages a love of learning and the exercise of reason, gains wisdom from the historic voices and traditions of the Church, and seeks to understand our own human experience within this world. The Socratic nature of our classes make them a practical laboratory for discussing and developing their faith in a safe environment. The goals of this curriculum are therefore to (i) allow students to articulate a distinctly Christian worldview, (ii) develop the student holistically, and (iii) encourage students to pursue excellence in order to engage God’s world.
Sequence
Grade 7 – The Gospels and Paul
Grade 8 – History of Christianity
Grade 9 – Old & New Covenants
Grade 10 – New Testament Survey
Grade 11 – Christian Thought and Spirituality
Grade 12 – Senior Bible Elective: 1 sem (See course selections)
Enrichments/Highlights: Possible trips to Israel and Japan, field trips include Hebrew Union College, Synagogue, In-school Seder, church visits, and Islamic Center visit.
Christian Studies Course Offerings
Grade 7 Gospels and Paul
CHCA’s Promise Statement begins “Centered in the shared love of Christ” and we intentionally focus on a “Christ-centered curriculum”. Students study Acts to Revelation to see how the great Apostle Paul and other New Testament authors look back to interpret the person and work of Christ. We seek to not only fall in love with Jesus, our Lord and Savior, but to grow in our understanding of God’s plan of salvation for our lives as part of the body of Christ in the world today. Essential “life application” questions are always central in our study as is understanding God’s Word. Our motto is “you do not really know the truth of God unless the person of Christ is precious to you.” As a final culmination of this spiritual journey, students write a personal Statement of Faith as a meaningful expression of their own faith in Jesus Christ and as a faithful description of biblical Christianity.
Prerequisite: None
Satisfies Grade 7 Course Requirement
Grade 8 History of Christianity
This course cultivates a better understanding of humanity, and particularly people of the 21st century, by studying the history of the church with its triumphs, failures, agreements, disagreements, wars, charities, and vision for the “kingdom of God”. Church history serves as a “laboratory” by which we can better understand how people think and act, especially as it relates to religious belief. Our goal is to cultivate intellectual empathy, humility, and courage. Students explore significant events and controversies in the history of Christianity in a holistic manner (politically, culturally, economically, biologically, geographically, psychologically, linguistically, etc.), trying not only to understand why these events are significant, but how they are relevant to us, and that we should understand them with some depth. Students explore their own and other Christian traditions, gaining an appreciation of basic Christian doctrines (e.g. trinity and Christology) and their implications.
Prerequisite: None
Satisfies Grade 8 Course Requirement
Christian Thought and Spirituality
Students begin to think theologically about their faith. As they read and examine some of the great minds of Christianity, students ponder why the righteous suffer, wrestle with the relationship of faith to contemporary issues, ask how to grow deeper in their spirituality and call the faith their own. Course objectives include enabling students to apply Biblical information to life situations; learning to think about what they call their faith; providing a safe environment to ask hard questions about Christianity.
Prerequisite: New Testament Survey
Credit: 1
Cults and New Religious Movements
Religious freedom is a hallmark idea throughout U.S. history and culture. This freedom has allowed mainstream expressions, like Christianity, Judaism, and Islam to flourish, but has also allowed groups called ‘cults’ or ‘new religious movements’ to take root. Why are some groups called ‘cults’ seen as damaging and dangerous? Are there commonalities within these groups that help us identify and address the cultural issues they create? Throughout this course, students examine issues of charismatic leadership, belief dispensation (or brainwashing), apocalypticism, ideas of ‘scripture’, and social/small group/communal behavior. We explore a variety of well-known cults and new religious movements using case studies to better understand specific group examples and compare groups to each other. Students also develop a ‘tool kit’ to evaluate new religions through reading articles, viewing media examples, Socratic Seminar, and variety of presentations. Final will be project based.
This course can count as a Social Studies elective if a student is taking it prior to their senior year and has English 10 or English 10 Honors completed. When taken during the senior year, it fulfills the required senior Bible class or Social Studies elective.
Prerequisite: Christian Thought & Spirituality; English 10 or English 10 Honors if taking as a Social Studies elective
Credit: .5
Faith in Contemporary Fiction and Film
Students analyze literature and film as mediums in which contemporary society wrestles with answers to philosophical and theological questions ranging from identity to memory, purpose, knowing, free will and determinism. Rather than “simply stories” students use these stories to pose and then consider thought-provoking questions through a lens of faith, examining the issue from a perspective of belief. Deconstructing these answers through a faith construct enables the students to explore their own understanding of personal, societal, and religious issues in both literature and film. Using their faith concepts in this manner enables students to develop their interpretive skills while fine tuning their critical thinking. Students combine analysis of these cultural mediums with a practical application of living our faith within culture.
Prerequisite: Christian Thought and Spirituality
Credit: .5
Intro to World Religions
Students examine beliefs and practices of various eastern and western religious traditions focusing primarily on Islam, Judaism, Hinduism, and Buddhism and Taoism. Students will compare and contrast these traditions with Christianity through readings, discussion, media presentations, and field trips. By understanding the fundamental human need for the Divine, students gain skills in relating to other peoples and cultures in the world, and they gain greater depth and appreciation of their own faith by exploring similarities and differences between Christianity and other religions.
This course can count as a Social Studies elective if a student is taking it prior to their senior year and has New Testament completed. When taken during the senior year after the completion of Christian Thought, it fulfills the required senior Bible class or Social Studies elective.
Prerequisite: Christian Thought & Spirituality; New Testament if taking as a Social Studies elective
Credit: .5
New Testament Survey
This course studies the Christian church, from its birth recorded in Acts, its growth seen in the Epistles, and then overviewing the historical and theological development of Christianity to the present. Students study the books of the New Testament (Acts – Revelation) and understand their major concepts, purposes, and contributions to Christian doctrine and practice. We briefly trace how the church separated from Judaism and transitioned from a persecuted minority to an empowered majority; study the impact of both the schism between the Western Church and Eastern Orthodoxy and the Protestant Reformation; investigate the influence of the church on the art, literature, and architecture in Western Civilization; comprehend the effect of the Great Awakening on American Christianity; and gain an appreciation of the depth and diversity of God’s Kingdom in the present day. Students write and use group discussion to stimulate substantive reflection and integrate and apply the subject matter.
Prerequisite: Old and New Covenants
Credit: 1
Old and New Covenants
Old and New Testament Covenants takes students on a journey from Creation to Christ, from Genesis through the Gospels. The course focuses on understanding how the Bible fits together around the major covenants God makes with his people as he redeems a people for himself and renews all creation. There is particular focus given to the nature and character of God as he reveals himself in the Scriptures and our response to his self-revelation through detailed reading of the Bible (exegesis) and learning to apply the Bible to our lives (hermeneutics).
Prerequisite: None
Credit: 1
Resilient Faith
Spiritual formation is at the core of the Christian Studies curriculum, so in many ways this course represents the apex of the entire academic and practical learning program which students undertake. This class is intended to help students solidify all that they have learned through their CHCA experience in order to help them continue growing spiritually as they leave and enter their next chapter of life and learning. To facilitate this growth, the class will consist of four major units: gospel fluency, exploring and developing a “with” approach to Christianity, a study of Qohelet and its implications for our current cultural moment, and biblical and theological engagement with contemporary issues. This course seeks to ground students in Christian faith and practice with the expectation that they will continue grow spiritually as they transition into their post-CHCA experiences.
Prerequisite: Christian Thought and Spirituality
Credit: .5
English Language Arts
Vision
Throughout a CHCA Language Arts education, students will develop a lifelong pursuit of learning while exploring their God-given gifts in reading, thinking, writing, and speaking to engage in the diversity of human experience, culture, and values. Inherent in this pursuit is the necessity of integrating theological concepts when evaluating works through diverse lenses. Throughout the Language Arts program, students will develop analytical skills equipping them to use articulate language as scholars and citizens. Consequently, students will engage competently in a variety of experiences to demonstrate clarity, logic, persuasiveness, and creativity, including the development of research-based skills using relevant technology. In all, CHCA strives to develop Christian leaders who read, write, think, and speak with confidence and precision in a variety of situations.
English Course Offerings
English 07
Writing instruction focuses on: researching and organizing data and responding to literature to produce expository and persuasive essays, using creative writing techniques to enliven narrative and descriptive pieces, and using technology to expedite the writing process and encourage student collaboration. Grammar, mechanics, and usage are taught through direct instruction and honed during the writing process. Guided reading of increasingly complex nonfiction, fiction, drama, and poetry texts increases students’ ability to read critically, analyze author purpose and claims, compare points of view, identify story and drama elements, trace character development, make connections to Scripture and the real world. Vocabulary development is based on both etymology study and words derived from class readings. Class presentations, discussions, and online forums promote growth in speaking, listening, and respectful group interaction.
Prerequisite: None
Satisfies Grade 7 English Requirement
English 08
Guided instruction in writing and publishing allows students to produce and share persuasive essays on literary and current topics, expository research papers, narrative memoirs, responses to timed writing prompts, and creative pieces. An emphasis on grammar and usage with advanced vocabulary study combine to lead students toward increased sophistication in writing style and conscious choices for rhetorical effectiveness. Technology aids student collaboration and enhances research and the writing process. We encourage students to apply reading strategies as they encounter a variety of challenging classic and modern literary texts and nonfiction selections and interact with visual media. They learn to compare author perspectives, discern implied content, identify universal themes, recognize scriptural applications, synthesize points of view, and locate and use information purposefully. Students practice listening, speaking, and cooperating through daily discussions and presentations.
Prerequisite: None
Satisfies Grade 8 English Requirement
English 09
This course sets the foundation for high school English as students explore literature from a variety of cultures, time periods, and genres to develop comprehension and analytical skills. Theological integration occurs in the analysis of literary themes. The focus of diverse voices in literature is African and African-American texts. Students write both expressive and academic prose, responding to expository, narrative, persuasive, and analytical prompts, and they engage in class presentations and discussions to develop strong speaking and listening skills. Students continue vocabulary development and practice grammar and usage skills within the writing process.
Prerequisite: None
Credit: 1
English 10
English 10 builds on the foundational skills of English 9, while students explore world literature from a variety of eras and cultures. Students will consider theological implications of the themes found in the literature. Students strengthen composition skills by producing narrative, expository, analytical, and persuasive essays. Using the MLA format, students conduct research and evaluate evidence to support claims. With more complex texts, students continue to develop close-reading skills. Grammar and usage are integrated into writing instruction. Vocabulary development is emphasized through roots, prefixes, and suffixes as well as through class readings.
Prerequisite: English 9
Credit: 1
English 11
Students explore American Literature through a diverse range of texts and historical contexts. Theological integration occurs during thematic analysis. Students develop increasingly sophisticated writing, including literary analysis, synthesis, and persuasive essays. Students continue learning research skills using MLA format. The course emphasizes critical thinking, vocabulary development, and ACT-aligned skills. Summer reading forms the basis of graded work.
Prerequisite: English 10
Credit: 1
AP English 11 Language and Composition
Equivalent to one semester of freshman college coursework and prepares for the AP exam. Students learn how to read closely, write effectively, and argue persuasively across a curriculum that marries the goals of AP Language and Composition curriculum with CHCA’s Gr 11 emphasis on American literature, particularly African-American and Native-American voices. Theological integration occurs during literary theme analysis. Students analyze nonfiction and fiction to better understand how an author’s rhetorical choices shape a text. Fiction provides context for issues-oriented discussion and research-based persuasive writing. Students learn to read and evaluate primary and secondary sources, synthesize material, and write with MLA conventions to prepare for a researched argument paper and synthesis essay. Summer reading forms the basis of graded work.
Prerequisite: English 10 Honors and Teacher Recommendation
Credit: 1
English 11 Honors
Students are challenged beyond English 11 as they examine American Literature with a focus on historical context that reveals how the American experience is portrayed through the unique voice of American writers who separate themselves from the European tradition of literature. Theological integration occurs during the analysis of literary themes. Students analyze one Native American text, as well as a Native American anthology. Students write with increased mastery of mechanics and rhetoric, focusing on critical and persuasive writing while using MLA format. Students hone their skills through the research process and evaluate literary criticism for the works they read. Students continue their growth in strong development of vocabulary. Skills aligned with ACT are embedded throughout units of study. Summer reading forms the basis of graded work.
Prerequisite: English 10 and Teacher Recommendation
Credit: 1
AP English 12 Literature and Composition
AP® English 12 is a yearlong survey of the literary periods and significant British authors from Anglo-Saxon to contemporary times, with ancillary readings from Scripture, other cultures and traditions, and prominent literary critics. Equivalent to a college freshman course in pace and complexity, it culminates in completion of the Advanced Placement Exam® with the goal of earning college credit. Continual emphasis on close reading and critical analysis of complex texts enables students to deepen their understanding of how excellent writers use language and literary techniques to produce meaning and pleasure. The course promotes mastery of a mature writing style that requires apt and specific reference to text and displays fluency, insight, and evidence. Instruction in college-level research skills aids students in critically evaluating academic sources to produce MLA style research papers. This course is suited to reflective learners who perform at high levels in writing and analytical thinking, who enjoy challenge, and who are committed to the rigors of Advanced Placement course work.
Prerequisite: English 11 Honors/AP English 11 and Teacher Recommendation
Credit: 1
English 12: British Literature
This is a one-semester introduction to the development of the English language through a survey of major works from the Anglo-Saxon Period through the nineteenth century, including the epic poem Beowulf, a Shakespearean drama, and a major British novel. Students place these works in historical context and explore theological connections as they analyze the texts for their themes, purposes, and rhetorical features. Throughout the semester, students practice organizing and developing a variety of written and oral responses, continue to study vocabulary, and improve their command of the conventions of standard English grammar and usage. The course is well-suited for students who want to learn practical strategies for writing clear, coherent essays and improve their reading comprehension as they transition to college.
Prerequisite: English 11
Credit: .5
English 12 Seminar: The Book Shelf
Designed to offer students a variety of options for literary study and flexible educational opportunities with increased responsibility and autonomy as they transition to college, each one-semester seminar involves in-depth study of texts through discussion, research, and writing that explores a genre or topic of literary significance. Students collaborate with peers to set goals and deadlines and actively take part in preparing for and shaping discussion to stimulate the well-reasoned and civil exchange of ideas.
Students choose from a menu of titles based on their needs and interests as they read, discuss, analyze, and compare works from a variety of genres. Biblical passages and principles will serve as a secondary knowledge source in our literary discussions. The course culminates in a research paper using primary and secondary sources to support a literary argument. Instruction in college-level research skills guides students through the process of searching academic databases, critically evaluating and synthesizing multiple sources, practicing the principles of academic integrity, organizing the paper, and supporting claims with well-chosen evidence.
Prerequisite: English 11
Credit: .5
English 12 Seminar: The Book Shelf Honors
Designed to offer students a variety of options for literary study and flexible educational opportunities with increased responsibility and autonomy as they transition to college, each one-semester seminar involves in-depth study of texts through discussion, research, and writing that explores a genre or topic of literary significance. Students collaborate with peers to set goals and deadlines and actively take part in preparing for and shaping discussion to stimulate the well-reasoned and civil exchange of ideas. This seminar is taught in a blended format with some content delivered online.
Students choose from a menu of challenging texts based on their interests as they read, discuss, analyze, and compare works from a variety of genres. Biblical passages and principles serve as a secondary knowledge source in our literary discussions. The course culminates in a significant project involving research of primary and secondary sources to support an original literary argument. Instruction in college-level research skills helps students confidently navigate the process of online research using academic databases– from critically evaluating and synthesizing multiple sources and practicing the principles of academic integrity, to organizing and articulating complex ideas clearly and accurately as they support their claims with well-chosen evidence. This course is well-suited to independent learners who are accustomed to the pace and elevated level of honors reading and who have demonstrated well-developed writing skills.
Prerequisite: English 11T/English 11 and Teacher Recommendation
Credit: .5
English 12: British Literature Honors
This is a one-semester introduction to the development of the English language through a survey of the works of key writers from the Anglo-Saxon Period through the nineteenth century, including Shakespeare, Milton, and a major British novelist. Students practice literary analysis and prepare for the challenges of college writing and discussion through close reading and critical thinking as they produce both written and oral responses to articulate their comprehension of the language, literary techniques, and themes of each work. Approaching literature from the perspective of the Christian reader, students apply knowledge of their faith and history to explore theological connections as they evaluate texts. Honors students also demonstrate mastery of the English language as they pursue increasingly sophisticated sentence structure and vocabulary study. This course is designed for students who read independently, seek the challenge of in-depth analysis, and desire advanced preparation for college-level work.
Prerequisite: English 11
Credit: .5
English 12 Seminar: The Short Story Honors
Designed to offer students a variety of options for literary study and flexible educational opportunities with increased responsibility and autonomy as they transition to college, each one-semester seminar involves in-depth study of texts through discussion, research, and writing that explores a genre or topic of literary significance. Students collaborate with peers to set goals and deadlines and actively take part in preparing for and shaping discussion to stimulate the well-reasoned and civil exchange of ideas. This seminar is taught in a blended format with some content delivered online.
Students read, discuss, and analyze a variety of short fiction pieces, classic and contemporary, as they explore the conventions of the genre, the art of storytelling, and the genre’s most famous writers. They explore theological connections as they analyze fictional characters and the authors’ themes and purposes and develop their own character sketches and narrative writing techniques. The course culminates in a significant project involving research of primary and secondary sources to support an original literary argument. Instruction in college-level research skills helps students confidently navigate the process of online research using academic databases– from critically evaluating and synthesizing multiple sources and practicing the principles of academic integrity, to organizing and articulating complex ideas clearly and accurately as they support their claims with well-chosen evidence.
Prerequisite: English 11 Honors/English 11 and Teacher Recommendation
Credit: .5
Mathematics
Vision
Mathematics is one discipline by which we better understand God’s precise, orderly, and sometimes mysterious creation. As a result of a CHCA mathematics education, students will appreciate and develop proficiency in the use of mathematics. Proficiency in mathematics learning refers to conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. [Adding it Up, NRC, 2001] Students engage in and experience instruction based on The Standards for Mathematical Practice. Students demonstrate competency in mathematics using a variety of methods and media. Developmentally appropriate instruction challenges and supports students.
Enrichments/Highlights
All math courses provide grade-level appropriate preparation for the PSAT, SAT, and ACT. Courses incorporate real world applications through the use of graphing calculators, Geogebra, zSpace virtual reality, and other computer technology. Math classes make connections to science concepts where appropriate. The Math Department sponsors a chapter of Mu Alpha Theta, a math honor society for students who excel in mathematics. Students are provided opportunities to participate in competitive events including the Ohio Council of Teachers of Mathematics math tournament, AMC competition, and the National Assessment and Testing Competitions.
Mathematics Course Offerings
Math 07
Students extend their understanding of ratio and develop their understanding of proportionality to solve a wide variety of problems, including those involving percent and scale. They develop a unified understanding of number, build operational fluency with all rational numbers, and use the arithmetic of rational numbers as they formulate expressions and equations in one variable. Students use these equations to solve problems including those involving the area/circumference of a circle and surface area/volume of three-dimensional objects. They also build on previous work with data and investigate probability models.
Prerequisite: None
Pre-Algebra 07
Students analyze geometric figures using distance, angle, congruence, and similarity. They complete learning about volume by solving problems involving cones, cylinders, and spheres; build on their previous study of number and learn more about concepts of probability. Students develop an understanding of functions and use functions to describe quantitative relationships. They use linear equations and systems of linear equations to represent, analyze, and solve a variety of problems.
Prerequisite: Math 6 and teacher recommendation
Algebra I Advanced 07
This course is designed to pursue higher intellectual engagement through challenging and academically rigorous explorations. It includes the same topics as Algebra I and extends the scope of those topics through critical analysis of the complex relationship between the concept and a theoretical examination. This course is well suited to students who enjoy the abstract nature of mathematics. Course counts toward US 9-12 Graduation Requirements.
Prerequisite: Pre-Algebra
Pre-Algebra 08
Students analyze geometric figures using distance, angle, congruence, and similarity. They complete learning about volume by solving problems involving cones, cylinders, and spheres; build on their previous study of number and learn more about concepts of probability. Students develop an understanding of functions and use functions to describe quantitative relationships. They use linear equations and systems of linear equations to represent, analyze, and solve a variety of problems.
Prerequisite: Math 7
Algebra I Advanced 07
This course is designed to pursue higher intellectual engagement through challenging and academically rigorous explorations. It includes the same topics as Algebra I and extends the scope of those topics through critical analysis of the complex relationship between the concept and a theoretical examination. This course is well suited to students who enjoy the abstract nature of mathematics. Course counts toward US 9-12 Graduation Requirements.
Prerequisite: Pre-Algebra
Credit: 1
Algebra I Honors 08
This course is designed to pursue higher intellectual engagement through challenging and academically rigorous explorations. It includes the same topics as Algebra I and extends the scope of those topics through critical analysis of the complex relationship between the concept and a theoretical examination. This course is well-suited for the above-average math student who benefits from more examples and opportunities for practice. Course counts toward US 9-12 Graduation Requirements.
Prerequisite: Pre-Algebra
Geometry Advanced 08
This course is designed to pursue higher intellectual engagement through challenging and academically rigorous explorations. It includes the same topics as Geometry and provides opportunities for discovery and proof of conjectures. Students discover the need for clear, concise forms of communication to prove mathematical conjectures. This course is well-suited to students who enjoy the abstract nature of mathematics. Course counts toward US 9-12 Graduation Requirements.
Prerequisite: Algebra I
Credit: 1
Geometry
In this study of Euclidean geometry, students study relationships between congruent and similar figures, study and use deductive and inductive logic to understand the structure of geometry, and use technology to discover relationships. Topics include: plane figures and their properties, transformational geometry, coordinate geometry, right triangle trigonometry, area and volume.
Prerequisite: Algebra I
Credit: 1
Algebra II
A study of functions through algebraic and graphical approaches. Topics include: application of linear functions; quadratic and polynomial functions; rational expressions; logarithms and exponents; trigonometry; conic sections; matrices; transformation of functions. Students use graphing technology to discover relationships between symbolic and graphical representations.
Prerequisite: Geometry
Credit: 1
Precalculus
This course lays the foundation for the study of calculus using a calculator-based graphing approach to explore functions. Students find characteristics of graphs such as extrema, domain, range, and limits of the function and graph using transformations. They specifically study properties of exponential, logarithmic, rational, and trigonometric functions and explore problems numerically, algebraically, and graphically. This course is designed to prepare students for College Algebra.
Prerequisite: Algebra II and Teacher Recommendation
Credit: 1
Precalculus Advanced
This course is designed to pursue higher intellectual engagement through challenging and academically rigorous explorations. It includes the same topics as Precalculus Honors and extends the scope through critical analysis of the complex relationship between concepts and theoretical examination. It is well-suited to students who enjoy the abstract nature of mathematics.
Prerequisite: Algebra II Honors / Algebra II Advanced and Teacher Recommendation
Credit: 1
Precalculus Honors
This course includes the same topics as Precalculus and includes applications of matrices, parametric equations, and polar coordinates. The course also extends the scope through critical analysis of the complex relationship between concepts and topics. It is well-suited to the above-average math student who benefits from more examples and opportunities for practice.
Prerequisite: Algebra II / Algebra II Honors and Teacher Recommendation
Credit: 1
Statistics
Students explore and analyze data through technological methods and predict data patterns using probability modeling and simulation. Topics include: exploring data, determining what and how to measure, anticipating patterns, and statistical inference.
Prerequisite: Algebra II
Credit: 1
Calculus
Students prepare for college-level calculus through study of limits, derivatives, integrals, and the relationships between concepts, with technology used to explore and confirm results.
Prerequisite: Precalculus Honors and Teacher Recommendation
Credit: 1
AP Calculus BC & Intro to Multivariable Calculus
Equivalent to two semesters of freshman college calculus. Topics include parametric and polar equations, vectors, polynomial approximations and series, and introduction to multivariable calculus, including partial derivatives, multiple integrals, vector calculus, and theorems of Green, Gauss, and Stokes.
Prerequisite: AP Calculus AB and Teacher Recommendation
Credit: 1
AP Statistics
Equivalent to one semester of college non-calculus-based statistics. Follows the AP curriculum including exploring data, probability, simulation, and statistical inference.
Prerequisite: Algebra II Honors and Teacher Recommendation
Credit: 1
Calculus Honors
This course prepares students for success in college calculus using concrete examples and hands-on explorations. Students study limits, derivatives, integrals, and applications, using technology to confirm and model.
Prerequisite: Precalculus Honors and Teacher Recommendation
Credit: 1
Science
Vision
Science is a method of inquiry founded upon the order of the natural world and the design of its Creator. In addition, science is an ongoing process that is a dynamic investigative tool framed by current research and understanding. Students become responsible, independent, questioning, creative, and organized learners building on their curiosity, moving towards a mastery of scientific skills, processes, concepts, and theories. Students explore the various disciplines of science through an organized progression utilizing hands-on activities, technology, laboratory investigations, and engineering design challenges. These classroom experiences emphasize scientific processes and develop critical thinking skills. Students recognize the interdependence of science with mathematics, technology, and communication. Growing in scientific literacy, students come to acknowledge their personal responsibility as stewards to care for humanity and conserve resources for the glory of God.
Content Standards & Core Competencies
- Students work to master the following overarching skills:
- Asking questions and defining problems
- Developing and using models
- Planning and carrying out investigations
- Analyzing and interpreting data
- Using mathematics and computational thinking
- Constructing explanations and designing solutions
- Obtaining, evaluating, and communicating information
- Theological Integration
Sequence
Grade 7 – Science 7
Grade 8 – Science 8
Grade 9 – Biology (or Bio Honors)
Grade 10 – Chemistry (or Chemistry Honors)
Grade 11 – Physics (or Physics Honors)
Grade 12 – Physics / AP Physics / AP Environmental / AP Chemistry / AP Biology / Anatomy & Physiology / Organic Chemistry / Genetics, etc.
Science Enrichments/Highlights
Data collection/analysis using CBL; Zspace 3D science content models; Projects in: Organelle; Various Dissections; Rockets; Center of Mass; Miniature Golf; “Physics Commentator” Sports Video. Field Trips to and speakers from Industry. Hospital field trips to observe/participate in human surgeries; FIRST Robotics Team.
Science Course Offerings
Science 07
Science 07 is a problem-based inquiry course designed to study issues in life science. All topics integrate the concept of God as Creator and Sustainer of all living things on Earth. In the Studying People Scientifically unit, students study the nature of life science and experimental design. In the Body Works unit, students investigate concepts and issues related to sustaining personal health with a focus on the relationship between structure and function of body organs and systems. In Cell Biology, students study microbiology and cell structure and function by exploring how infectious diseases affect human populations. In the Genetics unit, students consider hereditary conditions as we explore the fundamental principles of Mendelian genetics. The year culminates with the Bioengineering unit where students explore the design process and investigate ways in which humans use tools and ideas to adapt to the external environment.
Prerequisite: None
Science 08
Science 08 involves an issue-oriented approach to help students connect with and understand the everyday relevance of the discipline. Students learn how to apply scientific ideas and processes as they make evidence-based decisions about practical issues. Students will work through units such as Energy, Force and Motion, Chemistry of Materials, and Chemical Reactions. The content of each unit will be thoroughly explored, along each connection to real-world situations and problems facing society today. The curriculum will feature a variety of activities that build off the skills in Science 7, with an emphasis on collaboration, problem-solving, critical thinking, technical writing, and technology skills.
Prerequisite: None
Biology
Students are introduced to basic biological principles and life processes and investigate living organisms from the simplest to the most complex life forms in their natural environment. The course includes dissection labs. Topics include organic/biochemistry principles; cell structure/function; production/use of energy; ecosystems; genetics; evolution and geologic timelines; food webs; zoology and body systems in detailed dissection of pigs, frogs, sampling of invertebrates and vertebrates.
Prerequisite: None
Credit: 1
Biology Honors
This course includes the same topics as biology, but challenges students to think scientifically, to integrate concepts, to analyze data, and to explore complex issues. The molecular approach investigates concepts of biology with a focus on the nature and methods of science. Major emphases include biochemistry, genetics, cell biology, development, and energy. The course includes pre-AP strategies such as drawing inferences, asking questions at the application, analysis, synthesis and evaluation levels, using double-entry journals, and synthesizing varying perspectives.
Prerequisite: Teacher Recommendation
Credit: 1
Chemistry
Students are introduced to the chemical and technological issues confronting our world. Lecture and laboratory periods focus on problem solving techniques. Emphasis is placed on the application and practical use of chemical concepts and their impact on the environment. Topics include history of science; introduction to chemistry and matter; organization of matter; nomenclature; phases of matter; properties of gases; solutions, acids, bases, pH, and titration; thermochemistry; molecular structure and bonding; chemical reactions; organic chemistry; descriptive chemistry; and nuclear chemistry.
Prerequisite: Biology and Corequisite: Algebra I
Credit: 1
Chemistry Honors
Topics parallel Chemistry but probe increased depth and breadth particularly in molecular structure and bonding, nomenclature, stoichiometry, gases, acid/base, and nuclear chemistry. This course is well-suited to students who wish to engage in higher intellectual engagement through challenging and academically rigorous explorations. Approach is through guided inquiry, explorative research, and cooperative learning.
Prerequisite: Biology and Corequisite: Algebra II Honors/Advanced and Teacher Recommendation
Credit: 1
Introduction to Human Genetics
A survey course in human genetics, this course begins with a review of DNA and then explores the human genome, chromosomes, genetic diseases and mutations, epigenetics, cancer, DNA technology, and how genetics impacts our everyday lives. This course builds off of previously mastered content from both Biology and Chemistry.
Prerequisite: Biology and Chemistry
Credit: .5
Anatomy & Physiology
Students engage in a comprehensive study of each of the body systems. Topics include organization of the human body, systems that cover and support the body, systems that control communication, systems that transport and protect, metabolic processing systems, and cycle of life. Students study the structure and function of the human body using prior knowledge from courses in biology and chemistry. This course prepares students for pursuing careers in allied health fields and other diverse disciplines such as physical education, art, psychology, or anthropology.
Prerequisite: Biology and Chemistry
Credit: 1
AP Biology
This course is equivalent to one year of freshman college coursework and is designed to prepare students for the Advanced Placement exam. This course follows the curriculum of Advanced Placement Biology, and laboratories are crucial to each unit of study. The course framework is organized around four big ideas, foundational principles, and the essential understandings that arise. This develops advanced inquiry and reasoning skills in students so they can design a plan for collecting and analyzing data, apply mathematical routines, and connect concepts across domains. Emphasis is on science practices.
Prerequisite: Biology Honors and Chemistry Honors and Teacher Recommendation
Credit: 1
AP Chemistry
This course is equivalent to one year of freshman college coursework and is designed to prepare students for the Advanced Placement exam. This course follows the Advanced Placement Chemistry curriculum, and includes topics such as atomic structure, intermolecular forces and bonding, chemical reactions, kinetics, thermodynamics, and equilibrium.
Prerequisite: Chemistry Honors and Teacher Recommendation
Credit: 1
AP Environmental Science
Equivalent to one year of freshman college coursework and follows the AP Environmental Science curriculum preparing students for the AP exam. Students explore the scientific principles, concepts & methodologies needed to understand the interrelationships of the natural world and draw upon various scientific disciplines. Topics include earth systems & resources; the living world; population; land & water use; energy resources & consumption; pollution; & global change. Students analyze and interpret information & experimental data including math calculations, identify & analyze environmental problems, evaluate the ecological & human health risks, and propose solutions for resolution/prevention. Laboratory investigations are included and field study that is off campus and after school hours (students must arrange their own transportation to these local events). Students’ roles as Christian leaders will integrate with their studies.
Prerequisite: Biology Honors or Corequisite of Chemistry Honors; Teacher Recommendation
Credit: 1
Physics
Physics presents the fundamental principles of physical science and its foundational concepts and operations governing matter, energy, and their interconversion on systems ranging from subatomic to galactic scales. The principles are conservation of energy, momentum, charge, and mass; laws of motion; law of universal gravitation; work/energy theorem; forces; waves; fields. Careful design and analysis of many lab activities lead to understanding these ideas. Topics include mechanics, properties of matter, thermodynamics, sound, light, electricity and magnetism, modern physics, nuclear reactions, and the study of the universe. Course includes real world analogies and clear explanations, focusing on qualitative questions and algebraic problems.
Online version available, indicate interest on Course Option Sheet.
Corequisite: Algebra II
Credit: 1
Prerequisite: Biology Honors or Corequisite of Chemistry Honors; Teacher Recommendation
Credit: 1
Physics Honors
The course presents the fundamental principles of physical science and its foundational concepts and operations governing the interaction of matter and energy. The principles are conservation of energy, momentum, charge, and mass; laws of motion; universal gravitation; work/energy theorem; forces; impulse; waves; fields. Careful design and analysis of many lab activities lead to understanding these ideas. Topics include kinematics and dynamics, properties of matter, vectors, rotational motion, heat, thermal energy, thermodynamics, waves, sound, light, optics, electricity and magnetism, and modern physics, nuclear reactions, and the study of the universe. The course emphasizes physical tools and their mathematical integration.
Corequisite: Pre-Calculus Honors and Teacher Recommendation
Credit: 1
AP Physics 1
First in a two-year course sequence for college introductory physics and designed to prepare students for the Advanced Placement exam. This algebra-based course follows the Advanced Placement Physics 1 curriculum which explores kinematics; Newtonian mechanics; circular motion; universal law of gravitation; simple harmonic motion; impulse, linear momentum and conservation of linear momentum; work, energy; rotational motion; electrostatics; DC circuits; mechanical waves and sound. Students integrate physics principles with mathematical models and design investigations to deepen understanding of physics applications.
Corequisite/Prerequisite: PreCalculus Honors and Teacher Recommendation
Credit: 1
AP Physics 2
Second in a two-year course sequence for college introductory physics and designed to prepare students for the Advanced Placement exam. This algebra-based course follows the Advanced Placement Physics 2 curriculum and covers topics including thermodynamics; fluid statics/dynamics; electrostatics; DC and RC circuits; electromagnetic induction; geometric and physical optics; quantum physics; atomic and nuclear physics. Students continue to develop skills around scientific argument and the creation and application of models to deepen understanding of the natural world.
Prerequisite: AP Physics 1 and Teacher Recommendation
Credit: 1
World Languages
Vision
Students at CHCA, through the study of world languages, will appreciate the unlimited capabilities that God has given all people for glorifying and serving Him through language. They will recognize that “the body of Christ is made up of people of faith, of all nations, all languages, all races.” Consequently, the inherent desire to know and serve His people by putting into practice Christian values, like empathy, brotherhood and peace will ultimately reveal itself to students as a lifelong, self-motivated quest for knowledge of and service to God for communicating eternal Truth through the target language.
By engaging in intercultural God-centered interaction and inquiry, students of Modern Languages will gain greater self-awareness, a critical perspective on their own culture in relation to other cultures, and the ability to discern universal truth. Students comprehend, analyze, and critique texts and media of excellence and demonstrate competence in listening, speaking, reading, and writing performances in Modern Languages, embracing many disciplines. Modern Language students will be encouraged to exercise initiative and leadership as well as to participate in cooperative learning and research. Students will be provided with educational opportunities beyond the school setting and will receive meaningful instruction, academic challenge and support.
World Language Course Offerings
World Language Survey
This non-graded time block offers Grade 7 students a taste of our foreign language offerings: Spanish, Chinese, and Latin. Students who “opt in” get special lessons each month and receive important advanced exposure before choosing the language they would like to officially study in Grade 8.
Prerequisite: None
Modern Languages: Spanish
Spanish I 08
This course operates at Stage One of Language Development outlined in the CHCA Curriculum Standards Document. Students work cooperatively and independently to read, listen, speak, and write common phrase groups and produce proper voice inflection, pronunciation, correct grammar, and syntax. Students use basic vocabulary to identify objects, everyday environments, school subjects, family members, and express preferences. They learn numbers, tell time, ask and give directions, and explore Hispanic culture in interdisciplinary studies such as art and music. Students work to master present and preterit tenses through use of texts, workbooks, video/audio tapes, puzzles, flashcards, computer media, and authentic realia in language and culture. Course counts toward US 9-12 Graduation Requirements.
Prerequisite: None
AP Spanish Language & Composition
This course is equivalent to one year of freshman college coursework and is designed to prepare students for the Advanced Placement exam by following the Advanced Placement Spanish Language and Composition curriculum. Students gain proficiency of more complex grammar such as the perfect tenses, subjunctive tenses and sequence of tenses. Written proficiency is demonstrated by writing compositions on assigned topics and completing complex grammar exercises. Oral mastery is demonstrated by regularly giving verbal responses to prompts.
Prerequisite: Spanish IV Honors and Teacher Recommendation
Credit: 1
Spanish I
This course operates at Stage One of Language Development outlined in the CHCA Curriculum Standards Document. Students work cooperatively and independently to read, listen, speak, and write common phrase groups and produce proper voice inflection, pronunciation, correct grammar, and syntax. Students use basic vocabulary to identify objects, everyday environments, school subjects, family members, and express preferences. They learn numbers, tell time, ask and give directions, and explore Hispanic culture in interdisciplinary studies such as art and music. Students work to master present and preterit tenses through use of texts, workbooks, video/audio tapes, puzzles, flashcards, computer media, and authentic realia in language and culture.
Prerequisite: None
Credit: 1
Spanish II
Students review previous grammar/syntax, present and preterit tense and expand their ability to speak, listen, read and write adding additional tenses, double object pronouns, reflexive verb forms, idiomatic expressions, and more complex grammar. Students use the target language to analyze, categorize, compare and contrast, and make associations through cultural readings, videos, authentic realia, and publisher-directed internet research in areas such as religious events, holidays, customs, architecture, and cuisine. They acquire oral competency through role-play of common high school situations. By the end of this course, students achieve Stage II of Language Development outlined in the CHCA Curriculum Standards Document.
Prerequisite: Spanish I
Credit: 1
Spanish II Honors
This course encompasses the same curriculum as Spanish II but is designed to pursue higher intellectual engagement through challenging and academically rigorous explorations. It allows for deeper study of language and culture while students master grammar topics. Students begin preparing for success in Advanced Placement Spanish Language and Composition.
Prerequisite: Spanish I and Teacher Recommendation
Credit: 1
Spanish III
The introduction of more complex vocabulary, grammar, and syntax includes subjunctive, future, and conditional tenses. Students develop improved confidence and competence in reading, listening, speaking, and writing in everyday authentic situations. Students begin to acquire knowledge of other disciplines through the target language and develop insights of various Hispanic perspectives from the past and present, including Hispanic literature and fine arts. They apply teacher and publisher-directed internet research, realia, texts, audio and video presentations to participate in debates/discussions. Spanish III strives to complete Stage Three of Language Development of CHCA’s Curriculum Standards Document.
Prerequisite: Spanish II
Credit: 1
Spanish III Honors
This course encompasses the same curriculum as Spanish III but is designed to pursue higher intellectual engagement through challenging and academically rigorous explorations. It develops the same topics as Spanish III but allows for deeper study of language and culture while students master grammar topics. Students prepare for success in Advanced Placement Spanish Language and Composition.
Prerequisite: Spanish II and Teacher Recommendation
Credit: 1
Spanish IV Honors (Cuentos y Culturas)
This course focuses on authentic literary works and brief historical examinations of various Spanish-speaking countries to appreciate the language and culture. Students work to master listening, reading, writing, and speaking through guided conversations, grammar activities, and compositions. Grammar study uses previous skills and adds conditional perfect, future perfect, perfect subjunctive, and sequence of tenses. By the end of this course, students achieve Stage IV of Language Development and have the foundation for Advanced Placement Spanish Language and Composition.
Prerequisite: Spanish III and Teacher Recommendation
Credit: 1
Modern Languages: Mandarin Chinese
Chinese I 08
This beginning Mandarin Chinese course focuses on both language and culture. The Chinese Pinyin system, a Romanized system, aids students to sound out Chinese characters. The course establishes a strong foundation in listening, speaking, reading, and writing. It stresses mastery of the five tones of the Chinese sound system, phonetic spelling, pronunciation, basic vocabulary, and fundamental character writing (stroke order and structure). Students engage in dramatic play, oral practice, media, and online resources. Course counts toward US 9-12 Graduation Requirements.
Prerequisite: None
AP Chinese Language & Culture
This course is equivalent to one year of freshman college coursework and is designed to prepare students for the Advanced Placement exam by following the AP Chinese curriculum. Students demonstrate proficiency across interpretive, interpersonal, and presentational modes. The course includes cultural competence, cross-disciplinary connections, comparisons between Chinese and the learner’s own culture, and communication in real contexts. Students develop handwriting and word-processing skills in Hanyu Pinyin or Bopomofo.
Prerequisite: Mandarin Chinese IV Honors and Teacher Recommendation
Credit: 1
Mandarin Chinese I Honors
This course focuses on foundational listening, speaking, reading, and writing skills. Students master the five tones, phonetic spelling, pronunciation, basic vocabulary, and fundamental character writing. Dramatic play, conversation practice, media, and online resources support learning.
Prerequisite: None
Credit: 1
Mandarin Chinese II Honors
Students develop deeper listening, speaking, reading, and writing skills. Vocabulary expands, and students engage in longer conversations, written exercises, and short paragraphs. Multimedia supports discussions of culture, history, and social-economic topics.
Prerequisite: Mandarin Chinese I Honors
Credit: 1
Mandarin Chinese III Honors
Intermediate-level work with a focus on interpersonal, interpretive, and presentational communication. Evaluation focuses on comprehension, accuracy, production, and cultural awareness. Students engage in scenario-based learning and cultural comparisons.
Prerequisite: Mandarin Chinese II Honors
Credit: 1
Mandarin Chinese IV Honors
Students achieve high-intermediate skills with reinforcement toward Advanced Placement proficiency. Skills include debating current topics, expressing opinions, storytelling, composition, and cultural presentations using authentic materials.
Prerequisite: Mandarin Chinese III Honors
Credit: 1
Mandarin Chinese AP Prep Honors
This course introduces Chinese language and culture through dialogues, narratives, functional expressions, grammar explanations, and structured exercises. It builds on Chinese IV Honors to prepare students thoroughly for AP the following year.
Prerequisite: Chinese IV Honors
Credit: 1
Classical Languages: Latin
Latin I 08
In Latin I students work independently and cooperatively to inquire into the nature of language, studying how grammatical forms produce meaning in a Latin sentence. Students analyze grammar in Latin or English and employ problem-solving strategies to produce accurate translations into English and into Latin. Students study and master basic Latin grammar, including inflection, noun cases, sentence structure, subordinate clauses, and parts of speech. Students translate increasingly complex exercises and learn Roman culture and history. Biblical principles are integrated when comparing ancient Rome with today. Passing this course counts toward the high school world language requirement.
Prerequisite: None
AP Latin
This course is equivalent to the 4th–6th semesters of college coursework and prepares students for the Advanced Placement exam. Students study Vergil’s Aeneid and Pliny the Younger’s Letters, as well as additional College Board passages. Students translate accurately and study grammar, vocabulary, poetic meter, stylistic analysis, and historical, cultural, and political context.
Prerequisite: Latin III Honors and Teacher Recommendation
Credit: 1
Latin I Honors
Students inquire into the nature of language, studying how grammatical forms produce meaning in a Latin sentence. Students analyze grammar, translate between Latin and English, and master foundational grammar including inflection, cases, sentence structure, subordinate clauses, and parts of speech. Students translate increasingly complex exercises and study Roman culture and history with biblical integration as appropriate.
Prerequisite: None
Credit: 1
Latin II Honors
Topics include forms and functions of participles, irregular verbs, and sentence structures such as dependent clauses and indirect discourse. Vocabulary expectations increase and students explore more challenging grammar and syntax. Texts grow in sophistication and include cultural and historical topics.
Prerequisite: Latin I 8th Grade or Honors OR successful placement exam
Credit: 1
Latin III Honors
Students learn final aspects of Latin grammar including the subjunctive, statements of purpose, and additional subordinate clauses. Students study classical texts including Thomas Aquinas, Ovid, and Catullus, and explore Roman culture, philosophy, and the end of the Republic.
Prerequisite: Latin II Honors
Credit: 1
Fine Arts
Music Fine Arts
Vision
As a result of a CHCA music fine arts education, students recognize that music is a gift from God and as such should be used to glorify and serve Him. Students are encouraged to develop a lifelong love of music through participation in performance and study. Growing from these studies is an appreciation of the diversity of musical experience, culture, Christian heritage, and an ability to evaluate both aural and written music for quality and to evaluate music and performances congruent with scriptural principles.
Students pursue musical opportunities with confidence and knowledge. They engage competently in a variety of musical experiences both for academic and personal purposes demonstrating creativity, appreciation, and expression in a variety of situations. Audiences within and beyond the school provide opportunities for musical outreach. Students work cooperatively and responsively in groups demonstrating appropriate leadership and giving value to others’ work. Students receive challenge and support in pursuit of success in music.
Content Standards & Core Competencies
CHCA students work to master the following overarching skills in Music:
- Ensemble
- Building Music Connections Across Disciplines
- Personal Expression
- Creativity and Musical Expression
- Etiquette in Performance
Sequence
Required for graduation: .5 Credit in Fine Art. Music courses may be taken in grades 9, 10, 11, and 12, schedule permitting.
Enrichments/Highlights
Performances both locally and on national/international tours; performances in outreach and in conjunction with nationally known performers.
Music Fine Arts Course Offerings
Band 07/08
This non-auditioned course continues student development of individual playing technique and performance skill with emphasis on ensemble and solo performance. Instruction includes proper playing techniques, musicianship, literature and theory. Students develop skills as ensemble musicians and proper etiquette as audience members with expanded performance opportunities that reflect CHCA’s performance-based philosophy.
Prerequisite: None
Eagle Ensemble 07/08
This non-auditioned course provides Gr 7 and 8 vocal music instruction that emphasizes ensemble and solo vocal performance for proper technique, musicianship, repertoire, and theory. Students develop skills as ensemble musicians and proper etiquette as audience members with expanded performance opportunities that reflect CHCA’s performance-based philosophy.
Prerequisite: None
Eagle Orchestra 07/08
This non-auditioned course develops skills necessary to play in a high school orchestra. Skills include reading rhythms at an increasingly difficult level, playing in increasingly difficult keys, vibrato, shifting, and tone development. Students perform a variety of repertoire and increase their understanding of music as it relates to a variety of cultures and genres. Students develop ensemble skills and proper audience etiquette with expanded performance opportunities that reflect CHCA’s performance-based philosophy.
Prerequisite: None
AP Music Theory
This course is equivalent to one semester of freshman college coursework and prepares students for the Advanced Placement exam encompassing the AP Music Theory curriculum. Students develop mastery of musical terminology, notational skills, basic composition, score analysis, and aural skills. Areas of study include pitches, intervals, scales, keys, chords, rhythm, and meter. Students study a variety of music including Western tonal repertoire, contemporary music, jazz, popular music, and non-Western cultures.
Prerequisite: Teacher Recommendation; Prior Music Experience an Advantage
Credit: 1
Co-ed Choir
This non-audition course focuses on rehearsal and performance of choral repertoire for co-ed voices, with emphasis on part-singing and proper vocal technique. Students learn sight-singing, musical skills, and perform diverse repertoire representing various genres and cultures. Mandatory performances include concerts, chapels, and outreach events, reflecting CHCA’s performance-based philosophy. Honors credit available; see instructor.
Prerequisite: None
Credit: 1
Electric Jazz Orchestra Honors
This auditioned ensemble is for the most advanced musicians and performs jazz literature including swing, bebop, fusion, and rock. Emphasis includes advanced technique, music theory, history, performance practices, and genres. Students develop stage presence, performance etiquette, and contribute to larger musical productions. Frequent performances and a year-end tour are highlights. Private lessons required.
Prerequisite: Successful Audition
Credit: 1
Film Production
This project-based course introduces the tools of film production (cameras, tripods, gimbals, lighting, booms, etc.). Students explore film history across genres and decades, analyze camera angles and shot framing, and study how filmmakers tell visual stories. Students learn editing in Adobe Premiere Pro and gain experience in live event production.
Prerequisite: None
Credit: .5
Lab Band
This non-auditioned ensemble studies and performs a wide variety of jazz charts and early rock. Students develop individual technique, knowledge of theory, history, performance practices, and genres. Students develop stage presence and contribute to larger musical productions. Lab Band performs with pep band at football games and concert band. Private lessons encouraged. Honors credit available; see instructor.
Prerequisite: Prior Music Experience
Credit: 1
Percussion Ensemble / Steel Drum Band
This non-auditioned ensemble is for percussionists and students interested in steel drums. Students develop instrumental technique and knowledge of music theory, history, and performance practices. During football season, students study drum line and perform at home games. Required performance opportunities reflect CHCA’s performance-based philosophy. Honors credit available; see instructor.
Prerequisite: None
Credit: 1
Sinfonietta
This non-auditioned ensemble for strings, winds, and percussion performs orchestral and concert band works. Students develop technique, theory knowledge, performance skills, and stage presence while contributing to larger musical productions. Private lessons encouraged. Honors credit available; see instructor.
Prerequisite: Prior Music Experience
Credit: 1
Visual Fine Arts
Vision
CHCA Visual Fine Arts is designed to nurture and develop the student’s God-given desire to create and appreciate the aesthetic beauty in God’s universe. Students use value judgments to make decisions about art that honors God and shows appreciation for God’s handiwork. Through various processes, students become aware of how art relates to other studies. Students examine the human experience through creativity, art history, and art-making using various media, technology, literature, and God’s Word.
Students gain skill and confidence in multiple art processes, value cultural diversity, and learn to acknowledge their God-given creative talents.
Visual Fine Arts Course Offerings
Art 07/08
This semester class consists of daily studio work in drawing, painting, sculpture, ceramics, photography, design, and more. Students work independently and cooperatively to explore artistic awareness and understand themselves as part of God’s creation. Students produce two- and three-dimensional projects and analyze how visual arts relate to history and cultures. The curriculum runs on a two-year cycle, so the course may be repeated with no repeated projects.
Prerequisite: None
AP Art Studio
This course is equivalent to one semester of freshman college coursework and produces a portfolio for Advanced Placement consideration. Students produce a drawing, 2D design, or 3D design portfolio evaluated on quality, concentration (12 digital images), and breadth (12 digital images). Students work independently and apply Christian values, integrity, and ethical use of their talents.
Prerequisite: Art Fundamentals and Drawing or Equivalent, and Teacher Recommendation
Credit: 1
Art Fundamentals
Students study foundational elements and principles of art and design using a disciplined-based art education approach. Topics include color, value, line, space, shape, form, and texture. Design principles include rhythm, balance, proportion, emphasis, variety, and unity.
Prerequisite: None
Credit: .5
Ceramics
Students explore hand-constructed and wheel-thrown ceramic techniques. Form and function guide the student’s work. Students develop creative and design problem-solving skills while demonstrating craftsmanship. This course rotates with other courses in the department.
Prerequisite: None
Credit: .5
Digital Illustration
An introduction to digital-based art using Procreate, Adobe Creative Cloud, and Apple Pencil. Students create original 2D designs while learning design principles, digital art history, aesthetics, and biblical integration. Counts as Elective or Fine Arts credit, but not Technology credit. Rotates with other courses.
Prerequisite: Art Fundamentals or Equivalent
Credit: .5
Digital Illustration II
Students design digital pieces with physical layers, incorporating AI for inspiration, research of digital illustrators, and experimentation with materials. Students build advanced digital portfolios. Counts as Elective or Fine Arts credit, not Technology. Rotates with other courses.
Prerequisite: Art Fundamentals and Digital Illustration
Credit: .5
Drawing II
An advanced class exploring drawing techniques through large-scale works, mixed media, and conceptual illustration. Students use anatomy, architecture, and nature as inspiration. Rotates with other departmental courses.
Prerequisite: Art Fundamentals and Drawing and Painting
Credit: .5
Drawing & Painting
Students study and produce work using graphite, charcoal, white charcoal, and ink. Projects include observation, still-life, contour, gesture, and value studies. Students develop aesthetic awareness by experimenting with techniques from realism to non-objective art.
Prerequisite: Foundations of Art or General Art
Credit: .5
Film Production
A project-based course covering film tools, film history, genre analysis, shot framing, storytelling, Adobe Premiere Pro editing, and live event video production.
Prerequisite: None
Credit: .5
Painting II
Students create large-scale abstract and representational works using mixed media, texture, and experimental surfaces. Students may concentrate on their preferred painting media. Rotates with other courses.
Prerequisite: Art Fundamentals and Drawing and Painting
Credit: .5
Photography
Students explore digital and 35mm photography through the elements and principles of design. They study composition, color theory, and darkroom printmaking. Students use personal cell phones for digital photos and must use a fully manual 35mm SLR camera for film work. Rotates with other courses.
Prerequisite: None
Credit: .5
Stained Glass Art
An intensive introduction to stained glass techniques and materials. Students create an aanraku-style table lantern as their final piece. Rotates with other courses.
Prerequisite: None
Credit: .5
Stained Glass II
An advanced course introducing the lead caming process. Students create a piece to be permanently installed at CHCA, emphasizing design with color, line, and composition. Rotates with other courses.
Prerequisite: Art Fundamentals and Stained Glass Art
Credit: .5
The Art of Repurposing
Students create art using upcycled materials, with emphasis on creative problem solving and safe use of power tools. Rotates with other departmental courses.
Prerequisite: None
Credit: .5
Health
Vision
As a result of a CHCA health education, students will make informed decisions within a Christian perspective about personal, community, and global health issues. Students receive instruction in mental, physical, social, and spiritual health. Students are encouraged and guided to develop positive self-esteem, to accept themselves and others, to handle stress, to solve problems, and to exercise leadership. By learning about body systems, nutrition, exercise and by practicing physical activities, students embrace health allied to physical fitness as a lifelong goal. Social health includes working within diverse relationships to share feelings with friends, family, and peers. Spiritual health places Christ at the center of a Christian’s life. Students are encouraged to seek physical, mental, and social challenges in life utilizing faith-informed, responsible choices.
Content Standards & Core Competencies
Students work to master the following overarching skills:
- Mental and Emotional Wellness
- Physical Wellness
- Social Wellness
- Spiritual Health
Health Course Offerings
Health 07/08
This course prepares students to make informed decisions within a Christian perspective about personal, community, and global health issues. Mental health guides students to develop positive self-esteem, accept themselves and others, handle stress, solve problems, and exercise leadership. Physical health covers body systems, nutrition, exercise, and practicing physical activities so students embrace health allied to physical fitness as a lifelong goal. Social health includes working within diverse relationships to share feelings with friends, family, and peers. Spiritual health places Christ at the center of a Christian’s life. We encourage students to face mental, physical, mental, and social challenges using faith-informed, responsible choices. Course counts toward US 9-12 Graduation Requirements.
Prerequisite: None
Health 09/12
In this online, self-paced course, students study a variety of health topics to encourage useful decisions from a Christian perspective about personal, community, and global health issues. Topics include: Mental health (building and maintaining self-esteem, taking personal responsibility, understanding personal and emotional needs, examining personality components and some disorders, strategies to cope with stress, setting goals, managing time); Physical health (responsible food choices, the body’s need for nutrients, health and diet, weight control and eating disorders, substance use and abuse, including the dangers of opioid abuse); Social health (a child’s relationship with parents, development of friendships, puberty, dating relationships, sexually transmitted diseases, abstinence, the marriage relationship). Students work independently with online resources while the teacher is available at school to monitor student progress, clarify instruction, and assist with assessments and instructional elements.
Prerequisite: None
Credit: .5
Physical Education
Vision
Above all, physical education at CHCA reflects the high value God places on human life and the respect we have for each person in God’s community. Activities offer opportunities for spiritual growth where students are encouraged to explore how Christ would react. CHCA physical education helps students develop in cognitive, psychomotor, affective, and spiritual domains. The program and teaching faculty provide an environment that recognizes individual potential and encourages leadership and participation. Students grow in an understanding of rules, safety, and strategies of games and activities and develop skills and abilities through participation in a variety of team and individual activities. Physical Education incorporates the importance of health-enhancing, lifelong fitness. Students use their God-given gifts to engage in teamwork, individual achievement, and physical fitness activities, equipping them with a sense of self-esteem and sportsmanship to participate in a diverse society.
Content Standards & Core Competencies
Students work to master the following overarching skills:
- Behaving responsibly and making Christ-centered choices
- Achieving mature and versatile motor skills
- Applying knowledge of concepts, principles, strategies, and tactics related to movement and performance
- Engaging in physical activity and building physical fitness
- Building Manipulative Skill: Object Control
Sequence
Students may sequence Physical Education courses in any order.
Effective April 2007 the Ohio Legislature SB311 reads:
“…each chartered nonpublic school may adopt a policy to excuse from the high school physical education requirement each student who, during high school, has participated in interscholastic athletics, marching band, or cheerleading for at least two full seasons. If the board or authority adopts such a policy, the board or authority shall not require the student to complete any physical education course as a condition to graduate. However, the student shall be required to complete one-half unit, consisting of at least sixty hours of instruction, in another course of study.” (adopted 4-07 CHCA Board of Trustees)
Students graduating 2014 and beyond may not use physical education courses as electives.
Physical Education Course Offerings
Recreational Fitness 07/08
Students learn to demonstrate good sportsmanship and Christian behaviors with the goal of viewing physical activity as a means of glorifying God by maximizing each person’s God-given physical abilities. The course is a combination of games/activities based on grade/developmental level and overall physical fitness. Topics include: using strategy to achieve more advanced movement forms, learning and improving from mistakes, team sports, teamwork, good sportsmanship, and officiating. We emphasize striving for fun and pushing towards personal bests. All students are expected to demonstrate their knowledge of each sport, fitness principles, and various movement skills regardless of mastery level. May be taken for only 2 quarters or repeated for full year course.
Prerequisite: None
Technology
Vision
As a result of technology instruction at CHCA, students will become proficient in using a variety of devices across a broad range of applications. Students will use technology to engage and enhance their learning experience in the classroom and among their physical and digital communities. Students will come to see technology as a tool to: communicate and broadcast; research; create both individually and collaboratively; and to collect, process, and organize data. They will become intelligent consumers and thoughtful producers of digital content for redemptive purposes.
Content Standards & Core Competencies
Students work to master the following overarching skills:
- Technology Operations and Processes
- Digital Citizenship, Responsibility, and Wellness
- Problem Solving, Creativity, and Innovation
- Communication and Collaboration Fluency
- Information and Media Fluency
- Theological Integration
Enrichments/Highlights
Create videos, brochures, artwork, graphics, yearbook cover, school planners, t-shirts for admission and advancement offices of CHCA; design school calendar; program computers to execute tasks, design solutions and problems through programming and design.
Technology Course Offerings
Technology & Leadership 07/08
The required course is designed to equip grade 7 students for a successful transition to Upper School. Building on assignments from their core academic classes, students practice key study skills as well as strategies for time management and organization. Following up on Tech & Design Thinking (grades 4-6), students also explore essential topics of digital citizenship, productivity skills needed for success with BYOD, digital communication and collaboration strategies, approaches to social media for redemptive purpose, as well as strategies for maintaining a healthy life balance with technology and school.
Prerequisite: None
AP Computer Science Principles
This course is equivalent to one semester of freshman college coursework and offers a multidisciplinary approach to teaching the underlying principles of computation as presented in the AP Computer Science Principles curriculum. It introduces students to the creative aspects of programming, abstractions, algorithms, large data sets, the Internet, cybersecurity concerns, and computing impacts. Students use technology to address real-world problems and build relevant solutions. Assessment is through both the AP Exam and completion of a through-course performance task. The performance task, which focuses on programming, remains stable from year to year and requires students to upload digital artifacts and written responses via a web-based digital portal. The task is designed to give students broad latitude in personally selecting the focus and topics of their interest. The programming languages introduced in this course are Scratch and Python.
Prerequisite: Algebra I
Credit: 1
Computer and Technology Survey
In this entry level course, students experience a broad range of computing tools to create and modify text and visual information as well as implement basic programming techniques using Word, Excel, PowerPoint, Photoshop, and current web-based development tools. They apply skills in computer graphics, word processing, spreadsheets and presentation tools to enhance their design thinking and logical problem solving.
Prerequisite: None
Credit: .5
Making Electronics
No coding experience needed in this introductory course to the world of programming where students learn to develop stand-alone applications for the PC and Arduino microcontroller. Using common development environments students learn to receive user input, read data from and write data to a file, perform meaningful operations on data, operate devices based on sensor input, aggregate sensor data, and present it in a basic user interface. After an introductory period, work is primarily project based, with each group making meaningful decisions as to the functionality and end goals of their projects. Extensions for advanced students may include app development with a focus on interfacing with network enabled sensor arrays.
Prerequisite: Algebra I
Credit: .5
Making Electronics II
Students will take what they learned in Making Electronics I and design a project that they will spend the entire semester developing and perfecting. In addition to the programming and circuitry work, students will work to create appropriate enclosures for the device. Students will be encouraged to undertake their project with a specific application/use case in mind, potentially partnering with an organization with a particular need.
Prerequisite: Making Electronics I
Credit: .5
Video Game Programming and Design
Motivated by a love of video games, students learn how to use design thinking and software engineering principles to create games of their own. No prior programming knowledge is necessary as they will be introduced to the core principles of programming, graphic design, and the art of experiential storytelling. By the end of the course, students will produce multiple games of their own design working independently and in project design groups.
Prerequisite: Algebra I
Credit: .5
Video Game Programming and Design II
This course builds on students’ prior experience (in VGP&D I). Working alone or with a small team, they will design and create a larger scale project, centering around a genre of their choice, with the goal of publication on the web. Additionally, students will learn to use the version control platform Github to retain and manage their projects.
Prerequisite: Video Game Programming and Design I
Credit: .5
Entrepreneurship and Sustainability
Vision
As a result of the entrepreneurship and sustainability program at CHCA, students will be introduced to a wide range of experiences both hands-on and course-based which will broaden their understanding of real-world applications. The program will feature a number of internships at the student-run businesses on campus, and will also include required courses and electives to be part of a certificate-based option for interested students. Students will come to see entrepreneurship and sustainability as tools for critical thinking, problem solving, and career opportunities.
Content Standards & Core Competencies
Students work to master the following overarching skills:
Problem Solving
Critical Thinking
Customer Satisfaction
Workplace Training
Handling increased responsibility
Hands-on real-world experiential learning
Sequence
Courses in this program may be taken in any sequence beginning in grade 9 and continuing through grade 12. Students may take business entrepreneurship (internship) up to all four years but must complete at least two years for the certificate program. Electives for the certificate program may also qualify for graduation requirements.
Enrichments/Highlights:
CHCA offers an innovative approach to the entrepreneurship course of study. Because of the nature of the program, hands-on, active participation is not only encouraged, but required. Through this immersion into the course experience and on-campus internships, students emerge with real-world knowledge gained through their problem-based learning. This leads directly to a mastery which has tangible benefits not only in college and graduate school, but in life application.
Due to this mastery, CHCA students who complete the prescribed course of study for the entrepreneurship certificate program will be awarded the “CHCA Entrepreneurship Certificate” upon graduation. This certificate will indicate the student’s mastery over the program’s content and will pave the way for future work in a variety of related fields. In addition to a physical certificate, the student’s transcript will include an indication of the certificate award.
Foundationally within the entrepreneurship certificate program is the internship component of the business entrepreneurship class. Students will complete two years in the school’s student run businesses, which currently includes the school’s highly-recognized coffee bar, The Leaning Eagle, featured both in televised and print news. In addition, the school offers internships in its on-campus print shop, its state-of-the-art greenhouse, its campus garden, and its school store. Other internship possibilities are available to students willing to connect with local businesses.
While the internship requirement is two years, those years may be completed during any of the student’s years at the high school and do not have to be at the same business. Students seeking the certificate will also complete two semesters of “Perspectives on Entrepreneurship and Sustainability” along with one semester of a qualifying elective. The broad nature of the program offerings enables students from a wide range of backgrounds and interests to pursue the “CHCA Entrepreneurship Certificate.”
Entrepreneurship and Sustainability Course Offerings
Entrepreneurship 07/08
This course introduces students to the entrepreneurial mindset where they will approach real-world problem solving from the perspective of curiosity, courage, persistence, optimism, adaptability, and resourcefulness. Students plan and map potential future businesses (including a pitch competition) and help grow the existing Mini Cup business. Students work to seek opportunities, redefine failure, and adopt a growth mindset toward key concepts of entrepreneurship. NOTE: Students can still be involved in Mini Cup even if they don’t take this class.
Prerequisite: None
Perspectives of Entrepreneurship 08
Modeled after a college-level seminar, this class features podcast episodes and lectures from forward thinkers and leaders both locally and nationally. Subjects include market validation, customer interviews, industry analysis, and marketing principles. Many lessons focus on leadership and vision. This course is a core requirement for the Entrepreneurship Certificate Program and offers an honors option for selected students. Course counts toward E&S Certificate Elective and is a prerequisite to all E&S Business Internship courses.
Prerequisite: Entrepreneurship 07/08
Advanced Investing Honors
With a firm foundation in Financial Literacy, students explore key investing strategies and devise plans tailored to investment principles including long-term growth and short-term gains. Students deepen their understanding of market cycles and terminology while studying the current market alongside past performance. There may be opportunities to work with real accounts. Course counts toward E&S Certificate Elective.
Prerequisite: Financial Literacy
Credit: .5
AP Business with Personal Finance
AP Business with Personal Finance is an introductory college-level business and personal finance course. Students explore entrepreneurship, marketing, finance, accounting, and management through real-world application, case studies, and project-based learning. Students apply their learning to an entrepreneurial project and complete work-based tasks including product development, customer research, marketing, and financial documents. This course equals one semester of college business and one semester of college personal finance.
Prerequisite: Perspectives of Entrepreneurship
Credit: 1
Culinary Arts: Advanced
Building off previous Culinary Arts coursework, this honors level course explores cuisine nuances with emphasis on fine dining. Students improve knife skills, work on plating and design, and participate in menu creation. Course counts toward E&S Certificate Elective.
Prerequisite: Any CHCA Culinary Arts course
Credit: .5
Culinary Arts: Baking
This elective equips students with essential baking skills allowing them to experiment with flavors and express creativity. Students learn fundamentals of baking, cakes and cookies, bread-making, pastries, and global baking traditions. The teaching-kitchen model provides hands-on instruction. Course counts toward E&S Certificate Elective.
Prerequisite: None
Credit: .5
Culinary Arts: Foundations
This hands-on elective introduces students to a range of food options while empowering them with skills to create and prepare meals. Instruction covers knife skills, mise en place, preparation methods, and heat applications (sautéing, braising, roasting, grilling, sous vide). The course also covers food sourcing and health. Course counts toward E&S Certificate Elective.
Prerequisite: None
Credit: .5
Entrepreneurship Level I Internship
Students complete an online course covering foundational entrepreneurial concepts—leadership, teamwork, goal setting, pitching, and business startup—and complete a hands-on internship with one of CHCA’s student-run businesses (The Leaning Eagle, Eagle Farms, Teaching Kitchen) or another approved opportunity. Required for the E&S Certificate.
Prerequisite: Perspectives of Entrepreneurship and Successful Application
Credit: 1
Entrepreneurship Level II Internship
Students complete an online course on second-level entrepreneurial concepts—vision, habits, management strategies, and financial reporting—alongside a hands-on internship. Required for the E&S Certificate.
Prerequisite: Entrepreneurship Level I Internship and Successful Application
Credit: 1
Entrepreneurship Level III Internship
Students take a managerial leadership role within a student-run business. Since only two internship years are required, this course counts as a certificate elective.
Prerequisite: Entrepreneurship Level II Internship and Successful Application
Credit: 1
Entrepreneurship Level IV Internship
Students who have completed three years of internships continue developing entrepreneurial skills while overseeing key aspects of a student-run business. Functions as a certificate elective.
Prerequisite: Entrepreneurship Level III Internship and Successful Application
Credit: 1
Financial Literacy
This online, self-paced course covers personal finance essentials: obtaining income, budgeting, financial goals, banking, compound interest, credit cards, stock market cycles, investing basics, rate of return, inflation, and time value of money. Course counts toward E&S Certificate Elective.
Prerequisite: None
Credit: .5
Introduction to Social Entrepreneurship
Students explore innovative approaches to addressing societal challenges using entrepreneurial strategies. Through lectures, discussions, and hands-on projects, students build practical skills in project management and problem-solving and gain insight into social impact.
Prerequisite: None
Credit: .5
Marketing & Sales
Students learn branding, social media marketing, marketing ethics, advertising, communication, and research. They determine customer profiles and design marketing strategies for real and hypothetical businesses. Open to all students. Counts toward E&S Certificate Elective.
Prerequisite: None
Credit: .5
Perspectives of Entrepreneurship
A college-style seminar featuring podcasts and lectures from leaders in entrepreneurship. Students study market validation, customer interviews, industry analysis, marketing, leadership, and vision. Required for the Entrepreneurship Certificate. Honors option available.
Prerequisite: None
Credit: .5
General Electives
Vision
General electives at CHCA allow students the opportunity for exposure to other areas of learning not necessarily housed under traditional academic areas. As a result of elective offerings, students will gain a broader understanding of the world in which they live, a knowledge of self, and the ability to apply this new-found information.
General Elective Course Offerings
Writer's Lab 07/08
A course for students seeking to improve or enhance their writing outside the confines of the English curriculum. Students first flex their writing muscles through memoir and narrative, then through direct communication in email and letter writing, and finally in academic and professional writing. They enhance their ability to use writing to communicate clearly in any genre or context and grasp how to recognize and employ purpose, proof, and method in every piece of writing they produce.
Prerequisite: None
Character & Leadership 07
In this required semester course for Gr 7 students, we will examine and discuss the important aspects of personal and organizational leadership. Students engage in dialogue that helps them create their own personal leadership vision while embracing servant leadership as our model, using Jesus Christ as our guide on how to lead.
Prerequisite: None
Creative Writing
Students explore the field of creative writing and receive instruction that emphasizes the creative process and experimentation with elements of a variety of rhetorical modes. Student growth is encouraged by asking the writer to take risks with new forms and revision. By course end students assemble a portfolio of original stories, poems, essays and other pieces. Course counts as Elective or Fine Arts credit, but not as an English graduation requirement. Online version available, indicate interest on Course Option Sheet.
Prerequisite: None
Credit: .5
Greek Myth and Philosophy
Greek myth and philosophy will focus on discussion of classic texts. Over the course of the year, students will read larger classics “The Iliad” and Plato’s “Republic.” Students also engage with a range of shorter stories, including Greek myths and their retelling, selections from Herodotus’ Histories, and modern retellings in different mediums such as Hadestown. Students discuss ethics, epics, civilization and art from the Greek classical period.
Prerequisite: None
History Through Film and Literature 07/08
Authors and film directors shape the public’s memory of historical events for better or worse. They produce movies and books that tell us about the Civil Rights Movement, World War I, the Titanic, the Holocaust, or landing on the moon. This unique class lets students engage in historical interpretation through books and movies and determine how these arts help or hurt our understanding of the past. Students can expect in-class readings, examining movies and historical artifacts, and lots of student-led discussion about what we read, watch, and think.
Prerequisite: None
Leadership & Development
This course is designed to help students learn traits, behaviors, and concepts used by successful leaders in the field of sports. Students analyze players and coaches across various sports to dissect what successful leadership looks like in athletics and in the game of life. In this seminar style course, students read articles and watch films on topics such as courage, determination, discipline, and selflessness. They study successful athletes and coaches at the professional and collegiate levels and analyze sports films and documentaries to understand leadership in tangible terms. The objective is to prepare students to become positive leaders during their time at CHCA, in college, and in their future careers.
Prerequisite: None
Credit: .5
Mindfulness & Mental Performance Mastery
The practices of mindfulness & mental performance help students and student-athletes overcome mental barriers and build habits, behaviors, and routines needed to perform at a high level. Skills taught include: maximizing the moment, maintaining positive focus, identifying and consistently doing high-impact actions, and developing clear short- and long-term goals. Skill sets include: elite mindset, motivation & commitment, focus & awareness, self-control & discipline, process over outcome, mental imagery & meditation, routines of excellence, and time management. The course includes individual and group projects, selected readings, podcasts, and guest speakers.
Prerequisite: None
Credit: .5
Speech
Students gather, analyze, and express ideas to explain, persuade, demonstrate, and motivate in formal speeches and informal presentations. They build self-confidence by learning strategies that give speakers control and confidence. Students learn speech writing techniques, research techniques, and support one another as they develop confidence in oral communication. Course counts for Speech Graduation Requirement, NOT English Elective.
Prerequisite: None
Credit: .5
Streaming and Content Creation 07/08
This course equips students with the modern technology, production, and creative skills they need to engage with an ever-expanding online ecosystem. Students learn scripting, modern streaming platforms, different genres of online content, and a variety of abilities needed both in front of and behind the camera to produce CHCA’s Beak Broadcast alongside other student-led projects.
Prerequisite: None
Community Service
CHCA Upper School 9–12 graduation requirements include 120 hours of community service, including 60 hours of direct contact. A community service contract must be completed for each project, documented, and verified by the agency where the service is performed.
We believe the spirit of community service at CHCA ought to reflect our commitment to follow Christ. In Christ’s teachings and examples we see that He placed special emphasis upon serving those less fortunate—such as the poor, widows, and children.
We believe students and society benefit most from direct involvement with people rather than task-oriented jobs. Through direct involvement we break down barriers and build bridges between communities.
What counts:
Community service is to be completed through a non-profit agency or event, or for a person in the community who would be considered disadvantaged. It is unpaid work performed to benefit the community.
What Does Not Count:
Service completed for profit-making businesses, individuals who can afford to pay for the service, or family members (including family-owned businesses) is not considered community service.
Babysitting counts only with Outreach Office approval.
Training, practicing, or hours not involving service do not count.
Requirements
Students must complete 50% or more of their hours in direct participation with marginalized populations, including the poor, elderly, handicapped, widows, orphans, and the homeless.
Direct service means actively engaging with people; preparing goods for distribution is not direct contact.
Students must complete two service immersion experiences as part of their 120 hours.
One must be a CHCA US 9–12 Service Immersion.
One immersion must be completed by end of sophomore year and the second by first semester senior year.
Students must complete 1 immersion per every 2 years enrolled (2 immersions required for 3 or 4 years enrolled).
Non-CHCA immersions require pre-approval.
Service immersion hours counted include only direct service/ministry. Not counted:
training, travel, sleeping, eating, social time, recreation.Students lacking 30 hours per academic year and at least one immersion by end of sophomore year will be ineligible for extracurricular activities until the requirement is met.
Hours must be completed outside normal school hours.
- Documentation is due immediately after completion to the US 9–12 Guidance Office.
Individualized Learning Opportunities
A provision within the Ohio budget bill (Am. Sub. H.B. 153) exempts nonpublic schools from offering credit flexibility but allows them to include it by choice. CHCA chooses to provide these opportunities.
Students may earn credit in nontraditional ways, including flexible credit options, internships, capstone projects, and research opportunities.
CHCA Implementation of Credit Earned via Flexible Credit
1. Completion of online courses via approved vendors
2. Testing Out or Otherwise Demonstrating Mastery
Students may demonstrate mastery of course content through a combination of:
Quarter or semester exams
Commercial assessments (e.g., AP exams, language exams, or state end-of-course exams)
A required second demonstration of mastery, such as:
research paper
project-based learning assignment
portfolio
performance (for courses such as band)
other performance-based task
Process
Student submits a written request to the Upper School Principal or Flex Credit Coordinator identifying the course.
Department provides benchmarks, syllabus, and texts.
A planning meeting is scheduled with the student, parent, and department representatives to agree on:
assessments required
additional demonstration task
testing dates/times/locations
A minimum score of 80% (B-) on assessments is required.
Credit is recorded as Pass/Fail, which may disadvantage students in college admissions.
Deadlines for submitting intent:
May 1 for Summer credit
August 1 for First Semester or year-long credit
November 20 for Second Semester credit
Students have 60 days from the approval date to complete all assessments (unless using AP exams).
Pursuit of Individual Educational Opportunities
CHCA supports individualized learning through:
Research
Internship
Capstone Project
These differ from Independent Study, which is completing an existing CHCA course through alternate means.
Students interested in research must have completed the Research and Leadership course.
Each student works with an on-site mentor/teacher who monitors progress and evaluates outcomes.
All individualized learning experiences receive Pass/Fail grades.
Elements of an Individualized Learning Plan
A complete plan includes:
1. Course Description, Syllabus, & Rationale
A narrative detailing:
- motivation
- topics to be studied
- desired outcomes (tangible and intangible)
- specific course objectives
- methods for achieving and measuring outcomes
2. Textbooks and/or Resources
A complete list of materials.
3. Meeting Schedule
A specific schedule for student contact with:
- on-site mentor
- off-site supervisor or program director
OHSAA and the NCAA
Any courses taken using alternative means that students wish to conform to the Ohio High School Athletic Association guidelines for student athletic eligibility or that fall under the NCAA core course guidelines should be scrutinized for meeting these requirements when the student applies for the alternative course approval. Courses for which the student “tests out” do not qualify toward course load requirements for eligibility.
The NCAA requires that courses taken by alternative means must be indicated on transcripts, while the Ohio Department of Education requires high schools not to differentiate a course by name or grade as taken by alternative means.
Please review the statement below regarding NCAA requirements sent by the Ohio Superintendent of Education on June 7, 2010:
Recent information sent to schools from the National Collegiate Athletic Association (NCAA) Eligibility Center regarding prospective Division I student-athletes and coursework taken in nontraditional classroom settings may impact school district credit flexibility plans. The NCAA guidance applies to all student-athletes entering a Division I NCAA college or university on or after Aug. 1, 2010.
Specifically, schools are advised to counsel prospective Division I student-athletes not to use the “test-out option” of credit flexibility. They also should advise students that any coursework earned via credit flexibility needs to be comparable in length, content, and rigor to credits earned in a traditional classroom setting. The course also must be four-year college-preparatory in nature and have a defined time period for completion.
Although, in general, ODE recommends that districts list credit flexibility credits on student transcripts in the same manner as credits earned via traditional classroom settings, the NCAA requires that any credits earned through nontraditional ways (e.g., distance learning, online, credit recovery) must be designated as such on transcripts submitted for NCAA review. Schools should note on transcripts (or attach an addendum) which course credits were earned through nontraditional methods.
This designation applies only for NCAA purposes.
If in doubt, contact the NCAA Eligibility Center.
(June 7, 2010. Ohio Dept. of Education EdConnection)
Appeals and Review Process
If the appropriate department denies a student’s alternative learning credit proposal, the student may appeal to the Credit Flexibility Review Panel, an interdisciplinary body comprised of faculty, Guidance Office personnel, and a school administrator.
A student has three (3) days from the denial of the petition to indicate intent to appeal.
The student must contact the Upper School Principal or Flex Credit Coordinator within these three days; no extensions are permitted.
Once an appeal is filed, the Review Panel will convene within one week for a hearing.
The student, parent/guardian(s), department chair, and Review Panel will meet to hear the appeal.
The Review Panel will evaluate whether all required steps were met as stated in the CHCA Upper School 9–12 Credit Flexibility Statement.
Communication with Parents and Students
The CHCA Credit Flexibility statement will be posted as part of the CHCA Upper School 9–12 Course of Study on the CHCA website for access at any time.
Printed copies will be available from the Upper School 9–12 Guidance Office.
Social Studies
Vision
Students acquire an awareness and understanding of the world, its people, and its history; while investigating ways the past has influenced the present and how it can impact the future. Within the diverse range of Christian perspective, students explore patterns of human and environmental interaction through history, geography, government, and economics. We seek to help students successfully and ethically evaluate and navigate a digital world. Students grow in their ability as Christian citizens to bring reasoned decision making to a democratic society, and a culturally diverse and fallen world.
Content Standards & Core Competencies
Students explore the following broad content themes and topics:
Students work to master the following overarching skills:
Sequence
Grade 7 – Social Studies 07
Grade 8 – Social Studies 08
Grade 9 – Modern World History or Modern World History Honors
Grade 10 – .5 Government and .5 Economics
Grade 11 – US History or US History Honors or AP US History
Grade 12 – Social Studies Electives
Social Studies Course Offerings
Social Studies 07
US 7 World Studies lets students develop foundational understandings of social studies topics as they investigate the Medieval World to the Age of Revolutions with specific attention given to the development of Western Europe, East Asia, the Middle East, portions of Africa, as well as the Americas. Topics include belief systems, economic competition, and the connections and relationships between human interactions and events. Students engage with historical primary and secondary sources as well as exploring geography and economic topics to understand the foundations of social, economic, and political dynamics between countries.
Prerequisite: None
Social Studies 08
US 8 US History lets students continue building understanding and critical thinking skills as they work independently and cooperatively to explore U.S. history from the colonization of America to the end of reconstruction. Students engage with primary and secondary sources, as well as historic artifacts. They analyze maps and data of the U.S. and the world, enhancing their understanding of the ever-growing interdependency of communities and societies. Students examine social, economic, and political changes in U.S. history, as well as their relationship to the emergence of the U.S. as a world superpower and gain a foundational understanding of how the U.S. Government works.
Prerequisite: None
AP European History
This course is equivalent to one semester of freshman college coursework and is designed to prepare students for the Advanced Placement exam by following the AP Curriculum for AP European History combined with theological integration. It is an in-depth study of Western Civilization from 1450 (the High Renaissance) to the present and promotes development of the historical thinking skills valued by college and university history departments. These skills include chronological reasoning, comparing and contextualizing, crafting historical arguments using historical evidence, and interpreting and synthesizing historical narratives. Students respond with evidence to examine overarching themes within the curriculum framework.
Online version available, indicate interest on Course Option Sheet.
Prerequisite: Modern World History and Teacher Recommendation
Credit: 1
AP Human Geography
This course is equivalent to one semester of freshman college coursework and is designed to prepare students for the Advanced Placement exam by following the AP Curriculum for AP Human Geography combined with theological integration. Its purpose is to introduce students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of the Earth’s surface. Students employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. They also learn about the methods and tools geographers use in their science and practice. This course rotates with other courses within the department.
Prerequisite: Modern World History and Teacher Recommendation
Credit: 1
AP Microeconomics
This course is equivalent to one semester of freshman college coursework and is designed to prepare students for the Advanced Placement exam using the Advanced Placement Microeconomics curriculum. The course includes principles of economics that apply to the functions of individual decision makers, both consumers and producers, within the larger economic system. Primary emphasis is on the nature and functions of product markets, including the study of factor markets and the role of government in promoting greater efficiency and equity.
This course meets the graduation requirement in financial literacy and examines:
Prerequisite: Algebra II & Modern World History
Credit: 1
AP Psychology
This course is equivalent to one semester of freshman college coursework and is designed to prepare students for the Advanced Placement exam using the AP Psychology curriculum. Students explore ideas, theories, and methods of the scientific study of behavior and mental processes. They engage with topics such as superstition, memory reliability, social behavior, emotional responses, personality, and the influence of media and environment. Students read, discuss, and analyze data from psychological research studies.
Prerequisites: Chemistry and Teacher Recommendation
Credit: 1
AP US Government
This course is equivalent to one semester of freshman college coursework and is designed to prepare students for the Advanced Placement exam by following the AP United States Government Curriculum combined with theological integration. Topics include: Constitutional underpinnings of the US government; intention of the framers; political beliefs and behaviors; political parties, interest groups, and mass media; institutions of Congress, the Presidency, the Bureaucracy, and the Federal Courts; public policy; and civil rights and civil liberties.
Prerequisite: United States History and Teacher Recommendation
Credit: 1
AP US History
Equivalent to one semester of freshman college coursework and designed to prepare students for the Advanced Placement exam. The course emphasizes historical thinking skills such as chronological reasoning, comparing and contextualizing, crafting historical arguments, and interpreting and synthesizing historical narrative. Content is organized around themes such as identity, peopling, American politics and power, and America in the world.
Prerequisite: Modern World History and Teacher Recommendation
Credit: 1
Domestic and International Current Events
In Current Events, students work independently and cooperatively to explore political, economic, societal, and cultural developments in the United States and across the world. Students recognize perspective and bias, evaluate claims, debate issues, and analyze source credibility. They integrate technology, theological principles, problem-solving strategies, and writing skills while using traditional and online news sources, magazines, blogs, and websites.
Prerequisite: None
Credit: .5
Economics
An overview of economic theories and principles. Both macro and microeconomics are covered, including scarcity and opportunity cost; supply and demand; monetary, fiscal, and tax policy; personal and governmental budgeting; comparative economic systems; business structure and production choices; family budget project; and online Stock Market Game. Students use economic formulas to calculate real GDP, change in demand, and currency values. This course meets the financial literacy graduation requirement.
Prerequisite: Modern World History
Credit: .5
Government
A survey course that explores the origins of the U.S. Government, its Judeo-Christian heritage, and its present status and functions. Topics include foundation, structure, and function of government; comparison of government systems; rights and responsibilities of citizens; U.S. Constitution and the legal system; statistical models to evaluate election returns; and changing laws and court cases.
Prerequisite: Modern World History
Credit: .5
Introduction to Psychology
Topics include principles of learning, personality types, understanding human behavior, emotional and behavioral adjustments, group influences, and the relationship between psychology and society.
Prerequisite: Modern World History
Credit: .5
Introduction to Sociology
This course introduces sociology as the scientific study of human society, culture, and social interactions. Topics include socialization, culture, inequality, poverty, and political sociology. Students demonstrate understanding of sociological concepts as they apply to the interplay among individuals, groups, and societies.
Prerequisite: None
Credit: .5
Modern World History
A historical survey of world history from the beginning of the First Global Age (1500) through the present. Topics include: the rise of modern nations; the Enlightenment; the French, Russian, and Industrial Revolutions; exploration and imperialism; World Wars and the Great Depression; the Cold War; globalization; Middle East issues; and the global war on terror. Primary and secondary sources and novels supplement instruction.
Prerequisite: None
Credit: 1
Modern World History Honors
This honors level course prepares students for future success in Advanced Placement social studies courses. Students work at an accelerated pace and engage closely with primary and secondary texts. Topics mirror Modern World History but with deeper analysis, including Enlightenment thought, revolutions, imperialism, global conflict, and contemporary global issues.
Prerequisite: Teacher Recommendation
Credit: 1
United States History
Students survey the development and growth of the United States from the Industrial Era (1877) to the present, with emphasis on the 20th and 21st centuries. Topics include development of cultural, political, and religious systems; continuity and change; causal relationships; significant historical figures; and intellectual, political, and reform movements. Students read novels and analyze primary and secondary sources.
Prerequisite: Modern World History and Government or Economics
Credit: 1
United States History Honors
Covers U.S. history from 1877 to the present with emphasis on analysis, discussion, and historical argumentation. Students use primary and secondary sources, evaluate causation and continuity, and produce polished historical essays.
Prerequisite: Modern World History and Government or Economics and Teacher Recommendation
Credit: 1
Financial Literacy
This course incorporates the following topics across the grade bands: Financial Responsibility and Decision-Making; Planning and Money Management; Informed Consumer; Investing; Credit and Debt; and Risk Management and Insurance. Students develop the ability to make informed financial decisions; prepare for roles as consumers, entrepreneurs, and investors; and learn to utilize limited resources wisely.
Prerequisite: None
Credit: .5